Curriculum Area Project

Broadcast Journalism

English: Grade 9-12

2014

East Meadow School District

CAP Supervisor: Mary Kudla

East Meadow High School

Writers: Principal: Richard Howard

Carrie Piombino Superintendent: Louis R. DeAngelo

Kim Lo Faso

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Table of Contents

Abstract 3

New York State Common Core Standards

Rationale

3-6

6

Lesson Plans: I- Introduction to broadcast journalism basics II- Copyright, fair use, and ethics III- Comparing print and broadcast news IV- Writing news for broadcast V- Videography preview VI- Videography practice VII- Broadcast Performance VII- Broadcast Production

6-11

Supplementary Materials: Power Point presentations and worksheets 12-42

Works Cited 43

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ABSTRACT

This CAP is designed to facilitate a full year broadcast journalism course that will meet every other day. Included in this CAP is a unit plan that contains lesson plans, Power Points, worksheets and other resource materials. The focus of the unit is on understanding Broadcast Journalism basics to prepare for the production of a weekly, school news and morning announcements program, called “JETstream.”

New York State ELA Common Core Standards

SL: Speaking and Listening: Grades 9-10

Comprehension and Collaboration

SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Presentation of Knowledge and Ideas

SL.9-10.4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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W: Writing Standards: Grades 9-10

Text Types and Purposes

W.9-10.1:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SL: Speaking and Listening: Grades 11-12

Comprehension and Collaboration

SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,

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building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas

SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

W: Writing Standards: Grades 11-12

Text Types and Purposes

W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

RATIONALE

Upon high school graduation, students are expected to graduate with the skills and knowledge necessary for college, career and life. Broadcast Journalism with its emphasis on non-fiction naturally aligns itself with this goal. Students learn through the unit how to research and synthesize multiple sources to support critical thinking. Expository writing is then presented through multi-media and shared with others. This public platform helps student journalists to further develop as positive, responsible and educated citizens.

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I. INTRODUCTION TO BROADCAST JOURNALISM BASICS A. Warm Up Activity:

1. Pass out syllabus and news questionaire. Then begin discussing this year’s course curriculum while a TV news broadcast is playing in the background. Feign irritation demanding one veteran student to report what information has been shared. End warm-up with a discussion “tune out” syndrome – what does that say about the future of print journalism?

B. Analysis of broadcast media activity:1. Turn the TV on again and watch a few minutes of TV news segment that

is also covered in a New York Times article.Then ask students:• What do they remember seeing?• What do they remember hearing? Press them for details.• Were all the images useful for understanding the story? If not, why were they used?

2. Turn the news again. Ask students to time each news story.3. Then pass out the New York Times article. Ask a student to read the

article aloud. How long does it take to read the article?C. Closure: What’s the difference between print and broadcast journalism? How do

you think stories are written for broadcast? Homework: Select one article from the front page of a local paper and create “copy” for a broadcast journalist.

II. COPYRIGHT, FAIR USE AND ETHICSA. Warm Up Activity:

1. Copyright Quiz.B. Copyright and fair use activity:

1. Together or in small groups have students watch the video https://www.youtube.com/watch?v=CJn_jC4FNDo

2. In partners, have the students generate two questions or comments they have after watching the film.

Closure: Pass out and review What is Fair Use? handout. Homework: Read and complete What is Fair Use?

III. COMPARING PRINT AND BROADCAST NEWSA. Warm up Activity:

1. Copy and Explain the following quote:“When a big event happens, people turn on to CNN, not only because they know there will be people there covering an event on the ground, but because they know we're going to cover it in a way that's non-partisan, that's not left or right.” -Anderson Cooper

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B. CNN Broadcast Journalism Activity:

1. Go to CNN’s transcript page (http://www.cnn.com/TRANSCRIPTS/), click on a news reporting show (not analysis or commentary) and find stories. Or use the link that says, “Click here for breaking news transcripts,” which often provides what you’ll be looking for.

2. Choose ONE story featuring only a reading by the anchor and possibly a video clip with quotes (not an interview with a special analyst or with a reporter on the scene). [Note: The writing for NewsBreak is for anchors only and does not feature remote links with reporters or live nterviews, which are more complex.]

