iLiterature: Creating Literary Podcasts

DPS Standards

READING AND WRITING

• Standard 1:
  Students read and understand a variety of materials. In order to meet this Standard, students will
• use comprehension strategies;
• make connections between prior knowledge and what they need to know about a topic before reading about it;
• adjust reading strategies for a variety of purposes;
• use word recognition skills, strategies, and resources; and
• use information from their reading to increase vocabulary and language usage.
  Unit: Students determine an author’s purpose in Podcast Introductory Activity #1. Throughout the various iMenu selections, students infer, make connections, summarize, organize, determine relevancy, identify literary techniques and utilize both fiction and nonfiction.
• Standard 2:
  Students write and speak for a variety of purposes and audiences. In order to meet this Standard, students will
• expand vocabulary development using a variety of methods;
• write and speak for a variety of purposes;
• write and speak to peers, teachers, and the community;
• plan, draft, revise, proofread, edit, and publish written communications;
• use a variety of literary devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning;
• prepare written and oral presentations using strategies; and
• use the most appropriate method, handwriting or word processing, to produce a product that is legible.
  Unit: Students not only present their podcasts to the class, but other audiences (parents, other classes, etc) as well can listen to the podcasts. Before the final presentation, students brainstorm, research, write, and edit a final script to submit for teacher evaluation. The prompts provide a variety of purposes for student choice.
• Standard 3:
  Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this Standard, students will
• recognize, understand, and use formal grammar in speaking and writing;
• apply formal usage in speaking and writing;
• use correct sentence structure in writing;
• demonstrate correct punctuation, capitalization, and spelling; and
• recognize and know when it is appropriate to use dialectical, idiomatic, and colloquial language, including awareness and appreciation of cultural and dialectic variance.
  Unit: Students submit a polished script that has been edited with all of the above in mind. Students present their script orally so clarity and correct grammar are a must.
• Standard 4:
  Students apply thinking skills to their reading, writing, speaking, listening, and viewing. In order to meet this Standard, students will
• make predictions, analyze, draw conclusions, and discriminate between fact and opinion in reading, writing, speaking, listening, and viewing;
• use reading, writing, speaking, listening, and viewing to gather data, define the problem, and apply problem-solving skills;
• recognize, express, and defend points of view orally and in writing;
• identify the purpose, perspective, and historical an d cultural influences of a speaker, author, or director; and
• evaluate the reliability, accuracy, and relevancy of information.
  Unit: Students are required to be historically and culturally accurate in their podcast delivery. They must make connections between what they researched and the literature or the author’s intentions. They infer how history and culture, as an outside influence, may have impacted an author’s choice of character, setting, or theme. Students are asked to engage in a variety of activities by embracing characteristics of characters, interpreting the intentions of the author, or remaining sensitive to the historical and cultural context of the time.
• Standard 5:
  Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this Standard, students will
• select relevant material for reading, writing, and speaking purposes;
• understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading, writing, and speaking purposes;
• paraphrase, summarize, organize, evaluate, and synthesize information;
• cite others' ideas, images, or information from primary, print, and electronic resources; and
• use information to produce a quality product in an appropriate format.
  Unit: Students must utilize their close reading of the literature, the internet, and various other sources to complete their podcast. They must conduct research for their podcast, discriminate between the relevant and irrelevant research, organize their information, and document their sources.
• Standard 6:
  Students read and recognize literature as a record of human experience. In order to meet this Standard, students will
• know and use literary terminology;
• read literature to investigate
• read literature to understand
• read literature that reflects
• read classic and contemporary traditions of diverse ethnic groups;
• read classic and contemporary throughout the world.
  Unit: Students read, conduct research, make connections, and then create a real life situation using both the literature and researched information.

HISTORY

• Standard 1:
  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
• Students know the general chronological order of events and people in history.
• Students use chronology to organize historical events and people.
• Students use chronology to examine and explain historical relationships.
• Students use chronology to present historical events and people.
  Unit: Students who develop iMenu Podcast Prompt #3 have the opportunity to make historical connections between either the author’s life experiences as they may have intersected with history and the author’s writing or explore the historical and cultural context of the setting of the novel chosen.

INFORMATION LITERACY AND TECHNOLOGY

1. An Efficient Information & Technology User
   • Computer Operations, Electronic Tools, Terminology
   • Location Skills - Library and Internet
   • Online, Electronic, Print and AV Research Tools
   • Library Catalog (LION) & Dewey Decimal System
   • Keyboarding
     Unit: Students use computers, and podcasting terminology as well as experience library databases and other student offered resources including LION and the Denver Public Library Resources.
2. A Responsible Citizen
   • Copyright and Plagiarism
   • Bibliographic Information
   • Care of Books & Technology
   • Safety Issues in a Digital World
     Unit: Students learn and utlize resources that help them avoid the pitfalls of plagiarism through the citationmachine website, Purdue’s Online Writing Lab, and teacher direction.
3. A Knowledge Constructor
   • Research Process
   • Evaluation of Information
     Unit: Students dissect, organize, and evaluate all research conducted through the internet into a polished final podcast.
4. A Quality Producer
   • Sharing of Information
   • Document Production - Word Processing
   • Document Production - Spreadsheets
   • Document Production - Presentation Tools
   • Evaluation of Process and Product
     Unit: Students word process scripts, utlize podcast software, and present podcast. Students also participate in an evaluation piece for other group’s podcasts.