• Gather information from newspapers, local and national televised news, Internet and from personal interviews to create a news broadcast to deliver in front of an audience and video camera.

• Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or report about a topic.

• Improve speaking skills by understanding persuasion and reporting proficiencies.

• Incorporate the 5 W's in his news broadcast report; who, what, when,
  where, and how.
  

• Learn how body language, tone, pitch and volume can affect or alter the message of a broadcast

Per class

• • Video Monitor/ TV 
  • VCR
  • Video camera
  • 1 Video tape for recording news broadcast if not using Internet
  • 1-2 videotapes to record students delivering news broadcasts
    
    
• thisjustin vsc objectives  (View)

Per student team/group of 4

• Newspaper
  Posterboard (optional)
  Markers (optional)

Per Student

• Pen and Paper

• createnewstoryrubric  (View)
• creatinganewsstory_worksheet  (View)
• FindNewsVideosandArticles  (View)
• howtodeliverthenews  (View)
• scoringtool  (View)
• theArtofSpeechDelivery  (View)
• thisjustinrubric  (View)

• Interview Audio - The audio of an interview
• Talking head - Interview footage. So called because the shot often used, a medium shot, shows a person from the shoulders to the top of the head. It appears as if there is a head and no body.
• B-roll - The footage used to illustrate voice-overs and/or to tell a visual story
• MOS (man on the street): - Interviews of the general public, most often to get opinions of "non-experts" on issues that effect the masses.. Also known as vox populi from the Latin, meaning voice of the people
• On-camera reporter - The moments when a reporter is seen in the shot. This either takes the form of the reporter speaking directly to the camera or the reporter in the shot doing an interview.
• Graphics - A visual element that is created by an outside source and layered on top of video. Charts, tables, maps, lower-thirds, and logos are examples of graphics.
• Logo - A graphic that identifies a company, organization, or station.
• Lower third - A graphic that identifies the person on screen. It is usually two lines, the first being the name of the individual, the second being his or her title.
• Body Language - The gestures, movements, and mannerisms by which a person or animal communicates with others. Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Voice over - A narration that is heard over b-roll. It can be scripted, as is often the case with reporters' narrations in news stories, or impromptu, in the case of interview audio being over b-roll.
• An audience - A group of receivers of a media message. Audiences may receive a message by listening, reading, or viewing. Audiences are important to media producers because advertisers pay to reach audiences when they place ads in newspapers, magazines, radio, television or the Internet.
• Target audiences - Specific types of readers, listeners or viewers, usually described by demographic characteristics, such as age, gender, race, geographic region, social class or income, or level of education. Media producers design messages for target audiences. They do not usually try to reach all potential audiences, but seek to communicate to a smaller, more narrowly defined group, the target audience.
• Variance - Using a variety of these speech tools to create an effective and interesting delivery.

Set-up Directions:

• Prescreened news segment (refer to How to Find News Videos resource)
• If using a video clip  - a computer with Internet connection
• If using a video tape - VCR and monitor
• "How to Deliver the News" Worksheet for each student
• "This Just In" rubric for each student
• Chart paper, whiteboard or chalkboard
• Newspaper for each news group
• "The Art of Speech Delivery" resource
• "Find News and Articles" resource

Teacher Presentation & Motivation:

In today's lesson you will brainstorm the do's and don'ts of delivering a news report. Students will first brainstorm what they already know and then analyze some real broadcasts. They will then critique a few brave classmates who will give impormptu speeches. It is helpful to videotape these speeches and view them together because it gets the students excited and serious about the material at the same time.

