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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 3 YEAR LEVEL: 2 LEARNING AREA/TOPIC: English, Literacy - Rhyme

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 have 1 Ipad each. There are always spare Ipads in the class.

EYLF Outcomes:
Outcome 1.1 Children feel safe, secure and supported.
Outcome 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Outcome 4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5.1 Children interact verbally and non-verbally with others for a range of purposes
Outcome 5.3 Children express ideas and make meaning using a range of media
EYLF Principles
Secure, respectful and reciprocal relationships
High expectations and equity
Ongoing learning and reflective practice
EYLF Practices:
Intentional teaching
Responsiveness to children
Learning environments
Continuity of learning and transitions
Assessment for learning
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

1 Identify, By the end of the lesson, Objective 1: Introduction: Book: The Koala who
reproduce students will be able to: The teacher will  Teacher will read the book, The Koala who could. could. Rachel Bright
and be walking around Prompt students by asking what they think will
Week 3 experiment observing happen in the story.
Lesson 1 with Identify different sets of rhyming students on their Teacher will ask the students to listen carefully to the
rhythmic, words, by listing the words from language, and sounds they hear in the story.
sound and the book The Koala who could in literacy  After reading the story. Teacher will read pages from
word patterns Word Salad. behaviours. The the book to reinforce and question the rhyming
in poems, teacher will look sounds from the book.
chants, Recognise Rhyming patterns by out for any  Explain to students that over the next few weeks, the
rhymes and matching up a word to another students who are focus will be on rhyming. Explain to students they will
songs (ACEL rhyming word when playing the struggling on find be using book creator, to make their own rhyming
T1592) memory game. rhyming words in book. Tell students that they will use apps and
the book as they collecting all the work they do on rhyming words to
make their word add to a book creator.
salad. The
teacher will also Body: - Students will be placed into groups, and will move in between the
be able to check two activities. This is so the teacher is able to observe and scaffold students
individual where needed.
students Word  Word salad. Students will use the book The Koala
Salads to see who could, and other books to find rhyming words.
what words Explain to students they are to think of rhyming
students had words they know, and use the books to help them
found. find words they will use in their poem. Students are
to find rhyming words and make a word collage of
Objective 2: the words. Students will screenshot/save the word
The teacher will salad. Add a page in book creator.
be walking around Teacher will walk around and scaffold students. App: Word Salad
observing Remember when we look at rhyming words, we need to
sound them out, say them out loud, because sometimes
students on their
our rhyming words might not look the same, but they sound
language, and the same. (Example, wood and could)
literacy Rhyming words need to sound the same.
behaviours. Remember to take a screenshot, and add it as a page in
Watching for any book creator.
students who are  Rhyming memory game. Students will be given a
struggling with set. Students have a picture, matching to a written
matching the
pictures to the word that rhymes with the picture. Log (written
rhyming words. word, frog picture). Students are to match up the
The teacher will rhymes. Take a picture with Ipad to add to book
also have access creator.
to the students’ Teacher will walk around and scaffold students.
photos of their When you are looking at the picture, and you find a word,
rhyme matches. you want to say the picture word out loud, and sound out
the word you see, to make sure they sound the same. We
Both want to pair up the ones that sound the same. Carefully lay
assessments are out the matches you find, so you can take a clear good
photo.
formative
assessments,
adding tobook Conclusion: Students will make their way to the mat, for a class
discussion.
creator the
 Review the lesson and activities by questioning
teacher will be
students what they have learnt. The teacher should
able to check the Rhyming/matching set
try and get a response from different students,
ongoing progress
of students with
prompt students by asking. cards.
Who can tell me what rhyming means? What are Ipad:Camera
rhyming.
some words that sound the same? Can anyone
remember the words from the game or the book?
The teacher will
What rhyming sets did you find?
be able to have
Teacher question 3 different students what a rhyming
an understanding
word from the book or activity was by asking..
of how the
Can you tell me what a word from the rhyming game
students
was or can you tell me a rhyming word from the book
cooperated during
was?
the lesson by
watching the body
language of  Teacher will ask 2 students to show the activities,
students (whether they added to book creator. A word salad, and photo
students raised of the rhyming sets.
their hands to
answer, if  Remind students that each week they will be adding
students were more rhyming activities to their book.
able to confidently
speak, also if
students were
able read aloud
and actively
participating).
FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 4 YEAR LEVEL: 2 LEARNING AREA/TOPIC: English, Literacy - Rhyme

