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Megan Clark
Podcast Assignment
Standard How the lesson connects:
IRA 1.2 Education has evolved over time. When I was in grade school,
we recorded our voice on a cassette tape for a project but
never could share it anywhere. Now, students can easily use a
macbook, iPad, or other computer to record their voice for a
project and share it to the whole world. This lesson has the
students writing a format that is not as formal as traditional
expository writing. The students have the option to word-
process their writing and collaborate with other students.
IRA 2.2 The students will write using information that they read from
an online text. The students will be required to use facts and
quotes from an online text to create the script of their podcast.
IRA 2.3 This assignment has the students using online reading texts.
The students must do an effective web search to gain useful
information about Native American tribes.
IRA 4.2 This lesson highlights diversity. The students will be learning
about Native American tribes that inhabited the region that is
now Kentucky. The students will be learning about Native
Americans using facts. The students must provide facts and
not what they believe/assume about Native Americans.
IRA 5.1 This lesson is designed for students to use the digital texts
available on the internet. The students will also be word
processing their scripts. The students will publish their writing
in a non-traditional manner by creating a podcast.

KTS 6.1 This lesson was planned with my schools available
technology in mind. My lesson is planned with the thought that
I do not always know what technology will be available on
certain days at certain times and I plan my lessons so that
they can be used on multiple forms of technology.
KTS 6.2 I will be modeling this lesson. Podcasting will be a new thing
for most, if not all, of my students. It will be imperative that I
model how to create a podcast; going step-by-step.
KTS 6.3 The students will be using the macbooks to create their
podcast and to word process their script. The students must
be able to type their script in a logical manner. The students
must also be able to create a podcast once they have been
taught.
KTS 6.4 The students will upload their podcast to our class wiki and
attach their script. I will read the script and listen to the
podcast. I will comment on the students podcasts with my
evaluation (any negative will be addressed individually with the
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students). The students will be able to listen to each others
podcasts.
KTS 6.5 The students must state their URL at the end of their podcast
to give credit to the websites that gave them the information
for the interview answers.

ISTE 1 The students will be creating authentic, creative podcasts. The
students will have the opportunity to create their own
questions and find facts that answer these questions.
ISTE 2 The students will collaborate with each other to create
questions and to create the podcast. The podcast will be an
opportunity for the students to communicate their learning to a
wider audience than just my class and me. The parents will be
able to access our class podcasts.
ISTE 3 The students must ethically use the information they find. The
students will be searching the internet for information on the
Native American tribes. The information they find must be
synthesized to answer their specific questions about the tribe
for the podcast interview.
ISTE 5 The students will do a web search to identify a credible source
to use in their podcast. The students must also give credit to
the websites at the end of their podcast. There must be record
of the websites used.
ISTE 6 The students will learn how to use the Garage Band
application. We will learn how to create a podcast and to
upload it to the wiki.

TPACK The students will likely be using a new technology. Many of
my students have not been exposed to podcasts. Podcasts
are not assessments used by anyone at our school. The
students will be able to create their own podcast and
demonstrate their learning through the use of technology.
TPACK I will be modeling a majority of the days of this lesson.
Modeling allows me to scaffold the student learning.
Technology is something that needs to be explicitly taught to
the students.
TPACK The students will know how to word process from computer
class and past lessons. The effective web search and credible
resources will be knowledge that students already have.
Before teaching, I will understand how to create a podcast. I
will also know about the different Native American tribes. The
students will gain the knowledge of how to create a podcast
and gain the knowledge about the Native American tribes.

CCSS.ELA-
LITERACY.W.4.2
The students will be using the internet to gain facts, quotes,
and details about Native American tribes in Kentucky. It will be
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Write
informative/explanatory
texts to examine a
topic and convey ideas
and information clearly.
CCSS.ELA-
LITERACY.W.4.2.B
Develop the topic with
facts, definitions,
concrete details,
quotations, or other
information and
examples related to
the topic.
imperative for the students to gain information about the
Native American tribes and not to go by impressions or
assumptions about the tribes. Once the information is gained,
the students will write an informative text in the form of a
script. The informative text will presented in the style of a
podcast.


Connection to Literature
A podcast is one of several Web 2.0 digital social-networking tools, including
blogs, YouTube, and Facebook, that provide platforms for the creation and sharing of
user-generated content of ten by means of portable media players, such as iPods and
MP3 players (Smythe, p. 488, 2010). This quote explains podcasts and relates directly
what we are creating in the classroom. The students will be generating their own script
for the podcast using different information. The podcasts will be shared with each other
and with stakeholders. Dlott (2007) stated that teachers need to use podcasts to
prepare their students for the future. The article talks about how students will likely
interact with this technology in their future education and careers.

References
Dlott, A. M. (2007). A Pod(cast) of Thousands. Educational Leadership. 64. 7. pp 80-82.
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Smythe, S. (2010). Podcast Time: Negotiating Digital Literacies and Communities of
Learning in a Middle Years ELL Classroom. Journal of Adolescent & Adult
Literacy. 53. 6.