FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 (weeks 5-7) YEAR LEVEL: ONE LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
x x thinking x Competence Understanding
x x
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

All children have access to an iPad each

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

Lesson 1 English- Language for By the end of this lesson
Week 5 interaction students will be able to;
Explore different ways o understand that
of expressing emotion plays a big
emotions, including part in
verbal, visual, body communication.
language and facial
expressions o demonstrate what
(ACELA1787) emotions; facial
expressions, and
body language are
trying to
communicate
Formative Introduction
assessment: at the o Game of ‘Charades’- This gets all students excited and
beginning during involved and it flows into the lesson of non-verbal-
class discussion to communication using types of emotions.
check for o Students all come onto the mat and the lesson will
understanding. begin.
Body
Summative o Why did the class play a quick game of charades? They
assessment: At
the end. Students subconsciously had to use nonverbal ques to try and get
need to have a their emotion across.
Body: PowerPoint
good mix of o On the board have pictures up on a PowerPoint with;
different types of  Pictures of different facial expressions and body
non-verbal
language conveying types of emotions
communication.
Named and titled  Students will go through each with the teacher
clearly. Uploaded finding out what each means and how we can
onto the class deal with that emotion.
page.
  Students will start understanding that you can
communicate how you feel through facial
expressions and body language. Body: Piccollage
Activity
o Students will pair up and create a collage showing
different ways of communicating emotions.
 A range of suitable resources will be available
for them to take pictures of (books, specific
sites, characters around the class) that students
can use.
 The collage must be clearly labelled with name
of emotion and how to overcome certain types
of emotions. (This will be used to assess their
understanding).
 Students will then upload their collage onto
their classroom page.
 Students need to ensure their name and their
partners name is in the collages somewhere.
o All of the student’s collages will be printed out and put
up on a wall in the classroom.

Conclusion
o The class will discuss different ways of communicating
 Have a couple of students come up the front a
demonstrate how someone might show an
emotion from their collage. The class must then
try guess what it is and then talk about ways to
deal with it.
o So far, the class has looked at how facial expressions,
and body language can be used to communicate how
someone may be feeling.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Lesson 2 English- Language By the end of the lesson Formative Introduction

Week 6 for interaction students will be able to; Assessment: o Recap on last lesson: class brainstorm- different ways to
Explore different ways during the lesson communicate feelings with each other (verbal and non- Word cloud
of expressing o Identify verbal and students will be verbal).
non-verbal assessed. The
emotions, including  Emotions, body language, facial expressions, etc.
emotions through teacher will walk
verbal, visual, body o Students will go through cards on the board and call out
text. around having a
language and facial the emotions based on the body language, facial
expressions chat to students
o Recognising expression or symbol they see.
(ACELA1787) about the game
different emotions  Explain to students that emotions can be used
and how they can
and how to express through sounds as well. Eg. Huffing (grumpy) Intro: story book- The
read the different
them. sobbing (sad) scream (scared). Peekapak Pals and the
emotions.
o Read a story from Peekavile: The Peekapak Pals and the Classroom chaos:
Summative Classroom chaos. https://www.peekapak.
Assessment: at the  Students will get a feel for the emotions used in com/~story/Self-
end. Students the book Regulation-2
Peekaville  The book will introduce the characters that
progress will be students will be working with on their
connected to the Peekaville.
teachers account
allowing further Body
assessing. Activity
o Students will learn how to use a website called
Body: Peekaville
Peekaville. This website is a fun exciting storytelling page
game:
that teaches social-emotional learning. Students must https://www.mypeekav
log in using individual QR codes. They then must create ille.com/game
their own avatar and start following the instructions.
o This page talks through step by step what it wants
students to do. It askes students to say what a character
is feeling based on the sentence they were read.
Conclusion
o Students will discuss types of emotions.
 Pick two or more students (depending on time)
to come up and present their work to the class.
This will allow other students to see how
different a story can be when another person
tells it.
 Summarise what has been taught/learned
through-out the three weeks on verbal and non-
verbal communication.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Lesson 3 English- creating At the end of the lesson Summative Introduction

Week 7 literature students will be able to; assessment- all o Read: Bear about Town. Stop after Thursday.
Explore different ways objectives will be  Ask students what they think might happen next in
of expressing o write a character assessed at the the story. Bear about Town- by
emotions, including description drawn end through the What days of the week come after Thursday? Esther Sarfatti and Stella
verbal, visual, body collection of the Blackstone
from illustrations in What might bear be doing on the other three days
language and facial stories student’s digital of the week?
expressions stories.
What emotions were seen in the book?
(ACELA1787) o represent emotion (Following on from last lesson)
through characters o Quick revisit of the app
Recreate texts
and their actions
imaginatively using
using digital
drawing, writing, Body
technologies.
performance and o Students will be recreating the end of a story using their
digital forms of iPads. Toontastic
communication (ACE o recreate an ending
of a story sticking to  Go through step by step with students making sure
LT1586)
the books pattern. everyone is at a similar pace. Students still need to
do their own ending but guiding the app will be
beneficial to keep students on track
o Students are to think about what they like doing on the
other days of the week, or they may choose to put
themselves in bears shoes and make it up.
o Students must focus on the emotion ‘Bear‘or another
character may have during the week and why they feel
that way.
o Students need to write down the story line for the rest
of the book and point out the emotion that their
character has on that day.
o Students need to be as creative as they can. Using the
app Students can record themselves telling the rest of
the story while moving characters around on their
screen.
o Students will need to save their work to their camera
roll.

Conclusion
o Go over the three lessons
o Recap;
o different ways of communicating emotions
 verbal/ non-verbal
o types of emotions
o how to deal with emotions