Heath Sorey

November 23, 2014

English 10 Unit
-Poetry
Time Duration
-90 minutes (one class period)
Materials Needed
-Computers
-Microphones
-Audio recording software such as Audacity, CoolEdit, SourceForge, GarageBand
-Internet access for SoundCloud
-Word processor to write reflection
Standard(s) Taught
-10.1e: Demonstrate the ability to work effectively with diverse teams to accomplish a
common goal.
-10.4k: k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and
other literary devices convey a message and elicit a readers emotions.
Lesson Purpose
TSW be able analyze different literary devices within poetry, interpret messages
presented by poetry, and communicate diverse views about selected works within a group. The
design of the groups encourages students work with classmates they may not interact with on a
regular basis. The purpose behind this is to strengthen collaboration skills that students will need
as they advance their education. Podcasting allows poetry to come to life, making it more
dynamic than when it is on the page. Inquiry is highly encouraged and expected.
Activity
-In the previous class period, students were instructed to download the latest English 10
Podcast (see presentation). Students were informed that they needed to bring in a poem to class
for approval.
-After approval, which should take no longer than 15 minutes, the instructor will
announce the pre-assigned groups. Students can not change these groups.
-Students will then spend fifteen minutes convening with their groups and discussing
their plan of action for their podcasts. It is highly suggested that the groups write a small outline.
The outlines will not be assessed. This process should take 10-15 minutes. At the end of this
stage, no more than 45 minutes of class time should have elapsed.
-Students will then proceed to pre-selected areas (hopefully a computer lab) to record
their podcasts. If a lab is not available, students will need to complete this assignment outside of
class.
-During the podcast, students should announce their name before their first time
speaking. This is to help the instructor identify the participants. Students must discuss their

interpretation of the poem as well as various literary devices. Discussion can branch off from
these two starting points.
-When students are finished, they well save their podcast and upload it to a SoundCloud
page or send to the instructor as an mp3. This will complete the majority of the project.
-Students must then complete a one-page, double-spaced reflection paper about their
work in the group. This is to help the instructor with strengths and weaknesses of students.
Assessment
-Approved poems will be worth one homework grade, 5 points
-10 points for literary terms discussed in the podcast
-10 points for interpretation discussed in the podcast
-10 points for group participation (Students must do more than chime in on their own
poem. They must offer a sizable contribution when discussing their classmates selections)
-10 points for podcast, including upload/email
-10 points for reflection paper
-55 points total
Commentary/Adaptability
-The podcast is to be completed mostly in class. Resources and class time may prevent
this given what is needed to edit even the smallest bit of audio. Students may have to edit their
podcasts outside of class, with the digital divide possibly being a barrier. Taking two class
sessions will be allowable for this project if it means that everyone has sufficient time to work on
their podcasts. It is recommended that students use Audacity as it is free and cross-platform.
Microphones may be at a premium; most laptops should have one built-in now. Hopefully, this
can be completed within class time in no more than three (3) days if necessary. An alternative (or
possibly cooperative) lesson plan may involve a poetry slam. The slam is a backup if resources
do not work.
TSIPS/Standards
Teachers play a very important role in their use of technology within the classroom.
When teachers use different technologies to their advantage, students are likely to follow suit.
With this module, the lesson plan is meant to support several Technology Skills for Instructional
Personnel (TSIP) as well as the ISTE Standards for Teachers. Every lesson plan that involves
technology in some sort should have ISTE-T and TSIP in mind.
The lesson plan applies to TSIPS 1, 2, 3, and 5 specifically. Using podcast software is
applicable to TSIP 1, which says that personnel should be able to use a computer system and
different programs. The exemplar was created in GarageBand and then exported to an .mp3 file,

exhibiting knowledge of TSIP 2. Granted, the term educational technology is wide-reaching,

and it is unclear what falls under that umbrella. Can the difference in audio formats and the
software needed to play them fall under TSIP? Next, TSIP 3 addresses computer productivity
tools. Word processors and office suites fall here, especially with the design of the lesson plan.
Again, there is wide range in productivity considering Audacity and GarageBand are viewed
as Digital Audio Workstation (DAW) interfaces. The project as a whole falls under TSIP 5,
asking teachers to locate materials that line up with the SOLs. Every lesson plan has the SOLs in
mind, and the use of software is another way of presenting the lesson. TSIP 6 talks about the
need for presentation. The teacher creates their own podcast with directions and examples,
therefore creating an audio presentation.
Teachers using this lesson plan support all of the ISTE Standards for Teachers. Standard
1a is followed by the use of a podcast, which is inventive in and of itself compared to the
traditional classroom. Second, standard 3a is followed as a teacher uses transforms traditional
lecture models to the podcast and the creation of whole-group activities. When creating the
exemplar podcast, this falls under 3c by using the technology to explain to students (and if they
wish to share, their parents) what is going on. Finally, ISTE 4a is met by the teacher invoking
Section 107, or Fair Use, of U.S. Copyright Law which includes a section on educational use.
The podcast lesson plan allows for the teacher to meet a number of TSIPS and ISTE-Standards
for Teachers to model technology in the modern classroom.