Scribd
Upload
194 views3 pages

Podcast Benchmark Overview

The document provides guidelines for a group podcast project on a book. Students must create a 25-35 minute podcast that [1] introduces the podcast and book, [2] discusses members' thoughts and key book elements, and [3] connects the book to history and members' lives. The podcast will be evaluated on design, knowledge, application, presentation, and process.

Uploaded by

api-608238676
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
194 views3 pages

Podcast Benchmark Overview

The document provides guidelines for a group podcast project on a book. Students must create a 25-35 minute podcast that [1] introduces the podcast and book, [2] discusses members' thoughts and key book elements, and [3] connects the book to history and members' lives. The podcast will be evaluated on design, knowledge, application, presentation, and process.

Uploaded by

api-608238676
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

Podcast Benchmark Overview

For this assignment, you will work with your book club group to make a 25-35 minute podcast episode
about the book you read.

Your podcast must include:


1. A clever name for the podcast including a catchy introduction (song usually).
■ Introduce other podcast members and the focus of the podcast (the book)
2. Your initial thoughts about the novel and how they changed (or didn’t over time).
3. A discussion of key elements from the novel from this resource such as:
■ CharactersPlot
■ Theme/Symbolism
■ Plot/Conflict
■ Setting
■ Point of View
4. A brief biography of the writer with relevant background information so the listeners know
some information about who wrote the book.
5. A discussion of how the novel connects to historical/current events, and the group
members’ lives– remember the theme of this unit is coming of age, there should be lots of
windows, mirrors, and sliding glass doors. Remember our essential questions!
■ How do books help us understand ourselves and others?
■ How can reading change our perspective on the world around us?
■ How and why is reading with others meaningful and worthwhile?
■ How do we change as we grow up?
6. A rating of the book. Would you recommend this book to others? You can use a star rating
system or create your own for the novel.
7. A recommendation for people who liked the book. What else would they like?
8. Creative elements like podcast art, sound effects, transition songs, etc.
9. A clear conclusion where you wrap everything up

Work together to form a script (although you should select an editor(s) if the writing itself is mostly
done by one or two of you), and then record and edit your podcast. You will decide within your group
who is the host (1-2 people), and the rest of you will be guests. You should appear as yourselves on
the podcast to share your own thoughts– hosts too! If you want to see out some fun book podcast
examples– check this out!

Project Timeline
Checkpoint 1 (Brainstorm/Outline) Due Friday 2/18
Checkpoint 2 (Rough Draft) Due Tuesday 2/22
Benchmark (Recording and Finalized Script) Due Friday 2/25
Rubric! Exceeds Expectations Meets Expectations Approaches Does Not Meet
Expectations Expectations
100 points

Design Students plan, structure, Students plan, structure, Students plan, Students insufficiently
Is your podcast and create a podcast and create a podcast structure, and create a plan, structure, and
organized in a thoughtfully and thoughtfully, and podcast somewhat create a podcast.
clear way that organize it purposely in a purposefully-- is purposefully and is Creativity is lacking and
makes sense? way that is clear and organized in a way that organized in a way that is not organized in a way
makes sense. makes sense. makes some sense. that makes sense.
20 points

Knowledge Substantive, relevant Relevant content that A mix of some relevant Irrelevant, scattered
Did you and illustrative content demonstrates an and some irrelevant content that shows no
thoughtfully and that demonstrates a understanding of the content that does not understanding of material
thoroughly clear understanding of purpose. Acceptable demonstrate a full or purpose. Elaboration is
incorporate and the purpose. Thorough elaboration with understanding of the lacking with poorly
analyze elaboration with effectively presented material or purpose. chosen details.
information from effectively presented information supported Ineffective elaboration
the book?
information consistently with well-chosen details. with poorly chosen
20 points
supported with details.
well-chosen details.

Application Project demonstrates Project demonstrates a Project demonstrates Project is not founded on
Did you thorough, thoughtful and thoughtful and critical an attempt to the elements of the story,
thoughtfully critical understanding of understanding of the understand the point of view, podcast
include all the the elements of the elements of the story, elements of the story, formation, and
requirements story, point of view, point of view, podcast point of view, podcast windows/mirrors.
from Checkpoint podcast formation, and formation, and formation, and
1 and the windows/mirrors. Shows windows/mirrors. windows/mirror, but
checklist?
particular attention to concepts may not be
20 points
meaningfully applying fully developed or
these concepts. applied.

Presentation Student work is Student work is Student work is not fully Student work is not
Is your overall professional, polished, polished, neat and polished, neat and polished, neat and
product neat and well-edited adequately edited to edited. Lacks some edited. Lacks attention to
professional and with attention to detail. show attention to detail. attention to detail detail and is lacking
polished? Creativity and professionalism.
professionalism shape
20 points the project.

Process Students set a high bar Students work diligently Students remain mostly Students aren’t focused
Did you use your to inspire others. Ss and remain focused on focused on the tasks on the tasks presented in
class time and work diligently and the tasks presented in presented in the the timeline in the
work with your remain focused on the the timeline in the timeline in the proposal. proposal. Class time is
group well? tasks presented in the proposal. Class time is Class time is not always used poorly. Missed more
(checkpoints) timeline in the proposal. used effectively. All work used effectively. May than 1 checkpoint or
20 points Class time is used is completed. have missed one turned project in late.
effectively. All work is checkpoint.
completed and shows
significant effort.

You might also like