FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, 3 YEAR LEVEL: 10 LEARNING AREA/TOPIC: English: Drama study

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 have one-on-one access to iPads and/or MacBooks

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

Week 3, Compare the 1. Develop a digital brainstorm Formative Introduction Google Slides
lesson 1 purposes, text listing ideas for a modern assessment:  Play YouTube video on the smartboard to show how old A presentation will be
structures  Observation texts can be modernised into different text types and to displayed in the
adaptation of a chosen scene background, visually
and language notes to record spark creativity
in Romeo and Juliet in groups representing each stage of
features of student  Introduce lesson outcomes: the lesson
traditional and of three.
progress o Have established groups of 3
contemporary 2. Produce a digital storyboard o Complete brainstorm and storyboard (at least 5 Physical copies of Romeo
texts in different (minimum of five frames) for a  Use of frames), ready for the filming stage (next lesson) and and Juliet
media (ACELA15 movie depicting a modern questioning to have completed products in a Google Drive file.
66) clarify iPads/MacBooks
recreation of a chosen scene
in Romeo and Juliet in groups understanding Body:
Intro: YouTube video
General  Tracking overall Students will:
of three. Played as an example of a
capabilities
student  Divide into groups of 3 (which may be freely chosen) modern adaptation of
 Literacy 3. Collaborate evenly in groups
 Use SpiderScribe’s collaborative mode to make a group Romeo and Juliet
of three to complete objectives progress in
 Critical and brainstorm of ideas for the movie https://www.youtube.com/
1 and 2. conclusion  Elaborate on their chosen idea in a storyboard using Canva watch?v=SEzskNtFnIY
creative
activity. and a digital drawing tool (i.e. Paintbrush for Mac).
thinking
 ICT Spiderscribe
Teacher will: Will be used by students to
competence  Observe students (taking notes when necessary) and assist collaboratively create their
those who are struggling with the task by offering possible joint brainstorm to choose
ideas/approaches as well as help with technology an idea
https://www.spiderscribe.n
et/
Conclusion
Students will: Canva
 Ensure that each member and the teacher has a copy of the Will be used to create
exported and completed brainstorm (via email using the storyboards in conjunction
with a drawing application
‘export map’ function) and that it is uploaded to Google (to make illustrations to
Drive. insert into the template)
 If storyboard is unfinished: Ensure that all group members https://www.canva.com/
can edit the storyboard (using the ‘share’ function) and Google Drive
complete it for homework Will be used as an
 If finished: Download storyboard and ensure that the teacher organisation tool for
students to store their
has a copy (via Google Drive) work, in which the teacher
can access
Teacher will: https://www.google.com/dr
ive/
 Ask one group (whom they noticed worked well) to stand up
Observation notes
and show their progress to the class
 Remind students to bring props to the next lesson for filming.

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

Week 3, Compare the 1. Produce (or begin Formative Introduction Google Slides
lesson 2 purposes, text producing) a 1 minute assessment:  Students move into pairs/trios with members from different A presentation will be
structures movie depicting a modern  Observation groups and each discuss their movie ideas and how they displayed in the
and language adaptation of a chosen notes to record connect to Romeo and Juliet (refresher activity) background, visually
features of scene from Romeo and student  Students will move into their work groups and ensure that representing each stage
traditional and Juliet in groups of three. they have completed and have access (as well as grant of the lesson
progress
contemporary texts 2. Apply the previously teacher access) to their brainstorms and storyboards
 Use of
in different planning from the  Teacher will introduce lesson outcomes: iPads/MacBooks
media (ACELA1566 storyboards to complete the questioning to o Create a 1 minute movie showing a scene from
) movie adaptation. clarify Romeo and Juliet with a modern spin (including Spare props for students
3. Collaborate evenly in understanding modifying language to modern English) who have forgotten to
Create imaginative groups of three to complete o Ensure that the movie matches the storyboard and bring their own
texts that make objectives 1 and 2. shows evidence of editing (that it is not a single piece
relevant thematic of unedited film) Google Drive
and intertextual o Advise students to focus on finishing filming, and then Will be used as an
connections with editing, which they will have more time to complete in organisation tool for
other the next lesson. students to store their
texts (ACELT1644)  Teacher will question the class on their prior knowledge of work, in which the
storyboards. teacher can access
General https://www.google.com/
capabilities drive/
 Literacy Body:
 Critical and Students will: Observation notes
creative  Gather filming resources (personal iPads/laptops) and
thinking move around the school to film their movies
 Import videos into iMovie for editing and begin the editing
 ICT
process.
competence
Teacher will:
 Observe students and assist those who are struggling with
the task, taking notes when necessary
 Provide assistance to groups struggling with editing.

Conclusion
Students will:
 Return to class
 Save their progress.

Teacher will:
 Ask groups to raise their hand if they have finished filming
 Explain that in the next lesson, students will be given extra
time to continue filming.

