Teacher Page
Description of Web Quest:
Upon completion of the novel Tuck Everlasting, your students will learn about bias in the news. After learning about bias, your students will then work together to write a script, film, and present a news broadcast that is unbiased and based on events from the novel. This is a culminating project to wrap up the novel study.
Upon completion of the novel Tuck Everlasting, your students will learn about bias in the news. After learning about bias, your students will then work together to write a script, film, and present a news broadcast that is unbiased and based on events from the novel. This is a culminating project to wrap up the novel study.
Prior knowledge/skills:
- completion of novel, Tuck Everlasting
Grade Level 5-8
Standards:
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, a...
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, a...
Permission to modify with credit given
Resources:
Assessment Timeline
Before |
During--Checklist
--KWL |
After--Peer Assessment of presentation
--Project Rubric (Newscast) --Collaboration Rubric --Checklist --Self/Peer Evaluation |
Instructions for Implementation by Teacher:
Step 1--What is Bias??
Student Directions:
With your group, research and decide upon a definition for the term bias. You will create a poster to be displayed in the classroom for reference. In the web you need to have the term bias, define it, and each person should provide at least 2 examples. You will present your group's information to the class.
Teacher Information:
Time: 2-3 class periods
Put your students in groups of 5-7. You know your students, so these can be adjusted based on your student needs.
Explain to students that you will be defining the term bias and that you don't expect them to be experts on the term. Go over the scoring guide with the students so they understand your expectations.
The group will need to appoint a group leader to monitor time and group. When students present poster, the individual students will present their examples and explain how they are examples of bias.
Scoring Guide
With your group, research and decide upon a definition for the term bias. You will create a poster to be displayed in the classroom for reference. In the web you need to have the term bias, define it, and each person should provide at least 2 examples. You will present your group's information to the class.
Teacher Information:
Time: 2-3 class periods
Put your students in groups of 5-7. You know your students, so these can be adjusted based on your student needs.
Explain to students that you will be defining the term bias and that you don't expect them to be experts on the term. Go over the scoring guide with the students so they understand your expectations.
The group will need to appoint a group leader to monitor time and group. When students present poster, the individual students will present their examples and explain how they are examples of bias.
Scoring Guide
Step 2--KWL
As a class we will complete a KWL chart to determine what we know about a television news broadcast. Then we will discuss what we feel is needed to create a broadcast and begin completing the "W" part of the chart.
Teacher Instructions:
Using the Smartboard so you can save it, create a KWL chart. With the students you will brainstorm what they think they already know about producing a news broadcasts. After discussing what they think they know, have them brainstorm questions they think will help them in their ability to be able to actually produce a news broadcast.
Teacher Instructions:
Using the Smartboard so you can save it, create a KWL chart. With the students you will brainstorm what they think they already know about producing a news broadcasts. After discussing what they think they know, have them brainstorm questions they think will help them in their ability to be able to actually produce a news broadcast.
Step 3--Examples of News Broadcasts
You will watch examples of news broadcasts to help you understand what a news broadcast looks like. While watching these news broadcasts, you should also identify any examples of bias that you find.
CNN Student News Broadcast example
Newsbroadcast network examples
NBC Nightly News
ABC News
**After watching these examples, we will go back to the KWL chart and see if we have anymore "W's" to add to our chart.
CNN Student News Broadcast example
Newsbroadcast network examples
NBC Nightly News
ABC News
**After watching these examples, we will go back to the KWL chart and see if we have anymore "W's" to add to our chart.
Step 4--Choosing the Event
With your group you will need to choose an event that happened in the novel to portray in your broadcast.
Event choices:
When your group has chosen, please let the teacher know your choice. Record student choices and help clarify with the group exactly what they intend to portray. Help the group determine if they are making a good choice for them.
Event choices:
- stranger dressed in yellow suit arrives in Treegap
- mysterious activity in the Foster wood
- Winnie Foster disappears
- Winnie Foster found unharmed
- Mae Tuck put in jail for murder
- Mae Tuck escapes
- Any event from the novel of your group's choosing
When your group has chosen, please let the teacher know your choice. Record student choices and help clarify with the group exactly what they intend to portray. Help the group determine if they are making a good choice for them.
Step 5--View the Tips
View Broadcast News Writing Basics for tips before you begin your script. You are in a group of 3. In a round table type discussion, you will go one by one through the tips and take turns summarizing and clarifying the information. When your group feels comfortable with the information, you will move to step 6.
Step 6--Writing the Script
In your groups you will need to decide who will be the reporter, the editor, and the producer.
The Reporter: Primary reporter on screen
The Editor: Works on the computer to put the final news report together for viewing
The Producer: Films and directs the news production
As a group, you need to write your script. This needs to be detailed with interviews including specific details from novel. Your newscast needs to be accurate and unbiased. Remember you will also need an introduction and a conclusion to your news broadcast.
Have students tell teacher which person has each job. Go over job description with the reporters, editors, and producers from each group.
Scoring Guide
Storyboard
The Reporter: Primary reporter on screen
The Editor: Works on the computer to put the final news report together for viewing
The Producer: Films and directs the news production
As a group, you need to write your script. This needs to be detailed with interviews including specific details from novel. Your newscast needs to be accurate and unbiased. Remember you will also need an introduction and a conclusion to your news broadcast.
Have students tell teacher which person has each job. Go over job description with the reporters, editors, and producers from each group.
Scoring Guide
Storyboard
Step 7--Commercials
Each person in the group needs to design a commercial for a product that would have been available in the 1880's. You will need to individually research a product that is time appropriate and design a commercial for that product. All three products will be a part of your finished video.
Teacher should have each person identify the product being used in the commercial and determine whether it is appropriate for the time period.
Teacher should have each person identify the product being used in the commercial and determine whether it is appropriate for the time period.
Step 8--Rehearsal
Before you are ready to do the actual video taping of your news broadcast, you will need to rehearse and make adjustments to ensure you are happy with your news broadcast.
Step 9--Filming
In step 6 you decided on your jobs. You will now work together to film your news broadcast. One tip is to film in VERY small segments that you can later edit together.
Step 10--Editing/Adding Music
Working with your group editor, you need to polish your broadcast. You will add appropriate music to fit the information your are presenting. Music must not be distracting.
Step 11--Viewing
We will all view each broadcast. We will be looking for correct details, unbiased presentation, and overall following of the requirements.
Diversity
Gifted Students: For gifted students, you may choose to have them create an actual product for the commercial.
SPED: These students can be involved in group discussions and planning. When script writing occurs, the teacher should aid them in writing the script.
An alternate assignment could be provided as needed. Students can draw pictures to represent the scene they choose and then verbally explain the scene to the class.
SPED: These students can be involved in group discussions and planning. When script writing occurs, the teacher should aid them in writing the script.
An alternate assignment could be provided as needed. Students can draw pictures to represent the scene they choose and then verbally explain the scene to the class.