Time to Talk Back
Module 2, Activity 2.6 - Radio Interviews as Entertainment and Information
Teacher Page
(student page for this lesson)

Introduction:

Talk back radio is growing in popularity. Audience members can call in and have their opinions heard vwhich provides new challenges for journalists. The host of a talk back show must be well-informed, able to invite debate creating a balance of ideas, and prepared for the unpredictable. In this lesson, students will learn the format and challenges of this genre in radio through listening to an example of talk back radio and through role playing.

Resources:

- internet access or a taped version of a radio talk back show (i.e. Cross Country Checkup with Rex Murphy)
- radio talk back questions (.doc) or (.rtf)
- radio talk back role play (.doc) or (.rtf)
- role play evaluation (.doc) or (.rtf)

Activities:

Task One - What's your point?
Radio talk back is a chance for listeners to become involved in a debate about a current topic of interest. As this is often broadcast live, the host's job can be challenging.

In order to understand talk back radio, students need to hear an example. Choose a show such as Cross Country Checkup and have students listen to an episode (many radio stations, such as CBC, have archived radio programs).

While the students listen to the recorded radio program, have them answer questions regarding format and content.

Task Two - Talking back in class
Use the questions the students answered as a starting point to discuss talk back radio.

Once you have assessed student understanding of the basic topic, center your discussion on the format of the radio show rather than the content.

Have the students look at the answers they wrote down and discuss the following:
What is most challenging about the host's job?
How are the experts/guests chosen?
Was there a fair balance of ideas?
What did the callers add to the show?

Task Three - Play it out
With an understanding of talk back radio, students must now role play their own talk back show.

Following the steps on the handout, students will work in pairs and prepare to play both the host and an expert on two separate topics.

Task Three - Continued . . .

Students having trouble coming up with an idea for a radio talk back show?
You can help!

Suggest they look at the headlines of the day to find a current event that interests them

OR

Save time, have them use the topics from the editorials they wrote in print journalism. This may mean they have to do less research.

Task Three is an appropriate time to include peer evaluation in the classroom. As a pair of students perform the two role plays they have prepared, you can have some of the class in charge of evaluation. A group of approximately 5 students (perhaps a row of students) will be given two evaluation sheets. This group of students will be responsible for evaluating this pair of students through both role plays. They will therefore evaluate each of the 2 people on their performance as a host and as an expert, based on the criteria given. The rest of the students in the class can act as the callers for the radio show being presented.

The peer evaluation allows the students to apply their understanding of a radio talk back show and gives them a specific task while others are performing.