FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/6 YEAR LEVEL: Year 2 LEARNING AREA/TOPIC: English 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 Asia and Australia’s engagement with Asia Sustainability
Cultures
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 6 Create events 1. Create a visual View Seesaw Introduction ‘Mrs White and the
Lesson 1
and characters representation of the upload of Avatar  Before reading text display title of the book ‘Mrs Red Desert’
using different character ‘Mrs created in White and the Red Desert’ on the interactive (Boyle,2017)
media that White’, providing Chibistudio and whiteboard (IWB) (Baker, 2017).
develop key verbal justification of listen to the voice  Key Questions (Baker, 2017 & Wheeler, 2017) iPads – One per
events and why they included recording of o What do you think ‘Mrs White’ will look like? student.
characters from specific justification of a o Who job might ‘Mrs White’ do? Who do we
literary texts characteristics. characteristic.
call ‘Mrs’ in the community?
(ACELT1593)
o What in the desert is red?
Discuss how
depictions of o What colours might they be?
2. Write at least a View students’
characters in written Seesaw o What might happen if these two mixes?
sentence explaining
print, sound and submission
why they think the Students will be placed in mixed ability groups and will
images reflect the explaining why they Activity 1: Chibistudio
author named the move through three activities.
contexts in which think the author App and Chatter Pix
character ‘Mrs Activity 1: Mrs White Avatar – Chibi studio
they were created named the App.
White’.  Students will create an avatar of what they predict
(ACELT1587) character ‘Mrs
White’. ‘Mrs White’ will look like using the iPad App
Chibisstudio. Activity 2: Pic Collage
App, preloaded
 Students will then use Chatterpix App to record a images of Western
reason why they included a certain characteristic, Australian Deserts,
e.g. ‘This is Mrs White. I created her holding a Desert books;
book because I think she is a teacher.' ‘Mustara’ by Rosanne
Hawke, ‘Are we there
yet’ by Alison Lester,
Activity 2: Setting Pic Collage ‘Wombat Stew’ by
 Students will create a collage using Pic Collage Marica Vaughan and
iPad App form pre-loaded images and fictions book ‘Why I love Australia’
about deserts. by Bronwyn Bancroff.

Activity 3: Mixing Colours – Teacher directed

 Teacher to guide discussion on what colours they Activity 3: Red and
think are in the desert and what colour ‘Mrs White’ white paint, Google
doc and students
will be.
iPads.
 Teacher to mix red and white paint together on
butcher paper.
 Students to record video of teacher mixing red and
white paint together.
 Teacher to question students on what they think will
happen to if Mrs White and the red Desert mix?
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 6 Innovate on 1. Recreate the narrative View students’ Introduction Introduction: ‘Mrs
Lesson 2 familiar texts adapted from the text books checking  Recap how words used in text can help us create White and the Red
by for the inclusion meaning and understand a story. Desert’ (Boyle,2017),
‘Mrs White and the red
experimenting print, visual and o Display work samples from Seesaw on the IWB and Seesaw App
with character, desert' with a clear audio.
beginning, middle and IWB.
setting or plot
end form the o ‘From the words ‘Mrs White’ and ‘Red
(ACELT1833) View students’
perspective of ‘Mrs book for a clear Desert’ we created a character and
White'. beginning, middle settings.’
Construct and end.  ‘Today we are going to look at how images can help
texts featuring create meaning.’
print, visual  Discuss endnotes
and audio 2. Construct a cohesive
elements text featuring print,
Students will be placed in mixed ability groups and will move
using visual and audio.
through activities 1-3. Independent work time will be
software,
allocated for activity 4.
including word
processing
Activity 1: Create Storyboard – Teacher directed
programs Activity 1: ‘Mrs White
(ACELY1674)  Conduct shared reading of the first five pages of and the Red Desert’
‘Mrs White and the Red Desert.' and Storyboard
template
 Discuss perspective, https://www.education
o Who is telling the story? world.com/tools_templ
o How do you know? ates/template_strybrd
_8panels.doc
o From the images and text, how do you think
the children feel?

o What about “Mrs White’?

o What do the images tell us about ‘Mrs
White’?
o Think pair share technique - How do you
think the story would be different if ‘Mrs
White’ was telling it?
 Discuss the structure of narratives.

o Think pair share technique - What is the

structure of a narrative?
o What happened at the
beginning/middle/end?
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 6 Rehearse and 1. Participate in a short Make anecdotal Oral Story Telling (Baker, 2017). Introduction
Lesson 3 deliver short notes of the Introduction Oral storytelling
presentations oral presentation.
on familiar and
observations  Recap last lesson information
made while o What happens when you change the http://www.indigenous
new topics 2. Actively listen to and
(ACELY1667) students were perspective of a story? australia.info/language
respond to short oral presenting. s/oral-traditions.html
presentation.
o How do images help create meaning?
Understand
o What elements did we include in our books?
that spoken,
visual and Make anecdotal  Display the first page of the text 'Mrs White and the
written forms notes of the Red Desert' on the IWB.
of language observation made
are different while students
 Discuss how the children in the story where telling
modes of were listening to
presentations. oral stories to their friends and using sand to
communication
with different illustrate.
features and  Think pair share – Who do you tell stories too? How
their use do you tell them?
varies Activity 1
 Discuss the importance of oral storytelling in
according to indigenous culture.
the audience,
purpose, conte
xt and cultural
background Activity 1: Oral Storytelling – weather event.
(ACELA1460)  As a class move outside and form a circle, students
to close their eyes.
 Read the pages of Mrs White and the Red Desert’
(Boyle,2017), which describe the dust storm.
 Class discussion
o Think, pair and share – What were you Activity 2: 1 iPad per
imagining when I was reading the story? group, Book Creator
o Brainstorm a list of weather vents that the app and student’s
students have witnessed. personal avatar
previously created.

Activity 2: Create and Rehearse Oral Presentation

 Students will;
o choose one weather event to create a sand
story of, groups of 3-4 will be created with
students that have selected the same
weather event.
Reference

Baker, A. (2017). Mrs White and the Red Desert. Retrieved from https://readingaustralia.com.au/lesson/mrs-white-red-
desert/#next

Boyle, J. (2017). Mrs White and the Red Desert. Broome, WA: Magabala Books

Educational Broadcasting Corporation (2004). Workshop: Constructive as a Paradigm for Teaching and Learning.
Retrieved from https://www.thirteen.org/edonline/concept2class/constructivism/index_sub2.html

Wheeler, C. (2017). Mrs White and the Red Desert: Teacher notes. Retrieved from
https://www.magabala.com/media/wysiwyg/Teacher_Notes/Mrs_White_and_the_Red_Desert_Teacher_Notes.pdf

School Curriculum and Standards Authority [SCASA] (2014) Western Australian curriculum: English Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8