Curriculum Exchange Project: The Parts of a Newspaper
Project Overview
This is a strategy that I created as part of my first Teacher Performance Appraisal as a new teacher. It is a Jigsaw Puzzle activity that synthesizes the student’s prior knowledge of the newspaper (if any) and the parts of a newspaper that I was currently teaching them.
This lesson is wonderful for a Grade Nine Applied class, but if adapted it could also function well in any stream of Grade Nine, since the newspaper is a key summative task for the year.
My rationale for using this technique in the Applied stream is that it uses a puzzle technique for moving and arranging the parts of a newspaper, which appeal to learners who struggle with traditional teaching methods. In this technique, students have to place the parts of the paper in the correct order to create a whole article, and this approach appeals to Gardner’s Multiple Intelligences in allowing students to actually manipulate and label the article pieces. It also works towards Differentiated Instruction, which was important in the class I had, since many of them had problems with reading and writing.
Basically, it is a three day plan. This plan was used at the end of the Novel unit, since the summative evaluation for them was to turn an incident from the novel Crabbe into a news story. The first day introduces the Parts of a Newspaper, and the 5W’s and the H (Who? What? When? Where? Why? How?) in a good news story. Students are given a Sample Article and some questions, which leads into the next lesson.
After taking up the questions on the Second Day, students are given a short lesson on the difference between the Lead and Supporting Details in an article. They are then given the Jigsaw Puzzle activity. They must open the envelopes I created, where there is several cut up pieces of a three real news articles. Students are given worksheets with three headlines, and they must sort through the pieces, reading each one, and they must decide which pieces go to which article, and then glue the pieces to the sheet. This will help them distinguish between Supporting Details and a Lead, the focus for the lesson. When they are finished, they must reread them to make are all in the correct order. They must then identify the 5W’s and the H.
The third day will be allotted to completing the activity, if they did not do so yesterday. We will take up the sheets to reinforce the lesson, and I will introduce them to the Newspaper Writing assignment. They must construct a news article based on an exciting event from Crabbe, and using what they learned yesterday about the 5W’s and H in a Lead and the need for unity and coherence in Supporting Details, they will start brainstorming this for their own article. This “pre-writing” will take up the whole period, and I give each student help and feedback on the planning. The articles are then assigned, and will be due a few days later.
Materials to Share: The worksheets created by me and used for these three days are available at the end of this document in the Appendices.
The article I used on Day One “A Virtual Prom” is found in the Communicate! Textbook, but I could not find a copy to attach. I have included the worksheet with answers in the Appendices, so colleagues can see the worksheet and the questions I asked, and create one of their own based on a story of their choosing.
I cannot provide the actual articles I used and cut up for the Jigsaw Activity either, because it was form the actual newspaper in my city, and all the articles involved students or activities from Saint Paul, my school. This is a good way to also inform students about what others are doing in the school, and promotes school pride. Try this will articles about your own school! I generally used only some pieces of the articles – those that reinforced my lesson. I cut them up myself and filled the envelopes. Yes, it is a bit of work, but the results were fabulous!
The Details
Day One: Introduction to the Parts of a Newspaper
Focus: To have students understand the different pieces of a news article that make it whole, and the Inverted Pyramid Style that is used in writing one.
Steps:
1. The teacher will introduce the Newspaper Article form. Teacher will engage the students in a discussion of how often they read the newspaper (if at all) and what types of stories are covered in the newspaper. (5-10 minutes)
2. The teacher will ask students to brainstorm the different parts of a newspaper (headline, picture, caption, lead) and list these on the blackboard to get a sense of how much prior knowledge the students have about this form of writing. (5 minutes)
3. Teacher will review the ongoing writing concept of Unity/Coherence in a good piece of writing orally with students, and use the article template as a reinforcement of these ideas. (2-5 minutes)
4. The teacher will hand out a blank template for a Newspaper Article. On the overhead, the teacher will model and describe the different parts of a newspaper article. The students will fill in the blanks on their own handouts. (20 minutes)
5. Teacher will then describe the “Inverted Pyramid” style for writing a Newspaper article, and discuss the importance of the “5W’s and the H” (Who? What? Where? When? Why? And How?) when constructing a Lead for a newspaper. A diagram and a note will be given (10-15 minutes).
