TERM/WEEKS:

YEAR LEVEL: Two

LEARNING AREA/TOPIC: ENGLISH

Language: Expressing and Developing Ideas

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Lesson
1
Lesson
2

AUSTRALIAN
CURRICULUM
LINKS

SPECIFIC
LESSON
OBJECTIVE

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural
Understanding

Sustainability

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

-A group of four students will be

assessed through observation when
participating in the five sensory
stations. I will be looking for the
way they identify concrete nouns
during the station activities.

Introduction:
- Introduce students to the lesson through Weebly Web
Quest and go to lesson two.

Introduction:
Does anyone know what a
concrete noun is?

- Class discussion on the interactive white board on

what is a concrete noun?

What can you experience

through a concrete noun?

-I will be assessing students

written sentences that must include
the three items that have chosen
and checking if students have an
understanding of what a concrete
noun is.

-Show a picture of beach at Rottnest Island explaining

that they are multiple concrete nouns in this image.

Year twos, look at this picture

of a beach at Rottnest Island.
Can you see any concrete
nouns?

RESOURCE
S

Lang Literacy
Literature

- Students will
understand what a
concrete noun is.
- Can describe what
a concrete noun is
by using their five
senses.

-Using a checklist to identify if

students have used concrete nouns
correctly and if they were able to
identify concrete nouns through the

Activity One (group activity):

-Class will be using iPad (or similar) to scan a QR
code at each station.
-Students will be in groups of four and participate in a
five sensory station activity. This will involve students
to use different types of materials by using their five

Can someone give me some

examples?
Activity One (group activity):
What did you notice about the

Introduction:
Interactive white
board with the
title Concrete
nouns in the
middle of the
board.
Image of Rottnest
beach
Activity One:
iPads, QR codes
Resources for
touch station
e.g Quokka fur

five senses.

senses (see, touch, smell, hear & taste)

different stations?

Groups will be pre-formed to ensure groups have a mix

of high achieving and low-achieving students. Ensure
turn taking is evident.

What did you see in the

stations? how do you know that
they are concrete nouns?

-The items used during the five senses activity will be

related to Rottnest Island (touching a fur that represents
Quokka fur).

What are the five senses that we

used in this activity?

Activity Two ( individual activity):

-Individually, students will create a list of items they
would need to bring to the virtual trip to Rottnest
Island.

Activity Two (individual

activity):
What type of items have you
chosen?

-Students are to choose three items and create a few

sentences describing how their item relates to a
concrete noun.

Do you think they are concrete

nouns explain why?

- After the activitys are completed students are to sit

down on the mat and present their sentences to the
class.

Lesson
3

- Students will
understand what an
abstract noun is.
-Students will be
able to recognise an
abstract noun.

-Three pairs of students will be

observationally assessed for the
paired activity. I will be looking for
the language they use, if they use
abstract nouns correctly and if it
relates to the context (Rottnest
Island)
-Using a rubric I will assess the
sentences students create. I will
look for the appropriate use of
abstract nouns to see that they
understand what an abstract noun
is and their ability to apply
previous knowledge of concrete
nouns.

Introduction:
-Students will be shown a YouTube video about
concrete nouns and abstract nouns.
Acting out the Abstracts:
-Using an iPad students will scan a QR code.They
must read what abstract noun is that the code links to
and, in pairs, act out the abstract noun to the class. The
rest of the class has to guess what the abstract noun is.
(Cross out the ones that have been used so that each
pair of students acts out a different noun).
Word sort:
-Using the interactive whiteboard get students to drag
the abstract nouns into the category of a feeling, idea or
quality. (nouns that relate to Rottnest)
Inclusive for students who struggle with fine motor
skills.
Students are aware of the set up of the activity form
previous lessons.

Do your sentences relate back

to concrete nouns?

