YEAR 8

Journalism Challenge Duration - 6 weeks

Aims: To explore a variety of media texts and techniques, looking at format,

language and style. Once students have studied and analysed a range of media texts, they

will produce their own magazine article, newspaper report, CV, letter of application and present, as part of group presentation, a TV news bulletin.

The reading and writing activities in this scheme prepares students for some of the reading and writing demands of the Year 9 tests.

____________________________________________________________Outline of scheme:

Week 1: Introduction to media Looking at key features of magazines Week 2: Production of own articles for a magazineWeek 3: Differences between magazines and newspapersWeek 4: Focus writing a lead story for a newspaperWeek 5: Presenting a TV news bulletinWeek 6: Completing a CV and letter of application____________________________________________________________Resources: Pupil Challenge sheet A3 Copy of magazine article 2 x A4 OHTs of magazine article Cloze Passage OHT of layouts Proposal Form Mix and Match Activity Copies of tabloid and broadsheet newspapers OHT of questions concerning newspapers Video of TV news footage and investigation grid Video camera Mini whiteboards

Main Teaching and Learning objectives:

Reading:R3 – Make notes in different ways, choosing a form which suits the purpose.R6 – Recognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions.R8 – Investigate how meanings are changed when information is presented in different forms or transposed to different media.R10 – Understand the overall structure of a text to identify how key ideas are developed.

Wd 9 – Appreciate the precise meaning of specialist vocabulary.Wd12 – recognise how the degree of formality influences the word choice.

Writing:Wr 7 – Experiment with different language choices to imply meaning and to establish the tone of a piece.Wr 9 – Experiment with presenting familiar material in different forms.Wr12 – Describe an event, process or situation, using language with an appropriate degree of formality.Wr 13 – Present a case persuasively, making selective use of evidence, using appropriate rhetorical devices and anticipating responses and objections.

Speaking and Listening:S/L 1 - Reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvementS/L 2 - Tell a story, recount an experience or develop an idea choosing and changing mood, tone and pace of delivery for particular effect.S/L 7 – Listen for a specific purpose, paying particular sustained attention and selecting for comment or question that which is relevant to the agreed focus.S/L10 – Use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas.

FACULTY OF ENGLISH

Scheme of work Year 8 Title Journalism Challenge DateDuration: 6 WeeksAim:

RESOURCES ACTIVITIES

Pupil Challenge Sheet

Key Features of a Magazine Sheet

Lesson 1 Objective: Have we got what it takes to be journalists?Key Question: Have we got what it takes to be a journalist?

Starter: Name all the places you see stories reported. (Mini whiteboards)

Introduction:Set the challenge. The class is to become trainee journalists on a 6 week training course. In groups, students are to produce a portfolio of work including a magazine article, newspaper report, a CV and a letter of application.

Development: Looking at a range of magazines, pupils are to complete an investigation into the key features and

conventions of magazine articles.

Feedback and discussion (after 20 minutes approx.).

PlenaryFor their portfolio, come up with 5 ‘Golden Rules’ for magazine reporting

Homework:

N/A

RESOURCES ACTIVITIES

Copies of a magazine article

OHT of article to annotate

Cloze Passage Exercise

Lesson 2 Objective: Key Question: How do magazine reporters engage their audience through the language they use?

Introduction: Give pupils a copy of a magazine article. What ‘jumps out’ at them from the page? Why? Give feedback.

Development: Shared reading of the article. Annotate the article, looking at language features including punctuation, font, sentence length, etc. Cloze passage of ‘Justin’s surprise kick-about with the kids.’ Students to use knowledge of magazine

reportage to complete gaps.

PlenaryProduce a class wordbank for celebrity news articles e.g. exclusive, revealed, ultimate, stars, scandalous, etc.

Homework:

RESOURCES ACTIVITIES

OHT Layouts

Proposal Form

Lesson 3Objective: Key Question: What’s In, What’s Out? (of their magazine!)

Starter: Match the OHT layout to the type of story/article. Discuss reasons why, etc.

Introduction:Get pupils into groups of 3-4. Explain they are a journalist panel for a magazine. By the end of the lesson they must have produced a written proposal to their Editor which includes: target audience name of magazine type of magazine key features of their magazine key attractions of their first week’s edition

Development: Pupils complete the above tasks. Optional feedback.

Plenary‘The Flick Test’ – each group is asked which article in their magazine would appeal to a specific person and why e.g. a businesswoman waiting for a train, etc.

Homework:

RESOURCES ACTIVITIES

Mix and Match Sheet

Lesson 4Objective: Key Question: Can I write a magazine article?

Introduction: Match the celebrities with the adjective. Teaching Point: make it explicit that the way in which people are introduced focuses on personality,

appearance or achievements.

Development: In boardroom groups, discuss which characteristics (style, personalities, etc.) their magazine is going to

focus on. Make final decisions regarding the range of magazine articles for portfolio. Could include: TV/film/music reviews, interviews with stars, hot gossip, looking into the future for soaps,

popstars and sports stars news, events (e.g. BRITs), fashion comment page, etc. Planning time for individuals.

