Children in year 2 explore the multimodal elements of the video and picture book versions of "Rosie's Walk" by Pat Hutchins. They identify the storyline and the characters, create a ‘story map’, analyse how the multimodal design elements make meaning, and recreate the story through video.
Multimodality, Reference, Dialogue, Structure, Situation, Intention.
Learning Intention: To show what you know about what makes a good story.
Let's watch a video without sound. We will watch it and then on the second time, as you watch it, you can act out what you see. Use hand gestures, facial expressions, and body movements to show what happens in the story. On the third time, you can act it out as you listen to it.
Reflect:
Our Inquiry
In this inquiry, we are going to find out how creators (authors, illustrators and video makers) tell good stories. Let's brainstorm some possible inquiry questions.
YouTube video: Rosie's Walk by Pat Hutchins
Focusing on Rosie's Walk by Pat Hutchins, this learning module explores multimodal meaning making through the five design elements of reference, dialogue/social, structure, context and intention.
To refer: Who and what are in the story? (Rosie the hen and the fox). How are they represented in words, images, sound, space and gesture? What action is portrayed? (Rosie’s journey).
To dialogue/interact socially: How is the producer of the meaning connected with the recipient? (The author as storyteller, the book illustrator, the video maker – we are not part of the story the way we are in games, for instance).
To structure: How does the story hold together? (The way the sentences are presented on the pages of the book, each part of the story on a new page). How are the pictures in the book connected with the text? What does each example of writing and picture tell you that the other does not? How is the video ordered like a storyboard?
To contextualise: Where is this text to be found? Where would we read the book, or watch the video? Why?
To intend: What are the interests and motivations of the characters? (For example, Rosie vs the Fox) How are we positioned? (What do we know that Rosie does not know, and the fox does not know? What is the moral of the story?)
In these ways, the students begin to develop a metalanguage to describe the design elements of Rosie's Walk, a text that is represented multimodally through a storybook, audio and an animated video.
Blurb from Amazon.
Rosie the hen leaves the chicken coop and sets out for a little walk. Right behind her is the fox, slyly trying to catch up with her. Rosie's walk is quiet, uneventful and eventually leads her back to the coop, blissfully unaware of the fox's travails as he tries -- unsuccessfully -- to navigate the obstacle course that Rosie has led him through.
Teaching Tips
This update values students' prior knowledge of the text, chickens, foxes and a farmyard. It also introduces the gestural as a meaning making mode.
Show the video a number of times. In the initial viewing, students can just watch. In the second and subsequent viewings, they can act out the story, including just listening to the audio as they act it out.
After each showing, use some of the questions to prompt reflection on the gestural mode, particularly on how students enact the characters' feelings. Use Think-Pair-Shares to include all students' ideas. This is important as throughout the unit, there is a lot of discussion in order to support students to make connections about how stories are told.
Finally, focus on developing an inquiry focus with the students. It could be along the lines of "What makes a good story?" or "how can we communicte ideas in stories through words, pictures, sounds and gestures. The question should be recorded and displayed so it can be referred to throughout the unit.
Australian Curriculum English Year 2
Literature
Responding to literature
Compare opinions about characters, events and settings in and between texts (ACELT1589)
Literacy
Interacting with others
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Learning Intention: To identify some ways that stories are told.
Listening to Rosie's Walk
Now we are going to listen to Rosie's Walk again without seeing the videoclip.
Draw a picture of how you feel. Is it a happy or a sad face? Why?
Besides the music, what else do you hear? Make some of the sounds? What is happening when these sounds occur? Do the sound effects help you to picture what is happening?
Reading Rosie's Walk
Now let's read the storybook of Rosie's Walk.
Reflect:
Design Elements
In this update students continue to make meaning of Rosie's Walk through the audio (music of Turkey in the Straw and sound effects) and linguistic (words and phrases).
The final discussion should contribute to the inquiry question through identifying some different ways that stories are told.
Teaching Tip
Use Think-Pair-Shares in the reflection activities so each student is involved in thinking and discussion.
As the book is one long sentence, you may have to read the story again for students to decide on their favourite word or phrase.
Australian Curriculum English Year 2
Literature
Responding to literature
Compare opinions about characters, events and settings in and between texts (ACELT1589)
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
Literacy
Interacting with others
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Learning Intention: To understand how the pictures and the words work together in Rosie's Walk.
First draw the main characters in the story.
Then create a story map about what happens in the story.
