Want to watch this again later? Walk your students through the steps of writing a newspaper article with this lesson plan. Students will read our informational lesson explaining what a newspaper is and how to write an article, then put concepts to the test in a writing activity.
Learning Objectives After this lesson, students will be able to: Instructions Divide students into partner pairs and give each a newspaper article for analysis. Allow students to look at the article in an open-ended way without specific guidance, recording what they notice. Have students share their observations about the newspaper article and discuss. Tell students that newspaper articles have common styles and strategies for creating.
Preview vocabulary, then distribute the lesson How to Write a Newspaper Article. Have students read the first section 'Newspaper' and discuss: Is the newspaper a dying art? What value does a newspaper still have? What was its value prior to the internet? On chart paper, list the components of a newspaper article. When groups are finished, have them combine with another pair to share and discuss their article components. Encourage students to check and discuss one another's work.
Content' and ask groups to determine the who, what, when, why, where, and how of their articles. When finished, combine into new groups to check. As student groups work walk around to offer suggestions and make sure groups are on task. Have students read 'Step 3: Read the 'Lesson Summary' together and administer the quiz to check for understanding. Want to learn more?
Select a subject to preview related courses: Activity Students will now apply concepts from the lesson to create their own newspaper article. Allow students to browse through newspapers to observe differing types of articles, such as sports reports, finance, current events, and so on. Once students have identified a type of article they want to write allow them to brainstorm questions for content.
When they are ready, have students begin writing their articles. Create a rubric or checklist for students to use to guide the process based on the components of this lesson. Take students through the writing process, teaching them how to act as editors, then publish. Use the lesson Peer Editing: How to Edit Essays Written by Others for guidance. Extensions Create a class or school-wide newspaper to be published on a weekly or monthly basis.
Visit an active newsroom or invite a journalist to come speak to your students about their work. For example, how are newspaper articles from the s different than the ones from the s? How are they the same?
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To learn more, visit our Earning Credit Page Transferring credit to the school of your choice Not sure what college you want to attend yet? Browse Articles By Category Browse an area of study or degree level. Instead, someone must make room for that person. Then remove another seat and start the music again. The kids end up on one another's laps and sharing chairs! You can play this game outside, and you can end it whenever you wish.
Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful. Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.
No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing. Because the tracing was done with a dark pen, the outline should be visible on the sheet below.
Direct students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class. They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Challenge each parent to identify his or her child's hand. Then provide each student with five different-colored paper strips.
Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.
As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain.
Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork. Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them. Then use an overhead projector or another source of bright light to create a silhouette of each student's profile; have each student sit in front of the light source as you or another student traces the outline of the silhouette on a sheet of by inch paper taped to the wall.
Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage. Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home.
As a final bit of information, ask the student to write a headline that best describes him or her! This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz. Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes.
Who got the highest score? It seems as if parents are contacted only if there is a problem with students. At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing.
This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip.
You can repeat some of the questions. Then fold up the slips, and tuck each slip inside a different balloon.
Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside. Contributor Unknown Fact or Fib? This is a good activity for determining your students' note-taking abilities. Tell students that you are going to share some information about yourself. They'll learn about some of your background, hobbies, and interests from the second oral "biography" that you will present.
Suggest that students take notes; as you speak, they should record what they think are the most important facts you share. When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib.
This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.
Then provide each student a chance to present the second oral biography and to test the others' note-taking abilities by presenting his or her own "fact or fib quiz.
Mitzi Geffen Circular Fact or Fib? Here's a variation on the previous activity: Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group.
Give the facing pairs of students two minutes to share their second oral "biographies. After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.
The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem. Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait.
Invite students to share their poems with the class. This activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus. You might also vary the number of words for each letter, according to the students' grade levels. Bill Laubenberg Another Poetic Introduction.
Ask students to use the form below to create poems that describe them. See more like this. ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. Handouts must be printed separately. Hold up a sample front page from a selected newspaper. Ask students what they notice about the format that is different from other texts they read e.
Divide the students into groups of three to four members. Explain to the students that they will explore a newspaper, paying attention to the layout and format. Instruct students to study the front page first and discuss what different parts they notice.
Ask each group to report back to the whole class what members noticed was contained on the front page. Make a list of parts on the board. Students should notice similarities between different newspapers. Discuss with the class how newspapers use a standard format.
In their groups, have students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. Additional items may include: Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers.
Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not. Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story? Give an example of your own newspaper reading habits.
For example, "First I check the weather to help me decide what to wear to school. Then I go to the local news to see what is happening in my town. Finally, I scan the headlines to see what is happening in the world. If I have time, I start the crossword puzzle. Ask the students to report about their family's newspaper reading habits.
Make a list of newspapers that are read and determine which are the most common. List the words who, what, where, when, and why on the board, overhead, or chart paper.
Students clarify their previous responses to the five W s according to the article.
Students learn about the parts of a newspaper and identify the main idea of a newspaper article. Objectives Students. Link to the lesson at Exploring a Newspaper Lesson Plan. Assessment Assessment is included with the lesson. Lesson Plan Source The Language Fun Farm Submitted by .
Find parts of a newspaper lesson plans and teaching resources. From parts newspaper business worksheets to newspaper parts videos, quickly find teacher-reviewed educational resources.
Use this lesson plan to introduce students to the parts of a standard newspaper. Students will explore a newspaper in an inquiry activity, discuss what they have discovered, and create their own newspaper. This unit from The School Zone: Newspapers in Education (NIE) Curricula and Lesson Plans offers a host of activities to help students in grades 6 through 12 access, .
Newspaper Unit: Reading Lesson Plan Work on identifying the different parts of a newspaper with your English learners. After reviewing newspaper terminology, pupils pair up and complete a scavenger hunt, looking for specific things in the newspaper and recording their. The newspaper offers a fun and useful tool to learn about the workings of print media. In this lesson, students learn basic information about newspaper journalism through guided class discussion and group and individual activities.