3. For each broadcast report, find an article on the same topic on the website of a major daily newspaper, such as The New York Times or Washington Post. Copy and paste the text into your file but on a separate page. You should have one page with broadcast text for two stories (shrink to fit – single-space, 10-pt. text is fine), and one or two separate pages of newspaper text.

4. PAIR UP WITH A CLASSMATE: Have your partner read the print version of your “story.” They must then create a “script” for you. You must do the same. Your scripts must be printed in Microsoft Word. Do not share the CNN transcript!

C. Closure: After completing the swap and writing your own transcripts for broadcast, read the CNN transcript. How do they compare? WHOLE CLASS DISCUSSION.

IV. WRITING NEWS FOR BROADCAST A. Warm Up Activity:

1. Use Power Point Presentation about writing broadcast news Rules for writing broadcast stories

● Keep it short and simple (subject – verb – object).● Avoid long introductory phrases.● Be conversational, when appropriate.● Attributions go at or near the beginning.● Remember: the audience cannot see the text!● Make the script easy to read.● Story order signals priority (1st = lead story).● Group related stories together.

Format:● scripts are typed large (like this: 18 pt.)● text is one narrow column, double-spaced

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● direction cues are written in the large margin● text is marked by hand to aid verbal expression● number pages just in case…● broadcast pieces are brief (15-30 seconds) and timed closely

B. Practice writing activity1. Review writing standards for “hard news” in newspapers (5 W’s + H, inverted

pyramid, summary leads, etc.).2. Distribute newspapers. Have students practice translating newspaper articles into

broadcast reports. Limit stories to 20 or 30 seconds when read aloud. Ask students to consider the function of each sentence.

C. Closure: End by having a few students read their stories for the class. Homework: Find a video clip that matches the story you created, be prepared to share with the class.

V. VIDEOGRAPHY PREVIEWA. Warm up activity:

1. Free filming session in which volunteers will be asked to play the roles of a sports interview and cameraman. They will be given a few moments to discuss and then film a two minute segment. Afterward the class will watch the segment and discuss what worked and what did not. Are the questions and answers audible? Does the camera change angles or zoom in? Is blocking considered?

B. In groups, students will be prompted to discuss elements of a good newscast. T-script activity will be introduced with discussion of video and audio planning. How would they chart and refine what they saw?

C. Closure: Find a newscast from a local high school to share with the class. Student videotape/photograph release form must be filled out.

VI. VIDEOGRAPHY PRACTICEA. Warm up activity:

1. Whole class view of another schools program and then charting their segments with a follow-up discussion of segments that will be in the "JETstream".

B. After assigning group segments. Groups will work on the News Broadcast Assignment Handout and Audio/Video T-chart.

VII. BROADCAST PERFORMANCE

A. The News Broadcast Assignment handout will be used in conjunction with the t-chart to develop a script that will be uploaded to the “Teleprompter.” Students will then practice and time their segments both individually and then grouped together. All of the following will be addressed: Camera skills/protocol

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Camera shots and anglesTransitionsGreen Screen and Teleprompter

VIII. BROADCAST PRODUCTIONA. Editing the package: The following websites contain a unique set of videos on how to

edit film and insert text, sound or pictures. Students will work in a lab style setting where there group work will be independent and the teacher will facilitate by walking around/monitoring.

http://support.apple.com/kb/PH14724?viewlocale=en_SA&locale=en_SAHow to record on an IPad using a green screen

http://7it.weebly.com/7---imovie.htmlExploring iMovie with green screen footage

http://schoolvideonews.com/Lesson-Plans-Curriculum/Adding-Graphics-and-Broadcast-Animations-to-Student-Video-ProductionsAdding graphics to broadcast video

B. Media Sources Worksheet: Rich media is the key to a good digital video. Students will research the following resources and explain the purpose of each in production. These will be used to style their segments.

•Wikimedia Commons - a wiki database of Creative Commons or Public Domain images.•Flickr - a photo and video sharing site where most works are licensed under Creative Commons. The Advanced Search allows students to search only for Creative Commons licensed media.•FlickrStorm - another way to search through Flickr that provides even more results. There is an option to search for only images that have been licensed for reuse.•Jamendo - a music sharing site of all legal to use songs.•Google Advanced Image Search - setting the usage rights shows images that are labeled with a Creative Commons license•Library of Congress - an online catalog of thousands of prints and photos currently archived at the LOC. Most of the resources can be published without having to seek permission, and they provide terrific digital artifacts for historical stories.•National Archives - billions of images, videos, and digital documents can be found and integrated into projects.

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IX. BROADCAST ASSESMENTA. Students will use the Independent and Group Rubrics to assess the

finished segment. Students will be expected to give feedback for the next JETstream production.

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Name: Date:

Journalism: Kudla Period:

NEWS Questionnaire

Directions: Answer each of the following questions in complete sentences in the space provided. Attach the supplementary question “Why” where applicable; to further develop your answer.

1. What is journalism?

2. What is the most recent/interesting news story you have heard?

3. Where do you get your news from?

4. When was the last time you read a newspaper?

5. What is your favorite section of the newspaper or your favorite type of news?

6. What was the last thing you read?

7. Why are you taking this class?

8. Provide your contact information: e-mail, phone, etc.

9. Do you have a job?

10. What extra-curricular activities are you involved in?

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Copyright Quiz

Directions: Read each of the following, marking comments true/false or ok/not ok.

1. Copyright status is only granted to well-known authors and filmmakers.

2. The Motion Picture Association of America has anti-piracy sniffing dogs.

3. Sam buys a new band's CD but decides he doesn't like the singer, so he resells the CD on

eBay. That's legal.

4. The sole purpose of copyright is to make authors money and protect them from getting their

works stolen.

5. Amy tells Daniel about her summer vacation, and he says he'd love to see her pictures. Amy

uses a peer-to-peer (P2P) file-sharing program to upload the photographs she took at camp

so he can download them.

6. Amy tells Daniel that the files are available. Daniel uses the same peer-to-peer file-sharing

program to download Amy's camp pictures.

7. Jason copies the entire last chapter from the final Harry Potter book to his commercial blog

without any additional commentary. Since he only used part of the work, Jason would be

protected by fair use.

8. Kathy downloaded a few photos of local organic farms from Flickr.com's Creative Commons

(CC) pool. She follows the rules of the photographer's specific CC license and uses them in

her digital video about sustainable agriculture.

9. Dwight finds a peer-to-peer (P2P) network that offers free music downloads. He owns all but

one of his favorite band's CDs, and he finds that particular CD on the network. He's too

cheap to buy it, so he downloads the songs.

10. Paula read an interesting article about the making of the film Titanic and wants to use a

short quote in her cinema review paper for journalism class.

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What is fair use?

The Copyright Act gives copyright holders the exclusive right to reproduce works for a limited time period. Fair use is a limitation on this right. Fair use allows people other than the copyright owner to copy part or, in some circumstances, all of a copyrighted work, even where the copyright holder has not given permission or objects.

Research and define the following terms:

Attribution

Author/Artist

Copyright

Copyright infringement

Copyright term

Derivative work

Expression

Fair Use

File sharing

License

Mashup

Parody

Plagiarism

Public domain

Remix culture

Stakeholder

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Mrs. Kudla Broadcast JournalismEast Meadow High School

This course is an introductory course to broadcast journalism. The focus of course is understanding Broadcast Journalism basics to prepare for the production of a weekly, school news and morning announcements program, called “JETstream”. Students also will develop their skills as consumers of journalism with regular news viewing, reading and listening.

Planned Units of Study: 1. Introduction: journalism terms, elements of news, news sources2. News writing: 5W’s and H, interviewing, leads, inverted pyramid style3. Laws and Ethics: 1st Amendment, Supreme Court decisions, libel, censorship, code of

ethics, copyright, invasion of privacy4. Broadcast writing5. Broadcast production and editing6. Advertising

Materials NeededThree ring binderUSBEMHS student plannerWriting utensils Grading

Category: Percentage:

Articles 30%

Trending Now 30%

Jet stream production 30%

Class Participation 10%

Classroom PoliciesAll rules and regulations for the class will be the same as in the EMHS student planner. Please remember, electronic devices are not to be used at any time during class and may not be kept out on your desk. If used in class, this will be reported to 117 and it may be taken away.

