Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Radio News Lesson Plan
Transcript of Radio News Lesson Plan
English, Grade 11 Overview: Radio News Basics Lesson Summary:
In this lesson, students explore radio news as journalistic expression with varying purposes, formats, styles, audiences and presentations. After learning about and discussing news basics, listening to news podcasts and outlining their content, students research, draft, edit and record segments for a student-centered news radio story.
This lesson requires at least three 50-minute class periods and homework time for students. Communication: Oral and Visual
1. Deliver informational presentations (e.g., expository, research) that:
a. present a clear and distinctive perspective on the subject;
b. present events or ideas in a logical sequence;
c. support the controlling idea with well-chosen and relevant facts,
details, examples, quotations, statistics, stories and anecdotes;
d. include an effective introduction and conclusion and use a
consistent organizational structure (e.g., cause-effect,
e. use...available technology to enhance presentation;
f. draw from and cite multiple sources including both primary and
secondary sources and consider the validity and reliability of
3. Deliver formal and informal descriptive presentations that convey
relevant information and descriptive details. Standards and Benchmarks and Indicators: Lesson Summary In this lesson, students explore radio news as journalistic expression with varying purposes, formats, styles, audiences and presentations. After reading about/summarizing the basics and/or listening to news podcasts and summarizing their content, groups will select newsworthy topics then research, write and record segments for a student-centered news radio story.
This lesson requires least three 50-minute class periods and homework time for students
Class will begin with a survey of their knowledge of news radio and a discussion of new audience and purpose using concept maps to display what the class knows. Groups will then create their own concept maps about News and Radio Reporting with groups sharing ideas related to different aspects of this topic. The class will listen to and outline news podcasts and/or summarize reading assignments on broadcast basics. Groups will then generate ideas for news stories they would like to cover either in their school/community/country/world. They will research, interview, write, record and share their broadcasts. After receiving feedback from class groups will revise scripts and rerecord broadcasts.
Step 1: Students will start considering the topic with a pre-unit survey (see sample).
Survey will be given 2 points for completion. (Activity time: 8 min.) Survey will be available on Google Forms.
Survey asks students:
How many times per week do you get the news?
What kind of news are you most likely to follow?
Where are you most likely to get news?
Where are you least likely to get news?
Do you or your parents listen to streaming news casts or radio news? Instructional Procedures:Day 1: (50 min.)
Getting Started Day 1, Step 2: Explain to students that after today's lesson they will be writing and recording their own news stories to share with the class or possibly with the school (during announcements). Using Google Drawing the class will create a concept map together to define “What is News?” and “What types of things are considered newsworthy?” (see sample of class concept map).
(Activity time: 8 min.)
Divide class into 4 groups and have each group create a concept map for their questions about radio news. They may use the Internet to search for answers and/or generate them from their combined experience. They may use images to represent their ideas. They are given 15 min. to complete their concept map. Each group presents these to the class. (5 points per group for finishing on time and presenting) (Activity time: 25 min.) Day 1: Step 3 Day1: Step 4 Homework 1.Explain homework assignment (Present Google Doc) and allow students to begin early in order to answer any questions they might have (remaining min. of class) Assign students a topic from the list provided on the attached homework sheet (Google Doc “Radio News Homework Assignment Day1). (9 min.) 2.Students will open their class blog and start a new entry titled “Radio News Homework” They will then go to this site: http://www.newscript.com/index.html
and read the entry that relates to their assigned topic. On their class blog they will briefly summarize (3-4 sentences) their assigned topic.
3.Other students (class sizes above 18 can follow the “links: button to “Radio news broadcast via the Internet” and use the attached links to go to one of the news stations, listen to a story and summarize its content in 3-4 sentences.
4. All students will read each other’s blogs and leave a comment on any four (a question or something they learned). Choose blogs that have fewer than 4 comments posted already.
5.Students will generate a list of 3 ideas for news stories that would best capture the attention of an audience from their school. They should present 3 for each of the following categories; their school, their community, national, global. Record these at the end of their blog.(6 points) Homework: Day 1 (Continued) Getting Started:
Step 1: Review for quiz. Tell class that they may take notes during review to use during the quiz. Students read aloud the summaries from their blogs and answer any questions/discuss any comments received in classmate feedback. Note: Teacher would have read blogs prior to making quiz to make sure that the information assessed in quiz is that presented in the blogs/student summaries.
Step 2: Students take quiz (see GoogleForm) over main ideas from reading assignments. (5 min.) Instructional Procedures: Day 2 (50 min.) Step 3: Explain to students that they will be writing and recording a news broadcast on a topic of their choosing. Their audience will be peers (high school students) and they should remember to chose the topic which will be of greatest interest to their audience. (8 min.)
1.Open Google Forms survey. Ask students to vote on their favorite topic for each of the categories listed (school, community, national, global). These should be topics identified by students in their homework assignment the night before (collected by the teacher from their blogs).
2.Use survey results (from GoogleForms) to identify the most popular stories for each of the four audiences.
3.Divide students into 4 groups and assign each group to one of the topics/audiences. Instructional Procedures: Day 2 (Continued) Step 4: Ask students to get together in their groups and answer the bulleted questions (inserted in their GoogleDoc). They will complete their news story, as homework. (12 min.)
