Full

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

-International Journal of English and Literature

-Early Modern Literary Studies
-Oxfords Literary Review
-Oxfords English Journal
-Shakespeare Quarterly

8. What are the major databases and how can we gain access to them?
-Academic Search Complete
-JSTOR
-Literature Resource Center (LRC)
-MLA Bibliography
-Humanities and Social Sciences Index Retrospective
-Project MUSE
*Must pay into these databases or attend a university/join an organization that pays for access

9. Is there a history or chronology of events that will lead to a better understanding of the
field or subdivision?

Resource:
http://www.cobbk12.org/pope/Academics/EOCT%20Review/EOCT%20American%20Lit%20ti
meline%20study%20guide.pdf
American Literature Timeline

Period Dates Period Name Period Characteristics Famous Authors and
Works
Arrived 40,000- Native Americans 1. Oral literature: epic narratives,
20,000 B.C. creation myths, stories, poems,
and songs. 2. Use stories to teach
moral lessons and convey
practical information about the
natural world. 3. Deep respect for
nature and animals 4. Cyclical
world view 5. Figurative
language/parallelism
1600-1800 Puritanism 1. Wrote mostly diaries and William Bradford (Of
First American histories, which expressed the Plymouth Plantation),
colonies connections between God an Anne Bradstreet
established their everyday lives. 2. Sought to (poetry), Jonathan
purify the Church of England by Edwards (Sinners in
reforming to the simpler forms of the Hands of an Angry
worship and church organization God), Edward Taylor
described in the New Testament (Huswifery)
3. Saw religion as a personal,
inner experience. 4. Believed in
original sin and elect who would
 DWORAK 5

be saved. 5. Used a plain style of

writing
1750-1800 Rationalism 1. Mostly comprised of Benjamin Franklin
philosophers, scientists, writing (Autobiography),
Revolutionary The Age of speeches and pamphlets. 2. Patrick Henry (Speech
War Reason The Human beings can arrive at truth to the Virginia
The Constitution, Enlightenment (Gods rules) by using deductive Convention), Thomas
The Bill of Rights, reasoning, rather than relying on Paine (The Crisis),
and The the authority of the past, on Phyllis Wheatley
Declaration of religious faith, or intuition. (poetry)
Independence
were created
1800-1860 Romanticism 1. Valued feeling, intuition, Washington Irving (Rip
Industrialization idealism, and inductive reasoning. Van Winkle), Emily
War of 1812 2. Placed faith in inner experience Dickinson (poetry),
California Gold and the power of the imagination. Walt Whitman (Leaves
Rush 3. Shunned the artificiality of of Grass), Edgar Allan
civilization and seek unspoiled Poe (The Raven),
nature as a path to spirituality. 4. Nathaniel Hawthorne
Championed individual freedom (The Scarlet Letter)
and the worth of the individual. 5.
Saw poetry as the highest
expression of the imagination. 6.
Dark Romantics: Used dark and
supernatural themes/settings
(Gothic style)
1840-1860 Transcendentalism 1. Everything in the world, Ralph Waldo Emerson
Abolitionist, The American Including human beings, is a (Nature, Self-
Utopian, and Renaissance reflection of the Divine Soul 2. Reliance), Henry David
Womens People can use their intuition to Thoreau (Walden, Life
Suffrage behold Gods spirit revealed in in the Woods). Louisa
Movements nature or in their own souls. 3. May Alcott (Little
Self-reliance and individualism Women)
must outweigh external authority
and blind conformity to tradition
1850-1900 Civil Realism 1. Feelings of disillusionment 2. Mark Twain
War Common subjects; slums of (Huckleberry Finn),
Reconstruction rapidly growing cities, factories Jack London (Call of
replacing farmlands, poor factory the Wild, To Build a
workers, corrupt politicians 3. Fire,) Stephen Crane
Represented the manner and (The Open Boat),
environment of everyday life and Ambrose Bierce (An
ordinary people as realistically as Occurrence at Owl
possible (regionalism) 4. Sought Creek Bridge), Kate
to explain behavior Chopin (Story of an
(psychologically/socially) Hour, The Awakening)
1900-1950 World Modernism 1. Sense of disillusionment and Lorraine Hansberry (A
 DWORAK 6

