FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK / LESS ON

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

(ACELT1592)

-Identify rhyming words in The Gruffalo and in the treasure hunt clues. -Follow the treasure hunt map to find the clues in chronological order.

-Anecdotal notes about student understanding of rhyming words, ability to follow the clues and map.

Lesson 1: Identifying rhyming words Motivation: -Students predict what they think The Gruffalo will be about, firstly by thinking about the title, secondly by looking at the front cover picture- mat session. -Teacher reads The Gruffalo (modelled reading) -Students watch: Rhyming words-Phonics YouTube clip (see appendix 1) on the interactive whiteboard -Class discussion about rhyming words. Teacher read the first page of The Gruffalo and identifies all of the rhyming words. -Teacher re-reads The Gruffalo and students put their hands up every time they hear a rhyming word in the book. Lesson Steps: -Students complete a treasure hunt (language experience activity) based on The Gruffalo text, working in small groups that have been predetermined by the teacher. -Each group is assigned an IPad and an adult helper (teacher, EA or parent helper). -IPads are used to scan QR codes in each location to get the next clue. All clues are written using

The Gruffalo by Julia Donaldson. Interactive whiteboard Appendix 1: Rhyming wordsPhonics YouTube cliphttp://www.youtu be.com/watch?v= MSW1NFa5y3s Ipad for each group (students work in groups of 4) with QR scanner apps Appendix 2: Treasure Hunt Clues adapted fromhttp://www.cees.o rg.uk/cms/uploads /pdfs/NAFSOgruf falo.pdf (each clue is made into individual QR

-Can anyone describe to us how we can tell if two words rhyme? -Can you give an example of two words that rhyme? What sound in those words is the same?

rhyming words (see appendix 2). -Adults are aware of where each clue is located and use questioning/prompting to direct students in the right directions. Conclusion: -Students write down three set pairs of rhyming words and one element of the lesson activity they enjoyed into their reflective journals.

codes and placed in various locations around the school). Reflective Journals

(ACELT1592)

-Correctly match pairs of rhyming words during Rhyming Bingo. -Select words that rhyme whilst playing online rhyming games. -Demonstrate understanding of rhyming sounds by circling them in the pairs of rhyming words written on their Gruffalo mask.

-Teacher uses an observation grid to make notes about each child at the Rhyming Mask station. -Teacher marks students Gruffalo masks against a checklist

Lesson 2: Identifying rhyming words Motivation: -Shared reading session of The Gruffalo. -Students return to their desks for a class game of rhyming bingo (see appendix 3), using the rhyming words from The Gruffalo story book. Students must have three pairs of rhyming words before they can call out bingo. Lesson Steps: -Students are divided into two groups and will rotate through two stations; Rhyming Masks and Rhyming Games -Teacher explains stations and divides class into two groups. The groups can be divided by using the GroupMaker app (see appendix 4). - Teacher will work closely with students who are at the Rhyming Masks station. - Students who are on the station Rhyming Games will be monitored by one of the students this will be the child who has been selected as the weekly monitor. -Station 1: Rhyming Masks; -Students are required to cut out a mask (see appendix 5) of the Gruffalo and write all the rhyming words from the story book on their mask. They may refer to the book if needed. -Students must circle the rhyming sound within the words they write on their mask. -They can illustrate their words to develop further understanding of the rhyming words and to decorate their mask. -Station 2: Rhyming Games; Students have an IPad each and play Rhyme Time (appendix 6), Rhyming Rockets (appendix 7) and Freeze Dance Rhyming games (appendix 8) (NB: students use hyperlinks on http://thegruffalo.weebly.com to access games). -Can you hear the sound that rhymes in these words? -Which letters do you think make up that sound?

Appendix 3: Rhyming Bingo Sheets. Highlighter per student for bingo. Appendix 4: GroupMaker app on teachers IPad. Appendix 5: Gruffalo Mask Worksheetshttp://www.gruffa lo.com/getattachm ent/a8e60451abed-4467-974f2cd63b1906c1/gr uffalomask.pdf?e xt=.pdf Scissors, lead pencil, coloured pencils/texters IPads (class set) Appendix 6: Rhyme Time Gamehttp://www.scootl e.edu.au/ec/viewi ng/L7857/index.ht ml Appendix 7: Rhyming Rocketshttp://www.ictga mes.com/rhyming Rockets.html

Conclusion: -Students complete a gallery walk to view each others Gruffalo masks, looking at the similarities and differences. -One selected student (who has correctly identified all of the rhyming sounds) is asked to stand up the front of the class and hold their mask onto their face, the class will read the rhyming words off the pupils mask (teacher points to the words to direct students).

