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FORWARD PLANNING DOCUMENT

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


Weeks 1, 2 and 3.

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: Every child has access to an iPad.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Introduction: ‘Where the Forest Meets


1 Use Objective 1: Formative Read the book, ‘Where the Forest Meets the Sea’ by Jeannie the Sea’ by Jeannie
comprehension - Students will draw on their Assessment: Baker. Ask students key comprehension questions before and Baker (Big Book)
strategies to build knowledge of context and Students airdrop to after reading the text, for example: making connections, authors
literal and use non-fiction books to the teacher their purpose, making predictions, main idea etc. iPads
inferred meaning word cloud.
create a brainstorm of all
and begin to Teacher completes Body: 5 QR codes around the
analyse texts by the words they can think
a checklist on: the Rotation 1: room: (made from
drawing on of that relate to students’ - Students create a word cloud on the app ‘Word Cloud’ of https://www.qrstuff.co
growing rainforests, using the app completion of the all the words that they can think of that relate to a m/ )
knowledge ‘Word Cloud’. word cloud and Rainforest. There will be a few non-fiction books on
of context, their ability to draw
Rainforests scattered on the table that students can use
language Objective 2: on knowledge of
and visual - Students will make context to create a to help them do the activity.
features and print connections between the vocabulary of
and multimodal Rotation 2:
setting of the book (the Rainforests.
- Put QR codes around the room and in the outdoor Year 3
text structures
Daintree Rainforest) and area. On the QR codes have links to photographs and a
(ACELY1670) Students hand to
their own personal video of the Daintree Rainforest in Queensland. Put
the teacher their
experiences in similar completed Making students in pairs and get them to go around the
locations; they will view Connections room/outside and scan the QR codes using their iPad.
photos and a YouTube worksheets which Once they have done that, in pairs, students fill out a
video of the Daintree the teacher will
making connections worksheet where they describe all
Rainforest by scanning QR mark and see who
the personal experiences that they have had in
understood the
codes. environments like this.
comprehension
strategy of making
personal Rotation 3:
connections. - Children draw a picture of a time that they experienced at
the beach or in a Rainforest. They draw the picture of the
landscape with themselves it in. Below the picture, they
write a sentence or two about how their experience was
similar or different to the boy in the book’s experience.
Once students are finished, get them to take a photo of
their completed picture using their iPad. This photo that
the students have taken, will be added to their book (on
the app Book Creator) at the end of the three lessons.

Rotation 4:
- Students play a comprehension board game with their
group. The board game is called Comprehension Keys and Game board, counters,
students work their way along the game by answering dice
comprehension questions about ‘Where the Forest Meets
the Sea’. The game is made up of comprehension
questions about the text and collecting ‘key cards’.

Conclusion:
- In pairs, students share one thing that they learnt from Eboard
looking at the pictures and videos attached to the QR
codes.
- A few students share their Word Cloud on the Eboard
through airplay.
- Teacher then asks a few students to share an experience
they had in an environment like the one in the book and if
it was a similar/different experience to the boy in the
book’s experience.
Compare Objective 1: Introduction:
opinions about - Students will research the - Watch the YouTube video of ‘Where the Forest Meets the
characters, Daintree Rainforest using Sea’ by Jeannie Baker.
events and non-fiction books and the - Ask the students how this video was different to the
settings in and Formative https://www.youtube.co
teacher made Weebly Assessment: book, and why.
between m/watch?v=oHb_WEA50
website on the Daintree Students airdrop - Read the back section of the book about the Daintree
texts (ACELT1589) yo
Rainforest. their completed Pic Rainforest and ask the students what they think the
- They will then create a Collage posters to authors purpose was for including this.
poster to display this the teacher. - Discuss the Daintree Rainforest further and who it is a
information on the app Pic Teacher checks that special place for… talk about the little boy in the book,
they were able to
2 Collage.
gather information
the Aboriginal children and the animals that live/lived
about the Daintree there. Talk about the passage of time.
Objective 2: Worksheet
Rainforest.
- Students write about their Rotation 1:
own favourite place and - Give students a laminated copy of the last page in the
Students hand their
identify the similarities completed book. Students think pair share about how these pictures
and differences between worksheets from make them feel.
their favourite place and rotation 1, 3 and 4 - Students write a few sentences on a worksheet after their
the Daintree Rainforest. to the teacher think pair share using the two sentence starters on the
- Students will then take a where teacher page: “This is a special place for … because…” “If this was
completes a
photo of their completed my special place, I would feel… if it was destroyed”.
checklist on the
work using their iPad students
camera. Rotation 2:
understanding of - Extending on the knowledge about Rainforests from
the concepts
lesson 1, students use the word clouds they made, the
explored in these
rotations and their teacher’s Weebly and the non-fiction books on the
quality of work. Daintree Rainforest to research further. In pairs, students
make a poster on Pic Collage to display what they have iPads
found out – students should get creative in their poster
by changing fonts, colours and size of text and must Teacher made Weebly
include pictures, maps and key information to enhance containing information
their research. Key research questions: about the Daintree
o Where is the Daintree Rainforest located? Rainforest.
o What type of rainforest is it? (tropical or
Pic Collage app
temperate?)
o What is the landscape like?
o What is the climate like? Non-fiction books on the
o What types of plants and animals live in the Daintree Rainforest
Daintree Rainforest?
o Is the Daintree rainforest in danger?
o History of the Daintree Rainforest  Indigenous
Australians.

