Minds On
Lights, camera, action!
Let’s explore the following episode of TVOK News entitled “Hannah Alper” to learn more about kid activist Hannah Alper, and how kids can change the world. You can explore the video transcript to understand the conversation.
Student Success
Think-Pair-Share
If possible, consider the following questions with a partner.
- What type of oral text is this? How do you know?
- What is the purpose of this oral text?
- What do you notice about the presenter?
Note to teachers: See your teacher guide for collaboration tools, ideas and suggestions.
Action
What is a news broadcast?
In the Minds On section, you explored an example of a news broadcast.
A news broadcast is a way to share information and events with a large group of people, often presented by a news anchor. The anchor, in this case, Daniel, reports news stories and events that are happening on a provincial, national, and international level. They are provided with a script, which tells them the information to deliver. But it’s up to the anchor to make the information come to life. One of the ways to do this is through a combination of non-verbal cues and vocal strategies.
Complete the Non-verbal Cues and Vocal Effects chart in your notebook or using the following fillable and printable document.
| Presentation Strategy | What does it mean? | Did the presenter... |
|---|---|---|
| Word choice | Using the “right” words can help the audience better understand your message. |
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| Visual aids or props | Using visual aids or props is a way to convey information to your audience. |
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Tone
(vocal effect) |
We can change our tone based on what we feel and the type of message we want to share. |
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Pace
(vocal effect) |
Pace refers to how quickly or slowly you give a presentation. If we present too quickly, the audience may not be able to understand our message. |
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Volume
(vocal effect) |
Volume refers to how loud or quietly you speak. You can adjust your volume based on your purpose of speaking as well as the size and type of audience. |
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Facial expressions
(non-verbal cue) |
When you present, your face tells the audience how you feel about the information that you are sharing. |
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Gestures
(non-verbal cue) |
Gestures and movement add another layer of expression and meaning to your message. A presenter can gesture toward someone or something to direct the audience’s attention. |
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Eye Contact
(non-verbal cue) |
Positive or friendly eye contact helps you engage your audience during the presentation. No matter how big or how small the audience is, eye contact can help to make people feel part of the conversation. |
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Press the ‘Activity’ button to access Non-verbal Cues and Vocal Effects.
How do we communicate?
Return to Daniel’s interview with Hannah Alpera a second time. This time pay close attention to the non-verbal cues and/or vocal effects that Daniel uses.
Keep track of your observations using a voice recorder, speech-to-text, or writing tool. What strategies does Daniel use to help communicate information and meaning to the audience?
Use the News Segment Analysis chart to access the different strategies that Daniel used to communicate with the audience.
Complete the News Segment Analysis chart in your notebook or using the following fillable and printable document.
| News Segment Analysis: Non-Verbal Cues and Vocal Effects | ||
| Title of oral text: TVOK News interview with Hannah Alper | ||
| News presenter: TVOK’s Daniel | ||
| Topic(s) explored: Daniel interviews kid activist, Hannah Alper, on how kids can change the world. | ||
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Non-verbal cues
Think about the things we communicate without words, including facial expressions, gestures or movement, and eye contact. |
Vocal effects
Think about the vocal aspects of our delivery, including tone, pace, pitch, and volume. |
Evidence from the oral text
Briefly explain where in the text you noticed the non-verbal cue and/or vocal effect. |
| Daniel makes friendly eye contact with the camera and guest during the segment to engage the audience and guest. | Welcoming and enthusiastic tone. | During Daniel’s introduction: “Welcome back to TVOK News! I’m your news anchor, Daniel, and we have a very special guest. Her name is Hannah Alper.” |
| Daniel gestures with hands toward the guest, kid activist Hannah Alper. | Also, during Daniel’s introduction. | |
| Daniel nods in agreement and responds to Hannah’s message with “Wow!,” “Yes.” “That is so beautiful.” | Daniel adjusts his volume and pitch to express, “This book is amazing!” | After Hannah discusses her inspirations for her book “Momentus: Small Acts, Big Change.” |
| His facial expression tells the audience that he is interested and excited about the information that Hannah shares. | This happens throughout the segment. Daniel pays attention to Hannah and makes eye contact with the camera to show the audience how he feels about the information shared. | |
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Daniel speaks more slowly than people do in daily life and in comparison, to
Hannah.
Quick Tip: reporters often speak at a slower pace in order to be easily understood. |
Daniel maintains his slower pace or rate of speech throughout the segment. | |
Press the ‘Activity’ button to access News Segment Analysis.
Analyze an oral text
Student Success
Think-Pair-Share
If possible, work with a partner to analyze another news segment.
Check out this episode of TVOK News entitled “Newcomers to Canada” to learn more about Nam, and her experience being a newcomer to Canada. Explore the oral text and notice the non-verbal cues and vocal effects that Daniel uses in this news segment. Alternatively, select a TVOK News segment of your choice to analyze.
Record your observations using the News Segment Analysis template in your notebook or using the following fillable and printable document. You can also record your observations using any method of your choice (e.g., a detailed audio description). Be sure to reference clues or evidence from the text.
Press the ‘Activity’ button to access News Segment Analysis.
Note to teachers: See your teacher guide for collaboration tools, ideas and suggestions.
Consolidation
Time to think about what you have learned
Student Success
Think-Pair-Share
If possible, share your observations with a partner. Compare and contrast what you noticed.
Then, use the following questions to reflect on your learning. You can record your responses using a method of your choice.
- How do non-verbal cues affect our communication? Explain your thoughts.
- How do vocal effects affect our communication? Explain your thoughts.
- How are non-verbal cues and vocal effects connected? Do we have to use both to be effective communicators?
- What have you learned that you can use to make your presentations more effective?
Note to teachers: See your teacher guide for collaboration tools, ideas and suggestions.
Reflection
As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.
I feel…
Now, record your ideas using a voice recorder, speech-to-text, or writing tool.