Decisions about using ICT aligned to basic pedagogical decisions

Another way to implement effective writing a lesson plan is using the Backward Design Model on the subject matter by asking what students need to know for a particular task.
1) "What should the students know?
2) "What skills should they possess at the end of the lesson?"

Some questions teachers should ask and ponder in the progress on STAGE TWO  - ASSESSMENT EVIDENCE 

1. Cited on Wiggins and McTighe (1998) by Ornstein & Hunkins (2004) stated that Backward Design Model (refer to the link from USQ Studesk) could determine the success of the student which based on their progression information and also the teacher to start thinking like assessors on unit plan.
2. The Curriculum and Technology Integration, the integration of ICT process for a lesson plan to have included the educational activities based on the goals students must accomplish. 

At this stage are to have essential knowledge may be assessed using observations/evaluations after planning the Unit of Work of lesson plans. 

To start progressing through this formula by looking at:

1. Curriculum
   Identifying the curriculum, learning area and context for your Unit of Work (UoW) and selecting the learning outcomes/objectives students will learn as part of UoW.
2. ScOT catalogue terms: Creating texts, for details please refer to Scootle_English 
3. Assessment - Find the criteria you are going to use to make judgements about student work

Looking at the Achievement standards

ACARA of the Year 2 Australian Curriculum where normally at the bottom, there should see the "Year 2 Achievement Standard".

This text is also repeated in the Year 2 Standards Elaborations PDF.

One example

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

Elaborations

• learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

• sequencing content according to text structure

• using appropriate simple and compound sentence to express and combine ideas

• using vocabulary, including technical vocabulary, appropriate to text type and purpose

General capabilities

•  Literacy
•  Critical and creative thinking
•  ICT capability

Further next, look into the Purpose of assignment 2

Reference

Ornstein, A. C., & Hunkins, F. (2004). Curriculum foundations: Principles and theory (4th ed). Boston: Allyn and Bacon.