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TERM/WEEKS: 7 YEAR LEVEL: 3 LEARNING AREA/TOPIC: English-Language

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: iPad’s required and need to be charged for lesson.

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. Students’ read a Teacher Intro: Question Builder

“Use chosen text, circulates the -Teacher calls all students to sit on the mat quietly (app)
7
comprehension observing and classroom as -Teacher explains to students that in order to construct
strategies to build locating the students meaning from what we read, we need to ask questions
literal and inferred answers to the complete the and find the answers to these questions within the text
Lesson
meaning and begin 5W’s (who?, activity on the that is being read!
1 to evaluate texts by what? ,when?, iPad’s -Teacher says ‘to do this, there is five very important
drawing on a where?, why?) informally questions that we need to ask and answer while we are
growing observing reading!’
knowledge 2. Students’ provide students’ -Teacher writes ‘5W’s’ on the board
of context, text answers to each progress -Teacher explains to students’, ‘the 5W’s stand for
structures of the 5W’s in who?, what?, when?, where? and why?
and language written form after Teacher attends -Teacher writes on board: For example
features” reading a chosen to as many ‘Who was in the story?’
(ACELY1680) text, recognising students as ‘What happened in the story?’
‘Where did it happen?’
how asking and possible during
‘Why did it happen?’
“Read an answering these the writing part
increasing range of questions assists of the lesson, -Teacher holds up book ‘Here comes the sun’ by Karl

different types of in the process of asking them to Newson & Miggy Blanco

texts by combining constructing verbally explain -Teacher says ‘Now I am going to read this book and

contextual, meaning. what they wrote you all need to be actively listening for the answers to

semantic, the 5W’s on the board!’

grammatical Teacher takes - Once the teacher finishes reading, 5 students are

and phonic note of students’ selected to answer one of the 5W’s mentioned in the

knowledge, answers during story and the teacher writes the answers on the board.

using text the lesson - Teacher explains that because they now know the

processing closure, making answers to the 5W’s, the meaning in the story has been

strategies, for an observation constructed and it is no longer just words on a page,

example of the collective rather a text that answers our 5W’s making it a story!

monitoring, level of
predicting, understanding in Body:
confirming, the classroom -Teacher says “Now that we all know how to ask and

rereading, reading when it comes look for our 5W’s when we are reading, we are going to

on and self- to constructing do a practice activity using the iPad’s”

correcting” meaning in a -Teacher instructs students to collect an iPad and return

(ACELY1679) text by the to their desks.

individual -Teacher tells students’ to open up the app ‘Question
answers given Builder’ on the iPad
-Teacher also demonstrates this on the projector for
students’ to see
-Teacher completes two activities on the app as an
example before allowing students to independently
complete the rest
-Teacher circulates the classroom while students’ are
doing so, offering assistance where required
-(This app reviews the 5W’s by asking questions
relating to an image on the screen, students’ then have
to order the jumbled sentence correctly to answer the
question and make meaning.)
-Teacher allows students’ 10-15 minutes to practice on
the app before instructing them to log off and safely
return the iPad’s to the trolley.

-Teacher then instructs students’ to choose a short book

from the reading corner and sit at their desks and read it
-When it is apparent that most students’ have finished
reading the teacher tells them that they are now going to
write down the answers to the 5W’s on the board about
the book they have read.
-Teacher is circulating the classroom during this time,
talking to as many students’ as possible about what they
wrote and assisting when needed.
-Teacher allows 15 minutes for this activity and then
rings the bell instructing all students’ to sit on the mat
with their writing books

Conclusion:
-Teacher reviews the 5W’s with the class
-Teacher selects students’ to share the book they read
and the answers to their 5W’s
-Teacher asks the following questions to students’
rotationally, allowing them to go to lunch, home time
etc. once they have answered
- Can you name one of the 5W’s?
- Why do we need to use the 5W’s?
- How does the 5W’s help us to make meaning?
- What was the app we used today called?
- What did it help you practice?
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TERM/WEEKS: 7 YEAR LEVEL: 3 LEARNING AREA/TOPIC: English-Literature

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: Pad’s required and need to be charged for lesson.

