BROADCASTING UDL LESSON PLAN:

UDL Lesson Plan – Introduction to Broadcast Scriptwriting

Developed by: Jake Thomas School: North Side High School
Date: 2/10/24 Grade level: 9th-12th grade
Subject: Radio and Television Unit: Writing/Scripting

Outcomes Materials

● Whiteboard and markers

Students will be able to identify and ● Projector and screen
● Handouts with scriptwriting terminology
describe stages of the scripting ● Sample broadcast scripts
process, construct scripts using ● Computers or tablets for scriptwriting
practice
established formats, define
terminology used in broadcast
Technology
scriptwriting, and produce
technical writing that reports o
o
Teacher laptop
SMART Board
technical information or conveys o LCD projector

ideas clearly, logically, and o

o
Computers
Color printer
purposefully to a particular
audience.

Prior Learning Connections

Media Literacy Language Arts Critical Thinking Technology Skills Prior Exposure to Broadcasting
Collaboration and Communication Understanding of Audience

Differentiation/Accommodations
Graphic Organizers, Flexible Grouping, Scaffolded Support, Varied Formats

Special Concerns
N/A (Classroom management items, medication information, etc).

Assessment
Formative Assessments:

1. Scripting Process Reflection:

- Ask students to individually reflect on the stages of the scripting process covered in the lesson. Have them write
a brief reflection on what they find challenging, interesting, or surprising about each stage. Use this information to
guide further instruction and provide targeted support.

2. Peer Review of Script Samples:

- Have students exchange their analyses of sample broadcast scripts with a peer. Ask them to provide
constructive feedback on their peer's understanding of scriptwriting terminology, formatting, and content. This
encourages collaboration and allows for immediate feedback.

3. Script Outline and Feedback:

- Assign students the task of creating an outline for a script they plan to write. This outline should include key
elements such as the introduction, main points, and conclusion. Provide feedback on the outlines to ensure
students are grasping the concept of script structure before moving on to full scriptwriting.

Summative Assessments:

1. Group Script Presentation:

- Divide students into groups and assign each group a specific scenario or topic. Have them collaboratively
construct a script following established formats. The groups then present their scripts to the class. Evaluate the
scripts based on adherence to format, creativity, and effective communication of ideas.

2. Individual Scriptwriting Assignment:

- Task each student with writing an individual script on a chosen topic within the established format. This script
should demonstrate an understanding of scriptwriting terminology, clear communication, and logical organization.
Assess the scripts based on content, formatting, and overall quality of technical writing.

3. Script Analysis and Reflection Paper:

- Provide students with a more complex broadcast script from a professional source. Ask them to analyze the
script, identifying key elements, effective techniques, and potential improvements. Additionally, have students reflect
on how this analysis has informed their understanding of scriptwriting. This summative assessment evaluates their
ability to apply knowledge and critically analyze real-world examples.

Procedure

Before Day 1: Understanding the Scripting Process and Terminology

the Introduction (15 minutes):
lesson Begin with a brief discussion about the importance of scriptwriting in broadcast media.
Introduce the four IDOE standards: RTVI-2.1, RTVI-2.2, RTVI-2.3, and RTVI-2.4.
Emphasize the real-world applications of scriptwriting, such as news reporting, radio broadcasting, and video
production.

Day 2: Constructing Scripts Using Established Formats

Introduction (15 minutes):

Review the scriptwriting terminology covered in the previous class.

 Discuss the importance of adhering to established formats in broadcast scriptwriting.

Day 3: Producing Technical Writing

Introduction (15 minutes):

Discuss the importance of producing technical writing that is clear, logical, and purposeful for a specific
audience.

Day 1: Understanding the Scripting Process and Terminology

During Activity 1: Stages of Scripting (30 minutes): UDL
Guidelines
the
lesson Divide the class into small groups and provide each group with a large sheet of paper. See
Ask each group to create a visual representation of the stages of the scripting process. http://www.udl
Encourage creativity and collaboration. center.org/abo
utudl/udlguidel
Groups present their posters to the class, fostering discussion and clarifying any
ines
misconceptions.

Activity 2: Scriptwriting Terminology (30 minutes):

Distribute handouts with scriptwriting terminology.

Engage students in a game or activity (ex: matching terms with definitions, or charades) to
reinforce their understanding of the terminology.

Day 2: Constructing Scripts Using Established Formats

Activity 1: Analyzing Sample Scripts (45 minutes):

Provide students with sample broadcast scripts from various media.

In pairs, have students analyze the structure, formatting, and language used in the scripts.
Facilitate a class discussion on common elements and differences.
Activity 2: Group Scriptwriting Exercise (45 minutes):

Assign groups specific scenarios or topics (e.g., news report, radio advertisement).
In their groups, students collaboratively construct a script following established formats.
Each group presents their script to the class, receiving constructive feedback.

Day 3: Producing Technical Writing

Activity 1: Scriptwriting Practice (60 minutes):

Students use computers or tablets to individually practice writing a short script in a chosen
format.
Emphasize the importance of clarity, logical flow, and tailoring the script to a specific audience.
Closure (15 minutes):

Students share their scripts with a peer for feedback.

After
the Discuss the feedback received and reflect on the importance of effective technical writing in broadcast
lesson scriptwriting.
Notes/Reflections
Use the following questions/statements to write your reflection:
1. What did you learn about UDL from completing the lesson?
2. What do you think will work well?
3. What new UDL practices did you use?
4. What challenges do you see incorporating UDL?

Completing the UDL lesson plan for my broadcasting class highlighted the significance of flexibility
and inclusivity in teaching. I learned that UDL is not just a set of strategies but a holistic approach
that aims to cater to diverse learner needs by providing multiple means of engagement,
representation, and expression. The incorporation of varied formats, such as visual aids,
collaborative activities, and individualized scriptwriting topics, demonstrated how essential it is to
accommodate different learning styles and preferences. The use of technology options and
personalized topics were very effective in engaging students and promoting a sense of ownership in
their learning. Additionally, implementing peer collaboration and differentiated feedback proved
valuable in creating a supportive and inclusive learning environment. The challenges lie in making
sure each student's unique needs are met. This requires ongoing assessment and adaptation.
Balancing the diverse needs of the students while maintaining the coherence of the lesson can be
complex, but it is a challenge worth addressing to enhance the overall learning experience. Overall,
the UDL lesson plan provided valuable insights into fostering a more inclusive and adaptable
teaching approach, emphasizing that effective education is not one-size-fits-all.