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NEWS BROADCAST ASSIGNMENT HANDOUT

Each group member will be responsible for one segment of the broadcast and will write their

portion of the script as well as read it on camera. The roles, and the group members playing

them, are as follows:

• Anchor: it will be your job to introduce and conclude the broadcast, as well as the main

story and the reporters that will be covering each segment. You should think about creating a

network logo and theme music for the broadcast.

_________________________________________________ is the Anchor for our group.

• Field Reporter: it will be your job to provide all the information viewers need to

understand the main story of your broadcast. You should also consider providing images of the

event and/or interviews with people who witnessed the event.

__________________________________________ is the Field Reporter for our group.

• Sports Reporter: it will be your job to provide the broadcast with an update on the

outcomes of recent sporting events. These can be professional, local or school events. You

should also consider using some team or sport logos to be shown on camera with your segment.

_________________________________________ is the Sports Reporter for our group.

• Entertainment Reporter: it will be your job to provide the broadcast with an update on the

latest entertainment news and/or celebrity gossip. Think about doing a movie review on a new

movie that is playing, a concert review, an update on the outcome of an awards show, or cover

an event that happened recently in the local or school community. You should also consider

providing images of the event and/or “red carpet” interviews with the celebrities involved.

_________________________________ is the Entertainment Reporter for our group.

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Each group is responsible for creating and submitting a script that they will follow in their broadcast and filmed news broadcast. Groups will submit one script and each member must write a reflection.

The reflection should address some of the following questions:

• What did you find challenging about this assignment? Why do you think this was? If you were to do this assignment again, what would you change to divert this issue?

• What are some techniques that you used in creating your news broadcast? Did you find them useful? Why or why not?

• Where did you find your news in the research phase in this assignment? Were these sources reliable? How do you know? Why is this important?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Media Sources Worksheet

Rich media is the key to a good digital video. The resources below will help students find what they need.

Directions: Research the following, explain purpose of each and how it can assist in Broadcast Journalism.

•Wikimedia Commons

•Flickr

•FlickrStorm

•Jamendo

•Google Advanced Image Search

•Library of Congress

•National Archives

Find five other potential sources.

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Camera Shots and Angles

Eye level shot - There are as many camera angles as there are shots, but in general they can be classified in three ways, eye level, high angle, and low angle. The eye level shot is set up so that the camera is at the eye level of the subject (not that of the camera operator). If the subjects are sitting down, the camera must be lowered to be at eye level. An alternative is to raise the seats with stools or a riser so that the camera operators can stand comfortably with eye level shots. Eye level shots put the viewer on an equal status with the subject.

High angle shot - The high angle shot looks down on the subject. As the words imply, it puts the viewer in a superior position to the subject, or conversely, it makes the subject appear weak or inferior.

Low angle shot - The low angle shot, in contrast, looks up at the subject. This gives the subject the appearance of strength or power.

Picture Composition

Here are a number of rules of thumb for good picture composition, Like all rules of thumb, they can sometimes be broken if you break them purposefully and consistently.

Head room - Keep the subject high in the picture, especially when you are framing them fairly close up. Putting too much space above their head makes them look weak. Some directors actually like to cut off the top of the head in the frame, but most like to put a small space at the top of the frame.

Nose/lead room - Put more space in front of a person's face in the direction that they are facing. The further they are looking away from the lens, the more you should "lead" them, the more space you should have.

Cut people carefully - Avoid putting the bottom of the frame at natural articulations of the body such as the neck, elbows, waist, or knees. Cut the image between these features to avoid optical distortions.

Avoid things growing out of people - "On our honeymoon, my wife and I set up a nice shot in front of a windswept tree in Monterey and asked a passerby to trip the shutter for us. He eagerly moved himself and us around until; you guessed it, when we got the picture back we had a tree growing out of our heads. In his passion for symmetry he had overlooked the bizarre effect of the merger of background and foreground in 2- dimensional images"

Center unless balanced by something else - Center the subject in the frame unless other objects or the subject's own movement or gaze in a direction not directly into the lens balance the offset.

Depth - Composing your shot with objects in the foreground and background, in addition to the subject in the medium ground, adds depth to your pictures.

