Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s) Name Lin-Chiou Lee
Position Media and Educational Technology Instructor (METI)
School/District Chattahoochee High School/ Fulton County
E-mail leelc@fultonschools.org
Phone 4702547600 ext. 27561
Grade Level(s) 9th Grade
Content Area English
Timeline 11 days with each day a 55-minute work session
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect
students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary
of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were
addressed.

Students will conduct short and quality research in order to best answer one self-generated
Content question or a problem of their interests. By integrating multiple sources of information presented
Standards in diverse media or formats (i.e., GALE, EBSCO, Galileo, Google Scholars, and Sweet Search),
students further evaluate the credibility and accuracy of each source before clearly presenting
their findings and reasoning with supporting evidence in their podcasts that are appropriate for
their listeners (ELAGSE 9- 10W7, ELAGSE 9-10SL2, ELAGSE 9-10SL4).
Students locate, organize, analyze, evaluate, synthesize, and ethically use information found in
various databases (i.e., GALE, EBSCO, and Galileo) and credible web sources (Google Scholar
NETS*S and Sweet Search). Students utilize their critical-thinking, problem-solving, and decision-making
Standards skills to effectively select information sources and apply appropriate digital tools to complete
each assigned task. Students exhibit a positive attitude towards technology use while
collaborating with their peers and creating their original podcasts to demonstrate their
understanding (ISTE 1a., 1b., 2d., 3c., 4a., 4c., 5b., 6b.).

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

Students will first conduct short and quality research in various databases (i.e., GALE, EBSCO, and Galileo)
and credible web sources (Google Scholar and Sweet Search) in order to best answer one self-generated
question or a problem of their interests. Based on the research, students will complete their brainstorming,
project proposal, and works cited page in their OneNote Class Notebook before submitting for approval
during the student-teacher conference. If needed, students will listen to a selection of suggested podcasts to
better understand what podcast is all about before starting to work on their own podcast outline and script. By
practicing, recording, and editing their segments, students can use Spreaker, Audacity, Garage Band, and
iMovie to create, publish, and share their own podcast piece. After students have posted their podcast links or
files in their OneNote Class Notebook page, they are also required to type up and turn in a copy of the project
endnotes through turnitin.com by reflecting on their research process and podcast production.
Essential Questions (What essential question or learning are you addressing? What would students care or want to
know about the topic? What are some questions to get students thinking about the topic or generate interest about the
topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding
questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember,

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essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes”
or “no” and should have many acceptable answers.

1. How do you effectively evaluate the credibility and accuracy of an information source?
2. How do you clearly communicate your knowledge, reasoning, and concern to a group of real-world
audience in both spoken and written language?
3. How can you draw people’s attention to understand a real-world problem?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they
produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include
these in your presentation as well.

Students will constantly be assessed formally and informally throughout the entire lesson. During the lesson, I
will observe and ask questions while students are working to gauge deeper into student understanding. I will
listen to student conversation as they work to adjust the pacing if necessary. Even though students are allowed
to work alone or with a partner for this project, each student is still responsible to turn in his or her own work
throughout the entire lesson. Each student will first be assessed for the brainstorming and project proposal
submitted in his or her OneNote Class Notebook during the student-teacher conference. Once the research is
finalized, each student is to work on a typed podcast transcript and its works cited page that are to be
submitted through the turnitin website to avoid plagiarism. Based on the podcast transcript, students are to be
graded on their final podcast recordings with the podcast rubric. Students are also graded on their project
reflection with the written work rubric.

Resources (How does technology support student learning? What digital tools, and resources—online student tools,
research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the
content or allow students to interact with the content? What previous technology skills should students have to complete
this project?)

Student learning is mainly supported by the Microsoft OneNote Class Notebook where students can access all
the instructional materials, collaborate to share resources, and take notes. Most students have been experienced
Microsoft OneNote Class Notebook users as middle schoolers since my school district has adopted an Office
365 account for every student, teacher, and staff about three years ago. This project has also allowed the 9th
graders to strengthen their database and online research skills when they are responsbible to provide solid
podcast content using credible sources. Since students are to demonstrate their understanding of the self-
chosen topic through a podcast recording, most of them have to figure out which tools (Spreaker, Audacity,
Garage Band, iMovie) they are comfortable using. If students would like to use a podcast software that is not
on the teacher’s list, they just need to ask the teacher for approval.

During the Preproduction stage of the project, students utilize the following resources in the Podcast Project
OneNote Class Notebook:
9th Honors Podcast Project Schedule and Checklist (see below and in OneNote Class Notebook)
Preproduction – Podcast Project Brainstorming handout (see below and in OneNote Class Notebook)
Preproduction – Podcast Project Proposal handout (see below and in OneNote Class Notebook)
9th Honors Lit/Comp Podcast Written Work Rubric (see below and in OneNote Class Notebook)
Digital tools to use for writing: Microsoft Word, Google Docs, OneNote Class Notebook, turninit.com
Websites to use for research: MackinVIA, Google Scholar, Sweet Search, and EasyBib EDU

During the Production stage of the project, students utilize the following resources in the Podcast Project
OneNote Class Notebook:

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 9th Honors Lit/Comp Podcast Recording Rubric (see below and in OneNote Class Notebook)
Digital tools to use for recording: Spreaker, Audacity, Garage Band, iMovie

During the Postproduction stage of the project, students utilize the following resources in the Podcast Project
OneNote Class Notebook:

9th Honors Podcast Project Schedule and Checklist (see below and in OneNote Class Notebook)
Postproduction – Podcast Project Endnotes Questions handout (see below and in OneNote Class Notebook)
9th Honors Lit/Comp Podcast Written Work Rubric (see below and in OneNote Class Notebook)
9th Honors Lit/Comp Podcast Recording Rubric (see below and in OneNote Class Notebook)
Digital tools to use for writing: Microsoft Word, Google Docs, OneNote Class Notebook, turninit.com

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find
out if students have this foundation? What difficulties might students have?)
This podcast project is based on the foundation of student choices and interests. These 9th graders have already
read Ray Bradbury’s Fahrenheit 451 and did a Socratic Seminar about the book with a discussion on various
social issues. During the initial student-teacher conference, I plan to gain a clear picture of what students are
interested in and deepen our discussions based on their podcast proposals since I do anticipate most students
will have a hard time deciding on what to do. It is very important to help students narrow down their focused
topic. It is also very important for me to make sure that students understand their podcast is intended to help
answer things they love to do, wonder, want to learn more about, or see solved. Since podcast is a new concept
to most students, I do anticipate longer practice time before the right take. I will continue to observe their
progress throughout the project to make adjustment if necessary. I will need to reserve all the collaboration
rooms at the media center during the recording days so that students can have individual space to record the
podcast. If students need additional time to work on this project, I will also make sure that all the collaboration
rooms are reserved for them before and after school. I will continue to remind students to follow along with
the project schedule and checklist under their OneNote notebook to make sure they are on track.

Management Describe the classroom management strategies will you use to manage your students and the use of digital
tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab,
etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what
technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please
note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to
indicate how you prepared for problems and work through the issues that occurred as you implemented and even after
the lesson was completed.

Students will be communicated clearly and constantly reminded to follow along with the project schedule and
checklist in order to meet all the deadlines during the preproduction, production, and postproduction stage.
Checkpoints are built in throughout the project to monitor student progress and ensure timely feedback. For
example, project proposal is due at the initial student-teacher conference. Research with works cited page and
annotations are due on the 7th day of the project. Project reflection is due on the 12th day of the project before
the actual podcast submission. Final podcast transcript and recordings are due on the last day of the project.
Students can choose to work alone or with a partner. With or without a partner, each student is responsible to
complete and submit his or her own work.

Students will work in the classroom during the preproduction stage. Students will then work at the media
center during the production and postproduction stage. Since each student is equipped with a county-issued
Microsoft Surface tablet, everyone will have a computer to use. I will check out additional tablets from the
media center in case students forget their tablets at home, their tablets are not charged, or their tablets cannot
connect to the school network. I will also make sure that there are enough microphones during the recording
days.

