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FPD 4

The document provides a forward planning document for a Year 4 English writing unit covering Weeks 7-8. It includes 3 key lessons: 1) defining adjectives and their purpose, 2) identifying differences between imaginative and informative texts, and 3) creating a Haiku presentation on adjectives and text types. Students will use various digital tools like Popplet, Haiku, and iPads to explore text features and create their presentations. The unit aims to improve students' understanding of writing techniques and their ability to craft different text types.

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46 views

FPD 4

The document provides a forward planning document for a Year 4 English writing unit covering Weeks 7-8. It includes 3 key lessons: 1) defining adjectives and their purpose, 2) identifying differences between imaginative and informative texts, and 3) creating a Haiku presentation on adjectives and text types. Students will use various digital tools like Popplet, Haiku, and iPads to explore text features and create their presentations. The unit aims to improve students' understanding of writing techniques and their ability to craft different text types.

Uploaded by

api-281701468
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1,
Weeks 7-8

YEAR LEVEL: 4

LEARNING AREA/TOPIC:

ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy
Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Week:
8
Lesso
n: 4

Literacy;
Creating Texts;
Use a range of software
including word
processing programs to
construct, edit and
publish written text, and
select, edit and place
visual, print and audio
elements (ACELY1697)

Identify the
differences
between
imaginative and
informative text.

Literacy;
Interpreting,
analysing,
evaluating;
Identify characteristic
features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1690)

Create a Haiku
presentation
discussing
adjectives,
imaginative text
and informative
text.

Language;

SPECIFIC
LESSON
OBJECTIVE

Define what an
adjective is and
why they are
used.

Present previous
lesson activities
using Haiku.

Critical and creative


thinking

Ethical Behaviour

Asia and Australias engagement with Asia

ASSESSMENT
(what & how)
Checklist:
Could the
student define
an adjective
and explain
why they are
used.
Could the
student explain
what
imaginative and
informative
texts are?
Was the Haiku
presentation
suitable and
creative?

Personal and social


Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Introduction;
Discussion with students about what they have
learnt over previous lessons (adjectives,
informative texts, imaginative texts).

What do
adjectives
help us
achieve?

iPads

Have students brainstorm the key points of


adjectives, informative and imaginative texts
using the Popplet iPad app.

When would
you use an
informative
text?

Laptops

Lesson;
Students will use the Haiku website to create a
slideshow.
They will present all their previous lessons on a
page each. One slide for their Pic Collage, one
slide for Tagxedo, Piktochart, and one slide for
Spiderscribe, Wild Self. Students must include
a short paragraph on what they did during that
lesson.
There must also be a slide about adjectives, one
slide about informative text and one slide about
imaginative text. Include key features of each

Where might
you see an
informative
text?
Why would
authors use
imaginative
text?
Do the
adjectives
we use

Popplet iPad
app

Haiku
webpage

Expressing and
developing ideas;
Understand that the
meaning of sentences
can be enriched through
the use of noun
groups/phrases and
verb groups/phrases
and prepositional
phrases(ACELA1493)

text type.
Students will also include a cover page for their
slideshow, a brief introduction of what their
slideshow is about and a conclusion of how they
will use these lessons to improve their writing.
For students weak in ICT use, sit them next to a
student who is strong in ICT.
Students who have difficulty writing can present
information using dot points.
Conclusion;
Selected students will present their slideshow.
Select from a range of ability.
Discuss whether Haiku was a good way to
present information. Any other suggestions?
Discuss how all the aspects (adjectives,
informative and imaginative text) help us to write
and to be creative.

change
depending
on the type
of text we
are creating?

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