Subject: English
Language Arts & Technology
Grade Level: 5th Grade Inclusion
Materials: • Windows PC o Student
laptops/computers for student research • computer microphone •
computer speakers • Microsoft Word/Word publishing program •
Franklin spell-checkers • audio software – MP3 My MP3 Recorder
2.0 • teacher website (MyTeacherPages.com by School World) •
student reading notebooks • fantasy genre – reading group
chapter book • teacher-created job list for reading groups
(see important documents at right) • podcasting direction
sheet (see important documents at right)
About: This podcasting project unit is a
culminating assignment for our five leveled reading groups.
Each group is reading chapter books in the fantasy genre. As
students finish, they use their notes from reading groups and
Internet research to design a reading group web page amd an
exciting podcast to showcase the book they have completed. The
novelty of podcasting is a true motivator for students to read
for a purpose and learn to take thorough notes as they read
their fantasy books. The goal is to provide an authentic
approach to improve the literacy skills of all the students.
They are informed that they will eventually be a reliable
source of information for their website surfers and podcast
listeners. This motivates them to carefully and accurately
read and respond to the assigned book. The students use their
reading-group notes as well as Internet research to design web
pages with information about their book and links to the
fantasy genre. They also create podcast scripts for the
Internet public’s listening pleasure, which are downloadable
as an MP3 file from the same student web page. During this
project. the students work collaboratively to develop
comprehension skills, to research and cite sources, and to
publish on the Internet and podcast. The students include the
following sections for their podcast: • an introduction to the
topic and reading group • related vocabulary • quotes about
the topic (sources cited) • book and/or article reviews •
graphics • interviews Optional add-ons (with teacher
approval): • related riddles and jokes • related poems • other
interesting facts • other student-created ideas
As a culminating project, each reading group is responsible
for designing a web page highlighting their reading assignment
and creating scripts for their podcasts. Student work can be
viewed on the class website:
http://herricks.org/webpages/spcollaborative/index.cfm?subpage=8158
For this podcasting project, students work as a
collaborative team to plan and execute an exciting website and
podcast script to be posted on the class website. They conduct
Internet research using various kid-friendly search engines
via school laptops. They cite their sources by copying and
pasting websites into Microsoft Word and write brief summaries
about each site They use their own research from their chapter
books to create a web page that includes an introduction,
vocabulary and quotes, related websites, reviews, and
graphics. They write and record a script using audio software.
The MP3 file is then uploaded onto their webpage. Introducing
podcasting and website design to the class affords the
students a unique opportunity to utilize modern technological
methods to demonstrate their creativity and reading skills.
The students are a diverse class with various learning
challenges, speech/language deficits, and attention issues.
Despite their varied reading levels (ranging from 2.6 – 6.0
grade levels) and level of understanding, they have an
opportunity to learn and practice skills they once thought
were beyond their level of experience. They are highly
motivated and use this presentational forum as a means to
demonstrate proficiency with difficult comprehension skills.
Podcasting and website design is a highly motivational
method of presenting knowledge. This project is easily adapted
to any class size and can be done individually or in small
groups. Large-group podcasts can be created, but more time
would be needed to complete the project. This activity was
designed for use with the fantasy genre but can be used with
any reading group or class book. Teachers need to be flexible
with time restraints to allow for differentiated instruction
and modifications for classified students as well as English
language learners. Teachers also need to be creative in
finding times that a group can be recorded while the rest of
the class is silent and/or out of the room. Scheduling with a
special area teacher (i.e., speech teacher) is quite helpful.
