Kelli Williams

6/29/16
LITR 630-M. Morgan
Podcast Lesson
Standards

CCSS
W.2.5 With guidance and support from adults and peers, focus on a topic
and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools
to produce and publish writing, including in collaboration with peers.
SL.2.5 Create audio recording of stories and poems
ILA
4.2 Candidates use a literacy curriculum and engage in instructional
practices that positively impact students knowledge, beliefs, and
engagement with the features of diversity.
5.1 Candidates design a physical environment to optimize students use of
traditional print, digital, and online resources in the reading and writing
instruction.
ISTE
2a Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media.
2b Communicate information and ideas effectively to multiple audiences
using a variety of media forms.

Grade and
Content
Time
Materials

Learning Target
Background
Knowledge

KTS
6.2 Uses available technology to implement instruction that facilitates
student learning.
6.5 Demonstrates ethical and legal use of technology.
2nd grade Writing
60 minutes
1 computer per student with Audacity
Sample writing piece for all students
Student writing piece (personal narrative)
Red pen
I can make revisions to my personal narrative to make it sound clear to the
reader.
Students have been writing their personal narrative using the Lucy
Calkins writing unit. They had to choose an experience that made an
impression on them and write about it. They have been through several

Procedures

Assessment
Accommodation
s

lessons producing this writing piece. Students have also had language
lessons embedded into their writing time.
Introduction
To begin the lesson, students will look at a sample of the writing and listen
to the recording on the podcast. Students will be asked to finger read as
they listen to the piece being read on the podcast. Once they have heard
the piece read aloud, students will turn to a partner and discuss anything in
the piece they would change and what they thought the writer did well in
the piece.
Teacher would call on students and listen to their changes. Teacher would
model making appropriate changes to the writing piece and show the
students how the new revisions made the piece look and sound.
Students would then go through the piece with a partner and make any
necessary changes to the sample writing piece. Partners will talk about the
revisions and the revisions changed the look and sound of the writing
piece.
Teacher will then explain how punctuation helps convey the meaning and
clarity of the piece. Teacher will read an example with no punctuation and
show how it changes when punctuation is added in.
Students will then be asked to read their partners piece. They will record
the piece by reading it on Audacity. Students will be reading their partners
piece so the writer can hear how their writing sounds to others.
Students will be asked to listen back to the podcast of their writing and
work with a partner to make revisions of punctuation with their partner.
The other partner will record and revisions will be made.
Personal narratives with revisions will be turned in and looked at for
clarity and readability.
Students will be paired with students by the teacher. Higher students will
be matched by ability. ESL students will be matched with a student who
can speak their language. Newcomers will be with the teacher.