Lessons Integrating Information and Communication Technology within a Curriculum Area

Author

Karen OíLeary

Title

Short Stories through Multimedia Presentations

Grade Level

9

Subject Area

English Language Arts

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

Students will summarize and paraphrase a short story read in class and identify the six story elements: characters, setting, plot, conflict, solution, and tone/mood. They will then create a PowerPoint presentation that illustrates knowledge of the contents in a selected story.  Students will analyze characters (physical characteristics, character traits, and relationships) in a selected story.

Prior knowledge of literary terms such as: setting, characters, plot, conflict, solution, and mood/tone.

Basic knowledge of how to use PowerPoint presentation software.

Correlations to ICT and curriculum outcomes

Information and Communication Technology:

BOC 9.1  operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision        

BOC 9.2  use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance            
BOC 9.3  demonstrate comfort with keyboarding and manipulation of computer input and peripheral devices as they work 

BOC 9.4  manage their electronic files and correspondence efficiently       
BOC 9.5  from a range of resource options, knowledgeably select, manage, and use technological resources to solve curriculum problems and enhance their learning, with teacher guidance  

PTS 9.1  use software to brainstorm, develop a thought web, outline, and map ideas under study with independence  

PTS 9.4  create and manipulate sound, images and video, using digital equipment and computer-based editing, to represent their learning for particular audiences and purposes, independently with teacher supervision
PTS 9.5  develop multimedia presentations, based on sound principles of design, with increasing confidence,  efficiency and independence

SEHI 9.3  understand, model, and assume personal responsibility for the acceptable use of copyrighted and other information resources

SEHI 9.6  follow the Internet Access and Use Policy

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

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 9.9  accurately and independently cite information sources

Grade 9 English Language Arts Outcomes:

1.1     examine others ideas in discussion to extend their own understanding  

1.4     listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented
2.1     participate constructively in conversation, small-group and whole-group discussion, and debate, using a range of strategies that contribute to effective talk  
2.2     adapt vocabulary, sentence structure, and rate of speech to the speaking occasion
2.4     evaluate their own and othersí uses of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language forms
3.1       demonstrate active listening and respect for the needs, rights, and feelings of others
3.2     demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes
8.1       use a range of strategies in writing and other ways of representing to describe and evaluate their learning processes and strategies
9.1       demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes
10.1     demonstrate an awareness of what prewriting, drafting, revising, editing, proofreading, and presentation strategies work for them with various writing and other representations
10.2    consistently use the conventions of written language in final products
10.3     experiment with the use of technology in communicating for a range of purposes with a variety of audiences
10.4    demonstrate a commitment to crafting pieces of writing and other ways of representing

Projected timeline for preparation and for carrying out activities

4 - 5, 60-minute class periods.

Equipment Requirements: (computers, software, etc)

4 classroom computers with the following software installed:

  • Word processor
  • Image editing software: Photoshop Elements, IrfanView
  • Multimedia software: Power Point,  
  • Still digital camera and recording media (floppy disk or camera cable and computer installed image download software)
  • LCD projector for demonstration purposes

 Overhead projector (if you donít have access to an LCD)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Elements of a short story:

http://hrsbstaff.ednet.ns.ca/engramja/elements.html

  Story Map

Resources available for teacher/student use (websites, references, etc)

To develop rubrics:  Rubistar.com ,  teach-nology.com

PowerPoint Tutorial: http://lrt.ednet.ns.ca/summer/2004/quicks/ppt_quick.pdf

http://lrt.ednet.ns.ca/PD/pdf/quick_start_index.htm

http://imagesproject.ednet.ns.ca/

 

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Class One (60-minutes):
Distribute multiple copies of short stories to students that you have photocopied before class (there are not any included here as this will be up to the individual teacher to determine.)  Once the stories have been handed out, they will identify others in the class who has the same story that they do.  The students will arrange themselves in cooperative learning groups for 4-5 students.  The students will then read their stories independently.  When finished, they will participate in small group discussions that will focus on the six elements of short stories that have previously been discussed in class.  Following their discussions (allow approximately 10 minutes); they will use the Story Map to organize all of the main ideas from the story and to put them on paper.

Classes Two and Three (60-minutes):
Students will gather in their groups with their story maps and begin to create their multimedia presentations.  They should be sure to include any sound effects, transitions, background music, etc. on their storyboards.  While some group members are busy on the computer, other group members should be working on their journal response.

Classes Four and Five (60-minutes):
Presentations of their stories.

Student products expected

Story Map

Peer Evaluation Checklist

Multimedia Presentation

Journal Response (discussing how the process helped them to understand their stories on a deeper level)

Samples (include teacher notes, assessment information, student work if available)

Teachers should ensure that they have thoroughly reviewed elements of a short story and emphasize that they will be retelling their story to the class via their multimedia presentation.  It will be up to them to decide as a group what information is critical to include in their story, and what elements they may choose to discard and why.  They must remain true to the original story and deliver the same message!

Logistics (organization, grouping, management issues, access to technology)

The classroom will need to be set up in a way that supports group work and collaboration.  A pod of at least 4 computers should be present in the room at all times.  Access to an LCD projector or an overhead will be useful for the class brainstorming activities and group discussions.  Sign up sheets for digital cameras and computers may also be useful.

Assessment information (e.g., rubrics for products and/or process)

Journal Writing Rubric

Multimedia Presentation Rubric

Peer Evaluation

Presentation Rubric

Possible extensions

The students may wish to generate quizzes, word searches, or crossword puzzles on the computer that accompany their short stories.

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