TERM/WEEKS: Term 2, YEAR LEVEL: 4 LEARNING AREA/TOPIC: English: Literature and

Week 1 Context.
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 Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/
Notes aboutWest Australian
device SPECIFIC LESSON
access in the classroom: ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON
Ensure that there are enough iPads for students to have one individually and make sure they are all charged and have the apps Popplet, Emoji Me, Book Creator,
other
Curriculum OBJECTIVE (what & how) EXPERIENCES
Explain Everything, Canva and Padlet already installed. Students have a good knowledge of all these apps and have previously used them before.
LINKS (Introduction, Body and Conclusion)

Week 1, Discuss how 1. Describe the 1. Formative Introduction: iPads- One per
Lesson authors and elements of assessment: Asking  Students to use their iPads and open the Weebly student.
1. illustrators characters including students at the website with today’s activities and open their books
make stories on Book Creator- in a previous lesson they created Weebly website.
their traits and beginning of the
exciting, moving
development in class what they the book and made a cover page.
and absorbing Book Creator- online
and hold Charlie and the already know about  Teacher to refer back to the book that has been the book that students are
readers’ interest Chocolate Factory characters. class focus for the term: Charlie and the Chocolate creating.
by using various (Dahl, 1964). 2. Summative Factory by Roald Dahl (1964).
techniques, for 2. Create a mind map assessment: Rubric  Teacher to introduce today’s focus which is to
example and an avatar assessing the quality develop a greater understanding of character
character
describing a chosen and depth of the development and how characters impact the text.
development YouTube video on
character from character  Teacher to first ask students what they already
and plot tension characters traits and
(ACELT1605) Charlie and the descriptions on the know about characters. development.
Chocolate Factory mind map. The  Students to click on the YouTube video on the https://www.youtube.c
(Dahl, 1964) and add rubric will range website and watch a summary of what character om/watch?
it to their book on from 1 (little development is. v=wWYpj9aqTr0
Book Creator. understanding) to 4  Class discussion: What did you learn from the video?
(strong What were some key points?
understanding).
Body:
- 1: Student had Activity 1:
little  Students to open the app Popplet on their iPads. Popplet mind map
understanding  Using Popplet students will choose a character from app.
the book to create a mind map about them. User Guide:
of elements of
https://www.cornwall.
characters and  Teacher to ensure that students are writing gov.uk/media/1847343
mind map has descriptions about the character, their traits, 6/popplet.pdf
very little detail. feelings and personality and what their actions are
- 2: Student has in the book. Ensure students are using the app to
some create links between ideas.
understanding  Students share their mind maps with the group they
of character are sitting in in class and explain some of the
elements and connections they made. E.g. Who were the
how a character characters friends? What happened to them in the
develops in a book?
book. Mind map  Students to save their mind maps to their iPad
has some photos.
detailed  Students to open the Book Creator app and add a
Book Creator app to
descriptions. page for their Mind Map. create your own book.
- 3: Student has a
moderate Activity 2:
 Students to open the app Emoji Me.
understanding
 Using the Emoji Me app students will create their
of character
own avatar of the character that they chose in their Emoji Me app to
elements and
mind map using the traits and descriptions that they create an avatar.
their User Guide:
described. This is useful as it gives students a visual
development in https://www.youtube.c
image of what their character looks like.
books and mind om/watch?
 Teacher to walk around the class and ask students v=Ss5bjT0vNYE
map has
questions about why they have chosen to create
detailed
their character the way they did.
descriptions.
 Students to show their group what their avatar looks
- 4: Student has a
like and explain their features.
strong
 Ask students to save their avatar and add them to
understanding
the second page of their book on Book Creator.
of character
 development Conclusion:
and mind map  Students to show each other what their books look
has high quality like and discuss the features of characters.
descriptions and  Refer back to lesson objectives to demonstrate what
detail. students have learnt.

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

Week 1, Discuss how 1. Design a new 1. Formative assessment: Introduction: iPads- One per
Lesson authors and character for Kahoot to see what  Students to turn on their iPads and open their Weebly student.
2. illustrators Charlie and the students learnt from the website with today’s activities. Weebly website.
make stories  Teacher to play the Kahoot to assess their knowledge of
Chocolate last lesson.
exciting, moving Kahoot- online
Factory (1964) 2. Summative assessment: characters from the previous lesson.
and absorbing quiz at the end of
and hold including a anecdotal notes on each the lesson.
Body:
readers’ interest description of student with information Link to quiz:
Activity 1:
by using various their traits, about their https://create.kaho
 Explain to students that they are to design and create
techniques, for appearance and understanding and level ot.it/details/1372e
their own character that should fit into Charlie and the dae-e1f5-4d04-
example of detail on their poster
development in Chocolate factory. 91fd-
character
the book. and in their video.  Get students to first brainstorm their new character on a c8485cbd99b0
development
and plot tension 2. Create a piece of paper including the name of their character,
(ACELT1605) descriptive internal traits, external traits and what will happen to
poster them in the story.
Create literary advertising why  Teachers to walk around the class and ensure that
texts by this character students are making in depth explanations of their new
developing
should be the character and thinking about how they will connect them
storylines,
characters and sixth child to to the book.
settings (ACELT1 enter the  Class discussion: What elements did you use to create
794) Chocolate your character? Why did you choose this? How will they
factory. fit into the story?
Activity 2:
 Students to use the app Explain Everything to illustrate
their character (either drawing them or using their avatar Explain Everything
versions from Emoji Me) and make a 2 minute video app to create
your own videos.
explaining their traits, what happens to them in the book
YouTube tutorial:
and their development. https://www.yout
 Teacher to walk around and check to see how much ube.com/watch?
detail that students are adding to their videos including v=eqYSnKyimY
how creative they are adding colours and explanations. Q
 Students to save their video and upload onto a new page
in their book on Book Creator.

