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Curriculum-Framing Questions and Unit overview.
 * PODCAST UNIT OF WORK** by Gerard Cusack

How can ideas be conveyed? Can digital processes improve meaning? Do other people successfully use digital media to express themselves? Can people working together improve results? How do we find the important message within a text?
 * Essential Question: **

How can we persuade people effectively? Can discussion increase an individual’s understanding of a topic? How do we convey meaning within short text? Can I influence people around the world? Is global warming real? Should we use nuclear power?

What digital media is best for publishing content? Are audio or radio programs useful? Is sound quality important for radio programs? If we produce a radio program, who would listen?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can we evaluate digital media productions? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is a podcast? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are all podcasts of high quality? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Is a radio shows introduction important?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Unit Questions: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can we improve the environment? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do all people want a healthy planet? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can we persuade people? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can we persuade people through new media?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Is teamwork important for producing content? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can we produce our work using only our computer? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who will see or hear our work?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you already know about pod casting? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who produces podcast? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why do they produce them? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can we assess their quality?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Questions: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What content could be covered in a podcast? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How would you argue for climate change? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How would you argue for nuclear power? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can this be done in a short essay?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can we download audio recording software? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How do you record using Audacity? <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Can we save an audio file to our desktop?

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UNIT AT A GLANCE **

 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Phase ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At a glance ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ENGAGE ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 1 +2 ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss prior knowledge of podcasting
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Find out what other people have produced
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss and evaluate with peers ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EXPLORE ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 1+2 ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss with peers ideas about climate and energy
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Consider persuasive language and writing
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explore editing strategies ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EXPLAIN ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 2 ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write arguments that state and justify a personal viewpoint
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Incorporate challenging themes and issues
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Edit and correct partners work ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ELABORATE ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 2+3 ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain reasons for argument
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Explain reasons for edits
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Describe who audience is
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Consider technical issues surrounding production of podcast ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">EVALUATE ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lesson 3 ** || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify publication success
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify file location
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Consider peer success
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify rubric outcomes ||

=**THE STRANDS, DOMAINS AND DIMENSIONS**=


 * < **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Strand ** ||< **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Domain ** ||< **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Dimension ** ||< **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Level ** ||< **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Key Elements ** ||
 * < **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Physical, Personal **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">of others ||
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;"> and Social Learning ** ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Health and Physical Education ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Movement and physical activity ||<  ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Health knowledge and promotion ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Interpersonal Development ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Building social relationships ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Working in teams ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">support other members to share information and explore the ideas
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Personal Learning ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">The individual learner ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Managing personal learning ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They complete short, extended and group tasks within set timeframes ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Civics and Citizenship ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Civics knowledge and understanding ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Community engagement ||<   ||<   ||
 * < **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Discipline-based **
 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Learning ** ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">The Arts ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Creating and making ||<  ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Exploring and responding ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">English ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Reading ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">students read and view imaginative, informative and persuasive texts ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Writing ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Speaking and listening ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They identify main issues in a topic and provide supporting detail and evidence for opinions

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience. ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Languages Other Than English (LOTE) ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Communicating in a language other than English ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Intercultural knowledge and language awareness ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Humanities (Economics) ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Economics knowledge and understanding ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Economics reasoning and interpretation ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Humanities (Geography) ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Geographical knowledge and understanding ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Geospatial skills ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Humanities (History) ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Historical knowledge and understanding ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Historical reasoning and interpretation ||<   ||<   ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Mathematics ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Number ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Space ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Measurement, chance and data ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Structure ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Working mathematically ||<   ||<   ||
 * <  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Science ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Science knowledge and understanding ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Students explain the relationships, past and present, in living and non-living systems, in particular ecosystems, and human impact on these systems. ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Science at work ||<   ||<   ||
 * < **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Interdisciplinary **


 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;"> Learning ** ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Communication ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Listening, viewing and responding ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages.