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

Jack Kerouac (1922-1969) Harriet Beecher Stowe (1811-1896)

Willa Cather (1873-1947) Maya Angelou (1928-2014)
Frederick Douglass (1819-1895) Robert Frost (1874-1963)
Sinclair Lewis (1885-1951) Benjamin Franklin (1706-1790)
Mark Twain (1835-1910) Edgar Allan Poe (1809- 1849)
Louisa May Alcott (1832-1888) Zora Neale Hurston (1891-1960)
David Foster Wallace (1962-2008)

Notable Literary Movements:
American Romanticism British Romanticism
English Renaissance Literature Gothic Literature
Harlem Renaissance Literature Magical Realism
Modernist Literature Naturalism
Postcolonial Literature Postmodern Literature
Realist Literature Restoration Literature
Science Fiction Literature Surrealist Literature
Southern Gothic Literature Transcendentalist Literature
Victorian Literature
For more information on these movements: http://www.shmoop.com/literary-criticism/

11. What are some selected examples of insiders knowledge such as field specific
humor, trivia, abbreviations, acronyms, scandals or unspoken beliefs?

- Standard English is just one language variety to be used in the write context; all language
varieties (i.e. dialects) of a community should be valued
- NCTE= National Council of Teachers of English
- NWP= National Writing Project
- Language is power
- All language has grammar

Taken from pinterest:
 DWORAK 8

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 Map: Relationships

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

Objectives Strategies & Assessment Days

Be Familiar With
1. History of podcasts. Through Socratic Seminar #1 & exit slips:
2. How podcast usage has changed. 1. Analyze history of podcasts. 3
NCTE/IRA Standard #1 2. Critique current use of podcasts in
3. Different forms of non-technological contrast with early usage 3
communication (letters, face-to-face, post cards, 3. Identify different forms of non-
etc.) technological communication (social 2-3
NCTE/IRA Standard #8 media, texting, emails, news sources, etc.)

Know
1. Different forms of technological Through class discussion, exit slips,
communication (social media, texting, emails, evidence chart, and reflective journals:
news sources, etc.) 1. Identify different forms of technological 2-3,
2. Personal usage of different forms of communication (social media, texting, 10-11
technological communication emails, blogs, new sources, etc.)
NCTE/IRA Standard #1 2. Describe personal usage of 2-3,
3. Different contexts for communication. communication. 10-11
NCTE/IRA Standard #11 3. Identify contexts for communication 1-12
4. Personal communication identity. with regards to self and Adnan.
NCTE/IRA Standard #5 4. Describe and analyze personal 2-3;
communication identity. 10-11
Do
1. Evaluate personal usage of communication in Through reflective journals, final project,
relationships. exit slips, peer reviews, and Socratic
NCTE/IRA Standard #5 Seminar: 2-12;
2. Create podcast to share. 1. Write evaluative statements about 10
NCTE/IRA Standard #7 personal usage of communication in
3. Publish podcast to people outside the relationships. 3-13
classroom. 2. Create podcast to share 11-13
NCTE/IRA Standard #5 & #12 3. Post podcast to blog, class website,
4. Articulate purpose, audience, message, etc. for iTunes, etc. 5-8
podcast. 4. Identify in writing purpose, audience,
NCTE/IRA Standard #5 & #7 message, etc. for podcast.
5. Articulate critical understanding of podcasts 5. Articulate in writing purpose of 3
and their history. podcasts and their history
NCTE/IRA Standard #7 .
6. Participate in discussions and Socratic 6. Self and teacher observations of 1-13
Seminars to further understanding of participation in discussions and Socratic
communication and identity in relation to self seminars
and Adnan.
NCTE/IRA Standard #1 & #12
7. Summarize evidence from different mediums 7. Fill out evidence chart for Adnans case. 2-12
of Adnans case.
NCTE/IRA Standard #7 & #12 1-12
8. Interpret evidence from different mediums 8. Reflect on evidence and interpret
with regards to Adnans case in order to make meaning through journaling.
 DWORAK 11

