B Stewart Engaged Learning Project 1

Title of Project: Podcast Publishing

Subject(s): 9th Grade Language Arts

Grade Level(s): 9th

Abstract

A 9th-grade language arts class at Meadowcreek High school will produce and publish narratives

created by the student and published using a podcast series. The student role is to produce a podcast for

real use to themselves and others and the teacher’s role is to facilitate and guide by modeling and

monitoring the process of learning: however, the teacher does not control or over-simplify student tasks.

The student will write a narrative using creative writing techniques, such as establishing one or more

points of view, using dialogue, pacing, sequencing of events, using sensory language and others. The

theme of the narrative will be childhood. They will be asked to discuss their family’s historical

background and reflect on a time when that culture influenced their childhood. The student should

consult others in their life to gain a clear view of the timeline for their narrative. The student will also

research and note relevant geographic regions and historical events that may be related to their culture.

The student will not only read and record their narrative but they will also provide author notes and

background of their motivation for their story and point out other types of conclusions that give

reflections/observations on their writing using an online podcast platform called Anchor. The audience

intended are other language arts or creative writing classes worldwide. The adult/professional role that

the student will play is that of podcaster and publisher. Students will be able to write about topics and

situations that are authentic to themselves and their lives.

Learner Description/Context

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This project will occur in an ninth grade general education classroom with special education

support through the co-taught model (i.e., a general education and a special education teacher working

together to meet the needs of a diverse group of students) at Meadowcreek High School, an ethnically,

culturally, and socioeconomically diverse school located in Gwinnett County, GA, where students, in

general, traditionally almost meet or meet established expectations. Family involvement is typically

varied; therefore, students may have to contact extended family members to gain an understanding of

their relevant geographic regions and historical events that may be related to their culture.

According to information available through the K-12 Public Schools Report Card published by

Georgia Department of Education- as well as records located at Meadowcreek High School, the

following tables outline demographic data for the school and the particular ninth grade class for whom

the project was designed.

Meadowcreek High
9th Grade Class
School
Enrollment: 3,790 32
Gender: number Percent number percent
Females: 1820 48.02 15 46.88
Males: 1970 51.98 17 53.13
Ethnicity:
White: 104 3.0 2 6.25
Hispanic: 2,523 67.0 16 50
Black: 807 20.0 14 43.75
Asian: 292 8.0 NDA NDA

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Multiracial: 56 1.0 NDA NDA

English Econ. Dis.

Special Early
Additional Language [Free/
Education Intervention Gifted
Information Learner Reduced
(SWD) (EIP)
(ELL) Lunch]
Meadowcreek 3,13
439 11.8 815 18.0 NDA NDA 281 7.4 82.0
High School 3
9thh Grade
15 46.88 15 46.88 NDA NDA NDA NDA 15
Class
*(NDA)-No Data Available
Time Frame

The writing process will take place over three-90 minute classes. The writing process could take

place once a week or over three consecutive class periods. The podcast recording will take place over

one to two 90 minute classes, for a total of four to five 90 minute classes.

Standards Addressed

Content Standards
STANDARD:
LA09.C.22: write narratives to develop real or imagined experiences or events,
using the effective technique, well-chosen details, and well-structured event
sequences
English Language
Arts Elements:
LA09.C.22.a: engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and introducing a
narrator and/or characters; create a smooth progression of experiences or events□

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LA09.C.22.b: use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events, and/or
characters□
LA09.C.22.c: use a variety of techniques to sequence events so that they build on
one another to create a coherent whole□
LA09.C.22.d: use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or characters□
LA09.C.22.e: provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative
STANDARD:
SSUH.B.20: identify social studies reference resources to use for a specific
purpose
Element:
SSUH.B.20.b: determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
Social Studies
STANDARD:
SSUH.B.19: interpret timelines
Element:
SSUH.B.19.b: evaluate various explanations for actions or events and determine
which explanation best accords with
textual evidence, acknowledging where the text leaves matters uncertain.

