newspaper unit of study

7/31/2019 Newspaper Unit of Study

1/21

Expository Writing(News Articles)

Overview of Daily Topics

Day 1

What is thepurpose of anewspaper?InquiryInvestigation

Day 2

Introducevocabulary withnewspaperactivity.

Day 3

IdentifyCharacteristicsof a news articleusing organizer.

Day 4

Who are ourreaders?Brainstorm alist of possibletopics.

Day 5

Listing at leastideas for ourtopics. What isimportant in anarticle?

Day 6

Using ourcharacteristic

organizer make aWeekend

Newspaper.

Day 7

Using ourcharacteristic

organizer make aWeekend

Newspaper.

Day 8

Reading andediting our

WeekendNewspaper.

Rubric/checklist

Day 9

Writing a finaldraft of our

WeekendNewspaper for

publication.

Day 10

Writing a finaldraft of our

WeekendNewspaper for

publication.

Day 11

Investigating aprompt for anarticle with agroup of 2 or 3.

Day 12

Finishing theorganizer anddrafting anarticle

individually.

Day 13

Looking at thetemplate andrubric for ourown newspapers.

What will weneed to include?List -

Day 14

Looking back atour expandedbrainstorm liststo choose topics

for our ownnewspaper.

Day 15

Beginning ourarticles. Focuson aninteresting

Headline.Revising andediting as we gothrough eacharticle.

Day 16

Writing articles focusing on theillustration andphoto captions

Revising andediting as we gothrough eacharticle.

Day 17

Writing articles focusing on thesales talkRevising and

editing as we gothrough eacharticle.

Day 18

Writing articles focusing on theinteresting wordsRevising and

editing as we gothrough eacharticle.

Day 19

Publish

Day 20

Publish

***after Day 4 a very good activity is to model writing a newspaper using information that you

got from the interview. Then, give each table group a piece of chart paper and a topic from those

listed. Have them agree on a headline that each student writes 2 sentences to create the article.


2/21

Day 1 What is the purpose of a newspaper? Inquiry Investigation

Materials: Newspapers at each table Post its to write the purpose of the article-Anchor chart made together what are reasons people write?

Connection: What are some reasons we read or write? (Purpose)

Make a chart Authors Purpose to display during the lesson today.

Teach: There are reasons we, as readers, choose to read certain texts. Today, we

are going to look at different articles in the newspaper and figure out why they

were written. When we are working with our groups we can discuss what the cluesin the headlines and pictures help us to understand about the article.

Model a news story on the smart board. Discuss together what the purpose of the

article is. How do you know? Write the type and the proof on a post it. This is what

we will be doing in our groups today.

Link: While you are looking at the newspapers today work with your group to see

how many types of articles there are is there more than one reason for a

newspaper?

Share: Have groups share out at least one article that they labeled and the proof

they wrote on their post it.


3/21

Day 2 Introduce vocabulary with newspaper activity.

Materials: Newspapers Post it notes vocabulary terms on anchor chart for

writing wall.

Connection: Yesterday, we looked at the reason people write articles in newspapers

and why we read them. Today we are going to look at the different parts of a

newspaper. These are important terms that we need to know so we can write a

newspaper.

Make a chart Vocabulary to display during the lesson today.

Teach: Just like there are fiction text features and non fiction text features

there are text features in newspapers. Today we will learn about these so we can

use them in our writing. Description, expository text, news article, text

organization, headline, adjectives, five senses, sensory details, authors personality

(voice), topic, details, writing prompt, writing situation, sentence variety, word

choice, revise, proofread/edit.

Model each term as you define them on the smartboard with the newspaper article

you are displaying.

In groups have students try to locate some of the terms and mark with a post it.

Link: While you are looking in the newspapers look for the terms that we talked

about today.

Share: Have groups share out at least one of the vocabulary words they labeled.


4/21

Day 3Identify Characteristics of a news article using organizer.

Materials: : Who? What? When? Where? Why? How? (Organizer)

Newspapers

Connection: We know that newspapers are written for a reason and that there are

important words for newspapers today we are going to investigate the important

questions that news articles answer.

Teach: In articles we can find certain information who, what, when, where, why,

how Today, we will look through an article with our partner to see if we can find

this information together and record it on our graphic organizer.

Link: Knowing what questions are answered in a news article will help us to writeour own articles.

Share: Have groups share out their articles and organizers.


5/21

Day 4 Who are our readers? Brainstorm a list of possible topics.

Materials: : Audience Graphic organizer, people to interview.

Connection: Weve learned that there are different purposes for news articles.

Today, we are going to talk to people about what they would like to read in our

class newspaper.

Teach: Today, we are going to learn how to do an interview. We will be interviewing

people to find out what they would like to read in our class newspaper. Why is that

important? List answers Who would be good candidates to interview? List

answers -

Model an interview with a student. Model writing answers as they are giving them

to you.

