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Hi everybody, and welcome to our lesson today.
My name is Ms. Mullins.
Today we're going to be planning the opening of our journalistic report.
So let's get started.
By the end of today's lesson, you will be using your knowledge of the Titanic to plan the opening of a journalistic report.
Here are some of the key words we'll be using today.
Possession, subject-specific vocabulary, journalistic language, general information.
Well done.
Possession is the state of owning something.
Subject-specific vocabulary is vocabulary used when writing about a particular subject.
Journalistic language is words and phraseology used in journalistic reports.
General information is the most basic necessary information.
Today we're going to be planning the opening of a journalistic report about the Titanic.
Firstly, we're going to be learning about the linguistic and grammatical features of the opening, and then we'll move on to planning the opening.
There are lots of linguistic and grammatical features of journalistic reports.
Today we're gonna focus on these.
We're gonna think about knowing when to use it's with an apostrophe or its without the apostrophe.
We're also gonna be learning some subject-specific vocabulary about the Titanic.
And finally, we will be coming more familiar with some journalistic language we can use.
So let's get started.
Firstly, we're gonna be talking about knowing when to use it's with an apostrophe in it or its without the apostrophe.
It's really important that we understand the difference between these two.
It's with an apostrophe is a contraction of it is.
So let's do this together.
It is, (hands clapping) it's.
Let's do it one more time.
It is, (hands clapping) it's.
We can join the two words it is together and make it into one new word, it's, using the apostrophe to replace the I in it is.
The apostrophe takes the place of the I in is and forms the contracted word.
Add the apostrophe to create the contracted form of it is.
Let's read this sentence together.
I need an umbrella because it is raining outside.
Okay, so I can see the words it is, and I need to contract them to make the word (hands clapping) it's.
Now thinking back to our previous slide, the apostrophe takes the place of the I in is.
So this is how I would contract that word.
Let's read it together.
I need an umbrella because it's raining outside.
And let's just check.
Have I got an apostrophe? Yes, I do.
And is the apostrophe in place of the I in is to join those two words together? Yes, it is.
So now it's your turn.
Add the apostrophe to create the contracted form of it is.
Let's start by reading this sentence together.
The weather forecast says it is going to snow later.
Pause the video now while you add the apostrophe to create a contracted form of it is in this sentence.
Well done if you spotted that we would contract the word it is to it's.
The weather forecast says it's going to snow later.
And have a quick check.
Have you remembered to use the apostrophe in the correct place? Well done.
Knowing when to use it's with an apostrophe or its without the apostrophe is really important.
When we look at the other form of the word its without the apostrophe, this represents possession.
Possession is the state of owning another thing.
It's when a noun owns another noun.
The dog sat in its bed.
In this sentence, the dog owns the bed, the bed belongs to the dog.
That word its shows possession.
Use it's or its to fill in the blanks in these sentences.
Pause the video while you do that.
Great work everyone.
So A is the contracted form.
I think it is under the table can be contracted to (hands clapping) it's.
The cat went to sleep in its basket.
In this sentence, the basket belongs to the cat, so it should be its without the apostrophe.
For C, the station cancelled all of its trains.
The trains belong to the station.
So again, it's the possessive its.
And finally D, it's cold outside, wear a coat.
We could de contract that to it is cold outside.
Wear a coat.
So this should be the contracted form of it's with the apostrophe.
Now let's go back to some of the linguistic features we've been talking about earlier.
We've already talked about knowing when to use.
it's with an apostrophe or its for possession.
Now we're going to learn about some subject-specific vocabulary about the Titanic.
Subject-specific vocabulary is vocabulary used when writing about a particular subject.
It's really important that we understand the meaning of subject-specific vocabulary so that we can use it.
Also, if we know a range of different words associated with a topic, it helps us avoid repeating the same words over and over again.
It helps us to use more variation in our language choices and keeps our writing more cohesive and more exciting for our reader.
It also helps us to create a formal tone.
And it avoids repeating language.
Here is some subject-specific vocabulary we will use in our opening.
Quayside.
Now this is a tricky word to spell or to pronounce, because if we were to use our phonics, we might think it would be pronounced like quayside.
I can see the qu, Q-U, and the A-Y makes the A sound.
But this is just one of those irregular words that is not pronounced in the way that it is spelt.
The quayside is a stone or a metal platform where luggage or cargo is loaded onto a ship.
This is a picture of the quayside at Southampton Docks when the Titanic was about to depart.
So the quayside is where passengers, crew, and lots of crowds gathered to see the Titanic and wave it off before it set off on its maiden voyage.
Maiden voyage.
Well done.
We talked about the term maiden voyage in our last lesson.
This is just a voyage is a journey across the sea or across the ocean.
A made in voyage is when a ship does its first ever voyage or trip across the ocean.
Embarked on.
Embarked on is a formal way of saying set off on.
Southampton docks.
Well done.
Southampton is an area along the coast of England, and this is where the Titanic set sail on its maiden voyage.
Steam-powered engine.
Well done.
You can probably work out what this means.
It means that Titanic had an an engine that was powered by steam.
