O

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

YEAR LEVEL: 9

LEARNING AREA/TOPIC:

ENGLISH : Comics

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Lesso
n1
Stace
y

AUSTRALIAN CURRICULUM
LINKS FOR ALL 4
LESSONS
Lang
Literacy
Literature
Analyse Interpr
Interpret
et and
, analyse
and
compar and
explain
e how
evaluate
the use
represe how
of
symbols ntation different
s of
perspect
, icons
people
ives of
and
and
issue,
myth in
culture event,
still and
in
situation
moving
literary ,
images
individua
and how texts
are
ls or
these
groups
augmen drawn
from
are
t
meaning differen construc
ted to
(ACELA1 t
historic serve
550)
al,
specific
social
purposes
and
in
cultural texts (AC
context ELY1742

Critical and creative

thinking

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

Ethical Behaviour

Demonstrate an
understanding of how a
writer creates plot and
setting
Demonstrate creative
use of ICT using
Bubbl.us, Spider
Scribe, Google Slides,
and Answer Garden to
develop plot and setting
for a comic story
Apply knowledge of plot
and setting and ICT
technology to create a
plotline and setting

ASSESSME
NT
(what &
how)
Assessment
What:
Understandi
ng of
elements of
plot and
setting: How:
Informal
assessment
after each
activity.
Student work
samples for
setting
displayed to
class.
Student
plotline for
Nursery
Rhymes
shared to
class
Discussion
and

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)
Recap previous lesson using Google
Slides: Students in 5 groups summarise
the 5 slide topics:
Narrative Elements

LESSON 1. PLOT AND SETTING

Introduce Topic: Plot
Teacher example using SpiderScribe.
Explain elements of plot development.
Student Activity: 20 students in 5 groups
of 4 to outline the plot for following
nursery rhymes: Little Red Riding Hood;
The Three Little Pigs; Snow White;
Goldilocks and the Three Bears; and
Cinderella.
Tools/Resources: YouTube if not familiar
with story; Bubbl.us to brainstorm;
Spider Scribe to map the plotline; show
to class for discussion.

KEY
QUESTI
ONS

RESOURCES

FocusQu
estion:
narrative
element
s and
swat
codes.

Overall ICT:
Weebly site on
Comics Topic with
links to relevant
resources.
ICT: Google Slides:
5 slides for
narrative elements
Spider Scribe
Bubbl.us,
SpiderScribe

YouTube (Weebly
has links to sites)
Bubbl.us,
SpiderScribe

s (ACEL
T1633)

comment.
AnswerGarde
n for
feedback on
what was
learnt at end
of lesson.

Lesso
n2
Katie

Lesso
n3
Group

Demonstrate an
understanding of what
a theme is and how a
writer can use different
points of view to
change the experience
for the reader
Demonstrate creative
use of ICT using
YouTube, google docs
and scootle to consider
the use of good and
evil as a theme and for
developing and
choosing a point of
view for their comic
story
Apply knowledge of
theme, point of view
and ICT technology to
consider and create a
theme and point of view

Student Activity: individual students

create a plot for their comic using
Bubbl.us to brainstorm and SpiderScribe
to develop plot.

Answer Garden

Conclusion: Informal Assessment and

consolidation: Answer Garden with
questions focussed on desired learning
outcomes.

LESSON 2: THEMES AND POINT

OF VIEW
Welcome, take role and begin with a 3
minute review video rap about the 5
elements of a story (5mins)

Assessment
What:
Understandi
ng of
elements of
theme and
point of view
How:
Students
ideas of
alternate
themes will
be shared
with class for
discussion.
Scootle
online
activity is
interactively
assessed as
the student
progresses.
Students
choice of

Topic: Themes. Introduce what a theme

is and discuss what possible themes a
story might have.
Collaborative, group work to brainstorm
various other themes that a story might
have e.g., survival, isolation, sacrifice.
Students will type the themes onto
google docs to create a large list. As a
class, pick a couple of alternative themes
to briefly discuss and expand upon.
(15mins)
Topic: Point of View
Self-directed learning about 'point of
view'. On-line activity that steps you
through a lesson about Points of view
(Scootle year 9-10 English resource) (30
mins)
Lesson conclusions
Students will decide what point of view
they will use for their own story (who is
going to tell their story and how).
Students will type their name and their
chosen 'point of view' for their comic
onto the page on google docs titled "9A
Point of View"

https://www.flo
cabulary.com/fi
vethings/

Link is provided on
the weebly
website under
lesson 2
Google docs,
should already be
set up and
students have
easy access to the
collaborative/live
document
Access to scootle

http://www.scootle.
edu.au/ec/viewing/
L7948/index.html
Google docs with a
page set up for the
students to input
their point of view
(and name)

work

point of view
for their
comic story
will be
submitted
for review
and
feedback by
teacher.

LESSON 3: CHARACTERS
Lesso
n4

Troy3

Apply knowledge of
Setting and SWAT
Codes and ICT
technology to create a
setting
Demonstrate an
understanding of
setting and types of
setting for different
genres.
Demonstrate
understanding of
symbolic codes and
how used to influence
meaning and
understanding

LESSON 4: Setting and SWAT

Codes
The results
they get on the
quiz will help
show how
much the
students have
retained in
their learning
of the topic
and what
outcomes they
have met
Ask questions
to students if
they dont
understand
any aspect of
their Narrative
Elements unit

Review previous lessons with a Kahoot!

quiz.
Introduce Topic: Setting

FQ:
Categori
es in a
video
store

Kahoot!

