FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: English

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: All students have access to their own iPad. They are all skilled using iPads and are very experienced with them.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Series of TEXT Objective 1: Brainstorm content to include Observation (throughout Introduction

three STRUCTURE AND in a narrative, drawing ideas from the lesson)
Tuesday’s ORGANISATION previous class novel The Hobbit by J.R.R 1. Teacher directed activity
lesson project Tolkein which include elements of fantasy. Checklist
beginning Understand how (PLANNING STAGE) (See below) Structure of a Narrative revise.
week 3. Other texts vary in Class discussion. The class has been reading The Hobbit by J.R.R. Tolkein.
English purpose, structure Objective 2: In groups of four, Draft and Discuss fantasy elements found in this fantasy novel and apply these to a short
activities are and topic as well as edit a narrative narrative.
addressed in the degree of Teacher outlines the structure of a narrative, the purpose and formality of a
the other two formality Objective 3: Recall the structure of a narrative: the purpose of a narrative is to entertain.
hours out of (ACELA1504) narrative using descriptive language. Orientation- introduces the setting, time, main and minor characters and introduces
three hours of the mood of the narrative (First steps writing resource book, 2013). Include
English Year Plan, rehearse and important details to keep the reader engaged and wanting to find out more (First
5’s have each deliver presentations steps, writing resource book, 2013)
week. for defined A series of events- builds tension or climax where there is a complication with the
audiences and main character/s in the narrative. Something may go wrong, or something may need
Week purposes to be resolved (First Steps, writing resource book, 2013).
3/Lesson 8 incorporating Resolution- the complication is resolved, and all other concluding information is
accurate and included to conclude the narrative happily.
sequenced content
and multimodal Lesson Body
elements
(ACELY1700) 2. Teacher directed Link Spider Scribe:
https://www.spiderscribe.net/
The teacher syncs iPad screen to smartboard screen for students demonstrates to
students how to use Spider scribe (revision). Students should include: ideas and
information for each of the 4 paragraphs in their narrative.

4. Student centred iPads

In groups of 4, students open the spider scribe application on their iPad’s and begin Brainstorm/mind map: Spider
brainstorming ideas and topics for their narrative. This narrative should be scribe
imaginative, fantasy focused. Students socially construct a narrative based on their Students have used this
prior knowledge of imaginative texts. Social constructivism evident. application before, so they are
Each group’s Mind map should include descriptive language, structure of their aware of how to use Spider
narrative, topic and collaboration of ideas as a group. Screen shot and air drop to the Scribe and have an account.
teachers iPad. Teacher to save for assessment. Objective 1

Draft and edit narrative. Refer to mind map to construct. Use the structure of a Microsoft forms
narrative. Different group members will be given different jobs to make good use of https://forms.office.com/
time. Objective 2

Conclusion

3. Recall the structure of a narrative. Microsoft forms Quiz online. Write

down the structure of a narrative and submit your answer to the teacher
via the link shown on the smart board: Link to Microsoft forms.
Objective 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: All students have access to their own iPad. They are all skilled using iPads and are very experienced with them.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

One hour a TEXT STRUCTURE Objective 1: Recall the purpose and Checklist Introduction
week. Series of AND structure of a narrative including use of
three Tuesday ORGANISATION descriptive language. 1. Teacher directed activity
lessons. iPads
Beginning week Understand how texts Objective 2: Efficiently collaborate Kahoot quiz – recall the structure of a narrative. Objective 1 Kahoot: code link
3. Other vary in purpose, with peers to allocate job roles within a https://kahoot.it/
English structure and topic as group and fulfil responsibilities during Students gather in their filming groups and continue editing their narrative if they
activities are well as the degree of the activity of the lesson. did not complete this stage in the previous lesson.
addressed in the formality
other two hours (ACELA1504) Objective 3: Rehearse and film a Lesson Body
out of three fantasy narrative using the green screen
hours of Plan, rehearse and app on the iPad. Teacher explains how to use the green screen on the iPad application.
English Year deliver presentations Teacher selects one student from their chair, stands them in front of one of two
5’s have each for defined audiences green screen hanging up in the classroom. Teacher films on the iPad and
week. and purposes demonstrates how to convert a video in the app, choose a background to put over the Green screen
incorporating accurate green screen and apply audio. iPad
Week 4/Lesson and sequenced content
11 and multimodal
elements 2. Teacher and students complete together
(ACELY1700)
Teacher outlines instructions for job roles: rehearsing, filming acting and narrating.
Teacher will allocate job roles within each group. Objective 2
Job roles: Costumes
Person 1: Filmer on iPad Green screen
Person 2: Actor 1 (Costume dress) iPad
Person 3: Actor 2 (Costume dress)
Person 4: Narrator (Reading from script off camera whilst acting occurs)

