Online Safety

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Type:Lesson

Estimated Time:15 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: MP3, audio, critical listening, ethos, hardware, logos, pathos, podcast, podcast directory, video


Primary Objectives:

  • 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 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 understands, manages, and creates effective oral, written, and multimedia communication in a variety of forms and contexts.
  • Student develops, implements, and communicates new ideas to others.
  • Student demonstrates personal responsibility and productivity.
  • Student listens actively and purposefully in a variety of settings.

Subjects:

Adjusts Accordingly / Identify

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

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

Audio

Library Media > Media Production > Multimedia / Video Production > Audio

Audio 

Technology Education > Media Production > Multimedia / Video 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 

Credibility

Language Arts > Communication > Listening Strategies / Context > Consider Source > Credibility

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Hardware / Software Applications

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

Hardware Identification 

Technology Education > Information Technology > Basic Operations and Concepts > Hardware Identification 

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Outlines / Memory Aids / Note Cards

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

Outlining / Sequence

Language Arts > Communication > Speaking Strategies / Presentations > Organizational Structure > Outlining / Sequence

Podcasting 

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

Podcasts

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

Purpose

Language Arts > Communication > Media Literacy / Viewing > Purpose

Purpose

Language Arts > Communication > Speaking Strategies / Presentations > Purpose

Truthful / Ethical

Language Arts > Communication > Speaking Strategies / Presentations > Develop Credibility > Truthful / Ethical

Volume / Tone

Language Arts > Communication > Speaking Strategies / Presentations > Vocalization Pace > Volume / Tone

Web Programming 

Technology Education > Information Technology > Internet > Web Programming 
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Teacher Notes:

  • The setting for the online lesson is the Fuji Festival held annually at Mount Naeba, Japan. The festival is famous world wide. You might want to provide some background of by showing Mount Naeba, Kyoto, and Tokyo on a map, and holding a whole class discussion about Japan's culture and history as well as student's experiences and perceptions of Japan in general. In the lesson, Luke's shirt shows a Japanese style 7 and cultural references include nuka pickles, the bullet train, straw mats (used by festival goers), and a Kasagen, or umbrella shop. In addition, the kudos are spoken in Japanese and displayed in both Japanese and English.

  • While most podcasting Web sites offer similar capabilities, their interfaces vary widely. You might want to point out the key features in the podcasting Web sites used in your class if necessary.

  • Note that podcasts are basically MP3 files offered online. When you create a podcast, you must export your recording as an MP3 file. Some recording software might require you to download a special .dll file before you can export an audio recording as an MP3 file. If students will be creating their own podcasts, make sure they can export their audio files as MP3 files.

  • Some resources you might consider using with this lesson include: Audacity (http://audacity.sourceforge.net/), a free, easy-to-use recording software application; Yahoo!, which offers some RSS generator programs as well as the code if you want to have students hand code their RSS XML files; Google to view a free feed reader; and iTunes, which offers special areas for schools to post their podcasts.

  • The underlying theme throughout this unit is the role of effective writing in all walks of life throughout the world and throughout history. The lessons are presented against a backdrop of music festivals held around the world, and the accompanying activities are based on Shakespearean works. Note that music compositions and plays draw heavily on many basic writing and communication principles and skills. By exploring words in the context of music and poetic discourse, students can expand their perceptions of the multipurpose and cross-cultural aspects of written communication.

Extension Ideas:

  • Written and spoken language differs in a number of ways. Discuss with students how spoken language differs from written language based on their experiences, observations, and learned skills. Point out proper and effective speaking techniques. To help students improve their listening skills, introduce students to active and critical listening; Aristotle's ethos, logos, and pathos; successful note-taking skills; and Socratic questioning techniques.
  • To help students improve their listening and learn podcasting techniques, have students listen to a preselected news podcast from PBS, NPR, or other news site about a current event or other class-related topic. Play the podcast to the whole class or have students listen to the podcast individually in the computer lab or for homework. During the podcast, have students take notes, including at least one direct quote. After notes are taken, conduct a whole-class discussion about the podcast, making sure to evaluate the content, speaker's technique, and podcast format. Have the class identify any clear uses of ethos, logos, or pathos. Ask students to brainstorm open questions related to the podcast that would help them learn more about the topic. After the class discussion, replay the podcast or part of the podcast to the class and have students use class findings and their notes to write individual reviews of the podcast.

Standards:

S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
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.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
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.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
ELA-Literacy.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
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.)
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