FORWARD PLANNING DOCUMENT

TERM THREE Date: Week 5-10 Year Level ONE AND TWO SPLIT CLAS

General Capabilities Relevant to this program

Literacy  Numeracy ICT Capability Critical & Creative Thinking Ethical Understanding Personal & Social Capability Ethical Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

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YEAR ONE YEAR TWO Practices Play YouTube video: YouTube
English: Text structure and 3, 4, 5, 7 https://www.youtube.com/watch?v=NpWHZJZQDSE
Video
Text structure Organization Outcomes Let students know that every story they read would have a beginning, middle, problem and
and Organization (ACELA1463) 1.4, 3.1, 4.1, solution. Each of these phases are important to make the story more interesting.
(ACELA1447 5.1 KTP:
Principles - Beginning – Introduce the character and settings
) 1, 3, 4 - Middle – Conflict development
- Conflict – A battle or problem
LESSON OBJECTIVES - Resolution – How is the problem resolved? Story
- Paragraphs: split up the text so it is not too much for a reader to look at all at once. sequence
As a result of this lesson, students will be able to: Body actions will be used to demonstrate the peak of a story.
 Piece a story together using their knowledge of text in pictures
The Cinderella fairy tale also had a beginning, middle and end.
structure in narrative including beginning, middle, - Beginning – introduces Cinderella, the stepsisters, the mother and the house she lives
conflict and resolution. in.
 Identify what is included in the beginning, middle, - Middle – Sort of see the problem where she is not allowed to do things she wants – not Plot
climax and resolution of a story. allowed to go to the ball mountain
- Climax – the magic begins to fade, and she needed to leave.
ASSESSMENT - Solution – The prince finds her because of the heels she left behind.
Cinderella story (Cut in four paragraphs for the beginning, middle, conflict, solution). Cut and
- Read the pieces out and model how to put the story back together as a group on a paper paste
The Plickers quiz will be used at the end of the lesson to with the mountain analogy.
measure the effectiveness of objective two. Students’ work Students will be asked to cut out the paper strips to label the different parts of the mountain and
strips
samples will be used to assess if they were able to meet the what is included such as “Introduction introduces the characters and the setting.”
lesson objectives. A checklist will be used for evaluative Students will need to identify parts of a story on the story mountain and write this in each of part
purposes. of the mountain including the beginning, middle, climax and resolution. Plickers
A Plicker quiz will be conducted to gauge student understanding on story development.
LEARNER DIVERSITY quiz
Limited:
- Students will receive scaffolded and explicit instructions.
- Students will be given pictures instead of writing to identify the story development of a
story.
Extension:
Students will be asked to plan for a story using the mountain as a visual guide.
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YEAR ONE: YEAR TWO: Practices KTP:
English: Expressing and 3, 4, 5, 7 - Setting and characters can be described iPad
Expressing and developing ideas: Outcomes - They are usually described at the beginning of a story. mirror/Popplet
developing ideas: 1.4, 3.1, 4.1, Use Popplet to:
(ACELA1468) 5.1
(ACELA1452 Brainstorm words to describe a character. Brainstorm words to describe a setting.
Principles
) 1, 3, 4
- Handsome - Gloomy
- Beautiful - Dark
- Gorgeous - Bright
LESSON OBJECTIVES Sentence on
- Pretty - Breath-taking
the board for
As a result of this lesson, students will be able to: - Pleasant - Mysterious
editing.
 Identify the nouns in a sentence. - Colourful
- Tiny
 Edit a text to include adjectives before a
noun. I DO:
- Write a story in front of the students using short simple sentences with no
adjectives.
- “The fairy went to the shops and bought a burger. She went to work for the whole
ASSESSMENT
day. She went back home and slept.”
Work samples will be used to assess if students were able to - Underline the nouns: before the nouns an adjective can be inserted.
incorporate adjectives into their story and identify the nouns. Story for
- “The tiny, gorgeous fairy skipped happily to the shops and bought a gigantic editing and
burger.” adding
WE DO: adjectives
- Ask students to underline the nouns in the next sentence.
- She went to work for the whole day.
- She went back home and slept.
-
YOU DO:
Students will be given a story with simple sentences to edit and change and add more
adjectives to describe the setting and the characters.
Students will share their sentences with the class.
- Why is it important to include adjectives especially in a story?
- Where would I usually describe the setting and characters? The introduction,
middle, problem or solution?
LEARNER DIVERSITY
Limited
- Weaker students will be given the same story with cut out adjectives to glue in
blank spaces of the text. He will then draw a picture to represent the story.
Extension:
- Students will be asked to think of a sentence with as many adjectives as they can.

