Lesson Plan
Course Title: Audio/Video Production
Session Title: Broadcast News Writing
Lesson Duration: Approximately three 90-minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to write a script for a broadcast
news story package.
Specific Objectives:
1. Identify elements of a formatted broadcast news story script.
2. Identify broadcast writing style.
3. Organize a broadcast news story.
4. Demonstrate writing a broadcast news lead.
5. Explain proper use of sound bites in a broadcast news story.
6. Complete a broadcast news story script.
Preparation
TEKS Correlations:
130.85(c)
(1) The student applies academic knowledge and skills in audio and video projects. The
student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as scripts, captions, schedules, reports, and
manuals.
(2)
The student understands professional communications strategies. The student is expected
to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style.
(4)
The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio/video production projects.
(11) The student develops a basic understanding of audio and video production. The student is
expected to:
(B) employ knowledge regarding use of audio by:
(i)
identifying the key elements required in audio scripts; and
(ii) applying writing skills to develop an audio script.
(C) employ knowledge regarding use of video by:
(i)
identifying the key elements required in video scripts; and
(ii) applying writing skills to develop a video script.
(13) The student understands the production process. The student is expected to:
(A) understand the coherent sequence of events to successfully produce a script.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Interdisciplinary Correlations:
English
110.31(b)
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended meaning to
multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or
controlling idea; and
(C) revise drafts to improve style, word choice, figurative language, sentence variety, and
subtlety of meaning after rethinking how well questions of purpose, audience, and genre
have been addressed.
Instructor/Trainer
References:
• Ferguson, D. L., Patten, J., & Wilson, B. (2013). Journalism Today (6th ed.). New York,
NY: McGraw-Hill/Glencoe.
• Schaffer, J., McCutcheon, R., & Stoffer, K. T. (2008). Journalism matters. New York, NY:
McGraw-Hill/Glencoe.
• Tompkins, A. (2002). Write for the ear, shoot for the eye, aim for the heart: A guide for
TV producers and reporters. Los Angeles, CA: Bonus Books.
• Wulfemeyer, T. K. (2003). Beginning radio -TV newswriting. Ames, IA: Iowa State
University.
• http://www.poynter.org – online ethics
• http://www.highschooljournalism.org
• http://www.journalism.org/resources/tools/default.asp
• http://bop.nppa.org/2010 - link to award winning broadcast news stories
Instructional Aids:
• Broadcast Newswriting slide presentation
• News Package Assignment
• News Script Rubric
Materials Needed:
• UIL Journalism Contest Practice Packets, http://www.uiltexas.org/ (order form for
practice packets is under academics, journalism/ILPC
http://www.uiltexas.org/journalism/ilpc)
• Pen/pencil and paper
• Newspaper articles
Equipment Needed:
• Computer with word processing software
• Teleprompter and software (optional)
• Computer with projector and appropriate software for lesson presentation
Learner
Previous lessons on journalism ethics, interview preparations, or lessons on producing a news
package would be helpful.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Introduction
MI
Introduction (LSI Quadrant I):
SAY: Broadcast news writing is conversational and to the point. At this point in your
audio/video production studies, I’m sure you’ve heard that statement over
and over again. Well, broadcast newswriting is not as easy as it seems. It is
not a skill that you learn overnight; you must practice to develop this skill.
Note: Ask students “What keeps you tuned in to anything you watch on
television?” Wait for answers.
SAY: In English class, we’re taught to find and use words much bigger than the
basic. We’re taught to express our creativity in lengthy sentences that paint a
picture. In broadcast news, the picture is there for you! Therefore, there’s no
need to paint a picture…simply gain the interest of our audience, keep the
story moving along, giving them a reason to care with an end result or guide
to finding a solution. We present the facts and let our audience decide on
their position. There’s a process to make sure that you or fellow
crewmembers can easily understand how the story should come together for
viewers to see. Today, we’ll look at how to format the script for such news
stories, and how to provide a sense of purpose when we create them.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Determine elements of a formatted broadcast news
story script.
Script Preparation
• Double-space copy.
• Use upper and lower case.
• Use columns – video left, audio right.
• Use a separate sheet of paper for each news
story.
• Do not divide words at the end of a line. Start
the word on the next line.