Link: Today we will interview people to find out what types of articles we should

write.

Share: Have groups share out their interviews


6/21

Day 5Listing at least ideas for our topics. What is important in an article?

Materials: Writers Notebook Interview organizer

Connection: Yesterday we interviewed people to find out what they would like to

read in our classroom newspapers.

Teach: Today, we will brainstorm ideas for articles we could write. First, we are

going to talk with our table groups about the ideas that we got from our interviews.

Then, we are going to make a list of ideas we have that we could write about in our

writers notebook. We are going to write the idea and then skip 3 lines after each

one so that we have somewhere to expand on our ideas later.

Model making a list on the smartboard of ideas you could write about.

Link: The ideas we come up with today are the articles we will be writing later. We

need to think about what our interviews taught us and what we know about or can

learn about.

Share: Have everyone share an idea that they came up with.


7/21

Grade 2: A News Article

Who?

What?

When?

Where?

Why?

How?


8/21

Audience

What do they want to read?

Directions: Interview someone who would read our class

newspaper. Ask them what they would enjoy reading or what

they would like to learn more about.

Who I interviewed: _______________________________

What would you like to know about our classroom?

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________


9/21

What kinds of things would you enjoy hearing about from our

classroom?

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________


10/21

Day 6Using our characteristic organizer make a Weekend Newspaper.

Materials: characteristic organizer / Weekend Newspaper Handout

Connection: We have talked about what we find in newspapers. Today, using the

characteristics of newspapers, we are going to write some news about our weekend.

Teach: Review the characteristics - Who? What? When? Where? Why? How?

What are some ideas for topics?

Model making a list on the smart board of ideas you could write about.

Link: As you think about your articles and write your weekend news, think about

your audience. How will you give them the news? What will be a great way to get

your readers attention?

Share: have students share their weekend news with their writing partner before

turning it in.


11/21

Day 7Reading and revising our Weekend Newspaper.

Materials: Rubric/checklist/ Weekend Newspaper Handout/post it notes

Connection: Yesterday, we wrote our weekend news. We met with a partner and

shared it.

Teach: Today we are going to use our rubric and talk with our writing partner to

revise our newspaper. We want to make sure we have lots of good details and

interesting words to make it interesting for our readers.

Model revising a newspaper on the smartboard. Model incorporating details and

descriptive words to make it more interesting.

Link: When we revise we are looking to make our writing more interesting and moreclear. After your partner gives you ideas go back and write your revisions on your

post it notes so you will have your ideas where you need them when we write the

final copy.

Share: Choose 2-3 students who made very clear revisions to share with the class

have a discussion about how these were good revisions and why.


12/21

Day 8Reading and editing our Weekend Newspaper.

Materials: Rubric/checklist/ Weekend Newspaper Handout/post it notesConnection: Yesterday, we revised our weekend news. We met with a partner and

shared it.

Teach: Today we are going to use our rubric and talk with our writing partner to

edit our newspaper. We are going to do our 3 step process:

First editing for punctuation

Second editing for capitalization

Third editing for spelling

Model editing a newspaper on the smartboard. Model doing each step separately

with the above colored crayon. Model looking for one area at a time.

Link: Today when we edit we will do our first look for punctuation. Next, we will

check after each sentence where there is punctuation and make sure we have a

capital starting each sentence. Then well look for proper nouns and capitalize them

too. Last well look for words that are not spelled correctly and well use our

personal dictionaries and class dictionaries to spell correctly.

Share: Choose 2-3 students who made good use of their editing time and ask them

to share with the class.


13/21

Day 9 and 10 Writing a final draft of our Weekend Newspaper for publication.

Materials: Rubric/checklist/ Weekend Newspaper Handout/and new copy of

newspaper template for final copy

Connection: Now we have revised and edited our news. We are ready for

publication. When we write our weekend news, its very important to make all of our

changes on our final copy.

Teach: We are going to place our papers side by side and touch each word and

symbol as we rewrite using our corrections. TTW model this process on the smart

board for students so they can see how she checks each word before

writing.checking post its for revision and crayon editing marks as well.

Link: Today, just like I did on the smartboard, we are going to write word by word

and symbol by symbol to make sure that we are making all of our corrections on our

final copy. Dont forget to add all of that detail into your pictures too!

Share: Display newspapers and allow students time to read and enjoy classmates

papers.


14/21

Day 11 Investigating a prompt for an article with a group of 2 or 3.

Materials: List of topics that we brainstormed on chart paper or a smart notebook

page. Chart paper for each group of 2 or 3 students.

Connection: We have written our own weekend news. Now we are going to look at

how writing a newspaper and writing to a prompt are alike.

