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

Term 2
Week 3 3 English- Literature 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
TEACHING & LEARNING
WEEK/ Australian SPECIFIC LESSON ASSESSMENT RESOURCES
LESSON EXPERIENCES
Curriculum OBJECTIVE (what & how) = ICT and other
(Introduction, Body and Conclusion)
LINKS

3/1 Create • Brainstorm the
 Introduction: Introduction:

Summative assessment:
imaginative
 features of their own
texts based on character using digital • Students log on to the website ‘Imaginative Narratives’ • Imaginative
• Brainstorm: rubric -

characters, technologies. and go to Lesson One. Narratives website:
the main focus areas are
settings and appearance, personality https://
events from • Create a ‘wanted’ poster traits. • Students complete an interactive sticky note activity meganedwardsict.
students’ own of their own character
and other where they think of what they already know about weebly.com
using digital • ‘Wanted’ poster: rubric -
cultures using technologies. characters (can be their favourite character,

the main focus areas are
visual features, personality traits etc.) 5 mins • Sticky Note
appearance, likes/
for example Activity: https://
dislikes, personality

perspective, traits and background. Body: boardthing.com/
distance and
angle. board/
• Students watch a video on creating a character. 2 mins 5a98e20c09635a0
(ACELT1601) 600601814
• Students use the video to help them brainstorm

a character. They are to include the character’s Body:
appearance, likes, dislikes, background and

personality traits. Make sure students add their
 • Brainstorm: https://
teacher’s email address before moving on. 10 mins coggle.it

• Students build an avatar based on the brainstormed • Avatar Creator:

appearance of their character. Ensure that students
 https://
take a screenshot of their character. 10 mins www.buildyourwild
self.com
• Students create a ‘wanted’ poster of their character.

They are to include their character’s likes, dislikes, • ‘Wanted’ Poster:
background, appearance, personality traits and the https://
screenshot of their avatar. Once it is finished, take a www.postermywall.
screenshot and email it to their teacher. 20 mins com/index.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

3/2 Create • Brainstorm the
 Summative assessment: Introduction: Introduction:

imaginative
 different settings they
texts based on know of or are familiar • Brainstorm: rubric -
 • Students log on to the ‘ICT Integrated Curriculum’ • ICT Integrated
characters, with using digital the main focus areas
 website and go to Lesson Two. Curriculum
settings and technologies. are setting, appropriate website: https://
events from images and associated
• Teacher provides a short oral explanation about the ictchelsea.weebly

students’ own • Create a postcard
 characteristics.
and other importance of settings in the creation of imaginative .com
which describes the
cultures using characteristics of a • Postcard: rubric - the narratives. Emphasize the building on from creating
visual features, particular setting in the main focus areas are characters in the previous lesson, to now deciding on
 Body:
for example point of view of their descriptive language, the settings where these characters will belong. 3 mins
perspective, character creations. tenses and setting • Brainstorm: https://
distance and characteristics. popplet.com
angle. • Students watch a short video on story settings to further
• Overall knowledge:
 introduce the topic. 2 mins
(ACELT1601) quiz - the main focus • Postcard: https://
areas are the importance www.canva.com/
Body:
of the setting in a story, design/DACyDGL

types of settings and SFwk/share?role

• Using the short video just viewed, the students will
their associated
brainstorm the settings they know of. Students will
 =EDITOR&token=
characteristics.
also add images and short descriptions of associated q7EUMn-R6m0w

characteristics to their brainstorm. The finished rhlme91-4A&utm_

brainstorm will be screenshotted, and saved to the content=DACyDG

camera roll on the iPad. 15 mins LSFwk&utm_camp
aign=designshare

• Drawing inspiration from their brainstorms, the students &utm_medium=

will decide upon a setting where their character will live
 link&utm_source

in their eventual imaginative narratives. =sharebutton



 • Students will create a postcard from the perspective
 Conclusion:
of their character in the setting where they live. The

• Quiz: https://
finished brainstorm will be screenshotted, and saved

kahoot.it
to the camera roll on the iPad. 20 mins

Conclusion:

• 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
characteristics. 10 mins

3/3 Create • Write an imaginative Introduction: Introduction:

Summative assessment:
imaginative
 narrative which has well
texts based on developed characters • Teacher leads a think, pair, share activity recapping • Teacher iPad

• Narrative: rubric -

characters, and settings. student influenced. features of an imaginative narrative. and AirDrop to
settings and Smart Board.
events from • Create a book using

students’ own the Book Creator app, • Class discuss and work together on creating the rubric

for the task. • Rubric: https://
and other using already an written
cultures using imaginative narrative. rubric-maker.com
visual features, • Students log on to the ‘ICT Integrated Curriculum’
for example Body:
website and go to Lesson Three.
perspective,
distance and • Class set of iPads
angle. Body:
• Dictionary iPad
(ACELT1601) • Teacher will choose two students to hand out English
application: https://
books and two others to hand out iPads.
itunes.apple.com/
us/app/dictionary-
• Students will follow the Weebly and use the dictionary
com-for-ipad/
application to help them with the editing process of their
id364740856?
writing.
mt=8
• 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 finishers will be paired up to read their stories
 • Book Creator iPad
aloud to each other. This is to be done just outside 
 application: https://
the door of the classroom, so as not to disrupt
 itunes.apple.com/
other students. au/app/book-
creator-for-ipad/
Conclusion: id442378070?
mt=8
• Once books have been created, students will then air
drop them to the teacher’s iPad. These will then be
assigned a grade and added to the students’ portfolio.

• Students will pack away and sit on the mat and await

the teacher’s instructions for the next transition. Two

students will be allocated to pack away the 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.
Be clear about your target
audience.
Make it interesting and visual
and ensure it contains links to
the other sections of your site.
Assessment 3.
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.
Assessment 1
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.
Assessment 1
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.