Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Digital Storytelling

Grade Level/Content Area: 2nd Grade/ELA
Content Standard Addressed: ELAGSE2RL5: Describe the overall structure of a story including
describing how the beginning introduces the story, the middle provides major events and
challenges, and the ending concludes the action.

ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner- 1.1.c Students use
technology to seek feedback that informs and
improves their practice and to demonstrate their
learning in a variety of ways.
Digital Citizen- 1.2.b Students engage
in positive, safe, legal, and ethical behavior when
using technology, including social
interactions online or when using networked
devices.
able to do by the end of this lesson: I would like
for students to be able to describe the three
parts of a story, beginning, middle, and end,
about a book of their choice, then create an
audio and/or podcast describing these three
parts to get their peers wanting to read their
book.

What is the student learning goal for this lesson idea? Students will be able to describe the three
structures of their book, then create a book teaser using audio and/or podcast that hooks their
peers into wanting to read their book.
Selected Instructional Software Tool: Spotify for Podcasters

Description of Software: Spotify for Podcasters is a free, all-in-one podcast platform that allows
users to create, host, distribute, and analyze their podcast.

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:
First, I will refresh their memory by recalling the topic we’ve been learning about which is how books
and/or stories are structured. I will give an overview of what we will be working on, then I will
explain the goals and objectives for the activity. I will present my audio I created with Spotify about a
story we have read together as a class using my smartboard. Once the class has a basic idea of how
their audio and/or podcast will sound and look like, then I will provide instruction on how they will
navigate this app to create their own audio and/or podcast about a book they have already read.
Students will then be allowed the opportunity to co-engage with this assignment if they and another
student choose to do the same book as well as Ask 3, Then Me if they are confused or have any
questions regarding the assignment. Once the students have chosen their book they wish to talk
about, then I will make sure to reiterate the objective of this assignment which is to create an audio
and/or podcast that teases their favorite book by describing a little of the beginning, middle and end
of their book. I will allot 30-45 minutes for the creation of their audios and be sure to walk around
and observe the students’ progress and if they need assistance. I will provide feedback and/or re-
present my story audio for those who require inspiration or are confused on how the audio should
sound. Then, after the time has finished, I will conclude the activity by giving students the option to
present their audios and/or podcasts to the class. We will discuss how the activity went, what they
thought about Spotify for Podcasters, and if they would want to use this app in future activities
again. This will provide me with feedback on if this tool was something that improved students’
practices as well as if the lesson was successful and engaging.
Managing student learning: 
This tool used within the lesson will cause a shift where students move from passive to active
learners because utilizing student-based technology allows students to become more engaged and
motivated to learn, leading them to take ownership of their own learning. Tools like I used in my
lesson, such as Spotify for Podcasters, builds mastery learning and learner’s autonomy which will
enable students in the future. I allow time on tasks by giving students a set amount of time to
complete their assignment, so students can stay focused. The passive learning in my lesson comes
from first having to learn, take notes and watch educational videos about the structure of books,
then the active learning is for students to improve their practice and understanding of the content
through student-based tools like the one in used my lesson. Allowing students co-engagement, then
Ask 3 Then Me helps students problem solve and think critically about how to complete their
assignment before asking for assistance.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.
This free, all-in-one podcast platform, also known as Spotify for Podcasters, allows users to create,
host, distribute, and analyze their podcast. Students become motivated to learn when they are
provided with choice, and leeway on how to create their own content. Being able to conduct their
own script or information they want to present using audio and/or podcast to do so allows their
creativity to flourish and retainment of information. Students also tend to be more engaged when
given an opportunity to co-engage in technology with other students because they are able to
collaborate with each other if they are confused or uncertain how to use it. This covers the multiple

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 Multimedia: Audio or Video Lesson Idea

means of Engagement principle. Because students are able to use and create the content they’d like
to hear, it is a great tool to get students actively participating. It provides students the opportunity
to take part in their own learning and be able to create content about their topic of choice. This
provides a sense of differentiation throughout student’s work because we have allowed them the
freedom to express their knowledge however, they’d like with the tool provided to them. This covers
the multiple means of Action and Expression.
Reflection:
I feel that the activity I created using Spotify for Podcasters is beneficial and will impact student
learning because it will increase engagement as well as develop learner’s autonomy. Students will
find they have become capable of using and creating tasks with this student-based tool. I look
forward to implementing audio and/or podcasts into my classroom, so that students are able to
experiment as well as create the information they want in a way that is accessible for all students.

TFrazier, 2022