Let's start with Rosie as she leaves the chicken coop. Draw the chicken coop and then draw an arrow. Then draw what happens after Rosie leaves the chicken coop.
Keep drawing pictures and arrows until you have all the main things that happen on Rosie's walk. Your arrows can go around in a circle or in straight or curved lines.
Reflect: What information about what is happening in the story, did you get from:
Now let's look back at the book.
Design Elements
Here students focus firstly on reference - who and what are in the story (Rosie the hen and fox), the circumstances (farmyard, mill, pond), and processes - what action is portrayed (recount of Rosie's journey).
They also identify how this is represented in:
Teaching Tips
In the discussion, students reflect on representation and also on the structure. As these are complex ideas, lead a whole class discussion and include Think-Pair-Shares. Reinforce ideas by pointing out more examples in the text.
Students could also use a proforma with 8 boxes to help them sequence the story on the story map.
Australian Curriculum English Year 2
Literature
Text structure and organisation
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Literacy
Interacting with others
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Learning Intention: To understand how the music and gestures work together with the words and pictures in Rosie's Walk.
Look at the video of Rosie's Walk and then look at the visuals in the story book. Look at the drawings of Rosie.
Reflect:
Now look more closely at the gestures - the expressions on the face of the fox and the hen, and the shapes of their bodies. Describe what you see.
Also look at the space between the fox and the hen.
Look at the visuals in the book.
Now listen closely to the audio - music and sound effects again.
Let's look back at our inquiry question. What have you found out? What else do you want to find out?
Design Elements
This update focuses on how the reader/viewer is involved and positioned in the story. Rosie's Walk is a narrative recount, written in the past tense by a 'detached' third person who is not part of the story. In the same way the reader or viewer is looking in on the story, on events that have already occurred. The author is economical in her use of words so there is little description or emotional appeals in the writing and images. All of this ensures there are not strong connections between the storyteller/author/illustrator/video maker/reader and the story.
Students consider the social interactions between themselves and the story/author/illustrator by considering the effects of the linguistic, audio, visual, spatial and gestural modes, particularly how they position the reader/viewer.
The reader/viewer may feel the threat of the stalking fox or be drawn into the humor created by the problems faced by the fox. Nevertheless, the upbeat music (banjo and violin) also creates a positive mood, decreasing any real sense of threat.
Teaching Tips
Use Think-Pair-Shares for students to discuss how students feel. Prompt them to look closely at the book and video to find evidence for their responses. To encourage a development of metalanguage, use terms such as audio, visual, gestures, space and language/words.
Australian Curriculum English Year 2
Literacy
Interacting with others
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Learning Intention: To understand how the words, pictures, audio, gestures and layout work together to make meaning.
1. Linguistic/Words Mode
Look at the story. How many sentences are there? What do the words tell us?
What is the pattern that the author has created through the repetition of the phrases such as "across the yard" and "around the pond"? What other phrases does she use? Let's record some.
Linguistic Mode: Writing your own Sentences
Using words that are in Rosie's Walk or making up new ones, think of where else Rosie could go on her walk. She could go "across the path" or "around the windmill". Share your idea with a partner. The write your sentence. Start your sentence with "Rosie the hen went for a walk..........'
Then make some changes to your sentence so it becomes a whole new sentence.
Rosie the hen went for a walk across the yard.
Billy the goat went for a walk across the yard. (changing the participant)
Billy the goat went for a run across the yard.
OR Billy the goat galloped across the yard. (changing the process)
Billy the goat went for a run through the meadow. (changing the circumstance)
2. Spatial Mode
Look at the way the phrases are presented on each page of the book with each part of the story on a double page.
Also, look at the layout of the left and right pages of each scene. How are they connected? Who is mostly on the left page and who is mostly on the right page? What is generally happening on the left page and what is happening on the right page? Why has the author/illustrator created this pattern?
Does the fox ever get very close to Rosie? Is Rosie aware of what is happening?
3. Visual/Pictures Mode
Now look at the video again. There's one story in the words and another story in the visuals. As a class, let's summarise what happens.
| The Words | The Visuals |
Reflect: How are the stories told in the words and in the visuals the same? How are they different?
Let's look at the visuals in the picture book of Rosie's Walk. As a class let's complete the table about the visual features.
| Visual Design Elements | Examples | Effects |
| Colours | ||
| Line | ||
| Gaze |
Reflect: Look at the two images of a fox. In one, the gaze looks at the reader; in the other, the gaze looks to the left. Which is more threatening? Which gaze does the author use most in Rosie's Walk? Why does Pat Hutchins who is the author and illustrator of Rosie's Walk do that?
