ICT Year 5. Unit 5A: Writing for different audiences

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1 ICT Year 5 Unit 5A: Writing for different audiences About this Unit: In this unit children learn that ICT can be used to create different layouts to organise their thoughts and ideas effectively, and that displaying information in a variety of ways can aid understanding. They should be saving their work at regular intervals. 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: organising and creating newspaper reports; advertising posters; creating displays; annotating diagrams and displaying scientific findings in a table format to create a report. They will be expected to consider the intended audience with suitability and purpose, using appropriate styles and techniques which interest the reader. They will also be able to use their skills when: writing accounts in English; displaying information which draws on sources in geography, history, science and welsh; clarifying ideas, and creating information posters to support a variety of topics. Where this Unit fits in: This unit builds on unit 4A - Using a Word Processor to organise, reorganise and develop ideas, and assumes that children: are familiar with newspaper texts can identify key points to enter into a table can skim, scan and close read. can save their work at regular intervals Vocabulary: Text frames Text flows table columns rows landscape portrait Higher/Lower Lock to page Resources: Word processor newspaper articles magazine articles tourist information leaflets scientific accounts information on locations text files posters Expectations: at the end of this unit: Most pupils will be able to: use the more advanced layout features of a word processor to help them organise and display their thoughts to their intended audience Some pupils will only be able to: use limited layout features to present their work Some pupils will also be able to: choose appropriately from a variety of advanced features of a word processor to increase their efficiency when matching their work to their audience, giving reasons for their selected presentation style. Year 5 Unit 5A Page 1

2 Setting the Scene key idea: that newspapers and magazines use a variety of presentation techniques and written effects to communicate messages. These include the use of headings, columns, photographs and advertisements. Show the class examples of articles from newspapers and magazines. Ask them to read them in small groups and to mark on them layout features such as: different style headings; columns; advertisements; illustrations; photographs; Explain that they are going to produce newspaper articles, which share these features, using a word processor. Recognise that newspapers use a variety of written and visual effects. Telescoping or zooming in, where the reader is drawn into the article by a reduction in font size, is a useful way of thinking about headings. Short Focused Tasks key idea: that text frames can be used to place text in certain positions on a page and can be used to annotate illustrations or diagrams. technique: to insert text fames and use font style, size, colour and background colour to create effects. to change page layout to landscape or portrait for best use. Create a bank of images on topics that the children have been studying e.g., geographical features of the landscape, such as rivers, mountains, volcanoes, historical images of people, costumes, artefacts, and places etc. Ask the children to insert their chosen image into a word processor. Tell them they are going to create an information poster which will need a heading, page background colour, and to choose portrait or landscape layout. They will need to create text frames to enter appropriate information to label and describe features of the image. They should consider background colour of text frames and choose appropriate font styles for effect. Insert an image into a word processor. Change page background colour. Choose appropriate page layout landscape or portrait. Create text frames, change background colour, select appropriate font style, size and colour. The Internet or reference books could be used to locate information on the subjects. Or, the posters could be used as part assessment on the children s knowledge of the subject chosen. More able pupils could use effects on the images such as, frames or shadows if desired. The posters should be discussed and put on display. Year 5 Unit 5A Page 2

3 Short Focused Tasks (Cont.) key idea: that text and font size and style can be used for effect to attract the readers attention and can indicate relative importance in giving information. technique: to use photographs and illustrations to enhance the text and convey meaning. to be able to rotate, overlap and group images, ensuring that the images display in the correct order e.g. higher/lower, bring to the front etc. Ask the children to design some posters on their locality attracting tourists to the area. Use some posters and leaflets from the local Tourist agency as a starting point for discussion. Encourage the children in groups, to make their own suggestions for the local subject of their poster. A picture bank could be created using, digital photographs of the area, images saved out from the Internet, scanned images from leaflets etc. The children could use combinations of the images to rotate and overlap to illustrate their posters. They should use their knowledge from the previous task combined with new skills of overlapping/grouping images. They should be reminded to save their work at regular intervals. Use images to illustrate their work. Rotate, group and overlap images in the correct order and lock objects to the page. Make appropriate choices of layout and styles considering audience, use and purpose. Save their work at regular intervals. They could be divided into different groups taking different features of the area e.g. the beaches, the city centre, the new stadium, places of interest, things to do like Plantasia, ten pin bowling, etc. They could gather information on their chosen subject for homework. The finished posters could be displayed and discussed. Have they achieved the desired result? In what way are they effective? How could they be improved? to lock objects to the page. Year 5 Unit 5A Page 3

4 Short Focused Tasks (Cont.) key point: that information can be presented in a table. technique: to insert a table into a word processor, add extra rows and columns, if required. Demonstrate to the class how to create a table, selecting number of rows, columns etc. and how to add extra columns and rows if required. Explain to the children that entering information into a table can be an effective way of displaying information. Enabling the reader to extract information easily and quickly. Ask the children to undertake a Science experiment which takes place over a series of time, like the growth of a plant, the daily weather, or readings taken at 2 minute intervals on the cooling rate of liquid. Ask them to set up a table to record their results. They should also set up heading styles, colour etc. and be able to organise and present their findings in a word processed document that includes images, text and text fames to predict, record and explain their findings. Create a table and enter appropriate information. Amend and add to the table as necessary. Where appropriate, make the choice to incorporate a table into piece of word processing. If available, an IWB is an excellent tool for demonstration and class discussion. key point: that newspapers and magazines use text fames and text flows to write in columns. technique: to create text flows to re-create a newspaper layout. Discuss the layout in newspapers and magazines noting the use of columns and note the text spacing and how the words are used to form the columns. Remind the children how to make text frames and demonstrate how to create text flows from one frame to another to create a newspaper type layout. Show them how to justify the text so that it mirrors a newspaper style. Ask the children to write a short newspaper article on an incident at school, e.g. a football match report or local interest story, using text flows and text justification to write an eye-witness account of the story. Insert text fames and text flows. Justify text. Add images to illustrate an article. Year 5 Unit 5A Page 4

5 Assessment Task to use ICT to organise, ideas and information using appropriate layout and presentation techniques. 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, subheadings and key pieces of text and to use appropriate effects to make these stand out. Remind the children to use text fames and flows and text justification and use images to illustrate the article where appropriate. Create a newspaper format with text frames, flows and justification. Organise and reorganise text on screen, including headings and sub-headings. Insert images to illustrate their article. Save at regular intervals. This activity could be extended by including advertising, letters pages, comments and features and could be carried out in real time using simulation software, radio broadcasts or news feeds from the Internet. Encourage children to think about the content of their articles before considering layout and presentation, otherwise they may become distracted and spend too long changing fonts and making minor adjustments to presentation. This activity could be set in the context of any relevant work in other subjects, e.g. writing an article on a science investigation and presenting it as a major discovery, an article on the impact on people s lives of a product that they have been disassembling, designing or making in design and technology. Year 5 Unit 5A Page 5