Professional Documents
Culture Documents
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: iPad’s required and need to be charged for lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
different types of in the process of asking them to Newson & Miggy Blanco
texts by combining constructing verbally explain -Teacher says ‘Now I am going to read this book and
contextual, meaning. what they wrote you all need to be actively listening for the answers to
grammatical Teacher takes - Once the teacher finishes reading, 5 students are
and phonic note of students’ selected to answer one of the 5W’s mentioned in the
knowledge, answers during story and the teacher writes the answers on the board.
using text the lesson - Teacher explains that because they now know the
processing closure, making answers to the 5W’s, the meaning in the story has been
example of the collective rather a text that answers our 5W’s making it a story!
monitoring, level of
predicting, understanding in Body:
confirming, the classroom -Teacher says “Now that we all know how to ask and
rereading, reading when it comes look for our 5W’s when we are reading, we are going to
Conclusion:
-Teacher reviews the 5W’s with the class
-Teacher selects students’ to share the book they read
and the answers to their 5W’s
-Teacher asks the following questions to students’
rotationally, allowing them to go to lunch, home time
etc. once they have answered
- Can you name one of the 5W’s?
- Why do we need to use the 5W’s?
- How does the 5W’s help us to make meaning?
- What was the app we used today called?
- What did it help you practice?
FORWARD PLANNING DOCUMENT
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: Pad’s required and need to be charged for lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
AUSTRALIAN CURRICULUM
General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Notes about device access in the classroom: Pad’s required and need to be charged for lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Week “Plan, draft and As a result of this -Formative Intro: - Scholastic
Story
lesson, students will be Starters
7 publish imaginative, assessment at end -Teacher has students sit on the mat
http://www.scholast
able to:
informative and of lesson: teacher -Teacher says “sometimes when we have to come up with
1. Demonstrate ic.com/teachers/stor
Lesson persuasive texts checks students a topic to write about it can be really hard! Today, for our
the ability to y-starters/fantasy-
3 demonstrating work that has creative writing lesson, you will not have to come up with
efficiently use writing-prompts/
increasing control been published on your own topic because we are going to use a special ICT
the assigned
over text structures schoology to see tool that will generate a topic for us!”
ICT tools to -Inkflow (App)
and language if expected -This topic generator site is called ‘scholastic story
create an
features and standards have starters’! It will help us to write amazing creative stories.
interactive
selecting print, and been met. -Teacher selects students to come up one at a time to use
imaginative -Story Creator
multimodal elements the mouse to click on the story starter generator button
text. (App)
appropriate to -From student’s until every student has a topic.
2. Recall the
the audience and published work,
parts of a story
purpose” the teacher will Body:
and -Schoology (App &
(ACELY1682) see the level and -Teacher instructs all students to collect an iPad from the
incorporate Website)
creativity that trolley and come back and sit quietly on the mat
them into their https://www.school
“Use software students have -Teacher says “now that you all have a topic to write
brainstorm ogy.com/
including word used in creating about we need to review the parts of a story’
using the app
processing programs their stories both -Teacher instructs students to open up the brainstorm
‘Inkflow’
with growing speed collectively as a app (which students are familiar with) on the iPad’s to do
3. Publish their
and efficiency to group, and this
finished
construct and edit individually. -Teacher writes “setting, characters, problem, beginning,
creative
texts featuring middle and end” on the board.
writing onto
visual, print and -Teacher takes -Teacher explains ‘using the app you need to put these
schoolology
audio elements “ note of students titles in your brainstorm and plan your stories!’
(ACELY1685) by following response to the -Teacher circulates classroom while students create a
step-by-step use of ICT tools brainstorm of their story plan, assisting when needed.
instructions. to create
imaginative texts, Lesson Progression
by circulating the
classroom as they
are working, -Teacher allows students 15 minutes to plan their stories
looking at their -Teacher then instructs students to return to their desks
work and asking with the iPad’s
students for -Teacher tells students that planning what you are going
feedback at the to write before you start writing is very important!
end of the lesson -Teacher says ‘Now that you have finished your planning
(enthusiasm, you can start your creative writing!’
ability level or -Today you will be using the app ‘story creator’ to create
confusion and your stories.
disengagement) -Teacher gives a demonstration of how to use the app
(including what all the buttons do and what they can be
-Teacher observes used for) on the projector before allowing students to
students ability to begin
follow step-by- -Teacher circulates the room while students create their
step instructions stories
during the lesson -After 10 minutes has passed, depending on how students
conclusion, while are progressing, teacher says ‘you have 10 more minutes
publishing their to complete your stories before we move on to the next
step.
work on
schoology. Conclusion:
-Teacher calls all students to sit on the mat with the iPad’s
-Teacher explains ‘the final step is to publish our finished
creative writing
-Teacher tells class that they are going to publish their
stories onto Schoology …..
-Teacher demonstrates the steps to do this instructing the
students to follow along on their iPad’s
-Teacher goes at a slow pace to allow all students to keep
up
-Teacher repeats steps when needed, taking note of any
students who seem confused