FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4 week 2 YEAR LEVEL: Year 9 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:

Every student will have access to their own device (iPad).

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

Term 4 (ACELY1811)  Identify key themes & Formative Introduction (5 minutes)

Week 2 Use interaction skills to
Lesson 1 present and discuss an
idea and to influence
and engage
an audience by
selecting persuasive  Compare understandings
language, varying voice
tone, pitch, and pace,
and using elements such
as music and sound  Demonstrate an
effects
(ACELY1744)
Use comprehension
strategies to interpret
and analyse texts,
comparing and
evaluating
representations of an
event, issue, situation or
character in different
texts
 Recognise the impact of
(ACELA1561)
Identify how
vocabulary choices
contribute to specificity,
ideas presented and assessment: Mind  The teacher will introduce that today the students will be using Class Texts:
interpret them to produce map depicting what Puppet Pals to enact a scene or do a summary of the novels  The Rabbits – by
an engaging and persuasive the students have studied during the last semester: “The Rabbits” or “Of Mice John Marsden &
learnt and have and Men”. The picture book and novel are used to cater for
text. students of different capabilities so that the students feel Shaun Tan (1998)
retained from their comfortable with the studied texts. The clips will be shown to  Of Mice and Men –
and representations of key reading of the texts. the classroom in another lesson but will not be marked as a by John Steinbeck
themes, issues, events or formal assessment. (1937)
characters. Formative  Have a class discussion about the two novels, whilst the
assessment: The teacher creates a mind map that all students will be able to see Mind map: Popplet
understanding of plot teacher will go throughout the lesson on the projector.  Use to do summary
structures, character around to each pair o Key themes & ideas represented in the texts of the novels so that
and collect (Sustainability, environment, culture, human nature)
analysis and a sound the students can see
information about o Summary of the plot (setting, climax, resolutions) them on the board as
knowledge of the texts o Characters (protagonists, antagonists)
studied. their ideas for their they work on their
o The Rabbits – by animation. In that Body (40 minutes) animation
John Marsden & process the teacher Activity: Create an animation
Shaun Tan (1998) will be able to  Teacher will instruct the students to work in pairs with a Puppet Pals: Create
o Of Mice and Men determine; person that would like to do the same novel and give them 30 animation
– by John  the student’s minutes to work on their product. They have 2 minutes to get  Use the app on the
interaction into their pairs.
Steinbeck (1937) iPad to construct a
skills  By the end of the 30 minutes the students should have
creative and unique
 their ability to o Picked their text (scene or plot summary)
their stylistic choices; o Identified what the key themes/events they will be animation depicting
o persuasive discuss and representing in their animation a scene or summary
techniques
 abstraction and stylistic o tone of voice, compare ideas o Chosen how (stylistic choices) they will hook their plot of the studied
effectiveness pace, with a partner audience and convey their purpose. texts.
o special effects  The student’s o Begin to work on their animation using Puppet Pals.
on the viewer’s response interpretation  The teacher will pace around the room, noting down what each
and show an awareness of pair are doing their enactments on and see the progress of their
and ideas.
context, audience & understanding  The teacher will use proximity to ensure students remain on
purpose. of the ideas task.
represented in  At the 30-minute point, the teacher will ask students to finalise
the studied their product and if they haven’t finished, they should be
texts. prepared to tell the class what they were working towards at
the least.

Conclusion (5 minutes)
 All the students will come back to their seats and the teacher
will give some reinforcing feedback to the students about their
projects (‘We all have some fantastic ideas and I cannot wait
to see them all’)
 Set as a homework task to think about how they can improve
their animation and prompt them to think about
o Using music and sound effects
o Using their voices creatively to add to their characters
o What are the main points that they are attempting to
convey?

Students will finish their Puppet Pals animation in the next lesson (Week 2 Lesson 2).