Rotation 3:
- Students roll a question dice with a partner to answer
questions about their thoughts and feelings after reading
the book. They discuss their ideas with their partner and
then record them on a worksheet. The questions on the Dice with questions and
dice include things like, “How does the story connect with worksheet.
you and your life?”, “How are you different to the main
character?”, “If you were in the story, what do you think
you would hear, taste, smell or feel?”.

Rotation 4:
- Students write a few sentences on their favourite place
and draw a picture of it. Students draw a venn diagram
showing the similarities and differences between their Paper, colouring pencils,
favourite place and the Daintree Rainforest (things such lead pencils
as, natural or man-made environment? Public or private
place? Big or small? Quiet or noisy?). Once they have
finished, they take a photo of their completed work on
their iPad camera.

Conclusion:
- On the mat, students share with the class the Pic Collage
they did in pairs (teacher puts them on the Eboard using Eboard
airplay) and in pairs students tell the class 1 interesting
fact about the Daintree Rainforest that they learnt.
Introduction:
Construct texts Objective 1: - Discuss and revise some key questions about ‘Where the
featuring print, - Students will construct a Summative Forest Meets the Sea’ with students eg... Where was the
visual and audio text about the Daintree Assessment: book set? Did you like this ending? How did it make you
elements using Rainforest and their own Rubric for the text feel? Who was the Daintree Rainforest a special place
software, special place that features they constructed.
for?
including word pr Key points on the
print, visual and audio - Discuss with students their own favourite place and why
ocessing rubric: features
programs (ACELY elements using the app print elements, it is special to them. Where the Forest Meets
1674) Book Creator. features visual - Discuss the app Book Creator and what they will be doing the Sea By Jeannie Baker
elements, features in the rotations today: Students use the app Book
audio elements, Creator to create a text titled ‘Special Places’. Students
contains a cover
are to build on what they have learnt in the previous 2
page, 2 pages on
the Daintree lessons and put their knowledge of the Daintree
Rainforest and 2 Rainforest and their own special place together to create
pages on the a text.
students own
special place.
Rotation 1:
- Students create a cover page for their text called ‘Special
Places’ by [name]. Students can use print, photographs,
the drawing tool and stickers to make their cover page.
- Students complete the next 2 pages of their text:
3 o The first two pages are about the Daintree
iPads
Rainforest and should include some of the
following:
 Facts about the Daintree Rainforest
 Why it is a special place Book Creator app
 Who it is a special place for
 Is it in danger?
- Students get creative to make their text exciting and
creative, they need to include:
o Photographs from google
o Audio where they orally explain their two pages
o Print
o Drawings using the drawing tool.
o Any of the work they have created in the
previous 2 lessons on their iPads: e.g. their Pic
Collage, their Word Cloud.

Rotation 2:
- Students are to create 2 more pages for their text
describing and explaining their own favourite place.
o What and where their special place is: for
example, is It a natural environment like the
Daintree Rainforest? And reasons why it is their iPads
special place.
- Students can get creative and hand draw pictures on Book Creator App
paper, take a photo of it on their iPad and add it to their
Pencils and paper
Book Creator. They can also include photographs of their
work on special places that they completed in lesson 1
and 2.
- The 2 pages must include:
o An audio recording where students orally explain
their 2 pages.
o Some print.
o Photographs from google (if their special place is
a general place or a public place)
o Can also include either drawings using the
drawing tool on Book Creator or inserted
photographs of hand drawings.

NOTE: WORK FROM ROTATION 1 MAKES UP THE COVER PAGE AND


FIRST 2 PAGES OF THE BOOK AND WORK FROM ROTATION 2
MAKES UP THE LAST 2 PAGES OF BOOK. HELP STUDENTS TO PUT
THEIR WORK INTO THE CORRECT ORDER ON BOOK CREATOR.

Conclusion:
- On the smart board/projector, teacher displays selected
finished texts to the class.
- Class discussion about the app Book Creator and if they Eboard
enjoyed creating a text on their iPad using digital
technologies (visual, print and audio) and why/why not?
Do they think it enhanced their text and why/why not?