Direct students to complete questions on the worksheet as a class, in small groups, or in pairs, whichever is most effective for your students. When all news story projects have been completed, allow students the opportunity to share their work with others in the school community and receive feedback about their writing.
Distribute the News Story Analysis Worksheet provided with the lesson and review the directions with the class. Key components that should be included on the list include: Ask students to work as a class to brainstorm the characteristics of a good news story.
Many reputable organizations will include their name in their URL. Facilitate a classroom discussion about questions on the News Story Analysis Worksheet and encourage students to share their answers and ideas as part of the class discussion. Whether or not a student looks to a professional career as a journalist, adopting journalistic techniques will be useful in myriad academic and real world settings.
Close the discussion by asking students to comment on the following questions. Provide minutes for students to complete these questions, then discuss the answers as a class. Explain to students that now that they have learned about and analyzed an example of strong news writing, they will be writing a news story of their own.
Record student ideas on the board or overhead. Discuss the importance of finding and citing reliable resources when doing reporting a news story. What Makes a Source Reliable? Collect worksheets so individual grades completion or accuracy can be assigned for the activity.
As you read and learned more about the topic of this news story, did it make you want to learn more or take action in any way?
But this heightens the need for strong news writing and reporting skills to avoid inaccuracy on either the giving or receiving end. Distribute the News Story Project Guide and review the project guidelines. Students know good news stories when they see and hear them. Points to address when discussing Internet resources: If it is a commercial site, chances are they are trying to sell their product.
It if it an organization site, they are probably promoting their specific point of view.
Remind students that with the evolution of the internet, some amateur sources and blogs are not credible sources. In addition, the 3 letter domain code will provide clues about the origin of the content i. Ideas for sharing could include: The group providing the information can also slant its content to promote the agenda most likely to serve the group.
This can be done as a class, in pairs, or in small groups. Facilitate a short discussion about what make a story newsworthy.High Five provides an integrated, three-unit curriculum that includes reading, writing, journalism, grammar, linguistics and visual literacy. All materials are age-appropriate for middle-school students.
Writing and Reporting / Collaborative Research With the evolution of citizen journalism, the barrier between news broadcaster and news consumer is blurred. The High Five is a method for reporting and writing.
It answers key reader questions at the top of the story for those with little time to read. In addition, it provides the details in the rest of the story for those who want to learn more.
Unit B: Become a Journalist. High Five Unit B: Page 2 High Five: High Five Unit B: Page 5 Students as news writers.
The second part of this unit casts students in the role writing in online newspapers requires the same high quality as writing in print newspapers.
Good writing is good writing on paper and online. HIGH FIVE: A Reporting & Writing Checklist Two key concepts: "The easiest thing for a reader to do is to stop reading." - Barry Kilgore/Wall Street Journal.
High Five Prepared by Kathleen McElroy, Oklahoma State University School of Media & Strategic Communications Reporting and writing are connected.Download