Mind Map Gallery ICT in Education Grade 9 English Lesson Plans
- 274
- 1
ICT in Education Grade 9 English Lesson Plans
This is a mind map talking about ICT in Grade 9 English lesson plans. You can create a mind map like this effortlessly.
Edited at 2020-09-28 07:40:42
- Recommended to you
- Outline
ICT in EducationGrade 9 English Lesson Plans
1. Podcast Lesson Plan
- Objectives
- Manitoba English Curriculum
- Three of the six English Language Arts can berepresented through this podcasting lesson:listening, speaking, and representing.
- Express Ideas (1.1.1)
Question and reflect on personal responses,predictions, and interpretations; apply personalviewpoints to diverse situations orcircumstances.
- Develop Understanding (1.2.1)
Reflect on new understanding in relation to priorknowledge and identify gaps in personalknowledge.
- Record information (3.3.2)
Summarize and record information in a variety offorms in own words, paraphrasing and/orquoting relevant facts and opinions; referencesources.
- ICT Continuum
- Cognitive Objective
- P-1.1 recalls and/or records prior knowledge and asks topic-related questions
- G-1.4 collects primary data using electronic devices
- Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video
- Affective Objective
- E-1.1 respects ICT equipment and personal technology space of other ICT users
- S-1.1 identifies uses of ICT at home, at school, at work, and in the community
- M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
- Prerequisites
- Review
- Review basic ICT skills
- Computer Microphones
- Google programs
- Google Drive
- Last lesson we introduced our novel study: Maus by Art Speigelman. Began reading the novel.
- This lesson we will read more of Maus and begin journaling our thoughts through a series of podcasts. Students will verbally record their thoughts on electronic platforms to compile at a later date.
- Next lesson we will begin compiling our podcasts as we begin to record more of them. Each student will have their own "series" that will contain their reflections on each reading of Maus.
- Goals
- Understand how to effectively use podcasts and create a series in order to help enhance our learning of the novel.
- Resources
- Materials
- Maus (novel)
- Recording technology (smartphones, computers)
- Google accounts (Google Drive)
- WWII Podcast
- Podcast example
- People
- Teacher
- Parents
- Peers
- Facilities
- Up-to-date computer lab
- Microphones
- Audio editing software
- Methods of Instruction
- Objectives
- Introduce podcasting to students
- Have students begin podcasting on their own via journal entries
- Activate
- Review the introduction of Maus from last class. Discuss what was read so far.
- Acquire
- Introduce podcasting to students. Provide an example of a podcast through a WWII podcast series.
- Apply
- Read more of Maus. Have students create anonymous Google accounts to use for this unit. Provide students with computers (or allow them the use of their smartphones) to begin submitting journal entries based on their thoughts and feelings on the readings. These recordings will be uploaded to a class folder via Google Drive to be collected as a class.
- Assess
- Summative: Use checklist: listen to each podcast and determine if the content of the student is practical and relevant to the reading. Provide small participation mark if appropriate.
2. Map Lesson Plan
- Objectives
- Manitoba English Curriculum
- Three of the six English Language Arts can berepresented through this map lesson: speaking,viewing, and representing.
- Connect Self, Texts, and Culture (2.2.2)
Examine how personal experiences, communitytraditions, and Canadian perspectives arepresented in oral, literary, and media texts.
- Techniques and Elements (2.3.2)
Examine the use of a variety of techniques toportray gender, cultures, and socio-economicgroups in oral, literary [including books], and mediatexts.
- Organize Information (3.3.1)
Organize information and ideas by developingand selecting appropriate categories andorganizational structures.
- ICT Continuum
- Cognitive Objective
- G-1.3 records data or makes notes on gathered information and ideas using given categories and given ICT
- G-2.3 categorizes information using the ICT suitable for the purpose
- Pr-1.2 composes text, records sound, sketches images, graphs data, and/or creates video
- Pr-1.3 edits electronic work according to established criteria, conventions, and/or standards
- Affective Objective
- Co-1.1 works with others in teacher-directed learning tasks using ICT and assists others with ICT knowledge and procedures
- Co-2.1 collaborates with peers to accomplish self-directed learning with ICT in various settings
- M-1.1 demonstrates confidence and self-motivation while doing ICT tasks alone and with others
- M-1.2 recognizes ICT problems and seeks assistance to solve them
- Prerequisites
- Review
- Review basic ICT skills
- Google programs
- Google Maps
- Recap what has been read so far in Maus. Make predictions for what is to come.