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Students respond to a wide variety of aural, written and visual media; for example film, radio ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Presenting ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They provide and use constructive feedback and reflection to develop effective communication skills. ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Design, Creativity and Technology ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Investigating and designing ||<   ||<   ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Producing ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They make modifications during production, providing a sound explanation for changes that demonstrates reflection, research, responsiveness to feedback, and use of evaluation criteria. ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Analysing and evaluating ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They recommend improvements to the performance, function and appearance of others’ product/systems ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Information and Communications Technology (ICT) ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">ICT for visualising thinking ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Students retrieve and modify successful approaches to visualising thinking for use in new situations

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Students use a range of data types, including sound and still and moving images,

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They evaluate the strengths and weaknesses of their decisions and actions in the given situations. ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">ICT for creating ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Students keep their bank of digital evidence up-to-date,

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">students prepare designs that identify the structure and layout of the products || = = =**LESSON PLANS**=
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">ICT for communicating ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness. ||
 * ^  ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Thinking ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Reasoning, processing and inquiry ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">consider their own and others’ points of view. ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Creativity ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts. ||
 * ^  ||^   ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Reflection, evaluation and metacognition ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">5 ||< <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 10.6667px;">They describe and explain changes that may occur in their ideas and beliefs over time. ||

Discover student’s prior knowledge of what podcasting is. Allow students the chance to explore podcasting in a way that is consistent with 5E constructivist model (ENGAGE PHASE)
 * TOPIC**-Introduce and engage in Audio Podcasting (45-55mins) **CLASS**- year 7-8 **DATE**-14.06.12
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AIM ** (The //AIM// is the broad goal of a lesson – the educational justification for teaching it)

Students will be able to find, download and listen to an MP3 podcast. Students will record and verbalise the basic structure of one podcast introduction. ||
 * VELS-ICT**-// they learn to use a variety of //[|//ICT tools//]// and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. //
 * VELS-COMMUNICATION**- // As students work towards the achievement of Level 5 standards in Communication, they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages. // ||
 * **OBJECTIVE** (The //OBJECTIVE// is a statement of what specifically the students will be able to do as a result of this lesson.)


 * **TIMING** || **LEARNER** || **TEACHER** || **RESOURCES** ||
 * 10 mins

5 mins

10 mins

10 mins

15 mins

5 mins || Sitting in circle on chairs

Still in circle listening to activity outline and expectations.

Work in groups of 2 so that both students download same podcast.

Students must listen to the first 10 mins of podcast and record specific information.

Pairs or groups must present answers to class. Each member must verbalise at least 2 answers.

Students listen to next lesson outline || In circle leading discussion about podcasting. What is a podcast? What is the purpose of podcasting? Do you listen to any podcasts? If so, which one?

Explain and instruct- Students must work in pairs and use computers to visit Podcast directory, find an area of interest and download a podcast MP3 to their desktop.

Organise groups so that no students works alone. One or two groups of 3 are OK.

Require students to record answers to these questions. Who is the author/s? What is the podcast topic? How did the podcast begin? - Music, verbal introduction? Etc…. Did you enjoy the podcast? Why/why not?

Each group has only one minute to supply answers.

Introduce next lesson where- students will begin creating their own audio podcast. Students will choose between 2 topics and write a persuasive script. Topic questions are- 1. Climate change is happening. 2. Nuclear power is a good thing. 3. Hand out rubric. || Digital podcast directory []

Computer and headphones for each student.

Copy of student podcast rubric. (see below) ||

=**TOPIC-** Podcast scripts/ persuasive writing (50 mins) **CLASS**- year 7-8 **DATE**-15.06.12= Students **explore** possibilities for conveying meaning and influence through persuasive script writing. VELS- English- // They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; // VELS- Science- // They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon // || Students will produce a simple script of at least 100 words that addresses one of the two selected statements. Students will correct or edit partners writing commenting on how the script will work when recorded to podcast. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AIM ** (The //AIM// is the broad goal of a lesson – the educational justification for teaching it)
 * **OBJECTIVE** (The //OBJECTIVE// is a statement of what specifically the students will be able to do as a result of this lesson.)