Padlet, embedded
in Weebly site so
all can see as
entries made.

Book Creator App.

Activity: using Padlet in Weebly site,

students identify different genres and jot
them down.
Activity: individual students create a
setting for 3 different genres: Sci-Fi,
Historical, and Fantasy using the Book
Creator app. Selected students from
each genre to display their setting.
SWAT Codes
Topic: the S in SWAT Symbolism.
Colours, Costume, Objects, Lighting,
Activity: Slide show prepared in Weebly
Comic Website, images uploaded from
Creative Commons, directed by teacher.
Students respond with symbolic meaning
as images displayed. They annotate the
frame for future reference.
Sildes:

Weebly slideshow
with images
uploaded from
Creative Commons
and other free
sites. Students
annotate slides for
future reference.

Colours - Blue, Pink, White, Black, Red,

Purple what do they symbolise?
Costume army clothes, cowboy clothes,
period costume, superman costume, 70s
retro, what do they symbolise, reveal
to us?
Objects and lighting as above, series of
images.
Activity: Students annotate the settings
they created and identify symbolic codes
they used to influence interpretation of
setting by the reader.
Closure: Informal Assessment
Mark the quiz
Students share their setting with class
and discuss one annotated symbolic
code.

Book Creator App

Integration of ICT. A statement articulating which three ICT you intend students to use and why.
LESSON 1: PLOT AND SETTING
ICT selected: Google Slides, Spider Scribe and Bubbl.us
The lesson starts with a recap of the previous lesson on Narrative Elements. Google Slides is perfect for this activity. I need the class in
groups for the first half of the lesson so I am starting straight away by grouping them and doing the review. Each group details the
aspects of the Narrative Elements and each slide is quickly summarised by the group for the rest of the class. They can add detail if
something is missed and students then have it as a reference from then on.
Transition to the lesson on Plot by linking to a Spider Scribe example created prior to the lesson. In groups, students then detail the plot
of a nursery rhyme and then go on to create their own plot. Spider Scribe is an excellent tool for detailing plot development. I can curve
the lines and identify the 5 main components. Cause-effect events can be added as many times as needed. Images can be inserted to
identify plot events. Notes can be added with reference to key moments for theme and character development. Time - chronology, shifts
in time, using the calendar function is easily established. The visual depiction is very useful for year 9 level and particularly helps learners
who interpret visual text more easily that written text. It gives them scope to show me their skills in interpretation and analysis. This is a
significant reason for using this app as this difference in ability between text and visual, I have found, can be profound.
Bubbl.us is the app I favour for brainstorming. It is quick and efficient. Students can start without delay and get thoughts down quickly,
without creativity being interfered with by the mechanics of the app. Once the thoughts and ideas are down the benefit is then that the
ideas can be ordered, linked, put in hierarchy, archived, colour-coded as part of the creative fine-tuning.
The overall benefit of these three forms of ICT is that the apps and the way they are used to convey content is fun. Students enjoy using
ICT, they are forced to be active and creative in the activities and they learn key concepts in the process. I usually draw on the
whiteboard to help make these concepts accessible to students as I have found the visual representation makes it easier. The apps
combine the visual with students working together to construct their knowledge on the topic in a fun way. Engaged and motivated and
my content gets across to them.

LESSON 2: THEME AND POINT OF VIEW:

ICT used: YouTube, google docs, scootle.
I have chosen to start the class with a quick video (You tube) that will review the last lesson and bring their focus back to the 5 elements
of narrative stories. The video is a rap song about the 5 elements of a story, it is quite quirky and whimsical. It is a light-hearted way to
bring focus to the class.
The use of google docs to collect the students brainstorm of themes, is partly for the convenience of having students contributions all
on one document, and partly because it allows individual students to consider their own answers and contribute in their own time.
Google docs is excellent because the students can see what others are writing and this may inspire or prompt other students to
contribute and have a go. It is also a great platform to then view and discuss as a class, the range of themes that have been
submitted.

The online activity on scootle is a great way for the students to engage and interactively learn about - and practice applying - a point of
view for comic story writing. It also is conveniently designed in a comic strip style, which is in keeping with the comic theme of the 4
lessons. Students can do this activity at their own pace, and can have several goes at answers if they need to build their confidence.

LESSON 3: CHARACTERS

(Refer to detailed lesson plan prepared for the group presentation)

LESSON 4: Setting and SWAT Codes

Quiz:
Smart Board (If classroom has the smart board connected)
Presentation (Kahoot!)
Ipads/Laptops (Depending on the school
The quiz created for the students to quiz them as a final step before the final assessment of the unit on Narrative Elements. After comics as the focus point,
simple videos are added to quiz if they can identify the same elements but in a different atmosphere. The quiz integrates ICT through the power point and
Ipads; The students use their electronic device to answer each question on their device which integrates an aspect of ICT. Kahoot! allowing this to be much
easier.
The students will use one Ipad between the three to encourage team work and co-operation .