MULTI-MEDIA AUTHORING TEMPLATE

Name: Jessica Maney

PART A: Describe how students could create and publish an original movie, audio file, podcast, or vodcast in order to achieve
required learning standards. Challenge: For an A provide an idea where the learning activity reaches a LoTi level 4a or
above. To do this you will have to design a project where students engage in higher-order thinking and publish their work to an
audience that will use or care about the results. Broad feedback for their work is also a great way to boost interest and
performance.
Grade Level: 5th grade
Content Area: Historical Understanding
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed: The content area the students will be learning
during this lesson is Historical Understandings. The lesson is intended for 5 th grade students. They will
be addressing the following standard: SS5H8 The student will describe the importance of key people, events, and
developments between 1950-1975.

Brief Description of Learning Experience:

The students will be discussing different events during the Civil Rights Movement. They will
examine different photographs. The photos will consist of historical events such as Rosa Parks arrest,
the March on Washington, Martin Luther King Jr, and the Montgomery Bus Boycott. The students will
pair up and then select a photograph, used in class, and analyze it. They will write an interpretation
and then create the podcast. While analyzing they will reflect on the following questions: Who is in the
photo? What are they doing? When (decade) was the photo taken? Where was the photo taken? Why
do you think they are doing what you see? This activity will be introduced at the end of the Civil Rights
unit as a summative assessment. The activity will take two 30 minutes sessions to complete. The
students will write their transcripts the first class and then record their podcast the second class.
The podcast will be shared on the classroom blog for friends and family to listen. The students
will be assessed on their transcripts grammar as well as their fluency during the podcast. In addition to
the grammar and fluency the students will be graded for each question based on their understanding
of the events and ability to analyze the photograph. The teacher will grade the podcast as a
summative assessment. Students will receive individual written feedback from the teacher.

Student Engagement/Higher-Order Thinking: This lesson is a Loti 4 because the students are
sharing their product with an audience outside their classroom/school. They are using technology in a
student-centered activity were they analyze a photograph based on real world events.

Importance of technology: Multimedia tools are critical to helping students learn about different types of technologies.
The project could still be done without technology with a few minor changes. The students could get up in front of the class and
read their reports to the other students. This would take a lot of time letting each student present to the whole class. It also
wouldnt give the students the ability to re-listen to their project to check for fluency mistakes. In addition to not being able to
listen to themselves the other students in the class would only be able to listen to the project once. With the podcast students can
review the information again as needed. The podcast also gives students a larger audience where parents and other students can
listen to their project, without technology the project and learning is confined to the classroom.
Inspiration (optional): https://www.edutopia.org/podcasting-student-broadcasts
http://mrcoley.com/coleycast/coleycast52.htm

Internet Safety and Student Privacy: The students will record their podcast and then the teacher will post it to the
classroom blog. No personal information about the students will be shared on the blog. Students first names can be posted in the
description of the podcast, only with parental permission.