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Dworak Curriculum
Dworak Curriculum
Dworak Curriculum
Curriculum
Concept:
Relationships
Topic:
Communication
Julianne
Dworak
Dr.
Miner
ED
672
Spring
2016
DWORAK
2
KNOWLEDGE
MENU
FIELD:
English
Language
Arts
SUBDIVISION:
Writing
1.
What
is
the
overall
purpose
or
mission
of
this
field
of
study?
The
purpose
of
the
study
of
English
as
a
subject
is
to
share
in
a
literacy
community
by
reading
and
writing
in
order
to
fully
participate
in
society.
2.
What
are
the
major
areas
of
concentration
for
subdivisions?
The
major
areas
of
concentration
for
subdivisions,
according
to
the
Common
Core
State
Standards,
include:
reading,
writing,
speaking
and
listening,
and
language.
3.
What
kinds
of
questions
are
asked
in
the
subdivisions?
(Drawn
from
CCSS
standards
to
develop
relevant
questions
to
achieve
standards:
http://www.corestandards.org/ELA-Literacy/SL/11-12/)
Reading:
Is
there
an
adequate
exposure
to
a
range
of
texts
and
tasks?
How
does
one
cite
evidence
from
a
text
explicitly,
as
well
as
well
implicitly,
in
order
to
support
the
analysis
of
said
text?
How
does
one
determine
a
theme
or
central
idea
of
a
text
and
how
the
text
perpetuates
said
theme
or
central
idea
through
details?
How
does
one
interpret
a
characters
response
to
the
plot
in
a
particular
text?
How
does
one
analyze
an
authors
choices
and
make
inferences
about
the
impact
of
different
choices?
Writing:
How
does
one
use
language
in
a
sophisticated
manner
in
order
to
express
ideas
and
achieve
his
or
her
purpose?
How
does
one
write
an
argument
to
support
a
claim
using
prior
knowledge
and
relevant
research?
How
does
one
sequence
events
in
a
piece
of
writing
in
order
to
convey
real
or
imagined
experiences
to
the
appropriate
audience?
Speaking
&
Listening:
How
does
one
initiate
and
participate
effectively
in
a
range
of
collaborative
groups
on
topics,
texts,
and
issues
building
on
his
or
her
own
ideas
as
wells
as
others
in
the
group?
How
does
one
evaluate
the
perspective
of
another
speaker
in
order
to
analyze
his
or
her
ideas?
How
does
one
present
information
that
effectively
communicates
the
purpose
of
the
presentation
to
the
intended
audience?
DWORAK
3
How
does
one
use
his
or
her
freedom
of
speech
to
contribute
successfully
in
a
democratic
society?
Language:
How
does
one
choose
words
and
phrases
for
effect
and
to
convey
ideas
precisely?
How
does
one
produce
complete
and
coherent
sentences,
recognizing
and
correcting
inappropriate
fragments
and
run-ons?
How
does
one
recognize
and
value
language
variations
found
within
his
or
her
own
community?
How
does
one
acquire
and
demonstrate
a
mastery
of
Standard
English
in
the
proper
contexts?
4.
What
are
the
major
sources
of
data
for
subdivisions?
Standardized
Testing
Data
on
Language
Arts
2010-2011
school
year:
https://inventory.data.gov/dataset/d1f40ea1-0cda-49e1-8d12-
3128c115db20/resource/b8160d45-b9b9-443c-8157-f381d6b90e42
National
Center
for
Education
Statistics
https://nces.ed.gov/
Language
Use
in
the
United
States
(Data
from
Census
2011):
https://www.census.gov/prod/2013pubs/acs-22.pdf
http://www.census.gov/topics/population/language-use/data.html
5.
How
is
the
knowledge
organized
and
classified
in
this
field
or
subdivision?
Knowledge
for
the
subdivision
of
writing
is
organized
by
genre.
The
main
genres
include:
fiction,
non-fiction,
and
poetry.
Within
fiction
there
are
lots
of
other
subgenres,
including:
drama,
classic,
comic/graphic
novel,
crime/detective,
fable,
fair
tale,
fanfiction,
fantasy,
folklore,
historical
fiction,
horror,
humor,
legend,
magical
realism,
metafiction,
mystery,
mythology,
mythopoeia,
realistic
fiction,
science
fiction,
short
story,
suspense/thriller,
tall
tale,
and
western.
Nonfiction
subgenres
include:
biography,
autobiography,
essay,
narrative
nonfiction,
personal
narrative,
memoir,
speech,
laboratory
report,
textbook,
reference
book,
self-help
book,
and
journalism.
6.
What
are
the
basic
reference
books
in
the
field
or
subdivision?
-The
Literary
Encyclopedia:
http://www.litencyc.com/
-The
Blue
Book
of
Grammar
and
Punctuation:
http://www.grammarbook.com/
-Websters
or
Oxfords
Dictionary
-Websters
or
Oxfords
Thesaurus
7.
What
are
the
major
professional
journals?
-NCTEs
English
Journal
-NWPs
Quarterly
DWORAK
4
War
I
The
Great
loss
of
faith
in
the
American
Raisin
in
the
Sun),
F.
Depression
Dream:
the
independence,
self- Scott
Fitzgerald
(The
World
War
II
reliant,
individual
will
triumph.
