Lessons Integrating Information and Communication Technology within a Curriculum Area


Lauchie MacKinnon, Cape Breton Highlands Academy, Strait Regional School Board


Picture Writing


Grade Level



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)
Digital camera
Word processor
printer / lcd projector

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.

Note:  Special education teachers can also create social stories in this way.

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
My town

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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