|
LESSON
PLAN: Producing
a Daily News Broadcast: A Cross-Curricular Activity
PDF document |
||||||||||||||||
|
DESCRIPTION: The students write scripts for the show and also write proposals for special features to be aired on the broadcast. Script writing, proposal writing, interview writing, feature writing, and many other examples are all unique forms of writing that emphasize a variety of skills. Once the writing is completed, the students must organize the necessary components of the newscast. They use the Internet to find information such as daily weather forecasts. They create graphics using PowerPoint slides to illustrate daily lunch menus and birthdays. They videotape one another reporting the news at their news desk. They organize and hold contests and other events to promote interest around the school. After the taping of all above components is completed, students must edit the final product. They work with a video editing system each day in the classroom to produce a final product of which they can be proud. ACTIVITIES:
TOOLS & RESOURCES: ASSESSMENT: CREDITS: COMMENTS: More rewarding, however, is the seeing the responsibility and maturity students’ exhibit when they interact with adults involved in the newscast. For example, the students will often take the video camera and leave the classroom without me to film a special interview or feature. Most of the time, these segments will involve interviews with school faculty or staff. These situations place the students in the role of leadership. They must direct the adults in where to sit/stand, where to look during filming, and other direction needed for successful taping. The adults are always impressed with the ability and confidence of the students to interact politely and responsibly. Technology
Resources: Teaching Strategy: Technology
as Facilitator of Quality Education Model Components Highlighted in This Activity
http://www.intime.uni.edu/modelimage.html Patterns
and Connections:
Connections and Patterns exist between each component of the
newscast. The students must be able to
view the finished product while creating their single component. Active Involvement:
The
students must work both individually and in teams to take their knowledge and build upon it to make
their broadcast unique to current situations and interests. Enjoyable Setting:
The
students enjoy the variety of tasks available for them to complete in this project as well as the
recognition they receive from their peers. Frequent Feedback:
The
students receive feedback daily on their work from their teacher, their peers, administration, and
other faculty and staff members as the entire school sees the broadcast they produce. Compelling Situation:
The
students must report current trends, interests, and events in unique ways that are available to them
based on their existing equipment, resources, and creativity. Reflection: The students must continually be aware of current trends, events, and issues in search of items to be reported. In addition, they must be efficient at evaluating what items from their brainstormed lists to include in the newscast. Additionally, they must determine what method of reporting will be most effective for their identified element. Finally, upon completion of their report, the must reflect how effectively they accomplished their objective. Information Processing Presearch:
The students must
complete Presearch activities in order to determine what stories they should include in each
day's broadcast. Search:
Once an item or event
has been identified for inclusion in an upcoming broadcast, students must determine the most effective
research tool available to them. This can include encyclopedias, textbooks, the library, online
research, or an interview. Interpretation:
In order to
effectively write and report the news, students must consider the interests and implications of the
report as it relates both to themselves and others who will view the newscast. Communication:
All types of Communication
skills are practiced as students write, revise, and orally report the news. Evaluation: Evaluation of this project occurs at several levels. Students must self-evaluate in order to assure that their component of the broadcast is ready for sharing with others. Then, as the newscast components are organized into one final product, Evaluation by their classmates occurs. At the end of the day, the teacher views the completed broadcast and Evaluates the success of the students. Finally, the entire school views the broadcast the next morning, and comments during the day assure that the students have complete knowledge of the success of their creation. Content Standards Democracy Critical Thinking and Decision
Making: In order to form a successful broadcast, the students must envision the final product
before it is actually finished. They must make decisions based on the needs, likes, and dislikes of
their audience rather than their own interests. Tolerance, Individual
Responsibility, and Civil Involvement with Others: Because the newscast is a team effort
with individual tasks, each student is accountable to the rest of the team to insure task completion.
They must work to get along well and complete their individual contributions promptly and efficiently. Power Sharing and Empowerment: Once initial training is completed, the teacher serves only as a supervisor to the entire project. The students take responsibility for each aspect of the news. They are given tasks, equipment, and deadlines for which they alone are responsible. Student Characteristics: How
the Activity Has Evolved Over Time: In the beginning, we alternated weeks sponsoring the broadcast. Our equipment was limited and we learned many lessons through our mistakes that first year. After the first year, I took over the daily responsibilities of the broadcast. I now rely on other teachers to contribute news items and features but my students are solely responsible for the daily production. The project began as an opportunity for my students to gain more experience with different aspects of technology. It has grown into a teaching tool utilized in all subject areas. Students who avoid researching and writing whenever possible are excited to research reports and features for the newscast. Somehow, putting the work into electronic form makes it seem like play instead of chore. In addition, the students who have participated in this project have gained a greater self-confidence and a recognized awareness in their own abilities. Their communication skills, both oral and written improve as they interact with students, faculty members, and other adults to bring all elements of the final product together. It is truly a rewarding project that can supplement all subject areas in the classroom. Technology will be a part of every child’s future. As educators, we must educate our students to successfully utilize technology if we truly want them to succeed. The main evolution in this activity during the past three years has been the change in the equipment we have available. The addition of video editing equipment, especially, has greatly reduced the amount of time spent each day on the newscast. In addition, many of the tasks involved with editing were difficult for students to work with in the time allotted. The new equipment has allowed the students to be responsible for the entire production with teachers serving only in an advisory capacity. (Learning activity format adapted from National Educational Technology Standards for Students Connecting Curriculum & Technology http://cnets.iste.org/index2.html )
Copyright.
© 2000, INTIME.
Last updated: |
||||||||||||||||