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 If the internet is not accessible during any part of the lesson, students can complete all the writing portion
offline using Microsoft Word, Google Docs, and Microsoft OneNote. If the internet is out during the
recording days, I will have five iPads available for students to possibly record their podcasts using Garage
Band or iMovie. I will be sure to walk around assisting the class with their learning tasks and monitoring
their progress to make sure they meet all the deadlines.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use
with this lesson. How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning
activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital
tools and resources to communicate and collaborate with each other and others? How will you facilitate the
collaboration?

This podcast project is based on the foundation of student choices and interests with three major stages where
students can choose to work alone or with a partner. During the Preproduction stage, students first brainstorm
and research before narrowing down topics they love to do, wonder, want to learn more about, or see solved
with a project proposal. Students locate, organize, analyze, evaluate, synthesize, and ethically use information
found in various databases (i.e., GALE, EBSCO, and Galileo) and credible web sources (Google Scholar and
Sweet Search). While constructing the script outline, rough draft, and final draft, students further evaluate the
credibility and accuracy of each source before clearly presenting their findings and reasoning with supporting
evidence in their podcasts that are appropriate for their listeners. To ensure a smooth recording, students will
need to practice the script and familiarize themselves with the different podcast software.

During the Production stage, students exhibit positive attitude towards technology use while collaborating with
their peers and creating their original podcasts to demonstrate their understanding. Students utilize their
critical-thinking, problem-solving, and decision-making skills to effectively select information sources and
apply appropriate digital tools (Spreaker, Audacity, Garage Band, or iMovie) to complete their podcast
recording. Students will learn how to properly set up equipment (i.e., microphone, sounds effects). Students
will have to decide how they want to record the segment – all at once or in short segments for editing later.

During the Postproduction stage, students will need to put all the finishing touches on the audio and script
after reviewing their own work. Students will also reflect on their own learning before submitting the podcast
link or file. Students are highly recommended to share their podcast link or file with other students in the class
before submission to ensure it can be open and viewed with no problem. This student reflection will allow
teachers and students understand what they have learned and how the lesson can be improved.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities?
How will you help students learn independently and with others? How will you provide extensions and opportunities for
enrichment? What assistive technologies will you need to provide?)

The content for this project is differentiated since each student decides on the topic on his or her own after
thorough research with a project proposal. With the various databases (i.e., GALE, EBSCO, and Galileo) and
credible web sources (Google Scholar and Sweet Search) available, different types of learners can decide
how they want to organize the information to best support their podcast content. With the initial student-
teacher conference, I will be able to give input and guide students to focus on they love to do, wonder, want
to learn more about, or see solved. Since I want to see students take control of their own learning through this
project, I try to give minimal guidance and interference unless I see students completely lost. Diverse
learning needs are met when I provide instant feedback and individualized support when viewing work under
each student’s work in their OneNote Class Notebook. I will also provide just-in-time instruction after
viewing student work to clarify misunderstanding by sending additional materials for students. On top of the
initial student-teacher conference, I also offer other face-to-face discussion opportunities in case students
need additional support.

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 The process is less differentiated since students are required to demonstrate their understanding as a podcast.
However, students actively construct and revise the product for the project using a wide variety of reliable
research, production, and presentation tools of their choices approved or suggested by the teacher or submitted
for approval to use. By allowing students to work alone or with a partner, they learn how to work with
someone to make sure equal weights are pulled and all major deadlines are met. Allowing students to
centralize information storage through OneNote Class Notebook help them keep their thinking streamlined.
Moreover, work submission through turnitin.com help students avoid plagiarism and prevent them from
forgetting their work. Students who have issues with fine motor skills and difficulty with typing can use the
SOLO literacy suite installed in every school-issued tablet to support learners in text reading, information
organization, and word processing. The text reader feature provides access to all of the new eBook formats
required in IDEA with an accessible web browser. The graphic organizer feature guides students step-by-step
in outlining, note-taking, and draft-writing to write a quality first draft. The talking word processor provides
the text-to-speech feature to help students focus on writing while the word prediction feature guides struggling
writers to write grammatically correct sentences with proper spelling.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to
provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

After students have posted their podcast links or files in their OneNote Class Notebook page, they are also
required to type up and turn in a project reflection about their research and podcast production using the
following prompts:
Research:
1. How did you decide which sources to use to gather information?
2. In what ways did your research help you create your podcast?
Podcast:
3. Why did you make the artistic choices you did when creating your podcast (title, music, organization
of information, etc.)?
4. What surprised you about the technical aspects of creating a podcast?
Types of Communication:
5. What did this project help teach you (or help you realize) about electronic rhetoric and communication
(think rhetorical appeals and how you use them)?
6. What did this project teach you about vocal vs. written communication?
Based on student reflection and my ongoing observation, I could confidently say that students did find this
lesson meaningful and worth completing because they got to research and talk about what they cared or were
interested in. The students definitely took more ownership during the research process when it comes to
locating credible sources to support their podcast content. The entire podcast recording process definitely took
longer than I have planned because students did need more time to practice and record several times before the
right take. The students all enjoyed polishing their podcasts with different effects, intro, outro, and transition
music. They really cared about their content and presentation to a group of real-life audience. Due to time
constraints, I did not have time for students to listen to one another’s podcasts and give peer feedback. I would
like to create a class wiki for students to post their recordings and share with the world. I would also like for
the students to blog about what they have learned from this project.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a
quality reflection on your experience with this lesson and its implementation.

This lesson made me realize it is beneficial to integrate technology tools that not only cultivate independent
learning skills but also scaffold learner reflection and mastery-based learning. Learning becomes meaningful
when students express their learning preferences as active participants and demonstrate mastery of standards in
multiple ways. For this project, students had total autonomy on what topic they wanted to take on. It was
certainly hard and a little scary for me to give out that control. However, the payoff was amazing as I got the
chance to listen to what the students were really passionate about or concerned with. Moreover, learning
becomes tangible when just-in-time instruction and student-teacher conference become available in various
modalities according to student needs. With different major deadlines built in throughout the project, the
students and I were able to give one another timely feedback and keep one another on track.

Students were self-directed in the entire process as they integrated multiple sources of information presented
in diverse media or formats (i.e., GALE, EBSCO, Galileo, Google Scholars, and Sweet Search) and further
evaluated the credibility and accuracy of each source before clearly presenting their findings and reasoning
with supporting evidence in their podcasts that are appropriate for their listeners. This lesson is for teachers
who understand that they are no longer the exclusive source of information since a facilitated network of
online content is just a click away. This lesson is for teachers who want their students to be active learners,
busy reflecting and evaluating their own progress to further improve and strengthen their next learning
experience. This lesson is definitely for those teachers who are determined to facilitate and gauge student
content mastery through formative and summative assessments with the use of a variety of digital tools.

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 9th Honors Podcast Project
Assignment: Students will research a topic of their choosing and
create a podcast recording alone or with 1 partner.
The Process:
1. Preproduction:
a. Brainstorm, narrow down your choices to 3 possibilities,
complete proposal
b. Research your topic (may change your topic by specified
date)
c. Write script (includes outline, rough draft, final draft)
d. Choose sound effects
e. Practice the script

2. Production (Spreaker, Audacity, Garage Band, iMovie, etc.):

a. Set up equipment (including anything you need for sound effects)
b. Record the segment (all at once or in short segments)
c. SAVE OFTEN

3. Postproduction:
a. Edit the audio and script as necessary
b. Review the completed recording
c. Publish final piece (4:30-5 mins. max. if working alone; 6:30-7 mins. max. if with partner)
Your project must include:
 Three possible ideas of your podcast topic (completed brainstorming handout)
 At least 3 research articles on your topic
 An outline of the podcast  how did you arrange your material?
 (1) A typed transcript of your show + (2) Works Cited page + (3) end notes (each person writes
his/her own end notes) for 100-point essay grade
 Music choices (ie: intro and outro music, transition music, etc.)
 Podcast saved as an MP3, MP4, or active link for 100-point test grade
Project To-do List:
Number Due Dates Task when
completed
1 March 14 Listen to podcast models (1 in class –“Grand Gestures” and 1
individually – samples from last year or other choice podcast)
2 March 14 Brainstorm and come up with three possible podcast choices
(Submit in OneNote)
3 March 15 Meet with the teacher about 3 choices  present topic
proposal (homework grade – Submit in OneNote)
4 March16-21 Complete research on your topic, working Works Cited page, 3
annotated sources
5 March 22 Outline and Works Cited page submitted to turnitin.com
(quiz grade)
6 March 23-26 Write a rough draft of your podcast (transcript); practice and
time yourself

