Lesson Plan Framework
1. Project Name - Macbeth Podcasts
2. Grade Level - Grade 12
3. Subject - Advanced Placement English 12
4. Brief description of lesson and project - Students will plan and create a podcast that demonstrates an understanding of a significant passage or theme developed in Macbeth. Students will also demonstrate an understanding of the recording software used to create the project.
5. Standards, Indicators, and Benchmarks
S01. Writing Processes
A.01: Generate writing ideas through discussion and from printed materials
A.04 Determine a purpose and audience and plan strategies appropriately
C.10: Use available technology to compose text
C.11: Reread and analyze clarity of writing
E.16: Apply tools to judge quality of writing
S05 Communications: Oral and Visual
A.01: Apply active listening strategies
C.06: Adjust volume, tempo, phrasing enunciation, voice modulation and inflection to
stress important ideas
C.07: Vary language as appropriate to the context of the speech
F.09: Share presentation using technology
6. Materials/Technology/Resources
(List any materials that you will need to teach the subject area and complete assignments. Include technology resources you will need to teach the application, including number of computers, types of software, digital cameras, disks for saving, server access for file sharing, etc. The free software Audacity was installed on the lab computers along with the Lame Encoder. A microphone headset was required for each group so that they could make their recordings. iTunes software was used to convert ripped music to a MP3 format. Music CDs with various genres of music were available to the students to use with their projects.
Where can students go to obtain additional information about the topic?)
Students will review significant passages from the text before planning their performance. Next, students will write a script that demonstrates an understanding of the text in an imaginative, creative way. Students will use microphones to record the script and integrate sixty seconds of music that demonstrates an understanding of the mood of the scene or passage. Students may bring in appropriate music and use technology to rip selected tracks into podcast, or download music from approved sites. However, a discussion of copyright laws and acceptable uses of copyrighted music will be required with students. They may use only 30 seconds of a copyrighted audio recording.
7. Classroom Management
(Will students work independently or in groups? How will groups be organized? Will each member of the group have an assigned role? What are your rules for using technology? Will you have any assistance in addition to what ITSCO provides to support your project?)
Students will work collaboratively with a partner on the project. Our high school’s technology supervisor and her assistant have volunteered to present a tutorial on the software program to the students. At that time, students can practice and become familiar with the features of the program. All students are required to demonstrate an understanding of the basic features of the recording technology (Audacity) and incorporate their new knowledge into the project. The students are required to work cooperatively in all phases of developing and producing the podcast.
8. Process
A. Preparation Activities (What will you do to prepare your students before going to the computer lab? Will they create storyboards or a brainstorming activity in order to organize their materials? What boundaries will you establish for using the computer lab and the software?)
B. Procedure (Outline your steps from the introduction to the conclusion of your project, just as is done in a typical lesson plan.)
Preparation Activity:
A. Students will participate in a tutorial of the recording software and practice using it.
B. Students will listen to a variety of podcasts and discuss with the class each one’s effectiveness
C. Students will select a partner and brainstorm ideas for podcast (Students have been provided a rubric which states criterion for evaluation).
Procedure
A. Students will select a passage from the text to record
B. Students will select appropriate music to accompany the recording
C. Students will sing or perform an oral recitation of selected passage
D. Students will write a script that adheres to the time constrains and demonstrates an understanding of the mood and other literary significance of the scene or passage.
E. Students will use the computer lab and the recording software to perform their script
F. Students will use Blackboard software to send podcasts electronically
9. Assessment
(How will you evaluate the learning that has taken place? How will you evaluate the effectiveness of the lessons/project you have designed?)
I will use a rubric which evaluates each student’s understanding of how to plan, create, and produce an effective podcast. Other assessments include observing each student’s participation and ability to work cooperatively with his or her peers. Finally, I will ask for students’ feedback on the effectiveness of the lesson via a short survey.
10. May we share this lesson with other educators through digital and print materials?
Please do not share this lesson at this time. I would like to review and evaluate the overall effectiveness of the lesson again in approximately 30 days.
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