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YEAR ONE: YEAR TWO: Practices Play YouTube video: YouTube
English: English: 3, 4, 5, 7 https://www.youtube.com/watch?v=5o1Qg_zTyaw Video
Expressing and Outcomes This video is about simple and compound sentences.
Expressing and
developing 1.4, 3.1, 4.1, Brainstorm some ideas from the video.
developing 5.1 iPad
ideas: ideas: Principles The teacher will let students know that they will be learning to become better writers by Mirroring
(ACELA1451 (ACELA1451) 1, 3, 4 writing with compound sentences.
) KTP:
- Compound sentences connect two simple sentences
- The word compound like compound words mean two, thus the two sentences. Compound
LESSON OBJECTIVES - The two simple sentences are joined by a comma and a conjunction. sentence
I DO: worksheet.
As a result of this lesson, students will be able to: - The teacher will write some sentences on the board.
 Write a compound sentence. - I like hotdogs. I like burgers.
 Identify whether a sentence is a compound - I like hotdogs and I also like burgers.
or simple sentence. - Is “I like hotdogs and burgers” a compound sentence? Why/why not?
- The fairy had a bad day. She was sad.
- The fairy had a bad day and she was sad.
WE DO:
ASSESSMENT Students will return to their seats and complete the first two questions with guidance from the
The Plickers quiz will be used at the end of the lesson to teacher.
measure the effectiveness of objective two. Students’ work YOU DO:
samples will be used to assess if they were able to meet the Students will finish off the worksheet and create compound sentences.
Students who are finished are asked to write compound sentences related to fairy tales and Plicker’s
lesson objectives. A checklist will be used for evaluative
describing characters. quiz
purposes.
A Plicker quiz will be conducted to gauge student understanding on compound sentences.

LEARNER DIVERSITY
Limited
- Wyatt and Kody will be given a worksheet where they are provided with the nouns
and they will need to write a simple sentence.
- Peer-tutoring will be available for students who need additional assistance.
Extension:
- Students will be asked to write compound sentence using adjectives about fairy
tales.

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YEAR ONE: YEAR TWO: Practices Play YouTube Video: YouTube
English: English: 3, 4, 5, 7 https://www.youtube.com/watch?v=OKhhElgZHAE Video
Expressing and Expressing and Outcomes
developing developing 1.4, 3.1, 4.1, KTP:
ideas: ideas: 5.1 - Time connectives are used to help a writer sequence a story. iPad
Principles - They can be included in the beginning of a story, the middle and the end of a story. Mirroring
(ACELA1451 (ACELA1451) 1, 3, 4 Place a list of time connectives onto the E-board.
) - Discuss when these times will take place in a story e.g. a long time ago is something
that happened a while ago, not five minutes ago. Time
I DO: connectives
LESSON OBJECTIVES - The teacher will write a few sentences using time connectives. list
When the stepsisters knew that Cinderella would miss out on the ball, they had a smile
As a result of this lesson, students will be able to:
on their face. Without warning, they left the house and set out to the palace. Meanwhile,
 Place time connectives on a story mountain. Cinderella stayed at the sad cottage and sobbed in the corner.
 Edit and add time connectives in a simple story. WE DO:
 Write a narrative using a quick plan. - Students will work together to think of a sentence using a time connective and
continue on with the Cinderella story. When they arrived….
- The teacher will ask students to share their sentences to the class. Worksheet -
YOU DO:
ASSESSMENT Students will be asked to complete a worksheet in which students will need to write
The Plickers quiz will be used at the end of the lesson to sentences with time connectives.
measure the effectiveness of objective two. Students’ work Plicker’s
samples will be used to assess if they were able to meet the A Plickers quiz will be conducted. quiz
lesson objectives. A checklist will be used for evaluative
purposes. PART TWO:
Summative assessment – writing task

LEARNER DIVERSITY
Limited
- Students will receive scaffolded and explicit instructions.
- Wyatt will be given a cutting and pasting worksheet where he will glue time
connectives against a clock.
Extension:
- Students will be asked to write a text with at least three time connectives

