Brief Description

Students will select a topic that relates to civics and write a news story describing a specific event, or a feature article reflecting a person, place, or thing in greater detail.  Students will be encouraged to write about a topic that they have an interest in such as adding a 28th amendment, federal funding for schools, AIMS testing in Arizona, reinstatement of the draft, space travel or not taking “the arts” out of public schools.  In addition to choosing an appropriate subject, students will research, write, edit and publish the finished product online

Standards and Frameworks

Technology Standards

• 2T-E1. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use
• 2T-E2 Exhibit legal and ethical behaviors when using technology and information, and discuss consequences of misuse
• 3T-E1 Use formatting capabilities of technology tools for communicating and illustrating
• 3T-E3 Publish and present information using technology tools
• 6T-E1 Determine when technology is useful and select and use the appropriate tools and technology resources to solve problems
 

• 2SS-E5 Identify and describe a citizens’ fundamental constitutional rights, with emphasis on
• PO1  Freedom of religion, expression, assembly and press
• 2SS-E7Explain the obligations and responsibilities of citizenship, with emphasis on
• PO1 the obligations of upholding the Constitution, obeying the law, paying taxes, and registering for selective service and jury duty

Objectives

Academic

• Working individually, students will select a civics topic to use in the research and development of a news story for Internet publication that initially will be written in a Word document.  Following the rubric:  Story Writing: Writing a News Story students will meet the criteria in Spelling/Proofreading, Articles/Purpose, Articles/Supporting Details, Who/What/When/Where and How, Use of Primary Sources while striving for a score of four in all five categories.
• Individually, students will choose a civics topic to research and write a feature article about using a Word document.  Upon completion of feature article student will publish article online.  Students will meet criteria in Articles/Purpose, Spelling/Proofreading, Who/What/When/Where/ How, Use of Primary Sources and Article/Interest as described in Newspaper: Writing a Feature Article rubric attempting to score a four in each of the five categories.

Technological

• Working individually in a computer lab, student will research a civics topic using a search engine and write notes in a Word document collecting only information that will be used to write a news story or feature article.
• Reviewing notes that students took during research either a news story or feature article will be written for online publication.  Students will use spell check and adhere to rubrics.
• Following directions for online publishing on the Scholastic website, student will publish the completed and edited news story or feature article by cutting and pasting from their Word document on the Internet.  The finished product will meet the criteria of corresponding rubric.

 

• Students will be adept at accessing the Internet using several search engines for research purposes.
• Students will be capable of opening and creating a Word document while researching the Internet.
• Students will be skilled at utilizing a Word document and the tools to write, edit and finalize a news story or feature article.

Materials

• A classroom computer with capability to project web site onto television monitor
• A computer lab with Internet access
• An IDEA AND EXAMPLE SHEET for students with special needs
• Writing Rubric (News Article) http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1054759&
• Writing Rubric (Feature Article) http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1054796&
• District Publication Form and Policy Use Form on File  (forms may differ from school district to school district so become familiar with district policy)
• Writing Rubric for Special Needs  http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1055568&

Accommodations for Special Needs

• SEI and Special Education students will choose a topic from the IDEA AND EXAMPLE SHEET and following the two-paragraph as a model will create a news story using google.com for the initial research.  Upon completion of the news story, the student will write three sentences expressing an opinion of the topic.

• Gifted students will write a three-paragraph summary of how the news story or feature article could have been slanted or biased (ie. more liberal or conservative) another way and must include examples of how it could be accomplished.

Procedures
Day 1

• Teacher will access http://teacher.scholastic.com/writewit/news/ and display Step 1 from the web site on screen using a computer projector.  If a projector is not available, an AverKey or other type of television converter may be used to project the web site to classroom television monitor.
• Teacher will explain the difference between writing a news story and a feature article.
• Read Elian’s Reunion and Children at Work, to the class.  These are the examples given to show the difference between the two types of writing.
• At this point, you may choose to continue with examples by selecting a student to read aloud Endangered Lives and Stopping Child Labor.
• Prior to lesson, teacher will become acquainted with material in Step 2.  Review with students while it is displayed, but dwell on important points only.  Ask for questions or examples to explain a specific point.
• Stress the importance of:  Who? What? When? Why? and How?  Ask for examples of less obvious ways of asking questions such as, instead of asking, Who is your favorite president? Try. Why do you think so many students favor President Lincoln?
• Reading Step 3 of web site, familiarize yourself with the Writing Techniques.  With class reading along, follow example and again, emphasize the importance of Who-What-When-Why and How?
• Read the example of a Nutgraph and explain what it is.  The example given is very good, but you may want the students to think of one.
• Briefly explain the pyramid form.  Explain to students that it is not often followed today simply due to the increase in technology.
• Skip down the page to Your Turn and click on skills sheet.   Using examples on sheet, review with students the differences between the “polished” responses.

Day 2

• Students will research their topic in the computer lab.  They will already have chosen a topic, and some students will have interviewed different people for their articles.  This was done prior to beginning of the formal lesson in the classroom.  Students are encouraged to research using their favorite search engines, in addition to, some less familiar ones.  Remind students to narrow their search by being detailed in their topic and clicking on advance search at each search engine

Day 3

• Students will begin writing by first listing (Who? What? When? Why? and How?) on    a sheet of paper leaving enough room between questions.  Once they answer the questions, students will write a nutgraph followed by a “wow” statement.  Remind students that the “wow” statement will place their readers at the scene based on their choice of adjectives and well-written descriptions.
• Students will continue working on their story, while at the same time, including views from both sides.  Students must include quotes from people that were interviewed.

Day 4

• Teacher will review Step 4 with students using projector or television converter.  Review the rules of writing a headline as stated in Step 4.  It is important that the students understand these rules, so ask for examples.

Day 5

• While in the computer lab students will type their story or article in a Word document.  Encourage students to use Spell and Grammar Check.  Each student will print and exchange for peer editing.  Once the edited version has been returned, student will make corrections in the document.
• Students will proceed to Step 5 for online publishing.  Following directions in Step 5,   students will enter headline, the story or article, first name, middle initial, grade and state. Students will cut and paste Word document by highlighting text to be cut.  Click on file, then click on cut.  Go online at this point, position mouse, go to edit, click on paste and text will appear.  Proceed following same process. Once these are entered, then student must submit for publishing.
• Students will randomly check web site for publication of their own stories or feature articles.
• Students will print final copy of news story or feature article and attach to completed Writing Rubric.  Rubric and finished product will be turned in to teacher for teacher assessment.

Assessment

• Using the Writing Rubric, students will self-assess and turn in copy to teacher.
• Teacher will assess using Writing Rubric attached to copy of final story or article.

Teacher Name: Marion Ritzel
Site: Coronado K-8 School
Date Submitted: May 3, 2004