- This lesson we will read more of Maus and begin creating maps covering the content of the book. Students will each create a Google map to begin compiling locations of interest within the novel.
- We will continue to add locations in the future as the reading is continued. Students will manage their maps on their own time and "submit" them at the end of the unit.
- Goals
- Understand how to use Google Maps to chart the physical locations of our novel in order to help enhance students' understanding of the Holocaust and what its prisoners went through.
- Resources
- Materials
- Maus (novel)
- Computers (internet access)
- Google accounts (Google Maps)
- Google Map example
- People
- Teacher
- Parents
- Peers
- Facilities
- Up-to-date computer lab
- Internet access
- Methods of Instruction
- Objectives
- Introduce map editing to students
- Have students begin creating their own maps to chart progress of the novel
- Activate
- Review the reading of Maus from last class. Discuss what was read so far and what has been learned.
- Acquire
- Introduce Google Maps to students. Provide an example of a created map to give students an idea of what they will be creating over the next few weeks.
- Apply
- Read more of Maus. Provide students with computers (or allow them the use of their own devices) to begin creating a map to chart the various locations mentioned throughout Poland and Germany in Maus.
- Assess
- Formative: Discuss individually with students what they are doing and how they are doing it to verify their understanding of the project.
- Summative: Students' maps will be graded at the culmination of the unit in order to receive a mark for the depth of the created map.
3. Video Lesson Plan
- Objectives
- Manitoba English Curriculum
- Four of the six English Language Arts can berepresented through this podcasting lesson:listening, speaking, viewing, and representing.
- Access Information (3.2.4)
Expand and use a variety of skills [including visual and auditory] toaccess information and ideas from a variety of sources [includingbooks, on-line catalogues, periodical indices, broadcast guides,film libraries, and electronic databases].
- Develop New Understanding (3.3.4)
Reflect on new knowledge and its value to selfand the wider community; determine personalinquiry and research strengths and learninggoals.
- Share Ideas and Information (4.4.1)
Plan and conduct peer-involved class activities toshare individual inquiry or research andunderstanding on a topic.
- Effective Oral Communication (4.4.2)
Choose vocabulary, voice production factors, and non-verbalcues to communicate effectively to a variety of audiences; use avariety of media and display techniques to enhance theeffectiveness of oral presentations.
- ICT Continuum
- Cognitive Objective
- G-3.1 incorporates new information withprior knowledge and adjusts inquirystrategies
- G-2.3 categorizes informationusing the ICT suitable for thepurpose
- C-2.1 discusses information, ideas, and/orelectronic work using tools for electroniccommunication
- R-2.1 invites and shares constructive feedback,related to established criteria, to reflect on usingICT to learn
- Affective Objective
- E-2.2 applies safety guidelineswhen communicatingelectronically
- S-3.1 weighs society’s right toinformation access against right toindividual privacy
- Co-1.1 works with others in teacher-directedlearning tasks using ICT and assists others withICT knowledge and procedures
- Prerequisites
- Review
- Review basic ICT skills
- Google programs
- YouTube
- Recap what has been read so far inMaus. Make predictions for what is tocome.
- This lesson we will read more of Maus and work on videorecording software in order to create a video message. Theobjective will be to become a Holocaust prisoner and record avideo message to family elsewhere.
- We will utilize these videos as a way to simulate the feelings ofwar prisoners and channel the medium as an outlet for emotions.The visual effect will be used in order to draw out as muchacting as possible from students.
- Goals
- Understand how to effectively create a video and use thesevideos to introduce a twist in the Holocaust unit. This willallow students to tap into their creative energy and actingability.
