FORWARD PLANNING DOCUMENT

TERM/WEEKS:

YEAR LEVEL: 3

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

1.

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
ACELT
1599

Critical and creative

thinking

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Students will be
able to:
1. Identify and
discuss how
characters are
constructed
through language.

Diagnostic
Teacher will
wander through
the class
observing and
assisting
students
through the
scootle
activities,
pending
successful
completion.

2. Identify and
discuss the
importance of
language in
establish the
setting.
3. Build a well
sequenced plot
line.

Ethical Behaviour

Summative
Teacher will
view and
provide
feedback for
the iMovie
trailers to
ensure students
presented a
well sequenced

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

1. Students will use scootle to complete the

series of activities on characterisation in groups
of 2/3.

How are
characters
constructed?

2. Students will use scootle to complete the

series of activities on setting in groups of 2/3.

How is a
setting
constructed
using
adjectives?

3. Students will create an iMovie trailer in groups

of 3 demonstrating understanding of a plot line
introduce characters, setting, plot, conflict and
resolution.
Note: this may take 2 lessons.

What makes
a well
sequenced
plot line?

RESOURCES

iPads
- iMovie
- scootle
Between 2/3
students

plotline.

WEEK
/
LESS
ON

2.

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
ACELY
1682
ACELY
1685

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Students will be
able to:
1. Plan and
sequence and
imaginative text
(narrative) using
the sequencer.

Diagnostic
Teacher will
wander through
the class
providing
assistance
where
necessary.

2. Illustrate
(through drawing
or other images)
their narrative
plan and include
descriptive details.

WEEK
/
LESS
ON

3.

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
ACELY
1682
ACELY
1683
ACELY
1684
ACELY
1685

Summative
Teacher will
view the
videoscribe
recorded by
each student
and provide
feedback.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)
1. Students will plan an imaginative narrative.
2. Students will sequence content for clarity and
audience impact.
3. Students will create a videoscribe to illustrate
and narrative their plans. This will allow them to
orally provide additional descriptive character
and setting details.
Note: this may take 2 lessons.

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Students will:
1. Handwrite their
narrative.

Diagnostic
Teacher will
view the
original and
assist with the
editing process.

1. Students will create their own narrative using

appropriate simple, compound and complex
sentences to express and combine ideas.

Summative
Teacher will
mark the edited
original to
ensure the
student is ready
to produce the
final published
work.

3. Students will need to use glossaries, print and

digital dictionaries to edit spelling, grammar and
sentence structure.

2. Edit their
narrative.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

2. Students will need to use relevant vocabulary

relevant to their text.

Note: this may take 2 lessons.

KEY
QUESTIONS

Have you
created a
well
sequenced
plotline?

RESOURCES

A3 narrative
sequencer
iPads
- videoscribe

Are their
sufficient
details in
your plan
about
characters
and the
setting?

KEY
QUESTIONS

RESOURCES

Does your
story flow (is
it well
sequenced)?

Lined note
paper writing
journal

Are there
any spelling
or
grammatical
errors?

WEEK
/
LESS
ON

4.

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
ACELY
1682
ACELY
1685

SPECIFIC
LESSON
OBJECTIVE
Students will:
1. Produce and
publish a book
through the app
Book Creator

ASSESSMENT
(what & how)

Summative
Rubric based on
the standard of
the completed
work.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)
1. Students will produce their own narrative and
illustrate it.
2. Students will need to find relevant images
(online or produced themselves).
3. Students will need find relevant audio (if they
choose to include it).
4. Students must sequence their narrative within
a book format.
Note: this may take 2 lessons.

KEY
QUESTIONS

RESOURCES

Does your
story flow (is
it well
sequenced)?

iPad
-Book Creator

Are there
any spelling
or
grammatical
errors?