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1. Empowered Learner: Students leverage technology to take an active role in

choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
a. articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on
the learning process itself to improve learning outcomes.
b. build networks and customize their learning environments in ways that support
the learning process.
c. use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a
variety of ways.
d. understand the fundamental concepts of technology operations, demonstrate the
ISTE Technology
Standards ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.
6. Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
a. choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication. b. create original works or responsibly repurpose
or remix digital resources into new creations.
c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their
intended audiences.

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Learner Objectives

The learners will:

a. create and write a narrative with dialogue.

b. create a podcast to reflect and discuss their writing in commentary style with a reading of their

work for others inside and outside of their community to hear.

c. analyze and evaluate their learning by using a rubric for their writing and a performance rubric

for their podcast.

Students will move beyond knowledge, comprehension, and application, the basic levels of

Bloom’s taxonomy, by becoming more than just reporters of information. Students will not only

have to create, but by using higher-order thinking skills such as analysis, synthesis, and

evaluation, students will have to make difficult and thoughtful decisions about how to get their

message across, much as a real-life podcaster. Once their historical information has been

gathered, students will have to determine what is most important to include in their narrative and

podcast discussion.

Assessments

Assessment will be conducted through checklists and rubrics. See appendix for samples.

● Checklist - Narrative Checklist

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● Rubrics- Writing Rubric, Performance Rubric

● Graphic Organizer - Personal Narrative Writing Graphic Organizer

Introduction “The Hook”

To begin the project, as a whole class, the class will listen to a podcast, using the personal

narrative format, on The Moth (a podcast of true stories told live). As a class, the teacher and students

will discuss their likes and dislikes of the podcast. The class will discuss what the author did well and

the things that the class wanted to hear more of with their story. The teacher will guide the students in

how to constructively critique a writing/podcast, also taking note of how the author starts the story, the

progression, and the ending. The students are then allowed to explore and listen to at least two other

stories of their choice, and constructively critique each of the two podcasts. The teacher will explain that

the class is about to begin a narrative writing unit and that they are going to use their own lives to create

a personal narrative. The teacher will also review the characteristics of a narrative using a google slide

presentation.

Process

Preliminary Activities & Information

The teacher will need to print all rubrics, checklists, and graphic organizers.

The teacher will need to secure the computers needed throughout the lesson.

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Day One or Week One

Technology used: Google Slide, Computer, and The Moth (narrative podcast)
Procedures:
● The teacher will introduce The Moth narrative podcast, by listening to a
narrative podcast.
● The teacher and students will have a discussion on giving constructive criticism
as well as take note of the important elements of the podcast (ie., how the author
starts the story, the progression, and the ending)
● The students will select two more podcasts and constructively critique.
● Students will be introduced to narrative writing, by the teacher using a Google
Slide presentation.
● The teacher will present the task of writing a narrative and creating a podcast.
LA09.C.22
● The students will begin brainstorming based on the topic presented.
SSUH.B.20
● The teacher will guide the students if assistance in needed during the
SSUH.B.19
brainstorming process.
ISTE-S.1
● Students will create an “elevator pitch” for their narrative idea. This will be
used by the teacher to gauge the subject of the student’s narrative and will be
used later in the project.
● Students will use a graphic organizer as an outline and a checklist of
characteristics to include in their narratives. The teacher will use the graphic
organizer to check for the writing elements.
● Students will begin to write their narratives.
● Before the next class period, students should use an interview style questioning
to gain background on their particular childhood memory by others and research
their cultural background and geographic information of where their family is
from.

Day Two or Week Two

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Technology used: Google Docs and Computers

Procedures:
● Students will continue to write their narrative.
● Students will type their narrative using Google Docs and share it in a class
LA09.C.22 folder created by the teacher.
SSUH.B.20 ● Students are asked to constructively critique suggestions.
SSUH.B.19 ● Students may use the rubric that the teacher will use to evaluate their peers.
ISTE-S.1 ● Students should complete all the peer commentary before the next class.
● The teacher should walk around, monitor progress, and give assistance when
needed.
● The teacher should continuously check the shared folder to ensure that students
are working and creating their narrative.

