SCENARIO/CONTEXT

Dexter is a young boy living in an eastern suburb of Perth. Perth people often joke about the suburb
being bogan central. It is known for its crime, and for being a low socio-economic area with high
unemployment and social problems. Dexters father works as a mechanic in a local mechanics
business, his mum is a stay-at-home mum. Both dropped out of school at year 10. Dexters brother
recently obtained a TAFE certificate to work as a mechanic, and is now working part time at a local
mechanics. Dexters parents reinforce to Dexter that its important to do well in school, and they try to
help him out the best they can. Dexter has a pretty normal home life. He enjoys being at home. He is
an avid (but not excessive) computer game player, and some of his friends and their parents call him
an expert at it. He wants to work with animals when he leaves school, but he doesnt know how long
he will last in school. He is disengaged from school and has become increasingly disruptive the
teacher noticed this disruption increased when they began a new unit of work for English learning
about the key elements of stories. Dexter knows school is important, but he often says he doesnt
see the point of going to school and his disruptive and anti-school attitude is spreading to other
students in the class.

Learning experience/curriculum plan template (Primary)

OBJECTIVES/OUTCOMES

AUSTRALIAN CURRICULUM

By the end of the learning experience

students will be able to:
Engage with texts and participate in
discussions based on texts read
Share opinions about texts with others
and justify views
Continue a text using prior knowledge,
prediction and imaginative thinking
Use Sploder program to create a
video game that shows understanding
of a text read

Creating Literature:
Create literary texts that explore students own
experiences and imagining (ACELT1607)
Language for interaction:
Understand that social interactions influence the way
people engage with ideas and respond to others for
example when exploring and clarifying the ideas of
others, summarising their own views and reporting
them to a larger group (ACELA1488)
Creating texts:
Use a range of software including word processing
programs to construct, edit and publish written text,
and select, edit and place visual, print and audio
elements (ACELY1697)

Write the specific objectives and/or outcomes for the

learning experience.

Content: identify the specific content you will teach

for a learning area or learning areas. HINT: be
focused so do not choose too many.

Achievement Standard: Write down the specific

aspects of the Achievement Standards your
curriculum plan addresses.

[Students] express preferences for

particular texts, and respond to others
viewpoints. They listen for key points in
discussions.
Students use language features to create
coherence and add detail to their texts.
[Students] create texts that show
understanding of how images and detail
can be used to extend key ideas.
[Students] make presentations and
contribute actively to class and group
discussions, varying language according to
context.

ASSESSMENT

How will you evaluate the students learning?

Summative Assessment
Student observation of engagement and
participation in groups
Formative Assessment
Assess writing task based on rubric
created in collaboration with students

RESOURCES

Create a short list of resources you or your students

will use.

Crickwing by Janell Cannon (15 copies)

OR photocopied pages for each pair
Writing books
Laptops/computers/iPads
Led pencils/pens
A4 paper
Internet access

Learning experience

Describe the learning experience/s or activity either in paragraph form, or step by step.

Lesson 1
Introduction (Modelled) (15mins)
1. Teacher introduces the picture book Crickwing by Janell Cannon to class. (Book relates to
Dexters interest with animals)
2. Teacher introduces the focus of lesson summarising texts. Asks questions to assess students
prior knowledge what is a summary? & how would we summarise a book we are reading?
3. Teacher to read the first 4 pages of book and remind class to look out for key information that may
be needed to write a summary.
4. Teacher to write summary step-by-step to model to class how to write a summary.
Body (Guided) (10mins)
5. Teacher to read next 4 pages.
6. As a class, jointly construct a summary of those pages. Check what key points are needed to write
a summary. Monitor student engagement and participation during this activity.
Independent (20mins)
7. Place students in pairs or small mixed ability groups. Give each group a separate set of 4 pages
from Crickwing.
8. Students to read pages together and discuss key points.
9. Students to write a summary of their pages on a piece of A4 paper
Conclusion (15mins)
10. Bring students back to floor and read summaries in chronological order.
11. Reread the book and students to give feedback on how accurate their summaries were.
Lessons 2 & 3
Introduction (10mins)
1. Teacher to recap prior lesson and reread summaries that students wrote.
2. Class discusses how to improve each summary based on feedback from prior lesson
Body
1.
2.
3.

To go over 2 lessons (90mins)

Students given time in groups to reread Crickwing and improve on their summaries
Students to use their summaries to independently write a sequel to Crickwing
Students to use their creative writing task to create a Sploder game depicting their sequel

Conclusion (20mins)
4. Students to be given some time to play a partners Sploder game and give feedback based on
criteria developed as a class.