FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1
General Capabilities:
Literacy Numeracy
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
LESSON AUSTRALIAN
CURRICULUM
LINKS
1 Discuss features of plot,
character and setting in
different types of
literature and explore
some features of
characters in different
texts (ACELT1584)
Develop and
communicate design
ideas through
describing, drawing,
modelling and/or a
sequence of written or
spoken steps
(WATPPS07)
LEARNING AREA/TOPIC: English – Australian Animals
ICT
Asia and Australia’s engagement with Asia
SPECIFIC LESSON
OBJECTIVE
1. Be able to mark in the
route taken by Grandma
Poss and Hush as they
journey around Australia
and match the pictures of
the food eaten with the
capital city.
2. For students to be able to
identify the main
characters and name the
other Australian animals
that also appear in the
story.
AUSTRALIAN CURRICULUM
Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Sustainability
ASSESSMENT TEACHING & LEARNING KEY RESOURCES
(what & how) EXPERIENCES QUESTIONS
(include learner diversity)
“What different animals
Assess the students 1. Introduction, the lesson begins with reading can you see?”
to see if they are the selected book on the topic ‘Australian The book
meeting the Animals’ “Possum Magic” by Mem Fox. “There is only one word ‘Possum
in Possum Magic that is
objectives and are Magic’ by
written in capitals. Why
engaging and As a class read through the text, predicting events Mem Fox.
do you think the word
participating well in as the story is read. Discuss and answer the is written this way?”
each activity. following questions:
“What kinds of Magic
After the book has been read, explain the four were in Grandma Poss’s
- Through anecdotal books?”
notes write down if rotations around the room by activity, then split
any students are not the class up into selected groups of about 5 “What sorts of food did
students in each group and send off each group to they try? Have you had
meeting the
their activity. them before?”
objectives and any
other important
information that 2. The first activity gets the students to make
should be taken note their own lamingtons, which is referenced in
of. If the students the book that was read. The students will have
name was not an EA there to help the students organise them “Has anyone had a
written down then lamington before?”
to make the lamingtons. The students are all Store bought
that students is
handed a square piece of store bought plain sponge,
along the right track. “Does anyone know
melted
how to make one?”
 sponge, they are explained that they need to chocolate,
“What is in a desiccated
dip the sponge in the melted chocolate lamington?” coconut and
completely with their forks and then coated in paper plates.
desiccated coconut. The students then will put “What city did Hush eat
a lamington?”
their lamingtons they made on a paper plate
and write their names on the side of their
plate. They will be placed in the fridge until all
three other activities are done and the
students can eat them at the end of the day.

3. The second activity gets the students on a map “Can anyone tell me
discussing where the possums went around where we are on the
map?”
Australia. The students are handed an empty
map of Australia, the EA at the desk will help “Has anyone ever been
Large labelled
the students read through the book to anywhere else in
map of
Australia? Where?”
remember where Grandma Poss and Hush Australia and
went. The EA will have a detailed map of “Does anyone empty maps
remember where Hush of Australia
Australia with all the capital cities, states and ate a pavlova in enough for
territories on it so the students can follow Australia?” students.
along and locate the cities the possums went
“Can you find Sydney
to. The students then match the pictures of on the map?”
food that were eaten in each capital city on
their map and retell their journey.

4. The third activity uses ChatterPix app to collect

information about Possums and retell what “Have you ever seen a
they have learnt. For this activity have some possum?”
simple easy readable facts about Possums
“What did it look like?” iPad’s enough
already designed on a QR code for them to
 scan on their iPad’s. The students pair up and “What was it doing?” for every
read the information that they find and then student, QR
“What does a marsupial codes for
take that information and record themselves mean?”
simple year 1
speaking about what they know about level possum
“What does a nocturnal
possums. The students can get any picture of a facts.
animal mean?”
possum off of the Internet and add it into
ChatterPix so it looks like the possum is
speaking.

5. The final activity on the rotation is for the

“What animal is this?”
students to match the labels of Australian
animal names with the pictures in the book. “Have you seen this Laminated cut
animal before?”
Have a cut of images of the animals in the book out images of
characters in
and cut out names of different Australian “What other way can
you sort these images?” the book and
animals, have the students match up the name names of the
to the picture of the animal. If they finish early animals.
have the students come up with any other way
to organise the pictures, such as by colour, size
etc.
“What special things
could Hush do when
6. Conclusion, have the students pack away their she was invisible?”
activity and to sit back on the mat. Before the
“Would you like to be
students eat their lamingtons have a class
invisible?“
discussion about what they have done this
Made
lesson and talk about the book. “What would be fun
about it? What might lamingtons
and ‘Possum
To finish have the EA hand out all of their be a disadvantage?”
Magic’ book
lamingtons and re read the book while they enjoy by Mem Fox.
Where was the setting
their treat. for this story?”

