FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term
2 ,wks 3-7

YEAR LEVEL: 3

LEARNING AREA/TOPIC:
texts

ENGLISH Creative

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSO
N

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
(ACELY
1682)
(ACELY
1685)

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

Plan and draft

imaginative texts
demonstrating
increasing control
over text structures
and language
features that are
appropriate to the
audience and
purpose
Create a text that
adapts language
features and patterns
encountered in
literary texts, for
example
characterisation,
rhyme, rhythm, mood
and dialogue.

Personal and social

Competence

Intercultural
Understanding

Sustainability

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

FORMAL
Students upload
their finished
Popplet
brainstorm to
edublog.com onto
the classes blog
page
See that the
Popplet
matches up with
their story
starter and they
are
remembering to
incorporate all
the elements of
a story
discussed in the
lesson
Marking rubric

INTRODUCTION
Students are asked to write a sentence or
draw a picture of the first thing that comes
to their mind as the words on the board
appear. Students will have a couple of
minutes to complete the activity.
Words are magical, ocean, outer-space,
farm.
Students will then share what they have
done
Students are then shown the goal and the
final product they are to create
LESSON
Direct students to the IWB ask them KEY
QUESTION 1
On the IWB will be an activity that students
will have to put in order the words of the
structure of a story
Words are introduction, series of events,
complication, resolution, conclusion,
characters, setting
Students will then be directed to their Ipad

KEY
QUESTIONS

1. What are
some
important
elements to
be included
in a story?

RESOURCES

IWB
Example of
Toontastic
story already
uploaded on
Edu Blog

Ipad
QR
scanner
Popplet
app

and scan the QR code.

This will open story starter explain to
students what story starter is and how it
works
Students then take a screen shot of what
story starter they have chosen and upload
it to Edu Blog.
Then students open their Popplet app and
start brainstorming their own story
Make sure student pay attention to the
whiteboard and what elements they have
to have in their story
Students will then upload the Popplet to
Edu Blog
CLOSURE
Teacher asks students to reaffirm what
must be included in the story
Explain what will happen in te next lesson
Say that everyone must have uploaded
something to EduBlog by next lesson

Edu
Blog

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature

2
(ACELA
1482)

(ACELT
1791)

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Identify verbs and

how they add
meaning to a
sentence

FORMAL
Teacher will
mark based on
the rubric
whether
students are
able to develop
their
descriptive
language
techniques

INTRODUCTION
Start off with a game of Celebrity heads
the student stands at the front with
princess or frog written above them with a
picture (to help with descriptive language)
Students giving the answers can give
clues using descriptive language only
You have long shiny golden hair
LESSON
IWB activity that reminds students what
various descriptive language to use
verbs, adverbs, adjectives, nouns KEY
QUESTION 1
Ask the students to click on the link to
Superstories interactive activity that
shows students a story and then is asked
to make it more interesting by adding
verbs/nouns/adjectives
Students can choose from three of the
links each is linked to different set of
descriptive language
Students are then asked to show how
they would make the various sentences
given on the Weebly page more
interesting - download
They then upload what they have
changed to Edu Blog
CLOSURE
Explain the reason that the activites were
done on superstories

1. How do I
make this
sentence
more
interesting?
She rode
down the hill
what word
needs to be
changed in
order for the
reader to be
more excited
by the
sentence

Convert a written
text into a story
focusing on the
visual and verbal
aspects
Use expression
(through the use
of appropriate
grammar) to
convey the story

RESOURCES

IWB
Link for
Superstories
http://splash.a
bc.net.au/res/i/
L6185/index.ht
ml - book
computer lab

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature
(ACEL
Y1683)
(ACEL
Y1682)

(ACEL
T1791)

SPECIFIC
LESSON
OBJECTIVE
Create a smooth
flowing story that
engages an
appropriate
audience
Apply their
knowledge of story
structure, descriptive
language (nouns and
adjectives) and
characterisation to
write their own
creative story
Lesson diversity
have examples
of nouns and
verbs up on the
board for those
that have truble
using them in
context
The sequence of
the story will also
be up in the
classroom

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

INFORMAL
Walk around
the class and
evaluate the
independent
working habits
of the students

INTRODUCTION
Recap the previous lessons
What the stories were that the students
brainstormed
Importance of the use of grammar to the
text makes the story interesting
KEY QUESTION 1
Show students an example that you have
written and what it looks like in story
jumper and how it should be laid out this
will make it easier for them to complete
lesson 4 (setup, conflict, challenge,
climax, resolution)
LESSON
Get students to open up the Popplet they
created in lesson 1
They can add more to the story if they
want to as they go along Story Jumper
Explain to them that this will be used to
plan out their story
Tell the students to use their brainstorm
to plan out the story on the pages
They will then use the book they created
in story jumper as a template for their
Toontastic cartoon
Show a demonstration for how to best use
story jumper
Tell students that it is another method of
brainstorming their ideas and putting
them in a form of text
CLOSURE:
Students will upload their story jumper to
Edu Blog
Students are able to show what they have
done to other in the class by way of
presentation
Ask students to start familiarising
themselves with Toontastic for the next

FORMAL
Assess the
story jumper
and the
seuqnce of
events
formatted as
per the marking
rubric

KEY
QUESTIONS

RESOURCES

1. Who can
remind me
what the
grammar
techniques
are?
Story Jumper
Online book
creator have
computer labs
booked
Video
demonstration
https://www.yo
utube.com/wat
ch?
v=I7u935g96
Mg

Upload onto
Edu Blog

lesson

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Lang
Literacy
Literature

4
ACELY
1685)
(ACEL
Y1682)

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(What & how)

TEACHING & LEARNING

EXPERIENCES
(Include learner diversity)

Process the
information into a
template

INFORMAL
Walk around
and monitor the
students
Note their
individual
progress and
how fast some
are moving
through the
task

INTRODUCTION
Students will be asked to open their story
jumper activity
Open their Toontastic app on the Ipad
LESSON
A quick run through will be given of
Toontastic for those that need clearer
instructions of what to do.
Describe what needs to be done in each
part choose their settings, then the
characters (toys), then put in the
animation and voice over (based on the
script from story jumper), add music
appropriate for the scene
Do this for each of the story arcs set up,
conflict, challenge, climax and resolution.
Ask students to export the Toontastic to
camera roll and then upload to the class
Edu Blog account
CLOSURE
Ask students to review the lesson and see
what they liked and disliked - see KEY
QUESTIONS 1, 2 and 3
These questions will be done in the form
of a poll - Polldaddy

Edit their final text

piece with
reference to
sound, music and
visuals applied
Convert a written
text into a story
focusing on the
visual and verbal
aspects
Use expression
(through the use
of appropriate
grammar) to
convey the story

FORMAL
Teacher will
look at the final
work completed
by the students
see if there is
a link between
the Toontastic
product and
that which was
drafted in story
jumper
marking rubric

KEY
QUESTIONS

1. What
technology
did you like
using best?
2. Would you
use these in
your spare
time or for
other class
or homework
3. Do you
think that it
helped you
in
completing
the task

RESOURCES

You tube video

of Toontastic
https://www.yo
utube.com/wat
ch?
v=PeUWYd0N
EZM
PLUS
Example of on
already
created
Own
headphones

Polldaddy