Now draw 1 or 2 pictures that illustrate your sentence in 1. It could be a picture of your sentence or it could be 2 drawings like in "Rosie's Walk". What other animal will you include?
4. Audio Mode
First watch this video and do some actions to go with the sounds.
Let's talk about how you feel when you hear some of the sounds: laughing, clapping, crying, running singing, kissing, pouring and drinking, snoring, coughing, sneezing.
Let's explore sounds using musical instruments and other objects by playing instrument and movement games. First listen to the sounds and then start moving to the sound. You can choose an instrument and make a sound too and see how your friends move.
| Sound | Action | Feeling |
| fast drum beat | stamp feet | strong |
| slow drum beat | sway | sleepy |
| shakers | wiggle | happy |
| xylophone | hop | excited |
Listen to the audio of Rosie's Walk again, without the visuals. Let's do a class analysis of how the audio makes us feel.
| Audio Design Elements | Example | Effect |
| Voice | ||
| Music | ||
| Tempo | ||
| Sound Effects |
Reflect:
Overall, how does the audio make us feel when we watch or hear Rosie's Walk?
How is the audio the same as the words in how it makes you feel?
How is the audio the same as the pictures? How is it different?
5. Gestural Mode
Let's practice moving like different animals and objects such as a horse, frog, bird, duck, fish, turtle, train, bus.
1st time: move with moving your arms and with a plain expression on your face.
2nd time: add sound effects
3rd time: move your arms - gestures.
4th time: show different facial expressions
After each time, talk to a partner about what you did. Talk about how adding gestures and facial expressions.
Now show different facial expressions and gestures (you can take photos if you like): be happy, sad, excited, bored, surprised, angry.
Work with a partner and show different facial expressions. See if your partner can guess them.
Draw a picture of an expression with gestures. See if your partner can guess it.
Now let's look at the gestures of Rosie and the fox in the picture book of "Rosie's Walk".
| Gestural Design Elements | Example | Effect |
| Facial Expressions | ||
| Body Stance | ||
| Gestures |
Reflect: How do the facial expressions, body stances and gestures add meaning to the story?
Creating your own double page
Now go back to the sentence that you wrote about Rosi or another animal. Draw a double page spread with Rosie/the animal on the right side of the page. Write your sentence on the right side of the page.
Draw the fox/another animal on the left side of the page. Show what is happening to him. As you draw your pictures, think about:
Overall Reflection: Let's look back at our inquiry question. What else have you found out about how stories are told? What else do you still want to find out?
Design Elements
This update covers a number of lessons as students focus on how meaning is made in a multimodal text. It reinforces and extends understandings already covered in preceding activities about the linguistic, spatial, visual, audio, and gestural modes. Note that the "Contextual" design element has not been included as it is addressed in Update 2. Intention is also covered in Update 6: Author's Purpose.
1. Linguistic Mode
Reference: Here students learn about the composition of the narrative and how it holds together, for example, the way the phrases are presented on each page of the book with each part of the story on a new double page, how the fox is typically on the left page and Rosie on the right page, and how the text and Rosie are on the right page, while the obstacles faced by the fox are on the left page. Emphasise the print concept of directionality, going from left to right in books.
Dialogue/Social: The narrative is a one sentence recount, told in third person and past tense and with a minimal use of words. Third person is important as the reader is not involved in the story or closely connected to the characters as is more typical with first person.
Structure: The narrative includes noun group (character and species) + processes + prepositional word groups of place and time.
Intention: hen positioned a purposeful, safe, oblivious (like the narrator); fails to mention stalking fox’s harmful attempts omitting plot complications and resolutions
Note: The sentences and drawings can be used in Update 7.
2. Spatial Mode
Reference: White space separates the multi-patterned and multicoloured objects. The two key objects are kept fairly consistently separate.
Dialogue/Social: Rosie’s position is consistently just below the half way mark on the page; the fox’s position fluctuates above and below the hal way mark on the page, depending on its next “move.”
Structure: Rosie’s non-awareness of the other (her predator) has an impact on her mode and speed of travel. The other of course is watching every move the hen makes and “keeps its distance” until it deems an appropriate moment to pounce.
Intention: Rosie is intent on going from A to B, oblivious to anyone or anything getting in her way (good/pure). The fox’s intentions are markedly different (evil) are to try to capture the hen but its attempts are thwarted by all sorts of obstacles.