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

Appropriateness for Adolescents

Primary Text: The primary text for this unit, Serial, is not a traditional text. It defies students
preconceived ideas about a text. This unit caters more to auditory learners. However, students
are expected to gather and synthesize what they are hearing while they are hearing it in their
evidence chart. This will hopefully prevent students from being distracted. If students are
struggling to comprehend the podcast, I have supplied a link to the transcripts. I will have
printed transcripts available for students each day. Some students may find they are struggling
to follow along on a particular day. Also, given the auditory and accessible format students are
able to listen to any episode or part of an episode over again. According to Anthony W. Jackson
and Gayle A. Davis in their book Turning Points, To ensure the success of every student,
instructional practice must address learners with diverse levels of readiness, rates of learning,
preferred means of learning (learning styles), experience, interests, and cultural backgrounds
(65). Although this podcast is quite engaging, the instructional practices and supplementary
material must be used in a way to ensure success through all of these areas. Serial also
addresses controversial topics such as racism, tolerance, alcohol/drugs, basic morals, and the
very gray area of right versus wrong. This text may not have been produced with middle
schoolers in mind, but provides powerful lessons for this pivotal age.

Technology: This unit relies heavily on the use of technology. However, students are most
likely being exposed to a world of technology they have not previously encountered podcasts.
This opens students up to the digital world of podcasts and the plethora of information
available to adolescents. As with all information on the Internet, students need to be critical
and safe consumers. With that being said, considerable modifications would have to be made
for students without Internet access at home. I have allowed sufficient time for almost all of
the work to be done in class, but this is an inherently technological unit. Adolescents are at a
prime time of development, using podcasts to expose them to the technological information
world will foster their civic responsibility and life-long learning skills.
 DWORAK 13

Assessment Components and Instructional Tools

Below is a list of the components I will use to assess student learning and understanding of the
concept as they answer the essential question. I have provided the necessary materials for
these assessments immediately following this section (materials for students can be found
following the detailed lesson plans).

Final Project: One of the most important assessment components is the podcast each student
creates. This piece of the unit will encompass the most points from start to finish, and will
provide me with the most information about whether or not the students understand how to
communicate a message effectively to an appropriate audience. Given this unit is designed as a
writing unit, this final project focuses heavily on writing and revising purposefully.

Daily Journal: The purpose of the Daily Journals is to connect the lessons and keep students
engaged with the topic every day, even though this class does not meet every day. The
journals get students thinking about the next steps in their project or reflect on the podcast
and connect it to their lives. Once again, since this is a writing unit its important that students
are writing and revising often. The journal gives students a place to explore their thoughts,
especially the random tangential ones, in order to make connections and deeply analyze the
concept and essential question. My assessment of the daily journals will be focused on content
and evidence of critical thinking skills. Grammatical skills will not play a large role in the
grading of these journals; however, persistent grammatical errors will highlight areas that need
to be addressed. This may result in a whole-class mini lesson on a particular concept, or a one-
on-one conference with a student who struggles with a concept the majority of the class does
not. Even though students will not be graded on grammatical usage in the journal, with an
emphasis on revision with regards to the final project, students will be expected to polish their
thoughts before turning them in. The daily journals focus on students progressing towards
their final project with regards to the podcast.

Exit Slips: Conversely from Daily Journals, instead of helping students focus on where we are
going next with the unit, Exit Slips helps students reflect briefly on what theyve done for the
past 90 minutes and constantly move towards answering the essential question and applying it
to Adnans case. This assessment tool for me helps track attendance, and it also helps me
gauge what students take away from each lesson. This is a powerful tool for me as an
intentional teacher, because it also provides feedback about how to adapt remaining lessons in
the unit with the specific class and how to adapt lessons for future classes.

