Project Title: A Newspaper Project: It’s News to Me!



Project Title: A Newspaper Project: It’s News to Me!Project Idea: News is everywhere—scrolling, crawling, and broadcasting on television, internet, radio, and newspaper.??It is a 24/7 phenomenon.??In keeping with 21st?century learning and the mission of preparing today’s learners for the world of work—students will be given the challenge to develop, write, and publish a 21st?century globally-themed newspaper.??Students will skim and scan media sources for story ideas; they will generate questions and apply strategies for gathering, compiling, and recording the news.??They will create written news stories for the purpose of communicating the news to the school community—and will publish their stories in a globally-themed school newspaper.??The target audience will be the extended school community—all the while focusing on topics that are of interest locally, nationally, and internationally.??Ideas will come from a variety of information sources—but ultimately will become stories decided upon and written by students.??During the project they will work to investigate, compile, write, and publish the newspaper that will be made available to the community in electronic as well as paper formats.??An electronic version of the newspaper will be uploaded to the school website.??Hardcopies of the newspaper will be printed and distributed to all school students, parents, employees, business partners, area restaurants, and business to complete the real-world application of the content standards and learning objectives.Entry Event: A kickoff assembly for fourth grade students will be held.??A report/business editor from the local newspaper will attend to help launch the project.??This reporter/editor will talk with students about the life as a press member.??The students will be shown all of the tools that a reporter uses in his job.??A question/answer time will be given. ??At the end of the entry event, each student will receive a reporter’s notebook and pen to use them in taking notes during the project.??Much excitement will be generated by his real-life tools of the trade, stories, and experiences.?Content Standards: ELA.4.I Read with sufficient accuracy and fluency to support comprehension. ? Read on-level text with purpose and understanding. ? Read on-level prose and poetry orally with accuracy, appropriate rate, and expression. ? Use context to confirm or self-correct word recognition and understanding, rereading as necessary.ELA.4.4 Refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text. ELA.4.5 Determine the main idea of an informational text and explain how it is supported by key details; summarize the text. ELA.4.6 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the informational text.ELA.4.9 Compare and contrast the point of view from which different literary texts are narrated, including the difference between first- and third-person narrations. ELA.4.11 Describe the overall structure (e.g., chronology, comparison, cause/effect, or problem/solution) of events, ideas, concepts, or information in all or part of an informational text. ELA.4.15 Interpret information presented visually orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the informational text in which it appears. ELA.4.20 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ? Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. ? Provide reasons that are supported by facts and details. ? Link opinion and reasons using words and phrases (e.g., for instance, in order to, or in addition). ? Provide a concluding statement or section related to the opinion presentedELA.4.21 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ? Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. ? Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. ? Link ideas within categories of information using words and phrases (e.g., another, for example, also, or because). ? Use precise language and domain-specific vocabulary to inform about or explain the topic. ? Provide a concluding statement or section related to the information or explanation presented.ELA.4.22 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ? Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. ? Use dialogue and description to develop experiences and events or show the responses of characters to situations. ? Use a variety of transitional words and phrases to manage the sequence of events. ? Use concrete words and phrases and sensory details to convey experiences and events precisely. ? Provide a conclusion that follows from the narrated experiences or events.ELA.4.24 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards up to and including grade 4.) ELA.4.25 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.ELA.4.27 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.ELA.4.31 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.ELA.4.36 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ? Use relative pronouns (who, whose, whom, which, or that) and relative adverbs (where, when, or why,). ? Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. ? Use modal auxiliaries (e.g., can, may, or must) to convey various conditions. ? Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). ? Form and use prepositional phrases. ? Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. ? Correctly use frequently confused words (e.g., to, too, and two; there and their).ELA.4.37 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. ? Use correct capitalization. ? Use commas and quotation marks to mark direct speech and quotations from a text. ? Use a comma before a coordinating conjunction in a compound sentence. ? Spell grade-appropriate words correctly, consulting references as needed.Standards Directly Taught or Learned Through DiscoveryIdentified Learning TargetsEvidence of Success in Achieving Identified Learning TargetELA.4.9 Compare and contrast the point of view from which different literary texts are narrated, including the difference between first- and third-person narrations. ELA.4.21 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ? Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. ? Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. ? Link ideas within categories of information using words and phrases (e.g., another, for example, also, or because). ? Use precise language and domain-specific vocabulary to inform about or explain the topic. ? Provide a concluding statement or section related to the information or explanation presented.ELA.4.15 Interpret information presented visually orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the informational text in which it appears. ELA.4.24 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards up to and including grade 4.) TCS.3-5.8 Demonstrate creativity and learning through technology (e.g. digital storytelling, keyboarding, portfolio creation, digital media displays, and other media)Determine cause/effect as well as fact/opinion concerning news information and draw conclusions based upon research findingsSkim and scan news sources to find information to communicate to the school community??Generate questions as they read news information and determine which information to communicate to the school community?Put news events in chronological order so that news stories are easily understood by readersWrite news stories with a beginning-middle-end?Indent each paragraph of news stories?Develop a strong topic sentence and introductory paragraph to hook and hold readers?Give supportive details related to the main idea of the news storyUse Robert Marzano’s note-taking strategies to take notes on news information gathered during research?Summarize news events and write the information into news stories in their own words, honoring copyrights?Gather news information from many sources: direct quotes from interviews—and from maps, charts, graphs, and tables on the internet and in newspapersIncorporate information from notes into the finished product?Draw conclusions from comprehensive notes and incorporate these ideas into news stories?Use appropriate visual aids (pictures, graphs, tables) to support the ideas brought forth in news storiesDistinguish messages from the following news sources:?Internet research sourcesNewspaper sourcesInterviewsTeacher Observation Checklist - student notebooks will be turned in each week; reporter notes will be read by teacher?Teacher observation and informal interview: the teacher will read and evaluate first drafts of news stories; student reporters will be interviewed to ensure understanding of facts?Editorial meetings will be held; decisions will be made by teams; decisions which chart direction will be agreed upon by team members?Final drafts of news stories will be evaluated by the teacher using the?Teacher Observation Checklist Using the?Teacher Observation Checklist, the teacher will evaluate student writing for:Beginning-middle-endIndentation of paragraphsTopic sentenceIntroductory paragraphRelated and cohesive paragraphsConcluding paragraphMain ideaSupporting detailsTransitional wordsDescriptive wordsTeacher Observation checklist teacher will collect and read?student reporter notebooks?Teacher Observation Checklist: teacher will compare news notes with drafts of news stories to ensure that the stories are truly written in the words of student reporters?News Source Credibility Checklist: students will keep track of the sources they have used in their research.??This checklist will be kept in student reporter folders.??The checklist will also note source credibilityTeacher Observation Checklsist teacher will review notes in student reporter notebooks and folders?News Source Credibility Checklist: students will keep track of their notes and check off the notes which ended up as contributions for their news stories?Final Product Evaluation RubricStudents will be evaluated incrementally with this final product rubric as the project progresses: after two weeks, after four weeks, and then at the end of the project.??Ink color is changed each time to show student growth and progress.??This procedure keeps students on track and helps build confidence and skill.??Because evaluations are conducted several times during the project, no student will have a surprise ending evaluation.Students will record information sources within their reporter notebooks, using these symbols:W = World Wide Web researchN = NewspaperI = InterviewTeacher will observe reporter notebooks to ensure that students understand the information source and have used it appropriatelyPerformance Objectives: KnowHow to skim and scan informational texts??????????? ?Note-taking strategies (Robert Marzano’s note-taking)How to draw conclusionsThe difference between fact and opinionHow to write paragraphs/news stories/editorial opinion piecesEditing and revision skillsHow to use word processing software for writing news stories and editorial opinion piecesHow to use technology to create photographs/maps/charts/graphs/tables that support news storiesHow to use publishing software templates for publishing a newspaperHow to collaborate and work well with othersNewspaper vocabulary termsDoConduct research and take notes from media sourcesGenerate questions in order to clarify informationWrite news storiesUse digital cameras to take pictures