Liner, ship or a vessel.
Well done.
These three words are just synonyms for the word ship or Titanic.
So rather than referring to the Titanic as Titanic every time, we can use it, refer to it as a liner or a ship or a vessel instead.
Passengers.
These are the people that travelled on the Titanic.
Atlantic Ocean.
The Titanic sailed across the Atlantic Ocean on its way to New York.
New York City, USA.
Well done.
The Titanic was headed towards New York City in the USA, and USA stands for the United States of America.
Departed.
Well done.
Departed just means set off or set sail or left.
Final destination.
The Titanic's final destination was New York City.
This was what the area or the destination that marked the very end of its journey.
Which of these words is not an example of subject-specific vocabulary? Pause the video where you decide.
Well done if you spotted that excitement is not an example of subject-specific vocabulary.
Quayside, steam powered engine, and passengers are all factual and specific words we would use and associate with the Titanic.
But the word excitement, although we might use it in our report if we were describing how the atmosphere felt on the quayside.
But this isn't a factual or specific word that is particularly associated with the Titanic.
So it's not counted as subject-specific vocabulary.
There are lots of linguistic and grammatical features of journalistic reports.
We now know when to use it's or its in terms of contraction or possession.
We've also learned some subject-specific vocabulary about the Titanic.
And now finally, we are going to be looking at journalistic language.
Journalistic language is words and phraseology used in journalistic reports.
Journalistic language brings a formal, objective tone to the report and it helps the journalist explain what happened or what might have happened without giving their personal opinion.
Journalistic words and phraseology include all of these: it is believed, reported, suggested, or alleged that.
Allegedly and reportedly.
Well done.
Reports, statements, suggestions, claim, or maintain that.
At approximately.
At precisely.
Well done.
True or false? Journalistic language is used to create a formal tone.
Pause the video while you decide.
Well done, you're correct.
This is true.
Now, choose how to justify your answer.
Pause the video while you do this.
Well done if you noticed the slight differences in these two justifications.
A says journalistic language is used to create a formal tone.
It also helps a journalist describe what happened or might have happened in an objective way.
Remember, being objective means not giving your own personal opinion.
However, B said, journalistic language is used to create a formal tone.
It also helps the journalist describe what happened or might have happened whilst also in enabling them to give their own opinion.
Journalists shouldn't really give their own personal opinions in informal journalistic reports.
So for that reason, A is the correct justification.
Now it's time for your task.
Read the model opening of a journalistic report about the Titanic setting sail.
Then answer these three questions.
Pause the video while you do that.
Well done everyone.
Let's begin by reading this opening together and then go through the answers.
Titanic sets sail! At approximately 11 a.
m.
on the 10th of April, the RMS Titanic embarked upon its maiden voyage across the Atlantic Ocean.
The vast, luxurious liner, which is the first of its kind, successfully set sail from the quayside at Southampton Docks amidst a large gathering of excited onlookers.
The ship is currently sailing towards Cherbourg, France to collect additional passengers before sailing across the Atlantic towards its final destination, New York City.
Okay, so three examples of subject-specific vocabulary.
I've included all of the examples.
RMS Titanic.
By the way, RMS stands for Royal Mail Steamer.
Steamer is just the fact that the Titanic is powered by a steam engine.
Maiden voyage, Atlantic Ocean, liner, quayside, Southampton Docks, ship, sailing, Cherbourg, France, passengers, or New York City.
If you wrote down any of those three, well done.
Number two, find and copy one example of journalistic language.
At approximately 11 a.
m.
on the 10th of April.
And number three, find and copy one example of a relative complex sentence.
The vast, luxurious liner, which is the first of its kind, successfully set sail from the quayside at Southampton docks amidst a large gathering of excited onlookers.
And the relative clause there is, which is the first of its kind.
Well done everyone.
Great work, everybody.
So now that we have been learning about the linguistic and the grammatical features, we're gonna move on to planning the opening.
The purpose of a plan is to prepare ourselves for writing.
If we give careful thought to the planning process, our writing outcomes will be more successful.
We can build on our ideas from our plan during the writing process.
When we plan, we use notes.
Notes are concise and capture subject-specific vocabulary and information.
The purpose of notes is to help the writer to organise information easily for future use.
We use bullet points when note taking.
They look like this.
What is in a plan? Pause the video while you decide.
Well done if you spotted that plans need bullet points for notes, subject-specific vocabulary.
They do not use full sentences with capital letters and full stops, and they don't include unnecessary information.
We're going to write a journalistic report about the Titanic setting sail on its maiden voyage.
The purpose of a journalistic report is to inform the reader about a particular event.
So our reader is gonna want to know all about its setting sail, where it's going, who's on board, and some information about the Titanic.
But we'll save the specific information for later in the report.
We are gonna go back in time to the 10th of April, 1912 and write about the Titanic departing from Southampton Docks.
It's very important to remember that we will not include any details about the Titanic sinking because this event has not happened yet.
The Titanic sank on the 14th of April, but we are writing our news report on the afternoon or the evening of the 12th of April, which is the day that it set sail.
