Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Lauchie MacKinnon, Cape Breton Highlands Academy, Strait
Regional School Board |
Title |
Picture Writing |
Grade Level |
P-12 |
Subject Area |
Language arts |
Overview of
unit/lessons/activities (assumptions of prior knowledge/learning) |
Pictures help students to communicate ideas, and are a
supportive aid for writing. This
project has the potential to be differentiated by grade level or academic
ability. At the elementary
level students can write personal books or journals and print them or post
them to a class website. At
the middle or junior high school level, they can write daily logs/ Blogs
on the Internet, or keep a class journal.
Finally, high school students might generate a weekly newsletter or
newspaper they can be posted on the Internet or intranet.
All using the same type of word processor. |
Correlations to ICT and
curriculum outcomes |
9.1 Relates 6.3, 65 9.3 Relates 6.1 6.5 |
Projected timeline for
preparation and for carrying out activities |
Depends on the purpose for which the assignment is used.
A journal project could be updated every day or week all year. |
Equipment Requirements:
(computers, software, etc) |
Copyright clear Digital images (Google pictures,
imagesproject lrt@ednet.ns.ca) |
Teaching materials provided (Blacklines,
worksheets, templates, teacher materials) |
Huskies
Yearbook A Halloween story book |
Resources available for
teacher/student use (websites, references, etc) |
http://t4.jordan.k12.ut.us/professional_development/digital_cameras/
How
digital cameras work, Ideas http://pegasus.cc.ucf.edu/~ucfcasio/qvuses.htm
Best
ideas by grade level for digital cameras http://imagesproject.ednet.ns.ca/
Copyright clear digital images for educational
use in NS classrooms |
Detailed instructions for each
activity or lesson (teacher notes, activity information, learning
strategies, teacher role, student roles) |
Teachers can place the pictures up on their computers or
download them from a camera. Using the word processor insert the picture into the word processor. Students will then be
able to word process underneath the picture.
Elementary teachers may choose to print pictures place lines
underneath and create a book that the students would be able to reread. |
Student products expected |
Students will be able to create written document with
visual support. Students will
be able to create web pages, or printed books.
See samples. |
Samples (include teacher notes,
assessment information, student work if available) |
Huskies Yearbook (Sample_Huskies_yearbook.pdf) A Halloween story book |
Logistics (organization,
grouping, management issues, access to technology) |
Time to get the pictures and place them on your computer.
If using a pod of computers having other activities that students
can do while they're waiting to write.
Pre-Writing is a good idea for all students and grammar lessons can
work as well. |
Assessment information (e.g.,
rubrics for products and/or process) |
Your assessment will based on your particular focus.
Grammar, writing, content, quantity, artistic ability. |
Possible extensions |
Information could be placed on the Internet by saving the
document as the HTML file. Caution
should be used and familiarity with the Access and Use Policy from the
Department of Education would dictate the usage of photos on the internet. |
Adaptations for students
requiring additional support |
Using word prediction software (Word Q available in French
and English, Co-writer,) can help students increase their written output.
Resource people can use this method to write Social Stories or Power Cards
for students with developmental disabilities. List of words can be added to the pictures that students
can use to write their sentences. The amount of information required for the pictures can be
increased or decreased depending how the teacher wishes to differentiate
for individual needs. |
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