FORWARD  PLANNING  DOCUMENT              

TERM/WEEKS: Term 3 YEAR LEVEL: 2 LEARNING AREA/TOPIC: English/ ICT Focus

Weeks 3-5

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT ü Critical and creative Ethical Behaviour Personal and social Intercultural
ü thinking ü 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:

One iPad will record all the videos of the students playing their sequencing boards (lesson 1).
Each student will need their own iPad and must keep the same iPad for the duration of this project (lesson 2 and 3).
All iPads will need the following apps installed previously to these lessons:
- Bookcreator
- Greenscreen
- Background eraser
- And basic functions of the camera and camera roll

In lesson 1 the class will need 10 sequencing boards

In lesson 2 the class will need 10 iPad pens
WEEK/   West  Australian   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     RESOURCES  =  ICT  and  other  
LESSON  
Curriculum     OBJECTIVE   (what  &  how)   EXPERIENCES  
 LINKS   (Introduction,  Body  and  Conclusion)  
   
 

    Students  will  be  able  to...   Assessing  that  the   Mat  session  –  (10  mins)   Book:  Life  on  Mars  by  
Week  3   English  –       student  can   Read  book.     Jon  Agee  
Creating  text:     recreate  a  text   Key  questions/  discussion  points:    
Lesson   •   Record  their  recreated  
  similar  to  the  one   -­‐   Group  retell.  What  are  the  main  parts  of  the  story?  (write    
1   story  using  an  engaging   on  board,  main  parts  are  as  followed)  
Construct  texts   read,  using  their    
  featuring  print,  
voice  on  the  sequencing  
individual  input.   -­‐   If  you  were  about  to  get  in  your  rocket  ship  and  zoom  off    
visual  and  audio   story  boards.     Students  will  also   to  your  planet  what  would  the  planet  be  called,  what    
elements  using     be  assessed  on   would  it  feel  like,  who  or  what  living  object  would  be    
software,   •   Apply  imaginative  input   their  recordings   there  and  what  present  would  you  bring  to  your  living    
including  word   to  the  story  that  makes   they  make  on  the   friend?  (Start  brainstorm  on  board)      
processing   sense  (filling  in  the  gaps   sequencing   -­‐   Discuss  what  point  of  view  this  book  is  told  in      
programs  (ACEL to  personalise  story).     boards  and  what   -­‐   Explain  the  expectations/  goals  of  today’s  rotations    
Y1674)   adjectives  and    
  nouns  they   The  six  scenes  from  Life  on  Mars  will  be…    
English  –     choose  to  fill  in   1.   I’m  on  __.  No  one  believes  there’s  life  on  ___.  But  I  do    
Creating   the  gaps.     and  I’m  going  to  find  it.      
literature:     2.   So  far  __  looks  pretty  __.  More  __  than  I  thought  it  would    
  Each  student  will   be.  How  can  anyone  live  here?      
Innovate  on   be  filmed  using   3.   I  brought  a  gift  of  ____.  I  don’t  think  I’ll  find  anyone  to    
familiar  texts  by   the  camera  app   share  it  with.  Everybody  was  right  there  is  no  life  on  __.    
experimenting   on  an  iPad  while   4.   I’m  going  home  immediately!  Oh  no  I’m  lost!  Where  is  my    
with  character,   they  play  their   space  ship?      
setting  or  plot   story  board.  This   5.   No  way!  It’s  life!  I’m  on  __  and  it’s  alive!  I  can’t  wait  to  get    
(ACELT1833) will  make  it  easier   back  to  Earth  and  show  everybody  what  I  found.    I  bet  I’ll    
  to  mark  later  and   see  my  space  ship  from  the  top  of  the  mountain.  Ahh    
  also  keep  a  hold   there  it  is!  *walks  up  mountain,  finds  life  on  mountain    
  of  each  students   and  sees  rocket  ship*    
story.     6.   What  an  adventure,  I  always  believed  there  was  life  on    
  __.  And  I  was  right!  I  think  I  deserve  a  treat!  *opens    
This  lesson  will  be   wrapped  box  to  look  inside*  
 
