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STANDARDS
KY.CC.8.RI.1. Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
KY.CC.8.RI.2. Determine a central idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide an objective summary of the text.
KY.CC.8.W.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
KY.CC.8.W.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
GRADE LEVEL: ELA Social Studies / 6th-12th
TIME: 7-50 Minute Classes
MATERIALS: Computers, Speakers, Microphones, Headsets (if needed)
STUDENT OBJECTIVES
4.
Have students listen to the podcast you selected earlier. It is an example of persuasive
speech; ask students to listen for any elements of persuasion. Afterward, ask, "What are the
benefits of using the podcast format?"
5.
For the remainder of the session, give students time to select and research topics for their
podcasts. If necessary, engage students in a brief review of the research process previously
followed in class. Steps you may wish to cover include choosing and evaluating sources (both
print and online), taking notes, and organizing and evaluating information.
Homework
Have students continue their topic research as needed. Before day 3 each student should have
selected his or her topic and gathered enough information to create a two-minute opinion piece.
Tell students to aim for a writing goal of 250-300 words.
3.
Model use of the Persuasion Map by sharing your completed map with students.
Explain that they will create their own maps to help organize the information they have gathered
about their topics.
4.
Allow students adequate class time to create their Persuasion Maps (30 minutes).
Remind them that their presentations will be two minutes, or approximately 250-300 words in
length. Tell them to focus on creating a clear, to-the-point thesis statement and providing
important reasons and examples to help them craft a compelling podcast. Check students'
progress by circulating throughout the classroom and answering questions or prompting action as
needed.
5.
Distribute the Persuasive Podcast Sample Format and assign the homework. Tell
students that in the next session they will start creating their podcasts.
2
Homework
Part I-Before day 3, each student should prepare his or her podcast content. Have them use the
Persuasive Podcast Sample Format as a guide. Explain that they do not need to use the exact
wording presented but should follow the general sequence of points. Encourage them to
substitute their own natural phrasing and adapt the format to work with their individual
presentations and speaking styles. Ask students to type a draft that they can read aloud while
creating the podcast version, and remind them that the speech length should be no more than two
minutes, or 250-300 words.
Part II-Have students watch the Podcasting in Plain English video and read the Learning in
Hand: Create Podcasts tutorial as background information before the next session. Assure
students that you will provide them with specific instructions for creating their podcasts in day 3.
DAY 5 and 6 (2-50 MINUTE PERIODS, BUT MAY TAKE LONGER DEPENDING ON
CLASS SIZE)
1.
Welcome students to day 4, where they will take turns recording and publishing their
podcasts. Answer any last-minute questions about the lesson material or recording process.
2.
Throughout the session, you will want to position yourself near the central computer
you've designated. Students should have a good understanding of podcasting at this point, but
they will not be experts. Your role is to keep students on task by prompting them throughout the
process of creating their podcasts. Follow the guidelines in the tutorial or any specific
instructions you have prepared.
DAY 7 (50 MINUTES, BUT MAY TAKE LONGER DEPENDING ON CLASS SIZE)
1.
Explain that each student will share his or her completed podcast with the group.
2.
Have each student play his or her podcast for the class. For this listening event, you may
wish to set up a single computer-or a handheld device attached to speakers-at the front of the
room. Each student can then give the title of his or her podcast and hit play. Allow a brief round
of applause after each podcast to transition from one speaker to the next.
STUDENT ASSESSMENT/REFLECTIONS
Observe students during Day 3 and 5 to make sure they adhere to the instructions and to coach as
necessary.
Complete the Creating a Persuasive Podcast Assessment form for each student.
Immediately following Day 6either on the same day or during the next class periodinvite
students to share reflections on their podcasting experience in a class discussion. Pose the
following questions: