What does my podcast say about me? Lesson 9

➜ What does my podcast say about me?  Lesson 9  Grade 9 Applied English Critical Learning Guiding Questions •• Learners need opportunities to refl...
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➜ What does my podcast say about me?  Lesson 9 

Grade 9 Applied English

Critical Learning

Guiding Questions

•• Learners need opportunities to reflect on their learning •• Reflecting on learning means recognizing strengths as well as the processes, strategies, and other people involved in completing a task

•• How has our understanding grown? •• How does the podcast reflect our learning? •• Who has helped us reach our goals? How have they helped?

Curriculum Expectations Media Studies 3.  Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 3.4 produce media texts for a few different purposes and audiences, using appropriate forms, conventions, and techniques 4.  Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. 4.1 describe a few different strategies they used in interpreting and creating media texts and explain how these and other strategies can help them improve as media interpreters and producers

Learning Goals (Unpacked Expectations) •• share podcasts with their creative team •• self-assess the quality of their podcast using the criteria in the rubric •• reflect on themselves as creators

Instructional Components Prior Knowledge and Skills Terminology •• Group work norms and skills, e.g., taking •• Metaphor/ Metaphorical thinking roles, taking turns •• Conferencing

Materials •• Traffic signs for Mind’s On task •• Equipment and software to record, edit, and play podcasts •• Certificates •• Creative Logs •• Rubric

L I T E R AC Y G A I N S T R A N S F O R M I N G I N S T R U C T I O N A L P R A C T I C E S U P P O R T S G R A D E 9 A P P L I E D E N G L I S H  

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➜➜ What does my podcast say about me?  Lesson 9  Minds On

Grade 9 Applied English

Pause and Ponder

Approximately 10 minutes

Whole Class  ➔  Using self-assessment Post four traffic signs (e.g., winding road, express highway, caution ahead). Explain that they need to think metaphorically; that is, the traffic signs will be used to suggest how they felt about various stages of their work. Call out the items from the task checklist (e.g., anchor chart). For each item, students go to the sign they feel represents how they felt about their learning as they completed that part of the culminating task. Students discuss how the item from the checklist is related to the sign they’ve chosen. Debrief by inviting responses.

Action!

Approximately 55 - 85 minutes

Individual  ➔  Recording the Podcast Students record their podcast and prepare audio files to be submit.

QuickTip See Media Literacy

Individual  ➔  Conferencing Students review their Creative Logs and prepare responses to guiding questions. They present their reflections in a conference. Small Groups  ➔  Sharing Podcasts Students share podcasts in their creative teams. The listeners pay close attention to the merits of the podcast. Group members come to a consensus and select one aspect of the podcast that they recognize for excellence. They complete a Certificate of Achievement and award it to the creator of the podcast.

Consolidation



Guide. QuickTip Select audio file formats which are readily accessible, (e.g., .wav or .mp3). QuickTip Refer students to anchor charts. During conferencing, check students’ understanding of how well they achieved their goal and discuss their journey for creating the podcast.

Approximately 15 minutes

Pairs/Individual  ➔  Using Self-assessment Students find a partner with a different colour paper clip. They share their Certificate of Achievement and talk about a person who helped them achieve their goal. Students exchange paper clips. Students submit the self-assessment along with their podcasts and Creative Logs.

L I T E R AC Y G A I N S T R A N S F O R M I N G I N S T R U C T I O N A L P R A C T I C E S U P P O R T S G R A D E 9 A P P L I E D E N G L I S H

Students self-assess the quality of their podcast using the criteria in the rubric.

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➜➜ What does my podcast say about me?  Lesson 9 



Grade 9 Applied English

Minds On … Metaphors Using metaphors engages students in finding connections and patterns, and moves their thinking from identifying literal characteristics to forming abstract relationships between concepts. By exploring the nature of the comparison between the two concepts, students come to deeper understandings of the concept See Marzano, R., Pickering, D., & Pollock, J. (2001) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, Virginia: ASCD.

