Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time:1.00PM

Date:28/01/16

Students Prior Knowledge:

Have previously used iPads and the
CodeReader apps.
Knowledge of narratives and features
of a text.
Navigation of IPads.
Development of literary characteristics
e.g. WHO, WHAT, WHEN, WHERE, WHY.

Learning Area: English

Strand/Topic from the Australian Curriculum

Construct texts that incorporate supporting images using
software including word processing programs (ACELY1664)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Identifying characteristics of a text for example who, what, when, where and why.
Construct a brainstorm developing their ideas, from which they will construct a text.
Create a video story book of an imaginative text they have created
Teachers Prior Preparation/Organisation:
Make sure class set of of iPads has the Code
reader and PuppetPal Apps downloaded and
working.
Make a short story using the PuppetPals app Example to show to the students.

Make and print enough QR codes for a

character and setting per pair.

Provision for students at educational risk:

Students at risk are being monitored at
all times and extra help and assistance is
given with the ICT.
Students who struggle with this activity
or iPad use are paired up with another student
who can competently help them.
Provide individual instruction and
explanations for these students - Students with
special needs or abilities will be given extra
assistance or alternative activities.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Motivation and Introduction:

1.00PM

Ensure students are aware that this is a Year 1 English lesson.

Resources/Reference
s

Give the class a brief background to the unit. We have been working on
stories and different characteristics of a good story. We are currently
exploring different ways we can show a story visually via drawings, videos,
puppets and ICT.
1.05PM

What makes a good story? What are the basic characteristics we need in
every story? (Ask for a guess answer as the class wont have any prior
knowledge as a classroom would).
Today we are going to focus on making our own stories and creating a video
puppet show to showcase our story. There are QR Codes around the room
that link to a name and some to a place or setting - We will need you guys to
scan one from the WHO (colour) and one from the WHERE (colour)

1.10PM

Class set of iPads

1. Explain to the class that today for English we are going to be

practicing the things that make up stories. WHO, WHAT, WHEN,
WHERE, WHY. As a class what the WHO (characters), WHAT (plot)
When (part of the setting. The date) Where (part of the setting. The
place) WHY (what caused the thing to happen).
2. Make sure that all students have grasp of what these things
mean. Do this by asking questions that require students to give
examples of each part. Ask at least 1 student per section. Focus on
kids that may struggle with the topic to make sure they know what is
going on.
3. Discuss with students what they need to do regarding the QR
Codes around the room that link to a name and some to a place or
setting - We will need you guys to scan one from the WHO (Colour)
and one from the WHERE (colour).

Pre made and laminated

QR codes link to either a
character or a setting,.

** The names on the cards do have names of our classmates - however in a

classroom setting with students they would be random names (Bullying
measure) however we are all relatively mature adults so I dont think it will be
a problem.
4. In pairs students are to sit together with an IPad between
them (Depending on how many and how many IPads) and brainstorm
what they could create a story about (Being as creative as possible).
5. Students will then create a brainstorm via Popplet.com
exploring the different elements of a story and using their QR codes
(WHO and WHERE) to brainstorm the remaining elements needed for
their story. They will need to complete their brainstorm, ending up with
a WHO, WHAT, WHEN and WHERE - This will then lead them to
actively engaging in their creation of a story via Puppet Pals on the
IPads.

Popplet.com

6. Once brainstorms are finished, students are to work together

on the iPads using PuppetPals app to make their own story that
includes all of these literary characteristics. Put the IPad between
both of you and come up with a great video representation of your
story for the class.

7. If students want to get different backgrounds for their Puppet

Pals videos they may go to Britannica ImageQuest - Link will be
If any students wish to get help or watch an example of a PuppetPal there is
one linked the back of the QR Codes (Who) - Using QR Scanner to watch.
On the back of one of the QR codes is another code that links to a video I
have already made using the same app. In your pairs you can watch this and
use it to inspire your masterpiece
8. Explain that they will spend the 15 minutes (edited for
presentation) working on the video story and then with 5 minutes at
the end we will put them on the interactive whiteboard and watch it.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

1.20

Youtube.com

9. Once the students are working on their stories, go around

and ask them what character their WHO and WHERE and their idea
for their story. And if they have worked out the WHAT and WHEN. If
they have not done this, work with them to come up with some ideas
and make sure that they are on track before leaving.
10. Remind students when they have 5 minutes left, they will be
showing their story to the class in 5 minutes. They must have the
WHO, WHAT, WHEN and WHERE planned out before they finish the
lesson - however they will be given time to finish on another day.
11. Make sure to remind students that when they are finished
they are to make sure they export the story so that it can be seen on
the IPads camera roll - So that we can link it to the whiteboard and
watch.

PuppetPals App
IWB.

12. STOP LOOK AND LISTEN (or preferred method of gaining

attention). Everyone come and on the mat and make sure you can
see the interactive whiteboard. Which pair would like to go first and
show everyone their story?
Lesson Closure:(Review lesson objectives with students)
13. Get the class back to the mat to share the videos to the IWB
and watch the stories with the class.

1.35PM

14. Once you have watched some of the videos ask the class
what were some of your favourite Characters or settings or parts of
some of the stories? You have 30 seconds to think pair share with
your right hand shoulder neighbour and then I will pick some people
to share with the rest of the class. Make sure that students are
identifying the aspects of the story.
-Padlet - Get students to scan the Padlet QR Code and to evaluate and
provide feedback on the lesson.

Transition: (What needs to happen prior to the next lesson?)

Select 2 students to collect the iPads and put them away. Once this is done
and all the iPads are collected have the students move quietly back to their

Interactive whiteboard,
cable which allows iPad to
computer sharing.

Padlet.com to share
feedback for the lesson
(http://padlet.com/wall/e
m0w0s8g1mi3)

1.40PM

seats and get their stuff out for the next lesson.
Perhaps discuss with class the integration of ICT and how the lesson caters
for all different learners and their needs, the next lessons would encompass
text development and how students can make their stories on more than one
platform (E.g. Storyboards to paragraphs to videos etc.)

Assessment: (Were the lesson objectives met? How will these be judged?)
Checklist *
Could get students to answer questions on Padlet.com or Socrative
assessment - expressing what their stories were about, WHO was their main
character and WHERE their stories were set

Student Checklist