NEWSPAPERS SCHEME OF WORK Week 1 Lesson 1 Lesson 2 Lesson 3 Assessment Focuses: RAF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. RAF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. aim: to understand the terms broadsheet and tabloid, to be able to distinguish key differences between different types of newspaper the broadsheet and tabloids originally referred purely to the newspaper’s size although there are many more similarities than differences each type does tend to have certain characteristics. brainstorm activity the names of different newspapers brainstorm activity the names of international newspapers sort exercise given handout table of different types of newspaper, international, national, regional, tabloid, broadsheet, local handout with examples of a tabloid and broadsheet students identify features who what sheet – students discuss the breakdown of socio economic groups A, B, C1 etc and add to their tables who is likely to read what. aim: to identify the key characteristics of broadsheet and tabloid newspapers broadsheet newspapers are aimed at social groups A,B, C1, tabloid newspapers are aimed at C2, D, E. the Daily Express and the Daily Mail are sometimes referred to as middle range because they are in between the two types and aim at an audience more like a broadsheet audience. handout with terms and examples to be matched up. headline prediction exercise – tabloid / broadsheet headline and content description match up exercise from newspaper a and newspaper b students write a paragraph stating which newspaper is broadsheet and which is tabloid and how they know. aim: to consolidate understanding of broadsheet and tabloid newspapers students are photocopies of a broadsheet and tabloid printed on the same day. make notes of the different amounts of page space (measured in umber of words) that they devote to one or two of the same stories. which important news story (in their opinion) appears most prominently in one paper and why? why do some stories appear in one paper and not the other what do they think are the attitudes of the two papers to their readers? what do they think their readers are interested in? how do they think their readers like to have their stories presented? key differences?
which are appropriate to task, reader and purpose. WAF3 – organise and present whole texts effectively. Week 5 Lesson 1 Lesson 2 Lesson 3 Assessment Focuses: RAF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. aim: to be able to identify one of the common sentence structures used by journalists. writers change their sentence to the kind of writing they want to produce aim: to understand why some sentence structures are commonly used. most follow the golden rule of that is, always try to aim: to write an exciting news story in a tabloid news style based upon the paragraph and sentence conventions that you have used. Starter: quick fire revision of
RAF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. WAF2 – produce texts which are appropriate to task, reader and purpose. WAF3 – organise and present whole texts effectively. and the for whom they are writing. have sentence this is notable in tabloid but can also be seen in starter – sentence type revision answer the five w’s: who is what when did it where did it why did it their will often follow this rule. starter: brainstorm sentence techniques learned so far remember to ensure reminders of pyramid structure, the 5 ws and paragraphing and sentence structure Handout the peer assessment forms and levels assessments and go through with class Ask students to write an exciting tabloid story on a) a fire at your school b) gangs in South London c) a