2.
Great
Gatsby),
William
Emphasis
on
bold
Faulkner
(A
Rose
for
experimentation
in
style
and
form
Emily).
Eudora
Welty
over
the
traditional.
3.
Interest
in
(A
Worn
Path),Robert
the
inner
workings
of
the
human
Frost
(poetry),
T.S.
mind
(ex.
Stream
of
Eliot
(The
Waste
Land,
consciousness)
Love
Song
of
J.
Alfred
Prufrock),
John
Steinbeck
(Of
Mice
and
Men,
Grapes
of
Wrath)
1920-1940
The
Harlem
Renaissance
1.
Black
cultural
movement
in
James
Weldon
New
Negro
The
Jazz
Age
The
Harlem,
New
York
2.
Some
poetry
Johnson,
Claude
Movement
Roaring
20s
rhythms
based
on
spirituals,
and
McKay,
Countee
Prohibition
jazz,
lyrics
on
the
blues,
and
Cullen,
Langston
diction
from
the
street
talk
of
the
Hughes
(poetry),
Zora
ghettos
3.
Other
poetry
used
Neale
Hurston
conventional
lyrical
forms
1950-present
Contemporary
1.
Influenced
by
studies
of
media,
Alice
Walker,
Wallace
Korean
War
Postmodernism
language,
and
information
Stevens,
E.
E.
Vietnam
War
technology
2.
Sense
that
little
is
Cummings,
Maya
unique;
culture
endlessly
Angelou,
Anne
Sexton,
duplicates
and
copies
itself
3.
New
James
Baldwin,
Richard
literary
forms
and
techniques:
Wright,
Sandra
works
composed
of
only
dialogue
Cisneros,
Amy
Tan
or
combining
fiction
and
nonfiction,
experimenting
with
physical
appearance
of
their
work
10.
Are
there
any
major
events,
persons,
places,
or
beliefs
that
are
predominant
concerns
of
the
filed
or
best-case
examples
of
what
the
field
is
all
about?
Notable
American
Authors:
Henry
James
(1843-1916)
Ralph
Waldo
Emerson
(1803-1882)
John
Steinbeck
(1902-1968)
Harper
Lee
(1926-2016)
Ernest
Hemingway
(1899-1961)
Langston
Hughes
(1902-1967)
J.D.
Salinger
(1919-2010)
Flannery
OConnor
(1925-1964)
Walt
Whitman
(1819-1892)
Herman
Melville
(1819-1891)
William
Faulkner
(1897-1962)
Edith
Wharton
(1862-1937)
Stephen
King
(1947-
)
Nathaniel
Hawthorne
(1804-1864)
Jack
London
(1876-1916)
Toni
Morrison
(1931-
)
Tennessee
Williams
(1911-1983)
Kurt
Vonnegut
(1922-2007)
Emily
Dickinson
(1830-1886)
F.
Scott
Fitzgerald
(1896-1940)
Sylvia
Plath
(1932-1963)
Ray
Bradbury
(1920-2012)
Henry
David
Thoreau
(1817-1862)
John
Updike
(1932-2009)
DWORAK
7
Understanding
By
Design
SUBJECT:
English
Language
Arts
GRADE
LEVEL:
8th
Grade
CONCEPT:
RELATIONSHIPS
ESSENTIAL
QUESTION:
How
do
our
relationships
influence
the
way
we
communicate?
Standards:
English
Language
Arts
Standards-
NCTE/IRA
1.
Students
read
a
wide
range
of
print
and
non-print
texts
to
build
an
understanding
of
texts,
of
themselves,
and
of
the
cultures
of
the
United
States
and
the
world;
to
acquire
new
information;
to
respond
to
the
needs
and
demands
of
society
and
the
workplace;
and
for
personal
fulfillment.
5.
Students
employ
a
wide
range
of
strategies
as
they
write
and
use
different
writing
process
elements
appropriately
to
communicate
with
different
audiences
for
a
variety
of
purposes.
7.
Students
conduct
research
on
issues
and
interests
by
generating
ideas
and
questions,
and
by
posing
problems.
They
gather,
evaluate,
and
synthesize
data
from
a
variety
of
sources
(e.g.,
print
and
non-print
texts,
artifacts,
people)
to
communicate
their
discoveries
in
ways
that
suit
their
purpose
and
audience.
8.
Students
use
a
variety
of
technological
and
information
resources
(e.g.,
libraries,
databases,
computer
networks,
video)
to
gather
and
synthesize
information
and
to
create
and
communicate
knowledge.
11.
Students
participate
as
knowledgeable,
reflective,
creative,
and
critical
members
of
a
variety
of
literacy
communities.
12.
Students
use
spoken,
written,
and
visual
language
to
accomplish
their
own
purposes
(e.g.,
for
learning,
enjoyment,
persuasion,
and
the
exchange
of
information).
DWORAK
9
Concept
Rationale:
I
initially
started
with
the
concept
of
communication,
which
is
an
essential
component
of
the
study
of
English
Language
Arts.
However,
I
discovered
that
communication
was
too
specific.
I
zoomed
out
to
relationships,
because
relationships
contextualize
our
communication.
As
I
worked
with
relationships
and
communication,
the
component
of
identity
became
important.
