Writing Radio Commentaries

Elena Botkin-Levy
Coordinator, ZUMIX Radio

Everyone has an opinion about something. Radio commentaries offer an opportunity for young people to express their opinion on an issue of their choice and to become effective communicators. This is a model 3-part lesson plan to write radio commentaries with high-school aged young people. The model can easily be modified to work with particular themes. For example, I am currently working with a high school class to take research paper topics and transform their opinions into radio commentaries.

Age group: 12-18

Objectives:
1. To introduce students to the idea of radio commentary and the process to write their own commentary.

2. To strengthen writing skills.

3. To deepen students understanding and appreciation of difference

Pre-requisite work: Class should already have done group-building activities, listened a variety of different youth-produced radio stories, and learned how to use computers and digital recording equipment.

Time: 3 sessions of about 2 hours. You may need more time set aside for young people to write and edit their written commentaries. And to record, edit and mix the audio versions.

Materials: pens, markers butcher paper, timer, computer/ speakers to play audio, computers or notebooks for students to write.

Session one

1. Warm-up:
Some activity to get the group moving, engaging with each other and present.

2. Writing:
Instruct everyone to make two lists.
1. Five things you know to be true in the world [Some example if they need prompts could be “I love my mom.” “People are mean.” “My neighborhood is clean.”]
2. Five things you care about

Have butcher paper hanging around the room (2 or three sheets with the title “I know that”). Instruct each student to choose 2-3 of their favorite items from list 1 and write their statement on one or more of the butcher paper.

3. Listening:
Youth radio commentaries
There are tons of youth-produced radio commentaries. You can find some here:
- WAMU Youth Voices http://yv.wamu.org/students/index.php
- Youth Radio/ KQED perspectives http://www.kqed.org/radio/programs/perspectives/youthradio.jsp
- Public Radio Exchange prx.org

Get reactions.
Explain that everyone will be writing their own radio commentary.

4. Define radio commentary:
-First person
-Assert clear point of view/ opinion
-Often based in persona stories or experiences and connect to bigger social themes
-Include opposing points of view and research
Commentaries are best at 1-2 minutes long (that's about one page single spaced or between 200 and 500 words).

5 a. Concentric circles: [for groups of 10 or more]

Have the group get into two even circles, one facing out and one facing in so each person has a partner.
Tell the group that in each pair, one person will go first and respond to a statement that you will read for 30 seconds. Then they will switch and the second person will respond for 30 seconds. You will time them and tell them when to switch. They should respond with whether or not they agree with the statement and why or why not. If they have nothing else to say, make something up or just stand in silence.
Make sure there are no questions.
Read a statement from the Butcher Paper statements they wrote

Process Activity

OR

5 b. Interview in pairs: [for groups of less than 9]

Have everyone pair up. Take turns asking each other the following questions:
What do you think your topic will be?
Why is it important to you?
Why do you think other people might care?
Do you think some people may disagree with you? (what would they say?)

6. Personal Writing
Choose a topic from their list
What is your personal connection to this topic? (do you have a story?)
Brainstorm your main point/ message
What is the opposing point of view?
What do you want to say?

Share in pairs or in the big group

Session 2

1. Warm-up:
Group storytelling.
Have the group stand in a circle. Explain that as a group we will tell one complete story. We’ll go around the circle for a few rounds and each person will add another few lines to the story. You give the heads up when it’s the final round so folks can wrap-up the story.
You can play one or more times.

2. Process:
How was that?
Is there a general flow of a story?
Talk about story arch (some people like to talk about stories like a sandwich: bread is intro/ conclusion holding together the juicy insides…)

3. Listening:
Listen to a few more youth radio commentaries.
Try and print the transcripts so students can follow along in writing as well.
Keep in mind HOW they tell their stories in terms of flow.

4. Writing:
Have everyone free write. They may want to work on the hook/ beginning. Or the story they will tell.

5. Writing for radio:
Talk about how writing for radio is a little different than writing a normal essay:
-Be conversational
-Have a good “hook”
-Short and sweet
-Use concrete examples
-Paint the picture
-Attribute facts or stories

6. Share:
[Depending on the size of the group you can do this in pairs/ small groups or all together]
Everyone share their topic, and what they have so far.
Group gives feedback and helps think of good ways to start the piece or ways to personalize.

Session 3

1. Warm-up:
Some activity to get the group moving, engaging with each other and present.

2. Writing:
Everyone works on writing their commentaries.

3. Listening:
Each person reads aloud the draft they have written.
Get feedback from the group.

4. Edits:
Everyone goes back to their writing and makes final edits based on the group feedback.

Next steps for recording the commentaries could include:
Using your Voice
Recording
Mixing

Eva commentary on depth.mp3

lala commentary on family.mp3

Oscar commentary on assumptions.mp3

Tayler Commentary on Moms.mp3