Professional Documents
Culture Documents
Lesson Plans:
that newspaper articles fall under multiple genres; there is argument writing in newspapers,
narrative writing, and information/expository writing too. To get students to realize that a
newspaper is a multi-genre publication, we will open day 1 with a class discussion in which we
brainstorm various examples of each of the 3 major writing genres that can be found in
newspapers (i.e. Informational writing: ads, the weather report, obituaries, a report on the high
school softball game last week; Narrative writing: an article about a Vietnam war veteran, an
auto-biographical column, etc., Argument: an article about who should win the upcoming
election and why). Note: Due to the lack of writing involved in ads and weather reports, students
will not be able to choose these for their assignment; however, they can be given the choice to
After brainstorming together as a class, students will be split into groups to rotate
through the different stations for each genre to refresh their memory on how to effectively
compose writing in that specific genre. The next day, day 2, these stations will include
newspapers in which students should work together to identify newspaper articles that fall under
that stations genre, cut them out, and glue them to the poster that signifies their station. At the
conclusion of day 2, students should know what genre they want to write in to compose their
newspaper article.
Also important is for students to be able to identify the structure of a newspaper article,
so on day 3, there will be a mini lesson on the inverted pyramid structure of an article.
Students will be expected to fill in an individual inverted pyramid structure pertaining to the
article they will be writing to help begin their planning process. From there, students will break
into groups based on the genre of writing they chose: narrative, argument, or
informational/expository. At each station, the groups will work together to fill out a template that
For the community-building aspect of this mini-unit, students will be required to interview
at least one person in the community as part of their article research. On Day 4, students will
take 10-20 minutes to contact their interviewee(s) and set up an appointment time, face-to-face,
via phone, email, skype, etc. Interviews should be complete when they submit their rough drafts
3 days later. After setting up their appointments, there will be a handout give to students with
reporting tips on it. From there, students should partner up and conduct mock interviews like
they will do for their article, sharing with their partner what their story is on, and helping each
other create appropriate questions to ask their interviewee. Utilizing the inverted pyramid
structure, students should then create a rough draft outline of their intro paragraph to their
article.
On Day 5, students should work diligently on their rough drafts, composing, researching,
etc. On Day 6, students will bring in their rough drafts and participate in peer-editing circles as
On the final day, day 7, everyone should bring in finished copies of their articles and
share their work, vote on a class newspaper name, and create the compiled newspaper to
publish for the school. Remind students that they may submit their articles to the local
Sequenced/Scaffolded Activities:
- Large -Partners
groups: or small
intro to groups:
genre Genre
stations templates