Tell it Like it is?
Module 1, Activity 1.2 - Writing for Audience
Teacher Page
(student page for this lesson)

Resources:

- copies of different newspapers and magazine directed at teens.
- internet access

About Resources:

Check the library or the grocery store and find as many different newspapers and magazines as you can before coming to class. This way if the students do not bring materials to class you will have some on hand.

You might also consider having students log onto different news websites for articles. However, often sites associated with teens also have a number of pop-ups and therefore your school may have blocked these sites. For this reason, paper copies may be a better choice.

Possible News Sites for Teens:
1. The Wall Street Journal - Classroom Addition
2. Alternet
3. Young People's Press

Activities:

Task One - Speak to the Audience
To start, ask students to think of something interesting that has been recently happening in their life or in their community. Jot down the main points of the story. Then students should find a partner and, in two minutes, explain to their partner what has been happening. While the partner is speaking, they should be writing down the basic details of the story.

After the partner has told the story once, ask students to imagine that they are trying to explain the same event to their Grandma or another, older, member of the community. When students tell the story this time, their partner should record any details that they added or changed in telling the story to a different audience.

After each partner has had a turn, discuss as a class the differences in telling the story to two different audiences. Through the discussion students much begin to realize that once they have determined their audience, they must use language and facts that the audience will react to and understand.

Task Two - Finding Characteristics
In groups of 2 or 3, students should search through the newspapers and magazines that are in the class. They need to find at least 3 articles that are directed at teens and 3 articles that are directed at a second audience.

After they have selected their articles, as a group, they need to discuss and write down the characteristics of the articles written for teens. You can get the students started by telling them to consider the following:

1. the language used throughout the article
2. the people interviewed in the article
3. the information/statistics given in the article

After they have had some time in their groups to determine common characteristics for each of their two audiences, it will be important to discuss ideas as a class. Try to create a list, on the board, of 5-10 characteristics for at least three different audiences: teens, the elderly, middle-class, two income families, etc.

Instructional Strategies:
Task 1 - Small Group Interaction (Interactive)
Task 2 - Small Group Interaction and Discussion (Interactive), Concept Formation (Indirect Instruction)
Task 3 - Assigned Writing (Independent)

Task Three - Writing for Different Groups
Now that students have looked at different examples of how to write for a specific audience, it is time for them to do some writing. They will need to choose a story from their community that they are interested in and that is appropriate for school (you might suggest they use their idea from task one).

Their job is to write this story for two separate audiences. One of the audiences should be a group of people similar to themselves. The other audience is their choice. They should try to choosed targets that have specifically different interests. Challenge the students to address those different interests in their writing. Below are a few examples you might consider giving your students to illustrate one story for two different audiences.

Your community is currently considering whether store hours should be increased for the four weeks before Christmas.

Try writing the story with high school students in mind (ie. focusing on the increased hours and the challenge that might cause with respect to school work, sports, etc.)

Then, try writing the article with the local business owners in mind (ie. chance for extra income)

Still not sure how to begin? Look at an example from another lesson discussing audience and perspective (Task Two - Drumming up News)

While Task Three asks the students to write, this assignment is simply a beginning for the students and should not yet be graded in a summative way.

However, you may consider having the students bring a copy of their completed story for teens and have time in class for peer marking. As a class, you will already have come up with a list of characteristics for writing for this audience (Task Two). Students could create a check list using the class's criteria and read a peer's work and make constructive comments.