PLANNING DOCUMENT

English Lessons- Phase 3

Concept(s) being explored

To express and develop ideas both
orally and written about waterholes
and their function whilst promoting a
healthy social and cultural ownership
of our environment for the survival
and wellbeing of ecological systems.

Analysis of prior knowledge: What are

the pupils prior knowledge or before
views for learning in preparation for
learning experience 1?
Previous experience with narrative structural
features. Written texts contain a message that
can be read. They have explored non-fiction
texts and discovered new scientific words
which relate to the theme.

Australian Curriculum or EYLF

Reference
ACELT1580
Retell familiar literary texts through
performance, use of illustrations and images
ACELT 1578
Identify some features of texts including
events and characters, and retell events from
a text.
ACELY1651
Create short texts to explore, record and
report ideas and events using familiar words
and beginning writing knowledge.
OI.9 Sustainable futures result from actions
designed to preserve and/or restore the
quality and uniqueness of environments.
EYLF (references for differentiation)
Outcome 2: Children are connected with and
contribute to their world
Children become socially responsible and
show respect for the environment

Teacher and Student Resources:

The Waterhole- Graeme Base.
Animals from story, blue, green and brown
material.
Clip boards, paint, brushes, paper, pencil and
iPads.
White board.

Assessment 2

Topic- English- Sustainability

How does the waterhole sustain this

environment?
Educational Setting: Foundation level
Primary School

Learning Experience 1

Learning Experience 2

Learning Experience 3

Aim of activity: Why are you doing

it?
This experience will support children to
use their memory to retell the story.
They will recall ideas from texts such as
orientation, complication and resolution.

Aim of activity: Why are you

doing it?
Students will begin to identify
connections between the texts and
their personal experiences.

Aim of the activity: Why are you doing

it?
Students will use familiar words and phrases
and images to convey ideas when writing
and making the Pic Collage.

What are you going to do?

Scaffold students writing while at
their tables.

What are you going to do?

Scaffold students through the process of
producing a final narrative piece using
digital means.

What are you going to do?

Story Table
Scaffold students as needed and model
when required.
Warm up activity:
Read-aloud The Waterhole by Graham
Base. Then involve the students in a
group discussion. Opportunity for turn
& talk and wondering, teacher to have
lots of control. Discuss specifically
orientation, complication and resolution.
Main Activity:
Retell through dramatization - students
will have the opportunity in small
groups to retell the story using animals
and puppets. Students will role -play the
story, to other group members.
Students are encouraged to develop
their own stories using the same props.
This experience will be a way for
students to practise drafting their ideas
for the narrative. They will be able to
use the clipboards to draft their ideas.
Literacy Learning Centre set up for
students to rotate through:
*Guided reading with 4 in a group, SSO
supported.
*Small groups will be acting out the
story using the props at the story table.
*Independent reading at the Book Club
corner, opportunity to discuss texts.
*Alphabet writing centre, write the first
letter sound of the animal they choose.
Practice letter formation.
*Spelling words from the word wall
using magnetic letters.

MR

Warm up activity :
Shared reading of The Waterhole
so images of the book are clear to
make strong connections between
the story and what they saw at the
wetlands.
Main activity:
Independent construction using
their writing, painting and drawing
skills, using the story mapping
strategy. Students will sequence
their story using the four resources
model. Showing their understanding
of the narrative orientation,
complication and resolution. This
experience will support their fine
motor skills. They will be able to
practise communicating their ideas
through a range of multimodal
methods. The teacher will support
their understanding of being
sustainable by asking How would
the animals be feeling? and How
could you help them?. Students will
share their work with a partner.
Strategies students will engage to
support writing word wall, photo
displays, story mapping and pre
writing development with capital
letters and full stops.

SR

Warm up activity:
Watch a slide show from the excursion to
help recall events. Students to revisit their
draft from the second lesson, and discuss
their work with a partner.
Main activity:
To develop a Pic Collage using an iPad This
independent writing experience provides
students with the opportunity to reflect on
what they have learnt over lesson plans. Use
pictures from excursion, word wall, role-play,
and their paintings and drawings.
Students will be producing a final piece of
writing from the editing and Story mapping
already completed but now in a digital form.
Each student supported by teacher and SSO,
rotate between small group experiences.
Published work to be presented to the Class
and to be produced in the School Newsletter
and displayed in front foyer of school.
Literacy Learning Centre set up for
students to rotate through:
*Small group (4) develop pic collage on iPad
narrative text.
*Dramatization in the sand tray, recreating a
scene from The Waterhole using plastic
animals.
*Independent reading at the Book Club
corner, opportunity to discuss texts.
*Alphabet writing using chalk on cementwrite the first letter sound of the animal
they choose. Practice letter formation.
*Spelling words from the word wall cutting
out letter from magazines.

IR

TM