 * **TIMING** || **LEARNER** || **TEACHER** || **RESOURCES** ||
 * 10 mins

25 mins

10 mins

10 mins || Sitting in circle on chairs

Students begin writing in original groups.

Students exchange writing with partner, correct edit and comment on how work will transfer to audio recording.

Students must save piece of writing to computer desktop. || Introduce the idea of creating a script for a short audio recording based on one of two topic questions- 1. Climate change is happening. 2. Nuclear power is a good thing.

Script must be at least 100 words. Students will not research the topics; they must form arguments from prior knowledge and write persuasively.

Possible questions- Who will be your audience? What are the key issues you would need to describe?

Students will need help during writing process; refer students back to key questions.

Teacher must check that all students are involved in editing.

Introduce next lesson-

Persuasive writing will be recorded and published to mp3 podcast. || One computer per student. ||

Students elaborate on their persuasive ideas by experiencing new ways of conveying meaning. VELS-ICT-// they learn to use a variety of //[|//ICT tools//]// and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. // // VELS //// - SPEAKING AN LISTENING//// - // // They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes // || Students will be able to record their persuasive piece of writing, save the mp3 file and publish to a teacher supplied storage device.( USB ) ||
 * TOPIC-**Record persuasive text to audio file (50 mins) ELABORATE **CLASS**- year 7-8 **DATE**-16.06.12
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">AIM ** (The //AIM// is the broad goal of a lesson – the educational justification for teaching it)
 * **OBJECTIVE** (The //OBJECTIVE// is a statement of what specifically the students will be able to do as a result of this lesson.)


 * **TIMING** || **LEARNER** || **TEACHER** || **RESOURCES** ||
 * 10 mins

10 mins

20 mins

10 mins

5 mins || Sitting in circle on seats

Students at tables on computers watching screen cast.

Students spread out and record their script. Students save work on desk top.

Students back in circle participate in conclusion discussion.

Listening to podcasts || Outline lesson structure-

Describe where and how to access You tube screencast-
 * 1) Download audacity
 * 2) Record persuasive script
 * 3) Save as mp3
 * 4) Copy to teacher USB

Help student’s access screencast.

Students should use computer microphone- if computer microphone doesn’t work have a few plug in microphones available.

Collect student samples onto your USB

Discussion questions- Did you finish your mp3 audio recording? What was good about the process? Bad? Who was your audience?

Play first minute of 5 randomly selected podcasts(MP3) || You tube screencast on how to perform – Download audacity Record persuasive script Save as mp3 Copy to teacher USB

[] ||

Volume || Voice is loud and clear || Voice is clear || Somewhat clear with some audio issues || Cant to hear or understand ||  ||
 * Student rubric for podcast production. **
 * Category || ** Excellent 5 marks ** || ** Proficient 4 marks ** || ** Mostly proficient 3 marks ** || ** Unsatisfactory 2 marks ** || **Marks** ||
 * Introduction || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Catchy and clever introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Describes the topic and engages the audience as the introduction proceeds. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Somewhat engaging (covers well-known topic), and provides a vague purpose. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Does not include an introduction or the purpose is vague and unclear. ||  ||
 * Delivery || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Well-rehearsed, smooth delivery in a conversational style. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Rehearsed, smooth delivery. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Appears unrehearsed with uneven delivery. || <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">Delivery is hesitant, and choppy and sounds like the presenter is reading. ||  ||
 * Production
 * ||  ||   ||   || **TOTAL MARK** ||   ||

Student sample of persuasive text and audio file

**Global warming is real**

 * Global warming is a real problem for every person that lives on earth. This warming may effect sea levels which will in turn have significant impacts on communities that live along the coastal regions of the world. These communities will often be of poorer demographics that do not have the necessary resources to relocate or mitigate the consequences of sea level rise. Further, those of poor or emerging economies may not afford the introduction of cheap and green technologies needed to reduce atmospheric pollution in the form of carbon emissions.**
 * Yes, global warming is real and it is the developed economies that must foot the bill.**


 * Click here for audio file of above script**