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5. INSTRUCTIONAL PLAN

4.1. The Pedagogical Wrapper

A. Before Engagement

  • Learners are given context that there are different types of news and each can be characterized based on its intention and how they are written. 

  • Introduce the various multimedia materials that will be used in the discussion. 

 

B. During Engagement 

  • Implement Activity: The teacher will advise the students to write on a blue meta card the qualities or characteristics they observed from the news stories in the presentation. 

  • Showcase the selected materials to capture students’ interest and to set the stage for interactive learning 

  • Ensure that students are closely observing the materials being presented and the concepts being discussed 

 

C. After Engagement 

  • Encourage students to reflect on what they learned during the activity. 

  • Reinforce concept and add additional contexts if needed to address any questions. 
     

4.2 The Instructional Plan

Topic: Mastering the Fundamentals of News Writing – Teacher’s Manual

 

Subject Area: Campus Journalism

 

Grade Level: Three to Six 

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Time Allotment: 5 hours

 

Materials and Resources:

  • Audio-Visual Presentation

  • YouTube Accounts: ABS-CBN News, CNN Philippines, ANC, GMA News

  • Online News Platforms: Philippine Star, Philippine Daily Inquirer, Rappler, Manila Bulletin

  • Book: Campus Journalism and School Paper Advising by Ceciliano Jose-Cruz

 

Session 1: What is News? Types of News

Duration: 1 hour 25 minutes

 

Learning Objectives:

  • Analyze and articulate that fundamental elements that define news in your own words 

  • Critically evaluate and compare various type of news, identifying key distinctions among news samples 

 

Materials Needed:

  • Yellow meta cards

  • Printed news articles

  • Pen

  • Laptop

  • Television

  • Speaker

  • White cartolina

 

Activities:

  1. Introductory Video and Initial Understanding (25 minutes)

    • Activity: Show a brief introductory video of a news program (both radio and TV).

    • Instructions:

      • Start by explaining the objective of the video.

      • Play the video.

      • Distribute yellow meta cards and ask students to write their initial understanding of what a news program does.

    • Purpose: To gauge students' preliminary understanding and set the stage for deeper exploration.

  2. Discussion and Definition Creation (25 minutes)

    • Activity: Discuss the definition of news using a slide presentation.

    • Instructions:

      • Present the slide show defining what news is and is not.

      • Show images or video clips and ask students to identify whether they are news or not.

    • Purpose: To clarify the definition of news and correct misconceptions.

  3. News Type Analysis (15 minutes)

    • Activity: Analyze and categorize news articles.

    • Instructions:

      • Distribute printed news articles representing different types of news.

      • Pair students and have them analyze the articles.

      • Each pair categorizes the article and provides reasons.

    • Purpose: To practice identifying and categorizing different types of news.

  4. Collaborative Definition Creation (25 minutes)

    • Activity: Create a collaborative definition of news.

    • Instructions:

      • Facilitate a discussion where students contribute key words.

      • Have students write their final definition on a white cartolina and post it on the board.

    • Purpose: To synthesize individual understanding into a collective definition.

 

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Session 2: Characteristics of News

Duration: 1 hour

 

Learning Objective:

  • Describe the characteristics of a news story.

 

Materials Needed:

  • News clips (video, radio)

  • Pen

  • Laptop

  • Television

 

Activities:

  1. News Story Showcase and Lecture (40 minutes)

    • Activity: Show various news samples and discuss their characteristics.

    • Instructions:

      • Play video, radio recording, and news clips.

      • Conduct a lecture explaining the characteristics of news using these samples.

    • Purpose: To provide a clear understanding of news characteristics.

  2. Quiz on News Characteristics (20 minutes)

    • Activity: Complete a quiz on news characteristics.

    • Instructions:

      • Distribute a 5-item quiz with news leads.

      • Students identify characteristics and explain their relevance.

      • Review answers with the class.

    • Purpose: To assess understanding of news characteristics.