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

Week “Create 1. Students recognise Teacher Intro: Speech with milo

-Teacher calls all students’ to sit on the mat quietly (app)
7 imaginative that there are circulates the
-Teacher writes on the board: ‘parts of a story’
texts based on sequential parts of a classroom as MindMiester (app)
-Teacher initiates class discussion by asking ‘what
Lesson characters, narrative that are students
things do you think make up a story?’
2 settings and needed to make a complete the
-Teacher selects multiple students’ to answer and writes
events” story flow. Students’ activity on the
their answers on the board in a brainstorm form
(ACELT1601) recognise this through iPad’s
-Teacher brings the noise level back down and then
informally
proceeds to explain the parts of a story
 the use of ‘speech observing -Teacher says ‘there are four main parts to a story
“Discuss texts with milo’ app. students’ -Teacher writes on board:
in which progress and - Setting (where is the story taking place?)
characters, 2. Students’ identify and recognition of - Characters (who is in the story?)
events and recall the parts of a sequential - Problem (what is the problem/s in the story?)
settings are story mentioned events. - Solution (how was the problem solved?)
portrayed in within the texts they
-Teacher points out to students that some of the 5W’s
different ways, have read by creating Teacher attends
we learnt about last lesson are answered in the parts of
and speculate a story map on the to as many
the story, pointing to the board.
on the authors’ ‘MindMiester’ app. students as
-Teacher then explains, if we break the parts of a story
reasons” possible during
down even further we have:
the story
(ACELT1594) 3. Students’ identify the - Beginning (what happens at the start of the
mapping part of
link between narrative story?)
the lesson,
elements and the 5W’s asking them to - Middle (what happens in the middle of the

in the process of story?)

verbally recall
constructing meaning - End (what happens at the end of the story?)
the setting,
characters, -Teacher explains to students’ that it is so important that
problem and when we create a story we include all the story parts
solution in the that are written on the board, if we do not then our
text they have stories will not flow
read.

Teacher takes Body:

note of students’
answers during -Teacher says “we are going to do an activity to see how
the lesson well we know the flow of ‘beginningmiddleend’ in
closure, making stories.
an observation -Teacher tells students to collect an iPad from the
of the collective trolley, sit at their desks and open up the app ‘Speech
level of with Milo’
understanding in - Teacher also does this on the projector to demonstrate
the classroom what students’ need to do
when it comes -After two examples teacher allows students to work
to the independently for ten minutes
recollection of -Teacher has a timer set up on the projector so students’
narrative are aware of how long they have to do the activity
elements and the -Teacher circulates classroom while students’ are
role they play in working, providing assistance when needed
constructing - When the timer goes off students’ are instructed to
meaning within stop, look and listen…
a text. -Teacher tells students’ that they are now going to select
a short book from the reading corner and return to their
desks to read it
-Teacher states that they have 2 minutes to choose their
book and be sitting and their desk quietly
-Teacher sets timer on projector
-Once the timer goes off teacher again instructs
students’ to stop, look and listen for further instruction
-Teacher tells students “Now that you have read your
book, you need to open up the app ‘MindMiester’ and
create a story map
-Teacher tells students the parts of a story that are
written on the board should be used as titles in the mind
map
-Teacher says “I want you to fill in your mind map with
the story parts that were in the book you read, look at
the board if you get stuck”
-Teacher displays an example of a story map made prior
to the lesson on the projector
-Teacher tells students’ that everyone will have these
parts in the stories they read, however they will all be
different because they read different books
-Teacher says “The setting, characters, problems and
solutions in your book will be different to that of the
person sitting next to you”
-Teacher sets a timer for 12 minutes on the board and
allows students to begin
-Teacher circulates the classroom providing assistance
where needed
-Once the timer goes off teacher instructs students to
save their work, sign off and return the iPad’s to the
trolley.
Conclusion:
-Teacher wipes board in preparation for review
questions
-Teacher rings bell and all students sit on the mat
-Teacher reviews the parts of a story with the students,
asking as many students’ as possible what is something
that makes up a story
-Teacher tells students’ that in the next lesson they will
be creating their own stories so it is very important that
they remember all the parts a story needs so it flows
-Teacher wraps up the lesson by asking each student as
they leave “what was something you wrote in your story
map about the book you read?”
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TERM/WEEKS: 7 YEAR LEVEL: 3 LEARNING AREA/TOPIC: English (Creative Writing)