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 have 1 Ipad each. There are always spare Ipads in the class.
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 4 By the end of the lesson, Objective 1: Introduction: Rhyming game: Rhyming
students will be able to: The teacher will  Play Rhyming video game with whole class on smart River
Lesson 2 Identify, questions board.
(BBC bitesize)
reproduce students at the  Review previous rhyming lesson with students.
and Take pictures of objects that end of the lesson, Question students on rhyming, and what they did Smartboard
experiment rhyme and match a given word. the different previous lesson.
with matches they  Remind students about the rhyming book. That http://www.bbc.co.uk/b
rhythmic, found. The students will be progressing the book.
sound and Create a poem by using rhyming teacher will also itesize/ks1/literacy/rhym
word words from their Word Salad. check students Body: - Students will be placed into groups, and will move in between the ing_words/play/
patterns in CTIVE book creator of two activities. This is so the teacher is able to observe and scaffold students
poems, the pic collage where needed. Explain to students they have choice to do the word hunt on
chants, they made, to their own, or working with others.
rhymes and check students  Rhyming word hunt, using Ipad camera. Students will
songs (ACE understanding of be provided with a list of words. Students are to look
LT1592) rhyming words within the classroom, and outside to find another
and sounds. object that rhymes with the word on the list and take
a photo of it. When students have collected the
Objective 2: photos, they are to add the photos into a pic collage.
The teacher will Students are to save the photos and add it to their Ipad: Camera
be walking around rhyming book.
Teacher will walk around and scaffold students. Rhyme word list.
observing
When we are looking at the word on the list, we want to
students on their
think of words that sound the same, listen to end sound of
language, and the word.
literacy Year 2’s if we want to take a photo of a frog, do you think
behaviours. The we will find a real frog? You can think carefully, where else
teacher will look might we see a frog in the classroom, do we have posters?
out for any or is it in a book? Sometimes we might not see the real
students who are object, but we know can find it somewhere else.
struggling on  Students are to get out the word salad/book
writing their creator made from previous lesson. Students will
poem, and using use the rhyming words they found to write up a
rhyming words. poem they are able to turn into a short video.
The teacher will Students will use their English journal. Students
also be able to will be given ‘storyline, idea’ cards to prompt them
check individual if needed. Students will take a picture of their
students’ poems ‘draft’ poem and add to book creator.
to see what words Think about what you want your story to be about and look
students had at your word salad for any words you might want to use in
used, and what your story. If you need some help, I have written some
they had written. story ideas, and you can use them to get some ideas. You
can also look at some of the rhyming books on the book
Ipad, opening book
shelf. We don’t need them to all rhyme. We just want to
see some rhyming words. This is just a draft copy, so you creator to use their
Both do not need to worry about making it perfect. We can fix it word salad.
assessments are later.
formative English journal.
assessments, Conclusion: Students will make their way to the mat, for a class
adding to the discussion.
book creator the  Review the lesson and activities by questioning
students what they have learnt. The teacher should Story, idea prompt
teacher will be
able to check the try and get a response from different students, cards.
ongoing progress prompt students by asking.
of students with Who can tell me some rhyming words they found
rhyming. today on their word hunt? What are some words that
sound the same, but don’t have the same spelling?
Can anyone tell me some words they used in the
poem?
Teacher question 3 different students what rhyming
words they matched on their hunt/ what rhyming
words they used in their poem.
What did you take a picture that rhymed to the word
on the list? What was the word you found?
What rhyming words did you pick from your word
salad to put in your poem.

 Teacher will ask 2 students to show the activities,
they added to book creator. A pic collage, and photo
of their poem.

