FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3, W4 YEAR LEVEL: 1 LEARNING AREA/TOPIC: The Three Little Pigs

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:

 The students will have access to shared devices (20 total available in the classroom), and 10 butterfly pegs are available 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 4, Recreate texts  Produce a digital book through the  Informal assessment Mat Session (11 Mins):  Letter from the Big
Lesson 3 imaginatively using Book Creator app that includes a of students’ ability  Motivation: begin lesson by telling students you received a letter Bad Wolf
(Friday) drawing, writing, PicCollage, a Word Cloud and a to organise key from the Big Bad Wolf because he got so many letters yesterday.  Copy of The Three
performance and  Re-read The Three Little Pigs one last time to rekindle their
pictorial recount of The Three events and work Little Pigs (large text
digital forms of
Little Pigs collaboratively, understanding of the plot. version if possible so
communication
(ACELT1586)  Organise, in groups, a set of consolidated in  Explain what work each rotation group must complete. students can read
butterfly pegs that play sequences reflective journaling.  Organise students into three groups of ten, then delegate along)
of The Three Little Pigs in As the teacher will stations to each group.  10 butterfly pegs
chronological order. be working closely  11 iPads
Rotation One (ICT – Book Creator - 13 Mins):
with the students in  Book Creator app
Rotation One, time  The students will be compiling all of their PicCollage, Word Cloud
 Peg puppets
will be set aside in and story stone pictures into one book in Book Creator. Most
 Backgrounds for
the final few children will have these inserted already, but the teacher should
puppet show
minutes of each ensure all children are up-to-date.
(houses/trees)
rotation to consult  Demonstrate how to add a voice recording to their book, then
with Rotation Two, ask them to describe what is happening on each of the story
to gauge their stones.
success and gather  Struggling students may need help reconnecting the images on
observations to be the story stones to their meaning in relation to The Three Little
compiled after the Pigs, so the teacher can scaffold by using think-aloud statements
lesson. such as:
 Summative o “I know that the wolf couldn’t blow down the brick
assessment of the house so he had to find another way in”, using a
‘final product’ Book story stone depicting a chimney as a point of
Creator. It will be expected difficulty.
combines with the  When the students finish this, demonstrate how to switch to
assessment rubrics coloured pens and erasers in the Book Creator app and allow
completed for the them to decorate their book how they like.
PicCollage and Word
Cloud, and marked Rotation Two (ICT – Butterfly Pegs - 13 Mins):
against a separate  This rotation will be given 10 butterfly pegs, each with small
rubric that snippets of the story pre-recorded verbatim onto them.
encompasses the  The teacher will explain how to use the butterfly pegs, then give a
following: demonstration.
o Accuracy of story  As a group, they are required to reorder the pegs into
recount (this will chronological order, and only once they all agree on the order
be the largest can they check against The Three Little Pigs to self-assess their
component of this success.
assessment)
Rotation Three (13 Mins):
o ICT competence
 This group will be provided with premade peg-puppets and
o Quality of
backgrounds and are to take turns recreating their favourite part
design/aesthetic
of the book as a puppet show for their peers.
appeal
o Overall quality of Plenary Session (10 Mins):
the finished book  The teacher will establish a whole class discussion by asking key
questions.
 Key questions:
o Which house got blown over first? (A: The straw house)
o What different ways did we recreate the story? (A:
butterfly pegs, story stones, Book Creator)
o What are some qualities about the wolf? (A: scary,
mean, grey, furry, etc.)
o What about the pigs? (A: clever/dumb, sad, pink, fat,
etc.)
 Invite a few students to share with the class their completed
book.
 Invite any students willing to perform their favourite part of The
Three Little Pigs with the puppets to do so.