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

Term 4 (ACELA1560)  Manipulate visual Formative Introduction (10 minutes) YouTube & projector-
Week 2 Analyse and explain the techniques and persuasive Assessment:  Start the lesson by showing the students this short clip to Clip to begin the lesson:
Lesson 3 use of symbols, icons devices to produce a movie Teacher will assess motivate their creativity. (Apple ‘Intention’ advert) https://www.youtube.co
and myth in still and
moving images and
poster for one of the the students  Teacher does a recap of some of the key factors covered m/watch?v=LcGPI2tV2y
how these augments studied texts. thought process previously when we did animations of the studied texts. Y
meaning o The Rabbits – by whilst they are o Characters, plot and ideas presented
John Marsden & working on their  Teacher moves the student’s attention to the finer details of
(ACELY1745) Shaun Tan (1998) posters: visual conventions used to shape viewer’s response Class Texts:
Explore and explain the o Of Mice and Men  The students o Context, purpose and audience  The Rabbits – by
combinations of – by John show an o Review S.W.A.T Codes John Marsden &
language and visual Steinbeck (1937) awareness of  Symbolic, written, audio, technical Shaun Tan (1998)
choices that authors
 Demonstrate how the influence  Contrast, rule of thirds, positioning, lighting,
make to present
symbolism, icons and of their choices expressions, body language etc.
 information, opinions myths can be used to on their  Impact on audience (Responses: excite,  Of Mice and Men –
and perspectives in produce meaning, keeping audience. intrigue, invite, inform) by John Steinbeck
different texts audience, purpose and  Student’s (1937)
context in mind. creativity with Body (35 minutes)
 Investigate how the use of constructing a Activity: Make your own movie poster
both language and visual unique piece  Teacher will deconstruct an example movie poster to provide Beauty and the Beast
choices shape the way we drawn from a scaffold for students to follow (Beauty and the Beast) movie poster:
present our ideas and their o What students should include and consider https://bltomato.com/pro
influence the viewer’s understanding o Colours, connotations, symbols, tone, lighting, ject/beauty-and-the-beast
response to the texts.  Their characters etc.
consideration o Initial responses to the texts - what intrigued you as a
of appropriate viewer? Does it make you want to go watch the
choices (both movie?
visual and  Teacher will also let students know that this poster will help Annotable on Projector
language) to them with an upcoming assessment (allow students to be screen:
appeal to their accountable for their learning) Use annotating app to
identified  Allow 25 minutes for students to work on their posters deconstruct poster
audience, individually. together with the class
context &  Teacher monitors students work and prompt them to think (Teacher tool)
purpose about audience (age, culture), purpose (entertain, inform)

Conclusion (5 minutes) Adobe Spark post:

 The students finalise their work and teacher remind students Use Adobe spark post to
to keep working on the posters as homework as it will help construct their own
them for the next lesson where they can use their posters as poster individually on
inspiration for their upcoming assessment. the text they choose.
 Have a quick open class discussion where students are invited
to share their ideas, get inspired from their peer’s ideas and
get feedback from both the teacher and peers.

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

Term 4 (ACELY1741):  Create a movie trailer using Summative Introduction (10 minutes) YouTube & projector to
Week 2 Plan, rehearse and
iMovie of the studied texts assessment (Due  Start the class by showing students an Apple advert on - play the video
Lesson 4 deliver presentations, Week 3 Lesson 4): ‘Perspective’ (inspire the students to think outside the box and Apple ad:
selecting and from only one character’s
be creative with their work) https://www.youtube.co
sequencing appropriate point of view.
content and multimodal
elements for aesthetic o The Rabbits – by
and playful purposes John Marsden &
Shaun Tan (1998)
(ACELY1746):
Create imaginative,
o Of Mice and Men
informative and – by John
persuasive texts that Steinbeck (1937)
present a point of  Explain the deliberate
view and advance or choices made and show an
illustrate arguments,
understanding of purpose,
including texts that
integrate visual, print context & audience
and/or audio features  Demonstrate the
understanding of point of
view, persuasive techniques
and visual conventions used
to shape the viewer’s
response.
 Evaluate their work in
progress, identifying room
for improvement and
consideration.
The final product  Inform the students on this lessons activity - making a movie m/watch?v=TJ1SDXbij8
will be assessed trailer from the perspective of one character from studied texts. Y&t=31s
based on Instruct them to get into pairs with someone who wants to do
 The sequence the same text.
of events -  The end product will be reviewed and assessed by the end of
Showing an week 3 as a formal assessment.
understanding Class Texts:
of plot TASK: Students will work in pairs to produce a movie trailer from  The Rabbits – by
structure to the perspective of only ONE character from our studied texts. John Marsden &
invite viewer’s Students are also required to hand in a 500-word rationale depicting Shaun Tan (1998)
interest. their stylistic choices, the appropriateness for the target audience  Of Mice and Men –
 The and the effectiveness of their trailer. by John Steinbeck
consideration (1937)
and
appropriateness Body (35 minutes) Research Tool:
of choices to Activity: Make a movie Trailer Pixabay or pexels for
suit context,  Teacher explains to the students what should be included in the images (free for
audience and trailer download).
purpose. o Build suspense (audio, sound effects, pace)
 Critical o Show main characters iMovie:
analysis of the o Glimpses of key events Use the app on the iPad’s
key themes and o Special effects/dramatisations to create the movie
ideas o Engaging and leaves audience ‘hooked’ trailer.
represented in  Students spend 30 minutes working on their trailer in pairs.
chosen text.  Teacher monitors the student’s progress during the activity and
encourages student to do some research such as watching QR creator and Google
Formative trailers for other movies. forms to conclude the
assessment: Google o Students should take note on the trailers they watch lesson:
evaluation form for and identify the conventions and explain the effects QR: to direct students to
teacher to track the on the viewers. the google form.
student’s progress
and will help to Conclusion (5 minutes)
provide feedback in  Teacher allows the students to save their work and give them
the following instructions that they will have a bit more time to work on
lesson. them next lesson.
Plenary activity:
 The students are given a google form survey which they will Google forms will be
get to from scanning a QR code which the teacher will put up used to evaluate their
on the projector. The students will complete a google form on progress.
evaluating their own progress, thought processes, what they’re https://goo.gl/forms/Ngd
unsure about and what they like about the activity. 3BfPBkfMGINMW2