Why do you think this

After the lesson has finished collect all the videos
book is so popular
off of ChatterPix and any pictures taken in the amongst children?”
lesson to be uploaded onto Seesaw for the parents.
“What did you like
about it?”
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English – Australian Animals

AUSTRALIAN CURRICULUM

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

“Raise your hand if

2 Know some
characteristics and
features of literary
texts, such as
characters, beginning
and ending in stories
and rhyme in
poetry (ACELT1785d)
Develop and
communicate design
ideas through
describing, drawing,
modelling and/or a
sequence of written or
spoken steps
(WATPPS07)
1. Participation in class
activities and to
comprehend the main
ideas in a story.
2. To identify when two
words share a rhyming
pattern.
Assess the students to 1. Introduction, the lesson begins by reading you have been to visit
a zoo before. What
see if they are meeting the lessons book on ‘Australian Animals’,
was your favourite
the objectives and are “Edward the Emu” by Sheena Knowles. animal to see at the
engaging and zoo? Why?” The book “Edward
participating well in the Emu” by
Before reading have a motivation question
each activity. Sheena Knowles.
about who has been to the zoo. After the book
“How can describing
has been read, have a class discussion about
- Through anecdotal story elements using
what the students thought about the book.
notes write down if key details help you
Then explain the four rotations around the better understand the
any students are not room by activity, then split the class up into story?”
meeting the objectives selected groups of about 5 students in each
and any other group and send off each group to their activity. “Did anyone notice
important information the rhyming words
within the book?”
that should be taken 2. The first activity has a bunch of laminated
note of. If the students different rhyming words for the students to “What lesson did the
name was not written main character learn?”
match all the rhyming words. The students Laminated rhyming
down then that
students is along the will explore and have some fun with the words that are
rhyming words, if the students finished some from the
right track.
book and more.
early encourage the students to sort the
“What rhymes with
this?”
 words in different ways such as what letter
“How else could you
it starts with, which words were in the book sort this?”
or not etc.

3. For the second activity, the students will

make a Brain Drain and think of all the
“Are some words the
words that explain why they are special. same?” Paper, coloured
The students will write them on a piece of pencils and gold
“Which words are star stickers etc.
paper using markers and making their page
different?”
as decorated as they wish. The students
then compare their list with a friend and ‘What makes them
special?”
put a yellow star by your favourite
descriptive word on your friend’s Brain
Drain paper.

4. For the third activity, the students will make

their own Edward the Emu with lots of craft
paper, pipe cleaners, feathers etc. The “What will go on you
emu?”
students will make their own emu on a A3
piece of paper and then label the body with “What do you know A3 paper, craft
what is on the emu. If the students have about emus?” paper, pipe
cleaners, feathers,
time then search up any facts about emus, “What facts do you glue etc.
whether that means printing out and know already?”
sticking on or writing it down and add them
to their Edward poster

5. For the final activity, the students will use

the app on the iPad called Green Screen.
The students can pair up or group up and “How will you retell
 have fun recreating the story using some the story?”
rhyming words from the book with some “Do you like this app?” iPads enough for
cut out images of the characters behind a each pair, green
green screen. The students film on the “What rhyming words
screen, props etc.
do you remember that
camera, add in a background image, as well are in the book?”
as adding in any other images that they can
“What do you think it
move while recording. They can then record will look like?”
their voice explaining the story of Edward
the Emu. The students can also get creative
and act out as the characters themselves if
they want or use their drawings. The finish
product of the students then can show their
video at the end of the lesson.
“What do you think
the author is trying to
6. For the conclusion, the students will come tell us?”
back onto the mat. The students will take
“Why did Edward
turns in their groups to pick something to want to be other
show to the class whether that was their animals at the zoo?”
Brain Drain list, their emu they made or
“Is Edward happy at
their Green Screen video. the end of the story?
Why?”
After the students have had fun showing their
“What did Edward
work have a class discussion about what they learn?”
thought about the book.
“What are some
Conclude the lesson by redirecting the students rhyming words found
in the story?”
onto the next lesson. After the lesson has
finished collect all the videos off of Green “If you could be any
animal at the zoo what
Screen and any pictures taken in the lesson to would you be?”
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English – Australian Animals

be uploaded onto Seesaw for the parents.

