FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, 3 YEAR LEVEL: 10 LEARNING AREA/TOPIC: English: Drama study

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 have one-on-one access to iPads and/or MacBooks
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 3, Compare the 1. Develop a digital brainstorm Formative Introduction Google Slides
lesson 1 purposes, text listing ideas for a modern assessment:  Play YouTube video on the smartboard to show how old A presentation will be
structures adaptation of a chosen scene  Observation texts can be modernised into different text types and to displayed in the
and language spark creativity background, visually
in Romeo and Juliet in groups notes to record
features of  Introduce lesson outcomes: representing each stage
of three. student of the lesson
traditional and o Have established groups of 3
2. Produce a digital storyboard progress
contemporary o Complete brainstorm and storyboard (at least 5
texts in different (minimum of five frames) for a  Use of frames), ready for the filming stage (next lesson) and
Physical copies of
questioning to Romeo and Juliet
media (ACELA15 movie depicting a modern have completed products in a GoogleDrive file
66) recreation of a chosen scene clarify accessible to the teacher. iPads/MacBooks
in Romeo and Juliet in groups understanding
General  Tracking overall Body: Intro: YouTube video
of three.
capabilities Students will: Played as an example of
3. Collaborate evenly in groups student
 Literacy  Divide into groups of 3 (which may be freely chosen) a modern adaptation of
of three to complete objectives progress in
 Critical and  Use SpiderScribe’s collaborative mode to make a group Romeo and Juliet
1 and 2. conclusion brainstorm of ideas for the movie https://www.youtube.com
creative
activity.  Elaborate on their chosen idea in a storyboard using Canva /watch?v=SEzskNtFnIY
thinking
and a digital drawing tool (i.e. Paintbrush for Mac).
 ICT
competence Teacher will: Spiderscribe
Will be used by students
 Observe students (taking notes when necessary) and assist to collaboratively create
those who are struggling with the task by offering possible their joint brainstorm to
ideas/approaches as well as help with technology choose an idea
https://www.spiderscribe.
Conclusion net/
Students will:
 Ensure that each member and the teacher has a copy of the Canva
Will be used to create
exported and completed brainstorm (via email using the storyboards in
‘export map’ function) and that it is uploaded to GoogleDrive. conjunction with a
 If storyboard is unfinished: Ensure that all group members drawing application (to
can edit the storyboard (using the ‘share’ function) and make illustrations to
insert into the template)
complete it for homework https://www.canva.com/
 If finished: Download storyboard and ensure that the teacher
has a copy (via GoogleDrive) GoogleDrive
Will be used as an
Teacher will: organisation tool for
students to store their
work, in which the
 Ask one group (whom they noticed worked well) to stand up
teacher can access
and show their progress to the class https://www.google.com/
 Remind students to bring props to the next lesson for filming. drive/

Observation notes
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 3, Compare the 1. Produce (or begin Formative Introduction Google Slides
lesson 2 purposes, text producing) a 1 minute assessment:  Students move into pairs/trios with members from different A presentation will be
structures movie depicting a modern  Observation groups and each discuss their movie ideas and how they displayed in the
and language adaptation of a chosen notes to record connect to Romeo and Juliet (refresher activity) background, visually
features of scene from Romeo and student  Students will move into their work groups and ensure that representing each stage
traditional and Juliet in groups of three. they have completed and have access (as well as grant of the lesson
progress
contemporary texts 2. Apply the previously teacher access) to their brainstorms and storyboards
 Use of
in different planning from the  Teacher will introduce lesson outcomes: iPads/MacBooks
media (ACELA1566 storyboards to complete the questioning to o Create a 1 minute movie showing a scene from
) movie adaptation. clarify Romeo and Juliet with a modern spin (including Spare props for students
3. Collaborate evenly in understanding modifying language to modern English) who have forgotten to
Create imaginative groups of three to complete o Ensure that the movie matches the storyboard and bring their own
texts that make objectives 1 and 2. shows evidence of editing (that it is not a single piece
relevant thematic of unedited film) GoogleDrive
and intertextual o Advise students to focus on finishing filming, and then Will be used as an
connections with editing, which they will have more time to complete in organisation tool for
other the next lesson. students to store their
texts (ACELT1644)  Teacher will question the class on their prior knowledge of work, in which the
storyboards. teacher can access
General https://www.google.com/
capabilities drive/
 Literacy Body:
 Critical and Students will: Observation notes
creative  Gather filming resources (personal iPads/laptops) and
thinking move around the school to film their movies
 Import videos into iMovie for editing and begin the editing
 ICT
process.
competence
Teacher will:
 Observe students and assist those who are struggling with
the task, taking notes when necessary
 Provide assistance to groups struggling with editing.

Conclusion
Students will:
 Return to class
 Save their progress.

Teacher will:
 Ask groups to raise their hand if they have finished filming
 Explain that in the next lesson, students will be given extra
time to continue filming.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
(Introduction, Body and Conclusion)
LINKS

Week 3, Compare the 1. Produce a 1 minute movie Formative Introduction Google Slides
lesson 4 purposes, text (previously filmed) depicting assessment:  Gather in a circle, and each student names what they’ve A presentation will be
structures a modern adaptation of a  Observation found difficult about the last lessons and what they’ve displayed in the
and language chosen scene from Romeo notes to record enjoyed. This will hopefully place students in a reflective background, visually
features of and Juliet in groups of student representing each stage
mindset
traditional and three. of the lesson
contemporary texts 2. Apply editing skills such as
progress  Students will return to their seats and teacher will introduce
in different inserting music, transition  Use of lesson outcomes: iPads/MacBooks
media (ACELA1566 and a title to a 1 minute questioning to o Use iMovie to edit the previously filmed group
) video adaptation of a clarify movies. Include the minimum of music, transition and iMovie
modern scene of Romeo understanding a title Will be used by students
Create imaginative and Juliet.  Tracking overall import videos from their
o Make sure all previous work (brainstorm and
texts that make 3. Compare and contrast (in devices and begin editing
student storyboard), as well as the exported movie is
relevant thematic written form) the chosen https://itunes.apple.com/a
and intertextual progress with available in an accessible GoogleDrive folder by the u/app/imovie/id37729819
scene from Romeo and
connections with the exit ticket end of the lesson. 3?mt=8
Juliet with the edited movie
other activity
texts (ACELT1644) (individually). Body: GoogleDrive
4. Collaborate evenly in Summative Students will: Will be used as an
General groups of three to edit the assessment:  Import footage into iMovie and begin editing. organisation tool for
capabilities movie.  Combined rubric students to store their
 Literacy for the Teacher will: work, in which the
 Critical and brainstorm,  Observe students and their group dynamics, writing teacher can access
creative notes when necessary https://www.google.com/
storyboard and
thinking  Assist struggling students and offering help with drive/
movie editing if needed.
 ICT Observation notes
competence Conclusion
 Teacher will instruct students to save their work and
ensure that each group member has uploaded their
brainstorm, storyboard and movie (even if unfinished) to
their Google Drive folders
 Teacher will email students a link to a Google Survey exit
ticket, which will ask the following:
1. How does your movie compare to Shakespeare’s original
Romeo and Juliet?
2. Explain how your movie differs from the original play.
3. What stayed the same in both your movie and the play?
4. Did you enjoy making your movie? Why/why not?
5. How did you and your group members contribute to the
overall product?
6. What would you change about your overall product?
Clarification of ICT Tools
1. Spiderscribe