FORWARD PLANNING DOCUMENT

TERM/WEEKS: T3, W4 YEAR LEVEL: 1 LEARNING AREA/TOPIC: The Three Little Pigs

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:

 The students will have access to shared devices (20 total available in the classroom), and 10 butterfly pegs are available also


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, Recreate texts  Create a collage, using  Informal assessment Mat Session (10 Mins):  Copy of The Three
Lesson 1 imaginatively using PicCollage and the camera app, made by observing  Motivation: Dress up as one of the pigs, wearing pig ears and Little Pigs (large text
(Monday) drawing, writing, that includes images of straw, responses to key snout, and wearing a pink blanket/coat. version if possible so
performance and  Read The Three Little Pigs to the class as a group.
sticks and bricks, that also lists questions during students can read
digital forms of
which pig used which material, Rotation One. The  Explain what work each rotation must complete. along)
communication
(ACELT1586) and why or why it would not be observatory nature  Organise students into two groups of seven and two groups of  Dress up - pig
suitable for building a house. of this assessment eight, then send groups off to assigned rotations. ears/snout/
 Recount, as a class, the story of type will primarily miscellaneous pink
The Three Little Pigs, accurately allow the teacher to Rotation One (ICT – PicCollage, Camera and Book Creator- 10 Mins): clothes
 The students will be led around the classroom using iPads to take
placing events in chronological realign students’  Nine iPads (including
comprehension of photographs of objects placed at specific stations in the
order. teacher’s for
the text if needed. classroom by the teacher, that are made of straw, sticks and
demonstrative use)
 bricks (take them to each station in this order to consolidate their
Informal assessment  PicCollage app
understanding of the plot).
of students’  Book Creator app
 The teacher should first model how to take a picture using the
understanding made  ICT Stations – bundle
in the plenary camera app, ensuring that focusing the picture and flipping the
of straw, bundle of
session, using their view are demonstrated as these can cause disruptions if not
stick and a brick
responses during addressed.
 ‘Wanted poster’
the discussion and  Key questions:
template
recount of the plot o Was it the first, second or third Little Pig that built their
to decode the house out of straw? (A: The first little pig)
 extent to which they o Which Little Pig made their house out of sticks? (A: The  ‘Five W’s and a H’
can recall key events second little pig) poster template
in the text which will o The third Little Pig made their house which material? (A:
be recorded as Bricks)
anecdotal notes for  Under teacher guidance, they will then transfer these pictures
future reference. into a PicCollage, where they will activate prior knowledge to list
 Formative which pig (first, second, third) used each material, then will write
assessment, marking short descriptions about the effectiveness of each material on the
the collage collage.
according to rubric –  Key questions:
key points are o Do you remember which pig used each material?
aligning each pig to o Why is using straw a bad idea when we want to build a
their respective house? (A: It is weak/it could blow over)
building material, o Is a stick house better for building a house than straw? (A:
listing them in No, they are both too weak/would both blow over)
correct order and o Why did the brick house not blow over when the Big Bad
the quality of their Wolf blew on it? (A: Because bricks are hard, so you can’t
response to the blow them over)
suitability of each  The teacher will model how to export the collage to camera roll
building material. and the creation of a book in Book Creator. They will show the
 This collage will also students how to make a title page before finally inserting their
form part of the collage into the second page. The teacher will then facilitate the
Book Creator ‘final students’ attempts at doing the same, spot checking where
product’ (summative necessary.
assessment) that is
set to be completed Rotation Two (10 Mins):
in lesson 3.  This rotation will task the students with drawing a picture of
their own house, with the Three Little Pigs inside and the Big
Bad Wolf outside trying to blow it down.

Rotation Three (10 Mins):

 This rotation group are to complete a ‘wanted poster’ of the
wolf, outlining who he is, what he did wrong, who did he
effect and how they might be feeling after. There will be
room for the students to draw a picture in the middle if they
finish the writing component early.

Rotation Four (10 Mins):

 The students will work as a group to complete their own
‘Five W’s and a H’ poster, writing about the
Who/What/When/Where/Why/How’s they can find in the
 book. The copy of The Three Little Pigs will be given to this
group to act as a point of reference and guide them.

Plenary Session (10 Mins):

 The teacher will invite three students up to the front of the class
to explain to their peers one of the three parts
(straw/sticks/bricks) in their collage each.
 The teacher will facilitate a whole class discussion recounting the
plot of The Three Little Pigs, making use of the whiteboard to
visually construct the narrative as the students recount.