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Types of shots

The following types of shots come in handy when shooting people with a video camera.

2-shot - The 2-shot, or a shot with two people in relatively equal balance, is useful for very short conversations or for showing the two people react simultaneously

Over the shoulder - The over the shoulder shot is used for longer conversations, and establishes near eye contact between the subject and the viewer, over the shoulder of another subject. With two cameras (or two takes), you can cut back and forth between the over the shoulder shot of one subject to the over the shoulder shot of the other. The viewer has more of a sense of being involved in the conversation

Show and tell - Always show the viewer what is being talked about while it is being talked about.

Camera Shots

Extreme Close-up (ECU) - An Extreme Close-Up, sometimes called a "tight close-up," might perhaps frame only a part of a human face (an eye or the mouth), or perhaps a hand or foot. Extreme Close-Ups can in fact frame anything very small. This is a common shot found in video demonstrations of intricate procedures (e.g. dissections, drawings, etc.)

Close-up (CU) - This camera shot, sometimes called a head shot," usually frames an object about the size of a human head usually not including shoulders

Medium Close-up (MCU) - This camera shot indicates a space equivalent to a person's head and their shoulders

Medium Shot (MS) - This shot includes space which would frame a person's head and torso. This shot can also encompass two people standing next to each other filmed from the waist up. Two people sitting at a desk, such as can be seen in television newscasts, represents an example of a Medium Shot.

Medium Long Shot (MLS) - A Medium Long Shot can frame one or two people standing up, that is, their entire body

Long Shot (LS) - A Long Shot will be able to take in an entire room or large group of people. When the camera pulls back at the end of a newscast to allow you to see the entire set (cameras, desks, cables, lights, etc.) they are using a long shot

Extreme Long Shot (ELS) - An extremely long shot might encompass a picture of an entire house or, in fact, anything large. An extreme example can be found in the opening shot of "The Sound of Music." Here the camera actually frames several mountains, and then zooms in until we see Julie Andrews singing and smiling.

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Newscast Rubric:

Group Grade

A B C D FCreativity (10pts) Newscast

displays creativity through all aspects of presentation. Group included props or extras to make newscast life-like.

Newscast displays creativity through all aspects of presentation.

Newscast displays some creativity through all aspects of presentation.

Newscast displays little creativity.

Newscast displays no creativity; it is simply a presentation of facts and does not resemble a newscast.

Rehearsed/Transitions(5pts)

The newscast appears well rehearsed with smooth transitions between group members.

The newscast appears somewhat rehearsed with semi-smooth transitions.

The newscast does not appear rehearsed and/or has few transitions.

The newscast is not rehearsed and there are no transitions.

The newscast has no flow and there are moments of silence.

Typed Script (5pts) The script is typed, includes all stories, and transitions and there are no grammatical errors.

The script is typed and includes all stories, but few transitions and/or some grammatical errors

The script is typed, includes all stories, but few transitions and/or many grammatical errors

The script is typed, includes most stories but no or few transitions and/or man grammatical errors.

The script is not typed and/or incomplete.

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Individual Grade

A B C D FEye contact/voice projection (5pts)

The student maintained eye contact and excellent voice projection throughout newscast.

The student maintained some eye contact and could be heard throughout the presentation.

The student exhibited inconsistent eye contact and voice projection, weakening presentation.

The student had very little eye contact and/or was difficult to hear.

The student was reading and/or could not be heard

Research/Content(10pts)

The information presented is well researched, accurate and relevant.

The information presented is researched, accurate, and somewhat relevant.

The presentation reflects some research, may have some errors or lack relevance.

More research was needed to display accuracy and relevancy of information.

Little research is shown and/or information is inaccurate and not relevant.

Self/Peer Evaluation (5pts)

Student received an average score of an “A”

Student received an average score of a “B”

Student received an average score of a “C”

Student received an average score of a “D”

Student received an average score of a “F”

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Works Cited

"Center for Media & Social Impact | Empowering Media That Matters." Center for Media &

Social Impact | Empowering Media That Matters. N.p., n.d. Web. 18 July. 2014.

"How to Use IMovie in the Classroom." Sophia. N.p., n.d. Web. 18 Nov. 2014

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