FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: Year 1 LEARNING AREA/TOPIC: Rosie’s walk

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 Asia and Australia’s engagement with Asia Sustainability
Cultures

Notes about device access in the classroom: Children have access to ipads in the classroom.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 1 Investigate and - Teacher starts the class by reading the book Rosie’s
lesson 1 describe number walk by pat Hutchins.
patterns formed
by skip-counting - Once finished reading the text to the class, the teacher
and patterns with holds a class discussion saying that “there are many
objects (ACMNA0 different things we can learn from this book, about lots
18) of different subjects and topics”
The natural, - Teacher then explains to the class that there are going
managed and to be “4 rotations in the class today and your going to
constructed featu go around in groups and do each activity at each
res of places, station”
their location on
Check for
a pictorial map, Create their own patterns using understanding, ask
manipulative objects in the students questions ACTIVITY 1:
how they
may change over classroom individually. about patterns. - Students are required to identify all of the patterns in Manipulatives
time (e.g. Get students to the text. Try and see how many you can find. Can you
erosion, share their patterns make up your own repeating patterns using
revegetated to their peers. manipulatives in the classroom.
areas, planted
crops, new ACTIVITY 2:
buildings) and Create, using and developing Check for detail in Playdough
- Students are to use playdough to make all of the
how they can be fine motor skills, different the animals that the
cared for animals you can see in the story with detail.
shaped animas out of students make.
(ACHASSK031) playdough.

Exploration of
different Illustrate an interpretation of a
materials, media ACTIVITY 3:
map on paper including all the Collect maps and A3 paper
and/or elements of the text. mark them ensuring - Students are to draw their own version of a birds eye
technologies, students have view map of the farm showing Rosie’s journey around
when included each the farm.
creating artwork location in the text.
(ACAVAM107)
Use of known
stories and Create a story map and
personal successfully use stop motion to ACTIVITY 4:
experiences to recreate the story from Rosie’s Get students to Introduction:
create drama wit walk. present their stop - Teacher introduces the app stop motion to students
h simple objects motions to the class and shows students how to use the app properly. A3 paper with story
and available and explain it. map template
technologies - The teacher then shows the class the story map Ipads
(ACADRM029) template and how to use it when needing to fill in a
story map.
- Teacher explains the task of filling out the story map
worksheet and then using the story map to guide you
when making a stop motion video.

Body:
- Students are to create their own story map on an A3
sheet of paper, following this they then need to get
into pairs or in a group and using the ipads and the
stop motion app as a tool, create a stop motion of
them reenacting the story ‘Rosie’s walk’, following
their story map.
- The students can follow the exact story line of the text
or they can have the option to create their own version
of the story ‘Rosie’s walk.’ Students will be encourages
to use their imagination when creating the stop
motion by using themselves and peers to be the
animals and objects in the text.

Conclusion:
- Students present their stop motion video to the class
and explains their stop motion to their peers, showing
what scene they recreated and how they recreated it.