Television news broadcast – The Diamond Theft
3 July 2008Add to My Folder
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This original film features a short news broadcast about a fictional diamond theft. As well as watching the film, you can download the text of the script, and read the same story presented as a newspaper report on Poster 1, providing the opportunity to compare different media. The theft is as yet unresolved, so the children can decide on the ending themselves, as well as creating their own news broadcasts.
Before watching the broadcast
- Set homework to watch a television news broadcast and note the use of music, clips and photographs. How are items introduced? How does the programme end?
- Discuss the programmes that the children watched and list the features. Scribe examples of language used to start and end the programme, and to introduce items.
- Ask the children to make notes of the main points while watching On-screen resource 1.
The children should: have had experience of note-making; be able to identify adjectives and understand their function in a sentence.
Key learning outcomes:
- To identify presentational features used to communicate main points in a broadcast;
- To identify key sections of an informative broadcast, noting how the language used signals changes in focus.
- To compare the contributions of words, music and images in short extracts from TV programmes;
- To take different roles in groups and use the language appropriate to them.
After watching the broadcast
- Compare the presentational features used in the news broadcast with the list you made earlier.
- Discuss the notes the children made. Can they sequence the main events correctly?
- Assess their understanding, asking:
- Where were the movie stars when the diamond was stolen?
- Why were they staying in London?
- Why did they bring the diamond with them?
- Who are the main suspects?
- What could the thieves do to make the diamond less recognisable?
- Discuss the meaning of daylight robbery, strongbox, baffled, inside job and first strong lead in the case.
- Watch the broadcast again, concentrating this time on the diamond itself. Ask the children to note any adjectives used to describe it, and information about its history.
- Complete the Crime Investigation Board activity sheet, starting with known facts from the broadcast, and adding the children’s ideas.
- Write a list of questions for the police to ask Jasper, Serena and the security officers. Remind the children to use question marks.
- Use a flow diagram or storyboard to plan how the case will be resolved.
- Ask the children to become programme researchers and find out information about diamonds to use in the next broadcast, or in a documentary about the robbery.
Share your results!
If your children produce any of their own news broadcasts, why not show off the results! You can upload and share resources via the My Folder section of our website.
Links with writing
- Download the script of the broadcast and read it (including stage directions and script notes) with a small group. Discuss how it is set out and how closely it matches the final interview. Develop a script for the next news broadcast, using the activity sheet and story planners. Assign the roles of presenters, reporters and interviewees and decide how to introduce sections, and how to start and end the broadcast. If possible, film your broadcast.
- Write an entry in Jasper or Serena’s diary for the day of the robbery. Further entries could describe whether the necklace was found and who had stolen it. Did Serena win the award for Best Actress? Was the necklace returned in time for her to wear it at the ceremony?
- Watch the films, or performances, of the children’s own news broadcasts. Evaluate these together. Was the information presented clearly and sequenced correctly? Were the different items linked smoothly? Discuss use of gesture and language.
- Compare the newspaper account of the robbery on Poster 1 in Literacy Time PLUS for Ages 7 to 9, July 2008 with the broadcast and the diary entries. List the main features of newspapers and diaries, noting that both are types of recount.