formatively    
assessed  through   Construction  materials  
observational    
notes  and   Today’s  rotations…      At  each  rotation,  cards  with  the  directions  for    
feedback  cards.   the  particular  task  will  be  visible;  some  students  need  these    
Students  will  be   instructional  cards  to  refocus)   Boxes,  milk  cartons,  lids  
able  to  see  this   1.   Create  your  rocket  ship  (15  min  rotations)  –   from  bottles  etc.  
feedback  to   Collaborative  play      
enhance  their   Using  recycled  materials  create  your  shape  ship  you    
future  rotations.   would  take  to  your  planet.    
For  example,   2.   Paint  your  background  –  Collaborative  play     Paint  and  painting  
feedback  on   Using  different  painting  techniques  to  create  the   tools  (straws,  dish  
recording  with   environment  you  would  have  on  your  planet  (gloomy,   washing  liquid,  cut  out  
the  sequencing   rocky,  fluffy  etc.)  Some  paint  techniques  include:  bubble   potatoes  etc.)    
boards  will   painting  with  straws  and  dishwashing  liquid,  stamp    
benefit  when   painting  and  leave  printing.  Student  will  also  need  to  
2  pieces  of  paper  per  
students  need  to   student  (total  of  40)  
create  another  painting  using  the  same  technique  and  
record  on    
colours  but  with  a  mountain  in  it.  The  2  paintings  will  be  
bookcreator  in    
photographed  and  put  on  the  students  iPad’s  and  will  be  
lesson  3.      
used  as  the  background  for  green  screen.    
Idea  plan  template    
 
 
3.   Create  your  story  board  cards  (20  min  rotations)  –      
Students  work  independently  with  collaborative    
discussion    
Students  will  need  to  plan  their  twist  to  the  story.      
-­‐   The  planet  name      
-­‐   An  adjective  to  describe  their  planet’s  environment     120  cut  out  cards  that  
-­‐   Their  gift  they  would  take  to  ‘life’  on  their  planet   fit  into  the  sequencing  
-­‐   Their  living  friend     boards  
   
Students  will  be  given  a  template  with  sentence  starters   Pencils    
to  jot  down  their  ideas  before  drawing  and  recording  (this      
sheet  must  be  kept  for  following  lessons).      
On  the  card  provided  students  will  draw  their  story  with  
 
their  twists.  Place  finished  cards  on  the  sequencing  board.    
10  Sequencing  board    
Record  your  sequencing  board  (ICT  focus)  –  Students  
1  iPad  
work  independently  for  most  part    
 
Using  the  idea  plan  sheet  as  a  guide  students  will  record  
 
their  depictions  of  their  drawings  on  the  cards  into  the  
 
sequencing  boards.  Students  will  hold  down  the  button  to  
 
record  their  voice.  Students  need  to  be  reminded  to  use    
 an  engaging  voice  when  recording.  Once  students  are  
finished  they  will  find  someone  in  the  group,  who  has  
finished  as  well  to  film  them  holding  up  their  sequencing  
board  while  they  play  their  recording  on  the  camera  app  
of  the  iPad.  Once  the  video  has  been  recorded  students  
may  delete  their  recordings  and  keep  their  sequencing  
cards.    

Plenary  activity  –  (10  mins)  Collaborative  sharing    

Students  will  be  put  into  small  groups  to  share  their  ideas  with  the  
others  in  the  group.  Students  will  show  their  idea  plan  and  explain  
each  scene.  
 
Explain  what  will  be  complete  next  lesson.    
 
