Red Orb Foundations

Overview

In this lesson (Lesson 6 of 30), students begin with confidence-building multiplication practice using visual arrays (linked to Red Orbs), then develop character backstory by writing a short “character ballad” that uses simple rhyme and gothic detail. This supports the unit’s mission-kit goal by creating usable character descriptions for the final booklet.

Learning intentions

Students will be able to:

• multiply whole numbers (including 2-digit by 2-digit) using arrays and recording strategies accurately
• connect multiplication answers to a Red Orb “inventory” story context
• create a detailed character backstory paragraph using gothic description
• use at least two literary devices (e.g., imagery, simile, personification, idiom, hyperbole) in a character description
• write a short character ballad using a simple rhyme scheme (e.g., AABB)

Success criteria

• I can solve 2-digit multiplication using an array and explain my steps.
• I can record multiplication working neatly (partial products or area model).
• I can write 1 character backstory description with gothic mood using at least 2 literary devices.
• I can write 4 ballad lines with a clear simple rhyme pattern.

Curriculum links

• English (Literature): create and edit literary texts adapting characters/settings and experiment with literary devices.
• Mathematics: develop fluency with multiplication strategies and apply them to a real-life store/inventory scenario (SCSA Mathematics alignment via Western Australian curriculum expectations for operations and reasoning).
• English (Language): identify and use vivid, emotive vocabulary (figurative language such as imagery, simile, personification).
• English (Literacy): use comprehension strategies to plan and self-monitor meaning while writing.
• Language (Cohesion): use repetition and word associations to keep writing connected.

Lesson structure (60 minutes)

1. 0–5 min · Mission hook (high-dopamine). Teacher displays a Mission Board card: “Inventory Upgrade: Multiply to Earn Red Orbs!” and reads aloud a 30-second mini-script about a character needing supplies. Students choose one of two “mood orbs” (Spooky / Mysterious) and repeat the mission goal aloud.

2. 5–15 min · Visual arrays quick-teach. Teacher draws a 2-digit-by-2-digit array using a Red Orb “inventory grid” (e.g., 23 × 14 shown as rows and columns), modelling regrouping/area thinking. Students use square tiles or paper grids to build one array, then record the total as Red Orbs earned.

3. 15–25 min · Two multiplication challenges (short bursts). Teacher gives two timed “Rank Tasks” (each 3–4 minutes): Task A and Task B. Example prompts:

• “A character buys 23 Cobweb Bandages. Each bundle has 14 bandages. How many bandages total?”
• “Red Orb crystals: 12 × 18 for the shop furnace fuel.” Students solve using either (choice) partial products OR full array, then show working on a “working strip” template.

4. 25–33 min · Dyslexia-friendly spelling sprint (character creation). Teacher provides a word bank on a slide/printout: character name options, gothic nouns, and literary-device frames (e.g., “like…”, “the shadows…”, “cold as…”, “whispered…”). Students complete a “Backstory Builder” with sentence starters and optional picture prompts (draw first, write second).

5. 33–45 min · Character description writing (hand-on evidence option). Teacher models one example paragraph: sets mood + character motivation + one vivid sentence using imagery/simile/personification, then highlights where devices appear. Students write their own backstory paragraph using the planning box (Setting + Character trait + Problem + Memory image + Device checklist). If writing is hard, students choose a reduced-write option: 3–4 strong sentences with at least 2 devices.

6. 45–55 min · Character ballad (simple rhyme scheme). Teacher explains AABB rhyme quickly with a spoken model, then provides a “rhyme runway” list of end words (e.g., stone / alone / bone / throne). Students write 4 lines: 2 lines rhyming (A) and 2 lines rhyming (B). Students can swap one line if it doesn’t rhyme after a quick read-aloud check.

7. 55–60 min · Exit ticket + mission checkpoint. Teacher collects: (1) one solved multiplication with array evidence and (2) one stanza (ballad) or a reduced backstory paragraph. Students do a 1-minute self-check using the checklist: “Array correct? Devices included? Rhyme pattern?”

Resources

• Array grid templates (blank 10×10 and partial products boxes)
• Colour tiles/square counters OR pre-cut paper squares
• Red Orb “inventory” story cards (short prompts, minimal text)
• Character Backstory Builder worksheet (sentence starters + device checklist)
• Word bank (gothic nouns, verbs, mood adjectives, device frames)
• Rhyme runway card (end-word options for AABB)
• Timer for Rank Tasks
• Optional: mini-drawing paper and markers for dyslexia-friendly first drafts

Assessment

• Formative checks during multiplication: teacher observes array construction and verifies final totals and working method.
• Formative checks during writing: quick device-check (students highlight/circle at least two device cues in their paragraph).
• Exit ticket: 2-item submission (multiplication evidence + ballad/backstory sample) against the success criteria.

Differentiation

• Provide choice of output: full backstory paragraph OR reduced-write (3–4 sentences) plus one ballad stanza line if needed.
• Dyslexia-friendly supports: read-aloud of prompts, large-font templates, fewer words per page, highlighted sentence starters, and a word bank with device frames.
• Reduce working memory: multiplication can be recorded using the provided “working strip” (Step 1–Step 2 boxes) and checked with an answer box.
• Neurodivergent regulation: allow a 30–60 second “reset stretch” between Tasks; offer the tile/array build as the default first step before writing.
• For extension (when ready): ask for an extra multiplication fact tied to the same character inventory (one more “purchase” problem).

Teacher notes (for managing neurodivergent needs)

Keep instructions visual and repeat the mission goal after each burst. Use “show me” moments (array tiles, pointing to device cues, reading one line aloud) to reduce reliance on silent reading and long transcription. Allow students to draft in drawings first, then convert to sentences using the sentence starter bank.