FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 10 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 has their own Ipad. For those who have forgotten to bring one to class Ipads are in the English staff room in Room
12 in ‘D’ block.

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

Week 1 Compare and Research poems from World *Formative *Ask the students to stand at their desks while The Last Post plays *The Last Post from
Lesson evaluate how War 1 analysing the words used assessment in the background. Tell them to close their eyes and ask them to Youtube
‘voice’ as a in poems by Wilfred Owen and keep in mind the emotions they are feeling. https://www.youtube.co
1 using Word Art *Put the students into pairs and ask them to write down their m/watch?v=McCDWYgVy
literary device Rupert Brooke. to create emotions using Word Art and discuss the words they came up with ps
can be used in a
emotional – how did you feel? Why did you feel that way? *Poems by Wilfred Owen
range of Create your own poem no more *Together as a class read some poems by Wilfred Owen and Rupert and Rupert Brooke.
words which can
different types than 800 words. Brooke and explore the different kinds of words they used and how *Students will create
of texts such as be used in the
their words evoke a certain type of emotion. their poems on Book
poetry to evoke Identify a minimum of three poems. *Using Book Creator students will create their own poems. It does Creator.
particular words or phrases which were *Formative not have to be war themed, but students must identify a minimum https://bookcreator.com
emotional used in the poems to evoke an assessment of three words and phrases they have used which evoke a certain /
responses (ACEL emotional response. using Book emotional response. *Students can share
T1643) Creator create *In the last five minutes of the class invite students who wish to work on Padlet.
read their poems – those who do not want to can share their work https://padlet.com/
the poem. on Padlet.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 2 Evaluate the *Working in groups of four *Formative *Using Answer Garden students will brainstorm what they know *All Quite on the
Lesson social, moral explore a map of The Western assessment using about trench warfare – having read All Quite on the Western Front Western Front – Eric
2 and ethical Front. Answer Garden they have prior knowledge of the subject. Maria Remarque.
positions *Choose one battle, either an “what do you *Following a class discussion about trench warfare students will be *Using Answer Garden
placed into groups of four using the numbering system, 1’s in group
represented in Allied Position or a German know about students will
1, 2’s in group 2 etc…
texts (ACELT181 position and chart the battle. trench warfare?” *In their groups they will be given a map and asked to choose one
brainstorm about
2) *Along the battle front of your *Formative battle on the Western Front and chart the route. trench warfare.
group’s choice identify one assessment use *Along the route they will mark significant events, milestones, https://answergarden.
social, moral and ethical Smore to upload villages and towns etc.. ch/
position. For example, along the all the *They will also explore and identify the social, moral and ethical *Using Smore,
Western Front Germans used information about positions represented on a battlefield. students will chart the
tear gas which blinded the social, moral and *Following this task and still in groups of four students will use battle.
enemy – take a stance and ethical positions DoppleMe to create an avatar of a solider. https://www.smore.co
defend your position in a short during World War *They will use all the information they have learnt and gathered m
and transfer it onto a poster created using Smore.
paragraph on the map on the 1. *Avatar of a solider -
use of tear gas during the war. http://www.doppelme
.com/
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 Create literary *Explore and create your own *A summative *Using Popplet mind map the use of ‘voice,’ in the text All Quiet on *All Quiet on the
Lesson texts with a literary ‘voice,’ when writing a assessment -using the Western Front. Western Front – Eric
3 sustained diary extract from the point of Book Creator *Discuss some of the key thoughts and ideas that students have Maria Remarque.
‘voice’, selecting view of a solider in the trenches. students will come up with and ask them to back it up with examples. *Students will use
*Students will then write one example of the use of voice on Popplet to brainstorm
and adapting *Understand how literary create a diary
Padlet. They can do this in the form of an image, phrase, or the concept of ‘voice.’
appropriate devices are used to create a extract from the sentence. http://popplet.com
text structures, response. view point of a *Using Book Creator students will spend the rest of the lesson *Students will write their
literary devices, *Name one reason you think solider during creating a diary extract from the point of view of a solider in the ideas about ‘voice,’ on
language, Eric Maria Remarque wrote All World War 1. trenches. They will explore descriptive and creative writing skills, Padlet.
auditory and Quiet on the Western Front. This assessment is language structures, literary devices, specifically the use of the https://padlet.com
visual structures worth 20 marks. ‘voice,’ and auditory and visual structures. *Using Book Creator
and features for *If the students do not complete their assessment in class they students will write a
a specific may finish their work at home and submit the finished copy at the diary extract from the
purpose and next lesson. P.O.V of a solider.
https://bookcreator.com
intended
/
audience (ACELT
1815)