FORWARD PLANNING DOCUMENT
TERM/WEEKS: T4 week 2 YEAR LEVEL: Year 9 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 student will have access to their own device (iPad).
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Term 4 (ACELY1811) Identify key themes & Formative Introduction (5 minutes)
Week 2 Use interaction skills to ideas presented and assessment: Mind The teacher will introduce that today the students will be using Class Texts:
Lesson 1 present and discuss an interpret them to produce map depicting what Puppet Pals to enact a scene or do a summary of the novels The Rabbits – by
idea and to influence
an engaging and persuasive the students have studied during the last semester: “The Rabbits” or “Of Mice John Marsden &
and engage
learnt and have and Men”. The picture book and novel are used to cater for
an audience by text. students of different capabilities so that the students feel Shaun Tan (1998)
selecting persuasive Compare understandings retained from their comfortable with the studied texts. The clips will be shown to Of Mice and Men –
language, varying voice and representations of key reading of the texts. the classroom in another lesson but will not be marked as a by John Steinbeck
tone, pitch, and pace, themes, issues, events or formal assessment. (1937)
and using elements such characters. Formative Have a class discussion about the two novels, whilst the
as music and sound Demonstrate an assessment: The teacher creates a mind map that all students will be able to see Mind map: Popplet
effects understanding of plot teacher will go throughout the lesson on the projector. Use to do summary
structures, character around to each pair o Key themes & ideas represented in the texts of the novels so that
(ACELY1744) and collect (Sustainability, environment, culture, human nature)
analysis and a sound the students can see
Use comprehension
information about o Summary of the plot (setting, climax, resolutions) them on the board as
strategies to interpret knowledge of the texts o Characters (protagonists, antagonists)
and analyse texts, studied. their ideas for their they work on their
comparing and o The Rabbits – by animation. In that Body (40 minutes) animation
evaluating John Marsden & process the teacher Activity: Create an animation
representations of an Shaun Tan (1998) will be able to Teacher will instruct the students to work in pairs with a Puppet Pals: Create
event, issue, situation or o Of Mice and Men determine; person that would like to do the same novel and give them 30 animation
character in different – by John the student’s minutes to work on their product. They have 2 minutes to get Use the app on the
texts interaction into their pairs.
Steinbeck (1937) iPad to construct a
Recognise the impact of skills By the end of the 30 minutes the students should have
(ACELA1561) creative and unique
their ability to o Picked their text (scene or plot summary)
Identify how their stylistic choices; o Identified what the key themes/events they will be animation depicting
vocabulary choices o persuasive discuss and representing in their animation a scene or summary
contribute to specificity, techniques
abstraction and stylistic o tone of voice, compare ideas o Chosen how (stylistic choices) they will hook their plot of the studied
effectiveness pace, with a partner audience and convey their purpose. texts.
o special effects The student’s o Begin to work on their animation using Puppet Pals.
on the viewer’s response interpretation The teacher will pace around the room, noting down what each
and show an awareness of pair are doing their enactments on and see the progress of their
and ideas.
context, audience & understanding The teacher will use proximity to ensure students remain on
purpose. of the ideas task.
represented in At the 30-minute point, the teacher will ask students to finalise
the studied their product and if they haven’t finished, they should be
texts. prepared to tell the class what they were working towards at
the least.
Conclusion (5 minutes)
All the students will come back to their seats and the teacher
will give some reinforcing feedback to the students about their
projects (‘We all have some fantastic ideas and I cannot wait
to see them all’)
Set as a homework task to think about how they can improve
their animation and prompt them to think about
o Using music and sound effects
o Using their voices creatively to add to their characters
o What are the main points that they are attempting to
convey?
Students will finish their Puppet Pals animation in the next lesson (Week 2 Lesson 2).
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Term 4 (ACELA1560) Manipulate visual Formative Introduction (10 minutes) YouTube & projector-
Week 2 Analyse and explain the techniques and persuasive Assessment: Start the lesson by showing the students this short clip to Clip to begin the lesson:
Lesson 3 use of symbols, icons devices to produce a movie Teacher will assess motivate their creativity. (Apple ‘Intention’ advert) https://www.youtube.co
and myth in still and
moving images and
poster for one of the the students Teacher does a recap of some of the key factors covered m/watch?v=LcGPI2tV2y
how these augments studied texts. thought process previously when we did animations of the studied texts. Y
meaning o The Rabbits – by whilst they are o Characters, plot and ideas presented
John Marsden & working on their Teacher moves the student’s attention to the finer details of
(ACELY1745) Shaun Tan (1998) posters: visual conventions used to shape viewer’s response Class Texts:
Explore and explain the o Of Mice and Men The students o Context, purpose and audience The Rabbits – by
combinations of – by John show an o Review S.W.A.T Codes John Marsden &
language and visual Steinbeck (1937) awareness of Symbolic, written, audio, technical Shaun Tan (1998)
choices that authors
Demonstrate how the influence Contrast, rule of thirds, positioning, lighting,
make to present
symbolism, icons and of their choices expressions, body language etc.
