Six O'Clock News
Module 2, Activity 3.10 - Making the Local News
Teacher Page
(student page for this lesson)

Introduction:

A news broadcast is created with a very limited amount of time in an environment of extreme pressure. In this lesson, the students will put all of their skills to the test in a real-life situation. As a class, students will create a live news broadcast of their own.

Resources:

- access to a number of video cameras
- permission to film
- sample timeline (.doc) or (.rtf)
- list of links to lessons for review
- local news jobs (.doc) or (.rtf)
- individual/peer assessment(.doc) or (.rtf)
- news broadcast group evaluation (.doc) or (.rtf)

Activities:

Task One - Chain Links
Students will need to do a great deal of preparatory work before the day of the actual news broadcast. They will likely need approximately 5 class periods to prepare for the broadcast, 1 full day for the actual broadcast and an additional class period for evaluation. To begin, decide on a local event on which to focus the newscast.

View the handout on possible jobs for the student newscast. The are small groups listed will become the links within the chain of the larger newscast. As you go through the possible jobs with the class, it is an important time to discuss your role within this project. You will be the supervisor and evaluator. While you will be available to confer with, students will be marked on their ability to effectively solve problems without you.

For this reason, students must give job selection careful consideration. The home base group will essentially be the team leaders for the newscast. The class should decide what skills make an effective leader and choose people with those skills in mind.

Task Two - Working on the Chain Gang
In the days preceding the event, there will be many tasks to complete. Students should view this sample timeline and use it as a basis from which to start.

Remind students that this project requires a great deal of teamwork. They will need to keep people's suggestions and feelings in mind as they work to create the newscast.

During the work periods, you will be marking the students individually as they work to prepare for the newscast.

Task Three - The Weak Link
On the last day that students meet before the broadcast, you may want to have them prepare for problems. Have students create a list of all things that could possibly go wrong and list of possible solutions to the problems. While this may seem pessimistic, the exercise will help the students to realize that nothing ever goes perfectly, and that being proactive and prepared is an effective way to handle problems.

Sample Problems and Solutions:
Problem - one of the cameras is not working
Solution - discuss with director and re-work equipment schedule

Problem - someone is sick on broadcast day
Solution - talk to assignment editor to see who else might be available at necessary time to fill in.

Problem - unanticipated story breaks at the event
Solution - meet at home base to determine who has time to cover the new story.

Task Four - Chain Reaction

You will act as a supervisor, but must encourage the students to work to solve any problems that come up on their own. Toward that end, you may wish to help students anticipate problems in some areas. You will evaluate the students as a large group during the class time and during the day the of the newscast. Students will hand in the completed tape or dvd to you at the end of the day.

Task Five - Lock it Up
After the newscast is finished, students will enjoy the chance to watch it. Have a day at the end of your work time for the students to relax, eat popcorn and watch the completed newscast.

After the students have watched the product of their work, they must take some time to do peer evaluation. They will be responsible for evaluating the other members of their small group using the same evaluation you have been using to mark the students individually.

After the students have completed the peer evaluation, take some time to discuss what it was like be involved in something that had to get done in one day. Focus on several key areas:

• What the students enjoyed the most
• What was most difficult
• What they might have changed if they had more time
• What is a source of pride

This might also be a good time to discuss the challenges of working independently, as their final projects will require them to work with even less teacher centered activity.

Assessment and Evaluation:

Throughout the entire process of the newscast, students will be evaluated. You will evaluate the students based on their final product, but more importantly on their effort, on their ability to work with others, and on their efficiency in completing assigned tasks.

The students will also evaluate their peers in these same areas. This is your chance to help students to see that working independently is an essential part of being a journalist, an ability they will need for their independent projects, and a lifelong skill.