This lesson plan is designed to help students recognise how to spot a news story and develop it so that it informs the audience.
It’s based on the article ‘Spotting a news story‘ which we recommend you read before developing this lesson outline.
Introduction
The ability to identify what constitutes news is the foundational skill of any journalist. This training day is designed to help participants move beyond a basic understanding of current events to developing a news sense. By the end of this day, a trainer will have guided participants through the criteria for news value, the importance of impact and proximity, and the practical methods for uncovering original stories.
Sessions timetable
- 09:00–10:00 – Session 1: Defining news and the news sense.
- Aims: To understand the basic definition of news and the concept of a news sense.
- Presentation: Explain that news is information that is new, unusual, interesting, or significant. Discuss the idea that while some have a natural instinct for news, it is a skill that can be developed through observation and curiosity.
- Activity: In small groups, participants list five things that happened to them or in their community this morning and rank them from most news-like to least news-like.
- Discussion: Why did certain items rank higher? Introduce the concept of interest versus importance.
- 10:00–11:00 – Session 2: The elements of news value.
- Aims: To master the core criteria used to judge a story’s worth.
- Presentation: Introduce the primary news values: Impact, Proximity, Timeliness, Prominence, Conflict, and Human interest.
- Activity: Provide participants with a list of 10 headlines. They must identify which news value is the primary driver for each headline.
- Discussion: Can a story have more than one value? Which value is most important for a local news outlet compared to a national one?
- 11:00–11:15 – Break
- 11:15–12:45 – Session 3: Spotting stories in the community.
- Aims: To apply the 10 tips for spotting a news story in a practical context.
- Presentation: Go through the MHM tips, focusing on talking to people, observing changes in the environment, and listening to what people are complaining about.
- Activity: Participants are sent on a short observation walk near the training venue (or use a virtual map). They must return with three observations that could be turned into news stories.
- Discussion: Review the observations. How can a simple observation, like a closed shop or a new fence, lead to a larger investigative piece?
- 12:45–13:45 – Lunch
- 13:45–15:00 – Session 4: Information vs. news.
- Aims: To differentiate between raw data, public relations material, and genuine news.
- Presentation: Discuss how to filter information from official sources, press releases, and social media. Explain the So what? test.
- Activity: Distribute three different government news releases. Participants must rewrite the lead paragraph to find the actual news angle that affects the audience, rather than just repeating the official line.
- Discussion: How do we avoid becoming a mouthpiece for officials? Why is the impact on the reader more important than the official’s quote?
- 15:00–15:15 – Break
- 15:15–16:15 – Session 5: The human element and conflict.
- Aims: To understand how people and tension drive engagement.
- Presentation: Focus on how stories are often about people in conflict with other people, institutions, or nature.
- Activity: Role-play exercise. One participant is a developer building a shopping centre; another is a resident losing their garden. Remaining participants must interview both to find the news story.
- Discussion: How does the human element make a dry topic, like local planning, more relatable and newsworthy?
- 16:15–17:00 – Session 6: Review and story pitching.
- Aims: To combine the day’s learning into a professional pitch.
- Presentation: Explain how to pitch a story to an editor: what is the story, why now, and why does our audience care?
- Activity: Each participant prepares a 60-second pitch based on their observations from Session 3 or a new idea developed during the day.
- Discussion: Peer review of the pitches. Did the pitch clearly identify the news value?
Assignment
Participants are required to find one original news story within their own community over the next 48 hours. They must submit a 200-word summary explaining the story, identifying at least two news values it contains, and listing three potential sources they would interview to complete the report.
Materials needed
- Flip charts and markers.
- Handouts of the 10 tips for spotting a news story.
- Sample press releases and local newspapers.
- Note pads and pens for the observation walk.
Assessment
- Participation: Engagement in group discussions and role-play activities.
- Analytical skill: Ability to correctly identify news values in sample texts.
- Application: The quality and viability of the story pitch delivered in Session 6.
Summary
This lesson plan provides a comprehensive framework for training journalists to identify and evaluate news. By moving from theoretical values to practical observation and pitching, participants develop the critical thinking required to serve their audience effectively.
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