3. Visual Mode Still Images
Reference: Two main characters, a hen walking and a fox stalking, and elements such as coop, buildings, lake which denote their circumstances in a farm. Book: still images, limited palette (orange, green, yellow) limited tones show a hen’s journey as she walks around a farmyard oblivious to a fox’s attempts to harm her.
Dialogue/Social: The shot angles are predominantly at eye level, although fox is positioned higher on the page as it prepares to jump, lower following failed attempts. The shots are mainly offers, rather than demands with character gaze directed within the text.
Structure: Rosie’s steadfast left to right march around the farm forms the main reading path for these images. Her profiled body, particularly her feet and crest provide strong left to right vectors, supported by the vectors of the fox’s eyes.
Intention: Humanises characters positioning hen as oblivious, naïve or clever and fox as bad (although hapless) rather than an animal hunting for food. Rosie – name and gender; fox no name no gender. Plays on stereotypical beliefs about foxes and hens.
| Visual Feature | Examples | Effects |
| Colours |
|
|
| Line |
|
|
| Gaze |
|
|
There are other visual features that could be discussed such as vectors (strong left to right vectors through Rosie's crest and feet), shot types (mainly long shots) and shot angles (at eye level).
Extension: Animated Visual Mode
Reference: edited stills images, animated images and images involving lens and camera movement such as pans, zooms and dollys show a hen’s journey as she walks around a farmyard oblivious to a fox’s attempts to harm her.
Dialogue/Social: The shot angles are predominantly at eye level, although fox is positioned higher on the screen as it prepares to jump, lower following failed attempts. The shots are mainly offers, rather than demands with character gaze directed within the text.
Structure: Rosie’s steadfast left to right march around the farm forms the main reading path for these images. Her profiled body, particularly her feet and crest provide strong left to right vectors, supported by the vectors of the fox’s eyes.
Intention: humanises characters positioning hen as oblivious, naïve or clever and fox as bad (although hapless) rather than an animal hunting for food.
4. Audio Mode
Reference: Audio journey of repetitious cycles incorporating narrated words, music, sound effects. Narrator (southern American accent); Music (banjo, violin, string bass); SFX (percussion)
Dialogue/Social: Major key. Invites optimism. Quadruple (4/4) beat denotes a march. Invites an evenly rhythmic foot-tapping or hand-clapping response. Cycles do build to climax/resolution.
Organisation: Informal tuning up of violin; Narrator introduces title; Laughter Violin solo introduction; Verse: banjo carries melody; string bass accompaniment; Chorus: violin carries melody with string bass accompaniment. Repetitive structure of verse and chorus (verse, chorus, verse, etc).
Intention: Constant, prominent bass line and banjo melody depict Rosie (hen) as steadfast and focused in undertaking walk around the farmyard. Family values; old fashioned; insularity; purity, naivety…
| Audio feature | Example | Effect |
| Voice Tone | Human voice, American (southern) accent, friendly tone | Creates a positive effect on readers - makes them feel happy rather than feeling danger or any threat |
| Music | Turkey in the Straw | Fits in with farm theme, a happy song |
| Tempo | Fast, upbeat | Makes the readers want to tap their feet and dance - positive effects |
| Sound Effects | laughter, boink, splash, gurgle, plop, buzz, buzz, etc | Makes the actions of the fox funny rather than threatening |
5. Gestural Mode
Reference: a hen strutting confidently with head held high and purposeful even stride; a hen with business to attend to – therefore she is very erect and walks with marching-like steps. The fox’s gestures are not typical of a predator’s slick/sleek movements; some mimicking gestures then body like a spring ready to pounce; body prone and flat after failed attempts.
Dialogue/Social: hen makes no eye contact. Fox makes eye contact with viewer after failed attempts. One aware; one unaware. Potential victim and perpetrator or winner and loser (audio- hear the failure). Rosie’s gestures are uniform – ordered; the fox’s are almost contortions, depending on his intention. Juxtaposition of two characters’ movements.
Organisation: Spacing – respectful distance; safety. Rosie’s gestures are predictable and consistent with walking alone; the fox’s are varied and almost comical, highly sensitive to moves of his prospective meal.
Intention: Written for a young audience, the author/illustrator has taken care to keep this journey fairly uneventful. (The alternatives could have had dire outcomes!)
| Gestural Feature | Example | Effect |
| Facial Expression |
|
|
| Body Stance |
|
|
Teaching Tips
Use a shared writing activity to complete the charts in all four lessons. Use Think-Pair-Shares to involve all students.
