FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2- Week 3 YEAR LEVEL: 3 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 child will have access to an iPad.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

English 1)Create an iMovie that: See attached Motivation:

Week checklist. -1x iPad per child
3 Identify the -provides reasons as to The teacher will remove all of the crayons with iMovie
point of view in why a crayon of their from the desk prior to the students arriving installed
Mon a text and choosing quit and leave a rainbow trail to the book left on
suggest the mat. -The Day the
alternative -is told from the point of The teacher will bring the students down to Crayons Quit by
points of view view of a particular the mat and sadly inform them that he/she Drew Daywelt
crayon had a wonderful lesson planned but all of (hard copy picture
(ACELY1675) the crayons have gone on strike and left book for the
- includes images, text this book behind. teacher and digital
and music. The teacher will inform the class that the eBook available to
crayons will only return once their each student)
complaints have been heard. He/she will
then read the book aloud to the class. -A length of paper
with rainbow
scribbles along it
Body:
- Scrap paper
Using the iPads, in pairs students are to
create an iMovie trailer introducing a - 1x marker per
crayon of their choosing and providing chid
reasons as to why they quit according to
the book.
Each pair will have access to a digital
version of the book on the iPad to allow
them to gather the information they require
to create the iMovie.
Students will be given a crayon each as
well as scrap paper and markers to take
photos of and caption as they please.
iMovies must include both images and text,
and should clearly articulate why the
crayon has quit.

Plenary:
The teacher will select a few students to
present their iMovies for the class. The
class will assess the iMovies against the
success criteria.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Students are to: See attached checklist. Motivation: -iPad

Week English 1) Brainstorm
3 questions to ask The teacher will bring the children -Newspaper article
Identify the point down the mat and show them a about the Crayon
Wed of view in a text
Duncan in an
newspaper article about the Crayon Strike
and suggest interview about
Strike. The teacher will read the report
alternative why the crayons aloud. -Padlet (iPad app)
points of view quit as a class
using Padlet. “… Duncan is yet to respond to the -Paper
(ACELY1675) accusations made against him about
2) Write an not looking after his crayons.” - 1x pen each
interview script
Body:
in pairs asking
Duncan about Students are to create a response from
the crayon strike Duncan’s point of view against the
from his point of mistreatment of his crayons in the form
view in a way of an interview.
that encourages The teacher will ask the students to
contribute one suggestion each to a
the reader to
class Padlet and will ask students for
empathise with possible responses from Duncan for
Duncan. some of the questions.

The students will then write a question

3) Film their and response interview that provides
interview in Duncan to tell the story from his point
of view.
pairs using the Students will then film their interviews
iPad. using the iPad camera. These can later
be assessed by the teacher and
uploaded to their individual portfolios
on Weebly for parents to access.

Plenary

Exit ticket:
Having heard the story from two points
of view, do think Duncan was guilty of
not taking care of his crayons?
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

English Students are to: See attached Motivation -iPad with Book
Week checklist. Creator installed
3 Fri Identify the Create their own digital Students will be brought down to the mat
point of view in book inspired by The Day area where the teacher will read a book - Printed book
a text and the Crayon’s Quit using that he/she has created inspired by The created by the
suggest Book Creator on the iPad. Day The Crayons Quit utilising Book teacher on Book
alternative Creator. Creator
points of view The book must include:
-title Body - Student pencil
(ACELY1675) -author cases and
-photographs After reading the book, the teacher will stationary
-text explain the success criteria for the task and
involve the students in evaluating his/her
It should be told from a book against the success criteria.
first-person point of view
and employ language to Students will return to their desks and
persuade the reader to work individually to create their own story
empathise with their on Book Creator using the items in their
stationary. pencil case.

Plenary
A few students will be selected to share
their books with the class, who will provide
feedback based upon the assessment
criteria. Students will Airdrop the digital
books to the teacher’s iPad to be marked