Teachers should teach the genre of fantasy prior to beginning
the books. We did not include instructions on how to teach
this genre. We read, as a class, The Chronicles of Narnia: The
Lion, the Witch, and the Wardrobe by C.S. Lewis. A good URL
with activity ideas is:
http://strangenewworlds.com/teachers/narnia.html.
http://herricks.org/webpages/spcollaborative/index.cfm?subpage=8158
The students complete literature
jobs–Quotable Quoter, Word Wizard, Connector, Question
Maker–to demonstrate comprehension skills. |
The students work collaboratively to
create a podcast with an accompanying website. |
The students define the genre of
fantasy. |
The students give at least three
examples of why their book is a fantasy. |
The students list examples of good
vocabulary and language (quotes) from their book. |
The students write a book review that
will encourage people to read their book. |
The students cite all sources. |
The students post their website and
podcast on the Internet. |
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Technology: Standard 2 –
Information Systems: Students access, generate,
process, and transfer information using
appropriate technologies. |
5th Grade – Elementary |
Technology |
English/Language Arts: Standard
1: Students read, write, listen, and speak for
information and understanding. As listeners and
readers, they collect data, facts, and ideas;
discover relationships, concepts, and
generalizations; and use knowledge generated from
oral, written, and electronically produced texts.
As speakers and writers, they use oral and written
language to acquire, interpret, apply, and
transmit information. |
5th Grade - Elementary |
English/Language Arts |
English/Language Arts: Standard
2: Students read, write, listen, and speak for
literary response and expression. They read and
listen to oral, written, and electronically
produced texts and performances; relate texts and
performances to their own lives; and develop an
understanding of the diverse social, historical,
and cultural dimensions the texts and performances
represent. As speakers and writers, they use oral
and written language for self-expression and
artistic creation. |
5th Grade - Elementary |
English/Language Arts |
English/Language Arts: Standard
3: Students read, write, listen, and speak for
critical analysis and evaluation. As listeners and
readers, they analyze experiences, ideas,
information, and issues presented by others using
a variety of established criteria. As speakers and
writers, they present, in oral and written
language and from a variety of perspectives, their
opinions and judgments on experiences, ideas,
information, and issues. |
5th Grade - Elementary |
English/Language Arts |
English/Language Arts: Standard
4: Students read, write, listen, and speak for
social interaction. They use oral and written
language for effective social communication with a
wide variety of people. As readers and listeners,
they use the social communications of others to
enrich their understanding of people and their
views. |
5th Grade - Elementary |
English/Language Arts |
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Day 1: Introduction to job assignments
& coordinating with Group Reading
Books |
Objective 1: Students are introduced to job
assignments for reading groups. • Discussion
Director–makes sure everyone in the group is doing
his/her job and leads conversation about book
and/or topic • Word Wizard–identifies unknown
words • Quotable Quoter–looks for good language •
Connector–makes connections between the book, real
life, and/or other books • Question Maker–creates
questions for the group to answer |
Students work with teacher to create examples
of each job assignment for use during independent
work. |
Students read assigned fantasy book (broken
into four or five sections to be read over four or
five weeks). |
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Job Assignment Sheet (see important documents
at right) |
Pencil |
Fantasy text – reading group chapter book •
The Wednesday Witch by Ruth Chew • Carnival at
Candlelight by Mary Pope Osborne • Bunnicula by
James Howe • Secret of Platform 13 by Eva Ibbotson
• The Great Good Thing by Roderick Townley |
Reading notebook, Post-It Note
pad |
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Teacher introduces the assigned book,
discussing the cover, making predictions from
title and pictures, and reading any author
notes. |
Teacher gives the appointed discussion
director the job assignment sheet. |
Together, teacher and students discuss each
job and make up examples from books familiar to
the students. |
Teacher explains the extra written assignment
for the week: Week One: Find and list examples of
fantasy. Week Two: Find and list examples of
realism. Week Three: Predict the ending: write one
paragraph explaining what will happen at the end
of the book and tell why you think this will be
the ending. Week Four: Compare your ending to the
actual ending of the book. How close were you?