How
a
student
understands
his
or
her
identity
through
their
relationships
will
affect
how
they
understand
communication.
Clearly
this
isnt
your
typical
concept
map.
It
is
a
tool
to
understanding
connections
and
contexts.
Its
important
to
note
that
I
purposely
chose
not
to
connect
all
the
aspects
of
identity
and
communication.
My
main
purpose
in
using
this
concept
map
is
to
show
how
podcasts
can
connect
a
person
through
communication
and
identity.
I
have
provided
examples
of
connections
relevant
to
the
unit
and
what
we
will
talk
about
in
class.
For
example,
I
have
connected
hearsay/gossip
with
friends,
because
this
is
relevant
to
Adnans
case.
However,
students
may
connect
hearsay/gossip
to
family,
school,
work,
community,
or
self,
based
on
their
experiences
with
this
form
of
communication
in
the
relationships
they
have
identified.
DWORAK
10
evaluative
claim.
NCTE/IRA
Standard
#7
&
#12
9.
Evaluate
their
own
work
and
the
work
of
their
9.
Evaluate
their
own
work
and
the
work
10-11
peers.
of
their
peers
through
assessing
final
NCTE/IRA
Standard
#11
projects
(podcasts).
10.Articulate
their
interpretation
of
the
evidence
10.
Evaluate
Adnans
innocence
in
writing
12
in
Adnans
case
using
interpretation
of
evidence
during
NCTE/IRA
Standard
#11
unit
test.
DWORAK
12
seems
to
take
away
some
of
the
scariness
associated
with
tests.
The
test
is
one
essay-type
question.
However,
the
students
will
know
the
question
to
the
test
the
first
day
of
the
unit.
Students
will
be
allowed
to
use
their
evidence
charts
on
the
test,
because,
as
stated
in
the
chart
above,
the
purpose
is
for
students
to
summarize,
interpret,
and
analyze
the
evidence
in
order
to
evaluate
Adnans
case.
If
I
did
not
allow
students
to
use
their
charts
the
test
would
be
more
about
memorizing
the
evidence
in
the
case
instead
of
making
evaluative
claims
about
the
case.
This
encourages
students
to
use
the
higher-level
thinking
skills
of
Blooms
Taxonomy.
DWORAK
16
UNIT
CALENDAR
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Where
were
you
No
Class
Episode
2:
No
Class
Socratic
Seminar;
six
weeks
ago
The
Breakup;
Episode
3:
Leakin
Week
today?
Episode
1:
Evidence
Chart
Park;
1
The
Alibi
INTRODUCE
PROJECT
Journal-
Identity;
Fill
Journal-
My
Journal-
Three
project
Hmwk:
out
day
chart
Communication
ideas;
Episode
4
Identity
No
Class
Episode
5:
Route
No
Class
Episode
6:
The
Case
No
Class
Talk;
Elements
of
Against
Adnan
Week
Digital
Storytelling;
Syed;
Socratic
2
Podcast
Script
Seminar;
Work
on
Rubric
Podcast
Finalize
Project
Idea;
Journal-
What
is
the
Journal-
message
of
my
Hmwk:
What
is
the
purpose
of
podcast?;
Episode
7
my
podcast?;
Self-
Review
Episode
8:
The
No
Class
Episode
9:
To
Be
No
Class
Episode
10:
The
Best
Week
Deal
With
Jay;
Suspected;
Defense
is
a
Good
3
Work
on
Podcast
Work
on
Podcast-
Defense;
Socratic
Peer
Review
Seminar
Journal-
Who
is
the
Journal-
Who
is
the
Journal-Self-Review;
Hmwk:
audience
for
my
audience
for
my
Mini-Test
Assignment
podcast?;
Self-Review
podcast?
No
Class
Episode
11:
Rumors;
No
Class
Episode
12:
What
No
Class
Podcast-
Script
We
Know;
Week
should
be
finalized;
Socratic
Seminar;
4
Final
Product
Rubric
Podcast
Self/Peer
Review
Journal-
How
has
my
Journal-
How
has
my
podcast
changed
since
perception
of
my
Hmwk:
I
started?
relationships
and
communication
changed?;
Self-Review
RECORD
No
Class
Test
No
Class
PRESENTATION
OF
PODCAST!
Publication/Posting
PODCASTS;
Week
Review
Chart;
Podcasts
Adnan
Updates
5
Podcast
Self/Peer
Review
Review
Chart;
Finish
Finish
Podcast;
Post
One-page
Reflection;
Hmwk:
Podcast;
Peer
Review
Podcast
Enjoy
your
weekend
DWORAK
17
LESSON
PLANS
Date:
Unit
Day
1
(Monday
1)
Lesson:
C
ommunication
as
Survival
Concept/Theme:
Relationships
and
Essential
Question:
How
do
our
relationships
Communication
influence
the
way
we
communicate?
Overview/Objectives:
Students
will
be
familiar
with
different
forms
of
technological
communication.
Students
will
summarize
evidence
from
different
mediums
of
Adnans
case.
Students
will
interpret
evidence
from
different
mediums
with
regards
to
Adnans
case.
Literature
and
Materials
Needed:
Serial
Season
1
Episode
1-
The
Alibi
o Audio
equipment,
podcast,
transcripts,
powerpoint
about
case
Where
Things
Come
Back
(if
necessary)
Student
journals
Exit
Slips
Writing
Utensils
Procedures/Instruction
(90
minute
period)
Introduction
(5
min):
Make
sure
students
desks
are
clear
of
everything
but
a
piece
of
paper
and
a
pencil.
Repeat
the
question
on
the
board.
Where
were
you
six
weeks
ago
today?
Be
sure
to
provide
the
specific
date.
Give
students
ten
minutes
to
walk
around
the
room
and
talk
to
each
other
and
try
to
piece
together
that
day,
without
using
their
phone,
calendar,
social
media,
etc.
Adnan
Syed
(15
min):
Introduce
the
case
of
Adnan
Syed.
Explain
evidence
charts.
Review
Journal
Procedures
(5
min):
Go
over
the
proper
procedures
for
journal
usage
(writing
down
new
vocabulary,
interesting
quotes/phrases,
and
questions).
Listen
to
Podcast
(55
min):
Listen
to
the
first
episode
of
Serial
together
as
a
class.
Circulate
the
room
and
make
sure
students
are
following
along
and
using
their
journals.
Think/Pair/Share
(5
min):
What
evidence
have
we
heard
so
far?
Is
it
for
or
against
Adnan?
What
would
you
put
in
your
evidence
chart?
How
did
Adnans
relationships
with
his
family
and
friends
influence
whom
he
communicated
with
and
how
he
communicated
with
them?
Do
you
think
hes
guilty?
Talk
to
your
neighbor.
Exit
Slip
(5
min):
Fill
out
your
exit
slip.
(Exit
slip:
Have
you
listened
to
a
podcast
before?
How
do
you
feel
about
podcasts?)
Review
homework.
Assessment:
In
this
lesson
the
exit
slip
serves
as
assessment.
The
exit
slip
assesses
their
familiarity
with
different
forms
of
technological
communication.
Assessing
them
participating
in
different
literacy
communities
will
happen
through
my
observation
of
them
working
individually
while
listening
to
the
podcast
and
talking
to
their
neighbors
during
think/pair/share.
Notes:
Given
Serials
popularity
you
might
run
into
students
who
Homework/Extended
have
already
heard
the
podcast.
Honestly,
with
middle
school
Practice:
Journal
about
students
I
dont
think
it
will
be
too
likely.
I
think
in
a
high
school
yourself.
Who
are
you?
Who
is
classroom
you
may
have
that
issue.
However,
there
is
a
good
chance
part
of
your
family?
Who
are
they
have
heard
about
the
case.
If
you
find
a
student
who
has
your
friends?
Who
are
your
listened
to
the
whole
thing
they
can
choose
to
re-listen
to
it
all
or
work
colleagues?
Who
is
in
they
can
do
very
similar
activities
with
one
of
the
ancillary
texts-
your
community?
If
you
were
in
Where
Things
Come
Back
written
by
John
Corey
Whaley.
On
the
other
Adnans
shoes
who
would
help
hand,
if
you
find
students
know
nothing
about
podcasts
or
what
a
you
out?
What
would
you
do?
podcast
is
you
may
need
to
build
in
some
time
to
introduce
podcasts
before
this
lesson.
DWORAK
18
Introductory Powerpoint for Adnan (Resource from NCTE Write to Learn Conference):
The Case of Adnan Syed Do NOT access your social media accounts,
calendar, or phone.
February 9, 2015
Adnan, an American born Pakistani male, and Hae Min Lee, a cute girl of Korean descent, forbidden
to date, they do so anyway . . .
Homework - Investigate - Within a few months, or less or them breaking up, Hae Min Lee turns up missing. Fingers are pointed
at the former and current boyfriend . . .
calandars, etc.
Hae
unfamiliar vocabulary in your notebook. Try to use context clues Transcripts for episodes Cell Tower Map
Warrants
Warrants are rules. So . . . as a rule . . . what
things happen?
Everything is on the wall. As a rule, if one falls down He did not try to stop
the stairs, they will try to himself from falling and
hold on to something to therefore did not fall down
break his fall. the stairs.
https://firstlook.
org/theintercept/2014/12/29/exclusive-
interview-jay-wilds-star-witness-adnan-syed-
serial-case-pt-1/
DWORAK
20
Journal
Expectations:
1.
Write
legibly,
or
type
it
up
and
print
it
out.
2.
Write
in
complete
sentences.
3.
Answer
the
question.
4.
Make
connections.
5.
Explore
random
tangential
(but
connected)
thoughts.
[Consider
metacognitive
skills]
6.
Reflect
and
connect
to
the
essential
question:
How
do
our
relationships
influence
the
way
we
communicate?
JOURNAL
RUBRIC:
+
-
Neatness
Legibly
written
or
Questionably
legible.
Not
legibly
written.
typed.
Write
more
legibly
or
Next
time
it
needs
to
I
will
require
you
to
be
typed.
type
in
the
future.
Complete
sentences
Complete
sentences
Complete
sentences
are
used
throughout.
are
mostly
used.
May
are
not
used.
Please
struggle
with
run-ons
see
me
during
study
or
comma
splices.
hall.
Thinking
Answers
the
question
Answers
the
Attempts
to
answer
thoughtfully,
using
question.
the
question.