that support news storiesCreate maps/charts/graphs/tables to support news storiesWrite editorial opinion piecesWork and collaborate as a teamUse newspaper background information to further understandingUse word processing and publishing technology to publish a newspaperWork as a team to write, edit, and publish a school newspaperDriving Question: How important is it to get news out to people?Assessment Plan: School/community newspaperMajor Group ProductsStudent reporter notebooks and foldersNews storiesEditorial opinion piecesPhotographs/visual aids that support news storiesGraphic organizer?for assessing news source credibilityStudent self-evaluation checklistMajor Individual ProductsIndividual news articles student self-evaluation checklistAssessment and Reflection:Rubric(s) I will use: (Check all that apply.)CollaborationXWritten CommunicationXCritical Thinking & Problem SolvingContent KnowledgeOral CommunicationXOtherOther classroom assessments for learning: (Check all that apply) Quizzes/ testsPractice presentationsSelf-evaluationXNotesXPeer evaluationChecklists/observationsXOnline tests and examsConcept mapsReflections: SurveyFocus GroupDiscussionXTask Management ChartJournal Writing/ Learning LogOtherXMap the Product: Pre-project????????Newspaper subscription to the?local newspaper????????????????????????The newspaper will be read and studied by students prior to the launch of the project.?Week 1?????????????Direct instruction for content and skill????????????????????????Team meetings????????????????????????Brainstorming of ideas????????????????????????Charting direction/project timeline/assignment of deadlinesWeek 2?????????????Team meetings????????????????????????Story assignments????????????????????????Organizational board set-up????????????????????????Initial researchWeek 3?????????????Team meetings????????????????????????First draft of storiesWeek 4?????????????Team meetingsEdits and revisions of news stories????????????????????????Final story draftsWeek 5?????????????Team meetingsVisual aids/photographs to support stories????????????????????????Publishing of storiesWeek 6?????????????Team meetings????????????????????????Evaluations/Reflections????????????????????????Newspaper distributionProduct: newspaperKnowledge and Skills NeededAlready Have LearnedTaught Before the ProjectTaught During the Project1. ?Use of word processing software X2. Use of digital cameras X3. ?Note-taking skills X4. ?Writing paragraphs X5. Writing news stories and editorial opinion pieces X6. Editing and revising skills XResources: attached c)School-based Individuals:Communications teacherPrincipalTeam of fourth grade teachers?Technology:laptop computerscomputer labNumonic? white boarddocument cameraword processing softwarepublishing softwaredigital camerasprintersCommunity:Business editor of local newspaper?owner of local printing companyschool business partners who will help distribute the newspapers?Materials:Reporter notebookspensstudent foldersGraphic OrganizerStudent Self-evaluation Checklist??Teacher Observation Checklist??Final Project Product Evaluation Rubric??Newspaper subscription for the four week period prior to the project and for the duration of the projectLots of paper.Manage the Process: Prior to the start of the project, students will have direct instruction on use of word processing software to sharpen the word processing skills that they learned the previous school year.??Direct instruction and practice will take place on Robert Marzano’s note-taking strategies so that students can efficiently take notes in their roles as newspaper reporters.??Extra teaching and practice will be given on editing and revision skills for sentences, paragraphs, and stories.??Students will also spend time reading, studying, and discussing actual newspapers for a four week period prior to the project start date.??After the entry event when the project begins, a newspaper team meeting will set the stage for the research of ideas for news stories.??Brainstorming of ideas of where to look and how to gather information will lead the way to research ideas and the assessment of news sources for credibility.??Students will be given the graphic organizer so that they may keep track of their news sources and rate them for credibility.??This information will be given high priority when news stories are finally written by reporters and reviewed by the editorial team.??Special instruction will be given on copyright laws and newspaper ethics.??Editorial meetings will be the place to best differentiate instruction.??When students are paired and teamed for the project, stories will be assigned so that talents and skills are well-placed in each group.??Within a team of four students assigned a news story to cover, one student would be a strong writer, another student adept at organizing information into bulleted ideas, yet another student skilled at graphic publishing skills, and a fourth student talented in interview techniques.??This team would work together, leading with their skills and talents—yet learning the CSOs from the teacher and from the other members of his team.??Students will be given their reporter’s materials at the start of the project, with the charge that they save everything until the project’s end.??Weekly team meetings will provide time and opportunity for reviewing reporter notes and folders—and for making editorial decisions about the direction of the project.??Because there are three fourth grade classes at our school, there are over 70 fourth grade students participating in this project.??I divide the responsibilities up according to the three classes.??The first class of 24 students will