 Remind students that each week they will be adding
more rhyming activities to their book.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: English, Literacy - Rhyme

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 have 1 Ipad each. There are always spare Ipads in the class.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 Identify, By the end of the lesson, Objective 1: Introduction: http://education.abc.net.a
Lesson 3
reproduce and students will be able to: The teacher will  Play make a shark rhyme poem, with the whole u/res/i/g.php?url=collection
experiment with check through class. The whole class will work together to put /rhymes/?animal=shark
rhythmic, sound individual together a poem.
and word students English  Review previous rhyming lesson with students.
patterns in Produce a written and journal to see Question students on rhyming, and what they did
poems, chants, completed poem using rhyming what students previous lesson.
rhymes and words. have written. The  Remind students that this is the final lesson on
songs (ACELT1 teacher will also completing their rhyming book, on book creator.
592) check the draft
copy that was put Body: Students who have finished their written poem will be creating their
into Book creator. clip on puppet pals. Students who have not finished writing, will be given
Construct texts This is a formative time to finish writing their poem before starting the creation of a video clip.
featuring print, assessment, as  Students are to get out their IPad with book creator
visual and audio
Create a video clip using puppet the teacher will and their draft poem opened.
elements using
software, pals to present their poem. observe what the  Students will use the app puppet pals to record and
including word pro student has create a clip to go along their poem.
cessing achieved by  Students have choice on the characters and
programs (ACELY checking the backdrops they choose to use.
1674) journal. Teacher will walk around and scaffold students. Ipad: Word Salad &
Make sure you are reading your poem out loud, so Puppet pal & Book creator
Objective 2: we can hear all your rhyming words. Remember to English Journal
The teacher will have your draft poem in front of you till help you
be walking around remember what you want to record and say.
observing  Students who have not finished their poem, will work
students on their on their journal. Teacher will remind students to open
language, and up their book creator to help remind them of the
use of visual and rhyming words they can use. (Students will be given 15
audio techniques. minutes to finish off their poem)
The teacher will If you have not finished your poem, or you want to add
look out for any more, get out your English journals and sit quietly finishing
students who are your poem off. When you have finished remember to take
a photo of your poem, to put as a draft in book creator.
struggling on
reproducing and  Students will need to then move onto puppet pals.
creating a video  Students will need to save their video and import the
clip. The teacher puppet pal clip into book creator.
will check  Teacher will remind students when time is up so they
individual are able to put their book creator together and make
students’ puppet sure all the photos/videos are placed into the book.
pal clips when
imported into Conclusion: Students will make their way to the mat, for a class
book creator. discussion.
 Review the lesson and activities by questioning
students what they have learnt. The teacher should
Both try and get a response from different students,
assessments are prompt students by asking.
formative What different words did you use in your poem?
assessments, What did you make sure to do when you were writing
adding to the your poem? What characters did you use on puppet
book creator the pals?
teacher will be Teacher question 3 different students on what their
able to check the poem and puppet pal video was on.
ongoing progress What characters did you use? What is your poem
of students with about?
rhyming.  Teacher will discuss with students what they have
done over the past 3 weeks.
As a final What is a rhyming word? What did we do with our
assessment, the rhyming words?
teacher will look
through the whole  Teacher will ask 3 students to show their overall
Book creator to product they have made on book creator.
see students’
progress and
understanding of
rhyming over the
past few weeks.

Smartboard- Link up Ipads
Possible planning process…

Decide on a final Find ICT tools
Decide what you
Choose a product that will that will enhance
want the Create a series of
be produced by the student’s
content area students to know
the students e.g. experiences.
steps that will
Plan how to
from the and/or do by the build the
a movie, book, Tools can be for assess and
end of the lesson knowledge and
SCSA website sequence. Create
poster, website, use by the
skills required to
evaluate the
presentation, teacher but the student learning.
links to the complete the
mindmap, majority should
https://www.scsa.wa.edu.a relevant content final product.
u interactive quiz, be used by the
areas.
document, etc. students.
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

Create the following tabs

 Home
 Lesson 1
 Lesson 2
 Lesson 3
 Teacher Planning page
 ICT tools

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