PERSUASIVE PODCAST INSTRUCTIONAL PLAN

STANDARDS
KY.CC.8.RI.1. Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
KY.CC.8.RI.2. Determine a central idea of a text and analyze its development over the course of
the text, including its relationship to supporting ideas; provide an objective summary of the text.
KY.CC.8.W.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
KY.CC.8.W.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
GRADE LEVEL: ELA Social Studies / 6th-12th
TIME: 7-50 Minute Classes
MATERIALS: Computers, Speakers, Microphones, Headsets (if needed)
STUDENT OBJECTIVES

Access prior knowledge by discussing the elements of persuasion

Improve comprehension by researching current events
Demonstrate the ability to effectively organize and synthesize information to create
content for a podcast
Develop oral presentation skills by creating short, persuasive podcasts

Day 1 and 2 (100 MINUTES)

1.
Explain that each student will research a local, state, or national issue of his or her choice
with the intention of creating a two-minute persuasive podcast.
2.
Briefly discuss persuasive speaking or writing. Ask students what comes to mind when
they hear the term persuasive. Then ask what role research plans in creating a persuasive opinion
piece. Invite students to list examples of current events or other topics of interest that students
might consider using for their podcasts. Prompt them to offer both broad and specific ideas.
3.
Briefly discuss podcasting. Invite one or two volunteers to describe podcasts they have
heard. Then have students answer the question, "What is a podcast?" Write responses on chart
paper or the chalkboard. (Answers should include: audio or video file available on the Internet;
"Pod" is an acronym for "Portable and On-Demand"; a play on the word broadcast because many
people use them on iPods, the most popular MP3 player.)

PERSUASIVE PODCAST INSTRUCTIONAL PLAN

4.
Have students listen to the podcast you selected earlier. It is an example of persuasive
speech; ask students to listen for any elements of persuasion. Afterward, ask, "What are the
benefits of using the podcast format?"
5.
For the remainder of the session, give students time to select and research topics for their
podcasts. If necessary, engage students in a brief review of the research process previously
followed in class. Steps you may wish to cover include choosing and evaluating sources (both
print and online), taking notes, and organizing and evaluating information.
Homework
Have students continue their topic research as needed. Before day 3 each student should have
selected his or her topic and gathered enough information to create a two-minute opinion piece.
Tell students to aim for a writing goal of 250-300 words.

DAY 3 (50 MINUTES)

1.
Confirm that everyone has selected a podcasting topic. Invite a few volunteers to share
their topics in class. Ask them to state their position on the topic and one possible argument
against it.
2.
Distribute the Elements of Persuasive Speaking handout for students to refer to as they
work on their podcasts. Review the elements of persuasive speaking, guiding students in a
discussion that covers the following points:

Goal or thesis clearly presents the speaker's position.

Speaker uses three or more relevant facts/reasons to support the thesis.
Information is presented in a logical, easy-to-follow sequence.
Speaker understands the intended audience and tailors the accordingly.
Ask students, "How well did the podcast we listened to in the last session incorporate
these elements?" Make sure students provide examples.

3.
Model use of the Persuasion Map by sharing your completed map with students.
Explain that they will create their own maps to help organize the information they have gathered
about their topics.
4.
Allow students adequate class time to create their Persuasion Maps (30 minutes).
Remind them that their presentations will be two minutes, or approximately 250-300 words in
length. Tell them to focus on creating a clear, to-the-point thesis statement and providing
important reasons and examples to help them craft a compelling podcast. Check students'
progress by circulating throughout the classroom and answering questions or prompting action as
needed.
5.
Distribute the Persuasive Podcast Sample Format and assign the homework. Tell
students that in the next session they will start creating their podcasts.
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PERSUASIVE PODCAST INSTRUCTIONAL PLAN

Homework
Part I-Before day 3, each student should prepare his or her podcast content. Have them use the
Persuasive Podcast Sample Format as a guide. Explain that they do not need to use the exact
wording presented but should follow the general sequence of points. Encourage them to
substitute their own natural phrasing and adapt the format to work with their individual
presentations and speaking styles. Ask students to type a draft that they can read aloud while
creating the podcast version, and remind them that the speech length should be no more than two
minutes, or 250-300 words.
Part II-Have students watch the Podcasting in Plain English video and read the Learning in
Hand: Create Podcasts tutorial as background information before the next session. Assure
students that you will provide them with specific instructions for creating their podcasts in day 3.

DAY 4 (60 MINUTES)

1.
Explain that in this session they will learn how to work with podcasting tools to create
their presentations.
2.
Point out the specific computer features (such as the microphone and recording and
editing software) you have chosen for the class to use while creating their podcasts. Explain that
students will create their recordings on one central computer with you standing by to prompt
them through the process. Tell them that you will act as their podcasting coach when it's time to
make the recordings.
3.
Share your self-created podcast with the group. Have students comment on how well
you covered the elements of persuasive speaking in your presentation. Walk students, step by
step, through the exact process you used to create your test podcast. If you made a handout of
these steps, distribute that now. Otherwise, write a list of your steps on the chalkboard or chart
paper so students can refer to it.
4.
Ask students if they have any questions on the Podcasting in Plain English video or the
Learning in Hand: Create Podcasts tutorial they read for homework. Note which areas of the
tutorial they can ignore (if any) and which ones are of particular use to them for this lesson.
5.
Use the remaining class time to give students the opportunity to practice reading their
presentations aloud so they are comfortable with the language before recording. Encourage them
to work in pairs or small groups, with one person timing the speaker. Remind them that the
podcast should be no longer than two minutes.
Homework
Before the next day, students should make any final revisions to their presentations. Tell them to
review the Elements of Persuasive Speaking handout to ensure that they have covered the
necessary points. Make sure they understand that they will be creating their podcasts during the
next session.
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PERSUASIVE PODCAST INSTRUCTIONAL PLAN

DAY 5 and 6 (2-50 MINUTE PERIODS, BUT MAY TAKE LONGER DEPENDING ON
CLASS SIZE)
1.
Welcome students to day 4, where they will take turns recording and publishing their
podcasts. Answer any last-minute questions about the lesson material or recording process.
2.
Throughout the session, you will want to position yourself near the central computer
you've designated. Students should have a good understanding of podcasting at this point, but
they will not be experts. Your role is to keep students on task by prompting them throughout the
process of creating their podcasts. Follow the guidelines in the tutorial or any specific
instructions you have prepared.

DAY 7 (50 MINUTES, BUT MAY TAKE LONGER DEPENDING ON CLASS SIZE)
1.

Explain that each student will share his or her completed podcast with the group.

2.
Have each student play his or her podcast for the class. For this listening event, you may
wish to set up a single computer-or a handheld device attached to speakers-at the front of the
room. Each student can then give the title of his or her podcast and hit play. Allow a brief round
of applause after each podcast to transition from one speaker to the next.

STUDENT ASSESSMENT/REFLECTIONS
Observe students during Day 3 and 5 to make sure they adhere to the instructions and to coach as
necessary.
Complete the Creating a Persuasive Podcast Assessment form for each student.
Immediately following Day 6either on the same day or during the next class periodinvite
students to share reflections on their podcasting experience in a class discussion. Pose the
following questions:

What did you learn from this lesson?

What was the most enjoyable thing about podcasting your opinions?
What is one thing we didnt cover in class that you wish we had?
What was the most surprising thing you learned about the issue you researched?
Do you think the podcast is a good format for sharing persuasive opinion pieces? What
worked? What didnt work?
What was the most surprising thing you learned about the issue you researched?
Has this project inspired you to listen toor createmore podcasts?