do the newspaper project the first six-weeks, the second class will take responsibility for the school newspaper the second six-weeks period, and the third fourth grade class will take on the project the third six-week period.??Rotating the classes with the publication of each newspaper gives every student a fair chance at participation and helps the teacher give each student the attention he needs and deserves.??Project Reflection and Evaluation: After the newspaper has been published, the newspaper team will sit down with the teacher to look at and discuss the final product.??A discussion will be held about each section of the newspaper: name of newspaper, headlines, news stories, pictures, visual aids, and editorial opinion pieces.??Strengths and weaknesses will be discussed, using the?Three Compliments and One Suggestion?strategy.??Students will address these discussion questions:What have we learned from this experience??What did we do well??What could we do better next time?? DDid we do a good job of communicating the local, national, and international news to our school community?? The Newspaper ProjectTeacher Observation ChecklistLearning Targets:Skills and ObjectivesExceeded projectexpectationsAchievedsuccessfulskillmasteryBelowmasterydespiteeffortLittle or no effortshownSkims and scans for informationGenerates questions from researchDistinguishes fact from opinionDraws conclusionsOrganizes informationStory: beginning-middle-end Paragraphs: indentationsParagraphs: main ideaMain idea: supporting detailsUses note-taking strategiesDistinguishes various research sources/establishes credibilityIdentifies information that supports the news storyUses research notes to write and support the news storyWrites news story in his/her own wordsEdits and revises writingUses correct conventions: spelling, grammar, and punctuationCollaborates with othersContributes to the team effortExhibits interpersonal skills/exhibits a spirit of cooperationUses writing/publishing technology tools Uses visual aids to support news storyTakes pride in the final newspaper product and reputation of the team The Newspaper ProjectThree Compliments and a Suggestion Evaluation StrategyExplanationAfter a student presents his work—orally or in written form—students will respond with three positive comments in compliment form—drawing attention to the positive aspects of the student’s work. Because the student gains confidence from the positive feedback, he is more open to critiques and suggestions from his peers. If more suggestions are needed, then the process continues with compliments and suggestions in a one-to-one ratio. Finding and pointing out positive points of student work first is a foundation for the suggestions that must be made in order to make improvements. Working together as an editorial team is best accomplished in positive and respectful ways!______________________________________________________________ Created by Deb Austin BrownThe Newspaper ProjectStudent Self-Assessment ChecklistLearning Targets:Skills and Objectives I exceeded projectexpectationsI masteredthe skillsI gave effort, butI could do betterI did notreally tryI worked well with others. I participated and collaborated productively with team members.I stayed on task and met deadlines.I did my share of the work. I researched a variety of sources and took good notes.I kept track of my news sources and checked for credibility.I generated good questions from my research to help promote reader understanding.I mastered the skill of distinguishing fact from opinion.I drew solid conclusions from my research.I organized my information so that readers could easily understand the news story.I used my notes to write a strong and balanced news story.My writing had proper spelling, grammar and punctuation.My op-ed pieces were well-written and interesting to readers.My new stories were well-written, accurate, and interesting.I mastered word processing, photography, and publishing skills.I am proud of my effort and work.I am proud of our project’s final product.Our team achieved its goal of a 21st century globally-themed newspaper. The Newspaper ProjectNews Source CredibilityNewsSourceInternetNewspaperTelevisionBookMagazineWord of Mouth CredibilityRatingCredibility Rating***Three-star rating indicates a strong, reliable source of information**Two-star rating indicates an acceptable source of information*One-star rating indicates a questionable source of informationThe Newspaper Project: Final Product Evaluation Rubric Learning Targets: Skills and ObjectivesDistinguished(4 Points)Mastery(3 Points)Below Mastery Despite Effort(2 Points)Little or No Effort Shown(1 Point)Collaborated well; worked well with teamStudent wentabove and beyond to be a team playerStudent was cooperative, respectful, helpful to teamStudent needed to participate and contribute more for the common goodStudent was not a team contributor or collaboratorShowed responsibility; met deadlinesStudent took on extra responsibilities/was ahead of schedule with deadlinesStudent completed all assignments and turned them in on timeStudent did incomplete assignments and/or was late turning them inStudent missed deadlines and/or did not complete assignments at allConducted research/ variety of sourcesStudent research was extensive, used more sources than requiredStudent research was sufficient/enough resources used for solid reportingStudent research was insufficient and/or limited resources were usedStudent did not complete the minimum research requirementsSkimmed/scanned for info; took notesResearch notes were comprehensive and abundantResearch notes were sufficient Research notes were insufficientResearch