FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4 YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: English

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 children will have access to iPads, one per child. They are stored on charger slots easily accessible
to the children to collect.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

“Hairy Maclary,
1
ENGLISH As a result of this lesson, Answer Garden INTRO
children will be able to: – Diagnostic 1) Review previous lesson with key questions Shoo!” by Lynley
Recreate texts  Recreate 3 key events Assessment of - What characters can you remember from the Dodd
imaginatively in children's literature key events of
story?
using drawing, using drawing and/or the story to
writing, observe what - Where does Hairy Maclary go during the
writing with ‘Book story?
performance, the children
and digital forms Creator’. remember so - What happens when he goes into the toy
of  Use the voice recorder far. store?
communication to narrate the story - What does everyone say to Hairy Maclary?
(ACELT1586) they recreated on 2) Teacher will read children’s literature for the
‘Book Creator’. Work Sample -
third time.
(Displayed on
Prior Knowledge: 3) Transition: children move from mat to desks and
Book Creator) iPads
 The children will have collect iPads.
Summative
heard the story “Hairy Assessment to 4) Answer Garden – this will be used group ICT Tool 1:
Maclary, Shoo!” by observe whether diagnostic assessment to determine if the ‘Answer Garden’
Lynley Dodd twice in the students can children can remember some key events of the
the last couple of use this ICT story.
days. effectively to
recreate some of BODY
 The children have 5) Demonstrate again how to use Book Creator.
the events from
used the app, ‘Book the story. 6) Explain the task: children will be required to ICT Tool 2: ‘Book
Creator’ earlier in the Rubric to a pick three of their favourite events from the Creator’
term and are familiar assess: story and recreate them on the app.
with the features. -Completed 7) Children will then individually work on
The children have used the recreation of
recreating 3 key events in the story using the
ICT Tool ‘Answer Garden.’ three events
-Events that are drawing/writing feature on Book Creator.
recreated are 8) Once the children have redrawn/rewritten 3 key
correct events in the story they will come back to the
-Students ability
 to draw pictures mat.
into the app. 9) Teacher will explain and demonstrate how to use
-Students ability the voice recorder feature on the app.
to write text into
10) Children will use the voice recorder to narrate
the app
-Students ability their own stories on the app.
to record 11) The teacher will guide the students to export
-Students ability their stories as an ‘ePub’ and then copy to
to export on the iBooks where they will be saved.
app CONCLUSION
12) Students will then be asked to return to the mat
with their stories for show and tell for those
who’d like to share and to review the lesson with
key questions
- What parts of the story did you recreate in
your stories?
- How did you create your stories on Book
Creator?
- What does your story have on it?
How do we know what’s happening in the picture?

2 ENGLISH As a result of this lesson, ‘Kahoot’ INTRO

children will be able to: – Diagnostic 1.) Review previous lesson with questions: “Hairy Maclary,
Recreate texts  Recreate 1 key event Assessment of - What characters can you remember from the Shoo!” by Lynley
imaginatively from the novel “Hairy key events of story Hairy Mclary Shoo? Dodd
using drawing, Maclary, Shoo!” by the story to test - What places did Hairy Mclary go to during
writing, Lynley Dodd and student’s the story?
performance, change the ending of the knowledge on
- Where did Hairy Mclary go after the toy
and digital forms key event using the novel.
of shop?
PuppetPals. - Who drove Hairy Mclary home?
communication Completed
(ACELT1586) Prior Knowledge: PuppetPal video
 The children will have -Summative 2.) The teacher will re-read the novel for the fourth
 heard the story “Hairy assessment. time.
Maclary, Shoo!” by Rubric to access 3.) Transition: children move from mat to desks and
Lynley Dodd three (tick off): collect iPads. iPads
-effective use of
times in the last 4.) The teacher will instruct students to go on
the puppets to ICT Tool 3
couple of days. recreate the ‘Kahoot’ where they will be tested to see if they ‘Kahoot’
 The children have chosen event can remember key events from the novel.
used the app, -The event being
BODY
‘PuppetPals’ earlier in recreated is
correct and has a 5.) The teacher will explain that today they will be
the term and are
different ending recreating one event from the novel and ending
familiar with it.
-Voice over it differently, for example instead of Hairy
 Children have used demonstrated Mclary being told to leave the school he could
‘Kahoot’ a few times -all group have been told to stay and learn with the
and are very familiar members played children.
with it. a role
6.) The teacher will play a YouTube of a PuppetPal
-Students can YouTube video of
export to camera already made that is about Hairy Mclary. Hairy Mclary
role 7.) The teacher will demonstrate again how to use PuppetPal
PuppetPal. https://www.you
8.) The teacher will further explain that the task tube.com/watch?
they are doing today is to be recreated using the v=1ZWSSoCaTc
PuppetPal app. w
9.) The teacher will put the students into small
groups of four and explain that each person has a ICT Tool 4
different role to play, for example one person ‘PuppetPal’
might be Hairy Mclary, one person might be the
headmaster or a different character, one might be
one of Hairy Mclary’s friends or a school
student and another person needs to talk over the
scene to narrate what is happening.
10.) The teacher will show the students the large Finger puppets
variety of finger puppets (based on the story)
that are available for the children to act out and
ensure that students understand that only their
 hands and the puppets should be in the story.
11.) Children will be sent off to begin task.

