LESSON PLAN Susan Nembhard

Using podcasting in English with Year 8

THE SAMWORTH ENTERPRISE ACADEMY
PERFORMING ARTS LESSON PLAN
Class/Group: Year 8 Teacher:English Department
Subject and SoW Reference: The Apprentice-Style Podcasting Task
Lesson Number: 1(2hr) Date: 8/7/10
Lesson objectives (WALT):
  • Understand the concept of a Podcast and downloading music/sounds from a designated website
  • Create a finished Podcast based on an element of Academy Life as part of ‘The Apprentice’ Communication challenge.

Learning outcomes (WILF):
  • Pupils can follow clear instructions and compile, develop and produce a quality Podcast for their peers or another specified audience
  • Pupils can be creative when developing their ideas and show entrepreneurial skills in the designation of roles and the treatment of their subject (interviewees).
  • Maturity and ability to work as a team and independently.
  • Ability to follow clear direction from the team leader and act accordingly.

What will be the teaching strategies and learning activities?
Starter:Teacher recaps the concept of Podcasting to class. Teacher asks pupils to think/talk about the benefits of Podcasting and what they think it is
Pupils mind map/discuss the components of a good Podcast in their groups (Team Aspire and Team Inspire).
Teacher then asks pupils to name/recap different types of themes/subjects that could be Podcasted- Why would the chosen themes be appropriate or inappropriate?
Teacher asks pupils to identify why the a ‘circular’ model ie, Intro—dialogue—incidental music—dialogue—Outro is an affective model
Main Teaching:
Teacher shows pupils how to use the Propaganda software.
Teacher demonstrates the ‘Circular’ model of Podcasting and then shows a more disorganised/linear podcast.
Pupils are asked to discuss the pros and cons of both pieces.
Teacher asks key questions: 1) Which on was more affective and why? 2) Which one sustained/held your attention and how? 3) How could the better version yet be improved?
4) Who do you think the ‘TARGET LISTENER GROUP’ was and why? What aspects of the Podcast suggested this?
Teacher reiterated the importance of considering the listener and target audience, as well as the importance of matching the content of the Podcast with the appropriate music and (as appropriate) scripting dialogue and music.
The Challenge:
Pupils work in their ‘Apprentice-Style’ groups and produce their podcasts. This is done totally independently. Groups sojourn in different rooms to ensure originality.
Teacher to go between both groups, supporting Team Leaders (Peer Leaders) in the execution of the task.
Plenary:Both group return to the main classroom (The Boardroom) with their finished pieces. These DRAFT pieces are used as exemplars for improvement.
The Team Leaders lead discussions on aspects of improvement and the effectiveness of the draft pieces.
The teachers to ask team leaders to relay the process of producing the podcast, with support from members of the other team.
Recap on the lesson and what has been learned. Forward planning to be done by both teams around how the draft podcasts can be improved.
Homework: None this week. / Time
15
10
50 / Additional Info
Using a range of open and closed questions to suit all needs.(dif)
Teacher offers alternative questioning to suit all levels.
What types of responses is the teacher receiving?
What Learning Styles and PLTS skills are being taught/observed?
Teacher observes which groups have completed the task well; Who is working independently; who requires additional support.
.
Who is answering questions correctly?
Who is sequencing effectively?
Who is responding well to the media and using it effectively?
Who has understood the task and the instructions?
Who has been able to recall key data and use it well and in context?
Who is able to plan and evaluate effectively to inform the next steps?
W / Evaluation of the lesson:
Key points to note:
Grade: 1 2 3 4
Key:
ICT = ICT Opportunities:
Lit = Literacy opportunities:
Num = Numeracy opportunities:
B&E = B&E Opportunities:
SEAL = Social and emotional aspects of learning: