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TERM/WEEKS: Term 3 Week 2 YEAR LEVEL: 4 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: Students all have ipads, which they must bring to each class.

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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 English: 1. Identify that Two Formative Introduction Book: “The Little
Lesson Discuss literary descriptive language assessments at Refugee” by Anh Do
• Students will watch interactive book reading of The
1 experiences the beginning of & Suzanne Do.
with others, portrays particular Little Refugee on ipads. Discuss Book.
lesson using (Students can read
sharing meaning within texts.
Wordart and • After viewing, the teacher will explain the as ebook on ipads
responses and Students identify
expressing a Socrative to importance of descriptive language. Refresh and also watch an
adjectives and check students interactive reading
point of view student’s knowledge on adjectives.
(ACELT1603) discuss their point of understanding on you tube.
view using “Padlet”. of adjectives • Quick group activity on interactive white board. Retrieved from:
Use and story Teacher creates Word Cloud with student’s input. https://www.youtube.
comprehension comprehension. Students identify adjectives from the book to com/watch?v=kxVlM
strategies to describe Anh Do and they are used to create Word UZVqSs
build literal and 2. Select and research a
inferred
Cloud. A copy is shared with each student in the
country where people class Padlet in Activity 1. Create Word cloud
meaning to
may have a different using Wordart to
expand content • Quiz using Socrative. Students select what the highlight adjectives.
knowledge, culture to you. Create adjectives are in various passages from the book.
integrating and https://wordart.com
a poster, which Students also answer some comprehension
linking ideas
and analysing showcases questions from the book.. Comprehension and
and evaluating characteristics of the adjective knowledge
texts country. Body - Activity 1: Adjectives & points of view quiz using Socrative
(ACELY1692) • The Padlet will be embedded in the lesson Weebly on ipads.
for all students to access. https://www.socrativ
Cross Formative e.com
Curriculum • Use Padlet, as a collaborative tool for students to
assessment.
Year 4: answer and discuss the below questions about The
Teacher
observes Little Refugee. Class discussion:
Humanities
and Social responses and • Students can post answers contributing their own Padlet embedded in
Sciences: contribution to point of view. lesson Weebly.
People belong questions in • Teacher will include following questions on Class Padlet has a number
to diverse Padlet. of questions for
groups, such as
Padlet:
students to answer
cultural, 1. How do adjectives help shape texts?
using ipads.
religious and/or 2. What do you think about Anh Do? Write a https://padlet.com
social groups, sentence to describe him using some of your
and this can
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 shape identity own describing words.
(ACHASSK093) 3. What do we know about the country he has
History: come from?
Locate relevant 4. How did Anh Do feel in the following parts of the
information from story? (Life in Vietnam, The Boat Journey,
sources Arrival in Australia, Life in Australia)
provided
(ACHHS084) 5. What do you think it feels like for Anh Do to be
Australian?

Activity 2: Country Culture Poster

• Using PicCollage, students create a poster with Using ipads, Create
Formative some key characteristics of a country. a poster in
assessment. • Students can choose any Country excluding PicCollage.
Teacher to https://pic-
Australia to research and find out how the culture
observe and collage.com
assist those differs from that in Australia.
who need it. • The focus of the poster is on its visual presentation Information &
and use of pictures to quickly share a message Pictures to be
Summative about the country. Minimum text required. sourced from
assessment. A • Students are given the guidelines for what their Britannica:
copy of https://www.britannic
poster must include such as country flag, location
PicCollage can a.com
be sent to map, capital city, language and food. Common
Teacher at end tourist destinations, traditions and climate and Britannica Image
of lesson. anything else the student thinks is appropriate to quest has copyright
Rubric for the convey a message about the culture. free images based
poster. Key • All research and images must be sourced from on license.
areas are Britannica Image Quest.
presentation,
design and Conclusion
content. • In groups of 4 students, students present their
poster and share 3 things they learnt about the
country they chose.
• Teacher concludes by telling students that
tomorrow, students will commence their own story
about a migrant or refugee.

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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 English: 1. Plan a short Introduction ebook on ipads:
Lesson Create literary texts by story using a • Review what we did last lesson in particular on “The Little Refugee”
2 developing storylines, by Anh Do &
Mind Mapping adjectives describing Anh Doh.
characters and Suzanne Do.
settings (ACELT1794) tool to develop • Introduce students to the idea of writing their own
characters, imaginary short story about a migrant or refugee.
Create literary texts storylines & • Explain that before we can write a story we need to
that explore students’
own experiences and settings. plan the characters, setting and story line.
imagining • We will be planning our story in Popplet.
(ACELT1607)
2. Create and plan Body
Discuss how authors a short story Activity 1 – Story Planning
and illustrators make Formative
that explores • Key points to communicate before students start
stories exciting, Assessment.
moving and absorbing student’s planning:
Students email
and hold readers’ imaginations 1. Story is to be written in first person (like The
interest by using teacher a copy
and own of their Story Little Refugee).
various techniques, for
experiences Planning 2. The story is to feature a character migrating
example character
development and plot Popplet. from one country to Australia.
tension (ACELT1605) Teacher 3. The country the character is migrating from will
3. Publish a quick provides be the country the student chose in lesson 1.
Use interaction skills animated video, feedback to
such as
4. Teacher provides clear guidelines on the weebly
which students if any
acknowledging page for what students are to include in the
communicates a of the areas
another’s point of view planning.
student’s point require further
and linking students’ 5. Creativity is key.
development
response to the topic, of view on a
using familiar and new before next Plan a story using
topic using new lesson. Popplet on ipad.
vocabulary and a • Steps to Plan Story:
range of vocal effects vocabulary and https://popplet.com
(Each student brain storms the below on Popplet)
such as tone, pace, strong vocal 1. Create the main character Each heading has its
pitch and volume to effects. - Choose name own Popplet and
speak clearly and ideas stemming off
coherently - Characteristics & traits of the character.
but all are on the
(ACELY1688) Teacher creates hints on weebly page for what one brainstorming
to include. And includes link to adjective ideas. page.
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 http://adjectivesstarting.com/adjectives-to- Adjective ideas:
describe-a-person/ http://adjectivesstarti
3. Country character is migrating from? ng.com/adjectives-
to-describe-a-
Student inserts country they chose in lesson 1.
person/
Put photo of country poster created in Smore in
Popplet. Why is character leaving their old Take screenshot of
country? What was life like in that country? Smore poster and
5. How does character travel to Australia? insert into Popplet.
Who are they traveling with?
6. Where did character arrive in Australia?
How do they feel about their new country?
7. How long has character been living in Australia?
What do they like about it? How do they feel
about being Australian?
8. Anything else student would like to include?

Activity 2 – StoryboardThat
• Students create and publish a short cartoon
using Storyboardthat.
Summative • Students select and customise a character Create and publish a
Assessment. StoryboardThat.
based on their planning in Activity 1.
Teacher views http://www.storyboar
each student’s • Students have a strip for each main section of dthat.com
StoryboardThat. their story. Students write one sentence from
A Rubric is used their character’s perspective on how they were Create screenshot of
to assess key feeling in that part of the story. On the last strip, character created in
points including students write a few sentences on their StoryboardThat and
use character include in Popplet.
character’s feelings, hopes and dreams for their
formation and
future and life in Australia.
speech written
from character’s Conclusion
point of view. • Go around the class and have everyone share
their character’s name and country.
• Congratulate students on their creativity so far.
• Let students know that next lesson we will be
putting everything together by writing and
publishing our story into an electronic book.

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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 English: 1. Create and publish Introduction

Lesson Plan, draft and publish
3 imaginative,
informative and
persuasive texts
containing key
information and
supporting details for a
widening range of 2. Write a short story
audiences,
demonstrating
increasing control over
text structures and
language features
(ACELY1694)
Create literary texts
that explore students’
own experiences and
imagining
3. Student
(ACELT1607)
Identify features of
online texts that
enhance readability
including text,
navigation, links,
graphics and layout
(ACELA1793)
Re-read and edit for
meaning by adding,
deleting or moving
words or word groups
to improve content
and structure
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an imaginary and • Review what we have learnt the last two lessons.
Book Creator on
informative digital • Explain how our lessons have been leading up to
Formative todays lesson. “We are going to create a book using ipads
story using “Book
Assessment. https://bookcreator.c
Creator”. book creator which tells the story we planned
Teacher om
observes yesterday.”
students for • Remind students to use descriptive words to draw Teacher instructions
using appropriate active the reader into an understanding of what the on lesson Weebly
text structure, engagement character felt like during parts of their journey. for how to use Book
with the topic Creator.
language and • Students are to use their story plan on Popplet from
and creating the
features. For Lesson 2.
book using book Students are to refer
example student creator. • Explain how to use Book Creator and provide to their Popplet story
uses descriptive instructions on lesson Weebly. plan from Lesson 2.
language effectively
to build a character. Body Teacher instructions
• Refer students to teacher’s book layout guide on on lesson Weebly
Summative lesson Weebly which they can follow for what to for layout of Book.
Assessment.
include on each page.
Rubric for the
incorporates • Students can create an Avatar or use image from Students can create
book. Key an avatar on
interactive digital StoryboardThat creation in Lesson 2 for front cover.
points are doppelme.com/ or
technology into their creativity of The Title could be “I’m Australian Too” or “X’s
use image from
Book to enhance story, layout, Story”. Storyboard that in
the story. ideas and text • Remind students to incorporate lesson 1 and 2 into lesson 2 for front
structure. page.
their book:
Inclusion of Smore poster in
- Smore poster of country can go on pages about
Culture lesson 1 gets
their character’s old country.
research and incorporated into
- Image of StoryboardThat character can go on
adjectives. book.
the last page of book.
 (ACELY1695) StoryboardThat in
- At the end of the book there is a section for Lesson 2 gets
Humanities and incorporated into
Social Sciences:
Authors notes. Include picture of brainstorming
Popplet of character. book.
People belong to
diverse groups, such • Provide students with sentence starters to start
as cultural, religious writing the book. Examples could include:
and/or social groups,
and this can shape - I had one last look at the disappearing shores
identity of_______
(ACHASSK093) - On the plane people were laughing and singing
Summative with joy as finally we were going to leave
Assessment -
_________ and our new home would be in
At the end of
completion Australia.
students publish
and share their Conclusion
book creations • Let students know that we will have another lesson Survey Monkey to
to be presented to finish the Book if they haven’t in this lesson. reflect on activity
at a school • Let students know that we will have a special and provide teacher
morning tea. morning tea next week to celebrate different with feedback.
(ebook on cultures. Everyone is asked to bring in some food to https://www.surveymo
ipads) nkey.com
share maybe from the country you researched and
Formative that we will have an opportunity to read the books of Published ebook on
Assessment – other students. ipads.
Answer garden • Finish lesson with feedback questions using Survey
to determine Monkey. The survey will have questions such as:
areas that What did you enjoy most about creating a book?
students need What would you like to do differently next time?
more assistance
What did you find most difficult about it? What
in.
creative activity would you like to do again?