TERM/WEEKS: Term 2 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: English

weeks 4-6
FORWARD PLANNING DOCUMENT
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 Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Week 4: Write using - Write words that are Worksheet: - The lesson will start with the students sitting down Possum Magic by
Lesson 1 unjoined lower legible, consistent size - annotations on their on the mat Mem Fox
case and upper- and unjoined letters work about how well they - The teacher will explain that the students will be
case letters are writing and what they talking about their favourite Australian foods and
(ACELY1663) - Identify the correct need to improve on will then create a story using that information
word with the matching - Teacher will then read out the story, Possum Magic
food by Mem Fox
Pic Collage - After reading the book the teacher will conduct an
- Use pic collage - are able to identify and - activity using answer garden
correctly to display their name foods - Each student gets the chance to share their favourite
findings - have completed a clear Australian food which will be added to the word
collage garden answer garden
- The completed answer garden will be left on the
smart board for the students to view while they are
doing their work. This will also help the students
spell out the words they are unsure of
- Students will then need to be split into 2 groups.
One group will start with their iPads and will be
working on their pic collage while the other group
will be writing and then drawing their favourite
foods
- The students who are starting off with the
worksheets can head to any desk in the classroom
and the students on the iPads can sit anywhere in
the classroom
- Students will then be sent to collect their iPads and
head to their seats

- Once students are out doing their work a timer

should be set so that students know how long they
have to work on their assigned task
- The timer should give the students 15 to 20 minutes
on each task and then 2 minutes to clean up and
move to the next activity
- The teacher needs to be wandering around making iPads: pic collage
sure students are doing their work correctly and also Worksheets
taking notes to assess the students
- Make sure the students working on the pic collage
 put their name somewhere on the collage so it is
easy to assess
- When the students finish their pic collage, they need
to airdrop it to the teachers iPad so that they can be
checked
- When the students have completed all the work and
time has run out they are to pack away and meet
back down on the mat

- When everyone is back on the mat ask students to

discuss what they have done and what they liked
about the lesson
- The students will then be introduced to the next
lesson and how what they have done today will lead
into the next lesson
- Explain that they are to think about the characters
and how they will write their story
- Lead into the next lesson for the day

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

Week 5: Create short - Create a book using book Checklist with - To start the lesson show the students the book Possum Magic by
Lesson 2 imaginative and creator with full sentences, annotated notes Possum Magic and ask the students if they Mem Fox
informative texts correct spelling and punctuation - able to use book remember what they did last time we read the book
that show creator - Remind them that we talked about what Australian
emerging use of - Able to use Book creator - correct spelling foods they liked and how Hush ate lots of Australian
appropriate text correctly and appropriately - correct foods so that she could become visible again
structure, punctuation - Read the book to the students to refresh their
sentence-level - full sentences memories
grammar, word
- Tell the students that today they will be creating
choice, spelling, their own story, just like Possum Magic
punctuation and - They will be using their favourite australian foods to
appropriate become visible again, just like Hush
multimodal - Bring up the app book creator and give them an
elements, for example of how to use it
example - Tell the students that they will be using their iPads to
illustrations and complete the activity
diagrams - Bring up the answer garden that was created last
(ACELY1661)
lesson so that they can check their spelling
- Send them off to collect their iPads and they can
Recreate texts
start working Answer garden
imaginatively
using drawing,
- Students are given 25 to 30 minutes to complete
writing,
their work
performance
- Teacher should be walking around the class and
and digital
checking on students
forms of
- Students should be checked on their sentence Book creator
communication
structure, making sure they are using capital letters
(ACELT1586)
and full stops and correct spelling of words
especially the foods that they include
Innovate on
- All students work should be checked, if they haven’t
familiar texts by
had their work checked students are to give their
using similar
iPads to the teacher
characters,
- At the end of the given time students are to pack
repetitive
away and sit back on the mat
patterns or
- A student who has finished their work can show
vocabulary
their story to the class
(ACELT1832)
- Students who don’t finish their work are able to
work on it when they have free time

- Once students are back on the mat ask them how

they went with making their story
- Connect students iPad to the smart board so that
students can see their work
- Discuss important aspects such as good sentences,
punctuation and spelling
- Remind the students that next lesson they will be
using their book as a plan for their activity next
 week
- Explain to the students that next time they will be
creating an animated video
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: - Recite and recreate their book checklist to mark - Start the lesson with students on the mat Possum Magic by
Lesson 3 Recreate texts into an animated video on off that all - Ask the students what their favourite australian Mem Fox
imaginatively Puppet Pals students have: foods are to refresh their memories of the other
using drawing, - completed a lessons
writing, - Use puppet pals correctly puppet pals - Read the book Possum Magic with the students to
performance animation get them prepared for their next task
and digital - were able to - Ask the students what foods they talked about when
forms of recreate their using their book creator to become visible again
communication book following - Explain the app puppet pals and show the students
(ACELT1586) their plan how it will be used
- Tell the students to check their story on book creator
Innovate on to remind themselves of what they are going to
familiar texts by include in their animation
using similar - Send the students off to collect their iPads and start Puppet pals
characters, working
repetitive
patterns or - For this task students are given 25 to 35 mins to
vocabulary complete the assigned task, depending on how well
(ACELT1832) students understand the app and how long it takes
them to use
- Teacher needs to be going around class making sure
students are using the app correctly and know how
to use it
- The teacher also needs to be checking that students
are following their story and not making something
completely different
- When the students finish their work they are to
hand their iPads to the teacher so that their work
can be checked
- Students work will also be sent to their parents
through see saw or however the teacher usually
communicates with parents
- Students are to pack away and meet on the mat
- If they have not completed their work they are to
finish it when they have free time
- One student will be chosen from the group to share
their work with the class

- Ask the students if they liked using puppet pals and

if they want to use it again
- Ask them what they included in their story and what
foods made them visible again
- Get the chosen student to come up and show their
work to the class
- Let the students know they did a great job and next
time the class will be getting to make some of their
favourite Australian foods