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ICT in English 2014 and Beyond

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New English

on 11 November 2015

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Transcript of ICT in English 2014 and Beyond

ICT in English
2014 and Beyond

39 L. Outcomes

Reading
13 In Total
Oral Language
13 In Total
Writing
13 In Total
Welcome!
E-Portfolios
Available for free on iPad.
(R)- 9, 12, 13
(W)- 4, 5, 11
How to
How to
13. Develop their spoken language proficiency by experimenting with word choice, being creative
with syntax, being precise, stimulating appropriate responses relative to context and purpose.

1. Know and use the conventions of oral language interaction, in a variety of contexts, including
class groups, for a range of purposes, such as asking for information, stating an opinion,
listening to others, informing, explaining, arguing, persuading, criticising, commentating,
narrating, imagining, speculating
2. Engage actively and responsively within class groups in order to listen to or recount events and experiences and to express ideas.
3. Engage in extended and constructive discussion of their own and other students’ work.
4. Listen actively in order to get the gist of an account or presentation noting its main points and purpose.
5. Deliver a short oral text, alone and/or in collaboration with others, using appropriate language,
style and visual content for specific audiences and chosen purposes .
6. Learn from and evaluate models of oral language use to enrich their own oral language
production .
7. Choose appropriate language, style and visual content for specific audiences and chosen
purposes: persuading, informing, narrating, describing a process
8. Listen actively in order to interpret meaning, compare, evaluate effectiveness of, and respond
to drama, poetry, media broadcasts, digital media, noting key ideas, style, tone, content and
overall impact in a systematic way
9. Apply what they have learned about the effectiveness of spoken texts to their own use of
oral language.
10. Collaborate with others in order to explore and discuss understandings of spoken texts by
recording, analysing, interpreting and comparing their opinions
11. Engage with the world of oral language use as a pleasurable and purposeful activity.
12. Demonstrate how register, including grammar, text structure and word choice, varies with
context and purpose in spoken texts.
1. Demonstrate their understanding that there is a clear purpose for all writing activities and be able to plan, draft, re-draft, and edit their own writing as appropriate.
2. Discuss their own and other students’ written work constructively and with clear purpose.
3. Write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage,
amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard,
viewed and read
4. Write competently in a range of text forms, for example letter, report, multi-modal text, review,
blog, using appropriate vocabulary, tone and a variety of styles to achieve a chosen purpose for different audiences.
5. Engage with and learn from models of oral and written language use to enrich their own
written work.
6. Use editing skills continuously during the writing process to enhance meaning and impact:
select vocabulary, reorder words, phrases and clauses, correct punctuation and spelling,
reorder paragraphs, remodel, manage content
7. Respond imaginatively in writing to their texts showing a critical appreciation of language,
style and content, choice of words, language patterns, tone, images
8. Write about the effectiveness of key moments from their texts commenting on characters, key
scenes, favourite images from a film, a poem, a chapter, a media or web-based event
9. Engage in the writing process as a private, pleasurable and purposeful activity, using a
personal voice as their individual style is thoughtfully developed over the years
10. Use and apply their knowledge of language structures, for example sentence structure,
paragraphing, grammar, to make their writing a richer experience for themselves and the
reader
11. Use language conventions appropriately, especially punctuation and spelling, to aid meaning
and presentation and to enhance the reader’s experience .
12. Demonstrate an understanding of how syntax, grammar, text structure and word choice may
vary with context and purpose.
13. Evaluate their own writing proficiency and seek remedies for those aspects of their writing
that they need to improve.
1. Read texts with fluency, understanding and competence, decoding groups of words/phrases
and not just single words.
2. Read for a variety of purposes: learning, pleasure, research, comparison.
3. Use a wide range of reading comprehension strategies appropriate to texts, including digital
texts: to retrieve information; to link to previous knowledge, follow a process or argument,
summarise, link main ideas; to monitor their own understanding; to question, analyse,
synthesise and evaluate
4. Use an appropriate critical vocabulary while responding to literary texts.
5. Engage in sustained private reading as a pleasurable and purposeful activity, applying what
they have learned about the effectiveness of spoken and written texts to their own experience
of reading
6. Read their texts for understanding and appreciation of character, setting, story and action:
to explore how and why characters develop, and to recognise the importance of setting and
plot structure .
7. Select key moments from their texts and give thoughtful value judgements on the main
character, a key scene, a favourite image from a film, a poem, a chapter, a media or web
based even
8. Read their texts to understand and appreciate language enrichment by examining an author’s
choice of words, the use and effect of simple figurative language, vocabulary and language patterns, and images, as appropriate to the text.
9. Identify, appreciate and compare the ways in which different literary, digital and visual genres
and sub-genres shape texts and shape the reader’s experience of them.
10. Know how to use language resources (e.g. dictionary, thesaurus and online resources) in order
to assist their vocabulary development.
11. Identify and comment on features of English at word and sentence level using appropriate
terminology, showing how such features contribute to overall effect.
12. Understand how word choice, syntax, grammar and text structure may vary with context
and purpose
13. Appreciate a variety of registers and understand their use in the written context.
#iNote13
#edchatie
#pedagoofriday
E-Portfolios
Blogger
Wordpress
- Invites sent to Conference file.
- Please add links, pictures and ideas into folders.
- Create a Folder.
- Create a Page.
- Can we keep building beyond Conference?
...for iNote!
http://office.microsoft.com/en-001/onenote-help/set-up-onenote-2013-to-store-your-notebooks-on-skydrive-HA102938198.aspx
2013
13 Oral Language
13 Writing
13 Reading
24 S.O.L. - Embedded
Literacy & Numeracy - Embedded
Book Creator App
https://itunes.apple.com/ie/book/julius-caesar-revision-guide/id594609140?mt=11
Julius Caesar Revision Booklet
Available on iPad
Wordle.Net
http://www.slideshare.net/JenniferW/wordle-ideas
Numeracy
Thanks Everyone!
- inoteonenote@outlook.ie
- Join group Folders to both receive and
share new resources!
- ePortfolios
- Twitter
- 59 Outcomes
- Teaching multiple objectives simultaneously
- SOL embedded
- Literacy & Numeracy embedded