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 7 March 26 Search and create a list of copyright free music you will include
in your production
8 March 27 Record your first draft of your podcast

9 March 28-29 Make a list of revisions you need to correct and make changes as
needed
10 March 30 Final draft
- podcast file or link submitted to OneNote (major
grade)
- transcript incl. Works Cited page, endnotes all
submitted to turnitin.com (major grade)

Possible Topics:
Bioethical Issues Legal Issues Environment

 Withholding the truth from  Censorship  Nuclear power

dying patients  Affirmative action  Global warming
 Physician-assisted suicide  DNA profiling of criminals  Value of wilderness
 Limits to confidentiality  Insanity defense
 Involuntary commitment  Flag burning Politics
 Organ donation  Welfare
 Access to experimental drugs  Political Parties
for dying patients  The Constitution and “original
Mass Media
 Surrogate motherhood intent”
 Mass media and American  Economic independence vs.
Crime and Criminology values foreign investments
 Racism in media  World government
 Street crime vs. white-collar  Social media  Foreign trade policy
crime  Privacy in the Information Age  Aid or intervention in other
 Racism in criminal justice  Ethical advertising countries
system
 Plea-bargaining Economic Issues Psychology
 Domestic violence
 Execution of juveniles  American social class  Treating addiction as a disease
 rather than a habit
 Rehabilitating animals Mandatory national service
 Minimum wage  Growth mindset
Death Penalty  Academic preschools vs.
daycare
Teen Issues
 Minors  Psychotherapy
 Mentally handicapped  Adolescent health
 Televised executions  Parent and teen
 Race and the death penalty communication


Women and the death penalty
Appeals process


Adolescent marriages
Adolescent suicide
Or choose something you
 Teen pregnancy enjoy and create your podcast
 Death penalty methods
 Juvenile delinquency and on that topic. See
 Constitutional question of
“Cruel and unusual family instability Brainstorming and Proposal
punishment”  Teenage addiction information handouts below
 College vs. career for next steps.

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 9th Honors Podcast Project Schedule
Monday Tuesday Wednesday Thursday Friday
3/12 3/13 3/14 3/15 3/16
Preproduction Preproduction Preproduction

Introduction to podcasting Conference with the teacher, Podcast topic research

present 3 podcast ideas,
Brainstorm podcast topics decide on the topic of your Goal: find 3 reliable sources
podcast (homework grade by end of period
Podcast homework – each group member must
completed in OneNote submit in OneNote)
3/19 3/20 3/21 3/22 3/23
Preproduction Preproduction Preproduction Preproduction Production

Podcast topic research Chat about podcast best
practices & rhetorical
Goal: finish finding and appeals
annotating sources
Work on outline
3/26 3/27
Production Production
(Media Center) (Media Center)
Rehearse and time script Create first recorded “draft”
of your podcast
Make notes to self on
script; run through it Listen back to your podcast
several times without & make a list of
recording it changes you want to make
Meet with the teacher, Outline and Works Cited Work on script
present three annotated page submitted to
research articles, and a Works turnitin.com (each group Rehearse and time script
Cited page member – quiz grade)
Make notes to self on script;
Work on outline Work on script run through it several times
without recording it
3/28 3/29 3/30
Post-production Post-Production Post-production
(Media Center) (Media Center)
By start of class:
Record/Work on edits to Finish answering and typing - Submit podcast
podcast all endnotes. link/file to OneNote
Goal: Be finished recording Make sure all parts of project Submit script with Works
your podcast are ready to turn in Cited page and end notes to
tomorrow turnitin.com (each group
- member)

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 Preproduction – Podcast Project Brainstorming (Submit in OneNote)
Things You Love to Do Things You are Good Things You Wonder Problems You’d Like to
and Learn About At About See Solved

1.

