FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3: Lessons 8- YEAR LEVEL: 10 LEARNING AREA/TOPIC: English

10

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students should all own a digital device, either a tablet or laptop.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Create By the end of the lesson students Diagnostic: Introduction:

8 sustained texts, should be able to: - Brainstorm of literary - Recap of last lesson through a classroom
including texts - Research an issue of their techniques across Venn diagram of literary techniques across Multi-modal texts:
that combine choice and compile detailed textual mediums. the three modes (literary, visual, audio). - Home and Away
specific digital (picture book)
or media
notes. - Show examples of a multi-modal text
content, for - Storyboard an original, multi- (picture books, dance, webpages). - The Simpsons
Formative: (TV & film)
imaginative, modal creative text, about
- Student progress should - Teacher directs students to the class weebly
informative, or their chosen issue. which has the outline of the day’s lesson
persuasive be monitored http://miss-
- Show evidence of critical and along with help guides for the various sinnott.weebly.com
purposes that throughout the
creative thinking by arguing a programs they will be using.
reflect upon knowledge, especially
challenging and particular stance in regard to
through questioning.
complex their issue. Body:
The programs that
issues (ACELY17 - Students are asked to brainstorm Popplet.
students are using at
56) contentious issues individually through
any given time can alert
Popplet and then choose one for their
the teacher as to which
project.
stage they are up to.
- Students are allowed some time to research
Summative (Due Lesson 10): their issue and take notes on how they can
Their final product at the end of
this sequence of three lessons
will be assessed based on:
- The class then begins storyboarding their
- Accuracy of information.
- Use of multi-modal
techniques (verbal,
audio, visual).
- Fluency and clarity of
language.
- Description and
understanding of
techniques through a
Google Form in Lesson
10.
implement what they’ve learned into their
stories.
book, either physically or digitally.
o Students who sketch their work on
paper will need to have these
scanned in and line and colour
work done using the Adobe Suite Adobe Photoshop,
(Illustrator and Photoshop). Adobe Illustrator
o Students who do so digitally will be
Storyboard that.
using Storyboard That, a program
that they have used before for plot
summaries and other creative
work.

Conclusion:
- Students conclude their work regardless of
where they are up to.
- The teacher asks which stage the students
are up to by raising their hand while listing
said stages (researching, consolidating
notes, storyboarding, colouring etc.)
- Students are encouraged to think more
about the verbal aspect of their work and
come up with a short draft for the next
lesson.
- If time allows, three students are chosen to
explain one of the literary techniques they
aim to employ in their project.
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Create sustained By the end of this lesson, students Diagnostic: Introduction:

9 texts, including should be able to: - Non-formal - The lesson begins by giving students time to Peer Feedback forms.
texts that - Have finished the majority assessment through discuss what they have begun creating with a
combine specific of the visual and textual peers, encouraging partner.
digital or media
content, for
aspects of their work. them to talk more - Each student must give feedback: two areas of
imaginative, - Have compiled their about the emotional praise and one area which may need
informative, or various images and text connection to the improvement on what their partner has shown
persuasive onto BookCreator and issues they’ve them. They are reminded about respect and Class Weebly.
purposes that formatted appropriately. chosen and to how to give effective feedback.
reflect upon
- Keep a detailed list of the promote active - After this, attention is turned to the class
challenging and
literary techniques they listening and Weebly, to continue with their final project.
complex
issues (ACELY175 have used. effective feedback.
6)
Body:
Formative: - It is explained to the students that today’s
Review, edit and
refine students’ - Frequent challenge is to finish as much of the textual and
own and others’ questioning visual aspects of their text as they can. BookCreator
texts for control throughout the
- For students who did not finish their work last
of content, lesson to break up Adobe
week, they will be allowed fifteen minutes to
organisation, sent extended work time Photoshop/Illustrator
ence structure, finish their images and drafts.
and to ensure that
vocabulary, - Meanwhile, the class begins compiling their
instructions were
and/or visual work into BookCreator by downloading the
features to clear enough.
images from Storyboard That or using the
achieve particular - Non-formal
drawings that they have scanned in and
purposes and ‘checking in’ on
uploading those into the program.
effects (ACELY175 students to ensure o The specific details about how to
7) that each is achieve this are outlined in a guide on
progressing well and the Weebly, but at least one of the
Create literary has direction for pages’ creation should be modelled by
texts that reflect
their work. the teacher.
an emerging
sense of personal - In groups, they - The next stage is to add in the text of their
style and discuss and share book. Using the feedback from earlier, students
evaluate the any problems they edit their drafts and implement these into their
effectiveness of have faced books.
these throughout the - Throughout this process, students are
texts (ACELT1814)
project. This allows reminded to keep track of literary techniques
for students to they have used across the modes they are
consolidate their working with.
understanding by - During the course of the lesson, the teacher
posing practical should go around to each student and check on
problems but also their progress and help refocus if and when
allows the teacher to necessary.
see if there are
- The final layout and formatting of their text is
common areas
ultimately up to the student, but they should
where students are
be able to justify their choices when asked.
struggling.
Conclusion:
Summative: see previous.
- Students save their work and pack up.
- For the last few minutes, students sit in groups
and discuss one problem they have
encountered within the past two lessons, either
with the ICT, the content or the
implementation of each or both.
- Group members offer advice and share their
ideas.
- One member is chosen from each group to
share their most helpful piece of advice with
the class.
- Class concludes.
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Create sustained By the end of this lesson, students Diagnostic: Introduction:

