FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, Week YEAR LEVEL: 10 LEARNING AREA/TOPIC: English- Picture Book and Film
4 and 7 Study

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and Cultures

Notes about device access in the classroom:

Students have access to their own iPad that they bring to school every day.
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Australian OBJECTIVE (what & how) EXPERIENCES and other
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 4 ACELT1639 1. Demonstrate Formative Introduction - Collaborativ

Monday Compare and understanding of Ability to add - Teacher creates a Google Docs page with e Document-
Lesson 1 evaluate a the text ‘The information to the the headings: Summary of Text, Key Google Docs
range of Rabbits’ through Google Docs Themes, Picture Book Conventions and - Explain
representatio adding Collaborative Techniques Everything-
ns of information to Document - In pairs students are required to discuss and on the iPAD
individuals the Google Docs add to the Google Docs page (Students
and groups in account. Summative - Teacher summarises the information that are familiar
different Assessment: students have added into the collaborative with the app
historical, 2. Create an Students are Google Docs page through reading it aloud from
social and Explain assessed on their to the class previous
cultural Everything on Explain Everything - Teacher asks if students have any questions use)
contexts. the iPad that creation that is Body
- Picture Book
outlines: brief required to include: - Students are to complete an Explain ‘The Rabbits’
summary of ‘The a summary of the Everything on their iPads by Shaun
Rabbits’, picture text, conventions - Teacher provides an example of Explain Tan and
book and techniques of a Everything to students that shows a John
conventions and picture book and summary of the text ‘The Rabbits’ as an Marsden
techniques and a key themes within
list and the text.
example in order to remind students how to - Weebly.com
operate the Explain Everything app (Class
explanation of
- Students are required to complete an Weebly
the key themes
Explain Everything that includes: brief created at
explored.
summary of ‘The Rabbits,’ picture book beginning of
conventions and techniques and an the school
explanation of the key themes explored. year)
- Students are to work individually on the
task for the remaining 30 minutes of the
lesson.
 -
Conclusion
- Students are required to submit their
Explain Everything creation to their teacher
via the class Weebly.
- Students are required to pack all of their
belongings away and move to their next
class.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and Cultures

Notes about device access in the classroom: Students all have access to their own IPads
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Australian OBJECTIVE (what & how) EXPERIENCES and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

Week ACELY1756 1. Students demonstrate Formative Introduction Picture Book- The

4, Create an understanding of assessment: Teacher asks students to discuss with their shoulder Rabbits by John
Wedne sustained the term ‘allegory’ Teacher partner the following questions: Marsden and Shaun
sday texts, and how the text ‘The observation of - What does the term allegory mean? Tan
Lesson including texts Rabbits’ worked as an student’s ability - How is the picture book ‘The Rabbits’ an
2 that combine allegory through to partake in allegory? ICT- iPads and the
specific digital participating in partner app Book Creator
or media partner discussion discussion and Teacher asks students for answers to the question. (Book Creator has
content, for and giving feedback in also give previously been
imaginative, a class setting. feedback to the At the completion of the discussion, the teacher used by students).
informative, or 2. Students display class on the introduces students to their next assessment; Students
persuasive ability to work in pairs meaning of the are required to work in pairs and create an allegory Teacher’s example
purposes that and begin planning term allegory through the form of picture book. of two-page spread
reflect upon their chosen allegory and examples Requirements as part of the assessment: using Book Creator
challenging to be created using from ‘The of an allegory on
- Use app Book Creator to create a picture book
and complex Book Creator. Rabbits’. Climate Change
to create a 6 page spread.
issues
Summative - Use picture book conventions and techniques
Assessment: - Create an allegory based on one of the
Teacher marks following topics: Colonisation, Religion,
the final Environmental issues, an issue within
product of their contemporary society or a topic of their choice
picture book that is approved by the teacher.
based on the
theme of Teacher shows example of an allegory on climate
allegory using change created in picture book format using Book
Book Creator Creator
completed in a
following Body
lesson. Students are to select their assignment partner
Students are to start brainstorming ideas as a pair
through the form of discussion
Students are encouraged to use their iPad in order to
further explore and remember how to use the app
Book Creator for example through:
- Searching for images
- Revising how to crop and edit images
- Revising how to add text

Conclusion
In conclusion of the lesson students in their pairs are
required to discuss with the pair sitting opposite;
- The topic they have chosen to make an allegory
of and why
- Brief outline of the planned plot of their picture
book
- Who the target audience of their picture book is
and why
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and Ethical Behaviour Personal and Intercultural
creative thinking social Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and Cultures

Notes about device access in the classroom:

Students all have access to their own iPads
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSO Australian OBJECTIVE (what & how) EXPERIENCES and other
N Curriculum (Introduction, Body and Conclusion)
LINKS

