FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2 W3 YEAR LEVEL: PP LEARNING AREA/TOPIC: ENGLISH / HEALTH AND

PHYSICAL EDUCATION

AUSTRALIAN CURRICULUM
General Capabilities:
 Literacy Numeracy ICT  Critical and Ethical Behaviour  Personal and Intercultural
creative social Understanding
thinking Competence

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 will have access to a class iPad. They are very familiar with this device and capable of using all resources required in the lessons. The required applications will already be downloaded
onto the iPads and practiced in previous lessons.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Week 3 ENGLISH 1. Describe key ideas 1. Observation

INTRODUCTION Children's
and details from the throughout
Lesson Literature Read Thelma the Unicorn by Aaron Blabey. literature: Thelma
text (including lesson to assess
1 EXAMINING Introduce and around the classes pet
events and active listening the Unicorn by
characters). and
unicorn (fluffy toy Thelma the Unicorn)
LITERATURE ‘Thelma’ while the story is being read.
2. Illustrate the main participation in Aaron Blabey
Identify some features of the text group Ask questions about key ideas and detail:
features of texts (events and discussions, as o What is this story about?
characters). well as question o Where does this story take place? Thelma unicorn
including events
3. Create an answering. o In the beginning, what does Thelma wish?
and characters interactive retell 2. Summative What about in the end?
and retell events
Prepared
story using the assessment – o How does Thelma’s wish come true?
from a text Explain Everything Rubric for the o What challenges does she face when she questions
application on the Explain turns into a unicorn?
(ACELT1578) iPad. The retell must Everything
o What happens after that?
include 5 steps creation:
o How does the story end?
(somebody, identifies and
o What did the author want us to learn from
wanted, but, so, explains correct
then). features of the this story?
text under
As students discuss and answer the questions,
each heading
(somebody,
flick through the story so they are prompted
wanted, but,
to provide evidence through pictures and
so, then). words at certain stages in the story.

BODY ‘Somebody,
Go through the wanted, but, so,
‘Somebody…wanted…but…so…then’ retell
then’ booklet
strategy. Teacher first models this strategy
and discusses as a class what could/should
be in each box.
 The students will have a booklet with these Whiteboard and
headings and draw a picture for each
markers
section of different parts of the story.
Using iPads, the students will open the Explain
Everything application and take pictures of iPads
each page. Press the voice record button
and explain what is happening in the picture Explain
drawn (what the picture is). Do this for all everything
pages and drawings. Give the students time
application
to completed the drawings and creation on
Explain Everything.

CONCLUSION Projector (maybe

Students gather back on the mat and share
to connect iPads
their Explain Everything creations with each
other and the class. to view creations)
Week 3 HEALTH AND 1. Identify the 1. Observation
INTRODUCTION Children's
emotions of the throughout the
Lesson PHYSICAL Read (revisit) Thelma the Unicorn by Aaron
main character in lesson to assess literature: Thelma
2 EDUCATION Blabey. Class is indicated to pay close
the text. active listening, the Unicorn by
COMMUNICATIN 2. Describe the ability to follow
attention to the emotions Thelma
G AND responses of instructions, experiences throughout the text. Aaron Blabey
different emotions in understanding Explore Thelma's emotions as a class – write
INTERACTING
different situations. of emotions on the board key words and ideas of
FOR HEALTH discussion. Make sure students use evidence Whiteboard and
3. Relate emotions through
AND WELLBEING from the story to support their answers. Turn to
identified in the text contribution to markers
Emotional to individual class discussion. pages to allow words and pictures to help.
responses experiences/ 2. Observation Ask students questions such as: Have you
individuals may situations. checklist ever experienced any of these emotions like
4. Produce a digital assessment of Thelma? Which ones? When in your own life?
experience in
‘emotions’ collage fine motor skills Why do you think you felt this way? How did
different on the iPad using through unicorn you respond to this feeling? (What did you
situations, such as the PicCollage horn task. do when you felt this way?) How did Thelma's
feeling: application. Correct use of feelings change? What made her feel
equipment. different?
  Happy 3. Formative Unicorn horns
assessment
 Sad
through BODY (easily accessible)
 Excited creation of In a previous arts and crafts lesson, students
PicCollage and created a ‘unicorn horn’ inspired by ‘Thelma
 Angry
explanation of the Unicorn’. They will use this during the
 Scared following activities.
each emotion. iPads
 Confused Clear links to
PicCollage
the text and With a partner:
(ACPPS005) individual Using the iPads, take pictures of each other application
experiences. wearing the unicorn horn and expressing the
emotion, e.g. smile big for happy. Take
pictures of each emotion in the story and if
time other emotions discussed.

