TERM/WEEKS:

Term 2 YEAR LEVEL: LEARNING AREA/TOPIC:

3 English- Literature
Week 3
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:

Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking Social 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 have access to iPads.

West Australian TEACHING & LEARNING

WEEK/ SPECIFIC LESSON ASSESSMENT RESOURCES
LESSON
Curriculum EXPERIENCES
OBJECTIVE (what & how) = ICT and other
LINKS (Introduction, Body and Conclusion)
 Create Summative Introduction: Introduction:
3/1 • Brainstorm the
imaginative assessment:
features of their
texts based on
characters,
own character • Students log on to the website ‘Imaginative Narratives’ and go to • Imaginative
settings and
using digital • Brainstorm: rubric - Lesson One. Narratives website:
technologies. the main focus areas https://meganedwa
events from
students’ own are appearance, rdsict.weebly.com
• Students complete an interactive sticky note activity where they think
and other • Create a ‘wanted’ personality traits.
of what they already know about characters (can be their favourite
cultures using poster of their character, • Sticky Note
visual features, own character • ‘Wanted’ poster: personality traits etc.) 5 mins Activity:
for example using digital rubric - the main https://boardthing.c
perspective, technologies. focus areas are Body: om/board/5a98e20
distance and appearance, c09635a06006018
angle. likes/dislikes, 14
personality • Students watch a video on creating a character. 2 mins
(ACELT1601) traits and Body:
background. • Students use the video to help them brainstorm
a character. They are to include the character’s appearance, likes,
• Brainstorm:
dislikes, background and
https://coggle.it
personality traits. Make sure students add their
teacher’s email address before moving on. 10 mins
• Students build an avatar based on the brainstormed appearance of • Avatar Creator:
their character. Ensure that students https://www.buildyo
take a screenshot of their character. 10 mins urwildself.com
• Students create a ‘wanted’ poster of their character.
They are to include their character’s likes, dislikes, background, • ‘Wanted’ Poster:
appearance, personality traits and the screenshot of their avatar. https://www.poster
Once it is finished, take a screenshot and email it to their teacher. 20 mywall.com/index.
mins php
Conclusion:

• Ask students what the four main aspects of creating a character are.
Ask for exmaples of each.

• Ask three students to show their ‘wanted’ poster to their classmates.

Get them to describe the four main aspects of their character. 5 mins
 Create Summative Introduction: Introduction:
3/2 • Brainstorm the
imaginative assessment:
different settings
texts based on
characters,
they know of or • Students log on to the ‘ICT Integrated Curriculum’ website and go to • ICT Integrated
settings and
are familiar with • Brainstorm: rubric - Lesson Two. Curriculum
using digital the main focus areas website:
events from
technolgies. are setting, https://ictchelsea.w
students’ own • Teacher provides a short oral explanation about the importance of
and other appropiate images eebly
settings in the creation of imaginative narratives. Emphasize the
cultures using • Create a and associated
building on from creating characters in the previous lesson, to now
.com
visual features, postcard characteristics.
deciding on
for example which describes the settings where these characters will belong. 3 mins Body:
perspective, the • Postcard: rubric - the
distance and characteristics of main focus areas are • Brainstorm:
angle. a particular • Students watch a short video on story settings to further introduce the
descriptive language, https://popplet.com
setting in the topic. 2 mins
tenses and setting
(ACELT1601) point of view of characteristics.
their character Body: • Postcard:
creations. https://www.canva.
Formative
com/design/DACy
assessment: • Using the short video just viewed, the students will brainstorm the
DGL
settings they know of. Students will
SFwk/share?role
also add images and short descriptions of associated characteristics
• Overall knowledge: =EDITOR&token=q
to their brainstorm. The finished brainstorm will be screenshotted, and
quiz - the main focus 7EUMn-R6m0w
saved to the camera roll on the iPad. 15 mins
areas are the rhlme91-4A&utm_
importance of the content=DACyDG
setting in a story, • Drawing inspiration from their brainstorms, the students will decide LSFwk&utm_camp
types of settings and upon a setting where their character will live aign=designshare
their associated in their eventual imaginative narratives. &utm_medium=
characteristics. link&utm_source
• Students will create a postcard from the perspective =sharebutton
of their character in the setting where they live. The
finished brainstorm will be screenshotted, and saved Conclusion:
to the camera roll on the iPad. 20 mins
• Quiz:
Conclusion: https://kahoot.it

• Teacher will conduct a whole class Kahoot quiz for

every student to participate in. The quiz will briefly test the students
on the themes explored in the lesson; importance of settings, types of
settings and associated
 Assessment:
3/3 Create  Write an imaginative Introduction: Introduction:
imaginative narrative which has
• Rubric for Imaginative • Teacher leads a Think, Pair, Share recapping features of *teacher iPad and
texts based on well developed
characters, Narrative – student a Imaginative Narrative. air drop to Smart
character and
settings and influenced • Class Discuss and work together on creating the Rubric Bored
setting.
events from for the task. *Rubric -
students’ own • Students use iPads and log on to the ‘ICT Integrated http://rubric-
and other • Create a book using the Curriculum’ website and go to Lesson Three.
cultures using Book Creator app, using maker.com/index
visual features, already written .php
for example imaginative narrative.
Body:
perspective, Body:
distance and *Class set of iPads
Teacher will choose two students to hand out English
angle. *English books
books and two others to hand out iPads.
*Pencils
(ACELT1601)
Students will use iPads to follow the Weebly and use the
dictionary app to help with the editing process of their *dictionary app
writhing.
*Book Creator app
Students will follow the process and write their own
Imaginative Narrative.
The Narratives will then be entered into their own
creation on Book Creator.

Early finishes will be paired up to read their stories

allowed to each other. – this is to be done just outside
the door as to no disrupt other students.
Conclusion:

Once Books have been created students will then air drop
them to the teacher’s iPad.
These will then assigned a grade and added to the
students’ portfolio.
Students will then pack away and sit on the mat and await
teacher’s instructions for the next transition.
Two students will be allocated to pack away iPads.
Device considerations
K-year 4 – Use iPad as your device. Assume either shared devices or each child has a device. Do not assume there is a lab at the
school. They are disappearing from most schools.
Year 4-6 – Use either an iPad or a laptop as your main device. Many schools have 1-1 devices but not all. Again, there are not likely
to be labs in schools – you will have shared devices or can borrow from other classrooms if you want to do individual activities.
Year 7-12 - Plan for one device per student – e.g. assume everyone will have iPad, or Mac or Windows machine.

Notes: Make sure the tools and sites you choose can cater for the device you nominate. Some popular apps are only available on
iPad and some websites don’t work on the iPad but may have an app instead. Do your research to ensure it will all work on the
nominated devices.

Website creation guidelines

Explanation of the tabs:

Home Lesson pages Teacher page ICT tools

Explain your website. Assessment 3. Assessment 1 Assessment 1

Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
The lesson pages should be
clear and aimed at the age
group of the students. These
pages are not designed for
adults. It is designed for
students to use within a guided
classroom environment.
Use appropriate web design
principles to ensure the site is
easy to use and navigate.
You will include your planning
documents, your explanation
of the learning theory and your
clarification of the 4 chosen ICT
focus tools.
You will also put a link on this
page to the section where you
will be detailing all of your ICT
tools.
This is where you will put the
details of the ICT tools we will
be covering in the unit. Include
the link to the tool, a
description, a screen shot or
example and an explanation
of how it could be used in a
classroom.