Day Three or Week Three

Technology used: Google Docs and Computers
Procedures:
LA09.C.22
● Students will review all peer commentary.
SSUH.B.20
● Students will make the appropriate changes, and save/submit a final draft.
SSUH.B.19
● Because all of the documents are being shared in a folder the student does not
ISTE-S.1
need to do any actual submission, but just make sure that the final draft is
completed and in the folder.

Day Four or Week Four

Technology used: Computers or Cell Phone and Anchor website or Application
Procedures:
LA09.C.22 ● The students will learn to create a podcast using Anchor. They may use the
SSUH.B.20 Anchor website or the Application on their phone, to capture their recording.
SSUH.B.19 ● The teacher will demonstrate how to use Anchor and the teacher may want to
ISTE-S.1 provide a screencast/tutorial of how to use Anchor for an additional reference.

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ISTE-S.6 ● The students will record themselves reading their narrative and conclude with
author commentary on why they chose this particular moment of their life and
what it means to them.
● The students could also address any unanswered question posed by their peers,
that they were not able to answer within the narrative.

Day Five or Week Five

Technology used: Computers or Cell Phone, Anchor website or Application, Padlet
Procedures:
● Students will complete the final recordings.
● The teacher will create a Padlet for students to post a 20-30 second teaser/trailer
LA09.C.22 for their narrative and a link to their full podcast.
SSUH.B.20 ● If student are unfamiliar with how to use Padlet, the teacher may want to give a
SSUH.B.19 tutorial or provide a screencast of how to use Padlet.
ISTE-S.1 ● Using their elevator speech from day one, the students will create a 20-30
ISTE-S.6 second teaser/trailer video on Padlet and post it. This post will include a link to
their podcast episode. This will allow listeners to preview the story before
listening.
● The teacher may take the Padlet and shared or embedded across several
different platforms.

Product

The end product will be a Padlet with trailers/teasers that link to a podcast highlighting each

student's narrative in an episode format. There is one episode per student. Anyone who is interested in

hearing what young writers can create and produce are the people who will use/care about this product,

such as other Language Arts or Creative Writing classes. The product will be meaningful because it will

Breannia Stewart, Kennesaw State University

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be a unique piece of writing created by the student and published in the student’s voice. The students

will use a Google Doc to type and share their narrative. They will also use the podcasting platform

anchor to record and publish their reading and commentary of their narrative and share all of their

podcasts on a Padlet. This product will be assessed using a writing rubric and performance rubric.

Technology Use

● Each student will use the podcast platform Anchor to record the reading of their narrative. This

technology will be used to provide a performance-based and producer indicator as well as help with

facilitating the authentic/meaningful, multi-disciplinary, and student-directed indicators.

● Each student will also use Google Docs to type and share their narratives. This technology will

provide the collaborative indicator as peers will be able to make comments within their Google Docs.

● Each student will use Padlet to create a teaser/trailer that will connect listeners to their podcasts, which

will assist with all of the previously mentioned indicators.

● The teacher will use Google Slides for the narrative writing presentation.

● Computers or Cell phone will be used for recording the podcast.

Supporting Materials

Materials:

Writing Rubric (Appendix A)

Performance Rubric (Appendix B)

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Narrative Checklist (Appendix C)

Intro to Narrative Writing Presentation on Google Slides (Appendix D)

Graphic Organizer (Appendix E)

Anchor.fm (tutorial: https://www.youtube.com/watch?v=AzgXBRKe7pI)

Padlet.com (tutorial: https://www.youtube.com/watch?v=B6n1tf0tyA0)

The Moth (https://player.themoth.org/#/?actionType=ADD_AND_PLAY&storyId=18391)

Google Docs

Resources:

Calkins, L. Calk. (2014). Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop

Curriculum, Grades K-8. Retrieved on Oct 26, 2018 from

https://www.clover.k12.sc.us/cms/lib02/SC01001948/Centricity/Domain/739/Student%20Facing