So we're just telling our reader all about the Titanic itself and about its setting off on its maiden journey.
The purpose of the opening is to do all of these things.
We want to engage our reader, make them want to read on, give the reader some general information about the event.
General information is the most basic and necessary information.
We keep it general in the opening and then we can move on to giving specific facts later in the report.
We can include the following general information in the opening of our journalistic report.
We're gonna think of a headline.
Then our reader's going to want to know when the event happened, what happened, where did it happen, who was there, and what is currently happening right now? We're gonna record all of this information in our plan so that when we come to write, we're able to answer all of these questions for our reader in the opening.
So here's your planning document for the opening.
We've got those key questions down the side.
Let's reread my model.
Titanic sets sail.
At approximately 11 a.
m.
on the 10th of April, the RMS Titanic embarked upon its maiden voyage across the Atlantic Ocean.
The vast, luxurious liner, which is the first of its kind, successfully set sail from the quayside at Southampton Docks amidst a large gathering of excited onlookers.
The ship is currently sailing towards Cherbourg in France to collect additional passengers before sailing across the Atlantic towards its final destination, New York City.
Now, if we go to my first sentence, here is when I tell my reader when this event took place.
Now I would like you to pause the video while you decide on a headline and then write bullet points for key words and phrases you would like to use to describe when the Titanic set sail.
So roughly what time? It was around midday, or 11 a.
m.
on the 10th of April.
You might not need to explain that the Titanic set sail on the 10th of April in 1912.
Because remember, you are a journalist on the 10th of April in 1912.
If we think about reading journalistic reports now, they don't need to state the year that an event happened if it happened today.
Because we all know, our readers know what year they're living in.
Pause the video now while you decide how you're going to explain to your reader when the Titanic set sail.
Great work everyone.
Here are my ideas.
So I've gone with RMS Titan Titanic departs Southampton.
And I'm gonna use a journalistic word here approximately.
At approximately 12 p.
m.
, or I could write that as midday, or I could write that as noon on the 10th of April.
Now let's go back to my model.
We're not gonna reread the whole thing.
We're just going to focus on this section here.
The RMS Titanic embarked upon its maiden voyage across the Atlantic Ocean.
This is what happened.
The vast, luxurious liner, which is the first of its kind, successfully set sail from the quayside at Southampton Docks amidst a large gathering of excited onlookers.
This is where the event happened.
Now, pause the video while you write bullet points for key words and phrases that you will use to describe what happened.
So what happened and where did it happen? Pause the video while you record those ideas.
Great work everyone.
So the what is that the titanic set sail.
But I've actually put down a few ideas.
I might refer to it as the Titanic or maybe a luxury liner or a steam-powered vessel, and that it departed.
Or I could say that it embarked on or set sail on its maiden voyage.
And where did this happen? It happened at the Southampton docks in England.
Now going back to my model, this is the who.
Amidst a large gathering of excited onlookers.
Look at your who section in your plan.
Remember, just from going back, and actually, let's go back to mine.
Do you see how my who part here is only part of a sentence? Each section of your plan doesn't have to necessarily be a full sentence or a couple of sentences.
It might just be a little detail that you add into another sentence.
So pause the video now while you write bullet points for key words and phrases you will use to describe who was there.
Great work everyone.
So I've jotted down that there were excited or enthusiastic crowds gathered at the quayside, and I'm also thinking about who was there in terms of who was actually on the ship.
So there were over 2000 passengers and crew.
And now this brings us to the final section of our plan.
The ship is currently sailing towards Cherbourg, France to collect additional passengers before sailing across the Atlantic towards its final destination, New York City.
This is what is currently happening.
So the ship set sail this morning or this afternoon, and right now it's on its way towards Cherbourg in France.
And if we can think back to the root of the maiden voyage, the ship set sail from Southampton.
It then went to Cherbourg to collect new passengers.
Then it went to Cobh in Ireland to collect more passengers.
And then finally it made its way to its final destination, which was New York City.
Now you're going to look at the what is currently happening section of your plan.
Here you're going to write bullet points for key words and phrases you will use to describe what is currently happening and where is the Titanic on its journey.
Pause the video while you do that.
Brilliant work, everyone.
Here are my ideas.
So I've got some fronted adverbials of time here.
So I've got currently, at present, at the time of press.
So at the time of press means when this newspaper was actually printed.
The ship is sailing or travelling across the Atlantic, and it is due to dock or scheduled to dock at Cherbourg, France and Cobh, Ireland before proceeding or before heading towards New York City in the USA.
Well done everyone.
Now that actually brings us to the end of our lesson.
Today we've been planning the opening of a journalistic report about the Titanic.
The purpose of the opening is to engage the reader and give general information about the event.
Subject-specific vocabulary that is factual and formal is used in a journalistic report.
Journalistic language is used to help create a formal tone and retell events in a clear, objective way.
Plans should be written in note form using bullet points.
I hope you're feeling really, really proud of the planning that you have produced in this lesson today, and I'm looking forward to writing up our opening.
Well done, everyone.