- Resources
- Materials
- Maus (novel)
- Recording technology(smartphones, computers)
- Google accounts (YouTube)
- YouTube video example
- People
- Teacher
- Parents
- Peers
- Facilities
- Up-to-date computer lab
- Microphones
- Video cameras
- Video editing software
- Methods of Instruction
- Objectives
- Introduce video creation to students
- Have students create their ownvideo and upload it to YouTube
- Activate
- Review the introduction of Maus fromlast class. Discuss what was read sofar.
- Acquire
- Introduce video creation to students. Provide an example of a videothrough the video created as an example. The video will offer a basiclesson in video recording and editing. Have students write out a "letter"they would write to family if they were living in similar conditions asVladek.
- Apply
- Read more of Maus. Provide students with computers (or allow them the use oftheir smartphones) to record videos of themselves acting out their letter to thecamera. Encourage the use of as much emotion and visual effect as possible. Afterthe recording is completed, upload the video to YouTube on their anonymousGoogle account.
- Assess
- Summative: Students will be markedbased on the quality of their video and itsediting.
4. Collaborative Document Lesson Plan
- Objectives
- Manitoba English Curriculum
- Four of the six English Language Arts can berepresented through this map lesson: reading,writing, viewing, and representing.
- Revise Content (4.2.2)
Review previous draft and revise to refinecommunication and enhanceself-expression.
- Grammar and Usage (4.3.1)
Edit for parallel structure, use oftransitional devices, and clarity.
- Use Language to Show Respect (5.1.3)
Use inclusive language and actions that supportpeople across races, cultures, genders, ages,and abilities.
- Compare Responses (5.2.1)
Recognize that differing perspectivesand unique reactions enrichunderstanding.
- ICT Continuum
- Cognitive Objective
- G-3.2 assesses textual, numerical, aural, and visualinformation, as well as the sources of the media, todetermine context, perspective, bias, and/ormotive
- G-2.3 categorizes informationusing the ICT suitable for thepurpose
- Pr-2.2 revises electronic work to improve organization andclarity, enhance content and artistry, and meet audience needs,according to established criteria, feedback, and personalpreferences
- R-2.1 invites and shares constructive feedback,related to established criteria, to reflect on usingICT to learn
- Affective Objective
- S-2.3 analyzes advantages anddisadvantages of ICT use insociety
- Co-2.1 collaborates with peers to accomplishself-directed learning with ICT in varioussettings
- Co-2.2 collaborates with othersover distance using ICT
- M-1.1 demonstrates confidence andself-motivation while doing ICT tasks alone andwith others
- Prerequisites
- Review
- Review basic ICT skills
- Google programs
- Google Docs
- Recap what has been read inMaus. Discuss its conclusion.
- This lesson will take place after the reading of Maus has beenconcluded. Students will work in partners on a final paperutilizing Google Docs as a way of collaboratively creating adocument.
- This lesson will compile the information learnedthroughout the unit and culminate in a final paperdiscussing a prominent theme present in Maus.
- Goals
- Understand how to effectively use collaborativeprograms such as Google Docs in order toincrease group project productivity.
- Resources
- Materials
- Maus (novel)
- Computer (internet access)
- Google accounts (Google Docs)
- People
- Teacher
- Parents
- Peers
- Facilities
- Up-to-date computer lab
- Internet access
- Methods of Instruction
- Objectives
- Introduce collaborativedocumentation to students
- Have students work together on acollaborative paper utilizing onlinecollaborative programs
- Activate
- Discuss what was learned from the reading ofMaus. Discuss prominent themes that werepresent in the novel and how they were effective.
- Acquire
- Introduce collaborative documentation to students viaGoogle Docs. Explain how it can be used tosimultaneously work on a paper in real-time on separatecomputers.
- Apply
- Partner up students. Have each pair choose a theme from Maus to discuss. Eachgroup will write a paper on how that theme was effective to the overall effect ofthe novel and how it influenced their thinking. Students will work in the computerlab to collaboratively write a paper. This work can also be done from home asneeded.
- Assess
- Summative: This paper makes up the final project of theunit. Students will put their understanding of the novelinto their writing, which will be graded for a final unitmark.