FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2/Week 3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: English - Literature

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:

• Students should have access to iPads.
 West Australian
TEACHING & LEARNING EXPERIENCES
WEEK/ Curriculum SPECIFIC LESSON ASSESSMENT RESOURCES = ICT and
(Introduction, Body and Conclusion)
LESSON LINKS OBJECTIVE (what & how) other

3/1 Create • Brainstorm the features Summative assessment: Introduction: Introduction:

imaginative texts of their own character • Brainstorm: rubric – the main
based on using digital focus areas are appearance, • Students log on to the website ‘Imaginative Narratives’ and go maginative Narratives
characters, personality traits to Lesson One. https://meganedwardsic
technologies.
settings and t.weebly.com
events from Sticky Note Activity
• ‘Wanted’ poster: rubric – the • Students complete an interactive sticky note activity where
students’ own and • Create a ‘wanted’ poster https://boardthing.com/
other cultures main focus areas are they think of what they already know about characters (can be board/5a98e20c09635a
of their own character
using visual appearance, likes/dislikes, their favourite character, personality traits etc). 5 minutes 0600601814
using digital
features, for technologies. personality traits and
example Body: Body:
background.
perspective,
distance and • Students watch a video on creating a character. 2 minutes
angle
(ACELT1601). • Students use the video to help them brainstorm a character. Brainstorm
They are to include the character’s appearance, likes, dislikes, https://coggle.it
background and personality traits. Make sure students add
their teacher’s email address before moving on. 10 minutes

• Students build an avatar based on their brainstormed Avatar Creator

appearance of their character. Ensure that students take a http://www.buildyourwil
screenshot of their character. 10 minutes dself.com

• Students create a wanted poster of their character. They are to

‘Wanted’ Poster
include their character’s likes, dislikes, background, https://www.postermyw
appearance, personality traits and the screenshot of their all.com/index.php
avatar. Once it is finished, take a screenshot and email it to
their teacher. 20 minutes

Conclusion:

• Ask students what the four main aspects of creating a

character are. Ask for examples of each.

• Ask 3 students to show their ‘wanted’ poster to their

classmates. Get them to describe the four main aspects of
their character. 5 minutes
3/2 Create • Describe the different Summative assessment: Introduction: Introduction:
imaginative texts settings that they know
based on • Brainstorm – rubric: the main • Students log on to the website ‘Imaginative Narratives’ and Imaginative Narratives
of using digital
characters, focus areas are appropriate open the ‘Lesson Two’ page. https://meganedwardsic
settings and technologies t.weebly.com
images, setting and
events from
students’ own and • Create a postcard
associated characteristics • The teacher is to provide a short, oral presentation on the
other cultures describing the importance of setting in a narrative. The teacher is to
using visual • Postcard – rubric: the main emphasise that students are building on from the creation of
characteristics of a
features, for focus areas are where, who, their characters in the previous lesson and creating settings
setting in the point of
example features, adjectives where their characters belong. 3 minutes
perspective, view of their character
distance and Formative assessment: • Students are to watch the video ‘A Short Introduction to
angle • Overall knowledge – quiz:
(ACELT1601). Setting’. 2 minutes
the main focus areas are
they types of settings, Body: Body:
associated characteristics Settings Brainstorm
and the importance of • Students are to think of any settings that they know of or are https://popplet.com
setting different to those in the video and create a brainstorm of them.
Students may decide to add images and descriptions of
settings and characteristics to their brainstorm. Students are to
screenshot their brainstorm and save it to the camera roll. 15
minutes

• Students are to use their brainstorm to assist them in thinking

of a setting where their character will live.

Canva Postcard
• Students will create a postcard from the perspective of their
https://www.canva.com/
character using the website ‘Canva’. Students are to describe design/DACyDGLSFwk
how the setting looks, the ‘feeling’ (e.g. home, warm, eerie /cWxEtDZdtndJgLdgi9
etc.) of the setting and those that live there. 20 minutes HJBA/edit

Conclusion: Conclusion:

• Open the ‘Kahoot’ quiz that students are to complete Kahoot Quiz
https://kahoot.it
• Students are to complete a Kahoot quiz to test their knowledge
of the various aspects of setting that were explored throughout
the lesson. 10 minutes
3/3 Create • Write an imaginative Summative Assessment Introduction: Introduction:
imaginative texts narrative which has Teacher iPad and air
based on well developed • Imaginative Narrative – • Teacher leads a Think, Pair, Share recapping features of an drop to Smart Board
characters, character and setting. Rubric: student influenced, Imaginative Narrative. Imaginative Narratives
settings and main focus areas are https://meganedwardsic
events from • Create a book using • Class discuss and work together on creating the Rubric for the t.weebly.com
characters and setting.
students’ own and the Book Creator app, task. Rubric - http://rubric-
other cultures using already written maker.com/index.php
using visual imaginative narrative. • Students use iPads and log on to the ‘ICT Integrated
features, for Curriculum’ website and go to Lesson Three.
example
perspective, Body:
distance and Body:
angle • Teacher will choose two students to hand out English books Class set of iPads
(ACELT1601). and two other students to hand out iPads. English books
Pencils
• Students will use iPads to follow the Weebly and use the Dictionary app
dictionary app to help with the editing process of their writing.

• Students will follow the process and write their own

Imaginative Narrative.

• The Narratives will then be entered into their own creation on Book Creator app
the app, Book Creator.

• Early finishes will be paired up to read their stories aloud to

each other – this is to be done just outside the classroom door
as to not disrupt other students.

Conclusion:

• Once the books have been created students will then air drop
them to the teacher’s iPad. These will then be assigned a
grade and added to the students’ portfolio.

• Students will then pack away, sit on the mat and await
teacher’s instructions for the next transition.

• Two students will be allocated to pack away iPads.