FORWARD PLANNING DOCUMENT

TERM/WEEKS:
Literacy

YEAR LEVEL:
Numeracy

LEARNING AREA/TOPIC:
ENGLISH Writing

ICT

Critical and creative

thinking

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Literacy

SPECIFIC
LESSON
OBJECTIVE
As a result of
this lesson,
students will be
able to:

ASSESSMENT
(what & how)

Wee
k 4/
Less
on
One

ACELY1714 Plan, draft

and publish
imaginative,
informative and
persuasive texts,
choosing and
experimenting with
text structures,
language features,
images and digital
resources appropriate
to purpose and
audience

1. Conduct
appropriate
research
relevant to their
destination.

1. Were
students able
to navigate
their way to
the
appropriate
search
engines?
Assessed by
over the
shoulder
anecdotal
note-taking.

2. Create a word
cloud using
Wordle.

3. Research
relevant history
and present their
ideas into a
Popplet

2. Students
save their
Wordle into a
Word
Document and
saved to a
shared
teacher/stude
nt drive.
3. Were

Ethical Behaviour

AUSTRALIAN CURRICULUM
General Capabilities:
Personal and social
Competence

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1. Teacher explains to students what a

brochure is and how it can be used to
persuade people to a particular view
point.
2. Teacher introduces Destination
Unknown task.
3. Students are separated into five
groups and are provided with a
destination.
4. Students are asked to pick their
preferred season.
5. Students are directed to click the link
for Wordle (found on the Weebly
page).
6. They are required to make a word
cloud using a minimum of ten words
to describe why they selected their
preferred season.
7. Using Google Kids, students begin
their research on the history of their
destination.
8. This research is to be adapted into a
brainstorm, using Popplet. Students
must include a strand outlining their

Intercultural
Understanding

KEY
QUESTIONS

RESOURCES

1. Does
anyone
know what
a
persuasive
text is?
(Lead to
class
discussion)
2. (Ask one
or two
different
students
the
following)
Why did
you choose
your
preferred
season?
(generates
class
discussion)

Wordle

Google Kids
Popplet
Word
Document

WEEK
/
LESS
ON

Wee
k 5/
Less
on
Two

AUSTRALIAN
CURRICULUM
LINKS
Literacy

brainstorm.

students able
to navigate
their way to
the
appropriate
search
engines?
Assessed by
over the
shoulder
anecdotal
note-taking.

SPECIFIC
LESSON
OBJECTIVE
As a result of
this lesson,
students will be
able to:

ASSESSMENT
(what & how)

1. Use required
search engines
to research their
destination to
generate a
travel itinerary.

1. Were
students able
to navigate
their way to
the
appropriate
search
engines?
Assessed by
over the
shoulder
anecdotal
note-taking.

2. Recognise and
list the
appropriate
items to pack in
their suitcase
(relevant to the
season and
activities).
3. Assemble a
photo collage
using

2. List
appropriate
items in Word
Document.

3. Photoshow

three favourite historical facts related

to their destination.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1. Students use GoogleKids to research

activities relevant to their destination,
and list five activities that interest
them most.
2. Using TripHobo students create an
itinerary over five days, by selecting
five different activities their travellers
will do in their destination.
3. Students think about the season and
activities they chose, and create a
suitcase that contains the necessary
clothing and items travelers need on
this trip.
4. Using Britannica Image Quest,
students select some photos that are
associated with their destination
(minimum of ten).
5. Students use PhotoShow to upload
their selected images and create a
slideshow.

KEY
QUESTIONS

1. Has
anyone
travelled
anywhere
before?
2. What
were some
activities
you did?
(For
example,
Disney land
in Los
Angeles).

RESOURCES

Google Kids
TripHobo

Britannica
Image Quest
PhotoShow
Word
Document

PhotoShow.

is saved into a
Word
Document and
saved to a
shared
teacher/stude
nt drive (for
assessment).

WEEK
/
LESS
ON

Wee
k 6/
Less
on
Thre
e

AUSTRALIAN
CURRICULUM
LINKS
Literacy

SPECIFIC
LESSON
OBJECTIVE
As a result of
this lesson,
students will be
able to:

ASSESSMENT
(what & how)

1. Gather all
information from
the previous two
lessons, and
assemble it into
a persuasive
brochure using
JukeBox
Brochure
Creator.

1. Were
students able
to create a
brochure
using the ICT
tools
provided?
Assessed by
students
saving the
document into
a studentteacher
shared drive
(file).

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1. Students use GoogleKids to research

activities relevant to their destination,
and list five activities that interest
them most.
2. Using TripHobo students create an
itinerary over five days, by selecting
five different activities their travellers
will do in their destination.
3. Students think about the season and
activities they chose, and create a
suitcase that contains the necessary
clothing and items travelers need on
this trip.
4. Using Britannica Image Quest,
students select some photos that are
associated with their destination
(minimum of ten).
5. Students use PhotoShow to upload
their selected images and create a
slideshow.

KEY
QUESTIONS

1. Has
anyone
travelled
anywhere
before?
2. What
were some
activities
you did?
(For
example,
Disney land
in Los
Angeles).

RESOURCES

JukeBox
Brochure
Creator

WEEK
/
LESS
ON

Wee
k
7/Le
sson
Four

AUSTRALIAN
CURRICULUM
LINKS
Literacy

SPECIFIC
LESSON
OBJECTIVE
As a result of
this lesson,
students will be
able to:

ASSESSMENT
(what & how)

1. Show
understanding of
persuasive texts,
by presenting
the elements of
their persuasive
brochure.

1. Was the
information
persuasive?
Assessed by
teachers
checklist (i.e.
Was it
engaging?
Was the
information
appropriate?
And so on).
2. How
effective/confi
dent was the
student when
presenting?
Assessed by
anecdotal
notes on
whether the
student was
speaking
clearly and so
on).

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1. Students will present their brochure to

the class on the Smart Board,
explaining the information displayed.
2. The students purpose is to convince
their classmates that their holiday is
the one they should go on (or
choose).
3. Students complete the survey on the
lesson four Weebly page to determine
which destination was most
persuasive.

KEY
QUESTIONS

RESOURCES

SmartBoard