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Year one Year Two Outcomes INTRODUCTION:
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, Revise the plot mountain and what the introduction, climax and end entails.
2.2, 2.3, 3.1, - Introduction: character and setting
) (ACELA1470) 4.1, 4.3, 4.4, - Climax: The main problem
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3
) (ACELA1463) Practices - End: Solve the problem Story
1, 2, 3, 4, 5, 6, BODY: prompt
(ACELT1832) 7, 8 I DO:
Principles The teacher will model how to plan using a plot mountain template.
cards
1, 2, 3, 4, 5 - The teacher will brainstorm some interesting vocabulary to use for the story.
LESSON OBJECTIVES - The teacher will model how they would write a plan using a plot mountain.
- They would also model how to use the anchor charts of adjectives around the
As a result of this lesson, students will be able to:
classroom to plan for adjectives to use in the story.
 Plan a narrative with a beginning, climax, WE DO: Plot
resolution, setting and character. Students will use a plot mountain to brainstorm a story idea, considering the beginning, mountain
 Formulate advanced vocabulary and climax and end as well as the adjectives they could use and vocabulary specific to the story. worksheet
adjectives related to the story in a plan to YOU DO: double-
Students will plan their narrative with a different story prompt using the plot mountain.
help with writing. PLENARY sided
ASSESSMENT A discussion using the think, pair, share strategy will be held:
Students work samples will be used to assess the first - Why is planning important for a good writer?
objective. The teacher will then evaluate this on an - How does planning beforehand help with writing?
evaluation page.
Additionally, Students will be asked to place a red sticker if LEARNER DIVERSITY
they do not understand the concept at all, yellow sticker for Extension: Students can be asked to provide more details in the planning phase. In each
some understanding and green sticker for understood. This paragraph, they can add character description to include in the draft.
will assist the teacher with identifying students who are Limited: Students can be given pictures to prompt with their ideas about settings and
struggling with specific concepts. characters.
Wyatt can draw the story on a story map.

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Year one Year Two Outcomes INTRODUCTION:
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, A treasure hunt will be conducted for students to find different parts of the rubric. Once all
2.2, 2.3, 3.1, pieces have been found, the teacher will piece together the rubric on the board.
) (ACELA1470) 4.1, 4.3, 4.4, BODY:
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 Students will go through a rubric of how they will be marked on their writing pieces. Rubric cut
) (ACELA1463) Practices Students are marked on their language use and English skills and technique used to convey into pieces
1, 2, 3, 4, 5, 6, something: for
(ACELT1832) 7, 8 - Sentences – compound and simple sentences treasure
Principles - Vocabulary – Have you used interesting vocabulary?
 1, 2, 3, 4, 5 - Paragraphs – Have you used paragraphs to separate your beginning, climax and hunt
LESSON OBJECTIVES resolution?
- Time connectives – have I used them?
As a result of this lesson, students will be able to:
- Adjectives – Is my story detailed enough for a reader to picture it in detail?
 Self-assess based on the questions These five criterions will be discussed explicitly. Rubric
identified for the marking criterion. KTP: Show don’t tell
 Draft a narrative using the plan created - The dog had a bone in his mouth.
with a beginning, middle, conflict and - Saliva dripped from the dog’s gigantic mouth as he gripped the large white bone
with its sharp teeth.
resolution. Question students:
ASSESSMENT - Which one can you picture better?
Students will self-assess their work using a rating Students will draft their writing piece based on the short film they have watched using the
planning worksheet to assist them. They will attempt to implement the ‘show don’t tell’
scale based on the discussed criterion. Students approach to writing.
will also need to provide a justification for the Drafting
PLENARY
score they have given themselves. - Students will self-assess their work using a rating scale from 1-3. paper
- Each category will be scored by the student and a justification statement is required.
Students’ work samples will be used to assess the
students. The drafts will be read through and LEARNER DIVERSITY
Extension: Students can be prompted to use a dictionary or the synonym function on an iPad Rating
evaluated by the teacher to plan for future teaching to help them with formulating interesting vocabulary.
concepts. Limited: Students can be provided with a list of adjectives in different sections such as
scale/rubric
‘Good character adjectives’ and ‘Bad character adjectives’ etc.

