Lesson Summary: For pre-assessment, the teacher will ask students for examples of interesting articles and news programs. The teacher will ask for topics and supporting information that make the pieces interesting. Posing as the editor-in-chief, the teacher will ask the class to imagine that they are in a story meeting for a magazine. Students will write possible story topics on note cards. (The teacher may want to allow the students to brainstorm ideas and write a list for homework.) In class, the teacher will tape the cards to the board for feedback. The teacher will explain that information is needed to develop these ideas into stories and will suggest where and how to get this information. Students will submit supporting information on note cards, and the teacher will review and make suggestions as needed. For guided practice, students will outline their articles. For independent practice, students will write the articles based on their outlines. The teacher will gather the articles into thematically based magazines. Advanced learners will propose ideas for TV specials based on their articles. Struggling learners will review each others’ articles and offer feedback.
Lesson Objectives:
The students will know that…
· topics and ideas require support and development.
· relevant facts can provide support and development of topics and ideas.
The students will be able to…
· propose topics of interest.
· support and develop topics with relevant information.
Learning Styles Targeted:
x / Visual / x / Auditory / x / Kinesthetic/Tactile
Pre-Assessment: Ask students to provide examples of recent news or magazine articles they have read or news stories they have watched on television. Ask them for the main points of the articles/stories and the details that make the pieces memorable and interesting.
Whole-Class Instruction
Materials Needed: note cards; paper; pens/pencils
Procedure:
1) Ask the class to imagine that they are writers for a news magazine, specifically, a news magazine that is focused on the questions and interests of students their age. Have a planning meeting for future articles, and you, as the editor-in-chief, are interested in the students’ ideas. They have to list topics for articles that would be of interest to their readers. Some could deal with items that are in the news at the moment. Others might be more informational, like health, the environment, or advances in a particular kind of technology. Some might deal with entertainment or human interest.
2) Set up the scenario in the previous class so students will have a chance to think about it. Ask students to write down their ideas on note cards and be prepared to explain them. Role play by pretending that you are the editor-in-chief. (Try to look enthused!) Explain that the magazine needs to keep sales up, “So, let’s be creative, team!”
3) Collect the note cards, and tape them to the board. Then ask students to explain their ideas. Encourage questions for clarification and suggestions. Ask the author of each idea to take notes and consider the comments seriously.
4) Explain that each topic needs to be developed by information that will clarify and support it. Review the students’ ideas, and offer advice as to the kind of information that they need and where they might find it. Direct them toward online and print resources. If appropriate, suggest that students conduct interviews with relevant people to gather information. Explain that the information needs to develop their topics.
5) Ask students to record their information on note cards and submit them. Offer comments and further suggestions if needed.
6) For guided practice, ask students to outline their articles. Encourage them to use their research to develop their ideas, much as they would see in an actual magazine.
7) For independent practice, challenge each student to develop his or her idea into an article. Encourage students to use graphics or illustrations as appropriate.
8) Have volunteers share their articles with the class. Collect the articles, and divide them into magazines with specific themes, such as local news, health, the environment, or education. Put the magazines on display in the school library.
Advanced Learner
Materials Needed: paper; pens/pencils
Procedure:
1) Challenge each student to expand his or her article into an idea for a television special. Have each student list possible segments and/or prospective interviews.
2) If time permits, have students exchange papers and comment on the writers’ ideas.
Struggling Learner
Materials Needed: paper; pens/pencils
Procedure:
1) Review with students the importance of supporting a topic with relevant details.
2) Break students into pairs, and ask students to review each others’ articles. Have the reviewer draw up a list of questions for the author.
3) Have students share their responses and revise their articles if necessary. Provide guidance and support as needed.
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