Final Project: Presentation to Students

Blog Post 1: Introduction to Washington, D.C. Podcast



Letter from the Visitors Bureau!




To help you get started, I have listed some activities below!
I would like you to:

a) Locate Washington D.C. on this United States Map:
(Click on map to Enlarge it)



b)I would like you to click here to listen to this Sample Mini-Podcast

As you listen to this podcast, ask yourself:
*How does the podcaster use language to create imagery of the monument in your mind?

*What kind of historical facts does the podcaster incorporate?



c) Next, work with your group and choose a historical site (from the list below), for which your group will create a mini-podcast tour.

Vietnam Veterans Memorial
The White House
Washington monument
United States Capitol
United States Supreme Court
Arlington National Cemetery
Fords Theatre

When your group has decided, one person from your team must post the group's choice in the comments section of this post.

WORK FAST! - Selection of Historical Site is based on a first come-first served basis.



Follow-up links for students:
Blog Post 2 - Links 2 Jump Start Research
Blog Post 3 - Voki: Abraham Lincoln & Rubric

Final Project: Lesson Plan

Comprehensive Unit Plan for Supervisor Gura
Final Project: Unit/Lesson Plan

Unit: Historical Monuments in our Nation’s Capitol
Grades: 3-5
Language Level: Intermediate

Learning Objectives
Students will:
*Learn about Washington, D.C.
*Demonstrate their creativity by making a podcast tour of D.C.
*Develop their writing skills by generating scripts about the monuments and historical sights.


Standards:
ESL
Students will:
1. Listen, speak, read, and write in English for information and understanding.
2. Listen, speak, read, and write in English for literary response, enjoyment, and expression.
3. Listen, speak, read, and write in English for classroom and social interaction.

NETS
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
4. Students demonstrate a sound understanding of technology concepts, systems, and operations.

Motivation:
Students will have a chance to engage in social interaction and collaborative efforts with their classmates. They will be able to express their creative energies and technological personalities through the production of a podcast. Prior to this, students will have already been familiarized with the production of podcasts.

Materials:
Computer
Web Browser
Mapr of U.S. and Washington, D.C.
Microphone
Audio Recording Software (ie: Audacity)
Pencil
Notebook
Chart Paper

Session 1: Intro to Washington, D.C./Overview of Project
• Locate Washington, D.C. on a map of the U.S. and discuss the areas where major landmarks are located.
• As a class, complete the KWL (what you know, what you want to know, what you learned) chart about Washington, D.C.

Session 2:
• Divide class into small groups. In small-group setting, use Web Browser to take a virtual tour of suggested links for landmarks.
• Instruct students to look for information and pictures of important their important building/monument.
• Students will be required to keep a learning log documenting URLs and important monuments sighted.

Session 3:
• Consult the KWL chart completed in Session 1. Using learning logs, ask students to fill in on the chart what they have learned about Washington, D.C.
• Discuss the chart and student findings. Discuss websites and hyperlinks for documenting findings.
• Each small group should write a script describing the physical features of the monument and the historical details. Students will complete this in their learning logs.

Session 4:
• Students will record their scripts.
• Have student listen to their recordings and rerecord if necessary.

Session 5: Presentation
• Students will share their podcast with the whole class.
• Teacher will combine all podcasts to make a comprehensive podcast tour of Washington, D.C.


Assessment:
Rubric that accounts for depth of the internet research; strength of group/partner work; as well as quality, mechanics, and creativity of the script and production.


What is a KWL? Click Here to Find Out!

Links 2 --Jump Start-- Research

Here are some suggested links to get your research going:

a. Vietnam Veterans Memorial

http://www.nps.gov/vive/

http://usparks.about.com/library/miniplanner/blkoreannmem.htm

b. The White House
www.whitehouse.gov/

http://www.whitehousehistory.org/

c. Washington monument
www.nps.gov/wamo

http://tourofdc.org/monuments/washington-monument/

d. United States Capitol

http://www.aoc.gov/

http://www.nps.gov/nr/travel/wash/dc76.htm

e. United States Supreme Court
www.supremecourtus.gov

http://www.uscourts.gov/supremecourt.html

f. Arlington National Cemetery
www.arlingtoncemetery.org/

http://usparks.about.com/library/weekly/aa012499.htm

g. Fords Theatre

http://www.fordstheatre.org/

http://www.nps.gov/foth/

Voki: Abe Lincoln with Rubric

Get a Voki now!

Students: Click Here for Rubric

Intro

Fatima Abbasi

Currently teaching in Brooklyn, NY

ESL Teacher for grades k-5 - push in/pull out program
All subjects
Servicing students who are refugees; whose parents speak limited English.
The vast majority of my students are from low-income homes and do not have access to technology at home.

Contact fatima.f.abbasi@gmail.com