Appendix 8: Freeze Dance Rhyminghttp://pbskids.org/ superwhy/#game/ freezedance

(ACE LA146 2)

(ACELT1591)

-Recognise adjectives in The Gruffalo. -Apply adjective labels in logical positions on their Gruffalo poster. -Explain why adjectives are important in texts.

-Observation Grid -Teacher uses a checklist to mark Gruffalo poster with adjective labels

Lesson 3: Gruffalo Character Study Motivation: - Students watch The Gruffalo YouTube clip with music and narration by Ollie Heath (see appendix 9) on the interactive whiteboard. -Teacher activates prior knowledge about adjectives through questioning and gives some examples. -Students use Groupboard Collaborative Whiteboard on the IPads (see appendix 10) to work in 5 small groups to interactively brainstorm all of the adjectives used to describe the Gruffalo in the book (each group had a copy of the book to refer to). Lesson Steps: -Students use the iPads and Jukebox program (see appendix 11) to make a poster that describes the Gruffalo. -They upload a picture of the Gruffalo and then they add labels with all of the words used in the book to describe the Gruffalo around their picture (e.g. terrible tusks, turned-out toes).

-What kind of words do you think these are: terrible, deep, orange, knobbly? -What can you remember about adjectives?

Appendix 9: The GruffaloNarrated by Ollie Heathhttp://www.youtu be.com/watch?v= ThZqDoJi5S0 Appendix 10: Groupboard Collaborative Whiteboard app installed on the class IPads Appendix 11: Jukeboxhttp://www.jukeb oxprint.com/ Appendix 12: Individual logins to a classroom on Kidbloghttp://kidblog.org/ home/

Conclusion: -Students save their posters as a pdf file and upload them to kidblog (see appendix 12) this provides the teacher opportunity to assess students work. - Students carry out a think, pair and share activity to reflect on the lesson. -Students share their partners response with the class.

-Why are adjectives important? -What are three adjectives you remember to describe the Gruffalo?

(ACE LY167 3)

(ACELT1593)

-Create a draft of a retell of The Gruffalo with themselves as the main character and writing events in chronological order. -Write sentences legibly and fluently. -Edit and refine their retell.

-Teacher uses a rubric to mark students drafts and adds constructive feedback.

Lesson 4: Drafting a Retell of The Gruffalo Motivation: -Students are invited to a sing along of The Gruffalo song (see appendix 9). -Teacher selects different students to come up and stand in a recount hoop to retell The Gruffalo in chronological order using the conjunction word cards to sequence the events. -Students and teacher collaborate to make assessment checklist for the retell activity (teacher types this up on the interactive whiteboard so students can refer back to it throughout the lesson). Lesson Steps: -Students will create a storyboard that retells The Gruffalo but students are to make themselves the main character instead of the mouse. -Students discuss their ideas for their retell with a partner. -Students draft their retell on the storyboard worksheet. -Students are encouraged to use the rhyming words and descriptive words that they have been learning and include them within their retell (they can refer to their Gruffalo masks and Gruffalo posters). -Students re-read and edit their work. Conclusion: -Students share their retells with their partner and edit their partners work.

Hoops Conjunction word cards

-Who did mouse meet first? -What happened next?

Storyboard worksheets Lead pencils and red pencils (for editing)

-Can you imagine you were mouse walking through the deep dark wood? -How do you think you would feel?

(ACE LY167 4)

(ACELT1593)

-Experiment with different software programs to create an imaginative retell of The Gruffalo.

-Peer assessment checklist -Teacher uses a rubric to mark students retells.

Lesson 5: Publishing a Retell of The Gruffalo Motivation: -Students act out The Gruffalo with puppets as the teacher reads the text aloud. Lesson Steps: -Students review the feedback on their retell drafts and edit their work if needed. -Students use Story Jumper on the IPads (see appendix 13) to digitally create and publish their retells. -Once the students have finished their stories they post them onto kidblog Conclusion: -Students read and peer asses their partners retell/storyboard, following the checklist constructed at the beginning of lesson four.

-What different things can we use to make our stories interesting? -Why did you choose that picture for your front cover? -Can you find any rhyming words or adjectives in your partners story?

Gruffalo puppets Appendix 13. Story Jumperhttps://www.story jumper.com/