text, for example how reading pathways in digital texts can offer responders (readers, listeners, viewers, an audience and so on) autonomy EN11-4 transfer knowledge of language and literary devices to engage with unfamiliar textual forms or texts in unfamiliar contexts investigate text structures and language features related to specific genres for different purposes and audiences EN11-7 compose critical and creative texts that reflect particular values and perspectives, including their own EN11-1 compose texts that integrate different modes and media for a variety of audiences and says about you. 2. Imagine 10 years into the future. What does the digital footprint you are leaving now say about you? How does this show a ‘history of you’? What can you do now, to make your digital footprint say the right things about you? Students write answers to these questions in a reflective piece of writing. Another activity that might be useful/interesting is to read the article (in the style commonly referred to now as ‘listicles’) ‘5 Ways Social Media is Changing our Daily Lives’ Discuss the content of the listicle with students, noting that it was written in 2009. Students write their own ‘listicle’, designed to be published online, outlining the 5 Ways Social Media has affected their lives. YouTube for Social Change Lead students into a discussion about how social media platforms, especially YouTube, can have a significant impact on ourselves and the society in which we live. Introduce the term ‘influencers’ : a person who has the power to influence many through social media. of a contemporary medium. Youtube discussion Student contribution to class discussion demonstrates understanding of the term and impact of ‘influencers’. Students create vlogs as a means of expressing themselves, and demonstrating their understanding and skills in relation to current digital technology.
EN11-2 appreciate the ways mode, medium and technology affect meaning and influence personal response Podcast history (Resource 03 and Resource 04) Students are led through ‘History of Podcasts’ PPT which covers: Definition of podcast and growth of technology Facilitation of class discussion using question prompts. View ‘The History of Podcasts’ at and take notes in workbooks. Complete jigsaw task (accompanying handout). Students align their knowledge of multimodal texts with the podcast form. Discuss differences between radio segment and podcast. Teacher leads discussion surrounding final words from Sarah Koenig about Serial being original only in ‘podcast form’. Emphasis should be on the evolution of medium, changes in technological production and flexibility of engagement with text. Summary notes recorded in workbooks, evidence of developing knowledge and summary skills. Participation in student led teaching and summary of section for peers. Ability to articulate and communicate information to others with accuracy and clarity. EN11-1 Investigate, appreciate and enjoy a wide range of texts and different ways of responding Compose personal responses Podcasts as a Medium (Resource 05) Class brainstorm ‘What is a Podcast?’ View videos : Student note taking will demonstrate their understanding of key information. Students compose their own definition to demonstrate their understanding. Students demonstrate their listening
case? 2. What textual choices has she made in Episode 1 that invite us to adopt her point of view? EN11- 1 analyse the ways language features, text structures and stylistic choices represent perspective and influence audiences EN11-7 analyse the diverse ways in which creative, informative and persuasive texts can explore human experience, universal themes and social contexts analyse the impact of language and structural choices on shaping own and others’ perspectives speculate on the possibility of different interpretations of texts when they are considered from Running Activity (Resource 12) Whilst students are listening to each of the podcasts they are to keep a running log of their thoughts and analysis, considering the key narrative content, ideas and values presented, any podcast/website special features, the emotions evoked and questions raised, and their view of innocence or guilt a the end of each episode. Students are also asked to plot on a graph how powerful they feel each episode is. After listening to the whole series consider the classes’ answers as a whole. Ask students to consider the differences in people’s graphs. What reasons can they formulate for the differences? Discuss the differences in views of guilt and innocence across the episodes. What does this say about the class, the individuals, the host and the series? Students will demonstrate their understanding of the podcast through the completed table and graph. Students will engage in class discussion to postulate on the differences observed in student responses.
by choices of medium EN11-7 speculate on the possibility of different interpretations of texts when they are considered from different perspectives Students are lead through the ‘Context in Serial Podcast’ PPT (Second Half – Deepening Context). Initial class brainstorm: Ways the world has changed between 1999 and 2014. Compare class suggestions with provided answers. Religious Profiling: Students focus on the argument of religious profiling within the defence’s case, and how Koenig has presented this to the listener. Listen to the beginning of Episode 10 where she discusses this. As students listen, they take notes under two columns. Column A: Reasons that support religious profiling Column A: Reasons that oppose religious profiling These are reasons only from the podcast. Once finished, students compare their reasons and create a class list. If suitable, students review the reasons in each column and colour code those they do/don’t agree with, discussing the perspectives within their class/small groups. Students complete the focus questions attached to the handout (Perspectives Religious Profiling) about Koenig’s perspective on this element. Optional extension: Students can compare and contrast the of the case and identify reasons that support/oppose the legal defence presented. Depending on student context and the climate of the class, students may elaborate on the reasons of the podcast and align these with their own personal interpretations. Students continue to reflect on the idea of religious profiling, while also considering Koenig’s structural presentation of this aspect to the listener. Students reflect on the final moments through their written responses. They consider Koenig’s decision to remain undecided in light of their own interpretations, and appreciate the differences of opinions with their own classroom and the global audience of the text.