Name:___Keaton Gruner___________ Cohort: ____________

Lesson Plan
Lesson Title:​ __Writing a News Article_________________ ​Grade:​ ___7____ ​Date:​ __December 8th, 2017_________

Subject​: ___English____​Strand:​ _____Writing ​Location:​ _Classroom__​Time: ​(​length in minutes​):​ ​__65________

Lesson Plan Description ​– ​(one/two paragraphs with general details about what you will do and how you will do it)
Students will begin learning the basics of writing a news article. By using two handouts, students will read an example
news article and discover the eight elements and will then apply their knowledge on the second handout. They will fill
in the blanks to complete their note.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations ​(numbers from documents and details)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

Ontario Curricular Specific Expectations ​(numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
1.1 identify the topic, purpose, and audience for more complex writing forms
1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do
more research if necessary

Learning Goals ​Discuss with students: ​What will I be learning today?​ ​(clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● the eight elements of a news article
● the difference between hard and soft news
● how to develop a good lead paragraph
ASSESSMENT and EVALUATION
Success Criteria ​Discuss with students: ​How will I know I have learned what I need to learn?​ ​(clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: deconstruct a lead paragraph with the 5 W’s

I can: differentiate between a hard and soft news article
I can: list the elements of a news article
Assessment – ​how will I know students have learned what I intended?
Achievement Chart Categories ​(highlight/circle the ones that apply): Knowledge and Understanding; ​Thinking​; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment ​For​ Learning Do Newspaper Test Rubric

Assessment ​As​ Learning
Assessment ​Of​ Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: ​Prior to this lesson, students will have
● experience navigating through a newspaper

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ● used the 5 W’s to deconstruct text (summarize)

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

For hearing impairment: Teacher will wear microphone so that all students can hear instructions
The note does not involve much writing so all students can take part.
Students will assist in the reading of the article/note to encourage student involvement
Learning Skills/Work Habits
Highlight/circle ones that are​ addressed​: responsibility, ​organization​, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are ​assessed:​ responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary ​(for word wall and/or to develop schema)

Headline, lead, quotations, vivid language, body, byline, placeline, facts, masthead, inverted pyramid

Resources and Materials /Technology Integration ​List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Smart board - use the screen blocker while going through note so that answer is shown on the board
● ​Writing a News Article - Worksheet x 100
● Kahoot - https://play.kahoot.it/#/?quizId=86caa13a-8059-40bf-9005-4e358675f998
Learning Environment ​(​grouping; transitions; physical set up)
Classroom

Cross Curricular Links

Media Literacy
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction ​(5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: ______-_______ (Indicate time breakdown of instructional elements) Open up binder
Start walking around the classroom saying “So we’ve
been focusing on News Articles for the past couple weeks
but we’re going to switch it up a little bit. Instead of
being the audience reading the paper, we are going to be
the reporters and journalists! The first step is knowing all
of the components of a news article.”
Tell class to open up their binders and put the worksheet
in right away

Action: During /working on it ​(time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: ______-_______ (Indicate time breakdown of instructional elements) ● Put handout in binder
Part 1 ● Start reading example article
● Hand out first sheet (with example article and ● Identify any elements that they know
definitions) ● One student summarize the article
● Start reading and identify each element of the ● Everyone write down the 5 w’s specific to the
news article (headline, byline, placeline, facts, article
quotations, lead, body, vivid language)
● Finish article and ask for a student to summarize Part 2
it for the class. 5 w’s ● Put second handout in binder
● Write down each of the 5 w’s and the answers ● Take turns reading note
from the article ● Fill in the blanks
Part 2 ● Deconstruct the lead sentence and fill in each of
● Hand out second sheet (with fill in the blanks) the 5 w’s

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ● Have students take turns reading points
● Have the smartboard on with note. Use the
screen blocker to hide fill in the blank spaces.
There are answers that students have not yet
talked about so they probably won’t know.
● When you get to the example lead sentence
about the Toronto man, have students provide
the 5 w’s. This is good practice for future
lesson/activities

Consolidation & Connection (Reflect and Connect)​ (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ______-_______ (Indicate time breakdown of instructional elements) ● Finish the note
Finish with students reading the last part of the note - ● Take out a device and go to kahoot.it
hard and soft news. ● Input game pin
If there is time, you can play the kahoot game about the ● Play and have fun!
elements of a news article
https://play.kahoot.it/#/?quizId=86caa13a-8059-40bf-90
05-4e358675f998

Extension Activities/Next Steps ​(where will this lesson lead to next)

Personal Reflection​ (​what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013