INTRODUCTION

The puprose of this task is to help students in writing newspaper stories that can be pasted up into a class newspaper.

Objectives:

• Identify the purposes of a newspaper
• Apply the Who -What -When -Where -Why -How writing technique
• Write an effective lead
• Use basic editing principles
• Apply basic layout principles
• Produce a class newspaper

Each student will write a newspaper story. Students will have to choose a topic that they find interesting and write a bout it. Students will work coopertively, edit their own stories, learn valuble writing tips, write a headline, lay out the newspaper with photos or graphics, as appropriate, and produce a class newspaper by combining all the stories that are written by the rest of the students.

   Lesson Plan

 

Let's Write a Newspaper Story!

Lesson Overview:

After reading some samples of different stories from the newspapaers. Students will choose  to write a report about a story or they may choose their own story topic. Students will edit their own stories, write a headline, lay out the newspaper , and may produce a class newspaper.

 

 

                                      DAY ONE

 

Motivation and Prior Knowledge:

Think, Pair, Share Exercise: Ask the class who their favourite writers are and why they love reading their writings.  Have the class think quietly about this question for a minute. Ask students to pair up with a partner share their thoughts before they share them in fornt of the class. 

 

Ask the class about the names of different local and international newspaper names

 

Bring newspapers to class and ask students why reading a newspaper is important and why peopl read it. When that has been discussed, hand out the newspapers.

Scavenger Hunt – Prepare a list of items students will have to locate in the newspaper (headline, a sale price, comic strip, sport scores, movies review, etc.).  Give a time limit for the scavenger hunt.

Divide the students into group of three and have them go through the “Before-During-After” reading strategies below for understanding and getting the most out of a newspaper story and ask them to fill the worksheet out:

 

Name:

Level:

Date:

The B-D-A Strategy Worksheet

 

Article Title: ……………………………………………………………………………………………………………………………………..

 

Before	During	After
(List everything you know about the topic before reading)	(Briefly note new information you find during reading)	( Write a summary and three questions)

 

One sentence main idea statement:

…………………………………………………………………………………………..................................................................................................................................................................................................................................................

 

Have students practice these strategies with their newspapers, then share what they’ve learned with you and the class. 

 

 

 

                                                         

                                                      DAY TWO

 

Writing:

Review previous lesson as a lead-in to today’s activities, which is writing a newspaper story. Hand out the “Task: Let’s Write a Newspaper Story” sheet and discuss it.

 

Talk about the five different story scenarios. Show students the information sheet for each story. Ask them to pick which story they want to write and, using the Task sheet, write three reasons why they chose that topic.

 

Discuss any criteria the class thinks should be included in their stories and tell them to record this information on their Task sheets. Tell them that there will be more criteria as the lesson advances.

 

Distribute the "Tips From the Pros" sheet to all students. Read and discuss the items. Ask if any more criteria should be included on their Task sheet. Guide them.

 

Distribute and discuss the “Writing to Inform” sheet, which explains the DOAL (Development, Organization, Attention to Audience, Language) guidelines for effective writing. This sheet also contains a list of Linking Words and Phrases that students can use to introduce and organize ideas, work details into their story, and begin the conclusion.

 

Distribute and discuss the “Visual Organizer” sheet, which helps students include vital information in their stories and write a good lead sentence that grabs the reader.

 

Give students a word count limit (e.g., 200) and a deadline for their stories. Have the students begin writing, using their different resources:

 

• Task Sheet
• Tips From the Pros
• Writing to Inform
• Story Information Page
• Visual Organizer

 

NOTE: This writing assignment can be started in class and continued at home, with perhaps a one-week deadline.

 

 

 

 

                                  DAY THREE         

                                                       

 

Editing:

Distribute the "Edit Your Story" page.  Review the basic principles of editing and have the students complete the short editing exercise at the bottom of the sheet. Go over the exercise with the class.

 

Ask students to edit their own stories, applying the principles they have just learned. Allow enough time for the process and stand by to answer any questions the students may have.

 

Option: – Ask students to edit each other’s stories.

 

At the end of the editing process, all stories should be in a printed, one-column format.

 

 

 

 

DAY FOUR

 

NOTE:  At this point, you may decide to use the students’ stories to produce a newspaper — in fact, several newspapers. Divide the class into several groups, each working on their own separate newspaper. For example, with a class of 30, there could be two groups of 15.  Producing the Newspaper:

With edited stories in hand, distribute the "Newspaper Layout" sheet and discuss layout principles with the class.

 

Within each group, assign students the following different job responsibilities:

1) Have each group decide on a name for their newspaper. Record all ideas and have the group vote.

1) Design the newspaper banner (using the voted-on newspaper name).

2) Draw pictures for the stories (as needed).

3) Locate photographs or cut out pictures from magazine to illustrate stories.

5) Lay out the paper, placing stories according to their importance.

 

The end product for each group will be a pasted-up, two-page (or more) newspaper. The paper can then be reproduced and distributed.

 

NOTE:  For sample layouts, see the three student newspapers at the end of this lesson.

 

Options:

 

1) Xerox the newspapers.

 

2) If PageMaker or other design/layout software is available, the class can produce a "slicker" version of the newspaper, which can then be printed (perhaps in color) for distribution.

 

3) Take the finished product to a printing store and have them print it in color for a nominal fee.

 

Closure:

 

Think, Pair, Write Exercise – Distribute the "What I Have Learned" worksheet. Have students preview and think about the different questions:

 

1) What have you learned about writing a newspaper story? List five specific examples.

2) What did you like about being a reporter? Give two specific examples to support your answer.

3) Would you ever want to become a reporter? Give two reasons why or why not?

 

Have students pair up with a partner to discuss the questions and record their ideas on their worksheets.

 

When the students have completed the worksheets, lead a class discussion of the three questions and the various student answers.

wspaper Article Writing
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Important Information	Poor The article does not tell who, what, when, where or why/how. The facts are incomplete or wrong.No title is given to the article.	Fair The article tells 3 of the following: who, what, when, where or why/how. The facts are primarily correct. Title has nothing to do with the article.	Good The article contains all 5 W's: who, what, where, when, and why/how. The facts are complete and correct.Simple is given to the article.	Excellent The article provides information on all five W's with descriptive language.A captivating title is given to the article.
Reporting Format	Poor The article is more like a short story and not journalistic. Does not contain a headline.	Fair The article contains a lead but it is not interesting. The article contains an opinion.	Good The article contains an interesting/ exciting lead. The article is free of opinions and has a headline.	Excellent The article begins with an exciting lead, followed by a reasonable and purposeful argument/supporting details. The article does not conclude abruptly.
Writing Mechanics	Poor The article is vague and unclear. The article contains many spelling errors. The article contains many grammatical errors.	Fair The article contains few sentences that are unclear to the reader. The article contains few spelling errors. The article contains few grammatical errors.	Good The article is clear and concise. The article contains only 1 or 2 spelling errors. The article contains only 1 or 2 grammatical errors.	Excellent Writing is descriptive, providing detailed information. An extensive vocabulary is used to keep the reader interested and informed. The article contains no grammar errors.
Editing and Improving	Poor The article was neither edited nor improved.	Fair The article shows some improvements and edits.	Good The article was completely edited and improvements were made.	Excellent The article is formatted clearly and concisely, with little room for improvement.