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Year one Year Two Outcomes INTRODUCTION:
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, A think, pair and share discussion will be held:
2.2, 2.3, 3.1, Feedback – What is it? How can it be used to improve someone’s writing?
) (ACELA1470) 4.1, 4.3, 4.4, - Why is feedback important?
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 BODY:
) (ACELA1463) Practices WE DO: Short
(ACELT1832) 1, 2, 3, 4, 5, 6, The teacher will display a writing piece the students have written with identifiable paragraph
7, 8 grammatical and punctuation errors. with errors.
Principles - Editing symbols will be taught to the students
1, 2, 3, 4, 5 - Constructive feedback will be explored: hamburger model – What did you like?
LESSON OBJECTIVES What needs to be improved?
As a result of this lesson, students will be able to: YOU DO:
 Use editing symbols and a blue marker to Students will all be handed a text with mistakes to edit with a partner. They are permitted
to talk to each other about the errors in the text and make necessary marks to then provide
edit someone’s work. Different
verbal feedback.
 Confer and critique peer’s work by - The teacher will now model how verbal feedback will be given. feedbacks
providing them with verbal constructive - Each marking on the text will be addressed by the editor to the author. on a
feedback to work on. - For example, I circle the punctuation mark here because I don’t think it should PowerPoint
ASSESSMENT be a full stop etc.
Students will be assigned arbitrarily with someone’s work. They will need to go through
Students work samples will be used to assess the first the writing piece and mark different editing symbols to provide feedback for the author.
objective. The teacher will then evaluate this on an PLENARY
evaluation page to identify future teaching concepts. A Plicker’s quiz will be conducted for students to identify good feedback from bad Text for
feedback. editing
Anecdotal notes and observations will be used to record LEARNER DIVERSITY
student interactions when verbal feedback is given to the Extension: Students can be asked to look at more complex errors or improvements that
author as the editor. can be made such as sentence structure.
Limited: Students can be provided with a list of grammatical and punctuation errors to Student
Students will be asked to show a quick thumbs up and down look for so they can practise what to look for when editing. drafts
about how well they think they are at providing verbal
feedback. This will assist the teacher with planning future
activities.

Additionally, Students will be asked to place a red sticker if Plicker’s

they do not understand the concept at all, yellow sticker for quiz
some understanding and green sticker for understood. This
will assist the teacher with identifying students who are
struggling with specific concepts.

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Year one Year Two Outcomes INTRODUCTION:
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, A think, pair and share discussion will be held:
2.2, 2.3, 3.1, Feedback – What is it? How can it be used to improve someone’s writing?
) (ACELA1470) 4.1, 4.3, 4.4, - Why is feedback important?
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 BODY:
Short
) (ACELA1463) Practices The teacher will display a writing piece the students have written with identifiable paragraph
(ACELT1832) 1, 2, 3, 4, 5, 6, grammatical and punctuation errors. with errors.
7, 8 - Why do you think there are errors?
Principles - Students are asked to think, pair and share about the errors that can be identified
1, 2, 3, 4, 5 in the text.
LESSON OBJECTIVES - The teacher will then model how to accept feedback and make changes to the
As a result of this lesson, students will be able to: work.
 Use editing symbols and a blue marker to The teacher will say that this was an example of someone accepting feedback. Different
- Is the text better than before? Why/why not?
edit someone’s work. feedbacks
- Feedback is given to people to improve their work.
 Confer and critique peer’s work by The teacher will go through important points to remember when providing feedback. on a
providing them with verbal constructive - Can I say, “You’re so stupid because that is a question and requires a question PowerPoint
feedback to work on. mark instead of a full stop, how do you not know that!”
ASSESSMENT - The teacher would then provide positive sentence starters for students to use to
formulate their statements when providing feedback.
Students work samples will be used to assess the first - For example, it might be better if you change this full stop to something else
objective. The teacher will then evaluate this on an because I don’t think a full stop would work for this sentence.” Text for
evaluation page to identify future teaching concepts. - The teacher will model the symbols used for editing such as underlining, editing
circling and adding a word in the text.
Anecdotal notes and observations will be used to record Students will be assigned arbitrarily with someone else’s work to edit. They will need to
student interactions when verbal feedback is given to the go through the writing piece and mark different editing symbols to provide feedback for
author as the editor. the author.
Student
PLENARY drafts
Additionally, Students will be asked to place a red sticker if Self-assessment using the traffic light sticker system
they do not understand the concept at all, yellow sticker for LEARNER DIVERSITY Traffic
some understanding and green sticker for understood. This Extension: Students can be asked to look at more complex errors or improvements that
will assist the teacher with identifying students who are light
can be made such as sentence structure.
struggling with specific concepts. stickers
Limited: Students can be provided with a list of grammatical and punctuation errors to
look for so they can practise what to look for when editing.

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Year one Year Two Outcomes INTRODUCTION: Humanities and
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, A think, pair and share discussion will be conducted about editing: Social Sciences:
2.2, 2.3, 3.1, - Why is it important to edit? Communicating
) (ACELA1470) 4.1, 4.3, 4.4, - What do you do when you edit? and reflecting
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 - How can editing improve your work? (WAHASS25
) (ACELA1463) Practices BODY: Draft to re-
1, 2, 3, 4, 5, 6, I DO: ) write
(ACELT1832) 7, 8 The teacher will model how feedback can be taken into account when writing a good
Principles copy.
1, 2, 3, 4, 5 - “Add more detail” can mean that the sentence is not detailed enough for the
LESSON OBJECTIVES reader to picture in their heads.
- I’m going to change that so readers can picture exactly what I am picturing in
As a result of this lesson, students will be able to:
my head.
 Write a good copy of the draft and take the - The dog ran to the dresser.
feedback received from peers into account. - “The playful dog sprinted towards the dresser and skidded skilfully underneath
 Edit their own work to ensure it is high it to find its beloved ball.”
quality before submission. WE DO:
The teacher will then say that the sentence had been improved because the author ensured
they changed the writing based on the feedback. Thus, the draft with the editing should
ASSESSMENT be placed next to the good copy for the author to reference and make changes.
Students work samples will be used to assess YOU DO:
against the rubric. The teacher will then evaluate Students will begin writing their good copy. Students who are finished with writing their
good copy will be asked to edit their good copy to make sure there are no mistakes.
this on an evaluation page. They will then submit this to the teacher.
A self-rating scale will be used for students to PLENARY
reflect on their own writing. Students will self-assess their writing piece:
Additionally, Students will be asked to place a red - Did I include interesting vocabulary to captivate the audience?
sticker if they do not understand the concept at all, - Did I make sure the beginning, middle, conflict and resolution are in separate
paragraphs?
yellow sticker for some understanding and green - Do all my sentences make sense?
sticker for understood. This will assist the teacher LEARNER DIVERSITY
with identifying students who are struggling with Extension: Students can be given additional feedback from the teacher on a sticky note
specific concepts. to work on and produce a higher quality writing piece.
Limited: Students can be provided with feedback on a sticky note for students to think
about and implement into their writing.
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Year one Year Two Outcomes INTRODUCTION: Humanities and
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, The teacher will introduce chromavid to the students and discuss how to find a backdrop. Social Sciences:
2.2, 2.3, 3.1, BODY: Communicating
) (ACELA1470) 4.1, 4.3, 4.4, KTP: and reflecting
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 - Use the screen shot function to select a backdrop. Chromavid
(WAHASS25 on IPad
) (ACELA1463) Practices - Set up the iPad to role play with characters.
)
1, 2, 3, 4, 5, 6, - Discuss some stage tips: face towards the camera
(ACELT1832) Drama,
7, 8 The teacher will pre-record a video and present it to the students. Red Screen
Principles - Students will be in groups of six and they will need to vote on the story they dance and
1, 2, 3, 4, 5 would like to role play.
LESSON OBJECTIVES Students will be asked to set up their role play with the camera in mind. They would need
visual arts
to organise the characters and provide a script of which person would say.
As a result of this lesson, students will be able to:
- Students will need to consider the camera and when each person would Paper to
 Create a video of the narrative the students’ enter/exit the screen. They would also need a director amongst them. plan and
have written using Chromavid. PLENARY
write up a
 Use Chromavid to find a backdrop. A think, pair, share discussion will be held:
script
- How does Chromavid work?
- How do you take a screen shot?
- iPads will be mirrored to the e-board and students will show how to find a
ASSESSMENT backdrop and screen shot that image.
Students work samples will be used to assess the LEARNER DIVERSITY
Extension: Students will work with under-achieving students to assist with articulating
first objective. The teacher will then evaluate this concepts – buddy system.
on an evaluation page. Limited: Students will work with high-achieving students for additional support – buddy
system.
Anecdotal notes will be used to assess the
students’ ability to perform these skill-based tasks.

