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TERM/WEEKS: 1/wk7 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English (LITERACY)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Cross-curriculum priorities:

Notes about device access in the classroom: Classroom has one iPad to each child. One EA and one parent helper to assist students to help students use them. Each child is
competent with the iPad

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

1 English – Produce a story board plan Summative Intro “Charlie Cooks

PLAN Literacy with appropriate characters.
Creating Text
(ACELY 1661) Construct a simple sentence
for each picture in their
PicCollage and insert
Create a PicCollage displaying
story settings and character
inspiration.
Develop the stories plot
assessment- - Read students Charlie Cook’s Favourite Book. Favourite Book- Julia
throughout lesson - Discuss with students the ideas behind the book and Donaldson”
– Use student ask students if they think the book might have a
Story board and theme (Book within a book, ect..) Story Boards
PicCollage to - Explain to students the process they will be following
assess student over the next four lessons (PLAN, COMPOSE, EDIT & Arts and craft
capability and PUBLISH) materials
understanding. Body
- Character Building; Students create characters to be PicCollage iPad App
a part of their story. Students look up using google
construction of characters, what makes a character.
Students will look at not only how the character will
look but the mannerisms they will exhibit. Eg. Sally,
11. Has brown hair, brown eyes and is blue. Likes
 eggs, soft music and climbing. In the story she
does…..
- Simple sentences; Guide students through the
construction of simple sentences to help the reader
better understand what is happening in their story.
Writing sentences that help to develop their
character further in their story. Eg. Sally likes to eat
eggs. Sally went to the shop. Educator demonstrates
the use and placement of simple sentences and
guides students through scaffolding them as they go.
(provide students with appropriate words to use
when constructing a simple sentence e.g Jorja went
to the beach. )
- Story board; Students create a story board using the
paper provided to them. Each student needs to
create a story with a beginning middle and ending.
- PicCollage; students use the App to create a collage
of their inspirations for their story. Inserting simple
sentences at the bottom of each picture to give
meaning and context.

Conclusion
- Wrap lesson up by having students share their
PicCollages and story boards. Have students share
with the person next to them what their story is
about.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/wk7 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English (Literacy)

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: Classroom has one iPad to each child. One EA and one parent helper to assist students to help students use them. Each child is
competent with the iPad

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

2 English – Build a compound sentence Formative Intro “Charlie Cooks

COMP Literacy that can be used within their assessment – - Re- Read Charlie Cooks Favourite Book Favourite Book- Julia
OSE Creating Text digital book and shared with a through sharing - As students if they can see and simple sentences Donaldson”
(ACELY 1661) peer. their constructed within the book drawing on the previous lesson.
compound - Introduce students to compound sentences and Book Creator App
Construct an digital book that sentences with point out example within the book.
contains an author page. peers. Body English student
- Compound sentences; learn about how to construct workbook
Create a digital story book Summative a compound sentences and building upon a simple
using the their planning and assessment- sentence. Students create one new compound
construction of sentence and use one simple sentence from their
appropriate sentence level digital book and previous PicCollage and make it into a compound
grammar. contents within. sentence.
Creation of story - Text structure; Discussing the importance of an
using the Book author’s page and bulb for their books. Students
Creator app create an introduction about themselves.
- Share time; students share their ideas and creations
with peers.
- Create book; class uses Book Creator to combine
their work together into a digital book. Each book
should contain an author’s page, a beginning,
middle, end and blurb.
Conclusion
- Share; with the person next to the students
exchange iPads and read each other’s. Students
discuss the use of their complex sentence and how it
has helped to develop their story.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/wk7 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English (Literacy)

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: Classroom has one iPad to each child. One EA and one parent helper to assist students to help students use them. Each child is
competent with the iPad

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

3 English – Build a complex sentence using Summative Intro “Charlie Cooks

EDIT Literacy one previously created simple assessment- - Read Charlie cooks favourite book again however Favourite Book- Julia
Creating Text sentence. ability to produce this time create an alternate ending before reading it Donaldson”
(ACELY 1661) a complex and place the words over the one currently in the
Identify errors within their sentence, show book. Microphone on iPad or
work and edit the work of editing and - Talk about complex sentences and try to find in the Book Creator
other constructively. thought, examples within the book. app.
production of an
alternate ending
Construct an alternate ending
to the one previously created.
Record themselves reading
their digital book in a clear and
appropriate voice.
and recording of - Talk to the children about editing but stress the English student work
their digital book. importance of constructive feedback and how to give book
someone feedback without hurting their feelings
Formative Body
assessment – - Complex sentences; creating complex sentences
using questioning using their previous simple sentences. Edit their book
throughout, peer creator to include at least one into their story.
discussion. - Spelling; have students read the work of a peer.
Guide them on how to provide each other
constructive feedback and ask students to choose at
least one word in their peers books they have
difficult spelling. Students will use these words
breaking them down and looking at each
component. Then create a new sentence
incorporating them into their books.
- Create an alternate ending; after students have
constructed their book have them create an
alternate ending. Students need to change the out
come of the book.
- Record; record voice over on the book creator app or
insert file manually. Each page needs to have a voice
over reading the words in the book out loud.
Conclusion
- Have students share what changes they made to
their story in order to give it an alternate ending.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/wk7 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English (Literacy)

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: Classroom has one iPad to each child. One EA and one parent helper to assist students to help students use them. Each child is
competent with the iPad

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

4 English – Produce a story that has at Formative Intro Book created by the
Literacy least one simple, compound assessment- – - Play a book created by yourself using the Book educator in the book
Creating Text and complex sentence. creator app. creator app.
PUBLIS (ACELY 1661)
H Create cover art work that
relates to the storyline and has
a clear title.
Insert their book cover and
picture into the Book creator
app.
Share their completed audio
book through the Seesaw app.
Construct an digital book that
contains an author page and
blurb.
References
Julia Donaldson, A. S. (2005). Charlie Cooks Favourite Book London: Macmillan Children's Books.
Ask children to - Ask students about their own books and check
share their understanding about the different sentence types. Arts and craft supplies
understanding See if they can find different types of sentences
about sentence within the teacher created book. Access to the seesaw
types. Use Body app through QR code
anecdotal notes - Create; Make the cover art for their books. Students or log in
to record can use a variety of physical materials to create their
students cover and take a photo of the end product to insert
progress. within the book creator app.
- Final touches; Take picture of themselves to insert
Summative within their author page.
assessment - - Blurb; construct a blurb that can be inserted into the
creation of cover caption space in the SeeSaw app, that uses
art, final book descriptive words and complex and compound
product and sentences to provide back ground to the book.
planning material. - Share; export book using the Book creator app and
share within the SeeSaw class group.
Conclusion
- Allow students to scroll through the shared books
and read others books.
School Curriculum and Standards Authority, Government of Western Australia (2014) ACELY1661. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/codes/english/year-1/acely1661