Socratic Seminars/In-Class Discussion: NCTE/IRA Standard #11 states: Students participate
as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities. One of the most important literacy communities in the English classroom is
discussion. Through regular in-class discussions, think/pair/shares, jigsaw activities, and
Socratic Seminars, students in my class will be provided with an abundance of opportunities to
participate in such communities with different peers on a regular basis. The assessment value
of these tools is partially self-assessing myself, but also assessing students progression
through the concept and persistence of critical thinking. In a Socratic Seminar my participation
 DWORAK 14

should be non-existent, and in regular discussions my participation should be very minimal. If

students struggle to discuss without my participation, my objectives for myself as a teacher
have not been met. Also, discussion provides a powerful assessment tool for students who
seem to be struggling with the other written assessments. If a student is excelling in
discussion, but he or she is struggling to translate his or her ideas into writing then I must
differentiate accordingly. However, if a student who is struggling with the written tasks is also
struggling in discussion, then my differentiation for said student would look entirely different.
The usage of discussion also helps me balance my assessment through different learning
styles. Even though this is a writing unit, I cannot only assess in writing in order to ensure
student success in understanding and exploring the concept.

Peer/Self- Reviews: Similarly to discussions, participating in peer and self-reviews is an
essential literacy community in this unit. For students to feel confident with the concept and to
be successful in their final project, they need lots of feedback. This feedback cannot only come
from me. Students will not learn to explore the literate world around them if they only rely on
the teacher for feedback. Students are encouraged to seek out their best reader in revision.
Students will only be required to do 2 Peer Reviews and 4 Self-Reviews, but are encouraged to
conduct them as is helpful in their process. Since there are two rubrics, one for the planning
stage and one for the final product, I want students to self-review twice for each and peer
review at least once for each. The Self-Reviews include some questions to reflect on (included
in the lesson plans), but for the Peer Reviews students will just use the Digital Elements of
Storytelling and the Rubric (either script or final product) to give feedback. Each project will
have a different feedback timeline. In learning to write like writers, students will begin to
understand which changes they make need instant feedback and which do not. This
assessment tool for me helps monitor progress and ensure student success through structured
checkpoints. Given middle school students develop at varying rates, the peer and self reviews
help all students work towards the end goal and continually remind them of the expectations.
Also, peers can be a powerful motivator at this age. If one student witnesses his or her peer
reviewer is much further along with his or her project, this student may be more motivated to
work harder on his or her own project.

Evidence Chart: The Evidence Chart is an organizational tool for the students to be successful
in their analysis and application of Adnans case and how his relationships influenced his
communication. Even though this is primarily a tool for the students, this also serves as an
assessment tool for me. While students are listening to the podcast, I will circulate the room
observing how students fill our their evidence charts. This allows me to assess students
thinking processes and understand which students may need metacognitive coaching in order
to reach the higher level thinking skills and be successful in this unit. Students should fill their
charts and require multiple pages, transcribing mental notes and random thoughts about
Adnan and the case.

Test: As youve probably noticed on the calendar, Day 12/Third Wednesday of the unit is the
test. Now, Ive put it in quotations because it is not a traditional test. I had hoped to come up
with a better name for the test, but I have actually grown to like test. In using quotations, it
 DWORAK 15

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):

Serial Where were you . . .

Season One: 6 weeks ago today?

The Case of Adnan Syed Do NOT access your social media accounts,
calendar, or phone.

February 9, 2015

Do you have an alibi for Serial Podcast

that day? Two households in Baltimore, Maryland alike in dignity. . .
A pair of star crossed lovers take center stage.

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 . . .

talk to people, look at Serial . . . A modern day tragedy.

calandars, etc.

Hae

You will be keeping track the

evidence through the podcast
using a chart like this.

Your Writing Notebook During the Podcast. Episode Resources

Vocab - As you listen to the podcasts, please keep track of http://serialpodcast.org/ Infographic Timeline

unfamiliar vocabulary in your notebook. Try to use context clues Transcripts for episodes Cell Tower Map

to help with this.