notes were sketchy and inadequateOrganized information for understanding and ease of readingInformation was remarkably organized/story was easily understoodInformation was well- organized/story was understood by readerInformation was unclear and unorganized; news story was incompleteInformation was so unorganized that it made no sense to readerWrote paragraphs with main idea/detailsCompelling paragraphs were illuminated with powerful main ideas/strong & vivid supporting detailsParagraphs were well-written with main ideas and supporting detailsParagraph main ideas were unclear and not supported by detailsWriting was not structured into paragraphs with main ideas/supporting detailsWrote/edited/revised news storyNews story was exceptionally written and showcased effort and skill News story was well-written and showcased mastery of skill News story was below expectations/showed need for more study and practiceNews story was below standard and unusable in the final project productWrote/edited/revised editorial opinion piece Op Ed was exceptionally well-written and showcased extra effort and skillOp Ed was well-written and showcased mastery of skillOp Ed was below expectations/showed need for more study and practiceOp Ed was below standard and unusable in the final project productUsed technology to write/edit/publishStudent showed exceptional command of Word/PublisherStudent showed mastery of Microsoft Word/PublisherStudent still struggles with Microsoft Word/PublisherStudent showed little or no effort in use of technologyNameplateName of paperPriceDateEditionMastheadPublisher informationNewspaper addressNewspaper phone numberExecutivesEditorsHeadlineRuns across top of storyLarge, bold typeGrabs attentionBylineTells writer of storyDepartmentsNewsEditorialAdvertisingMarketingProductionCirculationSectionsNewsOpinionSportsBusinessEntertainmentClassified adsOpinion PageLetters to the editorEditorial opinion piecesEditorial cartoonsMoney 25% of income from sales and subscriptions AdvertisingClassified adsDisplay ads (most lucrative/take up 60% of newspaper space)InsertsThe Newspaper Project: Vocabulary TermsTermMeaningArchivesNewsroom storage of previously published storiesBeatReporter’s assigned area/topic of coverageBylineBelow the headline where the writer’s name appearsCaptionText which accompanies a photographCirculationThe number of newspapers printed and circulated Cite sourcesGiving credit to the source of news informationColumnistA writer who has a column devoted to his own stories ColumnsA newspaper is structured in columns for ease of readingCopyText of news storiesCopyrightRights of ownership for stories and photographsDailiesNewspaper stories that run each dayDeadlinesThe date each story/column is dueEditionThe time frame for publication (morning/evening)EditorPerson who oversees stories and makes final decisionsEditorialStaff of newspaper who discusses and decides allFontThe style and size of textGalley proofThe final draft to be checked before printingHeadlineThe large title of the story to grab reader attentionIndexThe contents of the paper and page assignmentsJournalismThe study of researching, writing, and reporting newsJournalistThe person who specializes in this field of study/workJump lineA sentence above the mast line that grabs attentionLayoutThe format and overall design of the newspaper itselfMastheadSection that contains publisher contact informationNameplateTop section that shows name/city/date/edition/priceNewseum?Website for seeing front pages of world newspapersNewsroomOffice where newspaper staff works togetherOp-edsEditorial opinion pieces that readers submit to paperPressA name for people whose job is to report the newsProofreadChecking and editing stories for accuracyPublicationThe printing and distribution of newspapersPublisherThe person who oversees all and makes final decisions QuotationThe exact words that a news source uses in an interviewReporterA person who researches and writes a news storySubscribersPeople who purchase a subscription to a newspaperSubscriptionPurchase of daily delivery of newspaper to your homeTextA newspaper story in wordsWeekliesNewspaper columns that appear once each week The Newspaper ProjectTop U.S. NewspapersThis page of information is helpful when discussing newspapers with your students. It will promote understanding and will help to give perspective.PublicationDaily CirculationUSA Today2.3 millionWall Street Journal2 millionNew York Times1 millionLos Angeles Times700,000New York Daily News600,000New York Post600,000The Washington Post600,000Chicago Tribune500,000Houston Chronicle400,000Arizona Republic400,000Newsday300,000San Francisco Chronicle300,000Dallas Morning News300,000Boston Globe300,000Charleston Daily Mail20,000The Newspaper Project: Newspaper ContentsThis information is for promoting understanding with students. It will serve as a jumping-off point for class discussions. A newspaper is a daily publication containing news, advertising, and information of interest to the general public. Newspapers typically contain—but are not limited to—these types of news stories and information.Breaking newsPolitical eventsCrimeCourts/trialsBusinessFinanceEducationTechnologyEconomic developmentTradeSportsArtsEntertainmentSocietyLifeHuman interestSpecialty columnsEditorial opinionsLetters to the editorMedicineScience FashionHoroscopesComic stripsCrossword puzzlesSuduko puzzlesWeather/forecastsTrafficSchedules of eventsLicensesBirths/weddingsCourthouse recordsObituariesAdvice columnsFoodRestaurant reviewsBook reviewsCritical reviewsClassified adsAdvertisements ................
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