To identify the features of a news report

Key Stage 1

English

Recount: news report

﻿Hello everyone, my name is Miss Weerasekera and welcome to lesson six in our unit about news reports. In today's lesson, we're going to dig deeper into what makes up a really fantastic TV news report. We're going to think about the different sections it has, the different styles you use as a presenter, but also about the content and the way we write what goes into what is said. So there's lots of different things to unpick, and I'm going to need your help to do it, so I hope you're ready. I was watching the news last night to have a think about what makes up the best news reports. Have you watched the news recently? What did you notice? In today's lesson, you're going to need something to write on, like a piece of paper or an exercise book, and a pen or pencil to write with. You're going to need your brain today, because we're going to be identifying the features of our news report and you're going to need it to help me. So if you do not have a piece of paper or a pencil, please go and get it now and press pause and then press play when you're ready to get started. Today, we're going to start off with a spelling activity. Now, in the next five lessons that make up the end of this unit, we're going to be consolidating and reviewing all the different spelling from the units in this term. That means we're going to recap some of the spelling rules and we're going to have a look at those words and see if we can apply them. We're then going to move on to an oral game called, The 5 Ws. Now, in our lesson three earlier in the unit, we were thinking about the five Ws. We're going to go into more detail about them today. We're then going to look at the different features of a news report, so that we're ready to start boxing up in our next lesson and then you're going to have an independent task based on our news features to get ourselves ready. The spelling rule that we're going to review and focus on today is this one. It is the way in which /j/ can be spelled at the end of some words. Can you remember any words that ended in /j/? One example is, bridge. Can you think of any of others? Fantastic, you can remember this really well. So there were two ways of spelling the /j/ sound at the end of a word. The first at the end for a word with a /j/ sound that is spelled D-G-E, it has to be often a vowel sound. So that's /a/,/e/,/i/,/o/,/u/ and those are short vowel sounds, 'cause remember our long vowel sounds are A, E, I, O, U. So if it's after /a/,/e/,/i/,/o/,/u/ and it's a /j/ sound, then it should be spelled D-G-E. Can you think of any of the words? Well done. So some words that have that are bridge, it has /i/, which is a short vowel sound, followed by the /j/ sound. So it's spelled D-G-E. Fridge also has the /i/ sound, but sledge has the /e/ sound. They all have short vowel sounds and then they have a /j/ sound, so they are spelt D-G-E. The other way was any other words that ends in the /j/ sound, but does not to have a short vowel sound will be spelled G-E instead. Can you remember any of those words? Let's have a look. Huge has got the long U sound, so it has G-E. Orange has G-E and to challenge has G-E, 'cause they do not have that short vowel sound just before the /j/ sound. So we're going to play a game where I want you to try and guess the G-E or D-G-E word before I get to the end, it's called a staircase game. So I'm going to show you one letter of the word at a time and it's your job to try and guess the word as quickly as you can, as early on in the word as you can. And also as the /j/ sound is at the end, you need to think about, is it going to end in D-G-E or G-E? When you think you've guessed the word, shout it out and tell me if it's G-E or D-G-E. Are you ready? Let's start. B. B-R. B-R-I, can you guess? B-R-I-D. B-R-I-D-G. Bridge, well done if you managed to guess that early on when you only had a couple of the letters. Let's do the next. C. C-H. C-H-A. C-H-A-N. C-H-A-N-G. Change, did you get that early on? That's got the G-E spelling for the /j/ sound. Next one. S. S-L. S-L-E. S-L-E-D. S-L-E-D-G. Sledge, well done. And our final one. L. L-A. L-A-R. Can you guess it? L-A-R-G. Large, fantastic. So they all end in the /j/ sound, but bridge and sledge both have an /i/ and an /e/, a short vowel sound, so they have D-G-E spelling of /j/ and change and large do not have a short vowel sound before the /j/ sound, so they are spelt G-E at the end. Superstars, well done. Our oral game today, is called the five Ws. You might remember that our five Ws are, what, who, where, when, why, and as a journalist or a news reporter, they are crucial to sharing the information with the people watching or reading the news report so that they know exactly what is going on. Now to practise, I'm going to give you a scenario and you're going to have a go to answer these questions and pretend that a news reporter is asking you about them. It says, "A news reporter is asking you these questions about some broken eggs that were found on your kitchen floor. Use your imagination to answer them." Now, a news reporter probably isn't going to be asking you about broken eggs, it's probably not such an important news story that would make the news, but we're going to use our imagination to pretend like it's something very dramatic that has happened. So your job is going to be to answer those questions. What happened? Who did it happen to or who was involved? Where did it happen? When did it happen? Why did it happen? I'm go to model the first one and then you're going to carry on and do the rest. So imagine your news reporter says, "What happened?" And you're going to reply, "I honestly, I'm not sure I've got nothing to do with it. I just came in and I saw that the eggs were broken. I can only assume that someone was trying to steal a snack from the fridge and then accidentally broke the eggs as they rushed out the house before they were caught." Okay, so I'm making it up and I'm trying to make it dramatic. I'd like you to pause here and have a go at answering those news reporter questions. Who, what, where, when, why and then press play when you've done it. Oh my goodness, you certainly made a small event seem very interesting, well done. We're now going to have a think about the features of our news report. We're going to split this into two sections. We're going to think about the features to do with the content of what we write and also the style and how we are. I split these into two groups and that's going to make it really easy to use these handy tricks to help us when we are planning and writing our news report later in this unit. Firstly, we're going to think about the five Ws. Now the five Ws are, what happened? Who was involved, Where did it happen? When did it happen? And why did it happen? If we follow these questions when we are planning our news report, we'll make sure that we include all of the key information that the viewers of our news report will need. It's really important as a journalist that you cover all of these bases to make sure that it is a well-rounded story you are sharing and you haven't missed out on any key facts. But as well as our content, we also need to think about the style of a news report and how we really connect with the viewers or the readers. For that we're going to think about the three