FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2-3- term 3 YEAR LEVEL: 1 LEARNING AREA/TOPIC: descriptive writing

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 classroom has 1 to 1 access to IPADS, which are regularly used and have paid apps and students are familiar with how to
use. The room has a smart board (IWB) and access to the Internet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT Lesson description RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how)
LINKS

Lesson Explore differences in Explore different words used in Assess prior *Students have previously been focusing on the book Intro:
4) words that represent text ‘were going on a bear hunt’ knowledge: “we’re going on a bear hunt” By Michael Rosen. In book “were
Week 2 people, places and to create detail (specifically Formative their spelling and grammar they have been focusing going on a bear
Term 3 things (nouns, including adverbs, nouns and adjectives) Using Kahoot on different words- nouns, verbs, adverbs and hunt” by
Simple graded
pronouns),happenings adjectives. ( non specific to this story) Michael Rosen.
Create a word wall of the nouns understanding to
and states (verbs), (place/things which are the find students who
qualities (adjectives) obstacles) and the adjectives need more Introduction: Whiteboard and
and details such as used to describe these nouns support - Guided reading of the book “were going on a bear marker
when, where and how hunt” by Michael Rosen.
(adverbs)(ACELA1452) Can students - Teacher- Discussion around the story, Where did the Activity:
idenitify a noun characters go on their hunt? What obstacles did they Kahoot quiz
from the text? pass? What details did we learn about the obstacles? with approx. 5
- Using whiteboard teacher writes down the places questions and
Can students students come up with (doesn’t need to be from book) IPADS for
identify the
*teacher prompts with questions and ideas. students
adjectives used to
provide specicifc - Emphasis on nouns
detail about that Conclusion:
noun? Activity: Quiz on nouns and adjectives on Kahoot CD of oral
- Students are provided with words and are reading of the
asked to identify the nouns or the adjective book
- They choose the relevant answer and teacher
will discuss answer
- E.g. ‘Which of these is the adjective or the
describing word’ or what is the word ‘forest’

Conclusion:
- listen to the CD ( comes with book) and students
listen to the sounds and voice effects used by the
reader to describe the nouns.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT Lesson description RESOURCES = ICT
LESSON and other
Curriculum OBJECTIVE (what & how)
LINKS

4 Explore Create a roleplay of a verse of Formative Introduction: Intro:

Lesson 5 differences in the rhyme using ‘green screen’ assessment - Teacher plays the animation of the story ‘Were going IWB- YouTube:
app with appropriate actions and Simple checklist: on a bear hunt’ on IWB Were going on a
words that sounds to compliment language. bear hunt
Week 2 represent - During this teacher has asked students to see what
Observation and animation
Term 3 people, places words are used to describe the ‘sounds, feelings and
checklist of final
product from actions’ of the bear hunt Photocopies of
and things
lesson - Using copies the book pages from previous lesson verse pages in
(nouns,
teacher re-reads each verse of the rhyme (students book
including Work can recite the rhyme aloud as they will know it now)
pronouns),hap collaboratively to - Teacher writes adjectives on the board as students Whiteboard and
penings and create actions for help to find them. marker
states (verbs), language in the
qualities book and orally Activity: Small groups Green screen by Go ink Activity:
recite the setting. - In groups students will be given one verse each to Group:3-4
(adjectives) students
and details create a ‘show’ for using themselves as actors
Can students
such as when, identify an Colouring pencils
Each group- (5-6)
where and how adjectives and and a4 paper
1- Create the setting using pencils and A4 paper then
(adverbs)(ACE express them
photograph on IPAD
using their body Butterfly voice
LA1452) 2 – Teacher has prerecorded the dialogue of the verse-
language, recording
Students learn the dialogue fluently and be able to read it
movement and (teacher
Explore (use picture cues/ photocopies)
facial expressions prepares)
different ways Then as a group:
of expressing Photos of the
- background is a photo of drawn setting for each
setting
emotions, group (teacher will put as background later)
including - Students role play and plan the actions they will do and Green screen
how they will record their part. And what they need to say APP on IPADS (
verbal, 1 per group)
- Each group will be recorded roleplaying their part
visual,body - They will take a photo of their background and put as the
language and backdrop.
facial
expressions (A Created- Class book of ‘we’re going on a bear hunt’!
CELA1787) Conclusion:
- Each group performs their part in front of the class
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT Lesson description RESOURCES =
LESSON ICT and other
Curriculum OBJECTIVE (what & how)
LINKS

Lesson Explore differences in Identify nouns and Summative Introduction: Intro:

words that represent adjectives from the final 1. Guided reading of the book “were going on a bear hunt” Book: “were
6) people, places and book were going on a assessment: by Michael Rosen. going on a
things (nouns, bear hunt. Explore their Rubric: - Teacher- Discussion around the story, what did we notice bear hunt” by
Michael Rosen
including purpose in the text about the story? What part of the story was repeated a lot
Term pronouns),happenings Student of times? Where did the characters go on their hunt? What Website: For
3 and states (verbs), Create a sentence selected a details did we learn about the hunt? noun wordwall
qualities (adjectives) using a template from noun and ‘Word Salad’
Wk2 and details such as the book and fill in a relevant 2, On IWB teacher uses “Word salad”
when, where and how noun and 2 adjectives adjectives to - Teacher revisits the meaning of a ‘noun’- a word to Activity:
(adverbs)(ACELA145 to describe that noun create their outline a person, place or thing. Noun poster
2) own obstacle - Students are shown the pages in the story with the Adjective
Demonstrate actions in ‘the hunt’. verses of the rhyme e.g. ‘through the mud…’ and as a poster
Understand that using the body for the team find the noun for each verse.
Green screen
language is used in language used in the Formative: -Teacher then puts this in the word salad. (grass, river,
APP on Ipad
combination with rhyme, including sounds Observation: mud, forest, snowstorm, cave) teacher creates a word (x1)
other means of -Can salad with these on the IWB Photocopies of
communication, for students use - After the book settings are done students will help think each verse in
example facial their of other obstacles to add to the wordwall book prepared
expressions and imagination
gestures to interact to see the Activity: Template of
with words and 1. Independent task: use word walls created in leson 1 bear hunt
others (ACELA1444) act out the verse with
-Students will choose their own obstacle (a noun) to
action. spaces for
add a verse to the rhyme. E.g. bridge, rainbow etc students to fill
2. Students will show the teacher their sentence and their noun and
drawing adjectives
Also to draw a
3. With teacher prompting them they will chose 2
picture
adjectives which describe their noun (e.g. cold, wet) if they
can’t spell, teacher will write for them to copy pencil
(Template has the sentence used in book with nouns and
Conclusion:
adjectives left blank for students to fill- after “oh no… “ Can occur
- Extension: Draw a picture of their chosen obstacle outside
Conclusion:
-Teacher has a prepared dialogue of the book rhyme for
active story time- students are on their feet and will follow
teacher and be creative in doing actions of the bear hunt.
E.g. walking, go over, go under, sound effects, what it
feels like etc. they can add their own obstacles from the
assessment task.