Teach: Like we wrote our classroom news with a group we are going to take a

topic, narrow it down, and then write an article (paragraph) that has an interesting

topic sentence, at least 3 supporting details that are very descriptive and a closing

sentence. TTW model this using one of the topics.Link: Today, just like I did on the smartboard, we are going to work with our

partners to write our article. When were writing were going to be sure that we

talk about what we should write before we write it since this is a group topic.

Remember, good writers rehearse what theyll write so that they can get all of the

good details included.

Share: Display articles and allow students time to read and enjoy classmates

papers.


15/21

Day 12 Finishing the organizer and drafting an article individually.

Materials: Charts with the articles we wrote using our prompt from yesterday.

Connection: Yesterday, we got some great ideas with our partners about what we

could do to narrow down our topic and support it with details.

Teach: Today, we are going to look at what we wrote with our group yesterday and

we will be creating our own article. We can add on to what was created so were

writing another paragraph with more details or we can rewrite what was written

yesterday in our own way.

Link: TTW demonstrate the way she will rewrite some of the paragraph and alsoadd on using the example from yesterday.

Share: Choose 1-4 students to share with the group how they changed or added

onto their article.


16/21

Day 13 Looking at the template and rubric for our own newspapers. What will we

need to include?

Materials: Newspaper template for individuals, rubric and writers notebooks.

Connection: We have practiced writing articles with partners and a short

newspaper about our own weekend. Now, we are going to choose some topics to

write in our own newspaper to share with faculty and students at our school and

our families.

Teach: Show the template for the individual newspaper. What are some ideas for

writing in our papers? What kinds of information do you want to include?

Brainstorm topics (ie groundhog day, superbowl, dental health month, weather,what other ideas do we have? Looking at our rubric, what are the things we need

to include to meet the expectations?

Link: TTW give students time to brainstom in their own writers notebooks what

types of articles they need to include to meet the expectations. How many will you

need?

Share: Choose 1-4 students to share what they wrote as the brainstormed.


17/21

Day 14 Looking back at our expanded brainstorm lists to choose topics for our own

newspaper.


Connection: Yesterday we brainstormed our topics for our newspapers. Today we

are going to choose 5 to use.

Teach: As we choose each topic, we will use bullets and list at least 4 different

ideas for each one example: valentines day

*students will bring in valentines

*we will be celebrating it a week early at Boone Trail

*valentines day is a holiday that is celebrated in our country

*the symbol of valentines day is a heart/cupid/ colors you usually see

*lots of people give flowers or chocolate that day

Link: Writing these ideas helps us to narrow down what we will write about in our

article. We want to list as MANY ideas as we can that go with our topic so that our

article will be interesting.



18/21

Day 15 Beginning our articles. Focus on an interesting Headline. Revising and editing

as we go through each article.


Connection: Today we are going to look through our 5 article ideas and we are going

to choose one to start with.

Teach: Using our valentines day idea TTW write the article quickly getting ideas

down. Leaving out some good details and editing so that we can use this to make

that example in the middle of the writing time.

example: valentines day*students will bring in valentines

*we will be celebrating it a week early at Boone Trail

*valentines day is a holiday that is celebrated in our country

*the symbol of valentines day is a heart/cupid/ colors you usually see

*lots of people give flowers or chocolate that day

Link: Today, we will choose our first article and write it as we have practiced.

way through the writing time model adding in details (to revise) and editing

their paragraph using our 3 color system. Have the code posted so that they can

remember doing it step by step. This is a quick review.






19/21

Day 16 Writing articles focusing on the illustration and photo captions. Revising and

editing as we go through each article.


Connection: Today we are going to look through our 5 article ideas and we are going

to choose another to write.

Teach: What kind of a photo caption could we add to illustrations. Using pictures on

smartboard slide brainstorm photo caption ideas.

Link: continuing to focus on our best writing to interest our readers and catchy

photo captions.Revise using post it notes. (At least 3 revisions per article)




Share: Choose 1-4 students to share daily


20/21

Day 17 Writing articles focusing on the sales talk. Revising and editing as we go

through each article.


Connection: Today we are going to look at ways to sell something. What are things

we saw being sold in the newspapers we read?

Teach: Each group looks though a newspaper to find things that are for sale. What

will we sell in our newspaper? This is how newspapers pay for their printing

through businesses buying ads.

Link: Using the information from the advertisements we will sell something in ournewspaper.

Revise using post it notes. (At least 3 revisions per article)






21/21

Day 17 Writing articles focusing on the interesting words. Revising and editing as we go

through each article.


Connection: Today, we are going to look through and see which word/words we are

using over and over. How can we make our writing more interesting.

Teach: Some words are just overused like: cool, nice, fun, happy.what are some

other words we can find for those words. Introduce the thesaurus as a tool.

Link: We can use the thesaurus to find interesting words for our own writing.

Revise using post it notes. (At least 3 revisions per article)





newspaper unit of study

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