L5+Lane,+William


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name: Mr. Lane** **Lesson # : 5 Facet: Perspective/Podcast**
 * Grade Level:** 9-12 **Topic: Logical Summation of Facts**

__**Objectives**__

 * Student will understand that** that facts leading an argument need to be put into a logical order.
 * Student will know** sequences and timelines like the order of facts and the logical order of the essay or thesis-based argument.
 * Student will be able to** create a podcast, thoroughly arguing for the reelection for their chosen candidate by placing their arguable points and facts in a logical order.

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts B3: Writing: Argument/Analysis Grade: 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion

The focus of this lesson is to teach students the ability to organize the facts of their argument, in order for it to be logically structured.
 * Rationale:**

__**Assessment**__
Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their podcast. With partners, they will assess each other's organization of their arguments. Students will submit their first "draft" of their podcast and will receive feedback from their peers. After receiving feedback, the students will edit and continue work on their podcasts.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * Podcast (175 points):** A podcast will be created, imitating a one-man political news radio talk show, where you will support your presidential candidate. You may use any audio software, whether it be Audacity or GarageBand, and music or sound effects are encouraged. Be sure to describe all of your views and ideas in relation to your thesis and argument, just as long as it is relevant and appropriate.

__**Integration**__

 * Technology:** This lesson integrates technology as students will use audio recording and editing software to create a podcast, which will imitate a real life political radio talk show.


 * Social Studies:** The students talk show will primarily focus on the presidential candidate that they choose to lobby for.

__Groupings__
Initially, students will use the sequence chart graphic organizer to map out the arguable points that they wish to speak about in their podcast. After getting the sequence chart approved by the teacher, they will commence work on their podcast. After a predetermined stopping point, students will stop momentarily and get into pairs. Using partners, each student will listen to the preliminary sample that each has provided and give some feedback. They can choose to use the feedback, as it is optional.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** The podcast will primarily feature speaking about their argument, thesis, and support for the candidate of the student's choice.
 * Logical:** The ideas that the student will speak about will be placed in a logical order to support his/her ideas about the candidate he/she chose.
 * Interpersonal:** The podcast will be heard/presented to the rest of the class, as they speak about their argument, thesis, and facts about their candidate.
 * Intrapersonal:** The finished product will be worked on alone.
 * Naturalist:** In the introduction, the student could incorporate sounds of nature/animals before actually speaking about their argument and thesis.
 * Musical:** Students may incorporate relevant music into their podcast, as it is a radio talk show, it could act as a theme song.

(I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) If a student is absent on the day of the lesson, it is the student's responsibility to seek the teacher out and get the class notes for the day. The student will review the notes and post a blog entry regarding what they were able to gather from the class notes. Skype will also be available for absent students, if that student has access to the internet at home.
 * Modifications/Accommodations**

Students will utilize Garage Band or other audio manipulating software in a Type II way as they will record their radio show podcast and post it online for others to listen and assess.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops/Computers
 * Internet
 * Projector
 * Sequence Chart graphic organizer
 * Audio editing software

__Source for Lesson Plan and Research__
http://www.how-to-podcast-tutorial.com/00-podcast-tutorial-four-ps.htm (Step by step process on how to make a podcast)

http://www.youtube.com/watch?v=RimJ6BfQaTE (A brief tutorial on how to set up and record a podcast using Garageband)

http://w3.newsmax.com/radio_hosts.cfm (Lists several notable political radio personalities that students could imitate/mirror)

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** This particular lesson is meant to be a fun and engagingway for students to really respond and reflect on certain political issues that they are most affected by. By assigning it as a podcast, students will be able to create their own pseudo-political news radio show, where they will use specific current issues and relate them to the presidential candidate that they are lobbying for. The assignmentis very flexible in terms of what students can appropriately say, in relation to their argument, about the candidate's policies. It all adds to the persuasive skills that they are developing throughout the unit. For students who may classify as a Beach Ball, they will enjoy the personal freedom of the activity, as the guidelines for it are very flexible. Students who may be defined as Clipboards will find that the organization process of creating the podcast to be both interesting and informative. Students who may be Microscopes will find enjoyment in the discussion aspect of the Podcast assignment. A Puppy will find safety and comfort in being able to discuss the process through a feedback session with a fellow classmate.

The focus of this particular lesson is more about logically forming the right facts of an argument and putting them in a logical order. Students will be creating a podcast with will be used to explain their argument in another technological way. Not only will it allow them to explain their argument in a more informal, verbal way, but it will also allow them to address the topics they wish to cover in a more logical order that would make sense to the listener. They will utilize all of the aspects that they've already learned in previous lessons, in accordance to their thesis and argument, in the final product of this lesson.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Maine Learning Results: English Language Arts B3: Writing: Argument/Analysis Grade: 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Verbal:** The podcast will primarily feature speaking about their argument, thesis, and support for the candidate of the student's choice.
 * Logical:** The ideas that the student will speak about will be placed in a logical order to support his/her ideas about the candidate he/she chose.
 * Interpersonal:** The podcast will be heard/presented to the rest of the class, as they speak about their argument, thesis, and facts about their candidate.
 * Intrapersonal:** The finished product will be worked on alone.
 * Naturalist:** In the introduction, the student could incorporate sounds of nature/animals before actually speaking about their argument and thesis.
 * Musical:** Students may incorporate relevant music into their podcast, as it is a radio talk show, it could act as a theme song.