Hot Potatoes
Triptico
http://www.triptico.co.uk/plus
Create Online:
-Crosswords
- Cloze Tests
- Interactive Quiz
When all the others were away at Mass

by Seamus Heaney


In Memoriam M.K.H., 1911-1984

When all the others were away at Mass
I was all hers as we peeled potatoes.
They broke the silence, let fall one by one
Like solder weeping off the soldering iron:
Cold comforts set between us, things to share
Gleaming in a bucket of clean water.
And again let fall. Little pleasant splashes
From each other’s work would bring us to our senses.
So while the parish priest at her bedside
Went hammer and tongs at the prayers for the dying
And some were responding and some crying
I remembered her head bent towards my head,
Her breath in mine, our fluent dipping knives–
Never closer the whole rest of our lives.

Chirp’s Bingo

Guess the Question

Match Maker

Task Timers

Timers

Class Count- Pie Chart %

Word Magnets Plus

Think Link

In English students develop their numeracy skills as they gather information through questionnaires, survey and personal records presenting their findings in different formats and to different audiences. They learn to recognise patterns in language (e.g. rhythm and metre in poetry) and patterns in literary and non-literary texts. They become aware of the spatial dimension in their study of stage drama and through numeracy skills to solve problems in general.
Draft Specification
http://www.slideshare.net/NewEnglish/the-grass-is-singing?from_search=1
http://newenglishirl.blogspot.ie/search/label/Children%20of%20Men
Why ICT and How should I start??
Marc Prensky 2001

Reality Bites

Fancy a Job?

It’s Not Your Fault!