%20Checklists%20for%20Narrative%20Writing.pdf

Calhoun Elementary School. (n.d.). Personal Narrative Essay - Graphic Organizer. Retrieved on Oct

26,2018 from

http://www.calhounminks.com/uploads/8/2/8/6/8286506/personal_narrative_essay.pdf

Rapid City Area Schools. (n.d.). Narrative essay assessment rubric/score sheet. Retrieved on Oct

26,2018 from

https://public.rcas.org/hs/shs/homework/Lists/Terri%20Fried/Attachments/839/Narrative%20rub

ric.doc

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University of North Carolina Charlotte: College of Arts and Architecture. (n.d.). Performance

Assessment Rubric. Retrieved on Oct 26,2018 from

https://coaa.uncc.edu/sites/coaa.uncc.edu/files/media/pdfs/Performance%20Assessment%20Rubr

ic.pdf

References

Georgia Department of Education. (2017). Indicators & Demographics. Retrieved on October 30, 2018

from

https://gaawards.gosa.ga.gov/analytics/saw.dll?PortalPages&PortalPath=%2Fshared%2FPublic

%20Portal%2F_portal%2FK-12%20Public%20Schools%20Report%20Card%20-%20Indicators

%20%26%20Demographics&P1=dashboard&Action=Navigate&ViewState=rvt7jffbs94hun7tu7

dvd9bo6u&P16=NavRuleDefault&NavFromViewID=d%3Adashboard~p%3Apvgi69upfabujug

Gwinnett County Public School. (2008). US History standards. Retrieved on October 22, 2018 from

http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/51365c71-4af5-452c-b191-0b8f8fd36f5e/20

18-19-HS-AKS-Vertical-Book-FINAL-7-6-18.pdf?MOD=AJPERES&CVID=mhLXfBA

Gwinnett County Public School. (2008). Language Arts standards. Retrieved on October 22, 2018

from

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http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/51365c71-4af5-452c-b191-0b8f8fd36f5e/20

18-19-HS-AKS-Vertical-Book-FINAL-7-6-18.pdf?MOD=AJPERES&CVID=mhLXfBA

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved on

October 22, 2018 from

http://www.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf

?sfvrsn=0.23432948779836327

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Appendix A

Breannia Stewart, Kennesaw State University

Narrative essay assessment rubric/score sheet Due date:

This rubric is adapted from page 149 of the Writer’s Inc. reference text. Narrative essays must be typed, double
spaced using 12 point font. Headings must be left justified and include name, class period, assignment and date, and
be single spaced. Titles must be centered, and triple spaced between text body. Page numbers are in the upper right
hand corner, but not on first page. Attach rubric to back of paper.

Area 1
Ideas and Content:
focuses on a specific experience or time in the writer’s life.
presents and appealing picture of the action and the people
uses dialogue and sensory details
makes the reader want to know what happens next

10 9 8 7 6 5 4 3 2 1

Area 2
Organization:
has a beginning, a middle, and an end
pulls reader into the text with beginnings techniques
gives events in an order that is easy to follow
uses transition words and phrases to connect ideas

5 4 3 2 1
Area 3
Voice
creates a tone and a mood that fits the topic
shows the writer’s personality

5 4 3 2 1

Area 4
Word Choice
contains specific nouns, vivid verbs, and colorful modifiers
uses sensory details and figurative comparisons

5 4 3 2 1

Area 5
Sentence Fluency
flows smoothly from one idea to the next
uses a variety of sentence lengths and structures

5 4 3 2 1

Area 6
Conventions
applies basic rules of grammar, usage, and mechanics
presents paper according to format listed in directions