Please
connections
from
see
me
during
study
class,
life,
or
other
hall.
texts.
Exploration
Takes
risks
in
thinking
Pursues
random
Does
not
reflect
on
and
connecting.
Asks
thoughts
or
brings
up
thought
processes
questions
about
the
a
question.
Travels
to
connected
to
the
text
text
or
about
thought
the
moon,
where
or
the
question.
processes.
Attempts
some
people
have
Travels
to
to
address
questions.
been
before.
Disneyworld.
Please
Boldly
goes
where
no
see
me
during
study
one
has
gone
before.
hall.
Communication
Brings
new
insights
to
Addresses
essential
Does
not
connect
to
the
essential
question
question.
Builds
on
the
essential
or
productively
builds
previous
thoughts
or
question.
SEE
ME
on
previous
journals
discussions
about
DURING
STUDY
or
in-class
essential
question.
HALL.
discussions.
DWORAK
21
Date:
Unit
Day
3
(Friday
1)
Lesson:
H
istory
of
Podcasting
Concept/Theme:
Relationships
and
Essential
Question:
How
do
our
relationships
Communication
influence
the
way
we
communicate?
Objectives:
Students
will
be
familiar
with
the
history
of
podcasts.
Students
will
participate
with
peers
in
a
variety
of
literacy
communities
through
a
Socratic
Seminar.
Students
will
articulate
critical
understanding
of
podcasts
and
their
history.
Literature
and
Materials
Needed:
Article
for
Socratic
Seminar
Serial
Season
1
Episode
3-
Leakin
Park
o Audio
equipment,
podcast,
transcripts,
powerpoint
about
case
Evidence
Charts
Student
journals
Project
Guidelines
Handout
Exit
Slips
Writing
Utensils
Procedures/Instruction
(90
minute
period)
Introduction
(5
min):
Brainstorm
a
definition
of
a
podcast
on
the
board.
Have
students
write
up
anything
they
know
about
podcasts.
Exploration
(10
min):
Have
students
explore
https://internationalpodcastday.com/podcasting-history/
and
other
related
materials
to
get
a
sense
of
what
podcasting
is
and
how
it
has
evolved.
Do
this
in
pairs
or
groups
of
three.
Socratic
Seminar
(20
min):
For
this
first
seminar
of
the
unit
I
would
do
a
fishbowl
style
discussion,
letting
the
outer
circle
throw
in
questions
to
the
inner
circle.
About
eight
minutes
for
each
group
to
be
in
the
middle.
Back
to
Serial
(5
min):
Does
Serial
fit
into
our
definition?
How
does
Serial
fit
into
the
history
weve
read
and
talked
about?
Listen
to
Podcast
(30
min):
Listen
to
Episode
3.
Make
sure
students
are
working
on
their
evidence
charts
as
they
listen.
Introduce
Final
Project
(15
min):
Handout
project
guidelines.
Read
through
directions
carefully.
Encourage
students
to
ask
questions.
Start
brainstorming
ideas
on
the
board.
If
time
allows,
let
students
start
researching.
Exit
Slip
(5
min):
Fill
out
your
exit
slip.
(Exit
slip:
Do
you
like
Adnan?)
Review
homework.
Assessment:
Assessment
in
this
lesson
will
come
from
observations
during
the
Socratic
Seminar.
The
less
facilitating
done
means
more
time
for
writing
notes
about
what
students
are
saying.
Notes:
I
am
assuming
that
Socratic
Seminars
will
have
been
done
Homework/Extended
various
times
before
this
point
so
the
activity
will
not
be
new
to
Practice:
What
are
three
topics
them.
However,
if
this
is
not
the
case
you
will
need
to
allow
about
10
you
would
like
to
do
your
minutes
to
discuss
the
expectations
of
the
Seminar
and
structure
the
podcast
on?
Flesh
out
these
discussion
more.
This
could
be
done
through
assigning
roles
or
ideas
in
your
journal.
Talk
to
providing
teacher-made
questions.
I
would
discourage
facilitating
the
peers,
teachers,
parents,
or
discussion
and
begin
by
explaining
that
the
teacher
is
not
present
in
other
family
members
to
help
the
Socratic
Seminar.
you
get
ideas.
DWORAK
22
EVIDENCE
CHART
Name:_____________________
Hour:
______________________
Directions:
Fill
out
the
chart
as
you
listen
to
the
Serial
Podcast.
Interpret
the
evidence
Sarah
presents.
You
may
interpret
evidence
differently
than
other
people.
What
you
think
supports
his
innocence;
someone
else
might
think
the
same
evidence
supports
his
guilt
(and
vice
versa).
Use
the
margins
to
reflect
and
annotate.
You
will
fill
multiple
charts.
Evidence
Supporting
Adnan
is
Innocent
Evidence
Supporting
Adnan
is
Guilty
DWORAK
23
Date:
Unit
Day
4
(Tuesday
1)
Lesson:
D
igital
S
torytelling
Concept/Theme:
Relationships
and
Essential
Question:
How
do
our
relationships
Communication
influence
the
way
we
communicate?
Objectives
Students
will
know
different
contexts
for
communication.
Students
will
summarize
evidence
from
different
mediums
of
Adnans
case.
Students
will
interpret
evidence
from
different
mediums
with
regards
to
Adnans
case.