•Identify group roles. Who will be the researcher, the writer, the editor, and the broadcaster? If there are additional members, assign group members to roles of sound editor and additional writers or researchers. Tell students to keep schedules for the evening in mind when selecting roles because the researcher and writer have to finish their work early so that the writer and editor can complete their work before 9pm. In journalism, collaboration and meeting due dates are everything.
•What are two strong sources of information on your topic (research and/or interview sources)?
•Answer the 5 W’s and H (Who, What, When, Where, How, Why) for your selected topic.
•Remember that 90 words take 30 seconds so your three minute broadcast should be 540 words in length.
•Liven up your broadcast with music clips or vox pops (=brief comments recorded from those you interviewed). Instructional Procedures Day 2 (Continued) Step 5: Review Project Scoring Rubric.
View and print rubric at: http://www.rcampus.com/rubricshowc.cfm?code=L78C8X&sp=yes
Day 2 Homework: Students draft, research, write and edit their story in a Google Doc.
Story is due by 9pm so teacher can check it. They will be ready to record their initial broadcast, in class, the following day. Day 2 Homework Step 1: Students would use Audacity.com: http://audacity.sourceforge.net/ to record their broadcasts. Teacher will circulated during class time to provide help and feedback during this process.
Day 4-5: On subsequent days, class will listen to each other’s broadcasts, provide feedback (perhaps using a Google Forms survey/rubric). This will provide students with further information about the quality of their work/real audience perception. After groups have received feedback and had a night (or weekend) to revise script and re-record, they will submit their final broadcast recording for a grade. Teacher will score broadcast using the rubric at: http://www.rcampus.com/rubricshowc.cfm?code=L78C8X&sp=yes
A further chance for sharing/real feedback could come from sharing these broadcasts with the school if there is a time/permission for this during morning announcements.
Note: Presentation/listening to student broadcasts can be alternated with listening to podcasts selected/summarized by some students for their Day 1 homework assignment. This will expose students to further examples of professional radio news broadcasts. Instructional Procedures: Day 3 The lesson is designed to utilize different learner modalities: reading, writing, researching (visual learners), discussing, interviewing and presenting (verbal/kinesthetic learners). Using concept maps to visually display the basic ideas relating to radio news will appeal to the visual/mixed modality learner, while discussing concept maps will appeal to verbal/auditory learners. Quiz takers will be allowed to use any notes they took during the review. For the final project, creating the broadcast, students can select their group roles based on their preferences.
Students who typically work above expectations will, for Day 1 homework assignment, be assigned the job of summarizing podcasts rather than the listed sections of the website. They will also be encouraged to take the roles of researcher/script writer for broadcast. Differentiated Instructional Support Group concept map: points are assigned for completion/presentation of work in allotted time (5 points to each group member).
Student blogs/classmate blog feedback: completion of 3-4 sentence summary (6 points). Completion of feedback for three students (3 points). Identification of 3 possible topics for each of the following; school, community, national, global. A total of 12 topic ideas worth .5 pt. each for a (total of 6 points).
Quiz over main ideas summarized/reviewed by students. (8 points)
Final project/broadcast recording will be evaluated using the rubric linked above.
Final Project/Broadcast: (50 points) See rubric at:
Post-Assessment Scoring: Script/broadcast will be scored using the rubric. Resulting scores will allow me to determine the need to review journalistic/script elements of additional podcasts before continuing unit on Media Awareness in which students will study the role journalism plays in society. Scoring Guidelines: Social Studies is an obvious connection due to political topics or social issues students would be likely to cover in news broadcasts. I might ask the Social Studies teacher to provide input for suggestions that could help students formulate their list of possible broadcast topics. Science news stories are popular and some students might select to cover/research/present on these topics. Science staff could help by providing guidance/feedback for these news scripts. Interdisciplinary Connections Instructional Materials: Teacher Materials: Computer with Internet access. Projector. Computer Microphone. Optionally, smartboard.
Teacher Materials: Computer with Internet access. Projector. Computer Microphone. Optionally, smartboard. Key Vocabulary
bias, compound-sentences, complex-sentences, relative clauses, enterprise reporting, attributing, sources Research Connections: 2011. Journalism (University of Denver) High school journalism and the making of young citizens is about how high school participation in journalism/the creation of news reports, helps to mould young people into more socially aware, effective adults. http://jou.sagepub.com/content/12/4/417.short TECH RESOURCES/PRODUCT Day: Homework Guidelines:
TECH RESOURCES/PRODUCT 2:Day 1: Radio News Conversation Starter: https://docs.google.com/drawings/d/12OB1vch3GHDb5HwVAV6sm-Rz83jlH32IXu9eREAbMrE/edit
TECH RESOURCES/PRODUCT 3: Day 1: Radio News: Concept Map Groupwork
TECH RESOURCES/PRODUCT 4: Day 2:Radio News Topic Survey
TECH RESOURCES/PRODUCT 5: Day 2: Radio News Quiz
Day 3: Recording, Using Audacity online software: http://audacity.sourceforge.net/
TECH RESOURCES/PRODUCT 6:Day 4: Radio News Script/Broadcast Scoring Rubric:http://www.rcampus.com/rubricshowc.cfm?code=L78C8X&sp=yes Attachments-Tech Resources/Products