5 4 3 2 1
B Stewart Engaged Learning Project 16

Appendix B

Breannia Stewart, Kennesaw State University

 Rubric for PowerPoint and Oral Presentation
4 3
Critical Thoughtfully and accurately
interprets results, shows an
thinking
in-depth understanding of major
ideas
Quality of Covers topic thoroughly and
information includes details that support the
topic
Organization Well organized and coherent,
topics are in logical sequence,
includes clear introduction and
conclusions
Grammar and The text is artistically declaimed;
spelling pronunciation is correct.
Demonstrates an excellent
understanding of textual nuances
Commentary Address several reasons for
writing the piece and answers
several questions posed by peers.
Oral Good volume and energy; proper
presentation pace and diction
Identifies relevant arguments,
justifies results, offers reasons
Includes essential information,
includes some supporting
details
Organized, some topics are out
of logical order, conclusions
are generally clear
The text is pronounced
correctly most of the time.
Demonstrates a very good
understanding of textual
nuances.
Address several reasons for
writing the piece and answers
one question posed by peers.
Adequate volume and energy;
generally good pace and
diction
2 1 Self- Teacher
Assessment Assessment
Usually justifies results Misinterprets data, gives
and offers reasons unjustified arguments
Includes most essential Lacks essential information
information, details are
somewhat sketchy
Some organization, topics Not organized, topics make
jump around, conclusions no sense
are unclear
The text contains some The text contains numerous
mispronunciations, mispronunciations,
including poor formations including poor formations of
of vowels and/or vowels and/or consonants.
consonants.
Address one reasons for Does not address reasons for
writing the piece and writing the piece and does
answers one question not answer any questions
posed by peers. posed by peers.
More volume/energy Low volume or energy; pace
needed at times; pace too too slow or fast; poor
slow or fast diction
Total
B Stewart Engaged Learning Project 17

Appendix C

Breannia Stewart, Kennesaw State University

 Student Facing Checklist for Narrative Writing, Grades K-10

Narrative Checklist Yes! Starting Not Yet

Grade 9/10 To
Structure
Overall I not only created a narrative with characters, tension,
change, and an idea/lesson, and made the character
complex, I also developed particular perspectives, or
points of view.
Lead The beginning defines a situation, place, atmosphere,
sets it within some kind of context, foreshadows the
problem(s), and raises questions about issues, ideas,
morals, lessons, and themes. It also introduces a
particular narrative voice and point of view.

Transitions I used transitional phrases to alert my reader to

the passage of time, to connect parts of the story,
to imply cause and effect, to raise questions and
doubts, to make allusions (as when, just as, whereby,
without realizing, ever afterward)
Ending I wrote an ending that develops the meaning and may
act as social commentary.

I gave the reader a sense of closure by showing

character change, multiple perspectives, or if
problems are not resolved, there is a sense of
bearing witness.
Organization I used narrative paragraphs and font changes to
clarify dialogue, times change, shifts in the setting or
mood, interior dialogue, and for dramatic impact.

The narrative structure may include non-linear parts,

including shifts in time, parallel narratives, dream
sequences, multiple perspectives - and these are
clear.

Development
Elaboration I developed the action, dialogue, details, and inner
thinking to develop the issue, idea, moral, lesson, or
theme. Details clearly relate to and suggest meaning.
They may foreshadow and hint at symbolism.

I developed minor as well as central characters as well

as a sense of place.

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,
by Lucy Calkins and Colleagues (Heinemann, 2013/2014)
For distribution only in TCRWP schools
DRAFT
 Student Facing Checklist for Narrative Writing, Grades K-10

Description I developed characters over scenes, letting the reader

get to know their tendencies and emotions, their hopes,
their troubles. I showed how they respond to trouble and
created characters that are complicated, changing, and
compelling.

I created a mood as well as a physical setting, and

showed how the place changed, or its relationships to
the characters changes.
I varied the pace to increase tension, develop meaning,
and manage time.

I matched my language and sentence structure to the

tone of parts of the story, to convey time and place,
and to develop different characters.

Language Conventions
Spelling Spelling has been checked for accuracy, including
double checking homonyms and technological
mishaps.
Punctuation I control conventions and use them accurately and
artfully to enhance meaning.

