ICT-SUPPORTED LEARNING: LESSON EXEMPLARS from the NWT
(Infused Curriculum: Literacy with Information and Communication Technology—“LwICT”)
SUBJECT
Math - 5
CREATOR
L. Nickerson
SCHOOL
Ecole St Joseph School
DATE
March 2012
CURRICULUM
OUTCOMES
(general/specific
learning outcomes...)
ELA
Use prior knowledge
and connections
between self and
texts (oral, print, and
other media) to
expand personal
understanding
Listen to, read, and
view texts (oral, print,
and other media) to
understand how the
techniques and
elements interact to
create effects
Talk about authors'
use of voice,
vocabulary, elements
or techniques in a
variety of oral, print,
and other media texts
2.3.3
Use relevant
information from a
variety of sources to
answer inquiry or
research questions
3.2.1
Use appropriate form
(organizational
structure, audience,
purpose) to organize
ideas and information
4.1.2
Write legibly and
fluently while
continuing to develop
proficiency with
keyboarding and
WHICH INQUIRY
STAGE(S)
1. planning + questioning
2. gathering + making sense
3. producing to show
understanding
4. communicating + reflecting
P/Q
G/MS
P/S/U
BACKGROUND to the LESSON:
This is an integrated lesson (ELA, Math, LwICT) that
will take several lessons to complete.
ICT USED and HOW USED
(pedagogical techniques, logistics, responsibilities, technical preparations
groupings, troubleshooting...)
Introduce and read the story, The Important Book by Margaret Wise
Brown. This book is used as the frame for creating similar pages related to
Math vocabulary. The following website is the guide I use with this mentor
text.
http://www.writingfix.com/Picture_Book_Prompts/ImportantBook3.htm
Use this lesson plan to introduce the writing style. Model an example or
write one together, then have students write one on a topic of interest for
practice. Make a math vocabulary list available. Students will each choose
a vocabulary word that will become their focus of writing. Students will
need to research and state the practical real life use of the math term.
Using the writing frame and the math term, students will write, revise and
edit a page.
In Powerpoint, each student will create a page using the writing frame
filled in as well as a visual to match their writing. They will use previous
knowledge of Powerpoint to provide graphic support for the page.
C/R
The completed pages become a Powerpoint presentation. They can also
be printed and bound to create a classroom version of The Important Book
based on math.
word processing; use
related vocabulary
4.2.3
Present and/or
publish texts (oral,
print, and other
media) 4.4.1
Math (Because
students will be
working in a variety of
strands, specific
outcomes are not
listed here.
Students must be able
to communicate
mathematical ideas in
a variety of ways and
contexts.
Through connections,
students should begin
to view mathematics
as useful
and relevant.
Mathematical
reasoning helps
students think
logically and make
sense of
mathematics.
Visualization is
fostered through the
use of concrete
materials, technology
and a variety of visual
representations.
LwICT
Follows an electronic
plan that reflects cocreated task criteria.
Find/collects
information from
given media sources.
Selects an ICT to
record notes and
categorize
information.
Selects with guidance
suitable applications
to show learning with
text and graphs.
Revises and edits
electronic work for
greater clarity and
visual appeal
according to the cocreated task criteria.
Recognizes ICT
problems and asks for
help from peers and
teachers.
Attempts to solve ICT
problems with
previous or new
solutions.
ICT ROLE IN
ASSESSMENT
PRIMARY DATA THAT WAS
CREATED + LICENSED + SHARED
REFLECTIONS ON ICT AS A FUTURE LEARNING TOOL