Embedded Files
Created by Steve Trueman, Marriya Jenkins, Jessica Campbell and Darren Maltais, Black Gold Regional Schools
Part One:
Part One:
Pre-Writing: Planners, Analyzing Articles, Finding the 5Ws
Pre-Writing: Planners, Analyzing Articles, Finding the 5Ws
Target: Students understand the form of a newspaper article and can identify important facts that identify 5Ws and offer extra information to the audience.
2.1 Use Strategies and Cues-
apply knowledge of organizational structures of oral, print and other media texts to assist with constructing and confirming meaning
preview the content and structure of subject area texts, and use this information to set a purpose, rate and strategy for reading
identify and use the structural elements of texts, such as magazines, newspapers, newscasts and news features, to access and comprehend ideas and information
3.3.1 Plan and Focus
distinguish among facts, supported inferences and opinions
3.3.2 Record Information
use outlines, thought webs and summaries to show the relationships among ideas and information and to clarify meaning
News Article Inverted Triangle News Article Layout AnalysisNews Article Layout- Exit Card: Gallagher- Article of the Week -Annotation lesson: need a quick write-up of this
Gallagher - AnnotatingSecond Lesson: News Article Comparison
Second Lesson: News Article Comparison
How do different writers tell the same story? Students examine a news story from different angles, including written articles, videos, interviews, etc. How do different writers give information to readers? Do they follow the Inverted News Triangle? How do they include answers?
Stories below, each has versions from different news services.
The Weather Network- Cougar Attacks DogMan punches cougarCBC News-Cougar Attacks DogI used the dog/cougar article, had kids read/analyze two articles... compare the amount and location of information.
I then had kids give each reporter a mark out of 10, based on how clearly each followed the Inverted News Pyramid.
I had them rewrite the article, focusing on using the same facts, same quotations (their choice) but being careful not to plagiarize.
4. Partners review each other's articles. Use the review sheet below.
5. Assessing Your News Article - teacher formative assessment. (Based on the PAT rubric)
This is the first attempt at writing an article, so it will be formative only... (check with a blank inverted pyramid, partners read/review)
Cougar Attack: Article ReviewIt's "Love in an Elevator," alright — or puppy love, at leastAlberta couple reunites Aerosmith singer Steven Tyler with his dogThird Lesson: Cutting and Building a News Article
Third Lesson: Cutting and Building a News Article
Provide students with a variety of printed articles- preferrably cut apart and photocopied as a jumbled article.
Have students assemble a jumbled-up article:
Headline
Byline
Lead Paragraph (who, what, where, when)
Detail Paragraphs (why/ how, interviews, background info)
Extra Paragraphs (extra, non-essential information)
Cut apart each article into paragraph strips, hand out strips (or photocopy of the jumbled version) to students who then determine the correct order to lay out the article in an effective format.
Trend-setter Lukes chosen to operate cafe inside Calgary's New Central LibraryCat overpopulation better-but not enoughPart Two:
Part Two:
Writing a Headline and Lead Paragraph
Writing a Headline and Lead Paragraph
Target: Students recognize the role of a news article headline to introduce the topic and garner interest in their audience.
2.4 Create Original Text- Structure texts-express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose
3.3 Organize, Record and Evaluate
organize and develop ideas and information into oral, print or other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusions
First Lesson: Headlines
First Lesson: Headlines
1. Students read, '5 Easy Tricks to Help you Write Catchy Headlines' and create a Picktochart (infographic) that displays the tricks to write a catchy headline.
2. Complete "Picture Prompts" activity with the students as a class, remembering to use their infographic elements.
3. Students work through, "Where are the Headlines" where students need to create a headline based on the news article and picture provided.
4. Students find 5 pictures and create 5 headlines in slides or drawings. Share with another student who will see if they can correctly match the headline to the picture, if headlines were effective.
Headline Writing Practice (online) Break Your Own News, Newspaper Clipping Generator 5 Tricks Write Catchy Headlines
Assessment: Exit Slip (included below)
Introduce your newspaper unit with a "Create Headlines Routine"
Google Drawing: Template Rubric
Online Resources: Break your own News
5 Easy Tricks to Help you Write Catchy Headlines
How to Write a Newspaper Headline
Headline WritingWriting Headlines Exit SlipSecond Lesson: Writing Lead Paragraphs
Second Lesson: Writing Lead Paragraphs
1. Students use News Article Format Practice- Write lead paragraphs based on the image provided.
2. Students practice writing articles using the support documents provided below (teacher choice as to which to use.)
3. Sample PAT formats for students to write a complete news article provided below. (All information given and students need to organize into complete sentences/paragraphs)
News Article Format PracticeNews Article TemplateSample PAT style article, using a "RAW news" video accompaniment (no sound) Site with video
Super Blue Blood Moon News Article practiceGrand Canyon - news articleNews Fact Graphic OrganizerModel and Write: With this handout, you work as a class to write a news article together in order to scaffold the learning. Will help to model sentence structure and vocabulary etc as you write in front of the class.
