ICT Integrated Lesson Plan
| Author | Deb MacLean |
| Title | Short Story Lesson |
| Grade Level | 11 |
| Subject Area | English |
| Overview of unit/lessons/activities (assumptions of prior knowledge/learning) | This is part of a much larger short story unit that looks at the individual and his/her place in the community. By this point we have looked at the development of discrimination, the impact of discrimination, what happens when that discrimination has reached extremes. The students will have just read an essay by Abba Eban looking at the trial of Adolf Eichmann, justifying the Israeli court's decision to put Eichmann to death for his role in the Final Solution. In his essay, Eban touches on the idea that our world has become so technologically advanced that we can now destroy our planet (nuclear weapons, etc). At this point, we turn to the story The Shatterer of Worlds, by Kildare Dobbs about the effects of the Hiroshima bombing. Students will then create a PhotoStory3 about one person's experiences during a real historical event. |
| Correlations to ICT and curriculum outcomes |
GCO
2: Students will be expected to communicate information and ideas
effectively and clearly, and to respond personally and critically. 2.2 effectively adapt language and delivery for a variety of audiences and situations in order to achieve their goals or intents. GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.3 Students will assess ideas, information, and language, synthesizing and applying meaning from diverse and differing perspectives. 4.5 Students will articulate their understanding of the purpose of the author in relation to the impact of literary devices and media techniques on the reader or viewer. GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies. 5.2 Students will recognize and reflect upon the appropriateness of information for the purpose of making meaningful student text. GCO 6: Students will be expected to respond personally to a range of texts. 6.2 Students will make connections between the ideas and information presented in literary and media texts and their own experiences. 6.3 Students will make connections among the themes, issues, and ideas expressed in various texts. 6.4 Students will demonstrate a willingness to explore multiple perspectives on text. 6.6 Students will recognize and articulate feelings about ambiguities in complex texts, interpreting details and subtleties to clarify their understanding. GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre. 7.8 Students will reflect on their responses to print and media texts, considering their own and others' social and cultural contexts. GCO 8: Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination. 8.3 Students will make informed choices of language and techniques to enhance the impact of imaginative writing and other ways of representing. GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. 9.2 Students will create a clear and coherent structure in various forms of writing and media production o make informed choices of form, style, and content to address the demands of different audiences and purposes o use effective strategies to engage the reader/viewer GCO 10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness. 10.4 demonstrate a commitment to crafting a range of writing and other representations. Social, Ethical, and Human Issues SEHI 12.1 (relates to 9.1 – 9.4) behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study SEHI 12.2 (relates to 9.2) articulate an informed and critical understanding of mass media, popular culture and electronic information environments; their techniques; and the effects of those techniques Productivity PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency PTS 12.4 (relates to 9.4, 9.5) evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently Communication By the end of grade 12, students will be expected to: CT 12.1 (relates to 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 12.4 (relates to CT 9.3) discover, share and reflect upon their own and others’ cultures, values, and understandings as they are expressed in electronic and other formats
Research, Problem Solving, and Decision Making RPSD 12.3 (relates to 9.3 – 9.8) evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently |
| Projected timeline for preparation and for carrying out activities | There should be sufficient time to develop an understanding of how
PhotoStory works. Students are usually very comfortable using technology
if they are given a basic demonstration. About 1 hour should be enough
to run through the basics, and create a very small demo to be shown to
the class. Approximately 5 class days will be needed for the reading/writing/and development of the PhotoStory. (1 week) |
| Equipment Requirements: (computers, software, etc) | Computers with PhotoStory/ Microsoft Word/possibly Audacity Digital cameras/scanner/scanning software |
| Teaching materials provided (Blacklines, worksheets, templates, teacher materials) | Copy of the short story The Shatterer of Worlds and the Postscript |
| Resources available for teacher/student use (websites, references, etc) | |
| Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) | Depending on the length of classes and the
ability of students, the timeline may need to be adjusted. Day 1: Read the story Day 2: Begin prep work - research a historical event, begin to plot out story and character Day 3: Demonstration of PhotoStory creation of dialogue, voice over image preparation/music preparation Day 4: continue work on PhotoStory Day 5: possibly a 5th day |
| Student products expected | It is expected to have a 2-3 minute photostory fully inclusive of text/ voice-over and music. |
| Samples (include teacher notes, assessment information, student work if available) | |
| Logistics (organization, grouping, management issues, access to technology) | Students often like to work in pairs on a project like this. That would certainly be fine with me, but there must be a corresponding increase in expectations (two heads...) |
| Assessment information (e.g., rubrics for products and/or process) | PhotoStory3 evaluation rubric |
| Possible extensions | If students are keen, they could develop much more in-depth audio using Audacity |
| Adaptations for students requiring additional support | Some students may be more comfortable using PowerPoint and/or the
somewhat simpler program such as, (but guaranteed more frustrating) Comic Life. Students can take the story The Shatterer of Worlds and develop a PhotoStory3 from that. |