Week ACELY1756 1. Demonstrate ability Summative Introduction - iMovie on

7, Create to understand film Assessment: Following on from the previous lesson students are to their iPads
Friday sustained conventions and Students are finish completing their iMovie based on the picture - Teacher
texts, techniques in order to assessed on book allegory that they created using the app Book example of
Lesson including texts transform an allegory their iMovie Creator in Week 4. iMovie scene
3 that combine in the form of a creation
specific digital picture book into a working in pairs The iMovie is to be created using film conventions and
- Picture Book
or media film production using that is techniques from their film study in Weeks 5 and 6.
‘The Rabbits’
content, for the app iMovie, submitted onto
by John
imaginative, working in pairs. the class The iMovie is to be submitted in today’s lesson.
Marsden and
informative, or Weebly at the
Shaun Tan
persuasive end of the Teacher shows class a clip from an iMovie creation in
purposes that lesson order to remind students of film conventions and
reflect upon techniques in particular the importance of camera - Weebly.com
challenging angle and the effect it has on its audience.
and complex
issues Teacher asks students if they have any questions about
their assignment due by the end of the lesson

Teacher answers all student questions

Body
Students are allocated the remaining time within the
lesson to work in their pairs and complete their iMovie
production. Their iMovie production is based on the
allegory they created in picture book using the app
Book Creator in Week 4.
Conclusion
Students are required to submit their iMovie onto the
class Weebly
In pairs students are to complete ‘Two Stars and a
Wish’ in response to how they believe they performed
in regard to their assignment. They are required to
consider:
- What did they do well?
- What could be worked on for next time?
- Did they work well together as a partnership?
Was the work load distributed evenly?

Students collect their belongings in preparation to

move to their next class
Explanation of ICT Tools

Google Docs-
A collaborative tool that enables students to share information in an anonymous manner. Additionally, Google Docs enables its users to bring documents to
life for example through the use of the smart editing and styling tools that exist within the document and individuals are also able to format text and
paragraphs easily. Furthermore, users are able to choose from a variety of fonts and are also able to add links, images and drawings. Google Docs therefore
works as a collaborative learning tool as within the classroom students are able to add information, edit and discuss information in small groups or even
whole class groups.

Limitations of ICT Tool- students are anonymous and therefore are not held accountable if they fail to contribute within the Google Docs account.

Explain Everything-
Explain Everything is essentially an interactive whiteboard platform. The app enables individuals to annotate, import and export images and content, draw
and also record and narrate their creation.

Book Creator-
Book Creator enables students to use photographs including those already on the app and also photos that students have taken themselves in order to create
their own book. The app also enables people to edit and crop the images they are taking in order to ensure optimum visual appeal. Furthermore, the app
allows text to be added to pages in order to narrate the story. The text also includes a function enabling the text to be read aloud.

iMovie-
iMovie enables students to create, edit and share movies. Individuals using the app are able to add film clips and photos and edit their creation through
adding music, voice overs or text. Clips are able to be arranged and saved extremely easily and the app is very easy to use and understand.

Learning Theory

Social Constructivism as a learning theory

Constructivism is a learning theory that explains that people learn through experiencing new things and reflecting on their prior knowledge in order to make
sense of the new situation and information (Macnish, n.d.). Social Constructivism explains learning as being: active, constructive, authentic, cooperative and
intentional.
The attributes of constructivism outlines learning to be: active, constructive, authentic, cooperative and intentional.
Links to learning theory of social constructivism:
Lesson One-
Social Constructivism outlines that people learn best when learning takes on a cooperative nature. Lesson one requires a collaborative document, Google
Docs to be utilised which thus enables students to share ideas with others and therefore solidify and experience new ideas. Additionally, the use of the
Google Docs enables students to be active as in they are actively placing information into the document and therefore they are positioned to gain a better
understanding through active participation.

Lesson Two-
The learning theory of social constructivism highlights that leaning is required to be authentic. Lesson two enables learning to take on an authentic nature as
students are required to create a text that reflects and makes a comment on the world in which they live. Additionally, learning is of a cooperative nature as
students are working in pairs. Students are also required to utilise prior knowledge in order to create a new text and therefore this falls under the
constructive component on learning within the theory.

Lesson Three-
Lesson three requires students to be very active in their learning through physically adapting a picture book into a film creation using the app iMovie.
Students are therefore understood to learn best through the process of actively manipulating information. Additionally, the lesson is based on cooperation
within pairs, cooperation making up an integral component of the theory. Furthermore, the end of the lesson requires students to reflect on the completion
of their iMovie in the form of ‘Two Stars and a Wish’. This form of reflection is vital as part of the learning theory as students are positioned to acknowledge
parts of the task they did well in and how they can improve for next time. Reflection is an extremely important aspect of the Social Constructivism learning
theory.