FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 (1-3) YEAR LEVEL: 4 LEARNING AREA/TOPIC: ENGLISH/CREATIVE WRITING

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: Students will be utilising iPads individually and also laptops depending on the lesson
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON
Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Week 3 Literature,  Students will be able to Introduction (Gradual Release of Responsibility Model) The class book that
Lesson 1 Creating Texts identify the four key  Begin by activating students prior knowledge of the will be referred to is
Structuri (ACELY1704) Observations of fictional characters the class has been exposed to, Artemis Fowl: The
elements of character
ng/Analy (ACELY1705) students graphic Novel.
creation character through reading and viewing texts
sing
React to  Students will be able to understandings  Explicitly ask the class what they think makes a
software collaboratively character unique?
being used to  Students will utilise
breakdown a familiar
construct
texts that fictional character into
the four elements Body
reflect
 Students will first watch the video on creating
everyday utilising ICT tools Word Link to ABC website
events and characters explaining the four ‘F’ of character building. chapter 2
clouds,
activities Visual  Teacher to reiterate the video and expand on it http://education.abc.n
(ACELY1654a) confirmation of  Breaking into pairs, students will be assigned an “F” et.au/home#!/digiboo
ICT skills k/2000107/
and a character from the class book: Artemis Fowl:
Create literary The graphic Novel. . (Images will be present on the
texts by website for scaffolding)
developing  Each pair is to complete a word cloud on their specific Word cloud
storylines, character and “f” trait https://www.wordclou
characters ds.com/
and settings  Each Pair will then “Snip” their word cloud and upload
(ACELT1794) the cloud onto an available google slide document
 Teacher will facilitate when necessary for pairs who Snippet tool
Identify are struggling.
features of
online texts Conclusion
that enhance
 Once completed the teacher will present the word
readability
including text, Class review of clouds through google slides.
navigation, the four major  At points asking the class if there is anything more to
links, graphics “F”’s – Using be added to specific characters Google Slides
and layout Formal https://docs.google.co
 Find interesting words then ask students “why?”
(ACELA1793) assessment m/presentation/u/0/
(socrative) facilitating understanding.
  Have students complete a quick socrative assessment,
which formalises student knowledge on
Assessment tools
characterisation and the Four F’s
https://www.socrative.
com/

Week 4 These links to  Students will implement Observations of

Lesson SCARA will characterisation students Introduction
2 follow
techniques to help form
character  Refer back to the google slides document the class
throughout understandings finished in the prior lesson, reintroduce the four F’s
this unit of the foundations of a
character  Activate prior learning by referring to the characters
work. Google Slides
 Students will produce a the class used https://docs.google.co
fictional character  Introduce today’s lesson: Character creation in Artemis m/presentation/u/0/
utilising an ICT tool based Fowl: The graphic Novel.
off themselves within an Body
already well established Visual  Students will be given a worksheet detailing the four
setting confirmation of
ICT skills F’s (Scaffolding) Optional re-watch the
 They will begin to brainstorm their own original Youtube video from
character explain the looks and the traits of the previous lesion l
character http://education.abc.n
et.au/home#!/digiboo
 Teacher to facilitate thoughts and ideas for students
k/2000107/
with a premade example with the pretext of the class
book
 Once brainstorming is complete allow students to
open up http://www.buildyourwildself.com/ and
Presentation of Wild Self Creator
student made begin creating their avatar of that character http://www.buildyourw
characters  Students will save their character to their devices ildself.com/
 Teacher will then instruct students to upload their
creations to the class Padlet, which is themed to match
the book Artemis Fowl.
 Each student will describe their character on Padlet in
two sentences. Class Padlet -
https://padlet.com/jm
 Ensure students save their character as an image
organhind/Year4engli
(PNG,JPEG) sh
 Conclusion
 Teacher to open up Padlet on the class smart board
and showcase all the students’ creations. Asking
different students about their characters
o “What powers do they have? Who are they
friends with in the book?”

Week 5 These links to  Students will produce a Introduction

Lesson SCARA will scene from the graphic  The class padlet will be opened to the characters
3 follow previously created
novel (Artemis Fowl)
throughout
integrating their own  Teacher will explain that today students will find a
this unit of
work. character in a scene passage from the class book Artemis Fowl: The Graphic Class Padlet-
 Students will be able to Novel and recreate the scene https://padlet.com/jm
create simple and  The teacher using the example character created in the organhind/Year4engli
sh
relevant dialogue previous lesson demonstrates a recreated scene from
complimenting an the novel and his character present in the scene
established narrative Observations of
students Body Example Storyboard
character & scene
understandings  Students will all have their own copy of the class book http://www.storyboard
and will be instructed to find a scene in the book that.com/
where they can place their character in
o Prompt the class by saying that they should
find a scene where their character can
introduce themselves to one of their friends
 Once students have found a scene they wish to use, Artemis Fowl:
Visual have them brainstorm (on paper) some of the things Graphic Novel
confirmation of
ICT skills their character might say in the scene
o Students who excel, can be instructed to think
about what other characters might say in the
scene
o Students who are struggling can be scaffolded
in to thinking about what their character
might say when introducing themselves from
another
  With preparation for the character complete, have
students open up Storyboard that on their laptops.
 Students would have already used this tool in the past
 Students, using the graphic novel as a frame of
reference create a 3 panel commix strip using their
previously created character from the second lesson
 Students are to refer back to their brainstorm for what
their character will be communicating in the story.

Conclusion Storyboard that -

 Once students have completed their story board they http://www.storyboard
are to upload their creations to the Class Padlet that.com/
 Once uploaded, the teacher will facilitate class
reflection asking summative questions
Wild Self Creator
o “Are stories about the setting? Or are they http://www.buildyourw
about the character? ildself.com/
o How many characters were made to be really
strong? How many were made to be very
Class Padlet-
smart? https://padlet.com/jm
o Are interesting characters important to a organhind/Year4engli
Storyboards story? Why? sh
subject to  The teacher will assess the published story boards to
marking rubric
reconcile that the learning objectives were met against
the rubric

References
Cirruculum links - https://www.scsa.wa.edu.au/

Writing Resource Book - http://det.wa.edu.au/stepsresources/detcms/education/stepsresources/first-steps-literacy/writing-resource-

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