Вы находитесь на странице: 1из 6

FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/3 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English Studies


AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Each student in this class will have access to a personal laptop running Microsoft Windows operating system with Google Chrome as their primary browser with stable access
to Wi-Fi.

WEEK/
LESSON LINKS SPECIFIC LESSON OBJECTIVE ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES

Week 3 Recognise that  Create a storyboard using Formative: students Introduction Introduction: website used to
revise visual language
Lesson 2 vocabulary ‘storyboardthat.com’ to act are to recount visual  Students to revise what they learned last class by
conventions:
choices as an outline for the language conventions adding to a ‘Padlet’ visual language conventions they https://padlet.com/
contribute to the picture book they are into ‘Padlet.com’. Can know and their definitions. This ‘Padlet’ will be
specificity, working towards. be used as a embedded in the classroom website on ‘Weebly.com’ Introduction and Conclusion:
website used for embedding
abstraction and diagnostic exercise, for later perusal.
the collaborative ‘padlet’ and
style of texts  Log in, edit and attach an incorporating revision  Teacher to explain that they will be drafting their student’s storyboards:
(ACELA1547). image to ‘weebly.com’. into future lessons if chosen Aboriginal myth using storyboarding. https://www.weebly.com/
necessary.
Body: website used to create a
Experiment with  Discuss the importance of Body
storyboard for student’s picture
text structures storyboards in the creation Summative:  Students are then asked to separate into pairs and books:
and language process. Storyboard created discuss what storyboarding is and why it might be http://www.storyboardthat.com/
features to refine forms part of their important to the creative process. They should realise
and clarify ideas major assessment task that storyboard are integral to creating a well-
to improve the for the term, being developed and thorough visual story, giving room for
effectiveness of their personal errors before they become an issue with a final
students’ own webpage detailing product.
texts (ACELY1810) each step of their  The students will open ‘storyboardthat.com’ on their
picture book making laptops and login using credentials written in their
process diaries.
 The teacher will give a brief overview on using
‘storyboardthat.com’ by creating a quick storyboard in
class. This demonstration will cover the various
backgrounds that can be used, the characters,
changing the number of frames and adding text.
 Students will then begin using the website themselves.
Teacher to monitor the students’ progress, enquiring
which Aboriginal myth their story will tell and reminding
students that each frame will need to be
photographed; therefore, must be somewhere they
could feasibly photograph themselves.
 Teacher to prompt students to make decisions
surrounding their picture book, for example, how many
frames they plan on using and the words they use
beside their image.

Conclusion
 Teacher to clarify the allocated time next lesson
devoted to finishing their storyboard.
 Teacher to model how to embed their finished
storyboard onto their personalised pages using
‘Weebly.com’.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/4 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English Studies


AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Each student in this class will have access to a personal laptop running Microsoft Windows operating system with Google Chrome as their primary browser with stable access
to Wi-Fi.