4. Student applied.

Rehearse and narrate script. Have iPad ready for filming. Once rehearsed in a space
around the classroom, film your final recording in front of the green screen and Narrators Script (Narrative
apply necessary conversions on the iPad after filming is completed prepare to collate edited)
into iMovie next lesson. Objective 3 Green screen
Ipad
Conclusion Costumes
Word cloud salad – with their iPads, students create a word cloud that include all
descriptive adjectives in their narrative and any other words that informs the reader
of the content of their narrative. Word cloud salad
One-minute story - Students turn to their shoulder partner at their desk. They have
one minute to make up a narrative with an orientation, complication and resolution
on the spot. They only have one minute. They should try to use as many descriptive
words (adjectives) as possible. Swap with your shoulder partner. Objective 1
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: English

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: All students have access to their own iPad. They are all skilled using iPads and are very experienced with them.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Series of TEXT Objective 1: Finalise filming and acting and Checklist Introduction
three STRUCTURE AND work efficiently as a group. Smartboard
Tuesday’s ORGANISATION Observation/anecdotal 1. Teacher directed activity Youtube
lesson project Objective 2: Compile video recordings from records Elements of fantasy digital
beginning Understand how a previous lesson into iMovie and add Show a short film to keep students inspired about narrative and fantasy writing. story:
week 3. Other texts vary in effects. Revise components of narrative and its structure. Objective 1 https://www.youtube.com/watc
English purpose, structure Ensure students have included elements of fantasy within their film. Gain an h?v=OebNXFxe79I
activities are and topic as well as Objective 3: Present narrative film to the understanding of this through asking questions to each group during class discussion Revise this and ensure students
addressed in the degree of class and demonstrate key elements of before the main part of the lesson commences. Guide student learning. include aspects of these in their
the other two formality narrative within the film. narrative.
hours out of (ACELA1504) Lesson Body
three hours of
English Year Plan, rehearse and 4. Student applied.
5’s have each deliver presentations Compile recordings into iMovie. Objective 2
week. for defined Include voice over by the narrator and ensure an appropriate background is chosen Imovie
audiences and in the film to suit the storyline of the narrative. For example: a farm should not be
purposes chosen as a background if the setting of the narrative is in a forest.
Week incorporating
5/Lesson 14 accurate and Different effects can be used to create the video, such as fade in/fade out for each
sequenced content scene. Music to enhance narrative mood and headings/subtitles may like to be
and multimodal added.
elements
(ACELY1700)
Conclusion QR code
iPad’s
Hover each QR code over a different iPad to share each groups movie.
Objective 3
Students link their film with a QR code. Students walk around the room and find
different QR codes and scan with their iPad of another group to watch with their ear
phones.
Share each film with the class. The film should run no longer than 5 minutes.
Resources and Assessments

Lesson 1
Objective 1: Brainstorm content to include in a narrative, drawing ideas from the previous class novel The Hobbit by J.R.R Tolkein which include elements of fantasy.
Objective 2: In groups of four, draft and edit a narrative
Objective 3: Recall the structure of a narrative including descriptive language.

Checklist:

Evident Not yet evident Comments (Include any

observations/anecdotal
notes here)
Use ICT tool Spider Scribe
to collate ideas and refer to
this during drafting stages
of writing
(Objective 1)
Efficient and accurate
editing and drafting of work
(Objective 2)
Narrative structure is clear
and reflected in student
response to questions
(Objective 3)

(First steps Writing Resource Book, 2013)

Lesson 2

Objective 1: Recall the purpose and structure of a narrative using descriptive language
Objective 2: Efficiently collaborate with peers to allocate job roles within a group and fulfil this job role during the activity of the lesson.
Objective 3: Rehearse and film a fantasy narrative using the green screen app on the iPad.

Checklist

Evident Not yet evident Comments (Include any

observations/anecdotal
notes here)
Students can recall the
structure of a narrative and
explain its purpose: to
entertain (Objective 1)
Efficient collaboration
within a team environment
is present (Objective 2)
Use the green screen on the
iPad to film narrative
performance (Objective 3)
Use descriptive language
(Objective 4)
Lesson 3
Objective 1: Finalise filming and acting and work efficiently as a group.
Objective 2: Compile video recordings into iMovie and add effects.
Objective 3: Present narrative film to the class.

Checklist
Excellent (A) High (B) Satisfactory (c ) Limited (D) Comments

Finalise filming and acting

Compile video recordings

into iMovie and add effects

Present narrative film to

the class and demonstrate
key elements of narrative
within the film.