As a class review how to use the PicCollage

application. Upload the pictures onto the
PicCollage application and choose format of
collage.

Gather back onto the mat with iPads.

Show the person next to you your PicCollage
and explain your emotions, link to Thelma in
the story and your own experiences.
Volunteers will share with class – connecting
iPad to projector.
Class projector

CONCLUSION
Discuss what emotions are good and what
are bad. What do we do when we
experience bad emotions? It is ok to feel this
way but we must be careful of our actions
when we feel this way.
 To link the learning together and give
students the opportunity to create their
learning; the class
Week 3 ENGLISH 1. Demonstrate 1. Formative
INTRODUCTION
responsible use of assessment at
Lesson Language Kahoot quiz using iPads – revisiting Thelma iPads
the iPad when the start using
3 PHONICS AND the Unicorn main learning (children proposed
completing Kahoot quiz to Kahoot quiz
directed activities check
some of the questions in the previous lesson
WORD
(using applications). understanding to promote control over their learning and (revisiting Thelma
KNOWLEDGE increase enjoyment) e.g. emotions, main
2. Match rhyming of emotions, the Unicorn)
Recognise and words together. events and events, characters, etc. Review of previous
3. Recognise rhyming characters in lessons
generate
words in the text. the text.
rhyming words, 2. Observation Discuss what a rhyme is and examples of
alliteration checklist rhymes.
patterns, assessment Split into literacy groups (students are familiar
through with these). Rotation activities are explained.
syllables and discussion and Students are sent to rotations.
sounds completion of Rhyme activities:
(phonemes) in rhyming
BODY  Clip the rhyme
activities.
spoken words. Rhyme activity rotations:  Feed the
(ACELA1439) o Clip the rhyme
 Cards have one main picture on unicorn
them and three smaller ones below.
 Match the
Students identify the small picture
that rhymes with the main picture rhyme cards
by clipping the peg onto it.
 Rhyme or
o Feed the unicorn
 Each unicorn has a picture and its does not
matching word on it (3-4 letter
rhyme mats
words). The mouths of the unicorn
are open. There is a selection of
carrot images with rhyming words
 on them (3-4 letter words). Students Set up and
‘feed’ the correct unicorn the
allocated to
correct carrot when they match the
rhyming carrot’s word to the one on rotation areas
the unicorn. with necessary
o Match the rhyme cards
equipment.
 There is a selection of cards with a
picture and the matching word.
Students will match up cards that
rhyme.
o Rhyme or does not rhyme mats.
 There are two large mats. One says
RHYME, the other says DOES NOT
RHYME. There is a selection of cards
with two pictures on them. Students
are to recognise if the words rhyme
or not and place them on the
according mat.

All activities are completed by each group,

equal time at each rotation.

CONCLUSION
Students return to iPads and open the QR QR Code
Code application. Teacher sends students off application
to different codes – scanning one each then
returning to the mat. (All words are rhyming
words from the story).
Children's
To conclude, the class will read Thelma the
Unicorn listening carefully for rhyming words literature: Thelma
on each page. When their rhyming word is the Unicorn by
read out they will stand up, wait for the other
Aaron Blabey
persons rhyme word to be read out and sit
 together. Teacher allows pauses for this to
smoothly occur and to help students with
difficult rhyme words.

All students will have a partner whose word

will rhyme with theirs. After the story the
students will discuss with their partner:
favourite part/s of the story and favourite
characters – why? Feed information back to
class.

At the end of the series of lessons related to Thelma the Unicorn the students will add to their digital portfolio as a new topic.
Throughout the year students will add to this digital portfolio after completing series of lessons on different topics. The students will
be taught slowly how to use the book creator application through the teacher’s demonstrations. The teacher will organise for the EA
(1 or more) and student/parent helpers to come in for these lessons so help will be easily available and the creation process will be as
smooth as possible. This is important at the start of the digital portfolio creation. Parents are invited to come into class (before or
after) to view the updated digital portfolio content.

 The Explain Everything creation will be saved and added to the book creator as a video.
 The PicCollage creation will be saved and added to the book creator as an image.
 The teacher will get an EA or parent helper to take pictures of the students during the rhyme activities which they will use in the
book creator.