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TERM/WEEKS: Term 2 Week YEAR LEVEL: 4 LEARNING AREA/TOPIC: English/HASS

5

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: All students have laptops

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

4
Plan, draft and Use search engines such as Formative INTRODUCTION:
publish Britannica and Kiddle, to Assessment – • Students will watch video on different cultures of the TeacherBMe. (2014,
imaginative, research information about a Creation of a world August 20). What is
informative and different country and their powerpoint slide • What is culture video: Culture [Video file].
persuasive texts culture. with information Retrieved from
containing key about country and https://www.youtube.com/watch?v=hgXpN6ZBKIM https://www.youtube.c
information and their culture. • Around the world for kids: om/watch?v=hgXpN6Z
supporting https://www.youtube.com/watch?v=rkHLL_GxG68 BKIM
details for a Summative (example of picture collage in this video)
widening range Assessment – • Teacher questions what students understood from Megghuther. (2012,
of audiences, Rubric for September 6). Around
the videos and what their understanding of culture is
demonstrating powerpoint slide the world for kids
increasing covering key • Using answer garden students enter in what they [Video file]. Retrieved
control over text areas in culture think culture is- these topics should be discussed from
structures and such as food, and main areas of focus for the lesson https://www.youtube.c
language religion, sports, - Food om/watch?v=rkHLL_G
features tradition,music, - Religion xG68
(ACELY1694) art and - Sports
government. Answer garden
- Tradition
People belong https://answergarden.c
to diverse - Music h/
groups, such as - Art
cultural, - Government
religious and/or Summative
social groups, Assessment –
and this can Design a creative picture collage Rubric for the BODY:
shape identity incorporating the information the book students are • Last lesson each student decided on country that
(ACHASSK093) students have learnt about their creating. Key they were going to research and write a story and
different country. points regard the then create a book about. Britannica
content and https://school.eb.com.
research at least • Story based on the storybook (Ziba came on a boat) au/
3 topics covered read in previous English lesson– about a child Kiddle
in their google coming to Australia from another country and how https://www.kiddle.co
slide of a specific they would feel leaving it
culture. • Today students will research information about that
country using Britannica, Kiddle and other search
Online PowerPoint
engines
Summative slide
Assessment – • Topics researching include culture headings – ie
Rubric for the those on the board as well as weather, famous
picture collage landmarks in that specific country (as well as any
students have other interesting facts students find)
created. Key • The information they research will be used to create Picture Collage
points in this https://slide.ly/collag
their story and book
rubric are layout, e/create?utm_conten
creativity, • As students research they will add this information
demonstration of they’re learning in dot points to a slide (part of google t=Collage_Home_Cr
a country culture. slides) eate
• Students to find pictures to represent the information
they have researched
• With these pictures students begin to design a
picture collage about their country (this will later be
added to their book creation)

CONCLUSION
• Students will continue on activities next lesson if not
completed
• Students tell the rest of the class, one interesting fact
or sentence about what they learnt about their
countries culture today.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 4 LEARNING AREA/TOPIC: English/HASS

5

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: All students have laptops

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

5 Understand that
the meaning of Recognise similarities and INTRODUCTION
sentences can differences in countries and Formative • Review what adjectives are (Covered this topic in
be enriched cultures by creating an iMovie Assessment – Term 1 English)
through the use about themselves. creation of a • Example of a couple of simple sentences on the
of noun powerpoint slide
groups/phrases with similar board – students have to chose one sentence and
and verb headings used in then add adjectives to make the sentence more
groups/phrases their previous interesting Lofthouse, L., &
and slide about - The rocket landed on earth Ingpen, R.
prepositional Identify adjectives used in the another country - I unwrapped my present (2007). Ziba came on
phrases book Ziba came on a boat and and culture - The cat was lying on the couch. a boat. Camberwell,
(ACELA1493) create a word cloud that will help Victoria: Puffin
• Students share their example with the class
students create their own book. Formative
Create literary Assessement-
texts that Creation of a Word Clouds
explore word cloud with BODY https://www.wordcloud
students’ own correct adjectives • Students to review Ziba came on a boat and identify s.com
experiences and identified. adjectives used. Create a word cloud with these
imagining examples - students can include additional adjectives
(ACELT1607) Summative Online PowerPoint
that might be useful with their book creation.
Assessment – Slide
Rubric for the • Students to review the slide they created on their
book students chosen country – from the information created iMovie App on iPads
have created. compare with Australia and themselves
Students use of • Create another slide with information about
adjectives to themselves and Australia (similar headings to their
make the story
previous slides so students can compare)
interesting.
• Students to create an iMovie with this information Kahoot
about themselves https://kahoot.it/
• iMovie –“About the author” about each student and
their culture
• This will be added to the book students will create in
later lessons.

CONCLUSION
• Share their iMovie with a partner.
• Each student tells the class something they learnt in
the iMovie about their partner.
• Using Kahoot – 4 questions – each question will
have a sentence and the students have to identify
the adjective
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 Week 6 YEAR LEVEL: 4 LEARNING AREA/TOPIC: English/HASS

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: All students have laptops and iPads

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

6
Literacy – Create a book, using book Formative Introduction:
Creating texts creator which showcases the assessment- • Teacher example of an eBook created similar to the
Plan, draft and students’ knowledge of Student ones students will have to create is shown to the Teacher example of
publish multiculturalism and identity, engagement in class – Title, picture collage, iMovie, storyboard eBook created
imaginative, including – food, language, creating book
(students will create in future lesson), and text
informative and religion,and traditions. using book
persuasive texts creator by • Brief introduction of how to use book creator app–
containing key completing the showing students how to add texts, videos and
information and title page and images
supporting inserting their • Students will have a chance to get a feel for the book
details for a iMovie by the end creator app and start creating their book through the
widening range of this lesson.
lesson
of audiences,
demonstrating Summative
BODY
increasing Assessment –
control over text Rubric for the • First students must continue with the planning and
structures and book students writing of their story
language have created. Key
features points regard the • In previous lessons, students were told they would Popplet
(ACELY1694) content and be writing this book and were coming up with ideas https://popplet.com/
research of Food, of their stories in their minds – today in the class
Literature – Language,
Creating students are able make their thoughts come alive by
Religion, Sport
Literature and Traditions of creating the mindmap
a specific culture. • Students will use popplet to create a mindmap of the
Create literary story they are writing including introduction, body,
texts that
character development, climax and conclusion
explore
students’ own • Students must remember to include country culture
Design an imaginative story that
experiences and in their story (research and knowledge they have
demonstrates text structures –
imagining introduction, body, character Formative learnt in previous lessons)
(ACELT1607) development, climax, and Assessment – • Students will use book creator to start the production
conclusion. creation of a of their story book. (even if students haven’t
Knowledge
mindmap completed planning of their story, in todays lesson Book creator
and
including key text the students will use book creator so they https://bookcreator.co
Understanding
structures. m/
– Civics and understand how to use it when they finish planning –
or app on iPad
Citizenship – as all students will work at different paces)
Summative
Government •
Assessment – Students to create at least their title page and insert
and Society
Rubric for the their iMovie (about the author)
People belong book students
to diverse have created. Key CONCLUSION
groups, such as points in this • Students will share in small groups of 4 what they
cultural, rubric are layout, have created – the title page and the about the
religious and/or ideas, creativity author page
social groups, and text structure
and this can
shape identity
(ACHASSK093