WEEK/
LESSON LINKS SPECIFIC LESSON OBJECTIVE ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES

Week 4 Experiment with  Use ‘editor.pho.to’ to edit Formative: students Introduction Introduction: website used for the
quiz on visual language
Lesson 3 particular and add effects for an will complete a quiz  Teacher to ensure students have taken all their
conventions:
language effective aesthetic purpose. on ‘Kahoot.com’ on photographs for their picture book and these files are https://kahoot.it/
features drawn visual language in the students’ individual Dropbox folders.
from different  Develop a specific style conventions. This  Students to access ‘kahoot.it’ and follow the teacher’s Introduction and Body: website
used to store images for the
types of texts, over a series of images can act as a revision instructions to gaining access to a quiz on visual
creation of student’s picture
including using filters, visual effects tool as well as a language conventions discussed in previous weeks. books:
combinations of and/or borders. diagnostic tool for Body https://www.dropbox.com/
language and indication of  Students to access the classroom Dropbox, access their
Body: website students will use to
visual choices to  Justify their use of visual necessary further personal folder and narrow down the raw images they
edit their pictures to act as pages
create new texts language conventions to revision. have taken into the photographs they intend to edit for in their picture books:
(ACELT1768). aid in the telling of a story. their picture book. http://editor.pho.to/edit/
Summative:  Once students have a final group of photographs, they
Conclusion: website used to
student’s chosen will download an image entitled ‘wholeclassedit.jpg’ in
embed a chosen edited picture
edited photograph the classroom folder on Dropbox and import the image and a short justification on that
and written to ‘editor.pho.to/edit’ image: https://www.weebly.com/
annotation will  Teacher to demonstrate the use of this photo-editing
appear on their website through the projector whilst students follow
personal webpage along themselves. This will cover: cropping, exposure,
and form part of colours, sharpness, stickers, effects and frames.
their major  Students are then allowed the rest of the class to begin
assessment task. working on their own photos for their storybook.
Teacher to ensure students: take visual language
conventions into account when editing photos,
encourage students to stick with a style of photograph
(for example, high saturation or enhancing green
tones), unless the opposite is done for storytelling
purposes.
 When each student has finished one photograph,
teacher is to model how to import the saved picture to
their personal ‘Weebly’ pages.
Conclusion
 Students are to write a short justification of their visual
language choices for one photograph and both the
picture and the text must appear below their
storyboard on ‘Weebly’.
FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/5 YEAR LEVEL: 8 LEARNING AREA/TOPIC: English Studies


AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Each student in this class will have access to a personal laptop running Microsoft Windows operating system with Google Chrome as their primary browser with stable access
to Wi-Fi.

WEEK/
LESSON LINKS SPECIFIC LESSON OBJECTIVE ASSESSMENT TEACHING & LEARNING EXPERIENCES RESOURCES

Week 5 Analyse how  Use ‘storyjumper.com’ to Summative: Introduction Introduction: Youtube video by Penguin
Australia, an interview with an Australian author
Lesson 4 the text compile edited photographs student’s finished  Recount the last lesson where students
of picture books, Marc Martin:
structures and and drafted text into a finished picture books and drafted the text that will feature in their https://www.youtube.com/watch?v=_5IspU1pPyo
language book. self-reflection will picture books.
features of form part of their  View the video about Marc Martin, Introduction: Youtube video on using
‘StoryJumper’:
persuasive  Reflect on their finished picture major assessment Australian author of picture books as
https://www.youtube.com/watch?v=RBj_371c5o4
texts, including book and give some feedback task for the term. inspiration for the students to complete
media texts, to their peers. Picture books will their own picture book. Body and Conclusion: website used to host and
vary according be awarded higher Body display each student’s planning process
throughout the creation of their picture books:
to the medium  Upload their completed marks for: retelling  Students are to log onto
https://www.weebly.com/
and mode of storybook to their personal an Aboriginal myth ‘storyjumper.com’ using login details in
communication ‘Weebly’ page. in a personal and their diaries. Body: website used to store images for the
(ACELA1543). interesting way,  Teacher to demonstrate how to import creation of student’s picture books:
https://www.dropbox.com/
using visual images to the website, adding text and
Use a range of language creating a cover page and back page. Body: website used to assemble and publish
software, techniques to a  Students then spend the next 20-25 student’s picture books:
including word great effect, and minutes uploading their completed https://www.storyjumper.com/

processing providing images from Dropbox onto
programs, to thoughtful ‘storyjumper.com’.
create, edit commentary in  When students have completed, the
and publish their self-reflection Teacher is to show students how to save
texts with justification for their storybook and embed the finished
their chosen style book onto their personal Weebly page.
imaginatively or method of  Below their finished picture book,
(ACELY1738). retelling. students are to write a brief (~100 word)
justification for their picture book and
Experiment how it represents their chosen
with particular Aboriginal myth.
language Conclusion
features drawn  Students are allowed the remainder of
from different the class to read each other’s picture
types of texts, books on Weebly.
including
combinations
of language
and visual
choices to
create new
texts
(ACELT1768)