TERM/WEEKS: 2 YEAR LEVEL: 1 LEARNING AREA/TOPIC: English

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:

Notes about device access in the classroom:

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

Term 2 English Objective 1: Introduction :

Week 3 • Recreate texts 1. Follow a recipe for wombat Work sample, • Discuss what the children did last lesson, reminding • Ipads
imaginatively
Rotation using drawing, stew that is filmed and this will be them of a recipe: • Plastic cauldron
1 writing, narrated by the child and assessed by • Key Questions: • Big spoon
performance put into book creator. seeing the child - “What type of texts did we learn about in our last • Plastic bugs
and digital forms 2. Understands instructions
has added the lesson ?” • plastic flies
of
need to be followed in a - “What is a purpose of a recipe?” • gum nuts
communication video and voice
particular order. - “Have you used a recipe before?” • sand
(ACELT1586) recording to
• Construct texts • Live story retell: • toy wombat
book creator
that incorporate
supporting Objective 2: - Get students to sit in a circle • feathers
images using Work sample, does - There will be a big plastic cauldron in the middle • Book creator App
software the child's video - Retell the story but let the children put the • Camera App
including word and voice ingredients in. • Spoons
processing recording match
programs • Tell children that today they will be finishing their • Water
the child's written
(ACELY1664) instructions on wombat stew recipe books. • bowls
page 2 of their • Children will be put into groups for the 4 rotations
book creator groups are mixed ability to allow for p
Body:
•This activity the children will be making a video
tutorial for their wombat stew recipe.
•The students will be given their iPads.
•Each student is given a bowl with some water in it
and a spoon.
•One student will film their partner, whilst the other is
looking at their instructions in book creator, that was
made in the previous lesson.
•Children are given their labeled bags with their
ingredients in them from the previous lesson.
•Following each step.
- adding each ingredient at a time
- Mixing it all together in the bowl provided.
•Then they will do the same for their partner.
•Students will then go onto book creator and import
this recording on a new page.
•The children will then add in a voice recording on the
page with the video.
- Voice recording explains each step of the video
Conclusion:
•Students are to export the book they have created to
the library.
Key Questions:
- “When looking at a recipe what is the first thing we
need to do?” (collect the ingredients)
- “Then what?” (read the instructions”
- “And after we have the ingredients and have read the
instructions what do we do?” (make it)
Rotation Australian Animal Clay Making: • Clay
2 •Parent helper.
•Students will be asked to choose an Australian Animal
• water
from the book. • cups
•Children will then have a discussion with the parent • clay tools
helper about the specific features of these animals.
•They will be given clay and clay tools to be able to • printed
manipulate, sculpt and mould the clay into the child’s animal
own interpretation of their chosen Australian animal.
pictures
•Children will have pictures on the desk so they can
refer back to help when sculpting.

Rotation Wombat Stew Word Hunt: • cut out

3 • Using the words from the book “Wombat Stew” the
students are given cut out words, these words are
words from
verbs, adjectives and nouns taken from the book. the book
• The children are given a spinner on that spinner it • spinner
has verbs, adjectives and nouns printed on it. Along
with a big A4 piece of paper with a table consisting • A4, table
of three labeled columns (verbs, nouns, adjectives).
• The children take turns to spin the spinner and then
sort the words into the correct columns