FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Wk 5 YEAR LEVEL: 8 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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes:
o Device access: each student has their own iPad, teacher has an iPad and a mac, both of which connect to the projector
o Once the students have completed their movies after spending a few more lessons on them, they will then complete a rationale and reflection task specifically
addressing the ‘explain’ aspect of the content descriptor
o This task is part of a greater Shakespeare module - the students have been previously studying Romeo and Juliet also
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5, Analyse and Identify at least two modern Formative Introduction:

Lesson explain how day alternatives for more assessment: o Overview of instructions
1 language has than five Shakespearian o Allocate students into groups
evolved over terms in a mind map. Once mind
time and how maps have Body:
technology and Construct logical modern been uploaded, o Students to use the Shakespeare glossary to find Text:
the media have day alternatives to the main teacher will view modern words to replace at least five Short excerpts from
influenced generic conventions. them in order to: Romeo and Juliet
Shakespearian words which they do not
language use
understand
and forms of Create a digital mind map - see if at least iPad app:
communication which is organised logically. two alternatives o Students to find modern equivalents to generic Shakespeare
(ACELY1729) were given for conventions of the excerpt (setting, means of
five or more communication between characters, etc.) iPad app:
words o Use Mind Vector app to present all of this in an Mind Vector
- gauge if organised mind map
alternative
convention Conclusion:
elements were o Create a group folder in the class google drive File hosting service:
logical Google Drive
and upload the mind map there
- gauge level of
o Go back to their normal desks and tell their
organisation of
mind mad shoulder partner their favourite new word that
they learned and what it means
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5, Analyse and Create a structurally sound Formative Introduction: iPad app:
Lesson explain how script which reflects an assessment: o Explanation of task and its role in the broader Celtx
2 language has excerpt of Romeo and Juliet task of making a movie
evolved over Script is a o Brief modelling of using Celtx
time and how Utilise language of the 21st planning tool
technology and century which reflects the and not formally Body:
the media have ideas in Romeo and Juliet assessed. o Students to return to their group from yesterday
influenced Collecting it
and, using the ideas from yesterday’s mind map,
language use digitally provides
work together to re-write their short Romeo and
and forms of a means for the
communication teacher to Juliet excerpt in a modern day context
(ACELY1729) gauge the
ability of Conclusion: iPad app:
students to o Upload script to the group folder on google Lino
structure their drive
script correctly o Students to use Lino to reflect on one thing they File hosting service:
(with the did not know about writing scripts which they Google Drive
scaffolding aid learned from using Celtx
of the app) and
to use
appropriate
language in
serving the
purpose of the
task.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5, Analyse and Create a movie which Summative Introduction:

Lesson explain how accurately reflects their assessment: o Students are already aware that they will be
3 language has script beginning making their short movies from their
evolved over once scripts today
time and how Comment digitally on their completed, this
o Students have used iMovie before and do not
technology and process exemplifying iMovie will be
the media have meaningful reflection formally require it being modelled
influenced assessed in o Get students involved in setting some
language use combination rules/expectations around completing the task
and forms of with a written
communication rationale and Body:
(ACELY1729) reflection to o Students to work in their groups to begin iPad app-
decipher the creating the movie of the script they created iMovie
level of (this will be continued next lesson)
understanding
students have Conclusion:
around the o Students to use Lino app to reflect on one thing iPad app:
evolution of they thought worked very well for their group Lino
language and
today and one thing to avoid next time
the influence of
technology on
its use