Podcast Script

Aria Bailey
Bellarmine University

For this assignment, I created a lesson for a specific student-centered use of a podcast. This
assignment builds on my previous wiki lesson and teaches students how to make use of podcasts
in editing and presenting their work.

1.

Standards addressed

International Literacy Association

1.2 Candidates understand the historically shared knowledge of the profession and changes over
time in the perceptions of reading and writing development, processes, and components.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop
word recognition, language comprehension, strategic knowledge, and reading-writing
connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional
print, digital, and online resources.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively
impact students knowledge, beliefs, and engagement with the features of diversity.
5.1 Candidates design the physical environment to optimize students use of traditional print,
digital, and online resources in reading and writing instruction.
International Society for Technology in Education
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a.Apply existing knowledge to generate new ideas, products, or processes
b.Create original works as a means of personal or group expression
2. Communication and collaboration: Students use digital media and environments to

communicate and work collaboratively, including at a distance, to support individual learning

and contribute to the learning of others.
a.Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b.Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
c.Develop cultural understanding and global awareness by engaging with learners of other
cultures
d.Contribute to project teams to produce original works or solve problems
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
b.Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c.Evaluate and select information sources and digital tools based on the appropriateness to
specific tasks
4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
b.Plan and manage activities to develop a solution or complete a project
Kentucky Teacher Standards
6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
6.5 Demonstrates ethical and legal use of technology

Common Core English Language Arts Literacy Standards

Reading Fluency.3-5.4
Read with sufficient accuracy and fluency to support comprehension.
Writing Anchor Standard 2
Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
Writing Anchor Standard 4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Writing Anchor Standard 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
Writing Anchor Standard 10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

2.

Grade level

3rd through 5th grade

3.

Time needed to complete the assignment

3-5 40 minute class periods, depending on students' need for teacher support.

4.

Materials (ex. Computers, handouts, etc.)

SMART Board (for introduction to podcasts)

Computers (for students to use in creating podcasts)

Paper and pencil (for those students who prefer to edit this way)

Word processing software (for those students who prefer to edit on the computer)

Rubric handouts (to help students evaluate each other's work)

Teacher Rubric (for teacher evaluation of student work)

Audacity (for recording podcasts)

5.

Learning targets of the lesson

I can read fluently with expression.

I can edit my work to make sure it sounds right and makes sense.
I can use technology to share my good work.
I can create a podcast.

6.

Procedures of the assignment (steps)

Introduce podcasts to students

- Ask students to read a teacher created informational passage on their wiki above their
reading level. (2-5 min)
- In pairs students talk about what things make it difficult for them to understand the passage
(e.g., the words are too hard to sound out.) and have students brainstorm how to make the
material accessible. (2 min)
- With guidance toward the idea of podcasting, create a brainstorming map using bubbl.us. (5
min)
- After brainstorming, play podcast created by their teacher. The podcast will be based on a
passage the teacher has included on their wiki. (3 min)
- Students discuss with each other things they liked about listening to the podcast. With
guidance and support from instructor, students will make a list of things they heard in the reading
that helped them understand what was being read (e.g., intonation, fluency, pauses at
punctuation). (5 min)

Students prepare to create podcast

- Students choose materials they have written on their wiki page that they think might be
difficult for their classmates to read (5 min)

- Through repeated readings, students gain fluency with materials they have written for their
wiki. (10 to 30 minutes over 1 to 3 days depending on student needs)

Introduce Audacity

- Demonstrate the use of Audacity to students for the purpose of creating their own podcast (10
min)
- Give students time to play with the technology before recording their pieces. (5-10 min)

Students create podcasts

- Students record a podcast of themselves reading the material they created for the class wiki,
continuing to edit written material and the podcast itself as needed based on their own and their
partner's review of the podcast. (10 to 30 minutes over 1 to 3 days depending on student needs)
- Students upload their recordings to the appropriate places on their wiki (i.e., the podcast will
be linked to the text it covers). (1-10 min)
7.

How students will be assessed

Students will be peer assessed on prosody and podcast quality using a student-friendly checklist.
They will also be teacher assessed using a more complex rubric that includes more detailed
elements of fluency and language mechanics.

8.

Accommodations and modifications for students

An example of task completion is presented to the students at the beginning of the lesson.
Students will have access to a scribe and reader as necessary and according to their PSPs.