Baltimore, MD Call Log

Woodlawn High School Drive from Woodlawn

Quotes/Phrases - keep track of interesting quotes/phrases from
the podcast to discuss in groups
Leakin Park Community Reaction

People Map Other Resources - Asia letters, Hae's letter, etc.

Respond to the episodes

Timeline Google Maps Link for Serial Sites

 DWORAK 19

GUILTY! NOT GUILTY! How to prove your verdict:

You will need at least four claims to support
You will decide this and then present your side in an
Infographic (visual representation of the evidence). Claim - What do you know?

Evidence - Evidence from the case

Warrant/Rule - Why does your evidence support your

claim?

Conclusion - Final Judgement

Warrants
Warrants are rules. So . . . as a rule . . . what
things happen?

Evidence Rule/Warrants Conclusion/Claim

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.

Jay changes his story . . . AGAIN

http://gawker.com/jay-from-serial-speaks-gives-
new-timeline-of-hae-min-l-1676148300

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

PROJECT - AUDIO STORY PODCAST

Basic Content: An audio story describing a significant moment in your life. Your audio story
must in fact be a story. It must follow the Elements of Digital Storytelling (we will talk about on
Tuesday). Most importantly, it must be significant to your life.

Format: 5-10 minute piece (750-1500 words) recorded by you. Option to add sound or music.
This is not a video. This is a podcast. Podcasts are for hearing, not for seeing. Do not include
images or video clips.

Variations:
- Audio Gift: A description of a memory you have with an important person in your
life (i.e. Mom, Dad, Grandparent, Sibling, Friend, etc)
- Mystery: With Serial, Sarah Koenig is attempting to solve a sort of mystery. You
could describe a mystery from your life.
- Fiction: If you dont want to share a nonfictional story, you could write a fictional
story. However, the story should be an important story from the main characters
life
- Myth/Creation Story: You could re-write or make-up a myth or creation tale.
However, you must explain why its important to you. This variation will require
significant research.
- Choose Your Own Adventure: If you have an idea that doesnt really fit in any of
these categories, talk to me.

Things to Include:
- Main Character/Narrator: They can be the same person. They dont have to be the
same person. We should know who both of them are by the end of the podcast.
- Setting: Time and place.
- Significance of Event: Somewhere in your story we have to understand how or why
this story is significant to you/main character/narrator
- Sensory Details: Use all 5 senses.
- Strong Active Verbs: Avoid to be verbs
- Sound Effects: These can convey action in the story
- Music/Other Sounds: Feel free to use any auditory noise to aid the telling of your
story.

What You Will Turn in:
1. Typed script of your podcast. Due by end of class on Unit Day 9
2. Sound file of podcast or link where I can listen to sound file on Unit Day 13

Adapted from:
Franzel, Johanna Jones and Sarah Levine. Teaching Writing with Radio. English Journal. 104.5
(2015): 21-29. NCTE. Web. 25 August 2015.
 DWORAK 24

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

3. Be Specific. Concrete images and detailed examples must communicate

your moods and themes.





4. Dont waste words. Every word must fight for its life in your script.




5. Use strong, active verbs. Avoid to be verbs.






6. No clichs, in story or language.




7. Write for the ear, not the eye. Use natural language and make clear
transitions so your audience can follow you.







Information adapted from:
Franzel, Johanna Jones and Sarah Levine. Teaching Writing with Radio. English Journal. 104.5
(2015): 21-29. NCTE. Web. 25 August 2015.
 DWORAK 27

Podcast Rubric (Planning Stage/Script):

