FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1,
Weeks 7-8

YEAR LEVEL:

LEARNING AREA/TOPIC:

ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Critical and creative

thinking

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

Ethical Behaviour

Asia and Australias engagement with Asia

N/A

Personal and social

Competence

Intercultural
Understanding

Sustainability
N/A

N/A

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Week:
7
Lesso
n:
2

Literacy;
Creating Texts;
Plan, draft and publish
imaginative, informative
and persuasive texts
containing key information
and supporting details for
a widening range of
audiences, demonstrating
increasing control
over text structures
and language features
(ACELY1694)
Literacy;
Interpreting, analysing
and evaluating;
Identify characteristic
features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1690

SPECIFIC
LESSON
OBJECTIVE
Create an
informative
text on a
designated
country.
Research
countries
using the
internet and
extract
relevant and
factual
information.
Design the
informative
text through
the use of
Tagxedo and
Piktochart.

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

The lesson
objectives can
firstly be judged
through the
teachers
observations.
Questioning
students
throughout the
lesson will
generally
establish whether
or not they are
struggling with
the strategies
established in the
lesson.

Introduction;
Students enter the classroom after lining up
outside and sit on the mat in front of the
whiteboard, under instruction from the teacher.

The lesson recap

will further more
accurately help
the teacher
evaluate whether

Lesson;
The teacher breaks the class into pairs (in the
event of uneven numbers, there can be the odd
group of three), then allocates a country to each
pair/group to research. The countries allocated

The teacher asks questions that recall a previous

lesson (writing informative and persuasive texts).
This aids in refreshing students memories
regarding the topic.
The teacher then creates a brainstorm on the
board of countries that students are familiar with.
Students contribute the names and interesting
facts about other countries. The teacher then
explains the basis of the lesson researching an
allocated country with a partner and creating an
informative text using Tagxedo and Piktochart.

KEY
QUESTIONS

RESOURCES

Who can
tell me what
an
informative
text is?
Why are
these types
of texts
important?
What do
they help us
with?

Whiteboard,
working
whiteboard
markers

the lesson
objectives were
met or not. It also
allows teachers
to see if students
who were
struggling with
the lesson have
caught up and
understood the
concept by the
end of the lesson.
However, a
checklist is
arguably the
most ideal way to
see whether the
lesson objectives
were achieved.
These checklists
are completed
when teachers
walk around the
classroom and
ask questions
tailor-made to
see whether or
not the lesson
objectives are
being met.
The rubric for this
lesson would
include:
Ability to create
an informative
text on a
designated
country.
Ability to
research
countries using
the internet and

should be countries that are well known and with

much information on them for students to
research (e.g. Egypt, Germany, Italy, etc).

iPads, working
internet
www.tagxedo.
com
www.piktochar
t.com

Students are to research their allocated countries

using iPads on the following websites;
http://kids.nationalgeographic.com/,
http://www.factmonster.com/,
http://www.britannica.com/,
http://www.ask.com/?o=10181&jr=true,
http://www.countryreports.org/
Research gathered should include the countrys
name, location, population, currency, language
and food. Collecting additional information
should be encouraged.
Students then create a word cloud using
Tagxedo. Students should be encouraged to
make their designs as original as possible. This
includes changing the colour, theme, font,
orientation, layout and shape of the word cloud.
Students will thus be able to become creative
whilst using technology. Their word clouds should
be saved, as they will use it in their next step.
Then, students are to create an infographic using
Piktochart. Similarly to Tagxedo, Piktochart
allows students to unleash their creativity, thus
making it an enjoyable and fun experience for
the students. The infographic should include the
name of the country, the word cloud created on
Tagxedo and pictures of the country. Students
must also include a detailed and persuasive
paragraph, describing the country to tourists.
The paragraph should contain information that
was researched at the beginning of the lesson.
Conclusion;
Recap the lesson with the students. Ask students
what type of text they created during the lesson.
Stress the importance of writing informative texts
and their benefits.
Ask students to share their infographics and talk
briefly about them. While this occurs, the teacher
should be marking off the assessment checklist

What type
of text did
you create
during
todays
lesson?
What
makes you
think it was
that type of
a text?
Why do you
think we

extract relevant
and factual
information.

to see if students have met the lesson objectives.

The checklist can be used as an individual
checklist or as a class checklist.

Ability to design
the informative
text through the
use of Tagxedo
and Piktochart.

Praise students for working well and prepare

them for the next lesson.

On this matrix,
students will be
assessed on a
BEYOND
STANDARD
LEVEL, MEETS
STANDARD
LEVEL, and DOES
NOT YET MEET
STANDARD LEVEL
scale. If
necessary,
additional
comments will be
made.

used
informative
texts
today?