English+Language+Arts+Reading

English/Language Arts/Reading  //"Podcasts: Character Interviews"//

__Meets Ohio Language Arts Content Standards: __ Standard 1: Reading Applications: Literary Text: A. Describe and analyze the elements of character development. Standard 2: Communication: Oral and Visual: F. Give presentations using a variety of delivery methods, visual materials and technology. __Technology Needs: __ Macintosh computer with built-in microphone or external handheld microphone with stand. Apple Garageband software An RSS feed software package such as Feeder ($29.95). This is to submit the web address of your RSS feed to podcast directories, including iTunes, to tell the world about the podcast! Web space on an Internet server for hosting the audio files. Apple iTunes for subscribing to and downloading the Podcast. __Activity  Description with Technology Integration: __

Upon completion of a journalism unit, students will create podcasts in which they "interview" a character from a story they have read in Language Arts class in 7th grade.

Students will work in teacher assigned groups of three or four. Each group will choose an event from the story they wish to focus on. The groups will then choose roles. One group member will be the reporter and the other group members will be characters, answering the reporters questions.

The group must then research the event. For example, if the group chooses to focus on the fire in the church in The Outsiders, the group should re-read that section of the novel to ensure they have the facts and events of the story correct. Each group member must evaluate his/her character's role in the event and be prepared to answer questions about the event and his/her character's reactions.

The reporter in the group will generate a list of questions to ask the characters. The questions will be given to the other group members ahead of time for review.

The class will then use the library's computer lab and the Garage Band program to record their "radio show" in which they interview the characters. Students will then send their podcasts to Itunes and present their podcasts to the class.

 __Supporting Research: __

Adam, A., & Mowers, H. (2007, May). Book Reports, 21st Century Style. School Library Journal, 53(5), 24. Retrieved from Ebscohost database.

This article stresses that educators should be taking advantage of the online tools that our students already use outside of school and evaluate how they can be used in the classroom. When we allow students to create podcasts, we are letting them "be heard and learn from their peers." In the English classroom, we stress to students that the final step of the writing process is publication. In having students create podcasts we are allowing them to publish their work and allowing their peers to listen to and comment on their final product.

The article also states that allowing students to choose their topic promotes ownership in the work and suggests allowing students to create book reviews. This could be done in addition to the radio interviews conducting. In the Language Arts lesson, the students have ownership over the story they choose and the scene they choose.

__“Tried and True” or “New and Innovative?” __

This lesson is both "tried and true" and "new and innovative." Putting students in the minds of characters and having them create a radio broadcast is nothing new. It uses their creativity and forces them to review the story. The creation and publication of podcasts is "new and innovative." Combining the students' love of technology and the analyzation of characters in a story will create a high quality product of which the students are proud.

Component Two

Part One

The first strategy that could be used for the podcast lesson is Summarizing and Note Taking. While completing the podcast students are summarizing an event in the story through the eyes of a character in the story. Summarizing is beneficial to students because they learn “to synthesize information…identif[y] key concepts, and defin[e] extraneous information.” The podcast is a great technology for summarizing because students are able to work together to create their summaries and then play them back and listen to them. Through their creation of the podcast they will be working to pick out important events from the scence, relay details and delete extraneous informataion, all of which are important steps of summarizing. The students would also be able to listen to each other’s podcasts and the information would be reinforced for them.

In order to create the podcasts the school would need a Mac computer with Garage Band, Internet Access and iTunes.

The second strategy used in the podcast lesson is feedback. Once the students publish their podcasts they are available immediately for feedback. Not only would the teacher be able to leave feedback, but classmates and parents would be able to as well. This would allow the feedback to be immediate, which research suggests is highly beneficial for the student. This would also show students the importance of their work and give them the realization that they were creating a product for others to hear, not just the teacher and give the work value and importance. In the teacher’s grading of the podcast a rubric should be used as well. This is an important component of feedback that allows the student to know what criteria the teacher is using to grade.

Part Two The educational challenge that the podcast helps overcome is student motivation. Creating the podcast helps vary the instructional strategies and resources used in the classroom, which can help positively motivate students. The podcast also directly engages students in their learning and they have choice and control in the content of the podcast, which also encourages motivation. A suggested implementation is to use technology that students are already using outside of class and though all students may not be creating podcasts outside of class, most will be familiar with iTunes. Feedback and praise are also related to motivation and will encourage students in their learning.