FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: One LEARNING AREA/TOPIC: The Hungry Caterpillar

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:

There are 10 iPad’s available in the classroom at all times and are located in the charging station. For this lesson however only 5 iPad’s are required.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week English – 1. Create a story Summative assessment – Introduction

3 ensuring a clear
Lesson Discuss beginning, middle In the mat session at the  Introduce the topic of the lesson to the
1 features of conclusion of the lesson the students – The Very Hungry ‘The Very
and end has been Hungry
plot, teacher is using summative Caterpillar
character and included assessment to measure Caterpillar’ by
 Read ‘The Very Hungry Caterpillar’ by Eric Carle
setting in students understanding. The
different teacher asks the students to Eric Carle to the students
2. Create a word cloud
types of volunteer to share the word  While reading the book ensure you
including all of the
literature and clouds they have created. Be focus on and draw the student’s
explore some words associated aware that it is likely the same attention to the sequence of the story.
features of with ‘The Very children will volunteer so - White
 With the class brainstorm the board
characters in Hungry Caterpillar’ ensure a cross section of
different texts students share their work. sequence of the story using three - White
using the ‘word
(ACELT1584) Through this the teacher is columns; beginning, middle and end, board
cloud’ application on
able to explicitly assess those and all of the different characters, markers
the iPad
Recreate students who volunteer. The objects and features they saw in the - Eraser
texts teacher will also be assessing book
imaginatively 3. Sort the elements of each individuals word cloud as - Beginning: grew from an egg into a very
using ‘The Very Hungry they will be printed and
hungry caterpillar
drawing, Caterpillar’ into displayed around the
writing, classroom. - Middle: ate all of the food and
beginning, middle
performance developed a stomach ache
and end
and digital Observation record – - End: Ate the food that was right for him
forms of (a leaf) and grew from a caterpillar into
communicati Throughout the lesson the a beautiful butterfly
on teacher will be observing all
 Inform students that they will be
(ACELT1586) students. The teacher will be
observing the students for their placed into groups and will spend the
understanding of what is lesson rotating through four different
required at each activity as activities
well as their ability to complete
the task provided.
Checking for understanding  Inform students of their groups (these - Refer to
groups have been previously previously
Throughout the lesson the identified) identified
teacher will be asking students groupings
if they understand what is  Outline the activities to the students
required from them. and advise which activity each group
All of this assessment will begin with
information will be recorded for  Inform students that they will spend 10 - Display the
the teacher to use to make minutes at each activity and that there timer on
changes if required and refer will be a timer on the board for them to the
to in the future. smartboard
look at
 Send the students off in their groups
one by one to their activities

Body:
 While the students are completing
the rotations the teacher and the
teacher assistant will be available to
help students where required and to
ensure all students understand each
rotation

Activity 1:
Students will work in pairs (or as a group of - Paper
three if required) to create their own short
- Stapler
story ensuring their story has a clear
beginning, middle and end. Students will - Pencils
take their story with them from activity 1 to
activity 2.
- Coloured
Activity 2:
Students will illustrate the characters and pencils
setting outlined in their story (the group - Crayons
that starts at activity 2 will write their story
during that time and illustrate it during their
time at activity 1)

Activity 3:
Students will be provided with a picture of - Laminated
the elements displayed throughout the cut outs of
story, for example a leaf, egg, a caterpillar, the
all of the food eaten by the caterpillar, a
elements
butterfly etc. As a group the students will
be required to place these pictures into included
three categories depending on where they in the
appear in the story. Students will be story
provided with a template divided into three - A copy of
sections; beginning, middle and end. the story
for the
students
to refer
too

Activity 4:
Students will be using the iPad to create a - iPads
word cloud. In their word cloud students - ‘Word
will need to include all of the words that are cloud’
associated with ‘The Very Hungry applicatio
Caterpillar’ story. Examples of these words n on the
could include; caterpillar, hungry, food, iPads
apple, plum, stomach ache, butterfly. Once
they have listed all of their words thought - Paper if
of all the students will choose an outline or students
shape they think relates best to the story. want to
These word clouds will be saved to the brainstorm
iPad’s and printed out to be placed around their
the classroom. words

Conclusion:
 Ask students to ensure their area is
tidy and everything has been
packed away
 Ask students to gather on the mat to
conclude the lesson
 Review the lesson with the students
- Ask which activities the students
enjoyed and which activities they would
change or do differently
- Ask if any of the students would like to
share with the class the book that they
created during activity 1 (if there is a
number of volunteers choose 2-4
depending on the time remaining). Ask
each volunteer to stand at the front and
read their story.
 Inform students that they will be
continuing with their study of ‘The
Very Hungry Caterpillar’ in future
lessons