Which do you like better? |
Students are assigned a portion of the book to
read. (We broke the books into quarters, taking
four weeks to complete the unit’s reading
portion.) |
Students work independently or with partners
to complete the assigned reading and complete
their assignments, using Post-It Notes to mark
examples of job assignments in texts. |
Students meet weekly with teacher to discuss
book/assignments. |
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Children are required to complete the reading
and writing assignments prior to the week’s
meeting with the
teacher. |
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Student work and book discussions are the
assessment for this part of the
unit. |
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The students work both independently and
cooperatively to complete the sections required by
the podcasting rubric. |
The students read the “Creating a Podcast”
directions. |
The students stay focused on the task at hand. |
The students create Word Documents that
reflect the requirements of the podcast project
rubric. |
The students document and edit their work
using Microsoft Word. By the culmination of the
lesson, the students will have created a basic
website template and podcast script based on their
reading book. The students save their work on the
computer network system. |
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Laptops |
Fantasy genre–reading group chapter book |
Reading notebook & dictionaries |
Franklin spell-checkers |
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The teacher and students read and discuss the
podcast packet requirements. All questions are
answered here. |
Teacher shows students model podcast sites,
listening to podcasts and discussing pros and
cons. |
The students break into groups and determine
who will be responsible for different sections of
the podcast project. |
The students work independently to complete
their research of the genre and to document their
work in Microsoft Word, following the podcast
packet closely. |
The students save their work and sources cited
on the network into their reading group
file. |
The students create presentations that are
sequenced correctly and are appealing to the
reader and listener. |
The teacher reviews the student progress
throughout the lesson. |
The teacher asks students to share their work
on the SmartBoard and the class critiques and edis
various scripts/websites. |
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The teacher observes students during the
lesson and promps them for understanding
throughout. He/she views student work on the
network and leaves electronic comments in
Microsoft Word for those who need assistance.
Teacher observation and teacher/student
interaction is used as an informal assessment of
student progress. Assessment of the website page
and podcast scripts yields information about
writing structure, following directions, and
cooperative learning. |
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Day 3: Podcast
Completion |
Students upload their website information to
the class website. |
Students record podcasts. |
Students upload the MP3 file onto the website
page with their information. |
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Laptops |
Podcast scripts & Student-created Word
documents |
Microphone |
MP3 My MP3 recording
software |
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Students follow all teacher suggestions to
complete website information based on the podcast
sheet requirements. |
Students upload website information with
teacher assistance. |
Students complete podcast script based on the
requirements |
Teacher assists in recording and uploading
podcast to the website. |
Groups share their podcasts and websites with
each other. |
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The website and podcast is the assessment.
Students are graded based on how carefully they
followed the directions on the podcast sheet, how
well they worked as a group, and how interesting
their website and podcast
are. |
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The students share their work with their
classmates. |
The students learn to be considerate
listeners. |
The students learn to give complimentary
comments. |
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SmartBoard |
Speakers |
Websites |
Comment sheet (lined
paper) |
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One group at a time opens up their website and
shares their site and podcasts. |
The other students write at least one
compliment for the podcast and one compliment for
the website. |
Comments are shared with the presenting
group. |
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Students share their work with their family at
home. |
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This is not an assessment time. The final
assessment is done prior to uploading. This is a
time for
celebration. |
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Lisa Parisi Christine Southard
lparisi@herricks.org
Southard@herricks.org
Denton Avenue School
1050 Denton Avenue
New Hyde
Park, NY 11040
Mrs.Lisa Parisi and Ms. Christine Southard are co-teachers
in a fifth grade inclusion classroom in the Herricks School
District. They are leaders in the school in the area of
technology, using various forms of technology with their
students in order to enhance and enrich learning. The
teachers' expertise in the use of their SMARTBoard, online
interactive sites, website development and maintenance,
e-mailing with students and parents and podcasting has help
make the students enthusiastic 21st century learners. With
Lisa's 21 year of experience and Christine's 6 years of
experience, they are well qualified to provide quality
engaging instruction to some of the neediest children in the
school. Their quest for continued ideas has led them to use
e-mail, message boards, videostreaming, interactive
activities, and podcasting to work with their students and
maintain a connection between home and school. They are an
inspirational team.
Important documents for this lesson plan.
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