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Internet Talk Show (Updated!)

In this lesson, students learn the art of podcasting and discover the differences and similarities among oral presentations in front of a live audience versus oral presentations delivered in the form of an audio podcast. While reading the play "The Tempest" (or other relevant piece of literature), students portray characters and interview them. Students deliver descriptive characterizations to the class and then work together in groups to develop an Interview Talk Show podcast that includes interviews with the characters using Socratic questioning techniques.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:240 minutes

Grades:5-8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Collaboration, Critical listening, Interviewing, Language Arts, Note Taking, Oral Presentations, Podcasts, Recording Software

Primary Objectives:

Student listens actively and purposefully in a variety of settings.
Student speaks clearly and appropriately to different audiences for different purposes and occasions.
Student selects and uses writing processes for self-initiated and assigned writing.
Student demonstrates the ability to frame and analyze problems.
Student understands, manages, and creates effective oral, written, and multimedia communication in a variety of forms and contexts.
Student transfers learning from one domain to another.
Student demonstrates a sound understanding of the nature and operation of podcast systems.
Student becomes proficient in the use of podcasts.
Student practices responsible use of podcast systems, information, and software.
Student develops positive attitudes toward podcasting that support lifelong learning, collaboration, personal pursuits, and productivity.
Student uses podcasts to produce other creative works.
Student uses podcasting to communicate information and ideas effectively to an audience.

Secondary Objectives:

Student develops, implements, and communicates new ideas to others.
Student stays open and responsive to new and diverse perspectives.
Student communicates ethically.
Student demonstrates personal responsibility and productivity.
Student understands the interconnections among systems.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

All Aspects

Language Arts > Communication > Group Work > All Aspects

Answer Questions

Language Arts > Communication > Speaking Strategies / Presentations > Answer Questions

Audience Definition

Technology Education > Information Technology > Digital Communications > Audience Definition

Audience and Purpose

Technology Education > Media Production > Multimedia / Video Production > Audience and Purpose

Audio

Language Arts > Communication > Multimedia Usage / Production > Audio

Broadcasting

Language Arts > Communication > Multimedia Usage / Production > Broadcasting

Communication to Others

Library Media > Information Technology > Student Use > Communication to Others

Communication to Others

Technology Education > Information Technology > Student Use > Communication to Others

Create Communication Products

Technology Education > Information Technology > Digital Communications > Create Communication Products

Create Presentations

Technology Education > Information Technology > Digital Communications > Create Presentations

Description

Language Arts > Communication > Speaking Strategies / Presentations > Describe > Description

Evaluation of Group

Language Arts > Communication > Group Work > Evaluation of Group

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > General Comprehension > Fiction

Fiction

Language Arts > Reading / Literature > Literary Elements > Character > Fiction

Fiction

Language Arts > Reading / Literature > Comprehension / Analysis > Supporting Details > Fiction

Follows Along / Responds Appropriately In Class

Language Arts > Communication > Group Work > Participation > Follows Along / Responds Appropriately In Class

General

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > General

Group Presentations

Language Arts > Communication > Group Work > Group Presentations

Group Work / Discussions

Language Arts > Writing > Shared Collaborative Writing > Group Work / Discussions

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Integration into Curriculum

Technology Education > Digital Literacy > Student Use > Integration into Curriculum

Internet

Science > Concepts and Processes > Tools / Instruments > Software Tools > Internet

Interviewing / Interviews

Language Arts > Communication > Speaking Strategies / Presentations > Interviewing / Interviews

Note-taking

Language Arts > Communication > Listening Strategies / Context > Note-taking

Notetaking

Technology Education > Digital Literacy > Reference and Research > Research Skills > Notetaking

Notetaking

Library Media > Information Literacy > Reference and Research > Research Skills > Notetaking

Online collaboration

Technology Education > Information Technology > Internet > Online collaboration

Outlines / Memory Aids / Note Cards

Language Arts > Communication > Speaking Strategies / Presentations > Prepare / Practice > Outlines / Memory Aids / Note Cards

Podcasting

Technology Education > Information Technology > Basic Operations and Concepts > Podcasting

Podcasts

Language Arts > Communication > Media Literacy / Viewing > Radio > Podcasts

Pt. of View / Opinion

Language Arts > Communication > Speaking Strategies / Presentations > Pt. of View / Opinion

Purpose

Language Arts > Communication > Speaking Strategies / Presentations > Purpose

Purpose / Organization / Topic Development

Language Arts > Communication > Multimedia Usage / Production > Purpose / Organization / Topic Development

Student Collaboration

Library Media > Information Literacy > Student Use - Digital Media > Student Collaboration

Student Collaboration

Technology Education > Digital Literacy > Student Use > Student Collaboration

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

Student Presentations

Technology Education > Media Production > Multimedia / Video Production > Student Presentations

Team Work and Collaboration

Technology Education > Media Production > Multimedia / Video Production > Team Work and Collaboration

Web Programming

Technology Education > Information Technology > Internet > Web Programming

Word Choice / Delivery

Language Arts > Communication > Speaking Strategies / Presentations > Word Choice / Delivery

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

ISTE

S.6.a	Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b	Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.d	Students publish or present content that customizes the message and medium for their intended audiences.
S.7.a	Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
S.7.b	Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
S.7.c	Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

CSTA

2-IC-22

Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact. (P2.4, P5.2)

CCSS

ELA-Literacy.L.5.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
ELA-Literacy.L.6.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.7.3a	Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
ELA-Literacy.L.7.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.L.8.6	Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELA-Literacy.RF.5.4a	Read on-level text with purpose and understanding.
ELA-Literacy.RL.5.10	By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
ELA-Literacy.RL.5.2	Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELA-Literacy.RL.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RL.6.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RL.6.3	Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
ELA-Literacy.RL.7.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RL.7.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA-Literacy.RL.7.3	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
ELA-Literacy.RL.8.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELA-Literacy.RL.8.10	By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
ELA-Literacy.RL.8.2	Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
ELA-Literacy.SL.5.1c	Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ELA-Literacy.SL.5.6	Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)
ELA-Literacy.SL.6.1b	Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c	Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.6.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.7.1c	Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
ELA-Literacy.SL.7.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.SL.7.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.SL.8.6	Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
ELA-Literacy.W.5.9a	Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').
ELA-Literacy.WHST.6-8.10	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.WHST.6-8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.WHST.6-8.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELA-Literacy.WHST.6-8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

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