Model and write as a classInterview piece
Interview piece
4.1 Enhance and Improve- Revise and edit-- edit for appropriate verb tense and for correct pronoun references
Third Lesson: Writing full article to include extra information in paragraphs 2 and 3.
Third Lesson: Writing full article to include extra information in paragraphs 2 and 3.
1. Remind students that when writing:
To give the readers details
Include one or two quotes from people you interviewed
Write in third person (he, she, they)
Be objective to state OTHERS' opinions
Part Three:
Part Three:
Identifying bias/opinion/fact *source for research
Identifying bias/opinion/fact *source for research
Target: Students recognize how different authors share information. Students recognize and identify how bias and opinion impact message.
2.4 Create Original Text- Structure texts-express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose
3.3 Organize, Record and Evaluate
organize and develop ideas and information into oral, print or other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusion.
First Lesson: "Fact and Opinion" Google Slides
First Lesson: "Fact and Opinion" Google Slides
Teacher leads discussion with sample slides.
Second Lesson: "Fact and Opinion Teaching Strategies" PDF
Second Lesson: "Fact and Opinion Teaching Strategies" PDF
A variety of teaching activities to help students identify the difference between facts and opinions.
(eg. Students write either a fact or an opinion on a scrap paper. Snowball them around the room. Each student picks up one, identifies it as either Fact or Opinion)
Third Lesson: "Identifying Bias"
Third Lesson: "Identifying Bias"
Teacher leads students through up to 3 sample articles, each time identifying bias words and examples.
Fourth Lesson: Bias in News Reporting
Fourth Lesson: Bias in News Reporting
Students read 2 different articles- both based on the same topic. Note the words and ideas that differentiate fact and opinion.
Assessment
Assessment
Formative- teacher check-in through lesson 1 activities- note students who have difficulties.
Summative- Use Assessment #1 or #2... print or digital version. (EReading 'worksheets)
Student News Daily: Teacher resource for examining bias
Fact or Opinion.pdf
Use these two articles for Lesson #4: Fact VS Bias
Use these two articles for Lesson #4: Fact VS Bias
Tone in writing
Tone in writing
Target: Students consider the words and phrases they use to send the appropriate message to their audiences.
5.1.5 Use language to show respect
tone/word choice - choose words that capture a particular aspect of meaning and that are appropriate for context, audience and purpose
Lesson 1: Google Slideshow Mini-Lesson: A Matter of Attitude
Lessons inside the Slideshow extend learning- including a practice task writing for both a friend and an newspaper audience.
Extend the learning with Tone worksheets (see 2 potential tasks below.)
Mini Lesson on Tone: (G Slides presentation )
Note:
Note:
there are four different writing tasks available in the student version "Tips for Newspaper Tone." It is suggested to use whichever tasks are needed for this mini lesson.
1. Writing to improve short sentences.
2. Writing to improve run on sentences.
3. Writing to improve a single paragraph article into multiple paragraphs.
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4. Writing a new article, showcasing these tips using a photo of a cat leaving the scene of a fire.
Possible extension:
Possible extension:
students return to a previously written article and make specific improvements to show these tips being used.
students who are stronger writers highlight their own work to show examples of these specific tips.
Editing, revising
Editing, revising
Target: Students edit and revise their own written work.
4.1 Enhance and Improve
revise to provide focus, expand relevant ideas and eliminate unnecessary information
edit for appropriate verb tense and for correct pronoun references
4.2 Attend to Conventions
spelling and tense - identify past, present and future verb tenses, and use throughout a piece of writing
spelling & tense - edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context
News Article Writing- Making Finished CopiesPAT marking rubric use a real article, note how the reporter earns top marks. Why? Then move to PAT exemplars in envelopes, with copies... what mark would you give it?
Newspaper quick fill in checklistNewspaper Article Introduction ChecklistNewspaper and Newsletter Templates
Newspaper and Newsletter Templates
Wetlands Newspaper TemplateHarry Potter - Newspaper
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