• Do not continue a sentence on the next page.
Begin the sentence on the next page.
• Slug each story with story topic, reporter’s
name, date, TRT (total running time).
Slide presentation starts
here.
ASK: Why shouldn’t
sentences break across
pages? Makes it more
difficult to sound
conversational when you
are reading and turning the
page.
Note: Double-spaced copy
and use of upper/lower
case varies from station to
station. Develop your own
style for your newsroom,
and stick to it. Be sure to
let students know that it
varies from station to
station, and in the real
world, they must adapt to
the particular style of their
employer.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
3
II. Identify broadcast writing style.
Style
• Use a natural, conversational style.
• Keep the script conversational but simple.
• Practice your script out loud as you write it.
• Use action verbs, active voice.
• Use words that are easy to understand.
• Listener only has one chance to understand it;
can’t reread it like in a newspaper.
• Use short sentences.
• Simple sentence structure, few commas.
• Generally, one breath per sentence.
• Use as few past tense stories as possible.
• Time element, use yesterday, last night, or date
without year.
• Broadcast scripts are less wordy than print
stories (if from a print journalism background).
ASK: Why should you
practice your script out
loud as you write it? To
make sure it sounds
natural and conversational.
III. Organize a broadcast news story.
Organization
• Every story needs a beginning (lead), middle
(body), and end (closing/conclusion).
• A preliminary script needs to be prepared so the
camera operators know what needs to be
recorded.
• Words and pictures must go together.
• Watch the video before writing the final story.
• Let the picture describe the action.
• Don’t tell the audience what they are seeing,
explain the significance.
• Tell the audience why you are including the
shot, why the video is important.
ASK: Why should you
watch the video before you
write the story? So the
video and audio will match,
go together and reinforce
each other.
IV. Demonstrate writing a broadcast news lead.
Lead
• Beginning and first, opening sentences of the
story.
• One or two sentences long.
• Needs to grab the audiences’ attention, like a
headline in a newspaper.
• Begin with a descriptive phrase that will interest
your viewer.
• Lead with best video and best audio, need to
grab and then hold attention.
• Give the audience an idea of what the story is
about, what happened.
• The date and time don’t have to be in lead.
• Include who, what, where, when, why, and how
in the order the viewer will want to know about
them.
ASK: Why is it so
important to hold the
viewer’s attention? The
viewer may stop watching
your program; you want the
viewer to watch the entire
newscast.
ASK: Why only one breath
per sentence? It sounds
more natural and
conversational.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
4
• Not all five W’s and H (who, what, where, when,
why, and how) have to be in the broadcast lead.
• The most important information usually goes
first.
• Avoid question leads.
Body
• Middle.
• Must maintain viewer interest.
• Create suspense.
• Introduce new information throughout the story,
reveal information as story develops.
• Include details.
• Avoid adjectives and adverbs.
• Include verbs.
• Use action verbs, active voice.
• Use natural sound.
• Body is a series of main points and supporting
evidence.
• Evidence is sound bites and statistics.
• Use transitional sentences to tie segments
together.
• Let the video help your transitions.
• Stories should flow.
ASK: Why should question
leads be avoided? The
viewer could have a
negative answer to the
question and tune out.
ASK: Why should you
avoid adjectives and
adverbs? They include or
imply the reporter’s
opinion.
V. Explain proper use of sound bites in a broadcast
news story.
Sound Bites
• Sound bites are usually less than 10 seconds
long.
• Explain who the interviewee is in your script.
• Have their name and title appear in the graphic
as well.
• Introduce sound bites in a complete sentence.
• Avoid “when asked.”
• Incorporate some aspect of sound bite in
introduction.
• Do not repeat the same words the interviewee
will say in the lead-in for the sound bite.
Attributions
• Tell the audience where information is from.
• Report attributions at the beginning of the
sentence.
• Attributions and titles go before the person’s
name.
• Explain who the interviewee is in your script.
• In a sound bite, have their name and title also
appear in a graphic.
• Also use CG over sound bite.
• Use said or says; avoid words that editorialize.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
5
VI. Complete a broadcast news story script.
Ending
• Last thought the viewer will have on story.
• Make a connection to the lead. Can end by tying
it back to the beginning.
• Finish with supporting evidence or information
on what may happen in the future or how to get
more information.
Introduce News Package
Assignment
Application
MI
Guided Practice (LSI Quadrant III):
Use teacher resources available along with various journalism publications. As a
class write leads and stories from information provided in teacher resources.
MI
Independent Practice (LSI Quadrant III):
• Using UIL Journalism Contest Practice Packets (see Materials Needed), have
students write a broadcast news story.
Or
• Using an article from a local newspaper, have students rewrite the story in a
broadcast news story format.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Summary
MI
Review (LSI Quadrants I and IV):
Q & A Session
Q: Do you single or double-space a broadcast script?
A: Double-space.
Q: Is a broadcast script typed in upper, lower, or both upper and lower case?
A: Both upper and lower case.
Q: Should words and sentences break across pages?
A: No.
Q: What is included in a slug?
A: Story topic, reporter’s name, date, and TRT.
Q: Why should you use sentences and words that are easy to understand?
A: Listener only has one chance to understand it.
Q: How is a news story organized?
A: Beginning, middle, and end.
Q: Why should you watch the video before writing the final script?
A: Words and pictures must go together.
Q: What is a lead?
A: Beginning, first, opening sentences of the story.
Q: What is the purpose of the lead?
A: Grabs attention, tells what the story is about.
Q: What is included in the body?
A: Main points and supporting evidence.
Q: How long is a sound bite?
A: Less than 10 seconds.
Q: What is an attribution?
A: Tells audience where information is from.
Q: Where are attributions placed in the story?
A: The beginning of the sentence.
Q: How can you end a story?
A: Make a connection to the lead, supply additional information.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Students will be assessed on their level of participation in class discussions,
individual, and group work.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
7
MI
Formal Assessment (LSI Quadrant III, IV):
• Students will complete and turn in a script for an assigned news story package
• Assess the News Script using the accompanying rubric
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Read and discuss Write for the Ear, Shoot for the Eye, Aim for the Heart: A Guide for
TV Producers and Reporters, by Al Tompkins, Bonus Books, Chicago and Los
Angeles. 2002.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
8
News Package Assignment
NAME: ______________________________
DATE: _______________________
The purpose of this assignment is for you to organize, write, direct, shoot, and edit a news
package.
REQUIREMENTS:
You will work in groups of two or three for this assignment. The members of your group must
cover the jobs of the producer, reporter, researcher/writer, videographer, and editor.
TOPIC:
Each group will write and produce a news package. All news packages must be appropriate for
airing in the school newscast. You should develop ideas for possible news package topics.
Listen to the announcements; listen to your friends, find out what they are concerned about;
what interests students your age. If you do not decide on a topic one will be assigned to your
group.
LENGTH:
The edited news package must be between 60 seconds and two (2) minutes in length. This
does not include the length of the introduction that will be read by the anchor. A production that
runs over or under time must be re-edited to fit the required time allotment.
AUDIO:
Be sure to take the appropriate microphones.
You must include the B-roll audio- natural sound.
Sound bites: You must include at least two sound bites from different people. You must
interview several different people for this production to get all sides of the story.
When editing, be sure the B-roll shots reinforce the reporters V/O audio.
FOOTAGE:
Get a variety of steady, focused shots. Use close ups, medium shots, long shots...of the same
activity. People should be doing activities in your shots. Students sitting in desks are boring.
While recording, hold a shot longer than you think you will need it. Generally hold each shot for
ten (10) seconds. Avoid pans and zooms for the sake of panning and zooming. All movement
should be motivated.
SCRIPTS:
You must produce a full script for the news package. The script must include: a separate
anchor's introduction, as well as, the full script for the package. The package script must include
all audio (VO and sound bites), shots (B roll) and graphics including the name and title for each
sound bite. Sound bites must be written verbatim in the script.
OTHER IMPORTANT INFORMATION:
Make an appointment before you go to a classroom or office to record. Have a call script when
you make your appointment. Be sure to call and confirm your appointment on the day you are
scheduled to record.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
9
GRADES Based On:
Questions/discussion
Completed Script
Ability to Meet Deadlines/Progress
Completed News Package
Production Contribution
Production Critique
GRAPHICS:
You may produce a graphic to be used in a corner wipe over the anchor's shoulder during the
introduction to the news package.
