In this unit children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world.
Children will be able to apply what they have learnt in this unit when: identifying key points in a story or account; writing accounts in which details of character and action are used to interest the reader; using evidence and examples to support key points.
They will also be able to use their skills when: writing narrative and non-narrative texts in English; producing accounts which draw on sources in history; clarifying ideas, developing criteria and suggesting ways forward in design and technology.
Where this unit fits in
This unit assumes that children:
- are familiar with adjectives, adverbs, connectives and similes
- can identify key points in text
- can skim, scan and close read.
- font size
- bold
- copy
- move
- cut and paste
- spellcheck
- find and replace
- word processor
- newspaper articles
- text files
Images
Video
Software suitable to use:
Online Resources-for Teachers:
Resources (learn-ict)
http://www.learn-ict.org.uk/sow2006/unit4a/res_index.asp
4A Greenwich (Lgfl)http://www.lgfl.net/lgfl/leas/greenwich/accounts/subjects/ictteam/web/resources/primary/QCA%20scheme%20of%20work/qca%20year%204a/
4A Lancs (Lgfl)
http://www.lancsngfl.ac.uk/curriculum/ict/index.php?category_id=47
Online Resources- for Pupils:
Objectives:
key idea: that newspapers use a variety of presentation techniques and written effects to communicate messages
technique: to alter font size and use effects to indicate relative importance
key idea: that ICT can be used to reorganise text to make its meaning clearer
technique: to use cut and paste to reorder a piece of text
key idea: that ICT can be used to correct mistakes
technique: to use spellcheck
key idea: that ICT can be used to automate the amendment of text
technique: to amend text using find and replace
key idea: that ICT can be used to reorganise text to make its meaning clearer
technique: to use cut and paste to reorder a piece of text
key idea: that ICT can be used to amend text
technique: to delete, insert and replace text to improve clarity and create mood key idea: that ICT can be used to correct mistakes
technique: to use spellcheck
key idea: that ICT can be used to automate the amendment of text
technique: to amend text using find and replace
- to use ICT to organise, reorganise and analyse ideas and information
- to edit text and use a variety of presentation techniques
Section 1: SETTING THE SCENE
Show the class examples of articles from newspapers. Ask them to read them in small groups and to mark on them effects, such as: the use of expressive language; clear sequence; different style headings. Explain that they are going to produce newspaper articles, which share these features, using a word processor.
Section 2: SHORT FOCUSED TASKS
Ask the class to suggest a list of five ways to improve playtime and enter their suggestions on screen. Demonstrate how to change font size and use bold to make some ideas seem more important than others.
Divide the class into small groups and ask each group to take turns to re-size the words to indicate their order of priority. Ask them to print their work and return the screen to the way it was.
Section 3: SHORT FOCUSED TASKS
Enter a set of descriptions of events in random order, eg sets of instructions, historical events, recollections of what ten witnesses saw/heard at a bank robbery. Explain to the class that information is not always presented in the most useful way. Demonstrate the use of cut and paste to move text around the screen.
Divide the class into pairs and ask the children to reorder the sentences to produce a clearer sequence of events.
Section 4: SHORT FOCUSED TASKS
Enter a short descriptive passage. Provide the children with printed copies of the text and discuss how some words create moods. Demonstrate how to delete, insert and over-type words.
Ask the children to modify the passage to change the mood, eg by making it more exciting, calmer or more up to date.
Section 5: SHORT FOCUSED TASKS
Enter an extract from an information book, eg an encyclopedia, but include a number of spelling mistakes. Discuss why correct spelling is important and explain that before a book is printed editors and proof-readers correct spelling mistakes.
Show the class how to use spellcheck and explain that it sometimes makes a number of suggestions for one word, eg 'wry', 'word', and 'wad' for 'wrd'. Explain that the first suggestion is not always the right one and that spellcheck does not recognise mistakes where a real word is used, eg it will not recognise 'set' in the sentence 'the cat set on the mat'. Divide the children into pairs and ask them to use spellcheck to correct the extract.
Section 6: SHORT FOCUSED TASKS
Enter an extended account written in the third person, which includes a unisex name, eg Sam, and uses 'he', 'his', 'him'.
Discuss the account with the class and explain that it is accurate except for the fact that Sam is a girl not a boy. Discuss how the account needs changing and explain the disadvantages of manually correcting the account: the time needed, the possibility of missing points. Demonstrate the use of find and replace and discuss what needs to be considered when using this technique.