+ -
Knowledge: Demonstrates thorough Demonstrates knowledge Demonstrates limited
knowledge of purpose of purpose and audience. knowledge of purpose
Identify the topic, and audience. and audience.
purpose, Topic is narrow and Topic is manageable, but The topic is unclear, and
message, and manageable. Uses could be narrowed further. could be narrowed
audience. relevant, quality details Uses relevant, quality significantly. Support is
that go beyond the detail, but more support attempted, but
obvious. could flesh out the information is limited.
storyline.
Thinking: Identifies and organizes Identifies and organizes Identifies and organizes
main ideas and main ideas and supporting main ideas and
Identify and supporting details with details with effectiveness. supporting details with
organize main a high degree of limited effectiveness.
ideas and effectiveness.
supporting
Accurate details from The student uses accurate The idea is a simple
details.
experience are present. details, but details dont restatement of the topic.
The ideas are fresh and show sense of purpose. The information is
original. limited, unclear or the
length is not adequate.
Communication: Expresses and organizes Expresses and organize Speaker generally stays
ideas and information ideas and information with on topic.
Express and with a high degree of effectiveness. The readers
organize ideas effectiveness. questions are anticipated,
and information. The readers questions but not thoroughly
are anticipated and answered.
answered.
The recount is well The recount is organized The recount is not
organized and highly and effective. organized effectively.
effective. The student Expresses and organizes
demonstrates an ideas and information with
understanding of life. limited effectiveness.
Revision: The student The student demonstrates The student revises for
demonstrates useful revision, keeping in grammatical accuracy.
Purposeful and persistent revision with mind grammatical Word choice is
consistent revision regards to grammatical accuracy. Student has ineffective. Purpose and
to reflect the accuracy and effective considered word choice audience dont drive
purpose, while word choice to achieve with regards to purpose revision.
keeping the purpose with audience and audience, but not
audience in mind. in mind. highly effective.
Adapted from: http://innoteach.net/wp-content/uploads/2010/03/Podcast-Rubrics.pdf
 DWORAK 28

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

Court of Appeals Document (from Serial Website):

*
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

Response in Opposition to Application for Leave to Appeal, it is this 6th day of

February 2015, by the Court of Special Appeals,

ORDERED that, pursuant to Md. Rule 8-204(g), the Application for Leave to

Appeal be and hereby is granted; and it is further

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

of this Court; and it is further

ORDERED that a decision on Appellants Motion for Leave to File a

Supplemental Application for Leave to Appeal is referred to the panel of judges to be

1
 DWORAK 32

assigned to consider the above-captioned appeal; and it is further

ORDERED that Appellees Motion to Strike Appellants Supplemental

Application for Leave to Appeal be and hereby is denied as moot.

(CHIEF JUDGES SIGNATURE

APPEARS ON ORIGINAL ORDER)
PETER B. KRAUSER, CHIEF JUDGE

2
 DWORAK 33

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

Podcasts: The Nuts and Bolts of Creating Podcasts

Tools for Podcasting

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.

Tutorials for Podcasting: Audio Only

Podcasting basics: http://etc.usf.edu/te_mac/movies/tutorials/podcasting1.mov

In this movie, you will learn:
1. A definition of podcasting
2. How to find podcasts for educators using iTunes, a free program from Apple to use
with Windows and Mac.
3. How to record a podcast with Audacity.
4. How to use PodOmatic (http://www.podOmatic.com), a free web service to create a
podcast feed and free webpage to host your podcast.

Podcasting with Audacity: http://etc.usf.edu/te_win/movies/audacity.html

You will find movies on how to create podcasts using Audacity.
1. Open Audacity and choose File > New.
2. Record using either the computers built-in microphone or an external microphone.
3. Save the project by selecting File > Save Project As. (If you get a warning about
saving project files, click OK.)
4. Enter a name for your project and choose a location to save. Click on Save.
5. Edit the project using Audacity. You should delete dead air and repeated words. You
may also choose to amplify sound. In order to perform these tasks and more, please
refer to the video tutorials at http://etc.usf.edu/te_win/movies/audacity.html.
(continued)
 DWORAK 35

Podcasts: The Nuts and Bolts of Creating Podcasts

(continued)

Tutorials for Podcasting: Using Images

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.

Podcasting with GarageBand: http://etc.usf.edu/te_mac/movies/podcasting.html

You will find movies on how to create podcasts on Mac with GarageBand. You can convert
the files to upload to iTunes in the program. All instructions are included in the videos.