Literature
and
Materials
Needed:
Serial
Season
1
Episode
5-
Route
Talk
o Audio
equipment,
podcast,
transcripts,
powerpoint
about
case
Evidence
Charts
Student
journals
Elements
of
Digital
Storytelling
Handout
Exit
Slips
Writing
Utensils
Procedures/Instruction
(90
minute
period)
Introduction
(10
min):
What
makes
a
good
story?
Is
Serial
a
good
story?
This
can
be
a
pod/group/shoulder
partner
discussion
or
a
whole
group
discussion.
Feel
free
to
let
students
brainstorm
on
the
board
or
make
a
mind
map
using
Coggle
if
they
get
really
excited
about
it.
Digital
Storytelling
(10
min):
Handout
the
Elements
of
Digital
Storytelling
worksheet.
Explain
that
research
has
been
used
to
produce
these
elements.
Go
through
each
element
and
apply
it
to
Serial.
Have
students
use
their
transcripts
from
Episode
4
(that
was
homework).
Extended
Practice
(10
min):
Have
students
fill
out
worksheet
with
their
own
topic.
If
they
are
undecided
have
them
pick
a
topic
or
work
with
a
partner
who
is
decided.
Rubric
(5
min):
Handout
and
go
through
the
Podcast
Rubric
for
the
Script.
Encourage
students
to
make
notes
on
the
rubric
or
ask
questions
about
it.
Back
to
Serial
(5
min):
Review
what
happened
in
Episode
4.
Listen
to
Podcast
(45
min):
Listen
to
Episode
5.
Make
sure
students
are
working
on
their
evidence
charts
as
they
listen.
Exit
Slip
(5
min):
Fill
out
your
exit
slip.
(Exit
slip:
Make
a
prediction
about
Adnans
case)
Review
homework.
Assessment:
Students
should
hand
the
digital
storytelling
sheet
before
they
leave.
Reading
over
the
responses
in
this
sheet
will
help
assess
student
understanding
of
the
project.
Also,
this
will
show
students
who
may
not
be
engaged
with
their
topic.
I
would
conference
with
those
students
and
urge
them
to
consider
a
topic
that
interests
them
more.
Notes:
Some
students
will
soar
with
this
lesson,
because
they
are
Homework/Extended
ecstatic
about
making
their
own
podcast.
Some
students,
who
are
Practice:
Finalize
project
idea.
nervous
about
the
project,
may
struggle.
It
would
be
a
good
idea
to
What
is
the
purpose
of
my
use
those
students
who
are
rocking
and
rolling
as
examples
for
the
podcast?
class.
Use
their
enthusiasm
and
excitement
to
help
ease
the
nerves
of
Self-check:
Do
I
understand
the
others.
whats
expected
of
me
for
the
project?
Am
I
making
daily
progress
on
my
project?
DWORAK
25
Name:
_________________________________
Hour:
________
ELEMENTS
OF
DIGITAL
STORYTELLING
Directions:
Thinking
about
your
project
idea,
defend
your
topic
with
regards
to
each
element
of
digital
storytelling.
On
the
back,
elements
3-7
require
you
to
start
brainstorming
the
content
in
your
podcast
or
make
a
pledge
to
follow
the
element.
1.
Your
story
must
good
enough
to
get
on
the
air.
2.
Your
story
must
be
worth
telling.
How
might
hearing
this
story
enhance
peoples
understanding
of
human
nature
or
the
world?
DWORAK
26
Date:
Unit
Day
8
(Friday
2)
Lesson:
D
efense
Concept/Theme:
Relationships
and
Essential
Question:
How
do
our
relationships
Communication
influence
the
way
we
communicate?
Objectives:
Students
will
participate
with
peers
in
a
variety
of
literacy
communities
through
a
Socratic
Seminar.
Students
will
summarize
evidence
from
different
mediums
of
Adnans
case.
Students
will
interpret
evidence
from
different
mediums
with
regards
to
Adnans
case.
Students
will
articulate
their
interpretation
of
the
evidence
in
Adnans
case
Literature
and
Materials
Needed:
Serial
Season
1
Episode
10-
The
Best
Defense
is
a
Good
Defense
o Audio
equipment,
podcast,
transcripts,
powerpoint
about
case
Evidence
Charts
Student
journals
Best
Buy
Architectural
Plans,
Haes
note
to
Don
(pull
up
on
projector
or
laptops)
Exit
Slips
Writing
Utensils
Procedures/Instruction
(90
minute
period)
Introduction
(5
min):
If
you
were
defending
Adnan
what
would
you
have
done?
Episode
10
(55
min):
Listen
to
Episode
10.
Make
sure
students
are
working
on
their
evidence
charts
as
they
listen.
Related
Material
(10
min):
Have
students
work
in
pairs
or
groups
of
three.
Visit
the
website
and
go
to
the
Episode
10
page
(https://serialpodcast.org/season-one/10/the-best-defense-is-a-good-defense)
Have
students
look
at
the
Best
Buy
Architectural
Plans
and
Haes
Note
to
Don,
reflecting
on
the
episode
they
have
just
written.
Socratic
Seminar
(15
min):
Conduct
the
seminar
focusing
on
the
question-
How
would
you
defend
Adnan
Syed?