Resources for
smell station
e.g Rosemary
plants,
Eucalyptus
Resources for
sight station
e.g diorama,
Magnifier
Resources for
taste station
e.g fruit
Resources for
hear station
e.g seashells,
iPod
Activity Two:
English
workbooks

Introduction:
What is a common noun?
What kind of common nouns
are there?
Can someone give me three
common nouns that you would
find at Rottnest
What is the difference between
a common noun and a proper
noun
Acting out Abstracts:
What kind of noun are they
depicting? Its not something that
you can see, taste, touch.
Word Sort:
Is the abstract noun a feeling,
idea or quality?

Introduction:
https://www.you
tube.com/watch
?
v=99f7UJCqk_E
Acting out the
Abstracts:
QR Codes, iPad
with QR code
scanner app.
Word Sort:
Interactive
whiteboard
Have a go:
English books,
highlighters or
coloured pencils.

Pair activity:
-In pairs students will have a conversation using as
many abstract nouns as they can about Rottenest and
why you would like to go there for a holiday. They
must write down all the abstract nouns that the other
person says in their English book.
Practice peer to peer learning, matching advanced
students with less advanced students to get a flow in
conversation. Make sure friends aren't paired together.
Have a go:
-Under their list of words, students will write a
sentence using one or more words from the list of
abstract nouns they created. They will then highlight
the abstract nouns in green and the concrete nouns in
red.

Why is it a feeling, idea,

quality?
Why is it not a concrete noun?
Why is it a feeling and not an
idea or a quality?
Pair Activity:
What were some abstract nouns
that you wrote down in your
list?
What kind of abstract noun is
it?

For students who struggle with literacy skills, they will

work in a group with the teacher.

Lesso
n4

-Students will be
able to expand
nouns using articles
and adjectives.
(ACELA1468)
- Students can
comprehend what
noun phrases are
and can demonstrate
this through writing
them down.
- Create a brochure
about Rottnest
Island using six
noun phrases.

-Observation:
Over the shoulder annotations of
the students who are
struggling/grasping the concept of
noun phrases during group activity
and assessment.

Introduction (Powtoon presentation):

-Students will be shown a Powtoon presentation to
learn about noun phrases as an introduction to the
lesson. (Powtoon will be less than five minutes).
-Ask students what they thought about Powtoon: did
they enjoy it? (Most importantly: did they understand
it?)

-Assessment:
Brochure on Rottnest Island. These
will be collected at the end of the
lesson and will be assessed
according to a marking rubric.

Group Activity (Create noun phrases yourself):

-Students will then participate in a group activity to
create short and long noun phrases (images of nouns
found on Rottnest Island will be used for referral).
Teacher will hand out one image per group (gathered
and printed from the Internet.)
Each image will be a noun from Rottnest.
Groups will be pre-formed to ensure high achieving
students are in groups with low-achieving students.

Introduction:
What was the Powtoon
presentation about?
Can you tell me, now that you
have watched the presentation,
what a noun phrase is?
Did you like the Powtoon
presentation?
Group Activity:
Who can give me an example of
a noun phrase for the noun
beach.
What noun phrase did you write
for wildlife? Can you stand up
and present it to the class?
Activity/Assessment:
Have you chosen six nouns you

Introduction:
Powtoon
presentation
(made prior to
the lesson)
Group Activity:
Students exercise
books
Activity/Assessme
nt:
-A4 blank card
for the brochure
activity (folded
into brochure
prior to lesson)
- Example
brochure on
Weebly for
students to refer
too if needed

-Teacher will write This is... on the board.

Students will need to write (in their exercise books)
noun phrases that start with This is... in groups on
their noun (based on picture) and then present this
phrase to the class.
Activity/Assessment (Rottnest Island brochure):
-The assessment activity is that students will create a
brochure on Rottnest Island.
The brochure will contain six noun phrases (one per
page of the brochure). Students can pick from a list of
nouns(all about Rottnest Island).

would like to use in your

brochure?
Have the noun phrases you have
written on your brochure make it
interesting to read?

-Coloured
pencils, HB
pencil (for each
student)