Multimedia: Audio Lesson Idea: Content Standard Addressed

Multimedia: Audio Lesson Idea
Lesson Idea Name: Elements of a Story

Grade Level/Content Area: 1st grade Reading
Content Standard Addressed: ELAGSE1RL2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
ISTE Technology Standard Addressed: What would you like students to know and be
Empowered Learner: 1.1.c. Students use able to do by the end of this lesson:
technology to seek feedback that informs and
improves their practice and to demonstrate their I would like my students to be able to retell
stories by including key details to show their
learning in a variety of ways.
understanding of the main idea of the story.
What is the student learning goal for this lesson idea?
I will be able to retell the story using key details to show that I know the main idea of the text.
Selected Instructional Software Tool: Spotify for Podcasters
Description of Software: Spotify for podcasters is a free platform that allows users to create
podcasts from either an app or using their website. The podcasting platform allows you to record
content, put music behind it, allows access to data on listeners and it can also help podcasters reach
a new audience. I used this tool to design a podcast for my students by creating a book introduction
to hook my students into a lesson where they will eventually create their own podcast. The podcast I
created introduces the book The Very Hungry Caterpillar, then discusses how we will have to find
details in the story to find out the main idea of why the caterpillar is so hungry. Audio enhances
learning because it adds accessibility to learning, some students may be hard of hearing, those who
struggle reading or those who are auditory learners.
Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology tool?)
☐ 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.
TFrazier, 2022
☐ 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.
Lesson idea implementation:
I will introduce the lesson by stating our learning goals for this lesson as an “I can” statement, “I can
retell a story using key details to show that I know the main idea of the text.” Next, I will hook their
attention by playing the book introduction on A Very Hungry Caterpillar. Introducing the book
through a book introduction will also show students how the tool Spotify for Podcasters is used
because they will be using it in the future. This will give students a sneak peek into the book but not
give too much away. Students will then work with a partner to read through the story of A Very
Hungry Caterpillar. The teacher will be walking around taking a formative assessment of how
students are reading and intervening if students need assistance. As students finish reading the
teacher will ask the students to work independently to write a script on paper or online for their
podcast which will include 3 key details and the main idea of the story. The teacher will review their
script and provide feedback on spelling, punctuation and relevance of the details chosen. Students
will then use the tool Spotify for Podcasters to record a podcast episode describing 3 key details and
the main idea of A Very Hungry Caterpillar. Students will be able to work at their own pace when
recording their podcast. After recording their first podcast, they will pick a peer and listen to one
another’s podcast. This will allow them to receive more feedback from a peer review. I will conclude
the lesson by instructing all students to submit their podcast or what they have completed so far.
Then, I will ask the students to share what they thought the main idea of the book was. This will
allow students to see if they’re on the right track to with their individual assignment or if they should
return to it and change details.
Managing student learning:

Spotify for Podcasters can cause a shift in behavior of the students as they move from passive to
active learners because rather than just listening in their teacher talk about a topic and then be
summatively assessed on it, they are able to put their knowledge to use actively. Active social
learning is when students are actively engaged in the content and using the tools they are learning
about, often they are working with their peers as well. I will allow for time on task my setting timers
for activities such as writing the script, students will be given 15 minutes to do so, the teacher can
then check in and evaluate if the time needs to be extended. The script will require students to
submit a plan for their podcast before recording it so making changes after feedback isn’t as difficult
for students. I will allow for there to be a shift from passive learning to active learning by having
students participate in co-engagement when reading the book. This will allow students to work with
a peer but also learn from them since students are on varying reading levels.
Universal Design for Learning (UDL) Reflection:

The activity that I have planned for the students requires students to create a podcast on the tool,
Spotify for Podcasters, to demonstrate their learning of retelling a story using key details to describe
the main idea. This activity and tool enhance student learning by allowing them to use their
creativity to show evidence of learning which allows students to take their thinking to the next level.
TFrazier, 2022
Using a podcast supports all students who may get test anxiety, struggling writing skills or need to
improve speech skills. This represents the UDL principle of action and expression because students
can share their learning in a form that works best for their learning style in the podcast. For example,
a student can create their podcast as if they are telling a story or as if they are on a phone call. They
can also add creativity to it by adding music and cover art.
Reflection:
After designing this lesson idea, I feel the activity I have created will impact student learning greatly
by allowing them to have creative freedom to provide evidence of learning. Students can create a
podcast, record themselves, choose a cover picture and add music. This new way of assessing
students' knowledge of a standard will get students more engaged in the content and grow their
eagerness to learn. It also incorporates different learning styles to ensure all students are successful.
I’m looking forward to implementing the podcast recording part of the lesson with the students. This
will be a new concept they haven’t learned before which makes it exciting to see them learn how to
use new software and then see their end product of a completed podcast. One of the best parts of
being a teacher is seeing their light bulb moment which will be witnessed several times during this
lesson.
TFrazier, 2022

Multimedia: Audio Lesson Idea: Content Standard Addressed

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Multimedia: Audio Lesson Idea

Lesson Idea Name: Elements of a Story

What is the student learning goal for this lesson idea?

Selected Instructional Software Tool: Spotify for Podcasters

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

Managing student learning:

Universal Design for Learning (UDL) Reflection:

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