Embedded Files
Session 1
Session 1
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Hook: Show a number of examples of news reports.
Mini Lesson:
Explicitly revise the planning elements of a news article using an example on the board (or projected):
Headline: Short, catchy, tells the story
Lead Paragraph: Includes 5Ws – the essential facts
Body Paragraphs: Include extra details and quotes
Conclusion (optional): What’s next, or public reaction
📝 Use a graphic organizer (inverted pyramid or news planning template). Model filling it in with a simple example (e.g., “School Sports Day”).
Independent
Students are to pick a topic to do their News Report on.
This could be:
School event (excursion, sports day, guest speaker)
Fictional news (alien visit, mystery animal found in school)
Once they have chosen their topic students are to begin planning.
Students can use the templates found: Writing Resources
Reflection
What topic did you choose to write your news report on?
Session 2
Session 2
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Hook:
Headline Writing
Show examples of real headlines (on the board or slides):
“Storm Causes Chaos Across City”
“Students Raise $5,000 for Local Hospital”
Discuss what makes them effective:
Short
Catchy
Relevant
Often no punctuation or full stops
Mini Lesson:
Model: Write a boring headline (“A student does well at school”) and improve it with the class (“Young Writer Wins State Prize”).
Independent
Students begin writing the headline and lead paragraph of their news report using their planning sheet from the previous lesson.
Encourage:
Short, active sentences
Factual tone
Clarity over creativity (save flair for features, not news)
Reflection
Pairs swap leads and give feedback:
“Did you find all 5Ws?”
“Does the headline make you want to read more?”
Session 3
Session 3
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Learning Intension: We are learning to understand the structure and features of news reports so we can plan, draft, edit, and revise our own.
Hook:
Explain why quotes are used:
Add credibility
Give perspective or emotion
Make the story more engaging
Show examples:
“It was the best day ever!” said Year 5 student Lily Jackson.
“We couldn’t be prouder of the students,” said Principal Nguyen.
Mini Lesson:
Teach format: use of quotation marks, attribution, and full sentences.
Give students a topic for a news report. As a class create an anchor chart of examples of quotes that could be used.
Independent
Students continue writing the body of their report.
They should:
Add 2–3 body paragraphs
Include at least one quote
Use facts or invented details based on their plan
💬 Teacher roams and gives mini-conferences or support.
Reflection
Pairs read each other's work and check:
Are there at least 2 clear facts?
Is there a quote that adds something meaningful?
Session 4
Session 4
Hook:
Remind the students of the types of voices:
Formal tone (not chatty or personal)
Third person (no “I” or “we”)
Factual and objective
No opinions or exaggerations
"News reports tell us the facts, not how someone feels about it."
Mini Lesson:
Model editing a sentence
Example of a student-written sentence:
"It was the most awesome day ever when the fire truck came to school, and we all got to climb inside!"
Teacher-led edit:
"A fire truck visited the school as part of a safety demonstration. Students had the opportunity to explore the vehicle."
Discussion Questions:
What did we remove? (e.g. words like “awesome,” “we all”)
What did we change? (turned personal opinion into a fact)
Independent
🗣 Editing Checklist for Students (Voice Focus)
Students can use this simple checklist as they edit:
🔲 Have I removed any personal opinions?
🔲 Have I used third person?
🔲 Does my report sound factual, not emotional?
🔲 Have I replaced any casual or exaggerated words (e.g. cool, awesome, boring)?
🔲 Have I included quotes or evidence, not feelings?
Reflection
Session 5
Session 5
Hook:
Watch a BTN Clip for some inspiration
Mini Lesson:
Set up:
Use iPads, Chromebooks, or laptops with cameras
Record in pairs or solo, quiet space or outside with teacher support
Independent
Rehearse first (practice voice and pacing)
Record a news presenter-style video:
Start with “Good morning, I’m [Name], reporting for [Classroom News/Station Name].”
Share headline and key facts
Include a quote if possible
Sign off: “Reporting from [Location], this is [Name].”
Reflection
Quick exit slip or journal response:
What did I do well as a news reporter?
What was tricky about editing for voice?
How did my writing sound more like the news?
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