 
WEEK/   West  Australian   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     RESOURCES  =  ICT  and  other  
LESSON  
Curriculum     OBJECTIVE   (what  &  how)   EXPERIENCES  
 LINKS   (Introduction,  Body  and  Conclusion)  
   
 

Week  4     Students  will  be  able  to…     Assessing  that  the   Mat  session…  (10  mins)     Book:  Your  book  you  
Lesson   English  –     student  can   Surprise  students  will  the  real  spaceman’s  helmet  that  they’ll  get  to   have  previously  
Creating   •   Act  out  events  that   create  events  and   wear  today  while  they  film.     created  that  will  be  
2   View  pre-­‐made  book  on  the  smart  board.    
literature:     occur  in  their  story  that   characters  similar   similar  to  the  
Key  questions/  discuss  points:  
  will  be  filmed  using   to  the  ones   student’s  final  
-­‐   How  the  images  of  the  character  (body  language,  facial  
Create  events   displayed  in  Life   product.  View  the  
iPads expressions)  and  words  depict  how  the  character  feels.    
and  characters   on  Mars,  using   book  on  bookcreator  
•   Create  a  character  that   -­‐   How  are  you  going  to  show  your  emotion  when  you’ve  
using  different   their  individual   via  the  smart  board    
will  be  recorded  using   lost  your  space  ship  or  found  your  living  friend?    
media  that   input.  Students    
develop  key   iPads  that  show   will  also  be   -­‐   Explain  the  expectations/  goals  of  today’s  rotations  and    
events  and   assessed  on  their   roles  in  the  recording  station.   Space  helmet    
appropriate  facial  
characters  from   expressions  and  body   ability  to  use  the    
 
literary   appropriate  facial    
language  to  reflect  the   Today’s  rotations…    At  each  rotation,  cards  with  the  directions  for  
texts  (ACELT159 expressions  and   the  particular  task  will  be  visible;  some  students  need  these   Wrapped  up  gift  box  
3)   context     body  language   to  symbolise  the  gift  
instructional  cards  to  refocus)  
  •   Co-­‐operate  with  others   according  to  the   1.   Film  and  edit  your  movie  (ICT  focus)  –  Students   to  give  to  your  living  
Literature  and   to  complete  the  roles   part  of  the  story   collaboratively  work  in  rotation  groups  under  given  roles   friend    
context:   given  while  filming   they  are  acting   Each  student  must  have  their  own  iPad  (iPad  number  will    
  takes  place   and  how  they   be  written  down  next  to  student’s  name).  Students  will   Students  rock  ships    
Discuss  how   want  to  convey   gather  all  props  and  costume  and  get  ready  to  film   Green  screen    
depictions  of   their  character’s   (rocket  ship,  gift  wrapped  box  etc.).   Tri  pod    
characters  in   emotions  towards   1  iPad  per  student  
In  an  area  set  up  with  the  green  screen  on  the  wall  and  a  
print,  sound  and   the  certain  event.      
tripod  for  the  iPad,  students  will  take  turns  acting  out  
images  reflect      
their  story.  Each  scene  must  be  separately  recorded  (6  
the  contexts  in   Student  will  be    
scenes  in  total),  the  overview  of  the  scenes  are  listed  in  
which  they   assessed  on  how    
lesson  1.  All  film  must  be  landscape.    
were   they  participated   Role  hats    
created (ACELT1 as  a  group   Students  will  be  separated  into  roles  at  this  station,  they  include…    
 
