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TERM/WEEKS: Term 1 Week 4 YEAR LEVEL: 4 LEARNING AREA/TOPIC: English

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy ICT Critical and creative Personal and Social
thinking competence
Cross-curriculum priorities:

Notes about device access in the classroom:

 1 iPad available per student
 All apps will be pre-downloaded onto the iPads and ready for use prior to the lesson commencement
 Apps that will be used during the lesson:
o Puppet Pals
o Plickers!
 Links will be made available via Weebly:
o AnswerGarden
o QR codes – able to be access via camera app on the iPad
o Padlet
o YouTube
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 4 Content Area:  Identify and explain
Lesson 3 English
Strand: Literature
Sub-strand: Creating
Literature
Content description
code: (ACELT1607)
Create literary texts  Develop and create
that explore students’
own experiences and
imagining
Content Area:
English
Strand: Literature
Sub-strand: Creating
Literature
Content description
code:
(ACELT1794)
Create literary texts
by developing
storylines, characters
and settings
Content Area: Digital
Technologies
Strand: Processes
and production skills
Sub-strand: Digital
Implementation
Content description
code: (ACTDIP011)
Use visually
represented
sequenced steps
(algorithms), including
steps with decisions
made by the user
(branching)
Content Area:
English
Strand: Literature
 Formative assessment Previous Lessons:
the character traits at the beginning of the  Teacher read the students Possum Magic by Mem
that contribute to lesson using Plickers! Fox and generated a class discussion around the
the establishment of to gauge understanding characters in the story focusing on character traits.
a fictional character of, and memory of book
Introduction:
Possum Magic by Mem
Fox  Teacher will direct students to the Weebly site iPad
an original
https://ict2018presentation.weebly.com/ on the
character and  Formative assessment
screen at the front of the room. Students will follow
character profile during the lesson using
the lesson from this site.
using the ICT tools answers students input
provided into AnswerGarden  The teacher will explain to students the purpose and Weebly:
requirements of this lesson using WALT (We Are https://ict2018prese
during character trait ntation.weebly.com/
exploration Learning To…) and WILF (What I’m Looking For…)
which will be displayed on the screen at the front of
 Summative
the room and on their iPads
assessment at the end
of the lesson using  The teacher will hand each student a Plickers! page
Plickers!
marking rubric to as they will need to answer a series of questions
assess students that will be displayed on the front screen, so the
character creation and teacher can gauge their memory/ understanding of
character profile. Possum Magic
Assessment will be on  Students have used Plickers! in previous lessons so
visual character are familiar with the program
creation and how well  Teacher will read out the questions whilst displaying
it on the screen for the students to answer using
suited the visual
character aligns to the their Plickers! page. Answers will be displayed
character profile. anonymously on the front screen
Character profile
assessment will focus
Lesson
on the in-depth
 Teacher then directs students to use their camera
exploration of character
app to copy the QR code displayed on the front QR Code
traits and the
screen that will open AnswerGarden on their iPads AnswerGarden
explanation of the
for them to answer the question, Who’s your
characters background
favourite character in a story?
in the profile.
- Students have used QR codes in previous
lessons and are familiar with them
Sub-strand:  Students will be given 5 minutes to type their
Responding to answer and answers will be displayed on the front
literature
Content description screen
code: (ACELT1603)  Teacher will then generate a class discussion on
Discuss literary the answers provided.
experiences with
 The teacher will be attempting to get the students to
others, sharing
responses and delve deeper into their reasoning for liking or not
expressing a point of liking certain characters so that students understand
view that good character creations have background
stories and depth to their characters
Content Area:  The teacher will then direct students back to the
English
Strand: Literature Weebly site on their iPads to watch the YouTube
YouTube:
Sub-strand: Minions Short “The Competition” mini-movie
Examining literature https://www.youtub
 Students then need to “think, pair, share” with their e.com/watch?v=tod
Content description
code: (ACELT1605) shoulder partner, discussing the question displayed cApS3BIY
Discuss how authors on their device, ‘What are some of the qualities you
and illustrators make see in the characters?’
stories exciting,
moving and  Students then use the new QR displayed on the
absorbing and hold front screen to access AnswerGarden to type their QR Code
readers’ interest by answers. As they type the answers will be displayed AnswerGarden
using various on the front screen (and their devices) for the
techniques, for
example character teacher to generate discussion
development and plot  Teacher will then generate a class discussion by
tension calling on students based on the answers. The
Content Area: teacher will be attempting to get the students to
English consider all aspects that make up a character (not
Strand: Literacy just physical, but mannerism, voice etc)
Sub-strand:
 Following the class discussion students will then be
Interpreting,
analysing and directed back to their devices to look at the
evaluating character profile example of Steve, the Blue Tongue
Content description Lizard.
code: (ACELY1690)
Identify characteristic  Following a discussion by the teacher on how to put
features used in together a character profile, students will need to
Padlet
imaginative, access the Padlet link and complete the profile
informative and template.
persuasive texts to  Students need to add the teacher to their Padlet
meet the purpose of
character profile upon completed as this forms part
the text
of the assessment for the lesson.
 Once completed, will watch an example character
Steve, the Blue Tongue Lizard, created by the
teacher in Puppet Pals. Puppet Pals
  Students will access the Puppet Pals app on their
iPads to create their character based off their
character profile.

Conclusion:
 The teacher will summarise the lesson by going
over the various different technologies that were
used in the lesson.
 Students will ‘think, paid, share’ with their shoulder
partner 3 new things they learnt from the lesson.
 Once completed, students will send the teacher
their story created in Puppet Pals for assessment.

Learner diversity:
 Instructions will be displayed visually on the front
screen, the students iPads and in written format
with examples and demonstrations provided for
each learning tool.
 A written copy of the marking rubric and instructions
will also be available for all students.
 The teacher will be available throughout the lesson
and can demonstrate how to use each ICT tool with
individual students if required.
 Students will be interacting with their peers
throughout the lesson and will engage in “think, pair,
share” activities to share knowledge and discuss the
tools. Students will be permitted to discuss the tools
with each other and provide peer assistance.
 For advances learners, additional activities have
been included via links on the lesson page for
students to access. If students complete their work
early the teacher will direct them to access these
links to learn more about the Possum Magic
characters and real Australian bush animals.