6. Students will be given a Sample Newspaper Article to read (hand out). Students must read this article and complete the questions that follow about the articles content and function. (see attached) (15 minutes)
7. Student will be given the end of the period to start on their assignment. This article assignment is for homework if not completed, and will be collected tomorrow.
Assessment/Evaluation
Formative: Teacher observation
Summative: Checking Article homework assignment for understanding
Accommodations
· More teacher support may be needed to fully comprehend the article form.
· The form may have to be revisited and broken down into smaller pieces for better student comprehension.
· Another example of an article may be needed for the students to see and evaluate
Enrichment
· Students will be encouraged to visit www.newspapers.com and view articles from different newspapers
Materials:
· Overhead projector
· Markers
· Blackboard and chalk
· Overhead cell of Article format and Inverted Pyramid
· Article handouts for students
· Article Examples with questions for homework assignment
· Dictionaries
Day Two: Reviewing Parts of a Newspaper/Newspaper Jigsaw Activity.
Focus: Students will understand the Newspaper Article format and its
parts, and distinguish between a Lead and Supporting Details, and the need for unity and coherence in a good article.
Steps:
1) Teacher will take up the homework assignment from last night, where the students had to read a news article and answer questions based on the reading. This will be done on the overhead. (10 minutes)
2) Teacher will orally review the importance of Unity and Coherence in a piece of writing. Teacher will distribute the “Supporting Details” worksheet, and give a short note on Supporting Details in a Newspaper Article. Students will follow along with their own sheets and fill in the blanks based on the overhead note. (15 minutes).
3) Teacher will then introduce the Jigsaw Assignment. Students will receive an envelope full of newspaper story pieces. Students must sort through the pieces and decide which story detail goes with which headline. (All of the story examples are about achievements Saint Paul has earned in the news). There are three headlines, and students must read critically and understand that the pieces have to go in a certain order in order for the story to be unified and coherent. Students will be given Glue Sticks and assignment sheets, and will complete this in at their desks. (30 minutes).
4) This activity will show the difference between a lead and a supporting detail – teacher will emphasize that a Lead has most 5W’s and the H (Who, what, when, where, why, how) in one or two sentences. Supporting Details elaborate on that lead. On the back of the assignment sheet, students must identify the 5W’s and the H in each of their articles. (5 minutes)
5) Students are to hand in their activity upon completion. Those who do not finish are to finish this for homework, but the students should have enough time to complete the activity in class.
6) Teacher will collect the activity from each student, and if the students are finished early, they will be given the Crabbe Newspaper Article assignment and told to read it over and start brainstorming. (5 minutes)
7) Teacher will use the last ten minutes of class to introduce the Crabbe Newspaper Assignment – students will read over the expectations and will be instructed to think about the story they would most like to write. If they are not finished the Jigsaw activity, this will be homework. (This may have to be done in tomorrows lesson if Activity runs long) (10 minutes).
Assessment/Evaluation
Formative: Teacher observation
Summative: Checking Jigsaw Assignment for student understanding, Crabbe Newspaper Assignment is a major writing task for the Novel Unit
Accommodations
· More teacher support may be needed to fully comprehend the activity.
· The activity may have to be revisited and broken down into smaller pieces for better student comprehension.
· Students on IEP may be assigned a partner for help with the activity.
· If time runs out, Crabbe Newspaper Assignment will have to be explained in tomorrows class.
Enrichment
· Students will be encouraged to visit www.newspapers.com and view articles from different newspapers
Materials:
· Overhead projector
· Markers
· Overhead cell of Homework Assignment and Supporting Details note
· Jigsaw Assignment sheets for students
· envelopes of details
· copies of Crabbe Newspaper Assignment
· glue sticks
Day Three: Introducing Crabbe Newspaper Assignment
Focus: Students will adapt an event from the novel Crabbe into a Newspaper Article – they will choose a topic and begin research and brainstorming.