NEWS PACKAGE PRODUCTION JOBS:
PRODUCER has the final authority over the production. The producer works well with others,
instills confidence, and is well organized and able to keep others on schedule. The producer
provides critique and encouragement to the members of the production team.
RESEARCHER/WRITER searches for new and interesting story angles. The researcher/writer
communicates information in a clear, concise, and interesting manner. Before a shoot, the
researcher/writer contacts experts, checks for background information, and investigates all
sides of a story. The researcher/writer provides script information to the reporter and
videographer so they will know what to emphasize during the shoot. Information must also be
communicated to the video editor who ties words and pictures together in a package.
REPORTER must speak clearly and communicate well with the audience and those involved in
the production. The reporter communicates an interest in and an enthusiasm for the story. The
reporter guides people who may not be comfortable on-camera to communicate information,
ideas, and feelings to an audience.
VIDEOGRAPHER has technical know-how. The videographer must be well organized, gather
and transport all equipment for a shoot, and must be able to anticipate problems. An artistic eye
is a must to insure visual appeal when setting up shots to tell the story. The videographer varies
camera composition and movements to capture the viewers’ interest.
EDITOR also possesses technical skill and an artistic eye. An editor must turn hours of video
and audio into a seamless story. The editor must pay attention to details to insure that voiceovers reinforce the appropriate visuals.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
10
News Script Rubric
1
2
3
4
Story is well
organized.
Content is
strong. The
story flows
and has a
beginning,
middle, and
end. The
story
represents a
cohesive
piece of
news.
Content is
appropriate
and relevant.
1
Content,
Organization,
Continuity
Story is
choppy and
disorganized.
Content is
not
newsworthy.
Story has
organizational
flaws and is
difficult to
follow.
Beginning,
middle, and
end slightly
unclear.
Organization
needs work.
Story is
organized but
needs
tightening.
Story is
slightly
difficult
to follow but
content is
good.
2
Relevance
Some content
not relevant.
Occasionally
the content is
not relevant
3
Accuracy
Many
mistakes;
some sources
need
identification.
Facts have
been checked
but accuracy
is not evident.
All facts
checked and
information
properly
attributed.
4
Balance
Story is more
balanced, but
bias is
evident.
Story includes
all sides, but
copy is
leading.
Story is
balanced; all
sides are
presented.
5
Objectivity
Content is
not
relevant; not
appropriate
for story.
Story is filled
with
mistakes;
sources not
properly
identified.
Story is not
balanced,
does not
represent all
sides
Story
includes
personal
opinions; not
objective.
Story has
hints of
personal
opinions.
Story is free
of personal
opinions.
Story is
objective in
choice of
words and
pictures.
6
Thoroughness
Information in
story is
shallow;
facts and
multiple
perspectives
are left out.
Story contains
good
information,
but could
explore other
avenues and
perspectives.
Story contains
multiple facts
and
perspectives,
but key
information
is still too
vague.
Story
contains
the right
balance of
facts,
information,
and multiple
perspectives.
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
11
POINTS
7
Grammar
8
Length
Story is filled
with
grammatical
errors which
may change
the meaning.
Punctuation
and
capitalization
are rarely
correct.
Story is filled
with spelling
errors.
Story is too
long or too
short.
Story has
many
grammatical
errors. Errors
may distort
meaning.
Punctuation
and
capitalization
errors are
numerous.
Story has
many spelling
errors.
Story needs
editing or
additions.
Grammar and
usage are
generally
correct. Errors
do not affect
meaning.
Few
punctuation
or
capitalization
errors
Spelling is
generally
correct.
Story is well
timed, but
needs minor
editing.
Grammar
and
usage are
correct.
Punctuation
is correct and
guides the
reporter
through
the story.
Capitalization
is correct.
Spelling is
error free.
Story is the
perfect length
for topic and
content.
TOTAL
POINTS
EARNED
Point to grade conversion:
29 - 32 = A
26 - 28 = B
23 - 25 = C
20 - 22 = D
19 and Below = F
AAVTC: Audio/Video Production: Broadcast Newswriting
Copyright © Texas Education Agency, 2012. All rights reserved.
12