Embedded Files
Lesson Summary
In this unit, we will discover what goes into writing an article. We will review the main methods writers use to organize an
article and then go over an article’s most important parts. Articles must be written in a specific way, so we will learn how
to write an article with the correct point of view and using an appropriate voice. This unit will also cover how journalists
revise their articles and make sure they meet their deadlines.
Writing Prompts
Writing Prompts
What is an “hourglass” news story?
What is an “hourglass” news story?
It looks like this:
The top is written like the standard inverted pyramid news lead, with the answers to the 5Ws and H provided for readers in a hurry.
Then comes “the turn,” which is where we let readers know that we are moving from the basic news they need to a more chronological story about what happened. It can be as simple as “According to interviews with teachers, administrators and students, here is how events unfolded.”
The bulk of the story is then presented much as we would write any narrative, from beginning to end, with lots of paraphrasing to move the narrative along. Direct quotes need to be carefully chosen and are only needed to bring real “voices” to the page or screen.
Media literacy ideas for teaching about coronavirus and journalism
Media literacy ideas for teaching about coronavirus and journalism
Topic 1: Stereotypes
Already, important discussion is emerging about how photographs related to coronavirus overwhelmingly feature people wearing masks in Chinatowns. The ethical implications here are important, and this article does a good job addressing them.
Suggestions for class time:
Read the article and discuss which of these issues seem present in your community based on the reporting, stereotypes, and prejudices.
The bias lesson on the JEA curriculum could be used to look at specific ways media coverage has been biased.
Topic 2: Ethical reporting
This article from Poynter has a great run-down of ways to thoughtfully report on this as it unfolds.
Suggestions for class time:
Use this list to think critically about how these actions would look in your community. For each suggestion, brainstorm specific ways to meet these ethical standards.
Evaluate local coverage to see if it is meeting these standards. If not, consider writing a letter to the editor encouraging more responsible coverage.
Topic 3: Visual and data literacy
The overwhelming number of charts and graphs related to this virus, as well as the idea of “exponential growth” is creating a wealth of misinformation.
Suggestions for class time:
This video is a great short explainer about how graphs lie.
This article looks at various types of graphs that are often used to convey data.
Which types of graphs do students typically understand? Which might be easily misinterpreted? What types of visuals are best for what kind of data?
This article is about a misleading map regarding coronavirus that went viral.
Have students research for other graphs and charts that are being spread around but that may not be complete.
Or, have them pick a chart they’ve seen and critique it--what information does it convey? What information is missing? What questions are left unanswered?
This NYT page shows excellent visuals for different types of data. It’s great for discussing WHY those visuals were used with that type of data.
Interview a math teacher.
What math literacy do students really need in order to be able to understand these data visuals?
Have the teacher deconstruct on video any number of virus charts and evaluate it for how comprehensive, accurate, and contextual it is (basically showing the audience how to think about the visual, how to process it, and what questions to ask about the numbers presented).
Create an infographic with key tips and reminders for students about how to interpret data.
💻 Checkology: Be a reporter, Practicing quality journalism
Learning Objectives
• You are on the scene of an accident
How do you gather the information you need to write a quality story?
Click into Checkology for the next lesson! (Called: Practicing Quality Journalism)
✏️ Writing a lede ✏️ Self-Directed
✏️ Writing a lede ✏️ Self-Directed
You will learn the importance of a strong lead (in journalism, called lede) both in a NEWS story and a FEATURE story.
A lede is the first sentence or opening paragraph of a news story that immediately grabs the reader’s attention. This introductory section provides a statement, establishes a scenario, or sets up a question that the body of the news article will address by supplying the relevant supporting information.
Go through both self-directed lessons for practice in lede writing.
News lead writing_ Self-directed slideshow.pptxFeature lead writing_ Self-directed slideshow.pptxFeature lead writing_ Self-directed handout.docx🎤 Quote Formatting: What order do my
🎤 Quote Formatting: What order do my
interview quotes go in? 📒
interview quotes go in? 📒
As we write stories, we need to include the voices of those involved to provide perspective. Using quotes in stories shows we’ve done our research and interviewed quality sources.
To use quotes effectively in stories, we must know:
The role of quotes in stories
The difference between good and bad quotes
How to format quotes
How to paraphrase information
✍️ LQTQ: Lead, quote, transition, quote ✔️
✍️ LQTQ: Lead, quote, transition, quote ✔️
Lesson Summary
In this unit, we will learn how journalists take the information they have gathered and organize it so they can write an article. We will also discover the different types of articles journalists can write and the purposes they have for writing.
This will help us understand why journalists choose particular organizational techniques. We will then be able to determine which organizational technique is best for each type of news story or purpose.
Learning Objectives
• Identify different purposes journalists have for writing.
• Describe how journalists determine what information is important.
• Discuss the components and role of a lead.
• Explain which organizational technique is best for a particular article.
Move through the SELF-DIRECTED LESSON.
Make a COPY
COMMENT ON YOUR VERSION OF THE SLIDE.
Unit Final: ✏️ Writing exercise ✏️ Breaking News Story
Unit Final: ✏️ Writing exercise ✏️ Breaking News Story
Included here are two parts you need to write a breaking news story.
1) Start with WRITING EXERCISE document. This is the information you have gathered at a scene
a) Number the facts in order of importance
b) Write a lead (lede)
2) Open NEWS LQTQ OUTLINE
a) follow the directions and write your story.
News LQTQ outline.docxWriting Exercise_ LQTQ, ranking, etc.docxWhat is a call to action? Why do we need it?
What is a call to action? Why do we need it?
A call to action is an invitation for a user to take some desired action. You often see call to action examples in persuasive writing. Once a brand has made its case in a blog post or video, for instance, they'll often include a call to action at the end.
In journalism, a Call to Action can tell a reader or viewer "What happens next", or "What can I do?"
This is not a sales technique, it is a way to move the story forward.
Page updated
Report abuse