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FORWARD PLANNING DOCUMENT

TERM/WEEKS: WK 1-3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: ENGLISH

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

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
Lang Literacy Literature (include learner diversity)
Wk 1, Identify the point of view in a Name and identify Anecdotal Introduction
lesson text and suggest alternative characters of a fairy observation notes: Introduce new topic. Have students complete a Kahoot Quiz Kahoot Quiz code
1 points of view (ACELY1675) tale other than the • Attentiveness on narrative conventions to revise and assess prior
main characters during class knowledge
work
List the personal • During Body
qualities of these research Students will be selecting and researching a fairy tale to
characters and the process write a short narrative from the point of view of another QR code that will
actions that they have character. Laminated QR codes will be displayed on the take students to
done, using Padlet whiteboard that will take students to designated webpages. designated
websites
With the selected fairy tale, students will record the
characters that have appeared and played a role in the story.

On Popplet, Students will then identify the personal traits of Popplet app on
these characters and the actions that they have carried out iPad
(e.g. the Wolf from Three Little Pigs: Destroyed the pigs’
home and tried to eat them).

Teacher will go around to each student to check whether


they are using an appropriate fairy tale.

Conclusion
Before the end of the lesson, students take a screenshot of
their research Popplet so far and upload the screenshot onto
Seesaw.

On Padlet, each student will: Padlet app via link


- State which fairy tale they have chosen or QR code
- List the characters in the fairy tale
- Select a secondary character and write a short descriptive
passage about the character.
-
If time allows, have students also write a short paragraph on
why they think the character acted they way that they did.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
Lang Literacy Literature (include learner diversity)
Wk 1, Identify the point of view in a (Students will be able Anecdotal Introduction YouTube video,
lesson text and suggest alternative to) observation notes Show students an example of a fairy tale from an alternative Rapunzel as told
2 points of view (ACELY1675) • Collaboration point of view by showing student a video of a book reading by Dame Gothel:
Plan for and write a with other of “Really, Rapunzel Needed A Haircut!: The Story of https://www.youtu
draft of a narrative classmates Rapunzel As Told by Dame Gothel” By Jessica Gunderson be.com/watch?v=
story based on a fairy during peer from YouTube Kq5e60gE31c
tale from a different feedback
point of view Have students turn to a partner and discuss:
Summative: - How is this version different from the version of
Give their peers • Students’ story Rapunzel we are used to? Compare and contrast the
effective and draft characters of Dame Gothel in this version of the
meaningful feedback story and the witch from a different version.
that can help them - If the story is told from Rapunzel’s point of view,
improve what details might she tell differently?

Body
Students will be writing up a draft for their narrative story. Google Docs app
On the Google Docs app on iPad, have students plan and on iPad
write their first draft.

About ten minutes in, students will then share their


Document with another classmate chosen at random by the
teacher. Students are encouraged to leave feedback (what
they liked about the story so far and what can be improved
on) using the comment tool on Google Docs.

Have students trade documents with one more classmate for


another peer review before allowing them to finish their
draft, using the feedback that they have been given to revise
and edit their work.

Students who have finished will move onto the next part. Green Screen
They will use the green screen to take photos to be added Lego toys and
as “illustrations” in their book. other small toys
to be used as
Conclusion “props”
At the end of the lesson, students copy-paste the link to
their story draft to teacher’s Google Doc (accessed through
link or QR code provided).
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
Lang Literacy Literature (include learner diversity)
Wk 1, Identify the point of view in a (Students will be able Summative: Introduction Cinderella told
lesson text and suggest alternative to:) • Marking rubric Show students video of a reading of the book “Seriously, from the
3 points of view (ACELY1675) to assess the Cinderella is SO annoying!” by Trisha Speed Shaskan. perspective of the
Write and retell a fairy books created Stepmother:
tale from the by the Have a discussion where students discuss: https://www.youtu
perspective of a students - What are some things that happened in the classic be.com/watch?v=
different character. version of Cinderella that didn’t happen in the QhkqPWy2NLo
stepmother’s version, and vice versa? How are these
Produce a book on stories different from each other?
their selected fairy tale - Who have Cinderella, the stepmother and stepsisters
using Book Creator. been portrayed in this version of the story? How has
it made you feel about the characters?

Body
Students will make a short video to be included in their
Book Creator. They may be allowed to work together if they
are using the same fairy tale.

Students may use any teacher-approved video recording Video making


apps to make the video, including iMovie or iMotion. This apps:
may take another lesson to complete recording the videos. iMovie, iMotion,
Stop Motion, etc.
Once it is completed, students will put their story draft and
photos taken into Book Creator to make a finalise version of
their project.
Conclusion
Have students save and export their books as iBooks and
share with the teacher. This will be used for marking and
assessment.

As closure, students will go onto Padlet provided and answer


reflection questions on their work:
- Now that it's over, what are my final thoughts about QR Code to
this overall project? Padlet
- What were some of the most interesting discoveries I
made while working on this project?
- Which parts did I find difficult?
- What can I do next time if I could do this project
again?

If time allows, set up the projector to share the completed


books with the whole class.