FORWARD PLANNING DOCUMENT

TERM/WEEKS: T 2, Wk 2, 3, 4 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:

All ICT related apps/websites can be accessed on each individual students’ iPad. All apps that will be used, have been downloaded onto students’ iPads before the lesson.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

W2, L1 Discuss texts in which  Crayon Box

1. Draw your own Introduction:
characters, events  Book: ‘The Day
crayon using the  Students are to be seated on the mat and teacher will
and settings are Once students the Crayons Quit’
‘Drawing Desk’ app, introduce the book ‘The Day the Crayons Quit’ by
portrayed in different have uploaded
individually, on iPads. by Drew Daywalt
ways, and speculate photographs of Drew Daywalt to them
 Students’ iPads
on the authors’ 2. Create a Word their work onto  Teacher reads book to students
reasons (ACELT1594) Cloud from any nouns ‘Schoology’,  ‘Drawing Desk’
 After teacher reads book, teacher will tell students
and adjectives that your teacher will application
instructions for their activity
chosen crayon can assess their work  ‘Word Clouds’
draw/colour, in pairs, by using a application
Body:
using the app ‘Word  Schoology
 Students will choose a colour crayon from the crayon
Clouds.’
box and design a new label for it, using the ‘Drawing application
Desk’ app on their iPads (students have
 Once students have finished their crayon label, teacher individual
explains next activity to them accounts
 Teacher places students who have the same chosen previously set up
colour into pairs by the teacher)
 Students create a Word Cloud on the app ‘Word
Clouds’ on their iPads using any nouns and/or
adjectives that their colour crayon could draw/colour
 Once students have created their Word Cloud, they are
to upload it onto their Schoology student page

Conclusion:
 Student sit on the mat and teacher flips through book
once more
 While teacher is flipping through the book, students
and teacher read out the main adjectives and nouns
that each specific coloured crayon is used for Duncan’s
drawings
 Students that were in pairs when completing the first
activity are to share their nouns/adjectives with their
peers in a class discussion
 After students have shared their ideas, teacher is to
make sure all students’ work has been uploaded onto
their ‘Schoology’ account
 Students are to clean their desk area and get the
classroom ready for the next lesson
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

W3, Examine how Diagnostic/  Book: ‘The Day

1. Research ‘persuasive Introduction:
evaluative language Formative the Crayons Quit’
L2 texts’ individually, by  Teacher reminds students of their previous lesson and
can be varied to be Assessment: by Drew Daywalt
more or less forceful using information from a - Teacher gives students any feedback from the last lesson that
Weebly website, to fill in  Students’ iPads
(ACELA1477) questions may help them in further lessons i.e. nouns/adjectives
a worksheet about how  ‘Popplet’
students about that certain coloured crayons could draw etc.
Understand how to write persuasive texts. certain elements application
 Teacher explains to students about the importance of
different types of of a persuasive (students have
2. Create a mind map research and planning before starting to write a
texts vary in use of text i.e. emotive individual
as a plan for a persuasive text
language choices, language, accounts
persuasive text with the  Teacher shows students on SmartBoard/projector what
depending on their structure, length previously set up
purpose and topic on why your etc. the Weebly website looks like (students have used
by the teacher)
context (for chosen colour is the best - Teacher can Weebly before and are familiar with how to navigate it)
example, tense and colour, individually, write short  ‘Weebly’ website:
https://www.weeb
types of sentences) using the app ‘Popplet’. anecdotal notes Body:
(ACELA1478) on how students  Students individually research persuasive text writing ly.com/weebly/ma
answer questions in.php#/
by using the Weebly website and filling in the
and if they
worksheet
understand the
content  Once students have researched and filled in their
worksheet, teacher explains next activity for the lesson
 Students create a plan for their persuasive text by
making a mind map on Popplet (students are familiar
with this tool and have used it on previous activities)
 Student who may have finished their plan earlier than
others, may begin their draft

Conclusion:
 Teacher questions students about some techniques
that are used for persuasive text writing i.e. emotional
language, structure of text, paragraphing etc.
 Teacher is to make sure all student work has been
uploaded onto students’ accounts on ‘Schoology’
 Students are to clean their desk area and get the
classroom ready for the next lesson
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

W3, Use software  Book: ‘The Day

1. Write a persuasive text Introduction:
including word proc the Crayons Quit’
L2 about the topic of why  Teacher recaps how to write a persuasive text i.e.
essing programs by Drew Daywalt
your chosen crayon colour structure, language, paragraphing etc.
with growing speed
needs to be used more,  Students’ iPads
and efficiency to  Teacher explains the importance of writing drafts
individually, in English  Students’ English
construct and edit before starting the final copy when writing a persuasive
Books. Books
texts featuring text i.e. having planned three strong ideas to write
visual, print and 2. Type completed  ‘One Note’
about makes it easier when doing the final copy,
audio persuasive text, application
individually, using One planning the structure of ideas etc.
elements (ACELY168
5) Note.
Body:
 Students are to hand-write a draft persuasive text in
their English Books – they can use their mind map and
research worksheet for extra help while writing
 Once students have finished their draft and it has been
edited by the teacher, they are able to begin their final
copy
 Teacher shows students an example of a document on
OneNote
 Students type their final copy on a OneNote document
 Once students have finished typing their final copy of
their persuasive text, they will print them out and glue
them in their English Books

Conclusion:
 Teacher asks students revision questions about how to
write a persuasive text i.e. structure, paragraphing,
language techniques etc.
 Teacher reads out the main ideas of some final copies
of students’ persuasive texts to the class
 Students engage in a Think-Pair-Share about their
favourite idea in their persuasive text and why it was
their favourite
 Teacher asks students to write on a sticky note:
something they learnt, something they enjoyed about
writing persuasive texts and something they would like
more help on or a question they have to ask the
teacher