Lesson 9

[5 mins]

• Explain that, although telling a story might seem like an easy thing to do, there are lots of things we need to consider to keep our listeners interested. Use questions to explore this idea further:

  What should you share first ...next ...last? What things can you do to keep somebody listening?

• Pupils work in pairs to share a 30 second story with each other. For example, they could talk about an event that is happening at school or an event linked to a class text or topic. After each story, the group members who were listening share feedback on how the story was told.

Activity 1

[20 mins]

• Play Broadcast 1, allowing pupils to listen for enjoyment at first. Encourage them to think about: What they noticed, what they liked, what they disliked, and what questions they have.

• When listening for the second time, pupils should listen for the 5Ws. Take pupil responses and record these on a whiteboard or flipchart.

• Hand out copies of Broadcast script 1. Play the recording again, allowing pupils to follow the script as they listen. Ask, How is this different to other writing you have seen before? Use pupil responses to generate a list of language, structure and layout features. (Teachers may want to refer to the example Success criteria to add any extra features that were not identified by pupils.)

• Before moving to the second activity, outline the structure of the broadcast script: Hook, Top line, 5Ws, More details, Balanced quotes, Outro. Use lesson slides to explain the purpose of each part of the script.

Activity 2

[20 mins]

• Provide pupils with Bad example broadcast script. Model performing this as a broadcast to the class whilst they follow. Ask pupils to discuss what seems different.

• Pupils work in groups and take turns performing both of the scripts to each other. After this, they should discuss why the second script does not meet the success criteria.

• Once pupils have had time to practise reading both of the scripts, bring the class together to discuss what differences they noticed between the two scripts. Use responses to add any features to the class list of language, structure and layout features.

Remind pupils of the purpose of each part of the broadcast script. Read Broadcast script 2, but miss out the words in bold. Ask pupils which part of the script was missing (balanced quotes). Use questions to deepen thinking: How was the script different when the quotes were not included? Why do you think it is important
to include balanced quotes in a broadcast script?