Steps:
1. Teacher will distribute the corrected Newspaper Jigsaw assignments and take it up. Students will see how accurate they were in assembling the articles. (15 minutes)
2. Teacher will distribute and go over the criteria for the Crabbe Newspaper Article assignment. Students will select a newsworthy event from the novel out of the choices listed, and write their own original article using the Newspaper format studied for the last two days. The rubric will be explained as well. (15 minutes)
3. Student will start by choosing a topic, and then they must brainstorm their ideas on lined paper, and begin looking through the novel for quotations and details to make up the Lead and the Supporting Details. (35 minutes)
4. Students will be instructed to start filling out their Newspaper Organizer sheets. This is to be homework.
5. Students will be given more class time for rough work if necessary, and article will be due three days after today’s lesson, to allow sufficient writing and editing time.
Assessment/Evaluation
Formative: Teacher observation
Summative: Crabbe Newspaper Article, evaluated on all 4 levels
Accommodations
· More teacher support may be needed to fully comprehend the assignment.
· The form may have to be revisited and broken down into smaller pieces for better student comprehension.
· Another example of an article may be needed.
Enrichment
· Students will be encouraged to create another newspaper article based on a topic of their choice from the novel
Materials:
· Answers to “Jigsaw Assignment”
· Crabbe Newspaper Article handouts for students
· computers for student use
Conclusion
I found this strategy to be fun and effective. The students were engaged and the ideas about coherence, unity, structure and the importance of supporting details were reinforced.
This is a great way to keep students focused, and it allowed them to see that the news is important and fun at the same time. They felt more prepared for the OSSLT next year, and they wanted to repeat the activity in other units. This activity overcomes the problems of engaging more than just reading and writing – the manipulation of the pieces allowed them to actual “construct” the articles, and they were so enthusiastic!
This project could be extended to almost any English unit – essay writing, short story structure, or any other piece of writing where structure is difficult for students to grasp. It involves a lot of teacher prep, but it is a fun and worthwhile activity, and one that I am proud of!
APPENDICES
Day One:
Article and Questions with Answer Key
“A Virtual Prom” – Answer Key
Answer the following questions based on the Newspaper Article:
1. List the 5W’s and the H for this article (Who, What, Where, When, Why, How)
Who: Elle Ward When: August, 2003
What: had virtual prom Why: missed her prom due to illness
Where: San Jose How: posted on the Internet
2. Why did Elle Ward miss her prom?
Elle missed her prom due to Chronic Fatigue Syndrome.
3. What company helped Elle solve her problem?
The company that helped Elle solver her problem was Patch-Worx, a Menlo Park based online community.
4. How did Elle manage to participate in a prom?
She held an online prom with 20 other teens.
5. Why was this “one of the best nights” of Elle’s life?
Elle said this was one of the best nights of her life because she was able to forget about her illness for at least one night.
6. Who is quoted in this article? In your opinion, are the quotes helpful or are they unnecessary?
Elle and her Mother Nora Walsh were quoted for this article.
Opinion
7. Based on the Inverted Pyramid structure, why is the quote from Elle’s mother left until the end of the article?
The quote is left to the end because it is a supporting detail, and if the article was edited, all the important details are still at the beginning.
“A Virtual Prom”
Answer the following questions based on the Newspaper Article:
8. List the 5W’s and the H for this article (Who, What, Where, When, Why, How)
Who: When:
What: Why:
Where: How:
9. Why did Elle Ward miss her prom?
10. What company helped Elle solve her problem?
11. How did Elle manage to participate in a prom?
12. Why was this “one of the best nights” of Elle’s life?
13. Who is quoted in this article? In your opinion, are the quotes helpful or are they unnecessary?
14. Based on the Inverted Pyramid structure, why is the quote from Elle’s mother left until the end of the article?
Day Two Worksheets:
ENG 1P – The Newspaper
Newspaper Jigsaw Assignment
Instructions: You have been assigned to work as a writer, editor, and photographer at a leading newspaper:
Step One:
· Read all three headlines and predict what you think the story will be about and what details you should look for.
Step Two:
· You have an envelope full of leads, pictures and supporting details.
· You must read all of your “pieces” and decide which story details are accurate and relevant to each story
· Open your envelopes and look through your “pieces” now!
Step Three:
· Once you have carefully read through all of your “pieces” of stories, place the details that fit best with the first headline.