587)   member  with  a   -­‐   The  actor      
  given  role.  This   -­‐   The  assistant,  call  out  what  needs  to  happen  next  using    
  will  be  mainly   the  plan  created  in  the  previous  lesson  
 
  assessed  through    
-­‐   Prop  organiser,  passes  over  the  next  prop    
  observational    
   notes  (formative   -­‐   The  film  director,  student  who  is  behind  the  iPad  filming    
assessment).     -­‐   Time  keeper      
  -­‐   Next  person  getting  ready  to  become  the  actor      
This  lesson  will    
also  be  a  form  of   (Students  will  wear  hats  with  the  name  of  the  role  and  swap  over    
summative   when  the  next  person  becomes  the  actor)    
 
assessment    
Students  need  to  be  mindful  of  their  body  language  and  facial  
where  students    
express  and  use  them  to  an  advantage  when  they  are  acting  
will  be  assessed   out  each  scene.      
through  checklists     Greenscreen  app    
cross  checked   Edit  green  screen  –    Students  work  independently  with    
against  the   collaborative  discussion    
objectives  listed.     Once  the  filming  is  completed  students  will  import  their    
  footage  to  the  app  green  screen  and  will  position  their    
  footage  accordingly  to  the  background  that  will  found  on    
Students  ‘tweet’   the  camera  roll  of  each  iPad.  Complete  for  all  6  scenes.    
that  is  completed   Students  save  their  6  scenes  as  a  movie  to  their  camera    
in  the  plenary   roll  on  their  iPad.      
activity  time  will   If  re  shooting  needs  to  happen  students  will  be  able  to   Students  iPads  
be  a  source  of   use  some  time  next  lesson  to  do  so.        
self-­‐assessment     Background  eraser:  
and  feedback  on   2.   Find  your  ‘living  friend’  (ICT  focus)  –    Students  work  
superimpose  app    
how  the  lessons   iPad  pens    
independently  with  collaborative  discussion  
are  going.    
Students  will  use  Google  image  to  find  an  image  of  their  
 
‘living  friend’  they  want  to  include  in  their  story.  Students  
 
will  save  the  google  image  to  camera  roll  and  open  the  
 
photo  in  background  eraser:  superimpose.  Carefully  crop  
 
around  the  image,  using  an  iPad  pen  for  more  precision.     Tweet    
Once  the  background  is  removed  students  will  save  the  
final  photo  to  their  camera  roll.  Next  lesson,  they  will  add    
this  photo  to  their  book  on  book  creator.      
   
 
Plenary  activity  –  (10  mins)  Students  work  independently  with  
collaborative  discussion  
At  student’s  desk  get  them  to  fill  in  a  ‘tweet’  about  today’s  lesson.  
A  chance  for  them  to  self-­‐evaluate  and  give  feedback  about  how  
this  activity  is  going.  Prompting  questions  include…  What  did  you  
learn  today,  what  did  you  find  tricky,  how  can  you  make  next  
lesson  better?    
 
WEEK/   West  Australian   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     RESOURCES  =  ICT  and  other  
LESSON  
Curriculum     OBJECTIVE   (what  &  how)   EXPERIENCES  
 LINKS   (Introduction,  Body  and  Conclusion)  
   
 