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

Sources for Audio:

Exploring Florida Music: http://fcit.usf.edu/florida/music/music.htm
The FreeSound Project: http://www.freesound.org/
Flash Kit Sound Loops: http://www.flashkit.com/loops/
Flash Kit Sound FX: http://www.flashkit.com/soundfx/
A1 Free Sound Effects: http://www.a1freesoundeffects.com/noflash.htm

Copyright 2009 IRA/NCTE. All rights reserved.

ReadWriteThink materials may be reproduced for educational purposes.

From: http://www.readwritethink.org/classroom-resources/printouts/podcasts-nuts-bolts-creating-30311.html
 DWORAK 36

Podcast Rubric (Final Product):

+ -
Introduction: Catchy and clever Describes the topic and Minimally engages the
introduction. Provides engages the listener. listener. Does not
relevant information and Provides purpose, introduce the topic
establishes a clear purpose although may be vague or well; the purpose is
that engages the listener ambiguous in the unclear.
immediately. introduction.
Content: Vocabulary enhances content. Vocabulary is adequate. Vocabulary is
inappropriate for the
audience.

Keeps focus on the topic. Stays on topic. Strays from topic.

Conclusion clearly summarizes Conclusion summarizes Conclusion is not

key information. key information. present or struggles to
summarize key
information.
Delivery: Well rehearsed, smooth Rehearsed, somewhat Delivery is hesitant and
delivery in a conversational smooth delivery. choppy. Sounds like the
style. presenter is reading.

Highly effective enunciation Enunciation, expressions, Enunciation of spoken

and presenters speech is clear rhythm, and pacing are word, expression,
and intelligible. Expression mostly effective. rhythm, and pacing are
and rhythm engage the not always clear.
listener.

Correct grammar is used Correct grammar is used Incorrect grammar

throughout the podcast. during the podcast for the occurs during podcast
most part. Any grammar and may impede
mistakes dont impede the content.
content.

Technical Presentation is recorded in Presentation is recorded in Presentation is

Production: quiet environment without a semi-quiet environment recorded in a noisy
background noise and with minimal background environment with
distractions. noise and distractions. constant background
noise and distractions.
Volume of voice, music, and Volume is acceptable. Volume changes are
effects enhance the highly distracting.
presentation.
Podcast length keeps the Podcast length keeps Podcast is either too
listener interested and listeners interest, could be long or too short to
engaged. cut or extended slightly to keep the listener
engage more fully. engaged.
Adapted from: http://innoteach.net/wp-content/uploads/2010/03/Podcast-Rubrics.pdf
 DWORAK 37

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

Rubric for Test:

+ -
Knowledge: Demonstrates thorough Demonstrates Demonstrates limited
knowledge of purpose and knowledge of purpose knowledge of purpose
Identify the audience. and audience. and audience.
argument, purpose,
message, and
audience. Argument is narrow and Argument is The argument is
manageable. Uses manageable, but could unclear, and could be
relevant, quality details be narrowed further. narrowed significantly.
that go beyond the Uses relevant, quality Support is attempted,
obvious. detail, but more but information is
support could be used limited.
to persuade.
Thinking: Identifies and organizes Identifies and organizes Identifies and organizes
argument and supporting arguments and argument and
Identify and details with a high degree supporting details with supporting details with
organize argument of effectiveness. effectiveness. limited effectiveness.
and supporting
Accurate details from The student uses The argument is a
details.
Adnans case are present. accurate details, but simple. The information
The ideas are fresh and details dont show is limited, unclear or the
original. effective sense of length is not adequate.
purpose.
Communication: Expresses and organizes Expresses and organize Expresses and
ideas and information with ideas and information organizes ideas and
Express and a high degree of with effectiveness. information with
organize ideas and effectiveness. limited effectiveness.
information. Demonstrates an
understanding of life.
The argument is well The readers questions Speaker generally stays
organized and highly are anticipated, but not on topic. The argument
effective. The readers thoroughly answered. is not organized
questions are anticipated The argument is effectively.
and answered. The organized and
student. effective.
Planning: The student demonstrates The student The student plans with
persistent planning with demonstrates useful grammatical accuracy
Purposeful use of regards to grammatical planning, keeping in in mind. Word choice is
planning in order to accuracy and effective mind grammatical ineffective. Purpose
persuade audience, word choice to achieve accuracy. Student has and audience arent
ensure grammatical purpose with audience in considered word choice present in planning.
accuracy, and mind. with regards to purpose
employ effective and audience, but not
word choice. highly effective.

