FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3 YEAR LEVEL: 6 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:

Each student has an iPad with the apps Word Salad, Explain Everything, Popplet, Quizizz and Toontastic pre-installed.

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

Week 6 Identify the Create a word cloud that Formative Introduction: iPad class set.
Lesson 1
relationship includes 3 Australian authors, Assessment:  World Salad for Motivation:
between words, 3 book titles and 5 themes. Checklist will be Create a word cloud that includes Australian authors, Book displays can be
sounds, imagery used to ensure book titles and themes – i.e. Blueback, Tim Winton, used to assist recalling
and language texts.
each student environment, loss, love.
patterns in Word Salad app.
meets each of
narratives and
the objectives – Body:
poetry such as
i.e. did the  The teacher will firstly read The Rabbits by John
ballads,
limericks and student identify Marsden and Shaun Tan. The teacher will read the
The Rabbits book.
free verse Identify 3 major themes in The three themes, text twice, firstly so students can listen through and
(ACELT1617) Rabbits on an individual did they then repeated so students can identify language
Popplet. complete the devices.
word cloud  Students will be asked to create a Popplet on Popplet app.
according to the themes, imagery and any ideas /questions they have
objective. (example: Australia, colonisation, environment).
  The teacher will then read Cicada also by Shaun Tan. Cicada book.
Identify, Identify 3 major themes in The teacher will read it twice, firstly so students can
describe, and Cicada on an individual listen to the text and start to think about the themes.
discuss Popplet. Secondly, so the students can complete their Popplet
similarities and
differences (examples: migration, Australia, family).
between texts,
including those Conclusion: Popsticks with
by the same  The students will be asked to engage in a class students’ names to
author or discussion on the two texts. What did they like ensure student
illustrator, and about the texts? What did they find similar? What engagement.
evaluate was different? What was interesting? Any final
characteristics questions?
that define an
author’s
individual style
(ACELT1616)

Week 6 Plan, draft and Complete a Quizziz with 75% The Quizizz Introduction:
Lesson 2 publish of answers correct. result will be  Complete a review Quiz on Quizizz focussing on Quizizz quiz on iPads.
imaginative, used to assess Shaun Tan, The Rabbits and Cicada.
informative and students. If
persuasive texts,
students were
choosing and Body:
Recognise the similar themes able to achieve
experimenting  Using the Popplets created in the previous lesson, Popplet and Explain
with text and create a Venn Diagram on above 75% they Everything.
the two texts on Explain will get a tick students will be asked to create a Venn Diagram on
structures,
language Everything with at least three against their Explain Everything. The the themes explored in both
features, images themes in each circle. name on a texts.
and digital checklist.  Students will then be asked to choose one theme
resources from the overlap section of their diagrams to write a
appropriate to The students short story (i.e. Australia, immigration/migration).
purpose and will be assessed  Students will be asked to write a story using the
audience Write a short story based in on their Venn
(ACELY1714) Shaun Tan’s style, which will be discussed as a class –
the style of Shaun Tan using Diagrams how does Shaun Tan write his texts? Does he use lots
one of the themes from The through the use
of words or minimal words? What kind of techniques
Rabbits and Cicada. of a checklist –
does he use?
 were they able  Students will have this lesson to plan and start
to name three writing and the next lesson.
themes in each
circle? If they Conclusion:
were a tick will  The teacher will lead a discussion and ask students to
be put against share what theme they chose to write about.
their name. Students will ask to share some of their ideas.

Week 6 Plan, draft and Introduction:

Lesson 3 publish Write a short story based in The teacher will  Students will be shown a video created on Toontastic
imaginative, the style of Shaun Tan using assess the Toontastic, the app. The teacher will explain to the
informative and one of the themes from The students’ short students that they will need to create their own
persuasive texts,
Rabbits and Cicada. stories against a video using their short stories.
choosing and
rubric – key
experimenting
with text ideas are a
structures, theme used in Body:
language both texts,  Students will be asked to continue with their short
features, images strong imagery, stories. Once they believe they are complete they
and digital narrative will be asked to show them to the teacher.
resources formula.  Once the teacher is happy with their short story the
appropriate to students will be able to move on and start creating
purpose and
their video on Toontastic.
audience
(ACELY1714)  Students have used Toontastic before so understand
Create a video on Toontastic The teacher will how to use it. The teacher will hand out a rubric for
based on their Shaun Tan style assess the
the students to use whilst creating their video.
short story and chosen theme. students’ videos
against a similar
rubric – is the Conclusion:
theme clear?  The teacher will ask students to share their short
Does the video story or video if any are complete. The teacher will
follow the Shaun allow time in class to complete any videos.
Tan formula?