 

Session 3: Importance of News

Duration: 1 hour 15 minutes

 

Learning Objective:

  • Construct a scenario that illustrates the consequences of having no access to news, highlighting the significance of news in society.

 

Materials Needed:

  • Audio-Visual Presentation

  • Printed images of news events

  • Pen

  • Laptop

  • Television

 

Activities:

  1. Prompt Discussion (15 minutes)

    • Activity: Discuss memorable news stories and their impacts.

    • Instructions:

      • Pose the question: "What recent news story from your neighborhood, TV, or radio do you remember the most, and why?"

      • Call 4 students to share their thoughts.

    • Purpose: To connect students’ personal experiences with the broader impact of news.

  2. Lecture and Audio-Visual Presentation (30 minutes)

    • Activity: Show an audio-visual presentation on the impact of news.

    • Instructions:

      • Present real-life scenarios of news impact on various sectors.

      • Lecture on the significance of news in these contexts.

    • Purpose: To provide a comprehensive overview of news’ societal importance.

  3. Group Discussion (30 minutes)

    • Activity: Discuss the impact of scenarios where news reports cannot be published.

    • Instructions:

      • Divide students into groups of three.

      • Each group discusses and presents the impact of news absence.

    • Purpose: To encourage critical thinking about the consequences of news absence.

 

Session 4: Basic Structure of News

Duration: 1 hour 

 

Learning Objective:

  • Rewite a basic news story using the Inverted Pyramid Structur

 

Materials Needed:

  • Illustration of the Inverted Pyramid Structure

  • Printed excerpts from news articles

  • Printed basic news articles for assessment

  • Pen

  • Laptop

  • Television

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Activities:

  1. Introduction to Inverted Pyramid (10 minutes)

    • Activity: Introduce the inverted pyramid for news writing.

    • Instructions:

      • Show the traditional food pyramid and explain its structure.

      • Introduce the inverted pyramid for news writing.

    • Purpose: To familiarize students with the concept of the inverted pyramid.

  2. Lecture and Discussion (30 minutes)

    • Activity: Analyze a news report using the inverted pyramid format.

    • Instructions:

      • Use pull-out cards to dissect the news report.

      • Discuss components of the inverted pyramid and their importance.

    • Purpose: To deepen understanding of the inverted pyramid structure.

  3. Hands-On Activity and Presentation (20 minutes)

    • Activity: Reorganize a basic news article using the inverted pyramid format.

    • Instructions:

      • Provide students with a mixed-up news article.

      • Have students rearrange the article and present their work.

      • Provide feedback on their work.

    • Purpose: To practice applying the inverted pyramid format and assess students’ ability to structure a news article.

4.3 Basis for Instructional Design and Constructive Alignment

The presented instructional plan for the seminar-workshop on the fundamental concepts of news and news writing effectively aligns the learning objectives to the learning activities and assessment tasks to guarantee mastery of the subject matter (cognitive) and foster collaboration among its participants. 

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  • Learning Objectives. These are rooted in the importance of acquiring the necessary foundational skills of journalism and the knowledge that will enable the students to effectively engage in the duration of the seminar-workshop series and the press conferences happening after. To explain a little bit further, guided by the basic tenets of the definition, characteristics, importance, and structure of news and news writing, the students will be able to perform writing in other areas of journalism including features, sports, editorial, column, and science news. 

  • Learning Activities. The activities and formative assessments are design to actively engage students in achieving the expected learning outcomes. Activities such as the use of audio-visual presentations, lecture, discussions, article analysis, and other collaborative tasks are created to promote interactive learning, skill, and knowledge development. 

  • Assessment. The formative assessments designed for this instruction provide continuous and real-time feedback and reinforcement. Summative assessments, on the other hand, evaluate students’ ability to perform the skills and knowledge they obtain from the preceding learning activities. Summative tasks are created to test the participants’ higher order thinking skills, not just simple recall of information, which in the long run can benefit them when they engage in actual writing exercises. It will be made sure that the assessment tasks are anchored to realize the defined learning objectives. 

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