Adapted from: http://innoteach.net/wp-content/uploads/2010/03/Podcast-Rubrics.pdf
 DWORAK 39

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

PEER REVIEW FOR CURRICULUM

1. How can I rearrange the parts to enhance the clarity and continuity (Mostly from the Unit
Calendar on)?

At first I liked the idea of having the teacher and student resources separated, but by the end
of it I was a little confused about when things were being implemented and I had to go back to
the calendar to keep checking. I think it would be useful to begin with your first included lesson
plan immediately after your calendar and then include the list of all the materials needed to
teach it. You can separate them at that point between teacher and student resources if
that helps you stay organized. Having them all following the lesson in which they are
applicable, though, helps maintain the flow of your curriculum. I did rearrange the curriculum
with these suggestions in mind.

2. What engaged your interest in the unit?

Obviously the podcast itself! I think using it is actually a great way to integrate sociology into
the English classroom. Its a shame its too late to restructure the curriculum to include that
perspective because I think that would have allowed you to seek out other resources/methods
of assessment. I also really loved the idea of having your students create their own podcast.
That is definitely following best practice and also, as you mentioned, evoking higher-order
thinking skills. It seems like a natural step your students would take after spending so much
time filling out their evidence chart. My question, though, would be what is their podcast on?
I dont know if I missed that or not, but I cant remember when/where it was tied to your
essential question.

3. What parts don't seem intentional or purposeful?

I dont think the test was unintentional, but it seems like a lot for the students to do on top of
creating a podcast. For a lot of middle school students, podcasts are likely new concepts and
anything new takes some time to get used to. I dont know that you should cut the test out
entirely because it is linked so well to the evidence chart theyre doing. However, I dont know
that the current schedule realistically allows them to do well on it. Also, the switches in the
journals between being about Adnans case and the students podcasts seemed strange to me.
If youre spending so much time on Serial in class, why cant those journals be done in class and
the journals on the students podcasts be done at home? Or even vice versa (although that
would make less sense to me). I did take Jessicas suggestion on switching the journals around,
and I restructured the journals to focus just on the podcast, and exit slips to focus just on
Adnan. However, I left the test in, but added a homework assignment/journal halfway through
the unit to see if students were adequately prepared for the test.

4. Overall, what suggestions do you have?

Incredibly creative and thoughtful unit. Its so clear youve anticipated different student needs
and interests. Youre trying to engage them, which can be difficult when theyre listening to a
 DWORAK 41

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

 DWORAK 42

STUDENT REVIEWS FOR CURRICULUM:

From Ms. Corbetts Sixth Grade Classroom
Chance McKim

1. Read and summarize the unit plan.

We are going to listen to an episode and do homework with each lesson.

2. Does this unit sound interesting to you? Why or why not?

Yes, this unit does sound good to me because it seems very interesting and cool.

3. Is anything unclear? What should I do to improve it?

To improve it I would explain what an episode is at first.

4. Have you heard of the Serial Podcast? Have you listened to it? Would you listen to it again?

I have not heard about it.

*Five minutes after completing the questions Chance asked if we were going to do the unit
with the last five weeks of school. He was disappointed when I said no.

Alley C.

1. Read and summarize the unit plan.

Where were you 6 weeks ago? You have to listen to the podcast.

2. Does this unit sound interesting to you? Why or why not?

Yes because it sounds interesting because I like murder cases.

3. Is anything unclear? What should I do to improve it?

I understand it clearly.

4. Have you heard of the Serial Podcast? Have you listened to it? Would you listen to it again?

Yes. No. Maybe.