Instead
of
doing
a
fishbowl
this
time,
I
would
set
it
up
like
a
debate
with
claims
and
rebuttals.
Maybe
students
stand
behind
podiums
at
the
front
of
the
room
and
the
discussion
is
conducted
more
formally?
Let
the
students
decide!
Exit
Slip
(5
min):
Fill
out
your
exit
slip.
(Exit
slip:
How
could
Adnans
lawyer
have
done
a
better
job?
Could
she
have?)
Go
over
Mini-Test
assignment.
Assessment:
Observations
made
during
the
Socratic
Seminar
will
help
assess
student
understanding
and
engagement
with
the
concept
as
it
applies
to
Adnan.
Notes:
Today
doesnt
focus
on
the
Podcast
project
hardly
at
all.
Homework/Extended
Dont
let
students
go
into
the
weekend
forgetting
that
their
script
Practice:
Self-Review:
Using
should
be
finalized
by
Tuesday
(end
of
class).
the
Elements
of
Digital
Storytelling
and
the
Rubric,
grade
your
script
so
far.
Mini-
Test
assignment.
DWORAK
29
Name:
____________________________
Hour:
__________
MINI-TEST
ASSIGNMENT:
Directions:
Using
your
evidence
chart
and
your
interpretation
of
the
evidence
provided
in
Serial,
answer
the
following
question.
Be
sure
to
plan
out
your
answer
using
the
structure
of
your
answer
to
support
your
argument.
If
you
need
extra
paper
for
planning
or
answering,
please
quietly
raise
your
hand.
Convince
me!
Persuade
me
to
your
side!
As
always,
be
mindful
of
the
proper
grammar
and
mechanics
expected
in
Standard
English.
If
your
mechanics
impedes
my
understanding
of
your
content,
it
will
reflect
in
your
score.
Question:
Based
on
what
youve
heard
thus
far,
is
Adnan
guilty?
How
did
his
relationships
influence
his
communication?
*The
same
rubric
from
the
test
will
be
used
to
give
feedback
on
the
assignment.
DWORAK
30
Date:
Unit
Day
10
(Friday
2)
Lesson:
W
hat
W
e
Know
Concept/Theme:
Relationships
and
Essential
Question:
How
do
our
relationships
Communication
influence
the
way
we
communicate?
Objectives:
Students
will
participate
with
peers
in
a
variety
of
literacy
communities
through
a
Socratic
Seminar.
Students
will
summarize
evidence
from
different
mediums
of
Adnans
case.
Students
will
interpret
evidence
from
different
mediums
with
regards
to
Adnans
case.
Students
will
articulate
their
interpretation
of
the
evidence
in
Adnans
case
Literature
and
Materials
Needed:
Serial
Season
1
Episode
12-
What
We
Know
o Audio
equipment,
podcast,
transcripts,
powerpoint
about
case
Evidence
Charts
Student
journals
Court
of
Appeals
Document
Exit
Slips
Writing
Utensils
Procedures/Instruction
(90
minute
period)
Introduction
(5
min):
Final
predictions
for
the
last
episode.
Write
them
on
the
board!
Episode
12
(60
min):
Listen
to
Episode
12.
Make
sure
students
are
working
on
their
evidence
charts
as
they
listen
and
connecting
to
things
we
have
learned
previously.
Related
Material
(5
min):
Have
students
read
through
the
Court
of
Appeals
Document.
Socratic
Seminar
(15
min):
Conduct
the
seminar
focusing
on
the
question-
What
do
you
think
will
happen
to
Adnan
now?
Is
Adnan
guilty?
The
format
for
this
seminar
could
take
a
number
of
shapes.
Students
could
defend
the
opposite
argument
of
their
own
thinking.
Formats
are
to
help
students
engage
more
deeply,
but
I
dont
foresee
students
having
any
trouble
talking
about
it
after
they
finish
the
last
episode.
Exit
Slip
(5
min):
Fill
out
your
exit
slip.
(Exit
slip:
What
has
Adnan
taught
you
about
communication
and/or
identity?)
Remind
students
they
are
recording
on
Tuesday;
so
bring
your
best
speaking
voice!
Assessment:
Observations
made
during
the
Socratic
Seminar
will
help
assess
student
understanding
and
engagement
with
the
concept
as
it
applies
to
Adnan.
Notes:
If
you
feel
its
necessary,
you
could
talk
to
students
about
Homework/Extended
good
speaking
practices
or
ways
to
keep
your
voice
healthy
over
the
Practice:
Self-Review:
What
weekend.
progress
have
I
made
since
the
last
Self-Review?
How
would
this
change
how
I
scored
it?
Journal-
How
has
my
perception
of
my
relationships
and
communication
changed?
DWORAK
31
*
IN THE
*
ADNAN SYED,
COURT OF SPECIAL APPEALS
*
Appellant,
OF MARYLAND
*
v.
September Term, 2013
*
STATE OF MARYLAND,
No. 2519
*
Appellee.
