lesson 1.5: Broadcast News
Subjects: Journalism, Language Arts, Social Studies
Estimated Time: One 45-minute class period
Grade Level: Upper Elementary, Middle and High School
Materials: Refer to Worksheet 1.5
Overview: Students will identify structural features of broadcast news and then compare different news sources.
Warm Up Activity What is broadcast news?
Ask students if they know what broadcast news is. If they don’t know, it is the field of news and journals which are published by electrical methods. Have them give you examples.
Main Activity Explore: How is a news segment structured?
Refer to Worksheet 1.5. This worksheet can be passed out the day before as a homework assignment for students. Ask the students to watch a nightly news program and fill out the worksheet.
Refer to the worksheet in class and play clips from at least 2 of the following programs: PBS News Hour, ABC, CBS, NBC Nightly News, Fox News, CNN, etc.
In collaborative groups, have students discuss the most surprising things they learned from this exercise. Have students present what they learned to the class.
Debate what is most important, presentation or content and why.
Estimated Time: One 45-minute class period
Grade Level: Upper Elementary, Middle and High School
Materials: Refer to Worksheet 1.5
Overview: Students will identify structural features of broadcast news and then compare different news sources.
Warm Up Activity What is broadcast news?
Ask students if they know what broadcast news is. If they don’t know, it is the field of news and journals which are published by electrical methods. Have them give you examples.
Main Activity Explore: How is a news segment structured?
Refer to Worksheet 1.5. This worksheet can be passed out the day before as a homework assignment for students. Ask the students to watch a nightly news program and fill out the worksheet.
Refer to the worksheet in class and play clips from at least 2 of the following programs: PBS News Hour, ABC, CBS, NBC Nightly News, Fox News, CNN, etc.
In collaborative groups, have students discuss the most surprising things they learned from this exercise. Have students present what they learned to the class.
Debate what is most important, presentation or content and why.