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Iditarod Radio


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Keywords: Podcasting, Radio, Summarizing,
Subject(s): English/Language Arts, Special Needs, Podcasting, Technology
Grades 6 through 8
School: Greece Athena Middle School, Rochester, NY
Planned By: Jennifer Preston
Original Author: Jennifer Preston, Rochester
Standards Addressed:

New York State Technology Standard 5.2:

Technological tools, materials, and other resources should be selected on the
basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

New York State Technology Standard 5.4:

Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.

New York State ELA Standard 1.2

Speaking and writing to acquire and transmit information requires asking
probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

New York State ELA Standard 3.1

Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.



Specific Objectives:

Students will summarize a chapter in the book “Woodsong”.
Students will create a podcast to keep ‘spectators’ (readers) informed.
Students will learn evaluate their own and others’ work based on a variety of criteria


Required Materials:

Book: “Woodsong” by Gary Paulsen
Computer
Podcasting software
Pencil and Paper (for draft of speech)


Step-By-Step Procedures:

--Students would have just finished reading the book “Woodsong” by Gary Paulsen,
and will already have learned how to podcast.
--Students will get in partners.
--Students will choose two race days (chapters) from the book. (days 1-17)
--The partner groups will then create a “radio” type broadcast on paper of that day
using information from the chapter. This should be as if they were commentators
during that race day, and they are keeping spectators informed. They may include
jingles, or music at the beginning or end of the podcast but it is up to them to bring it
in. They must have at least 3 paragraphs using supporting details from the book.
--The teacher will then review their write-up and if needed, students will make
changes to their script.
--Students will practice their script with their partner at least two times.
--Students will then record their podcast.
--Once all podcasts are complete, they will be compiled in order. As a class we will
listen to the entire race, and complete rubrics.
--Each group will grade the other groups using a teacher created rubric
--The rubrics will be combined with the teacher rubrics for a final grade.



Assessment Based On Objectives:

-Student assessment will be based on their peers rubrics and the teacher grade.



Adaptations (For Students With Learning Disabilities):

-This lesson is created for a 15:1 self-contained special education classroom. The
podcasts can be as short as 3 paragraphs, therefore those who have difficulty
summarizing, writing, or putting thoughts on paper, can work on their writing skills
without feeling frustrated. No other adaptations are needed.


Comments
This lesson was created for the Digital Wish Podcasting Grant.
Cross-Curriculum Ideas
Possible Connections To Other Subjects:
This lesson can also be connected to Social Studies. After hearing the podcasts,
students can map the path of the race across Alaska.
Follow-Up
Students will use the podcasts to chart the path of Iditarod mushers (racers) across Alaska.
Materials: Speech and Language, Podcasting, Headsets, Keyboards, Computer Accessories, Cables, Microphones