 * Technology:** This lesson integrates technology as students will use audio recording and editing software to create a podcast, which will imitate a real life political radio talk show.

Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their podcast. With partners, they will assess each other's organization of their arguments. Students will submit their first "draft" of their podcast and will receive feedback from their peers. After receiving feedback, the students will edit and continue work on their podcasts.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

A podcast will be created, imitating a one-man political news radio talk show, where you will support your presidential candidate. You may use any audio software, whether it be Audacity or GarageBand, and music or sound effects are encouraged. Be sure to describe all of your views and ideas in relation to your thesis and argument, just as long as it is relevant and appropriate.

__Teaching and Learning Sequence__
At the beginning of the lesson, the desks and tables in the classroom will be set up in two's, to make the partner feedback a lot easier to complete. It will also allow the teacher to walk freely among the class, while still allowing them to see the rest of the class working if a student needs assistance.

Day 1: (80 min)
 * Class objectives and introduction.(5 min)
 * Hook: http://www.youtube.com/watch?v=nW8t7O_b6NM (5 min)
 * A brief discussion on various aspects of what the radio show featured (5 min)
 * Hand out Sequence Chart. Students will take some time to collect their materials and fill out the graphic organizer. (15 min)
 * A brief tutorial on Garage Band and how to set up a podcast. (10 min)
 * A solid chunk of time will be dedicated for students to get familiar with the program and start "drafting" their preliminary podcast sample. (35 min)
 * Students will wrap up the work they are doing and prepare to have a feedback session at the beginning of class the next day. (5 min)

Day 2: (80 min) Day 3: (80 min) Day 4: (80 min)
 * Objectives and students getting settled in. (5 min)
 * Students will get together with prearranged partners and share their preliminary samples with that partner. They will give feedback to each other's podcasts. (30 min)
 * After receiving feedback, students will go back and work on their podcasts for the rest of the class. (45 min)
 * Objectives and students getting settled in. (5 min)
 * The whole class will be dedicated for strictly podcast related work. They should be finished or near finished by the end of class. (75 min)
 * The entire class will be dedicated to presenting student's finished podcasts. (80 min)

Students will understand that facts leading an argument need to be put into a logical order. If the facts leading your argument aren’t in a logical order, it will sound more like incoherent rambling and it will not be taken seriously. Students write academic that structure ideas and arguments in a sustained and logical fashion. The teacher will show a brief video (seen above), and upon watching it, the students will take part in a short discussion stating what in the radio show that they liked, disliked, and other comments.


 * Where, Why, What, Hook, Tailors: Verbal, Logical, Interpersonal.**

Students will know sequences and timelines like the order of facts and the logical order of the essay or thesis-based argument. Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their podcast. With partners, they will assess each other's organization of their arguments. Students will submit their first "draft" of their podcast and will receive feedback from their peers. After receiving feedback, the students will edit and continue work on their podcasts.
 * Equip, Explore Rethink, Revise Tailors: Intrapersonal, Interpersonal, Logical, Verbal.**

Using the sequence chart graphic organizer, the students will put the facts of the argument in a logical order before their podcast. With partners, they will assess each other's organization of their arguments. Students will submit their first "draft" of their podcast and will receive feedback from their peers. Students will create a podcast, imitating a political news radio talk show in order to endorse his/her presidential candidate, as well as supporting his/her own argument/thesis. After receiving feedback, the students will edit and continue work on their podcasts. After submitting their podcast, the teacher will assess the podcast using a checklist.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal.**

After finishing their sequence charts, students will begin to work on their preliminary product samples. Once they reach a predetermined stopping point, they will cease working on them and gain feedback from a partner.The podcast will be assessed by the teacher using a checklist, looking for a clearly stated thesis, argument, and support for their candidate. The rubric for the final product will be given to students beforehand.
 * Evaluate, Tailors: Interpersonal, Verbal,**

The first source in a very basic introductory overview of how to set up a podcast. Although it is more suited for someone who may be wanting to go into the actual radio broadcasting business, or at least making money off of a podcast, it still has a lot of basic and necessary information students will need to complete their own podcasts. In this source, it has several links that will take the student to learn the various facets of podcast creation, such as choice of topic, format, and location. There are even several links to other sources within the site that show how to convert the podcast into an MP3, as well as other formats that can be posted on the internet.
 * Content Notes**
 * http://www.how-to-podcast-tutorial.com/00-podcast-tutorial-four-ps.htm

The video found here is all about creating a podcast using the popular music program, Garage Band, which is found on all student Mac laptops. Given the brevity of the video, it is still very in-depth in the instructions of how to successfully create a podcast. It features everything in step-by-step instructions. Although students may already be very familiar with this software, it may also be a nice refresher for them. It may even show them things that never knew about the program in the first place. Regardless, it is definitely a much needed resource for student's sake. Here is a list of popular radio talk show personalities that primarily speak of politics and news-based stories. Students can use this resource in order to do some brief research into one or several of the personalities listed on here. It will put these personalities in perspective so they can figure out how they want to convey all of the points of their argument. Although it is not required, acting/performing in a similar fashion as one of these radio talk show hosts will make the products a lot more interesting and entertaining.
 * http://www.youtube.com/watch?v=RimJ6BfQaTE
 * http://w3.newsmax.com/radio_hosts.cfm


 * Handouts**
 * Podcast Checklist
 * Sequence Chart graphic organizer