Literacy

AUSTRALIAN CURRICULUM
General Capabilities:
Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Notes about device access in the classroom: Pad’s required and need to be charged for lesson.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
Week “Plan, draft and As a result of this -Formative Intro: - Scholastic
Story
lesson, students will be Starters
7 publish imaginative, assessment at end -Teacher has students sit on the mat
http://www.scholast
able to:
informative and of lesson: teacher -Teacher says “sometimes when we have to come up with
1. Demonstrate ic.com/teachers/stor
Lesson persuasive texts checks students a topic to write about it can be really hard! Today, for our
the ability to y-starters/fantasy-
3 demonstrating work that has creative writing lesson, you will not have to come up with
efficiently use writing-prompts/
increasing control been published on your own topic because we are going to use a special ICT
the assigned
over text structures schoology to see tool that will generate a topic for us!”
ICT tools to -Inkflow (App)
and language if expected -This topic generator site is called ‘scholastic story
create an
features and standards have starters’! It will help us to write amazing creative stories.
interactive
selecting print, and been met. -Teacher selects students to come up one at a time to use
imaginative -Story Creator
multimodal elements the mouse to click on the story starter generator button
text. (App)
appropriate to -From student’s until every student has a topic.
2. Recall the
the audience and published work,
parts of a story
purpose” the teacher will Body:
and -Schoology (App &
(ACELY1682) see the level and -Teacher instructs all students to collect an iPad from the
incorporate Website)
creativity that trolley and come back and sit quietly on the mat
them into their https://www.school
“Use software students have -Teacher says “now that you all have a topic to write
brainstorm ogy.com/
including word used in creating about we need to review the parts of a story’
using the app
processing programs their stories both -Teacher instructs students to open up the brainstorm
‘Inkflow’
with growing speed collectively as a app (which students are familiar with) on the iPad’s to do
3. Publish their
and efficiency to group, and this
finished
construct and edit individually. -Teacher writes “setting, characters, problem, beginning,
creative
texts featuring middle and end” on the board.
writing onto
visual, print and -Teacher takes -Teacher explains ‘using the app you need to put these
schoolology
audio elements “ note of students titles in your brainstorm and plan your stories!’
(ACELY1685) by following response to the -Teacher circulates classroom while students create a
step-by-step use of ICT tools brainstorm of their story plan, assisting when needed.
instructions. to create
imaginative texts, Lesson Progression
by circulating the
classroom as they
are working, -Teacher allows students 15 minutes to plan their stories
looking at their -Teacher then instructs students to return to their desks
work and asking with the iPad’s
students for -Teacher tells students that planning what you are going
feedback at the to write before you start writing is very important!
end of the lesson -Teacher says ‘Now that you have finished your planning
(enthusiasm, you can start your creative writing!’
ability level or -Today you will be using the app ‘story creator’ to create
confusion and your stories.
disengagement) -Teacher gives a demonstration of how to use the app
(including what all the buttons do and what they can be
-Teacher observes used for) on the projector before allowing students to
students ability to begin
follow step-by- -Teacher circulates the room while students create their
step instructions stories
during the lesson -After 10 minutes has passed, depending on how students
conclusion, while are progressing, teacher says ‘you have 10 more minutes
publishing their to complete your stories before we move on to the next
step.
work on
schoology. Conclusion:
-Teacher calls all students to sit on the mat with the iPad’s
-Teacher explains ‘the final step is to publish our finished
creative writing
-Teacher tells class that they are going to publish their
stories onto Schoology …..
-Teacher demonstrates the steps to do this instructing the
students to follow along on their iPad’s
-Teacher goes at a slow pace to allow all students to keep
up
-Teacher repeats steps when needed, taking note of any
students who seem confused

- Once all students have published their creative writing

pieces, teacher instructs them to log off of the apps they
used, and the iPads, and return them to the trolley.
-Students sit on the mat when all iPad’s are safely
returned
-Teacher reviews the lesson with students using
questions as ‘out the door tickets’
-For example: teacher may select students to answer :
What are the parts of a story?
What ICT tools did we use today?
What did you like/dislike about them?
How were they helpful?
Do you think they enhanced our learning?

-Once a student has answered they can leave the

classroom for home time/break time,