L I T E R AC Y G A I N S T R A N S F O R M I N G I N S T R U C T I O N A L P R A C T I C E S U P P O R T S G R A D E 9 A P P L I E D E N G L I S H

➜➜ What does my podcast say about me?  Lesson 9 



Grade 9 Applied English

Action! Create a Podcast There are many online resources, such as tutorials on how to create podcasts, for example, Creating a simple voice and music Podcast with Audacity, How to Podcast Tutorial, Librarians Matter: How to create a podcast, Creating a Podcast: GarageBand Tutorial How to Create a Podcast in GarageBand Create a Podcast on the Mac using GarageBand Choose the resources that match the software (e.g., Audacity, GarageBand) that will be used. To record an audio file for a podcast, students will need: Hardware • • Computer • • Internet connection • • Microphone (An external microphone provides better quality than those built into the computer.) Software •• •• •• ••

Recording software, (e.g., pre-installed on the computers, free software available from the Internet ) Audio file formattin, such as mp3 or wav file. Media player, (e.g., iTunes, Windows Media Player, Media Player) Audio files of songs

Check with the school principal and/or computer technical support on availability of resources and support required for creating a podcast and the protocols for posting, if this is an option. Follow the procedures for booking a computer lab (for at least 2 or 3 days), for how and where to save audio files, and for accessing other hardware and software resources. Alternatives to creating digital recordings If recording the podcast digitally is not an option, students can demonstrate the same knowledge and skills: •• •• •• ••

presenting their podcast live to the class or in a student-teacher conference using the written performance (i.e., script) as assessment of learning by partnering with a Communications Technology class in the school using other devises such as a portable digital recorder or tape recorder to record their podcast

Resources Education Podcast Network Richardson, Will. (2009) Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms, Second Edition, Thousand Oaks, California: Corwin. Guiding Questions • • What did you find most challenging in this task? • • What did you find most rewarding? • • How does the podcast represent your learning in this unit? In this course? Anchor Chart An Anchor Chart is a strategy for capturing students’ voices and thinking. Anchor charts are co-constructed. By making students’ thinking visible and public, they “anchor,” or stabilize and scaffold classroom learning. Anchor charts should be developmentally appropriate and clearly focused, accessible, and organized.

L I T E R AC Y G A I N S T R A N S F O R M I N G I N S T R U C T I O N A L P R A C T I C E S U P P O R T S G R A D E 9 A P P L I E D E N G L I S H

➜ “I am a Podcaster” Culminating Task Rubric Grade 9 Applied English Level 4 Advanced

Level 3 Proficient

Level 2 Developing

Level 1 Beginning

Knowledge and Understanding •• Demonstrates a thorough understanding of audience and purpose

•• Demonstrates a considerable understanding of audience and purpose

•• Demonstrates some understanding of audience and purpose

•• Demonstrates a limited understanding of audience and purpose

Podcast

Uses planning (e.g., RAFT, templates, conferencing) to create quality work

•• Uses planning skills with a high degree of effectiveness

•• Uses planning skills with considerable effectiveness

•• Uses planning skills with some effectiveness

•• Uses planning skills with limited effectiveness

Planning for podcast (RAFT)

Critically analyses songs in the podcast

•• Uses critical analysis with a high degree of effectiveness to identify perspectives, beliefs, and values present in a text

•• Uses critical analysis with considerable effectiveness to identify perspectives, beliefs, and values present in a text

•• Uses critical analysis with some effectiveness to identify perspectives, beliefs, and values present in a text

•• Uses critical analysis with limited effectiveness to identify perspectives, beliefs, and values present in a text

Podcast

Uses metacognition to reflect on learning, understand strengths and weaknesses, and to make adjustments

•• Reflects on learning with a high degree of insight

•• Reflects on learning with considerable insight

•• Reflects on learning with some insight

•• Reflects on learning with limited insight

Creative Log

•• Expresses ideas and information with a high degree of clarity

•• Expresses ideas and information with considerable clarity

•• Expresses ideas and information with some clarity

•• Communicates with limited effectiveness his/her findings, supporting evidence, and research process

Podcast Creative Log

Demonstrates an understanding of audience (e.g., appeals, awareness) and purpose (e.g., to inform, to persuade) Thinking

Communication Expresses ideas and information clearly and in a way that holds the audience’s attention

•• Holds the •• Holds the •• Holds the audience’s attention audience’s attention audience’s with a high degree with considerable attention with some of effectiveness effectiveness effectiveness

•• Holds the Podcast audience’s attention with limited effectiveness

•• Creates a sense of audience and purpose in the podcast with a high degree of clarity

•• Creates a sense of audience and purpose in the podcast with limited clarity

Application Applies understanding of purpose and audience in creating a text (podcast)

•• Creates a sense of audience and purpose in the podcast with considerable clarity

•• Creates a sense of audience and purpose in the podcast with some clarity

L I T E R AC Y G A I N S T R A N S F O R M I N G I N S T R U C T I O N A L P R A C T I C E S U P P O R T S G R A D E 9 A P P L I E D E N G L I S H

Podcast