©Units of Study for Teaching Writing, Grade by Grade: A Yearlong Workshop Curriculum, Grades K-8,
by Lucy Calkins and Colleagues (Heinemann, 2013/2014)
For distribution only in TCRWP schools
DRAFT
B Stewart Engaged Learning Project 18

Appendix D

Breannia Stewart, Kennesaw State University

 What is Narrative
Writing?
Narrative • A narrative is a story containing
specific elements that work
Writing together to create interest for not
only the author but also the
reader.
Language Arts • This type of writing makes the
reader feel as if her or she were
part of the story, as if it was being

Elements of Narrative Writing Plot Structure of Narrative

Writing
PLOT
• The who, what, where, when, • Beginning:
why, and how outline that gives – Enticing opening to capture
the narrative direction.
readers’ interest.
• What is the story about?
– Setting revealed.
• Events unfold as they happen.
– Main characters introduced.
• The frame of the narrative.
– Conflict presented.
 Plot Structure of Narrative
Writing
Middle • End
Characters attempt to resolve
conflicts or problems.
Action progresses sequentially, step by step.
Climax
The turning point of the narrative.
Reveals the process involved for
solving the conflicts.
Plot Structure of Narrative
Writing
– Tells how the resolution of the
conflicts have affected the
characters.
– No new characters or plot ideas
introduced.
– Theme or message understood
by reader.

Elements of Narrative Elements of Narrative

Writing Writing
CHARACTERS
• SETTING
• Where and when the narrative takes
place.
• • Allows the readers to visualize the
scenes and the characters in
those scenes.
•
• Although the setting may be clear
for the author, he/she must create
Elements of Narrative Elements of Narrative
Writing Writing
STYLE CONFLICT
The problem that must be overcome or
resolved so that the readers will not be left
hanging.
Types of Conflict:
– Person versus Self
– Person versus Person
– Person versus Society
– Person versus Machine/Technology
– Person versus Nature

Types of Conflict: Examples Types of Conflict: Examples

Types of Conflict: Examples Types of Conflict: Examples

Types of Conflict: Examples Elements of Narrative Writing

THEME
 Different Points of View
“I” as the narrator
Good for personal accounts.
Example: I will never forget the day that my
hamster died…
Different Points of View
“He,” “she,” “it,” “they” perspective
Narrator can write about the thoughts and
feelings of all the characters.
Example: “She called him a liar, though
she knew he was telling the truth.”
Different Points of View
“He,” “she,” “it,” “they” perspective
Written as if the story is observed from
outside of the characters.
Reader must guess the feelings of the
characters by their actions and words.
Example: He pounded his fist against the
wall and screamed, “Let me out!”
5 W+H Questions Method
WHO will be in the narrative?
WHERE will the narrative take place?
WHY will the characters do what they do?
WHAT is the narrative about?
WHEN will the events happen?
HOW will the conflict be resolved?
 Sensory Imagery Figurative Language

Figurative Language is
the use of descriptive
words that bring your
reader into the story.

Figurative Language Figurative Language

Figurative Language Figurative Language

Figurative Language Figurative Language

 Be sure to:
* Revise – Check for Content
* Edit – Check for Grammar,
Usage, and Spelling

A Final Copy Should Be

FLAWLESS!
B Stewart Engaged Learning Project 19

Appendix E

Breannia Stewart, Kennesaw State University

 Personal Narrative Essay – Graphic Organizer
Name: Date:

Tell me whaT you’re going To Tell me:

Introduction

Topic/Title:

Hook/Lead/Opening sentence:

Background info:

Thesis statement (leads toward the lesson learned):

Tell me what happened/how it happened:

First event: Second event: Third event:

(can have as many as you

Details Details Details

( use sensory details such as sights, sounds, ( use sensory details such as sights, sounds, ( use sensory details such as sights, sounds,
smells, thoughts, feelings, actions): smells, thoughts, feelings, actions): smells, thoughts, feelings, actions):
Body Paragraphs
need)

Tell me what you told me:

Why is this event important/significant to you?:

Conclusion

What lesson did you learn?:

Re-state your thesis (in a new way):

B Stewart Engaged Learning Project 20

Breannia Stewart, Kennesaw State University