Section 7: INTEGRATED TASK
Explain to the class that they will be using the techniques they have learnt to produce newspaper articles. Ask the class to recall what they have learnt so far.
Ask children to review the work they have been doing on a particular history study unit. Explain that their newspaper articles will bring together the key points in the unit. The articles must be factually correct, lively and interesting. They must also use appropriate presentation techniques.
Put the children into pairs to write their articles. They should amend their articles over a period of time, saving the work as they go.
Explain to the class that they need to identify the key points, experiment with sequencing and modify the text to make it more interesting. Ask them also to identify any headings, sub-headings and key pieces of text and to use appropriate effects to make these stand out.
Expectations
most children will: use the more advanced features of a word processor to help them match their work to their audience
some children will not have made so much progress and will: use features such as spellcheck to help them edit their work
some children will have progressed further and will: choose and use the appropriate advanced features of a word processor to increase their efficiency when matching their work to their audience
Assessment
2Simple 2Assess
Activities
Simple Title,
Railway Format,
Experiment,
Format text 1,
Format text 2,
activities by QCA- Simple title, Railway Format, Experiment, Format text1, 2,
Show the class examples of articles from newspapers. Ask them to read them in small groups and to mark on them effects, such as: the use of expressive language; clear sequence; different style headings. Explain that they are going to produce newspaper articles, which share these features, using a word processor.
Section 2: SHORT FOCUSED TASKS
Ask the class to suggest a list of five ways to improve playtime and enter their suggestions on screen. Demonstrate how to change font size and use bold to make some ideas seem more important than others.
Divide the class into small groups and ask each group to take turns to re-size the words to indicate their order of priority. Ask them to print their work and return the screen to the way it was.
Section 3: SHORT FOCUSED TASKS
Enter a set of descriptions of events in random order, eg sets of instructions, historical events, recollections of what ten witnesses saw/heard at a bank robbery. Explain to the class that information is not always presented in the most useful way. Demonstrate the use of cut and paste to move text around the screen.
Divide the class into pairs and ask the children to reorder the sentences to produce a clearer sequence of events.
Section 4: SHORT FOCUSED TASKS
Enter a short descriptive passage. Provide the children with printed copies of the text and discuss how some words create moods. Demonstrate how to delete, insert and over-type words.
Ask the children to modify the passage to change the mood, eg by making it more exciting, calmer or more up to date.
Section 5: SHORT FOCUSED TASKS
Enter an extract from an information book, eg an encyclopedia, but include a number of spelling mistakes. Discuss why correct spelling is important and explain that before a book is printed editors and proof-readers correct spelling mistakes.
Show the class how to use spellcheck and explain that it sometimes makes a number of suggestions for one word, eg 'wry', 'word', and 'wad' for 'wrd'. Explain that the first suggestion is not always the right one and that spellcheck does not recognise mistakes where a real word is used, eg it will not recognise 'set' in the sentence 'the cat set on the mat'. Divide the children into pairs and ask them to use spellcheck to correct the extract.
Section 6: SHORT FOCUSED TASKS
Enter an extended account written in the third person, which includes a unisex name, eg Sam, and uses 'he', 'his', 'him'.
Discuss the account with the class and explain that it is accurate except for the fact that Sam is a girl not a boy. Discuss how the account needs changing and explain the disadvantages of manually correcting the account: the time needed, the possibility of missing points. Demonstrate the use of find and replace and discuss what needs to be considered when using this technique.
Section 7: INTEGRATED TASK
Explain to the class that they will be using the techniques they have learnt to produce newspaper articles. Ask the class to recall what they have learnt so far.
Ask children to review the work they have been doing on a particular history study unit. Explain that their newspaper articles will bring together the key points in the unit. The articles must be factually correct, lively and interesting. They must also use appropriate presentation techniques.
Put the children into pairs to write their articles. They should amend their articles over a period of time, saving the work as they go.
Explain to the class that they need to identify the key points, experiment with sequencing and modify the text to make it more interesting. Ask them also to identify any headings, sub-headings and key pieces of text and to use appropriate effects to make these stand out.
Expectations
most children will: use the more advanced features of a word processor to help them match their work to their audience
some children will not have made so much progress and will: use features such as spellcheck to help them edit their work
some children will have progressed further and will: choose and use the appropriate advanced features of a word processor to increase their efficiency when matching their work to their audience
Assessment
2Simple 2Assess
Activities
Simple Title,
Railway Format,
Experiment,
Format text 1,
Format text 2,
activities by QCA- Simple title, Railway Format, Experiment, Format text1, 2,