Week  5     Students  will  be  able  to  …     Students  will  be   Mat  session…  (10  mins)    
Lesson   English  –     •   Record  their  voice  to   assessed  on  the   Prepare  the  book,  Life  on  Mars  by  Jon  Agee  with  post  it  notes   Prepared  book,  Life  on  
Creating  text:     engage  the  listener/   quality  of  their   covering  some  of  the  words  that  repeated  often  and  are  easy  to   Mars,  Jon  Agee    
3     finished  product   guess.  Use  the  prediction  strategy  through  a  shared  reading    
reader  to  the  text  of  their  
Construct  texts   against  the  criteria   method  to  show  students  the  importance  of  having  good  title,    
story  using  the  record  
featuring  print,   in  the  ‘teaching  and   front  cover,  blurb  and  visuals.  Use  prediction  to  get  the  students    
visual  and  audio   function  on  bookcreator       learning   to  help  you  guess  the  covered  words.      
elements  using   •   Construct  a  quality   experiences’   Key  questions/  discuss  points:    
software,   interactive  book  on   column.  à     -­‐   Would  you  be  interested  to  read  a  book  that  has  a  black    
including  word  pr bookcreator  with  the   This  will  be   and  white  front  cover,  with  no  pictures,  and  a  boring    
ocessing   components  created  in   assessed  as  a   title?    
programs  (ACELY summative    
previous  weeks.     -­‐   What  are  some  ways  we  can  make  our  title/  front  cover  
1674)   assessment  piece    
  as  a  checklist  will   interesting?  (start  brain  storm  on  board)      
  be  attached  once   -­‐   Explain  the  expectations/  goals  of  today’s  rotations      
the  teacher  has    
viewed  the  book  on   Today’s  rotations…  (At  each  rotation,  cards  with  the  directions  for    
the  bookcreator   the  particular  task  will  be  visible;  some  students  need  these    
app.   instructional  cards  to  refocus)    
  1.   Putting  together  the  final  product  (ICT  focus)  –  Students    
Students  will  also   work  independently  with  collaborative  discussion    
be  assessed  that   Students  will  open  bookcreator  and  start  creating  their    
they  can  record   final  product.  They  need  to  ensure  they  have  included  the   Students  iPads    
their  voice  using   following  in  their  books  to  deem  it  a  quality  book:    
the  appropriate    
-­‐   An  engaging  title  and  put  the  authors  name  (front  of  the  
tone  of  voice  to    
convey  their   book).  The  first  page  will  have  allocated  texts  boxes  for    
character’s   these  elements.      
emotions  towards   -­‐   A  blurb,  that  simply  explains  what  the  book  is  about.    On    
the  certain  events   the  last  page  of  the  book  students  need  to  tap  the  ‘+’  to    
that  happen  in  the   add  a  text  box  to  include  this  element  of  the  book.    
story.  This   -­‐   Filming  done  in  lesson  2  from  the  camera  roll.    On  each    
component  will  be    
page  of  the  book  students  need  to  tap  the  ‘+’  to  add  a  
added  to  the    
checklist     the  footage  from  the  camera  roll  to  include  this  element    
  of  the  book.    
   -­‐   Image  of  living  friend  imported  into  the  book.    On  the    
The  students  will   correct  page  students  need  to  tap  the  ‘+’  to  add  an    
also  receive  a  2   image  from  the  camera  roll  to  include  this  element  of    
starts  and  1  wish    
the  book.  
sheet  from  their    
partner  in  the    
If  students  need  time  to  film  again  they  may  do  so  in  this  
plenary  activity    
station,  an  adult  will  assist  filming  to  ensure  they  keep  to  
part.      
time  schedule.    
   
The  final  display  of  the  book  should  be  as  engaging  as  books  
At  the  end  of  the    
they  read.  Ask  them  ‘if  you  saw  this  book,  would  you  want  to  
day  the  teacher  will    
pick  it  up  and  read  it?’.    
collect  all  iPads  to    
2.   Record  your  story  (ICT  focus)  –  Students  work  
view  the  books  and    
independently  with  collaborative  discussion  
mark  them.      
Using  the  record  function  on  bookcreator  students  will   Individual  recording  
record  their  voice  over  for  their  book  in  the  individual   booths    
recording  booths.  If  students  want  to  may  also  add  text  to    
their  pages).  The  will  use  their  story  plans  to  guide  them    
through.      
Popcorn  machine    
3.   Making  popcorn  –  Teacher  help  needed  at  this  station    
 
Students  will  make  popcorn  using  the  microwave,  in    
preparation  for  presentation  of  the  books  created.      
Ear  phones    
Plenary  activity  –  (10  mins)      
Students  will  sit  on  the  bean  bags  or  cushions  around  the    
classroom  with  their  popcorn.  In  pairs,  they  will  listen  to  each  
other’s  books  with  earphones  on.  At  the  end,  they  will  each  write  
2  stars  and  1  wish  to  give  feedback  on  the  book  they  just  watched.  
The  2  stars  and  1  wish  will  then  be  given  back  to  the  student.