CONCLUSION

12.) Students will be brought back to mat with their

iPads where they will be shown how to export their
project to the camera roll.
13.) Three groups can volunteer to show the class.
14.) The lesson will be reviewed with the following key
questions
- What event in the story did your group create?
- How did you make the event end differently?
- What characters did everyone in your group
play?

3 ENGLISH As a result of this lesson, Popplet- INTRO

children will be able to: Diagnostic 1.) Review what they did in the previous lesson.
Recreate texts Assessment to “Hairy Maclary,
 Recreate an event 2.) Teacher will read children’s literature for the Shoo!” by Lynley
imaginatively demonstrate if
from the novel “Hairy fifth time. Dodd
using drawing, the students are
writing, Maclary, Shoo!” by really familiar 3.) Transition: children move from the mat to the
performance, Lynley Dodd using with the novel desks and collect iPads. iPads
and digital forms iMotion. on the last day 4.) Students will be instructed to open ‘Popplet’ app
of that they will be ICT Tool 5
and will be shown again how to use it.
communication Prior Knowledge: using this story ‘Popplet’
5.) The teacher will explain that students need to
(ACELT1586)  The children will have by mind
make a brainstorm about each of the different
heard the story “Hairy mapping all of
events from the novel and include information
Maclary, Shoo!” by the key events
of the story and about each; including the characters, what
Lynley Dodd four
characters in happened and where the event took place.
times in the last
detail .
couple of days. BODY
 The students have Completed 6.) The teacher will explain what they will be doing ICT Tool 6
used the app ‘iMotion’ iMotion movie “you will recreating an event from the story ‘iMotion’
earlier in the term and -summative again, this time using a different ICT. You will
 are familiar with its assessment to be using iMotion.”
features. assess whether 7.) The teacher will demonstrate again how to use
 Children have used students can use iMotion.
a different form
Popplet before and are 8.) The teacher will put the students into small
of ICT such as
familiar with the app. iMotion to groups of two or three and explain that each
recreate part of group member needs to have a turn taking the
the story. Rubric photos and moving the characters in the scene.
will be used to 9.) The teacher will explain that they can use the Lego
tick off whether lego or anything they can think of to represent Play dough
they could: the characters.
-Create the
10.) The teacher will explain that they can create the
scenery and use
characters that scenery using play dough.
are very similar 11.) Students will start creating their iMotion movie.
to the novel
-Put together the
movie with CONCLUSION
enough pictures. 12.) Students will come back to the mat where the
-Can import the teacher will show them how to import the
movie movie.
13.) Three or more groups can volunteer to show
their iMotion movie.
14.) The teacher will conclude the lesson by
reviewing the three lessons by asking:
- What event from the novel did you enjoy
most?
- Who was the main character?
- What did everyone tell Hairy Mclary to do?
- Which ICT did you like using the most for re
creating the novel?