 

Activity 1 - How to Deliver the News
Students will analyze a news broadcast and discuss how news segments are written and delivered.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Students will analyze a news segment to see how reporters write and deliver the news. To get them thinking critically, first have students brainstorm the things that go into a news program. Have a discussion about the order of segments and how the reporters conduct themselves. (Is it always serious or is it all right to add some humor?) Write the list somewhere the students can all see so that you can return to the list later. Here are some sample questions to get discussion started:

o How is news typically delivered? What if it is on MTV? What if the news is about entertainment or sports? What if the news is about something serious such as a murder?
o What is covered on the news program?
o How do all the parts of the news program fit together?
o Where are the programs taped?
o When are the segments in the program shown (in what order) and why is this order significant?

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Once students have some basic information gathered, show one or more news programs. Have the students fill out the How to Deliver the News Worksheet(Handout #2) while you watch the broadcasts.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

When the videos finish, give students a few minutes to complete the Watching News Guide.

Discuss what they saw and heard in the news broadcasts. Be sure you touch on the following points to help aid your students in their deliveries: Body Language, Eye Contact, Articulation, Pronunciation, Pitch, Variance, Speed and Pauses, Volume - use the "Art of Speech Delivery" (Handout #5)  for reference.

 

Activity 2 - Practice Reporting

Invite two to three brave students to deliver an impromptu speech about something happening at school or in your community. Remind them to consider the delivery tips you just discussed. For best effect, videotape the speeches and then watch and critique together as a class.

The class will use the "This Just In" rubric that they will all be assessed on at the end of this 4-day lesson as they verbally critique the speeches cronstructively. After viewing each speech, walk the students through the "This Just In" rubric. Focus on both strengths and weaknesses of the delivery and content of the report to help guide the students in preparing for their own report that they will begin writing for homework.

Thank the brave students for their impromptu participation!

Wrap Up:

At the end of class the teacher should divide the students into news groups of 3-5 students. Each student in a group should receive a specific news assignment to write for tomorrow's class (suggested news assignments include: national news, state news, local news, school news, entertainment, editorials about issues or events). Give each student a section of the newspaper that correlates to his news assignment to help him select a report for his news segment or refer to "How to Find A Video and News Article" for other reference suggestions. For homework each student should finish selecting a specific news story for his news segment. To help prepare you can refer them to the "Creating A News Story" worksheet that they will use tomorrow to write their article.

Set-up Directions:

Paper and pen
Extra Newspapers or Internet for research
Creating A News Story Activity Sheet
Creating A News Story Rubric

Teacher Presentation & Motivation:

Today will be spent with the students writing their news articles. Although every student is responsible for reporting on their own topic, it is important that the groups deliver their news as a team. Before they begin to work individually it is helpful to first review the activities from the day before and go over the "Creating a News Story" Worksheet (Handout #3).

Ideally the groups and articles were selected the day before by the students either in class or for homework. After the review, the teacher should make sure all the students know their groups and the topic they will be reporting. This can be done as a whole class or the teacher can move quickly from group to group to see who still needs to select a story for the broadcast. Regardless, the groups should meet to discuss what topic each one is reporting so they begin to get an idea about how their broadcast may flow.

Activity 1 - Writing the News

After the groups meet to discuss their topics, they should begin wokring on their broadcast using the "Creating a News Story" worksheet (Handout #3). The teacher should assume the role of editor and producer. Monitor the room to ensure students are working on their broadcast. Read the students' articles as they are in the process of writing and refer them back to the broadcasts from the previous day as well as the "Creating a News Story" worksheet and rubric to keep them on task and on topic.

Activity 2 - Get Familiar with the News

If students complete writing their article in class they should then begin rehearsing their stories to get comfortable with the words and their delivery. Even if the student is waiting for the teacher to review his article, he can either have a peer edit in the meantime, or continue to read the article aloud to himself to get familiar with the words and sharpen the flow of the story.

Wrap Up:

Bring the class together again during the last 15 minutes of the period. By this time the teacher should be familiar with all the news topics written by the students. Ask how all of the reports are coming. If some students are not done with writing their stories tell them they can finish it for homework. Inform the students that the next class will be spent practicing their news broadcast and creating any visuals they may want to include in their reports such as props, signs, opening and closing credits, etc.