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Year one Year Two Outcomes INTRODUCTION: General
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, Learning Intention: Type up a good copy of the narrative on Microsoft Word. Capabilities
2.2, 2.3, 3.1, Success Criteria: ICT capability
) (ACELA1470) 4.1, 4.3, 4.4, - Select different font sizes for the title and body.
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 Select an image to place in the word document, found on google
E-board
HASS
) (ACELA1463) Practices The teacher will model how to type up the good copy. Communicating connected
(ACELT1832) 1, 2, 3, 4, 5, 6, KTP and reflecting to
7, 8 - The teacher will model how to find a picture on google by typing keywords in (WAHASS25 computer
(ACELY1664 Principles into the search engine.
) 1, 2, 3, 4, 5 - The ‘Images’ tab will need to be selected. )
- The higher the number for pixels, the better quality the picture – this means the
LESSON OBJECTIVES picture can be enlarged and the pixels will not be seen.
- The teacher will model the different methods students can take to place the Laptops
As a result of this lesson, students will be able to: picture into the word document. x24
 Type their good copy onto a Microsoft Students will continue to finish off their typing task. On completion, they are permitted to
word document. search for images and place them onto the word document.
 Select different font sizes for the title and Students who are finished with their
PLENARY:
the body. A rating scale/self-assessment sheet will be used for students to critique their ICT skills.
- How well am I able to change the font size on a computer?
ASSESSMENT - Am I able to search for the image that I need on Google?
- What else should I know?
Students work samples will be used to assess the PLENARY
first objective. The teacher will then evaluate this A think, pair, share discussion will be held:
on an evaluation page. - Why are we typing the good copy instead of writing?
How would you find an image to put onto your word document?
Anecdotal notes will be used to assess the LEARNER DIVERSITY
Extension: Students will work with under-achieving students to assist with articulating
students’ ability to perform these skill-based tasks. concepts – buddy system.
Limited: Students will work with high-achieving students for additional support – buddy
system.

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Year one Year Two Outcomes INTRODUCTION: General
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, Learning Intention: Type up a good copy of the narrative on Microsoft Word. Capabilities
2.2, 2.3, 3.1, Success Criteria: ICT capability
) (ACELA1470) 4.1, 4.3, 4.4, - Select different font sizes for the title and body.
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 Select an image to place in the word document, found on google
E-board
HASS
) (ACELA1463) Practices The teacher will model how to type up the good copy. Communicating connected
(ACELT1832) 1, 2, 3, 4, 5, 6, KTP and reflecting to
7, 8 - The teacher will model how to find a picture on google by typing keywords in (WAHASS25 computer
(ACELY1664 Principles
) 1, 2, 3, 4, 5 into the search engine. )
- The ‘Images’ tab will need to be selected.
- The higher the number for pixels, the better quality the picture – this means the
LESSON OBJECTIVES
picture can be enlarged and the pixels will not be seen.
As a result of this lesson, students will be able to: - The teacher will model the different methods students can take to place the Laptops
 Type their good copy onto a Microsoft picture into the word document. x24
Students will continue to finish off their typing task. On completion, they are permitted to
word document.
search for images and place them onto the word document.
 Select different font sizes for the title and PLENARY:
the body. A rating scale/self-assessment sheet will be used for students to critique their ICT skills.
- How well am I able to change the font size on a computer?
ASSESSMENT - Am I able to search for the image that I need on Google?
- What else should I know?
Students work samples will be used to assess the PLENARY
first objective. The teacher will then evaluate this A think, pair, share discussion will be held:
on an evaluation page. - Why are we typing the good copy instead of writing?
How would you find an image to put onto your word document?
LEARNER DIVERSITY
Anecdotal notes will be used to assess the Extension: Students will work with under-achieving students to assist with articulating
students’ ability to perform these skill-based tasks. concepts – buddy system.
Limited: Students will work with high-achieving students for additional support – buddy
system.

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCE
LEARNING
ON AREAS S
Year one Year Two Outcomes INTRODUCTION: General
(ACELY1662 (ACELY1671) 1.3, 1.4, 2.1, - Summative assessment: Capabilities
2.2, 2.3, 3.1, - Write a narrative on a lined piece of paper. ICT capability
) (ACELA1470) 4.1, 4.3, 4.4, - Students will be provided with a plot mountain plan.
(ACELY1661 (ACELT1833) 5.1, 5.2, 5.3 - A rubric will also be available for students to access.
) (ACELA1463) Practices Literacy games:
1, 2, 3, 4, 5, 6, - Charades
(ACELT1832) 7, 8 - Alphabet game
(ACELY1664 Principles - iPad games
) 1, 2, 3, 4, 5 PLENARY
A think, pair, share discussion will be held:
LESSON OBJECTIVES - Why are we typing the good copy instead of writing?
How would you find an image to put onto your word document?
As a result of this lesson, students will be able to:
 Write a narrative using visual prompts.

ASSESSMENT
A writing summative test will be used to grade
students against a rubric.