FORWARD PLANNING DOCUMENT

TERM/WEEKS: T1/ Wk 9 YEAR LEVEL: ONE 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 about device access in the classroom:

All ICT equipment will be set up ready for students to use.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Explore Students will be able to: Summative INTRODUCTION:

differences in assessment: - The students are moved to the mat for an
Children’s literature
Wk 9 words that Create a book by using book Anecdotal notes English lesson directed by the educator. The
‘The Rainbow
represent creator effectively retelling on how each focus being based on Australian animals.
people, places the story on personal student responds - The educator will then introduce the lesson, once Serpent’ by Dick
and things imagination and creation on to the questions all students are seated and settled on the mat, by Roughsey.
(nouns, how the Rainbow Serpent got posed by the presenting the children’s literature ‘The
including here. educator Rainbow Serpent,’ by Dick Roughsey.
pronouns). throughout the - The educator must then ask the students the
(ACELA1452) Identify the nouns produced lesson. following scaffolded questions to effectively
in the story ‘The Rainbow make links to the prior knowledge and to obtain
Serpent’ and use them Checklist on an understanding of the gaps in the students’
appropriately to produce a how each knowledge.
World Cloud. student uses the “What was the main character called in the
ICT equipment story?”
Use of ICT appropriately through “What were some of the places mentioned in the
throughout all rotations. individual use story?”
on each rotation. “What country was the story based in?”
- The educator may need to prompt the discussion
by giving an example from the story to the
questions the students are having difficulties on.

Rotation 1: Choosing nouns from ‘The Rainbow

Serpent’ Word Cloud.
 - Students will partake in making a ‘Word Cloud’
by using all the nouns that were discussed in the
children’s literature ‘The Rainbow Serpent’.
- The educator will allow students to choose the
nouns that they wish to use for their ‘Word iPads for each
Cloud’. Students that are aware confident in individual student to
their learning can do all the nouns from the have their own.
story, those that have learning difficulties can Word Cloud already
choose 5 of them. downloaded and
- Students are confident with using Word Cloud ready to use.
on the iPads, so the educator is not required at
this specific rotation.
- Students will create their Word Cloud and then
the educator will then get the student to save
their work to the camera roll on the iPad they are
using, in order for the educator to show and tell
their work at the conclusion of the lesson, and
also for a piece of assessment.

Rotation 2: Where could the Rainbow Serpent go?

Oceans, rivers up streams, up the mountains and up
the valleys. Puppet Pals
- Students will use the iPads with the app ‘Puppet
Pals’ already set up to create a story of the
Rainbow Serpent from the story read in the
introductory stage of the lesson.
- The educator will tell the students the purpose of
this rotation in order to minimise confusion. The
educator will stay at this rotation to create iPads for each
discussions to grasp the imagination and creation student to have their
of each individual student on their thoughts of own.
‘Which way could the Rainbow Serpent slither’.
 For example, could it go through oceans, rivers Puppet Pals already
or up streams, up mountains or even up the downloaded and
valleys. ready to use with
- Students with their response will form a story of some background
their imagination and creative ideas of where the images for flexible
Rainbow Serpent may slither to. use.
- The educator will assist throughout this rotation
to enable students are competent in their
progression.
- Students will save their final product for the
conclusion of the lessons presentation.

Rotation 3: Retell a story on how the Rainbow

serpent got here, what did he/she do (book creator’
- Students will partake in making a retell a story
on how the Rainbow Serpent got where he or
she did in the story.
- The educator will allow the students to discuss
their response as a think pair share with partners
or individually if the students are confident in
this process.
- The students will be asked to use the iPads to
use the app Book Creator to create their personal iPads for all students
retell of the story. to have their own.
- The students will then use the voice recording Book Creator
element of the app to tell their personal retell of already downloaded
the story, as students may not be able to write and ready to use for
fluently in year 1. rotation 3.
- Students will be working individually on this
rotation as they are capable of handling the app
without assistance.
CONCLUSION:
- Students will be asked to stop what they are
doing, and come to the mat quietly.
- The educator will ask the students what the
enjoyment from the lesson rotations were.
- The educator will then select some of the
students work from each rotation station to show
to the class as a whole.
- The educator will prompt a discussion on
“What the students learnt in today’s lesson” Children’s literature
“What was the favourite part?” ‘The Rainbow
“Where the Rainbow Serpent may slither to?” Serpent’ by Dick
“What were some retells of the story within how the Roughsey.
Rainbow Serpent got here?”.
- The educator will re-read the children’s
literature ‘The Rainbow Serpent’ by Dick
Roughsey.