2.

3.

4.

5.

Preproduction – Podcast Project Proposal (Submit in OneNote)

1. What topic are you focusing on in this project? Why is this area important to you?

2. List two or more driving questions that will guide your project. In other words, what questions will your
podcast help to answer?

3. What do you expect to learn? How will you be challenged?

4. Think up a (potential) descriptive title. Try to be creative if it fits.

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 Postproduction – Podcast Project Endnotes (Submit to Turnitin.com)
After you complete your project, type the answers to the following questions. Full answers will receive full
credit.
About the podcast:
1. Why did you make the artistic choices you did when creating your podcast (title, music, organization
of information, etc.)?
2. What surprised you about the technical aspects of creating a podcast?
About types of communication:
3. What did this project help teach you (or help you realize) about electronic rhetoric and
communication (think rhetorical appeals and how you use them)?
4. What did this project teach you about vocal vs. written communication?
About your research?
5. How did you decide which sources to use to gather information?
6. In what ways did your research help you create your podcast?

SAMPLE Radio Scriptwriting

When writing radio/podcast scripts you must use the appropriate format. Below are examples of the correct format to use.

THE ELEMENTS OF THE RADIO SCRIPT FORMAT

TITLE
CHARACTERS:
FADE IN: The sound starts off quiet then grows to reach an audible level
FADE OUT: The sound gets quieter until silent
Dialogue What the characters say
(business) Directions on how the actors should say their lines (e.g. angrily)
SFX Any sound/music to add to the sound of the actors
TITLE

FADE IN: (always at the start)

CHARACTER: You write the words to be spoken

in this space.

SFX: YOU WRITE ANY SOUND OR MUSIC TO

BE DUBBED ON IN THIS AREA IN
CAPITALS.

CHARACTER 2: (you can write the gender, accent

age and style of the speech in
brackets before the speech here)

FADE OUT: (always at the end)

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 Exemplar Radio Script

SANTA AT SAINSBURYS’
FADE IN:

SFX: PEOPLE AT THE SUPERMARKET

SHOPPING WITH XMAS MUSIC IN THE
BACKGROUND.

ELF Santa?

SANTA Yes. my little helper?

ELF Why are we shopping at Sainsbury’s?

SANTA Well, their offering over forty great

gifts and food items and buy one
get one free, like these cook books
by Sophie Gregson, Ken Holman and
Rick Stein.

ELF But, who are the chicken nuggets

and frozen prawns for?

SANTA (Embarrassed) Uhh...well the reindeer

get very hungry.

ELF: What about the Vienettas and Haagen

Daas?

SANTA Uhhh...

FADE OUT SFX

VOICEOVER: (Male voice) Buy one get one free

on over forty products at Sainsburys’
this Christmas.
Sainsbury’s...making life taste
better.

SFX: CASH REGISTER CLOSING

VOICEOVER: For less offers available in selected

stores while stocks last.
Excludes Sainsbury’s locals and
centrals.

FADE OUT

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9th Honors Lit/Comp Podcast Written Work Rubric Name(s):_________________________
Podcast Writing Grade: ________ / 100