· Place all the pieces onto the three sheets until all of them are used up.
· HINT: There are SIX (6) pieces to each story (One Lead, Three Supporting Details, One Concluding Paragraph, One Photo)
Step Four:
· You must sort through these pieces and put the stories in the proper order. Read the pieces carefully to make sure they flow together and are not in the wrong order. Look for the Lead first, which should contain the 5W’s and the H in one or two sentences.
Step Six:
· Look at the three pictures and put each one with the story it belongs to – this goes on the back of your sheet.
Step Seven
· Once you have all three articles in order, answer the questions on the back of the sheet based on the Article details
· Hand in your stories to your editor in chief (Mr. Chalmers) so your newspaper can go to the presses!
Place Photo Here
________________________________________________________________
Questions: Answer the following based on the article
1) Fill in the 5W’s and the H for the news article:
Who:____________________________________________
What: ___________________________________________
When:___________________________________________
Where: _________________________________________
Why:____________________________________________
How: ___________________________________________
2) Summarize the Supporting Details (3-4 sentences): _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3) Create an original caption for the Photo above:
___________________________________________________________
Lead:
Supporting
Detail #1
Supporting
Detail #2
Supporting
Detail #3
Conclusion:
Day 3: News Report Assignment
Crabbe News Report Assignment
Many events in the novel Crabbe would make a great news article. Choose one of the “newsworthy” events from the list below or select a topic of your own (once it is approved by the teacher). Your article should adopt a journalistic style, and include all the elements we learned in class.
News Topics:
1) Young student goes missing from home
2) Camper attacked by a bear
3) Fire at a hunt camp
4) Young runaway re-emerges in the wilderness
5) Woman’s body found in the woods
Criteria:
· Your story must be at least one page, or five good paragraphs, formatted into columns
· You must include one QUOTATION form the novel that is suitable to your story
· An appropriate Photo with a Caption should be included (find this on the Net)
· Include all rough work, and use the Organizer as part of the Writing Process
· All 5W’s and H should be included with good Supporting Details
· See Rubric for evaluation
Headline: ____________________________________________
By-line: ____________________________________________
| Lead: highlight event – capture reader’s attention |
| Who? Is this story about… |
| What? Is this story about… |
| When? Did this story take place… |
| Where? Did this story take place… |
| Why? Did this story happen… |
| How? Is the story important… |
| Quotes from witnesses/experts: |
NEWS REPORT RUBRIC
| Categories | Level 1 | Level 2 | Level 3 | Level 4 |
| Knowledge/ Understanding /10 | - shows limited understanding of the 5 Ws - demonstrates limited knowledge of news report conventions | -- shows some understanding of the 5 Ws - demonstrates some knowledge of news report conventions | - shows an understanding of the 5 Ws - demonstrates considerable knowledge of news report conventions | - shows thorough understanding of the 5 Ws - demonstrates thorough knowledge of news report conventions |
| Thinking/ Inquiry /15 | - main idea has limited supporting details | - main idea is developed by some supporting details | - main idea is developed by considerable supporting details | - main idea is well developed by supporting details |
| Communication /15 | - headline and lead lack capacity to engage and is unclear - quotations are integrated into the body paragraphs in a limited way - overall organization is limited - frequent lapses in level of language | - headline and lead attempts to engage reader and attempts to explain what the report is about -attempts to integrate quotations into the body paragraphs - overall organization is inconsistent - some lapses in appropriate diction | -headline and lead engages reader and explains what the report is about - quotations are integrated effectively into the body paragraphs - overall organization is effective - formal diction is effective | - headline and lead provokes curiosity in reader and clearly explains what report is about -quotations are insightfully integrated into the body paragraphs - overall organization is sophisticated - formal diction is highly effective and insightful throughout the paper |
Application /10 | - grammar (verb tenses, sentence structure) has many errors - spelling has many errors - punctuation has many errors | - grammar (verb tenses, sentence structure) has some errors - spelling has some errors - punctuation has some errors | - grammar (verb tenses, sentence structure) is mostly correct - spelling is mostly correct - punctuation is mostly correct | - grammar (verb tenses, sentence structure) is virtually error-free - spelling is virtually error-free - punctuation is used correctly and effectively |