There are many downloadable images of Rosie's Walk. Children could colour these with their own geometric patterns to reinforce understanding of line.
Australian Curriculum English Year 2
Language
Text structure and organisation
Know some features of text organisation including page and screen layouts (ACELA1466)
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Expressing and developing ideas
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
Literature
Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
Literacy
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Creating texts
Create short imaginative texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Learning Intention: To understand why Pat Hutchins wrote Rosie's Walk.
Rosie's Walk is written with cartoon-like characters and they seem like real people who have the thoughts and feelings of humans rather than foxes and hens. How would the story be different if it had real photographs, not cartoons?
At times, we know a lot more about what is happening than Rosie and the fox. Rosie feels safe and doesn't seem to know that the fox is there and threatening her.The fox creates humour rather than a threat.
Author's Purpose
Sometimes authors write stories for fun and to make us laugh. Does Rosie's Walk do that?
Think about the audio version. What was the designer of the video trying to make you think about Rosie?
Sometimes authors write stories so we can learn from them. These stories have a moral or message for us.
What messages might Pat Hutchins wish to tell us in Rosie's Walk?
Reflect: Let's make a class list of all the messages that Pat Hutchins might send to her readers when they read Rosie's Walk.
Design Elements
Intention: Whose purposes and interests are these meanings designed to serve?
This update looks at the interests and motivations of each of the characters and how the reader/viewer is positioned. For example, we know a lot more about what is happening than Rosie and the fox.
It also explores the author's purpose by considering possible lessons to be learned and a moral.
Teaching Tip
Use Think-Pair-Shares in the whole class discussion to ensure each student has a voice as they brainstorm possible messages/morals in Rosie's Walk.
Australian Curriculum English Year 2
Literacy
Text structure and organisation
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Learning Intention: To make a video of Rosie's Walk, applying all we have learned about the gestural, linguistic, audio, spatial, and visual modes.
First, let's make some storyboards of Rosie's Walk, using the sentences you wrote and the pictures you drew in update 5. For the audio, you can read your sentence and make a sound effect.
| Sentence | Drawing | Sound Effect |
|
Rosie the hen went for a walk or Billy the goat went for a walk |
Add drawings or scanned images |
Cluck, cluck, cluck or Baa, baa, baa |
Now we will make a video. You will be recorded using your voice to read your text and add your sound effect.
Reflect: How is your part of the video the same or different to the book and YouTube video? What have you learned about making meaning through the linguistic, audio, spatial, gestural, and visual modes?
From Available Designs to Designing to the Re-designed
In this main assessment task, students apply what they have learned about multimodal meaning making through a collaborative storyboard. Using the double page drawings, created in update 5, students need to decide on the appropriate sound effect for their image using their voices. As each double page is filmed, students read their phrase and add their sound effect. It will be significantly different to the YouTube video if students have been creative in thinking of other prepositions and other places that Rosie visits on her walk.
There is a range of software available to make the video. A PowerPoint of the drawings with audio recorded on iPads is a simple option.
Background music is optional. it could be "Turkey in the Straw" or some Happy Background Music or favourite music of the students.
Australian Curriculum English Year 2
Literature
Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
Literacy
Creating texts
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Learning Intention: To apply what I have learned about Rosie's Walk to another story.
Find another storybook and look at its visual, linguistic, gestural, and spatial features. If there is a YouTube video, you can play the audio and look at the visuals in the moving images. What do you notice?
Reflect:
What do you learn from the linguistic text?
What do you learn from the visuals?
What do you learn from the gestures?
What do you learn from the use of space?
What do you learn from the audio?
Learning and Transformation
Students can work individually, in small groups, or as a whole class to apply what they have learned to another picture book.
You could use A Particular Cow by Mex Fox (illustrated by Terry Denton). You could also find a book that has two stories - one in the words and one in the pictures such as Wolves by Emily Gravatt.
Australian Curriculum English Year 2
Literature
Creating literature
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
Literacy
Texts in context
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Interpreting, analysing, evaluating
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Creating texts
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Title: Rosie's Walk (Source); Rosie's Walk YouTube Video (Source); Fig. 1: Image by Alan O'Rourke (Source); Fig. 2: Chicken Coop (Source); Fig. 3: Fox Stalking (Source); Fig. 4: Fox close up by Kaz (Source): Fig. 5: Fox (Source); Fig.6: Chicken image by kpgolfpro License: CC0 Public Domain (Source); Fig. 7: Brown hen (Source); Fig. 8: Natalia Makarenko – tree of books (Source).