Put it on the air! Pretty dang good Needs some work Needs SERIOUS work
(9-10) (7-8) (5-6) (2-4)
Quality of All sources are credible All sources are credible More than one of the More than one of the
sources and authoritative, and relevant to the following: following:
relevant to the topic, topic, and at least one  No source from a  No source from a
and at least one comes comes from a database. database database
-5 for each from peer-reviewed All web sites utilized  Issues with  Issues with credibility,
journal articles or are authoritative. credibility, relevance, relevance, authority of
source missing scholarly books. authority of source. source.
Include both general  Significant  Significant duplication
_____/10 background sources duplication of of information.
and specialized information.
sources.
Source 1 Well stated and Adequately stated and Missing some Missing some required
Annotations includes specific detail; includes all the information OR not information and
_____/10 includes all of the required information. well stated. characterized by little
required information effort in responses
Source 2 Well stated and Adequately stated and Missing some Missing some required
Annotations includes specific detail; includes all the information OR not information and
_____/10 includes all of the required information. well stated. characterized by little
required information effort in responses
Source 3 Well stated and Adequately stated and Missing some Missing some required
Annotations includes specific detail; includes all the information OR not information and
_____/10 includes all of the required information. well stated. characterized by little
required information effort in responses
Bibliography Two or fewer errors in Three – four errors in 5-6 errors in MLA 7 or more errors in MLA
MLA formatting MLA formatting formatting formatting
_____/10
(-5 if not
typed)
Put it on the air! Pretty dang good Needs some work Needs SERIOUS work
(25-23) (22-20) (19-15) (15-5)
Script Script is neatly typed Script is typed Script is not presented Script is missing or
according to according to according to the contains many distracting
____/25 assignment; minimal assignment, but has assignment and may convention errors; does
convention errors, some convention include convention not follow the podcast;
accurately follows the errors, accurately errors or places where it lacks polish and feels like
podcast. follows the podcast. does not follow the a rough draft.
podcast.
End Notes Well-organized and Adequately answers all Either does not fully Has more than 1 of the
thorough responses to five questions. May answer the questions, following: does not fully
all five questions. Free have some distracting provides very minimal answer the questions,
____/25 of distracting or errors. reflection, or responses provides very minimal
careless errors include many distracting reflection, or responses
(-5 for each errors include many distracting
question errors
unanswered)
Additional Comments:

13
9th Honors Lit/Comp Podcast Project Rubric Name(s):____________________________
Podcast Grade: ___________/100
Put it on the air! Pretty dang good Needs some work Needs SERIOUS work
(14-15) (12-13) (10-11) (7-9)
Organization Exemplary Effective Inadequate Unsatisfactory
organization. Intro organization. Intro organization. Intro organization. Intro
____ / 15 and conclusion are and conclusion are and/or conclusion are and/or conclusion are
effective and adequate; transitions overly vague or overly vague or
engaging; seamless are mostly smooth; missing; transitions missing; transitions are
transitions between podcast is generally are sometimes consistently
ideas; podcast feels cohesive. awkward/forced; awkward/forced;
like a cohesive unit. podcast is somewhat podcast is unclear and
jumbled. hard to follow.
Content Creativity and Creativity and Some content lacks Content lacks creativity
original content original content creativity and and originality;
____ / 15 enhance the podcast enhance the podcast; originality; information is
in an innovative way; all information is information is inaccurate and/or not
all information is accurate and accurate but not informed by research;
accurate, engaging, informed by much evidence of lacks focus and is off
and clearly informed research; focus is research; lacks focus topic throughout.
by research; focus is generally clear and is off topic at
clear throughout. throughout. times.
Put it on the air! Pretty dang good Needs some work (5- Needs SERIOUS work
(9-10) (7-8) 6) (2-4)
Delivery Well-rehearsed, Rehearsed, smooth Appears unrehearsed Delivery is hesitant,
smooth delivery in a delivery; enunciation, with uneven delivery; choppy, and sounds
____ / 10 conversational style; expression, pacing may sound like like the presenter is
highly effective are effective. presenter is reading; reading; enunciation of
enunciation, enunciation, speech is not clearly
expression, and expression, rhythm understandable.
rhythm keep the are sometimes
audience listening. distracting.
Production Volume of voice, Volume of voice, Volume of voice, Volume of voice,
music, and effects music, and effects is music, and effects is music, and effects is
____ / 10 enhance the acceptable. Podcast inconsistent or excessively inconsistent
presentation. Podcast feels like a finished distracting. Podcast and distracting. Podcast
feels like a polished product. Final time feels like a rough feels like a last-minute
finished product. 25 seconds either draft. Final time 35 effort. Final time more
Final time 15 way. seconds either way. than 45 seconds either
seconds either way. way.

Additional Comments:

14