Beacon Lesson Plan Library

So You Want to Be a TV Reporter!

Sue Orth
Orange County Schools

Description

Students gain information from an interview with each other in order to write a script for a video segment.

Objectives

The student formulates questions and conducts an interview.

The student asks appropriate, challenging questions for elaboration or clarification during activities such as interviews and discussions.

Materials

-Video camera
-Tripod
-Microphone
-Videotape
-Handouts (See Associated File)
-A tape of interview examples

Preparations

1. Collaborate with the school Library Media Specialist or TV Production teacher to locate and or train a student in the use of the video camera.
2. Duplicate a copy of each handout for students to place in a notebook. (See Associated File)
3. Locate or make a videotape of interview examples to show to the students. If you make the videotape, use the information provided in the Interviewing Skills for Television Production handout (See Associated File) to guide the examples and nonexamples presented on the tape.
4. Establish deadlines and what can be done in and out of the classroom.
5. Identify where the student practice session can be held.
6. Reserve the TV studio (if one is available) or video camera equipment.

Procedures

Note: Students learn to conduct an on-camera interview with another member of the class. Students should have prior instruction and practice in using a video camcorder or access to a TV Production class or student.

DAY 1
1. Say, “So you want to be a TV news reporter.”

2. Discuss the use of interviews as a way of introducing someone to an audience.

3. Introduce the three basic components of an interview--the beginning, middle and end. Distribute the Interviewing Skills for Television Production handout (See Associated File) to review specific information and examples for each component.

4. Show and discuss the videotape of interview examples. Highlight information from the Interviewing Skills for Television Production handout as it relates to the examples shown.

5. Assign students a job for this project by pairing up the students. Students do not select their partner for this project; it is best if they interview someone they do not know.

6. Distribute and discuss the Interview Notes, Working Script outline and Evaluation Rubrics. (See Associated File)

DAY 2
1. Review and clarify instructions and handouts if needed.

2. Students interview each other.

3. Students complete a Working Script based on information from the Interview Notes. (See Associated File)

4. Students practice the interview.

DAY 3
1. Students videotape the interviews. (If possible, provide another place for this outside the classroom, like a media center studio.)

2. Students and teacher view and evaluate the interviews based on the criteria provided in the Evaluation Rubrics. (See Associated File)

Assessments

This activity is assessed using the Evaluation Rubrics. (See Associated File) The areas scored by students are based on organization and performance. The areas scored by the teacher are based on the Interview Notes, Working Script and oral presentation. The oral presentation is assessed for clarity, camera presence and content.

Extensions

1. This activity can be used in any classroom at the beginning of the year to introduce students to each other and the teacher.
2. Using the skills they have learned, students can present book reports by interviewing the author of a book or the character of a book.
3. Students can produce a historical news show by researching famous people from the time period being studied and conducting a historical interview.
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