Set-up Directions:

Posterboard and markers (optional to create signs)
Video Camera - for practice
Microphone and Tripod (optional)
The Art of Speech Delivery (Handout #5) for each group

Teacher Presentation & Motivation:

At the beginning of class review the writing process that took place yesterday and remind students about the news broadcasts they veiwed the first day. Brainstorm a list of what will be expected of them to create a smooth and well-delivered broadcast. Use the "This Just In" rubric to guide the brainstorming.

The students are going to spend the day preparing their broadcasts.  Prepare a set somewhere in the classroom so the students can see where they will film and can set up stage direction for their broadcast. 

Activity 1 - Rehearsal and Props

After reviewing what it means to deliver a good news broadcast, give the students the remainder of the class to rehearse their broadcast and construct their props. They should pretend they are in front of the camera and do a couple of  fluid run throughs of the broadcast. They can prepare any visuals, openings and closings to add creativity to their broadcast. The teacher should monitor the room and offer pointers to the groups as they rehearse. Using the Art of Speech Delivery Worksheet, have students particularly note the need for volume, eye contact, and body language.  Have them practice changing various elements and in their groups, comment on how changes affect their message.   Another rehearsing technique is to have two or three groups partner up to critique each groups' rehearsal.

The teacher can also set up a camera in front of a group on the actual "set" so students feel like it is an authentic run through.

Wrap Up:

Explain to the students that filming is going to begin at the beginning of the next class. Remind them that if they are still having trouble with their broadcast they should rehearse for homework and come in ready to perform. Students should also consider if they want to wear any special attire for the taping and if they want to bring any props to enhance their performance.

Set-up Directions:

Monitor to show videos
This Just In Rubric (multiple copies for each student)
1 or 2 Video Tapes for Camera
Video Camera
Tripod, microphone and head phones if available

 

Teacher Presentation & Motivation:
In order to have time to watch the videos all together at the end of the period you will need to begin filming as soon as the class begins. 

Remind the students that they have worked these past few days towards today's goal of reporting successful news broadcasts. Encourage them to remain calm and to reflect on all the skills they have learned in the past few days.

Emphasize that since this is a "live" broadcast, they only get one chance.  No exceptions!

Activity 1 - Filming the News

It is time to record the news broadcasts. The goal is to record and watch the shows all in one day, so students need to be ready and prepared for recording especially since they will only have one opportunity to deliver their reports.

Remind the class that while people are on stage they deserve respect and quiet. It is not easy to perform in front of an audience, but this is a safe place where everyone is supportive and working for a common goal.

Students in the audience should behave as if they were watching a live video. They should watch each group's performance keeping the Art of Speech Delivery and This Just In Rubric in mind.

In an effort to keep the other students focused and on-task it is helpful to give each student enough This Just In Rubric handouts so they can assess one person in each news group. This will also help them reflect on their own delivered performance.

Collect the news stories from each student after the filming in order to grade their broadcasts, using the "Creating A News Story" Assessment and Rubric.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

 

 

Activity 2 - Watching and Reviewing

Ideally there will be at least 30 minutes left in class to watch the videos and give one another constructive feedback.  Otherwise, you may have to complete this part on another day. It is important that students get a chance to watch all the performances and reflect on their accomplishments.

 

 

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

While watching the news broadcasts remind the students the objective for the news broadcasts: The student will conduct himself as a reporter to deliver a news story in order to inform the audience.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Pause the tape after each broadcast to ask the individuals to critique their own performance. Then open up the discussion to the class to offer constructive criticism for each group.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Discuss how they felt about their own broadcast and what they might change if they had the chance.

The class deserves applause for their performances. Ask the class how they overall enjoyed the broadcasts.

Wrap Up:
Wrap up - Ask the class to write on a piece of paper three  things they learned about public speaking.  Focusing on elements in the Art of Speech Delivery handout, share some of these answers together as a class for an overall reflection.