PlenaryAs a group, produce a phrase or slogan to advertise this week’s edition of their magazine.

Homework: Complete article.

RESOURCES ACTIVITIES

List of Features

Copy of The Sun and The Times for each

group

Label Sheet

OHT of questions

Lesson 5Objective: Key Question: How do newspapers differ from magazines? What makes newspapers different from each other?

Introduction: A pupil to brainstorm, in pairs, the conventions of a magazine article. Listen to ideas. (This is largely a clarification of knowledge they already have.)

Development: Brainstorm on the board as a class what conventions newspapers have. Discuss how these differ from magazines. Pupils to work in small groups, each group should have a copy of ‘The Sun.’ Pupils to label the parts of the front page. Check understanding by group feedback. Still working in the same groups, pupils to complete table looking at The Sun. Complete next column using The Times. Hand out copies of shrunk broadsheet. Ask students to flick through then be prepared to answer the

following questions (put up OHT).

Plenary Pupils to think of differences between magazine and newspaper. Pupils to think of differences between tabloid and broadsheet.

Homework: Write one paragraph comparing tabloid and broadsheet.

RESOURCES ACTIVITIES

Headlines Sheet

Lesson 6Objective: Key Question: What techniques are included in headlines?

Introduction:Hand out a range of headlines and pupils, in pairs, to come up with the story – the funnier the better.

Development: Discuss the meanings of pun, alliteration, rhyme, rhetoric, emotive language, repetition. Pupils to write down explanations. Using whiteboards put up on OHT a range of headlines using above techniques. Pupils to write the technique on their board and then flash up. Pupils to write their own headlines for stories using as many techniques as possible.

PlenaryIn pairs, pupils to explain one of the techniques and their partner must say which one it is.

Homework:

RESOURCES ACTIVITIES

Lesson 7Objective: Key Question: How do people respond to articles using the editorials?

Introduction: Discuss the meaning of the ‘Editorial.’ Brainstorm the reasons why people would write to the newspaper.

Development: Hand out a recent article, which could cause controversy – might cause offence. Read through. Discuss how it might cause offence. Brainstorm the offensive words/etc. Hand out examples of Editorials. Highlight key aspects. Pupils to write their letter to the Editor.

PlenaryPupils to highlight key aspects of Editorials.

Homework:Complete their letter.

RESOURCES ACTIVITIES

Lesson 8Objective: Key Question: How do you write a lead story for a newspaper?

Introduction: Brainstorm the qualities of a newspaper article – look at language, etc. this will relate back to the first

session on newspaper articles. Pupils create a checklist for things to do.

Development: Introduce the five W’s: Who What Where Why When Explain they feature in all lead paragraphs, especially in a tabloid. Use an example to highlight the W’s. Introduce a recent topical issue. Pupils to put the key points of the story into a flow-chart. Pupils to write the lead paragraph using the five W’s. Pupils to cut out flow chart sections and to rearrange them in the order they would feature in an article. Check pupils have them in the correct order. Pupils to write the article.

PlenaryStudents to read out their lead paragraphs.

Homework:Complete article.

RESOURCES ACTIVITIES

TV News Comparison Grid

TV Footage

Lesson 9Objective: Key Question: How do you turn a newspaper report into a TV report?

Introduction:Brainstorm what students already know about news broadcasts e.g. anchor, settings, various correspondents, etc.

Development: Hand out comparative news broadcast grid. Watch extract from different news channels. Watch again and fill out grid. Feedback on whiteboard.

PlenaryGroups decide which TV channel they will broadcast for and work out roles, props, settings, etc.

Homework:

RESOURCES ACTIVITIES

News Transcript Sheet

Inflatable microphones

Lesson 10Objective: Key Question: How do you turn a newspaper report into a TV report?

Introduction:Read worksheet ‘News Transcript’ and discuss similarities of the transcript with the newspaper e.g. announcer’s paragraph is like the lead paragraph of a newspaper report.

Development: Highlight newspaper article for key facts to use in TV report. Assign roles e.g. anchor, correspondent, interviewee, (extra interviewer). Annotate newspaper article dividing up information deciding what the anchor is going to say, the

interviewer, etc. Write up own script. Work out positioning and practice performing.

PlenarySpotlight (5/10 seconds per group) each group in performance.

Homework:

RESOURCES ACTIVITIES

CV Writing FrameLetter Writing Frame & Sentence Stems Sheet

Video Camera

Lesson 11 &12Objective: Key Question: How would I apply for a job in journalism?

Introduction: Set up writing a CV and letter of application. Hand out writing frames.

Development:The class is divided in two:Group A: Groups begin discussing the content of CV and letter of application. After discussions, individually each pupil completes a CV and letter of application for their chosen area of

media/journalism.

Groups B: Meanwhile, teacher uses video to film groups’ news bulletins. Aim is to film half the class in lesson 11 and the other half in lesson 12.

PlenaryIn each lesson, assess the performances of groups filmed in each lesson.

Homework: