Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Karen O’Leary |
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
9.4 manage
their electronic files and correspondence efficiently 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 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 |
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:
Overhead
projector (if you don’t have access to an LCD) |
Teaching materials provided (Blacklines, worksheets, templates, teacher
materials) |
Elements of a short
story: |
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): Classes
Two and Three (60-minutes): Classes
Four and Five (60-minutes): |
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) |
|
Possible extensions |
The students may wish
to generate quizzes, word searches, or crossword puzzles on the computer
that accompany their short stories. |