Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Jason Kempt (CBVRSB) |
Title |
I Am David |
Grade Level |
Nine |
Subject Area |
English Language Arts |
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) |
Lessons / Suggestions contained in this unit are designed to assist teachers in generating interest (front loading) in the novel, I Am David. Further lessons are supplied to assess student learning at various points in the novel. Opportunities for accommodating various learning styles and the inclusion of technology are also provided. |
Correlations to ICT and curriculum outcomes |
All GCO's for English Language Arts Integration of ICT outcomes CT 9.1 use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate and collaborate with others in order to build their understanding CT 9.3 critically evaluate how style, form, source, and medium influence the accessibility, validity and meaning of information with independence PTS 9.1 use software to brainstorm, develop a thought web, outline, and map ideas under study with independence PTS 9.2 explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computer-based simulations, with teacher assistance PTS 9.3 explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select PTS 9.5 develop multimedia presentations, based on sound principles of design, with increasing confidence, efficiency and independence RPSD 9.3 write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency RPSD 9.4 assess the quality, comprehensiveness, biases, and perspectives of print, media and electronic resources for use in their curricular studies, with teacher guidance RPSD 9.5 critically evaluate how style, form, source, and medium influence the accessibility, validity, and meaning of information independently |
Projected timeline for preparation and for carrying out activities |
The time frame for completion of I Am David is generally four weeks. |
Equipment Requirements: (computers, software, etc) |
Access to internet-enabled computers |
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
Instruction Sheets / Lessons: Making Connections – three student activities: "What's in a Name?", "I Am... poem", and "What famous movie are you?" |
Resources available for teacher/student use (websites, references, etc) |
e-Post Cards: http://www.ersys.com/postcard.htm |
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) |
Instruction Sheets / Lessons: Making Connections – three student activities: "What's in a Name?", "I Am... poem", and "What famous movie are you?" |
Student products expected |
Internet Research Results, |
Samples (include teacher notes, assessment information, student work if available) |
Contained within instructions |
Logistics (organization, grouping, management issues, access to technology) |
Contained within instructions |
Assessment information (e.g., rubrics for products and/or process) |
Rubric for Role Play (if included as part of the chat about David). This is also included in the instructions |
Possible extensions |
Suggestions contained in text |
Adaptations for students requiring additional support |
Suggestions contained in text. |
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