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

Week 3, Compare the 1. Produce a 1 minute movie Formative Introduction Google Slides
lesson 4 purposes, text (previously filmed) depicting assessment:  Gather in a circle, and each student names what they’ve A presentation will be
structures a modern adaptation of a  Observation found difficult about the last lessons and what they’ve displayed in the
and language chosen scene from Romeo notes to record enjoyed. This will hopefully place students in a reflective background, visually
features of and Juliet in groups of student representing each stage
mindset
traditional and three. of the lesson
contemporary texts 2. Apply editing skills such as
progress  Students will return to their seats and teacher will introduce
in different inserting music, transition  Use of lesson outcomes: iPads/MacBooks
media (ACELA1566 and a title to a 1 minute questioning to o Use iMovie to edit the previously filmed group
) video adaptation of a clarify movies. Include the minimum of music, transition and iMovie
modern scene of Romeo understanding a title Will be used by students
Create imaginative and Juliet.  Tracking overall import videos from their
o Make sure all previous work (brainstorm and
texts that make 3. Compare and contrast (in devices and begin editing
student storyboard), as well as the exported movie is
relevant thematic written form) the chosen https://itunes.apple.com/a
and intertextual progress with available in an accessible Google Drive folder by the u/app/imovie/id37729819
scene from Romeo and
connections with the exit ticket end of the lesson. 3?mt=8
Juliet with the edited movie
other activity
texts (ACELT1644) (individually). Body: Google Drive
4. Collaborate evenly in Summative Students will: Will be used as an
General groups of three to edit the assessment:  Import footage into iMovie and begin editing. organisation tool for
capabilities movie.  Combined rubric students to store their
 Literacy for the Teacher will: work, in which the
 Critical and brainstorm,  Observe students and their group dynamics, writing teacher can access
creative notes when necessary https://www.google.com/
storyboard and
thinking  Assist struggling students and offering help with drive/
movie editing if needed.
 ICT Observation notes
competence Conclusion
 Teacher will instruct students to save their work and
ensure that each group member has uploaded their
brainstorm, storyboard and movie (even if unfinished) to
their Google Drive folders
 Teacher will email students a link to a Google Survey exit
ticket, which will ask the following:
1. How does your movie compare to Shakespeare’s original
Romeo and Juliet?
2. Explain how your movie differs from the original play.
3. What stayed the same in both your movie and the play?
4. Did you enjoy making your movie? Why/why not?
5. How did you and your group members contribute to the
overall product?
6. What would you change about your overall product?

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Clarification of ICT Tools

1. Spiderscribe
Spiderscribe is a free online mind-mapping tool and its only accessibility barrier is that individuals must create an account before using. It
enables users to create live, collaborative mind-maps. I chose to integrate this tool into Lesson 1 because it has the capacity to assist
visual thinkers and serves as an accessible planning resource without overcomplicating the expression of ideas.

2. Canva
Canva is a free online graphics building tool that allows users to access a wide range of templates to create visually appealing content. I
chose to integrate it into Lesson 1 because its digital nature reduces the fear that students may have of making mistakes (as opposed to a
hand-drawn storyboard). The tool may also be useful for students in their future assignments in all learning areas.

3. Google Slides
Google slides is a free online presentation-making tool accessible to Google account holders. It offers a range of templates and is a useful
replacement to traditional presentation programs like PowerPoint, where the quality of the product differs across different devices. I chose
to integrate Google Slides into all three of my lessons as a background ICT tool to aid visual learners as well as any student that needs
reminding of the task at hand.

4. iMovie
iMovie is an Apple software program allowing users to create multimedia products by importing, manipulating and exporting material. I
chose to implement it into Lesson 3 because its features enable students to create new contemporary texts based on traditional literature.
Its editing features allow students to make conscious stylistic choices, which, in turn, enhances learning.

5. Google Drive
Google Drive is a free online file storing program offered to Google account holders. It allows for users to access, store ad share files
without using device storage. I integrated Google Drive into my lessons because I believe that it is an easy way for teachers to track
progress, as well as students organising their work (regardless of device memory capacity).

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 Learning Theory Statement: Social Constructivism

My curriculum (three lessons) and ICT tools are underpinned by the established learning theory of social constructivism, which links to
theorists Lev Vygotsky and Jean Piaget (Madrid & Kantor, 2007). In education, social constructivism is applied through scaffolded
learning, co-operative learning and peer modelling (Marsh et al., 2010). My lessons specifically incorporate co-operative learning and peer
modelling to enhance the learning experience of students.
Co-operative learning is present in all three of my lessons. In Lesson 1, students are instructed to collaborate in groups of three and use
ICT tools to create interactive planning materials. As students are given the opportunity to collaborate, they are able to learn from each
other’s ideas and therefore expand their knowledge. This idea extends to both lessons 2 and 3, as students remain in their groups. In
addition, co-operative learning is supported in the introduction activity of Lesson 2 as students are required to share their group’s ideas
with another individual from another group. By explaining to a fellow peer, students may gain a better understanding of their own ideas as
well as gain insight from their partner’s perspective. As a result, the overall learning experience is enhanced.
Peer modelling is also evident in my curriculum, specifically Lesson 1. During the conclusion activity, the teacher calls on a group that had
produced a high standard of work to present their progress to the class. By doing this, other students may compare their own work to what
is being displayed and become motivated to develop new ideas.
The learning theory of social constructivism has been considered throughout the creation of my curriculum and is evident through
previously discussed evidence of co-operative learning and peer modelling.

References
Madrid, S., & Kantor, R. (2007). Social Constructivism. In R. S. New, & M. Cochran (Eds.), Early childhood education: an international
encyclopedia. Santa Barbara, CA: Praeger. Retrieved from
http://ipacez.nd.edu.au/login?url=https://search.credoreference.com/content/entry/abceceduc/social_constructivism/0?institutionId=
1939
Marsh, C., Clarke, M. & Pittaway, S. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.) Frenchs Forest, NSW: Pearson
Education.

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