Unit+Plan


 * As a class we will go through the design process of creating a radio station. This will include generating the identity, the elements that will be included, and the criteria for evaluating the quality of contributions. Then we will try to invite students from across the school to contribute. ||
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 * **[|Teacher View]**
 * [|Student View]
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**Units Designers**
Julian Willetts
 * Unit Feedback:** Developing Operational Exemplary (Default: Developing)

[[image:http://mydragonnet.hkis.edu.hk/images/skins/basic/sequence_1.gif align="LEFT"]]Stage One - Desired Results
==**HKIS Subject Standards  **==

==**Content Description  " //What will we study or explore, and why?// "**== Analyzing examples of various communication formats we will develop a criteria for the various forms of communication. This will give us a set of guidelines of how to share our learning with an audience. This will integrate with and enhance reading, writing and Chinese studies.
 * ==**Understandings Developing " //What are the enduring and transferable ideas?// "**== || ==**Essential Questions Operational " //What are the important issues?// "**== ||
 * People communicate differently depending on the context and the audience.

Analyzing examples of others work can help us build our own pieces of work. || How does context influence the way we communicate?

How can we encourage others to read, write, and learn Chinese? || ==**Knowledge, Skills and Process Exemplary " //What are the benchmarks and other key knowledge and skills?// "**==

1. Reading Habits 1.1. Reads an appropriate quantity 1.2. Reads a range of texts Selects and reads a wide variety of genres (e.g., informational text, realistic fiction, fantasy, biographies, mysteries, and poetry) 1.3. Responds to text Participates in discussions of their reading with another student, a group or an adult (e.g. interactive read aloud, partnerships, book clubs, book talks) to enhance comprehension. Discusses beginnings and endings, setting, plot, character development, and basic themes (e.g., friendship). Discusses author’s messages when interpreting fiction Responds to literature in writing to show thinking about and beyond the text

2. Reading Process and Meaning 2.2. Reads accurately 2.3. Develops fluency Reads aloud, with expression at an independent level (using phrasing, intonation, pauses and emphasis that indicate the meaning of the text). 2.5. Demonstrates comprehension of literary and informational texts Makes a wide range of predictions based on information. Asks and answers questions about the text. Identifies setting, plot, character, problem, events, and resolution (literary elements). Retells and summarizes story events in sequential order, orally and in written form using an organizer (setting, character, problem, events, resolution). Identifies main idea in informational text using the support of text features. Makes connections to prior knowledge and uses it to identify and incorporate new knowledge. Makes connections between the lives and motivations of characters, and their own lives. Makes connections to deepen understanding by topic, major ideas, author’s style, and genre. Compares and contrasts characters and story events. Reads ”between the lines” (makes inferences).

3. Writing Process, Purpose, and Genre 3.1. Develops, organizes, and communicates ideas

[[image:http://mydragonnet.hkis.edu.hk/images/skins/basic/sequence_2.gif align="LEFT"]]Stage Two - Assessment

 * ==**Summative  " //What assessments will show evidence of student understanding?// "**== || ==**Formative " //What assessments will lead to student understanding?// "**== || ==**Diagnostic " //What assessments will help us understand what students need to learn?// "**== ||
 * Generation of two different podcast pieces and adequate self reflection based on the criteria made as a class. || The scripts that children generate will be indicative. As will their initial attempts at recording. || When looking at examples, what types of comments do children make? Are they able to analyze pieces of work and discuss what they hear and see. A simple survey asking about experience with Garageband and general podcasting. ||
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=
Stage Three - Learning Activities Developing =====