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

3 Develop and 1. Participation in class Assess the students to 1. Introduction, the lesson begins with reading
communicate activities and completion of see if they are meeting the selected book on the topic ‘Australian
"Looking at the
design ideas work detailing factual the objectives and are Animals’ “Koala Lou” by Mem Fox. illustration and thinking
information relating to engaging and about the title, what do
through describing,
Koalas and information participating well in Introduce the book Koala Lou by Mem Fox. you think this story
drawing, modelling taken from the story. each activity. Look at the cover. Before you begin reading, might be about?"
and/or a sequence The book ‘Koala
allow the students to take a few minutes to “Who are the main Lou’ by Mem
of written or 2. Successful completion of - Through anecdotal make predictions with their partners. characters? How can Fox
spoken steps activities and ability to notes write down if you tell?”
(WATPPS07) present learning in different any students are not After the book has been read, have a class
ways. meeting the objectives discussion about what they thought about the “What are the main
events in the story?”
Discuss characters and any other book.
and events in a important information “What lesson did the
range of literary that should be taken After the discussion explain the four rotations main character learn?”
texts and share note of. If the students around the room by activity, then split the class
name was not written up into selected groups of about 5 students in “What lesson did the
personal responses main character learn?”
to these texts, down then that each group and send off each group to their
making students is along the activity.
connections with right track.
students' own 2. The first activity gets the students to draw
experiences (ACELT their family on a coloured piece of card “What ways does your
1582) with a range of pencils for them to have fun family give love?”
with. The purpose of the activity is to have
the students then make a list of ways their “Try sounding out the
word to spell, what Coloured
mom or dad show them that they love papers,
does it start with?”
them with out saying the words “I love coloured
you”. Encourage the students to really think “What do your parents pencils and any
about all the ways you can show someone do before you go to other materials
you care about them without actually sleep?” for them to
saying the words, and encourage them to create with.
use their writing skills to make short
sentences. After they have finished they are
welcome to take it home to give to their
parents.
“From the book, what
3. Complete a character brainstorm of Koala did you learn about
Koalas”
Lou on the app Book Creator. The students
brainstorm everything that they know “What do they look iPads enough
about Koalas, including what they look like, like?” for every
feel like, sounds like, etc. Use Inspiration to student with
display learning, including images of Koalas “What sort of animal is Book Creator
a Koala?” on it.
and have students discuss the different
characteristics. The students can add the “Are there any
information they collected from the book or similarities between
they could search up more facts around Koalas and Possums?”
Koalas including information about their
habitat, food and general characteristics.
The students have the freedom to draw,
add in pictures, add in text and more in
Book Creator.
4. The third activity have the students
recreate the Bush Olympics as displayed in “What do you think the
the text Koala Lou and have students create Bush Olympic medal
looks like?”
medals to awards to the game winners. The
students make their own medals out of “How will you design Ribbon. Paper,
ribbon, paper, scissors etc. and decorate your medal?”
coloured
their own medals. Have the students go pencils, stamps
outside to move their bodies and pretend etc.
they are Koala Lou and at the Bush
Olympics while wearing their made medals.
“What happens at the
5. The second activity have students retell the beginning of the story?’
story using sequencing, the students draw
the story’s play in a sequence of drawings. “What is the problem
that comes up in the
The students break down the story from story?” A3 pieces of
the beginning, to the middle and then the paper, coloured
end. If the students need help have the “How did it end?”
paper, coloured
book for there to reference back to. The pencils etc.
students will have the freedom to add in
some text or just draw etc.
“Why do you think
6. Conclusion, have the students come back to Koala Lou’s mother
the mat and ask if the students want to stopped saying, “Koala
Lou, I DO love you” so
have the story read to him again. The class often?”
will then discuss what they think about the
book and what activities they enjoyed “How would you feel if
today. this happened to you?”

“Do you think that

After the lesson has finished collect all the Koala Lou’s mother
videos/pictures off of Book creator and any ever stopped loving
pictures taken of the students work in the her?”
lesson to be uploaded onto Seesaw for the
“What was the moral of
parents. the story?”