Activity 3:
 Students to design a poster advertising their character
Canva
and why they should be allowed into the Chocolate Youtube video
Factory. tutorial:
 Using the app Canva students can be creative with their https://www.yout
arguments specifically on the reasons why they should ube.com/watch?
v=eCHxxdN0JbI
allow a sixth child to enter the factory and why they
should create a golden ticket for them.
 Teacher to walk around the class and ask students to
explain their arguments.
 Students to save their posters and add it to another page
of their book in Book Creator.

Conclusion:
 Students to present their videos and posters to their
groups and ask each other questions about their
characters. E.g. Why did you choose their personality to
be like that? Why do they look like that? What happens
to them in the book?
 Teacher to explain that next lesson they will be focusing
on writing a paragraph to describe their character using
descriptive language.
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, Discuss how 1. Identify how Roald 1. Formative Introduction: iPads- One per
Lesson authors and Dahl described the assessment:  Refer back to previous lesson on where students student.
3 illustrators characters using Answer Garden to created their own characters to fit into Charlie and
make stories the Chocolate Factory (Dalh, 1964) and in groups get Weebly website.
nouns, verbs and see what students
exciting, moving
prepositional already know students to discuss their character with the group,
and absorbing
and hold phrases to make it about nouns, verbs particularly their traits and description.
readers’ interest more interesting to and prepositions.  Brainstorm with the class what nouns, verbs and Answer Garden:
by using various readers. 2. Summative prepositions are- they should already be able to give collaborative way of
techniques, for 2. Create their own assessment: rubric definitions and examples. brainstorming
example assessing their  Using Answer Garden give students a question. https://answergarden.c
character h/1144188
character
descriptions from entire book What are nouns? What are verbs? What are
development https://answergarden.c
their previously specifically how prepositions? h/1144190
and plot tension
(ACELT1605) created characters in detailed their  Discuss the answers with the class. https://answergarden.c
descriptions are. h/1144191
lesson 2 using nouns,
Understand that Body:
verbs and The rubric will
the meaning of Activity 1:
prepositions. range from 1 (little
sentences can  On Padlet have a paragraph describing Willy Wonka Padlet- interactive app
detail) to 4 (high where students can
be enriched already uploaded for the students and read it
understanding and comment and
through the use together as a class.
detail). brainstorm ideas.
of noun groups/  Students can access the Padlet and add comments
- 1: Very low level YouTube tutorial:
phrases identifying where the nouns, verbs and prepositions https://www.youtube.c
and verb groups of detail in the
are in the paragraph. om/watch?
/phrases and book and
 Class discussion: discuss how they found the nouns, v=g8CkA7Du5do
prepositional character Padlet link:
phrases (ACELA verbs and prepositions and how they provided more
descriptions https://padlet.com/lm
1493) information to the sentence and made it more
provide very cslaura/oxyy0n14s9y
interesting to read. y
little
information.
 - 2: Low level of Willy Wonka
detail in the description:
book and little Activity 2: https://www.roalddahl.
 On Book Creator get students to create a new page com/roald-
character dahl/characters/grown-
and write a paragraph describing their new
descriptions. ups/willy-wonka
character from lesson 2.
- 3: Moderate
level of detail in  Teacher to explain that they need to use nouns,
the book and verbs, prepositions and adjectives to make their Book Creator
detailed character sound interesting and to provide more
character detailed information about them.
descriptions.  Students to present their character descriptions to
- 4: High level of their groups in class.
detail in the  Class discussion: why did adding verbs and
book and prepositions make the sentences more interesting?
detailed and in What are some examples of nouns, verbs and
depth character adjectives that you used?
descriptions. Conclusion:
 Give students time to finalise their book so they can
add decorations and format it.
 Students to present their books to their groups.

Notes about device access in the classroom:

Ensure that there are enough iPads for students to have one individually and make sure they are all charged and have the apps Popplet, Emoji Me, Book Creator, Explain
Everything, Canva and Padlet already installed. Students have a good knowledge of all these apps and have previously used them before.

References:

School Curriculum and Standards Authority (2014). Western Australian curriculum: English. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8