Lesson 3.2: Team work and Planning
Subjects: Journalism, Language Arts, Social Studies
Estimated Time: One 45-minute class period
Grade Level: Upper Elementary, Middle and High School
Overview: Working in groups can be challenging for even the best students and so helping students learn how to work well together can be an invaluable lesson not only in journalism but across the curriculum. Remind students that while some news organizations have APJs (All Platform Journalists) who work in field alone producing news packages, it is still common practice to collaborate in teams of two to five production members.
Materials: Refer to Worksheet A for each group. Have at least 2 sheets of 8.5” x 11” paper for each group
Warm Up Activity The Great Marshmallow Challenge or Which Holds More?
Which Holds More?
1. Put students into groups and in front of the class give pose this question to your students “which holds more?”
· An 8.5” x 11” sheet of paper rolled into a cylinder the long way/hotdog way?
· An 8.5” x 11” sheet of paper rolled into a cylinder the short way/hamburger way?
· Or do they hold the same amount?
Give each group at least two sheets of paper and tell them to figure it out on their own without using any technological resources or text books. Emphasize to the group that they should carefully examine the wording of the question and to be prepared to share their answer and explanation to the class in ten minutes.
At the end of ten minutes have each group give their answer and explain why they are right.
This exercise gives students an opportunity to try to work together and be creative- something they will need in order to work together successfully.
Main Activity Group Work Beginnings
Refer to Worksheet A to pre-arranged groups and go over page 1 of the worksheet. Some of the items may seem silly, but are very important in helping students move from “their” identity, to a collaborative “team” identity. Give students 5-10 minutes to complete Page 1 and assign positions. Walk around to facilitate.
Direct student’s attention back to the front of the classroom and share with them several great resources from other Student Reporting Labs groups from around the country:
· View the Student Reporting Labs link to see what Students around the country peers are producing.
After students have had a chance to feel inspired and get their creative juices flowing they should complete the rest of Page 2. The producer should get as much input from your team as possible. The producer of the news package should be inviting and engaging with his/her team. Everyone should feel invested in the project regardless of whether it is a three-minute news story or a longer feature story.
Before students are allowed to move on to their script check to make sure that their story pitch sounds solid. You may choose to let each group present in one minute to the rest of the class their story idea or simply run it past you.
Once students have prepped for their story read through Page 3 with the entire class and answer any questions students may have about scripting. Then allow students on their own to complete Page 4.
Students are now very close to being ready to going out to capture their story (although that may have to take place during the next class or at another agreed upon time) but just to help them be as confident as possible pass out the “Step by Step Guide and Tips for the Perfect Shoot” and have students read through and take the guide with them on their shoot.
*Make sure that you follow up with groups about their rules and help them to make sure that expectations continue to be met throughout the course. AND if students commit behaviors that the group decided would expel them from the group it is YOUR job to follow through with them and ask the student to leave. That student will be given an alternative assignment and have to work without the group.
Estimated Time: One 45-minute class period
Grade Level: Upper Elementary, Middle and High School
Overview: Working in groups can be challenging for even the best students and so helping students learn how to work well together can be an invaluable lesson not only in journalism but across the curriculum. Remind students that while some news organizations have APJs (All Platform Journalists) who work in field alone producing news packages, it is still common practice to collaborate in teams of two to five production members.
Materials: Refer to Worksheet A for each group. Have at least 2 sheets of 8.5” x 11” paper for each group
Warm Up Activity The Great Marshmallow Challenge or Which Holds More?
Which Holds More?
1. Put students into groups and in front of the class give pose this question to your students “which holds more?”
· An 8.5” x 11” sheet of paper rolled into a cylinder the long way/hotdog way?
· An 8.5” x 11” sheet of paper rolled into a cylinder the short way/hamburger way?
· Or do they hold the same amount?
Give each group at least two sheets of paper and tell them to figure it out on their own without using any technological resources or text books. Emphasize to the group that they should carefully examine the wording of the question and to be prepared to share their answer and explanation to the class in ten minutes.
At the end of ten minutes have each group give their answer and explain why they are right.
This exercise gives students an opportunity to try to work together and be creative- something they will need in order to work together successfully.
Main Activity Group Work Beginnings
Refer to Worksheet A to pre-arranged groups and go over page 1 of the worksheet. Some of the items may seem silly, but are very important in helping students move from “their” identity, to a collaborative “team” identity. Give students 5-10 minutes to complete Page 1 and assign positions. Walk around to facilitate.
Direct student’s attention back to the front of the classroom and share with them several great resources from other Student Reporting Labs groups from around the country:
· View the Student Reporting Labs link to see what Students around the country peers are producing.
After students have had a chance to feel inspired and get their creative juices flowing they should complete the rest of Page 2. The producer should get as much input from your team as possible. The producer of the news package should be inviting and engaging with his/her team. Everyone should feel invested in the project regardless of whether it is a three-minute news story or a longer feature story.
Before students are allowed to move on to their script check to make sure that their story pitch sounds solid. You may choose to let each group present in one minute to the rest of the class their story idea or simply run it past you.
Once students have prepped for their story read through Page 3 with the entire class and answer any questions students may have about scripting. Then allow students on their own to complete Page 4.
Students are now very close to being ready to going out to capture their story (although that may have to take place during the next class or at another agreed upon time) but just to help them be as confident as possible pass out the “Step by Step Guide and Tips for the Perfect Shoot” and have students read through and take the guide with them on their shoot.
*Make sure that you follow up with groups about their rules and help them to make sure that expectations continue to be met throughout the course. AND if students commit behaviors that the group decided would expel them from the group it is YOUR job to follow through with them and ask the student to leave. That student will be given an alternative assignment and have to work without the group.