**Learning Plan and Activities Notes " //What learning experiences and instructions will enable all students to achieve the desired results?// "**
This is largely supported by the wiki at http://6a3braodcasting.wikispaces.com/. Those that want to move ahead in their own time are encouraged to do so. Introduction What would be a good way to share pieces of our work and encourage others to read across a wide group of people? Discuss what the pro's and con's are for some of the suggestions. If podcasts are not mentioned, ask the children what they know about them. How would podcasts suit our desire to share our learning and encourage others to read. Cover pro's and con's. Talk about how podcasts are similar to a radio station when you put a group of them together. What are the elements of a radio station? Record. What pieces could we make for radio station? Record. Introduce children to KPE and allow them to listen to the KPE book recommendations. As you listen, what are some of the things that you notice that make this podcast good to listen to? What would make it better? When you are ready to make your own podcast, what are some of the things you are going to be sure to do? Think about the way the two people interact and talk with each other. In small groups design criteria for a quality book recommendation. Share. In closing, ask the children to start thinking of a name for the station. Lesson 2 After listening to another episode of KPE, set children the task of making their own book recommendations. Work with a partner and keep in mind the criteria generated in the previous lesson. As children are ready, allow them to watch the Garageband tutorial on the Apple website. If there is time, have them record their recommendation. Lesson 3 Allow time to complete recording. The end of the session should be used for sharing of student work and analyzing what is working and what are areas for improvement. Lesson 4 Now we know how to record a podcast, lets use this to help with our reading. If you were listening to someone read their story, what would you expect them to do with their voice? Listen to Spike Milligan's 'Bad Jelly the Witch' audio book as an example. When focusing on the reader's voice, what made this story interesting to listen to? Record suggestions as criteria for later on. Record and listen to yourself reading a page of the book you are currently reading. What do you need to work on? How are you going to improve? Take time carrying out your plan. Lesson 5 What might we need to do in order to learn how to do a podcast that teaches people how to speak Chinese? Children may have picked up the pattern of looking at examples and identifying what makes it different. Share some examples from Chinese Pod on iTunes. Analyze and list the elements of a lesson. Why do you think those elements are included? Make a list of what makes a good Chinese lesson and record this as criteria for later on. Have children work in pairs to come up with a similar format or a format that they create to share a phrase they know in Chinese. Record and analyze as we have done in previous lessons. Lesson 6 What is the purpose of interviewing someone? When would an interview be appropriate/ useful? Who might we interview? What topics do we want to cover? Are there people other than teachers who we could get interesting stories from? Interviewing involves not only questioning but also great listening. Spend time focusing on the difference between closed and open questions. What types of questions do you think would work best in an interview/ discussion? Listening becomes important so that you can ask questions that build on the previous answer. Discuss what makes a good question and list a set of criteria. Allow children time to read through the Interview Basics web link from the wiki. In pairs, pick a topic and take turns interviewing each other. Record the interview and then reflect on what you did well/ could do better next time. Share these back to the class. Lesson 7 Intro/ outro. Watch a short news clip that has a cross from the presenter to a reporter in the field. Describe the link between the two. What are the roles that each play? What might we do for our radio station that will link the pieces that you create with our studio announcers? Generate a list of examples for each of the roles the children might play. Lesson 8 onwards Students spend time working on making pieces based on criteria set in earlier lessons. When a piece is completed children are asked to reflect on their final product, which may lead to further revisions. Roster children as presenters who will introduce the pieces submitted by other children. This may take several sessions and does not necessarily have to take place during class time. Demonstrate the exporting to disk of completed podcasts from Garageband and how to import them into another Garageband. Set expectations of due dates for the various pieces. Invite a panel of students to be quality controllers. Their role will involve listening to the pieces and analyzing it according to the criteria. If it meets the criteria it will be included into a broadcast. If there is something that requires attention, the quality control will contact the student and give constructive feedback. The naming of the station/ signature sound and logo could be carried out by inviting entries from members across the school. Children from across the school will be encouraged to submit their own pieces of work. Their work will be supported by accessing the wiki. As above, the quality control will compare it with the agreed criteria. As this is been decided it will be added to the wiki.

**Resources**
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SLR's
==**Student Learning Results Developing " //What Student Learning Results did you cover in this unit?// "**==

Student Learning Results

 * Standards:
 * Students will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence.[[image:http://mydragonnet.hkis.edu.hk/images/icons/medium/search-small.gif link="@http://mydragonnet.hkis.edu.hk/ourcurriculum/browser/index.php?result_type=curriculum_unit&subject_id=5&"]]
 * Students will gain an understanding of China and an appreciation of the Chinese Culture.[[image:http://mydragonnet.hkis.edu.hk/images/icons/medium/search-small.gif link="@http://mydragonnet.hkis.edu.hk/ourcurriculum/browser/index.php?result_type=curriculum_unit&subject_id=5&"]]

Results and Reflections

 * **==**Reflections**==**

Enter reflections here ||  ||