Learning Activity 2: Producing an environmental story
Contact organisations like C.A.P.E., the Botanical Society, WESSA and Friends Groups for copies of environmental newsletters. Many of these are available electronically as well as in hard copy.
Combine pairs of learners into groups of four. Each group takes one newsletter to analyse. In class, draw up a list of components of environmental newsletters
g. title, contact details, editorial, articles, personality profiles, advertisements, etc).
Conduct a brainstorm in the class and list environmental projects, issues and personalities in the school and community.
Each small group of “environmental reporters” identifies one story they would like to report on in the newsletter. Spend two weeks, including time in class, on the following tasks:
Research the story (e.g. read up about the topic, carry out investigations and
Assessment tasks and tools
Learners draw up a class list of components of environmental newsletters.
Learners review and give feedback on draft stories written by peers using assessment checklist.
Educator assesses final stories produced by “teams of reporters.
• • •
interviews, take photographs); Draft the story (write or type);
R e v i e w a n d c o m m e n t o n a n o t h e r g r o u p ’ s s t o r y ;
Edit and finalise the story and produce it as a one-page typed document (including a title, text, photos and captions).
Peer Assessment Checklist
Article Title Group members
Did this group
write logically and clearly?
use correct spelling and grammar?
use appropriate language and style?
present a convincing argument?
P l e a s e w r i t e c o m m e n t s o n t h e d r a f t o f y o u r p e e r s ’ w o r k i n p e n c i l , t o s h o w t h e m w h i c h p a r t s o f t h e i r s t o r y y o u l i k e a n where you think they could improve their story or writing style. d