10 texts, including should be able to: - AnswerGarden to - To motivate students, they are shown several
texts that - Have completed a multi- see the student’s scenes from popular movies (Titanic, The Hunger Weebly
combine specific modal text, displaying a conceptual Games, Harry Potter) but they are played either
digital or media
stance on a particular knowledge of without sound or with ill-fitting music overlayed.
content, for
imaginative, issue. audial techniques - Logging on to their computers, they fill out an AnswerGarden
informative, or - Used audio techniques and also allows AnswerGarden, which is embedded into the class
persuasive through soundtrack, them to gather Weebly and answer the question: “What impact
purposes that sound effects and/or a ideas from each does audial techniques have on texts?”
reflect upon
challenging and
narrator. other. - The answers are discussed as a class, with
complex - Explain the effects of the particular focus on the common answers the
issues (ACELY175 particular techniques they students shared.
Summative:
6) have used throughout
- The final project
their work and submit Body: BookCreator
for this sequence
Create literary these answers through a - This is the last lesson which students are given to
texts with a of work: a multi- Garageband
Google Form. work on their multi-modal texts and they will be
sustained ‘voice’, modal text
submitted at the end of the lesson, so students
selecting and combining three Blabberize
should be reminded of this.
adapting literary modes.
appropriate text s - Students will all be incorporating some degree of
- A description of
tructures, literary audial mode into their text, but they have some
devices, three techniques
options of how they would like to do this, such as:
language, from each mode
o Soundtrack and/or sound effects through
auditory and and how they
Garageband.
visual structures have been o Narrator through Blabberize or
and features for a implemented in BookCreator’s recording function.
specific purpose the project, - Again, guides and supporting resources are
and
submitted via a available on the Weebly but students are generally
intended audienc
e (ACELT1815) Google Form. allowed creative freedom as long as they are on-
track.
- Upon completion of this, students are encouraged
Use a range of to refine their work as much as they can.
software,
including word pr - After they are happy with their work and have
ocessing emailed a .pdf copy of their final text to the
programs, teacher.
confidently, - The last element of the assessment is to fill out a
flexibly and
Google Form which asks the students to describe
imaginatively
three literary techniques they have used in their
to create, edit
and publish texts, project from each of the modes e.g. three verbal,
considering the three visual and three audial techniques.
identified
purpose and the Conclusion:
characteristics of - The final section of the lesson will be sharing what
the the students have done and congratulating them
user (ACELY1776) on their hard work on this extended task.
- Friends will be allowed to show each other their
work and talk about their experiences.
- To give a final summary, students will be
questioned based on a few main prompts:
o What is a multi-modal text?
o What does adding another mode to a text
do?
o Where would using a text like this be
appropriate and when would it be more
effective for more traditional texts to be
used?