iNote 2012 Colette Kearney

Why?
How?
1. New e-mail
2.
HTML (Copy and Paste!)
3. Creativity
4. Time
HTML/Embed
e.g.
(R.)- 1, 2, 7
(R.)- 3, 7, 13
(R.)- 2, 8, 9
(R.)- 2, 4, 9
(R.)- 3, 9, 12
(W.)- 1, 2, 5
(W.)- 1, 4, 7
(W.)- 3, 5, 10
(W.)- 4, 5, 9
(W.)- 2, 4, 5
(W.)- 3, 6, 8
(W.)- 1, 3, 4
(W.)- 4, 7, 11
(W.)- 3, 4, 5
(W.)- 1, 5, 10
(O.L.)- 4, 5, 8
(O.L.)- 5, 9, 10
(O.L.)- 8, 12, 13
(O.L.)- 5, 7, 10
(O.L.)- 7, 9, 13
(O.L.)- 2, 8, 10
(O.L.)-
(O.L.)- 5, 11, 12
(O.L.)- 10, 12, 13
(O.L.)- 3, 7, 10
(O.L.)- 1, 12, 13
(R.)- 2, 4, 12
(R.)- 3, 7, 12
(R.)- 1, 2, 3
(R.)- 2, 11, 12
(R.)-
(R.)- 4, 7, 8
Windows Movie Maker
iMovie
http://uk3.hotpotatoes.net/ex/107639/VXNKPEAX.php
The Great Gatsby
http://germansektor.blogspot.ie/
http://www.readwritethink.org/classroom-resources/student-interactives/circle-plot-diagram-30026.html
Screen O Matic
http://lifehacker.com/5064539/itunes-8-makes-it-easy-to-convert-any-file-to-an-audiobook
http://www.grammarly.com/
https://www.vocabulary.com/
Comparative Studies
"The rock struck Piggy a glancing blow from chin to knee: the conch exploded into a thousand white fragments and ceased to exist. Piggy, saying nothing, with no time for even a grunt, traveled through the air sideways from the rock, turning over as he went. Piggy fell 40 feet and landed on his back across the square red rock in the sea. His head opened and stuff came out and turned red. Piggy's arms and legs twitched a bit, like a pigs after it has been killed"
(W. Golding)
http://www.classtools.net/QR/teacher.php
Q.R.
(J.C. English 2014)
http://newenglishirl.blogspot.ie/search/label/College%20Press
http://quizlet.com/_gcji3
http://quizlet.com/_djumz
http://www.thisisirishfilm.ie/shorts/the-white-dress
http://prezi.com/mpjl6s603cez/?utm_campaign=share&utm_medium=copy&rc=ex0share
http://www.scribd.com/developers/tutorials
Originally created for iNote
Conference 2013 and subsequently
revised after the publication
of the final draft of the J.C.
English syllabus for 2014.
Eoghan Evesson
1. Know and use the conventions of oral language interaction, in a variety of contexts, including
class groups, for a range of purposes, such as asking for information, stating an opinion, listening to others, informing, explaining, arguing, persuading, criticising, commentating, narrating, imagining, speculating
5. Deliver a short oral text, alone and/or in collaboration with others, using appropriate language,
style and visual content for specific audiences and chosen purposes .
3. Engage in extended and constructive discussion of their own and other students’ work.
10. Collaborate with others in order to explore and discuss understandings of spoken texts by
recording, analysing, interpreting and comparing their opinions
8. Listen actively in order to interpret meaning, compare, evaluate effectiveness of, and respond
to drama, poetry, media broadcasts, digital media, noting key ideas, style, tone, content and
overall impact in a systematic way
7. Choose appropriate language, style and visual content for specific audiences and chosen
purposes: persuading, informing, narrating, describing a process
2. Discuss their own and other students’ written work constructively and with clear purpose.
8. Write about the effectiveness of key moments from their texts commenting on characters, key
scenes, favourite images from a film, a poem, a chapter, a media or web-based event
3. Write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage,
amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard,
viewed and read
7. Respond imaginatively in writing to their texts showing a critical appreciation of language,
style and content, choice of words, language patterns, tone, images
11. Use language conventions appropriately, especially punctuation and spelling, to aid meaning
and presentation and to enhance the reader’s experience .
13. Evaluate their own writing proficiency and seek remedies for those aspects of their writing that they need to improve.
10. Know how to use language resources (e.g. dictionary, thesaurus and online resources) in order
to assist their vocabulary development.
3. Use a wide range of reading comprehension strategies appropriate to texts, including digital
texts: to retrieve information; to link to previous knowledge, follow a process or argument,
summarise, link main ideas; to monitor their own understanding; to question, analyse,
synthesise and evaluate
13. Appreciate a variety of registers and understand their use in the written context.
2. Read for a variety of purposes: learning, pleasure, research, comparison.
9. Identify, appreciate and compare the ways in which different literary, digital and visual genres
and sub-genres shape texts and shape the reader’s experience of them.
Each Learning Outcome is accompanied by no more than three other outcomes from other strands to ensure a focus is kept on the original Learning Outcome.
9, 12, 13
3, 4, 9
Full transcript