Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:

Time: 13:30 14:30

Date: 19/01/15

Students Prior Knowledge:

Learning Area: English/ICT

- Students are familiar with creating short stories and

cartoons

Strand/Topic from the Australian Curriculum

- Students have an understanding of story structure

Literacy: Plan, draft and publish imaginative, informative

and sequencing

and persuasive texts demonstrating increasing control over

- Students are familiar with using educational apps and

text structures and language features and selecting print,

programs on mobile learning devices and computers

and multimodal elements appropriate to the audience and

purpose (ACELY1682)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Create a comic strip based on a story that has previously been created
Use pixton.com to create a comic strip

Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

- Interactive whiteboard
- 25 x computers that have access to www.pixton.com
- Pixton class page that has already been set up and a code
word for the students
- Stories that students have previously created
- Padlet set up to discuss or ask questions
- Classdojo on screen to monitor the awards. iPad ready to
sync

Student with hearing impairment requires seating close

to the front of the class when instructions are being
given to the students

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:


[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

Time
13:30

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Motivation and Introduction:
Align these with the
segment
where they will
1) Students will make their way to the front of the classroom and sit on
be introduced.
the mat
2) Review previous lesson (students created a story using the Book
Creator App)
3) Tell students that they are going to create a comic strip of their story

13:35

4) Show students how to use Pixton by giving them a demonstration on

the interactive whiteboard
5) While giving students a demonstration, emphasize the importance of
text structure. Explain to students that their comic strips should have
a beginning, middle and an end and therefore they need to have at
least three different slides in their comic strip
6) Ask students to find a computer and log on to it

Interactive whiteboard

25 x computers with
access to pixton.com

Lesson Steps (Lesson content, structure, strategies & Key Questions):

13:45

13:50

13:55

1) Ask students to go to pixton.com/activate and enter the activation

code PFFC-7A. By doing this students will be joining Mrs Sheikhs
class, where Mrs Sheikh can monitor and approve of what the
students are using. A video will be shown first demonstrating the app
2) Students will then need to create a screen name, password and enter
their real names
3) Ask students to click on the tab that says 1 complete an assignment,
click on open under the title My family and then click on create a
comic.
4) Take students through the process of starting their comic:
- Choose a setting
- Choose the amount of characters in the story and then choose the
specific characters that they would like in the story
- Show students how to move their characters, change their position,
pose and expression
- Show students how to add text by using the speech bubbles
- Show students how to create a new slide
- Repeat the steps above for the second slide if necessary
5) Emphasize the importance of text structure again and make sure
students understand that they need to have at least three slides to
show that their story has a beginning, middle and end
6) Show students how to save or submit their comic strips
7) Once students are confident and happy to create their own comic
strip, they are free to do so
8) Teacher walks around the classroom, making sure that all students
are on task and helps when needed

Access code displayed

where students can see it

Stories that students have

previously created

Lesson Closure:(Review lesson objectives with students)

14:20

1) Ask students to save or submit their comic strips


2) Ask students to log out of pixton.com and log off their computers
3) To conclude the lesson, teacher calls the students together on the
mat and asks a few students to share their comic strips with the class
using the interactive whiteboard
4) Students tell the rest of the class about their comic strip and explain
why they have chosen to put their slides in the order that they have.
Teacher gives constructive feedback on comic strips and emphasizes
the importance of text structure.

Interactive whiteboard

Transition: (What needs to happen prior to the next lesson?)

1) Students return to their desks quietly and sit and wait for further
instructions.

14:30

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment Rubric: Assessment 3 Cartoon story. Rubric is discussed and
description of what is expected noted. Students to understand the marking
rubric. (E4ac.edu.au, 2013)

Assessment Rubric

Teacher uses iPad to mark the students against the rubric according to the
criteria. Automatically registered on the teachers resource book in
spreadsheet.

Classdogo

References
E4ac.edu.au,. (2013). E4AC | Y3 | Assessment Task 2 Rubric. Retrieved 18 January 2015, from
http://e4ac.edu.au/units/year-3/pop-ass2-01.html