information, opinions myths can be used to on their Impact on audience (Responses: excite, Of Mice and Men –
and perspectives in produce meaning, keeping audience. intrigue, invite, inform) by John Steinbeck
different texts audience, purpose and Student’s (1937)
context in mind. creativity with Body (35 minutes)
Investigate how the use of constructing a Activity: Make your own movie poster
both language and visual unique piece Teacher will deconstruct an example movie poster to provide Beauty and the Beast
choices shape the way we drawn from a scaffold for students to follow (Beauty and the Beast) movie poster:
present our ideas and their o What students should include and consider https://bltomato.com/pro
influence the viewer’s understanding o Colours, connotations, symbols, tone, lighting, ject/beauty-and-the-beast
response to the texts. Their characters etc.
consideration o Initial responses to the texts - what intrigued you as a
of appropriate viewer? Does it make you want to go watch the
choices (both movie?
visual and Teacher will also let students know that this poster will help Annotable on Projector
language) to them with an upcoming assessment (allow students to be screen:
appeal to their accountable for their learning) Use annotating app to
identified Allow 25 minutes for students to work on their posters deconstruct poster
audience, individually. together with the class
context & Teacher monitors students work and prompt them to think (Teacher tool)
purpose about audience (age, culture), purpose (entertain, inform)
Conclusion (5 minutes) Adobe Spark post:
The students finalise their work and teacher remind students Use Adobe spark post to
to keep working on the posters as homework as it will help construct their own
them for the next lesson where they can use their posters as poster individually on
inspiration for their upcoming assessment. the text they choose.
Have a quick open class discussion where students are invited
to share their ideas, get inspired from their peer’s ideas and
get feedback from both the teacher and peers.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Term 4 (ACELY1741): Create a movie trailer using Summative Introduction (10 minutes) YouTube & projector to
Week 2 Plan, rehearse and
iMovie of the studied texts assessment (Due Start the class by showing students an Apple advert on - play the video
Lesson 4 deliver presentations, Week 3 Lesson 4): ‘Perspective’ (inspire the students to think outside the box and Apple ad:
selecting and from only one character’s
be creative with their work) https://www.youtube.co
sequencing appropriate point of view.
content and multimodal
elements for aesthetic o The Rabbits – by The final product Inform the students on this lessons activity - making a movie m/watch?v=TJ1SDXbij8
and playful purposes John Marsden & will be assessed trailer from the perspective of one character from studied texts. Y&t=31s
Shaun Tan (1998) based on Instruct them to get into pairs with someone who wants to do
(ACELY1746):
Create imaginative,
o Of Mice and Men The sequence the same text.
informative and – by John of events - The end product will be reviewed and assessed by the end of
persuasive texts that Steinbeck (1937) Showing an week 3 as a formal assessment.
present a point of Explain the deliberate understanding Class Texts:
view and advance or choices made and show an of plot TASK: Students will work in pairs to produce a movie trailer from The Rabbits – by
illustrate arguments,
understanding of purpose, structure to the perspective of only ONE character from our studied texts. John Marsden &
including texts that invite viewer’s Students are also required to hand in a 500-word rationale depicting Shaun Tan (1998)
integrate visual, print context & audience
interest. their stylistic choices, the appropriateness for the target audience Of Mice and Men –
and/or audio features Demonstrate the The and the effectiveness of their trailer. by John Steinbeck
understanding of point of consideration (1937)
view, persuasive techniques and
and visual conventions used appropriateness Body (35 minutes) Research Tool:
to shape the viewer’s of choices to Activity: Make a movie Trailer Pixabay or pexels for
response. suit context, Teacher explains to the students what should be included in the images (free for
audience and trailer download).
Evaluate their work in purpose. o Build suspense (audio, sound effects, pace)
progress, identifying room Critical o Show main characters iMovie:
for improvement and analysis of the o Glimpses of key events Use the app on the iPad’s
consideration. key themes and o Special effects/dramatisations to create the movie
ideas o Engaging and leaves audience ‘hooked’ trailer.
represented in Students spend 30 minutes working on their trailer in pairs.
chosen text. Teacher monitors the student’s progress during the activity and
encourages student to do some research such as watching QR creator and Google
Formative trailers for other movies. forms to conclude the
assessment: Google o Students should take note on the trailers they watch lesson:
evaluation form for and identify the conventions and explain the effects QR: to direct students to
teacher to track the on the viewers. the google form.
student’s progress
and will help to Conclusion (5 minutes)
provide feedback in Teacher allows the students to save their work and give them
the following instructions that they will have a bit more time to work on
lesson. them next lesson.
Plenary activity:
The students are given a google form survey which they will Google forms will be
get to from scanning a QR code which the teacher will put up used to evaluate their
on the projector. The students will complete a google form on progress.
evaluating their own progress, thought processes, what they’re https://goo.gl/forms/Ngd
unsure about and what they like about the activity. 3BfPBkfMGINMW2