(CC# 199103042-46)
*
* * * * * * * * * * * * *
ORDER
Upon consideration of the Application for Leave to Appeal, and the States
ORDERED that, pursuant to Md. Rule 8-204(g), the Application for Leave to
ORDERED that Appellants brief shall be filed on or before March 16, 2015; and
it is further
ORDERED that Appellees brief shall be filed on or before April 16, 2015; and it
is further
ORDERED that the above-captioned appeal is scheduled for the June 2015 session
1
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2
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MATERIALS
Serial
Podcast:
https://serialpodcast.org/season-one
Serials
Twitter:
https://twitter.com/serial?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor
Serials
Wikipedia
Page:
https://en.wikipedia.org/wiki/Serial_(podcast)
Serials
Facebook:
https://www.facebook.com/serialpodcast/
Resources
for
Socratic
Seminar
Discussions:
https://serialpodcast.org/season-one/adnan-syeds-hearing
Resources
for
How
to
Conduct
Socratic
Seminars:
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom
https://www.nwabr.org/sites/default/files/SocSem.pdf
http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-
30600.html#related-resources
DWORAK
34
1. If you work with a Mac or PC, you can download Audacity at http://audacity.
sourceforge.net/ to create audio podcasts. These instructions will relate to the use of
Audacity.
2. Audacity saves files in a .wav format. If you wish to share your files in a podcast,
you should convert to an .mp3 format through the use of a LAME encoder. You can
download this software at http://lame.buanzo.com.ar/. For a video tutorial on how to
install the LAME encoder for Windows, go to http://etc.usf.edu/te_win/movies/tutorials/
audacity1.mov.
3. If you work with a Mac, you can use GarageBand to create podcasts that may include
both audio and photos. See tutorials below for links to instructional movies.
Podcasting with video is often called vodcasting. You can upload video podcasts to
iTunes. Here are some basic tutorial sites.
Podcasting with Windows Movie Maker: You can create podcasts with images using
Windows Movie Maker (http://etc.usf.edu/te_win/movies/windowsmm.html). Then
download Videora iPod Converter (http://www.videora.com/en-us/Converter/iPod) and
watch the instructional video (http://etc.usf.edu/te_win/movies/tutorials/wmm12.mov) to
convert your files.
Extras
Sources for Images:
Clipart ETC: http://etc.usf.edu/clipart/index,htm
Maps ETC: http://etc.usf.edu/maps/index.htm
Exploring Florida Photos: http://fcit.usf.edu/florida/photos/photos.htm
Flickr: http://www.flickr.com
Photobucket: http://www.photobucket.com
Pics4learning: http://www.pics4learning.com
From:
http://www.readwritethink.org/classroom-resources/printouts/podcasts-nuts-bolts-creating-30311.html
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36
TEST
Name:
___________________________________
Hour:
_________
Date:
____________
Directions:
Using
your
evidence
chart
and
your
interpretation
of
the
evidence
provided
in
Serial,
answer
the
following
question.
Be
sure
to
plan
out
your
answer
using
the
structure
of
your
answer
to
support
your
argument.
If
you
need
extra
paper
for
planning
or
answering,
please
quietly
raise
your
hand.
Convince
me!
Persuade
me
to
your
side!
As
always,
be
mindful
of
the
proper
grammar
and
mechanics
expected
in
Standard
English.
If
your
mechanics
impedes
my
understanding
of
your
content,
it
will
reflect
in
your
score.
Question:
Is
Adnan
guilty?
How
did
his
relationships
influence
his
communication?
DWORAK
38
STUDENT
RESOURCE
First
things
first,
the
transcripts
from
the
podcast.
These
were
not
too
easy
to
track
down,
but
I
found
a
link
that
has
all
the
transcripts.
I
listened
to
a
few
episodes
to
check
the
validity
of
the
source,
and
its
legitimate.
Here
is
the
link:
https://www.docdroid.net/vair/all-serial-podcast-transcripts.pdf.html
I
have
also
downloaded
the
pdf
version,
but
I
didnt
include
it
in
the
curriculum.
The
transcript
includes
287
pages.
This
is
what
it
looks
like:
DWORAK
40
55+
minute
podcast
each
period.
I
think
you
have
a
lot
crammed
into
this
unit
and
it
has
the
potential
to
be
longer
(although
I
know
the
time
crunch
between
now
and
when
it
is
due
seemingly
makes
that
impossible).
To
better
work
with
what
time
you
do
have
for
the
unit,
would
you
consider
cutting
out
an
episode
or
providing
the
contents
of
it
for
the
students
instead
of
having
them
listen
to
the
whole
thing?
Or
assigning
it
for
homework?
I
fear
even
with
a
block
schedule
this
unit
asks
a
lot
of
8th
graders.
Dont
be
afraid
to
give
them
homework
beyond
journaling.
I
found
research
that
supports
the
idea
of
giving
them
reading
homework.
I
dont
know
if
that
interests
you
or
not,
but
it
would
reduce
the
compactness
of
your
schedule.
I
did
decide
to
assign
some
homework
with
the
podcast,
but
for
these
assignments
I
provide
the
transcripts,
so
students
can
read
along
and
stay
on
task
listening
to
the
podcast.
This
allowed
students
to
have
more
time
to
absorb
everything
from
the
case,
because
they
finish
the
podcast
the
Thursday
of
Week
4.
This
means
theres
almost
an
entire
week
before
they
take
the
test.
Hopefully
some
of
that
was
helpful!
Let
me
know
if
I
need
to
clarify
anything!
(:
Jessica
Wilke
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