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News Show Production

Grade 3, ELA & Reading

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Description of Unit

In this task, students will explore the content, format, and production aspects of a news show. Students will learn about different types of informational writing and practice thinking critically when analyzing news stories. Students will compare objective news stories with persuasive, opinion/editorial writing and will analyze how design elements such as graphics and sound add to or detract from a message. Student learning will culminate in the production of a short news show where students take on the roles necessary to produce the show (e.g., anchor, producer, reporter, camera-person).

This guide links the News Show Production unit to the Texas Essential Knowledge and Skills (TEKS) for third grade students. News Show Production is an English Language Arts and Reading unit that allows students to study the different genres of informational writing that occur in a webcast, television, or radio news show. News Show Production also has interdisciplinary connections to Fine Arts and Social Studies disciplines. For example, students will interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps, as outlined in the Social Studies TEKS. The following document includes the applicable TEKS and the details of the News Show Production unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to the genre of news writing and to the five “Ws” (who, what, when, where, why) by asking each of them to share a news clipping taken either from the local paper or an Internet news source. Ask each student to note the topic of her article and make inferences about the author’s purpose for writing the text. You may wish to use a newspaper story format.
  2. Analyze the details of the stories presented. Use a graphic organizer to identify the sources cited by the story. With most news stories, a minimum of three sources from a variety of viewpoints should appear. How did the author find the information (e.g., by conducting interviews or background reading)? What might readers infer about the sources as far as their various points of view on the topic? What patterns do students notice about the various points of view—are they all in agreement? How do the sources represent diversity (in addition to diverse points of view)?
  3. Compare the news stories with persuasive, opinion pieces in the editorial section. How are these pieces of writing similar to and different from the news story? What might students conclude as the author’s purpose for the opinion piece? How does the author support his/her point of view?
  4. Guide students in understanding how the news and opinion stories differ across media types. Listen to radio segments and podcasts. Watch and compare several different television news programs. Create a graphic organizer or chart to record similarities and differences across media. Lead students in a discussion to identify the differences that make each media type unique (i.e., radio’s emphasis on sound and flow from topic to topic, television’s motion graphics). How might students describe the influence of various design techniques (e.g., shape, color, sound) on the message?
  5. In small groups, ask students to select one of the stories from the previous activity and use the SCAMPER technique to brainstorm how a change in design elements alters the message. After observing how the changes impact the messages, what are students’ opinions about the responsibilities of news people when presenting information using multimedia?
  6. In small groups brainstorm ideas for a news show. How will you balance hard news content with editorials and entertainment pieces? What job descriptions or roles will you need to fill in order to produce the show? Outline a rough sequence for the structure of your show (e.g., opening music, local news, weather, sports, and opinion).
    • What topics will you cover and what is the geographic area that will confine your reporting (e.g., school news, neighborhood news, city news)?
    • What will be the focus of your opinion piece?
    • Will you present weather information and if so, how will you gather that and convey those data?
    • What will the graphics for your news show look like? Will you show have a name, a song, and a slogan (e.g., “KEYE-TV—Your Eye on Austin”)?
    • How will you produce your show? Who will need to run the lights, sound, and video (if doing a video newscast) or the recorders if doing an audio podcast or radio show?
    • Will your news program have a website in addition to the show and if so, how will the website support the show?
  7. Collaborating with the media specialist, librarian, and classroom teacher, each student will be responsible for writing, researching, and reading at least one news or opinion segment as part of a short news program. In small groups, students assign roles for various production aspects (e.g., graphics, sound, cameraman, producer, anchor, and meteorologist)?

    Student news programs may be aired in each classroom, or shown during parent-teacher conference nights.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Form small groups based on interests and identify how many news segments, what topics, and what geographic areas your group will cover in the news show. Also identify whether or not your group will offer an opinion piece, weather, or sports news. Each member of the news team is responsible for an aspect of the news show.
  2. Asking guiding questions. Each group creates a timeline showing the sequence of news stories. Next to each topic idea on the timeline, brainstorm a list of possible sources for information on that subject. Assign each segment to one person in the group.
  3. Creating a research proposal. Use a newspaper story format worksheet to help gather and organize information for your news story. Remember the 5Ws of journalistic writing: Who, What, When, Where, and Why. You may also want to investigate the “How” of your topic. On the back of the worksheet, make three columns. In each column identify one person, or source, you can interview until you have all three columns completed. Ask yourself, “How do each of these individuals represent diverse points of view on this topic? How might each person share different information?”
  4. Conducting the research. Collaborate with the teacher, media specialist and librarian to find books and websites for background information related to the student’s story ideas. Help students conduct short interviews to gather the information from primary sources.
  5. Sharing findings. Each student takes a different role in the production of the news show (e.g., anchor, videographer, sound, producer, sportscaster, meteorologist).

B. The product

Each group develops the written content and produces a news show. The show may use an audio (radio or podcast) or video format. Each show should have a name, graphics, one or more news stories, and optional human-interest pieces such as opinion/editorial, sports or weather features.

C. Communication

Each group presents the news show to an audience using appropriate vocabulary. News show team members should collaborate creatively to ensure the show’s success. Each individual should have a role in the production. Also, each student should be able to articulate the sequence of pieces and describe the group’s decision-making process leading them to the chosen arrangement.

D. A completed project consists of:

  1. Process/graphic organizer worksheets such as a newspaper story format worksheet
  2. Group brainstorming timeline describing the content of the show
  3. Written news, opinion, sports, and weather articles
  4. Video or audio of the news show

This unit may address the following TEKS.

110.5., English Language Arts and Reading, Grade 3, Adopted 2017

110.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.5(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.5(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.5(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.5(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
111.5(b)(8)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.5., Science, Grade 3, Adopted 2021

112.5(b)(1)(D)
use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;
112.5(b)(2)
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

113.14, Social Studies, Grade 3

113.14(b)(1)
History. The student understands how individuals, events, and ideas have influenced the history of various communities.
113.14(b)(2)
History. The student understands common characteristics of communities, past and present.
113.14(b)(3)
History. The student understands the concepts of time and chronology.
113.14(b)(5)
Geography. The student understands the concepts of location, distance, and direction on maps and globes.
113.14(b)(6)
Economics. The student understands the purposes of earning, spending, saving, and donating money.
113.14(b)(12)
Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic.
113.14(b)(13)
Culture. The student understands ethnic and/or cultural celebrations of the local community and other communities.
113.14(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.14(b)(18)
Social studies skills. The student communicates in written, oral, and visual forms.
113.14(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.111, Art, Grade 3

117.111(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.111(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills.
117.111(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.111(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
128.5(b)(10)(D)
describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
128.5(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(12)(A)
compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
128.5(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
128.5(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.5(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(G)
create a works cited page
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.5(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
128.5(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.5(b)(3)(D)
identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text
128.5(b)(3)(B)
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
128.5(b)(3)(C)
identify the meaning of and use words with affixes, including in-, des-, ex-, -mente, -dad, -oso, -eza, and -ura, and know how the affix changes the meaning of the word;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.V.B.2
Construct appropriate visual representations of data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
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