FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 1 LEARNING AREA/TOPIC: English/Art

1-3

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:

For the 3 lessons, every child involved in the first rotation will need access to an iPad. These iPads are shared between students as they move through the rotations.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1 English, 1. Sequence a Summative assessment: Introduction (10 mins): ‘The Gruffalo’ by Julia
Thursd Literature, familiar story Rubric for students  Start reading ‘The Gruffalo’ by Julia Donaldson Donaldson
ay Creating using pictures iMovie  When the Gruffalo first appears in the story ask: Do
Literature: Key points: re-told the you think there’s such a thing as a Gruffalo? What do
2. Re-tell the story
“Recreate texts story of ‘The Gruffalo’
imaginatively of ‘The Gruffalo’ with minimal errors,
you will think will happen next?
using drawing, using laminated video was at least 2  Record some of the students predictions
writing, characters from minutes long and used  Finish reading the story
performance the story and audio  Afterwards ask: Why did the animals flee from the
and digital record a 2-minute mouse?
forms of video on iMovie  Discuss whether the students predictions were true or
communication.
with audio false
” (ACELT1586)
Rotation 1 (ICT Focus) (15 mins): Teacher focused
Laminated characters
 Prior to the lesson, the teacher should print out and
from the story ‘The
laminate characters from the story that they will Gruffalo’
place in various spots within their outdoor
environment
 The teacher should also use butterfly pegs to record a Butterfly pegs
riddle that when decoded will tell students the
location of the hidden character
 For example: “This is a simple riddle, I think you
will agree. This thing has leaves and a trunk which
means that it’s a ___.” (tree)
 Once students have found all of the characters, they
need to return to their table and place them in order
in which they are introduced in the story
 Working in pairs, students should open iMovie and
iMovie
record themselves re-telling the story using their
laminated characters
  Students should then airdrop their recording to their
classroom teacher who will then upload it to Seesaw Seesaw
https://web.seesaw.me/
Rotation 2 (15 mins): Parent-helper focused
 Children engage in small world play using laminated
characters from the story (e.g. Gruffalo, fox, mouse, Natural materials (e.g.
pine, twigs, sticks,
owl, snake) as well as natural materials such as pine
pinecones)
twigs, sticks and pinecones
 Children should be encouraged to replay or create
their own stories

Rotation 3 (15 mins): EA focused

 Children create headbands for each character of ‘The
Gruffalo’ story Coloured card, glue,
scissors
 Children should retell the story whilst wearing the
headbands

Plenary (10 mins):

 In pairs, students should present their iMovie to 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 2 English, 1. Create an Summative Introduction (10 mins): ‘The Gruffalo’ by Julia
Thursd Literature, imaginary assessment:  As a class, re-read the part of ‘The Gruffalo’ where Donaldson
ay Creating creature, using Rubric for student’s Mouse and Gruffalo first meet Snake
Literature: clay monster
clay, that is  Read the next two parts where they meet Owl and
“Innovate on Key points: uses
familiar texts inspired by ‘The appropriate visual arts Fox
using similar Gruffalo’ techniques  Say: Imagine that they meet another animal or scary
characters, 2. Take at least 4 Summative creature? What might their eyes look like? Or their
repetitive patterns photos of their assessment: teeth? Claws? Mouth? Etc.
or vocabulary.” imaginary Rubric for student’s  The teacher should use the student’s suggestions to
(ACELT1832) creature, using pictures
draw their own creature on the whiteboard
Visual arts, Key points: at least 4
Production:
the app
photos that are clear  Explain to the students that today they will be
“Use of visual art ‘Magnifying and in focus making their own imaginary creature
elements and Glass with Light’,  Say: what would you like him/her to look like?
techniques, to that is clear and in
create 2D and 3D focus Rotation 1 (ICT Focus) (15 mins): Teacher focused
artwork, that  Prior to the lesson, the teacher should collect natural Various natural
communicates an materials such as leaves, twigs, stones, feathers and materials (e.g. leaves,
idea to an stones, twigs, seeds
seeds and other materials such as coloured straws
audience.” etc.)
(ACAVAM108) and buttons Other materials such
 Each child should be given a piece of clay to work as straw and buttons
with
 Using these materials, students should be instructed
to make their own imaginary creature
 Students should then use the magnifying glass app on Magnifying Glass with
their iPad to photograph different features of their Light app
creature (e.g. their eyes, teeth, claws, mouth)
 Students should ensure their photo is clear and in
focus (the teacher should instruct students on how to
do this)
  Students should then begin brainstorming a name for
their monster either individually or in pairs
 To do so, the teacher should have students think
about the word ‘Gruff’, what does it mean?
 Say: Are there any other words we could use as part
of our monster’s name (e.g. Huge as Hugello)
 Students should record their monsters name on the
underside of their clay

Rotation 2 (15 mins): Parent-helper focused

 Children make their own Gruffalo using a paper
Paper plates, tissue
plate, brown tissue paper, and black, white and
paper, coloured card,
yellow card for the Gruffalo’s eyes, ears and horns scissors, glue
Rotation 3 (15 mins): EA focused
 Children create their ‘Gruffalo tracks’ using potatoes Potatoes, acrylic paint
and acrylic paint

Plenary (10 mins):

 Share some of the children’s names for their
monsters
 Ask: Just from their name, which monster do you
think would be the scariest?
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 English, 1. Write 2-3 Formative Introduction ‘The Gruffalo’ by Julia

Thursd Literacy, sentences, assessment:  Re-read the part of ‘The Gruffalo’ where mouse first Donaldson
ay Creating Texts: beginning with a At the beginning of the meets the Gruffalo
“Create short lesson using google
capital letter and  Ask children: How is the Gruffalo described?
imaginative and docs to test student’s Blank Google doc
informative texts ending with either knowledge of  Open a google doc on the projector and write how https://docs.google.co
that show a full stop or describing words the Gruffalo is described in the story m/document/d/1yZJw
emerging use of exclamation  With the help of the children underline any Ts2eYJSDuc8HbZeJN
appropriate text mark, that Summative descriptive words 7_2Kfq3AfryWW0q4
structure, OwRtKA/edit?usp=sh
describe their assessment:  Ask children: What do these words tell us about the
sentence-level imaginary Rubric for students’ aring
grammar, word Gruffalo?
creature book
choice, spelling,  Explain to the students that today they will be writing
2. Create a book, Key points: students
punctuation and book has a front cover their own sentences that describe the monster they’ve
appropriate using the app created
that includes their
multimodal Book Creator, name, and includes
elements.” that has a front images, text and their Rotation 1 (ICT Focus): Teacher focused
(ACELY1661) cover and creatures name  Students should revisit their imaginary creature they
“Construct texts includes both created in the previous lesson
that incorporate
supporting
images and text Summative  Students should work individually to write a series of
assessment: sentences describing of their monster
images using Rubric for students
software.” writing  To encourage students writing, the teacher should
(ACELY1664) Key points: student say: What is your monsters’ mouth like? What colour
Literature, wrote at least 2 is he? What colour are his eyes? Does he have
Literature and sentences beginning claws? Teeth? Etc.
Context: with a capital letter and
“Discuss how  Each sentence should begin with a capital letter and
ending with
authors create end with appropriate punctuation (e.g. full stop or
appropriate
characters using punctuation, used exclamation mark)
language and describing words  Using the photos they took the previous lesson and
images.” (ACEL the descriptions they have written, students should
T1581) create a short book using book creator about their
imaginary creature
  The book must have a front cover with the student’s
name, incorporate their creatures name, and should Book Creator app
pair each photo with an appropriate description
 The front cover of the book should state the students
name
 Once they are happy with their book, the student
should airdrop their book to the teacher who should
record audio feedback to the last page of the
student’s book
Seesaw
 The student should then make any changes before https://web.seesaw.me/
airdropping the final product to the teacher who will
upload it onto Seesaw

Rotation 2 (15 mins): EA focused

 Students should investigate the language in the story
(e.g. rhyme, repetition, rhythm patterns)
 Children should create their own short poem about a
chosen character in ‘The Gruffalo’

Rotation 3 (15 mins): Parent-helper focused

 In pairs, children brainstorm ideas for an animal
Gruffalo and Mouse meet in the wood
 Children should write their own verse that includes
their animal in the same style of ‘The Gruffalo’

Plenary (10 mins):

 Students should present both their imaginary creature
and their book with the rest of the class