Ss. The first of the three Ss is short. You want a concise news report that gets to the point. We don't want to include lots of extra unnecessary information or waffle full on, because we want to make sure that it is clear and easy for people to understand. Building on from that, we also want to make sure that the language is easy for understand. There are so many different types of people that might be watching or listening and we want to make sure that they understand, so that the language is simple and clear. Thirdly, spot on. We need to make sure that our punctuation, spelling and grammar is all correct, especially as a news report is often being read out. If the grammar and punctuation is incorrect, it can make it difficult to read, and we lose the flow of our speech. We also need to make sure that our facts are correct. Now, this is a fictional news report and that means that we've made the facts up, so we can't really go and check them, but what we can do, is make sure that our facts are sensible and that they all make sense as we flow through our piece, that we're not jumping around from facts that don't connect or don't make sense. If we can remember the five Ws and the three Ss, we're going to have a well-rounded and engaging news report that people are really excited. Now, there are two different parts of how we would perform a news report. So you have something called, a piece to camera. This is when the news reporter is by themselves and they're looking directly into the camera and that means they're directly looking at the people watching. So if you are sat on your sofa at home, it would look like the news reporter is talking to you. You normally have these at the beginning and the end of your news reports and when I performed mine to you earlier in the unit, you would've seen me looking a little bit like this, telling you some key information. The other parts of our news report is going to be an interview. I've put a hat on me as the news reporter to try and show that I was different to the other person. Normally you wouldn't be interviewing yourself, we're imagining here that I was interviewing, I was the news reporter with the hat on and I was interviewing Apollo. So your interview is when you find someone who's important to the news story and you ask them some questions to get some more details and insight into what happened. So you have a piece to camera or a couple of pieces to camera at the beginning and the end and in the middle, we have an interview. Let's go through how it will be structured and what will go into each part. So we start off with our introduction. In the introduction, the reporter will say their name. They will say where they are, because remember, normally the reported goes to the place that the crime or the event or the news story has happened and then they will say what news channel they're working for. Okay, so I said, Oak Academy News, you can make up your own name for your news channel. In the introduction, you then get a very concise and clear account of the five Ws. So you introduce with what has happened, who, what, where, when, why? Okay, we're not going to go into loads of deep detail, you're just going to get the surface facts of the case or the story. After the introduction, we have the interview. In our interview, we're going to be interviewing Apollo, but in a normal interview, it would just be an important person who is related to the news story and can give us more information. The questions that a news reporter asks the interviewee or the person being interviewed, is normally going to be based on the details, asking about the emotions involved and asking them for their opinion. So their opinion is what they think about the case. Finally, we're going to have the conclusion. In the conclusion, we summarise or we recap the story one more time. We might say what we think is going to happen next in the story and we have something called, a call to action, which is where we're asking the people watching, so the people sat on their sofas at home to do something about it, okay? So in this case, it's going to be if you know anything about the case or about Hades or about the harp, you need to call the police. Okay, so it's a call to action, calling people to do something. Now the first bit, the introduction is a piece to camera, so the news reporter talking alone like this. The second bit is an interview between the news reporter and whoever it is, in our case, Apollo. And then the conclusion is also a piece to camera, okay? So we have two pieces to camera at the beginning and the end where the news reporter is talking directly to the people at home watching. Our independent task today, first independent task is, there's two sections. I would like you to think about what are the five Ws of our case. So we know our case is going to be about Apollo and the stolen item. You can do it like me and do it about Apollo and the stolen harp, but if you can remember the stolen item you did in the previous unit for the created story, you can use that. Or if you'd like to make up a new one, that's fine. You might want to make up another item that's been stolen from Apollo. But your job now is to get your piece of paper and a pen to write down these questions and to answer what the details are. So tell me what happened, who was involved, where did it happen, when did it happen and why did it happen? And write down some notes, so we can use that for our writing later in the unit. Pause here and write your notes and your answers and then press play when you are done. That is some fantastic journalism. You have got your facts straight and you'll use those for your introduction later on. Now I want us to use our imagination a bit and think about how we think Apollo would answer these questions if the news reporter asked them. So the first one is about some details. Are you able to bring the sun back out? How do you think Apollo would answer that question? The second one is about the emotion, so how are you feeling about your missing harp? So you need to think about how Apollo will be feeling at that moment. And finally, opinion, who do you think is responsible? So who do you think Apollo would say is responsible for his missing harp? Again, I'd like you to get your pen or pencil and piece of paper, write down the questions and then write down what you think Apollo would say back to them. Pause here, do that and then press play when you're ready to continue. Fantastic, we have done so much thinking about the features and the content of our news report, and we've made lots of notes here that we're going to be using later on and they're going to be really useful. You've worked so hard today, well done. I would love to see the notes that you have started to make already. So if you would like to share them with me, ask a parent or carer to put them on Instagram, Facebook or Twitter and tag @OakNational and use the hashtag, #LearnwithOak. In the next lesson in our unit, we're going to be boxing up our news reports and getting it ready to write and then the lessons after that, we'll be writing it up and in our final lesson in the unit, we're going to be performing our news report.

To identify the features of a news report

To identify the features of a news report

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UnitEnglish / Recount: news report

English