Home > Group B Workspace > Learning Activity 5-D-1


Multimedia Lesson Plan: Podcasting
Section:
Content:
Grade Level:
6-8th Grade Language Arts
Subject/Concept:
Podcasting in a Middle Level Language Arts/Reading Class
Broad Learning Goals:
Goal(s):
  • Students will see the usefulness of podcasts in their learning while presenting.
  • Students will become more familiar with uses of technology.
  • Students will analyze a novel they read to define the literary elements.
  • Students will critique materials so they can develop a better product themselves.
Learning Objectives:
  • Objective 1: Students will create a new podcast about a book they have read.

  • Objective 2: Students will design a plan to create a booktalk that will be converted into a podcast.

  • Objective 3: Student will synthesize a new product by using technology.
Required Materials and Time:
Materials:

Time: (4) 42-minute periods
Student Prerequisite Knowledge:
Students will need to know the following:
  • Access the Wordpress Blog via Warwick’s District Portal
  • Fully use and explain the application or tool they are recommending
  • Utilize book talk writing techniques learned in class
  • Be cognizant of the guidelines and rubric set forth at the beginning of the year in regard to podcasting.
Anticipatory Set:
The teacher guides students to her website by use of the Smartboard. After visiting the website, she will guide them to her sample podcast of a booktalk of Skellig, a book by David Almond. The teacher will have students listen to the podcast. Once finished, students and teacher will discuss what made the booktalk a great ad for the book.
Questions the teacher may want to pose:
  • What books have you read that you wish someone would read aloud?
  • Why are books sometimes better hear then read silently?
  • How did the reader's voice change during the reading? Why?
  • How does the reader's expression change the reading experience?
  • In what ways, does the reader create interest in the book?
  • How does hearing a booktalk differ from seeing one? Advantages/disadvantages?
  • Why would a booktalk help others understand a novel better than just reading the inside cover or reading reviews on Amazon?
Steps:
  • Review the final product of the booktalks. The teacher will read another booktalk to exemplify how to craft one.
  • Go over the basic form of the book talk, introducing characters, setting, exposition, rising actions, climax, and excerpt using a graphic organizer.
  • Discuss what makes a good excerpt, how to choose one, and the pace with which to read listing the positive attributes on the Smartboard.
  • Have students devise a plan on how to complete their book, choose three possibilities for an excerpt, and craft a brief summary which will take them about 2-3 minutes to explain.
Plan for Independent Practice:
  • Students will be working towards creating their booktalk script to podcast.
  • Students should compare their product to the rubric.
  • Students must have their excerpts checked with the teacher.
  • Students must follow the specific guidelines listed and have items initialed by teacher to move forward.
  • After going through and completing the checklist, students will get a computer and begin their Garage Band podcast.
  • Students should practice their script, record their podcast, and post it to the classroom website.
Closure:
Students will listen to and constructively criticize (using a peer to peer rubric checklist) three podcasts of other students.
Assessment Based on Objectives:
Final project will be graded using a teacher-generated rubric for podcasting. The goal is to have a repository of books from which the students can choose to read.
Adaptations for Students with Learning Disabilities:
  • Students can choose books of their reading levels.
  • A step-by-step organized list of task to be accomplish each class period or goals by the end of class as well as individual conferences will help to alleviate the daunting task of completing this large assignment.
  • Extra time will be given to those students who need it.
  • Students may read a newspaper article or other similar smaller reading.
  • Students may be paired up with a buddy to work collaboratively.
  • Students will language difficulties could type their book talk in Microsoft Excel and have the Voice Reader read the booktalk to create the podcast
  • Students who may struggle with the podcast may record their post prior to class and then use the software to simply download the recording into the podcast format.
Extensions (For Gifted Students)
Gifted extensions include:
  • Encourage students to include screenshots.
  • Students create bookcovers after podcast is complete.
  • Students will use popular books from a list given by the school's librarian for "Hot Reads" of the school.
  • Students will reflect on their reading and give their opinions about what the author was trying to convey
  • Students will discuss how this author's work is related to another author they have read
  • Student will compare/contrast 2 books in their booktalk
  • Students will create a daily book review to be posted on the school website weekly.
  • Students will view the weekly book review on school websites.
Possible Connections to Other Subjects
Students can read books based on historical fiction for social studies.
This can be adapted to non-fiction books for technical subjects. "A how to utilize this book series."
Students who read about science fiction could discuss how science is presented in the novel to create meaning.
Students could add music in the background of their book talk.
Students could see the useful need of adding sound effects in the book talk from looking the technical effects.
If students are reading nonfiction, students could research a sport or athlete and reflect on their experiences to be presented in Phys Ed.

Rubrics

Podcast Rubric
Booktalk Rubric