Student Newspaper Project

Communications and Internet Project

Developer: Ann Butcher

Audience: Intermediate Age Students (Grades 4 through 6)

Introduction:The "Student Newspaper" project is a program that describes the many facets of creating a newspaper. It begins by leading students through discovery to idenitify the many characteristics of a newspaper and culminates with the creating of a published document, which will be disseminated for others to enjoy.

Time Frame: This project is set up to encompass ten lessons, the lessons are interdisciplinary in nature.

Define Learner Outcomes: Students will:

1. demonstrate understanding of the basic principles related to creating a newspaper by creating a class newspaper
2. create text and graphics using various hardware and software for final project
3. use the Internet to gain information and communicate with others
4. gain awareness of the technological advances available to them

Curriculum Outline

• Information Quest
• K-W-L
• Discovery Lesson
• Divergent Thinking Writing Activity

• Introduce Vocabulary
• Discuss what they would like to read about in a newpaper
• Brainstorm where they would find out answers to their questions (from K-W-L)
• Technology Usage - Internet, and CD ROM Encyclopedia
• Survey Readers for purpose of reading a newspaper

• Read "Children's Express"
• Story Comprehension Page
• Divergent Thinking Writing Activity

• Discuss News Story - 5 W's and H
• Primary and Secondary Source Comparison
• Skills practice on Primary and Secondary Sources

• Review How to Gather Facts - 5 W's and H
• Practice Identifying Parts of a Story
• Practice Writing Leads

• Review Parts of the News Story
• Practice Writing Headlines for Leads
• Discuss Advertisers and their Purposes
• Brainstorm Uses for a Newspaper

• Define Advice Column
• Compare and Contrast News Stories and an Advice Column
• Practice Writing an Advice Column

• Review the different aspects of the newspaper, have students choose a column to write
• Discuss Copyright Law

• Revising and Editing Works with Students
• Edit Work with Partners

• Using Clarisworks, Final Copy

Broad Objective Assessment
Go Back to the Nicholson Homepage

Lesson One: Introduction

Materials:

• Chart paper for K-W-L
• Newspapers, one for each cooperative group
• Chart paper for the group labeled parts of the newspaper , one for each co-operative group

Process:
Brainstorming, Predicting, Discovery, Inquiry, Critical Thinking, Cooperative Learning, Divergent Thinking and Researching

Procedure:

1. Introduce the topic of the newspaper by formulating a K-W-L format on the board.
2. Ask the students to brainstorm ideas that come to mind when they think of what they know about the "newspaper". Record these ideas on the chart paper.
   Sample questions:
   
   What is it used for?
   Where can you get one?
   What is it's benefits? downfalls?
   Who is able to write in one?
   How are they able to do this?
   Why would you want to purchase one?
3. Next, ask students to brainstorm questions that come to mind when they think of what they know about the "newspaper". Record these ideas on the chart paper under the W for "What they want to know".
4. Show the students the newpaper that you have brought for each co-operative group. Give them a few minutes to browse the newspaper.
5. Have the students list from their discovery, the parts of the newspaper, (i.e. - sports, comics, movie guide, business articles, weather, stock market report, crossword puzzle, t.v. guide, political column, advertisements, real estate ads, classified ads, photos, etc...) Discuss the feature of the newspaper as a group.
6. Have the students in co-operative groups cut out examples of the different parts of the newspaper and label them on an individual groups chart paper.
7. Have the students answer the following statement: I only know about television, explain a newspaper to me.

Extension Activities:
Use the sports section to create or have students create math problems and story problems.

Interdisciplinary Connection:
Language Arts, Reading, Math (extension), and Art

Assessment:
Correct labeling of the newpaper parts

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Lesson 2: How Can Technology Assist Our Quest?

Materials:

• Newspaper for each co-operative group (same issue)
• K-W-L from the previous day

Vocabulary:
editor- a person who edits, or prepares written material for publication (base word "edit" - discuss "editorial")

cultural - of or relating to the culture, or way of life for a particular people (may discuss customs)

Process:
Observing, Brainstorming, Inquiry, Critical Thinking, and Application

Procedure:

1. Begin by doing a newspaper information search, prewritten by the teacher. (i.e. find the sports section and find the score of the high school basketball game last night)
2. Introduce the vocabulary to students. Discuss these in context.
3. Ask students which part of the newspaper they would be likely to read first, and answer why. Lead students to conclude that people read a newspaper for different purposes; not everyone begins on the first page and reads from there to the last page.
4. Point out to students that most parts of a regular newspaper are written by adults for other adults to read. Ask students how they would feel about a newspaper column that was written by young people, for young people. Allow time for them to express ideas. What would they like to read about in such a column. Would they like to write for such a column?
5. Refer back to the K-W-L; what would we like to find out about the newspaper? Discuss how we might find our answers. (i.e. parents, teacher, newspaper employee, books, etc...) Lead students to computer answered research. Introduce means by which they could get answers. (i.e. CD ROM encylopedia, internet, etc...)
6. Go to the Library Media Center and let the students explore searching for answers to their questions via technology medium.
7. Have students survey at least ten people to find out what purpose they have to read a newspaper.
   

Interdisciplinary Connection:
Reading, Language Arts, Technology

Assessment:
Student product - were they able to gain one answer to their question about the newspaper via technology?

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Lesson 3: What Does Student Work Look Like?

Materials:

• MacMillian Grade 5 Reader story - "Children's Express"
• Story Comprehension Page
  

Process:
Identifying, Discovery, Divergent Thinking, and Critical Thinking.

Procedure:

1. Have students tally their survey results to see why most people read the paper.
2. Read the story "Children's Express" as a group. Stopping frequently to discuss.
3. After reading discuss how the author organized the article, how the "Children's Express" grew to appearing in thousands of newspapers, describe transcripts, debriefing, UPI, roundtable discussions, column, column byline, sundicate, and jargon.
4. Have students read and complete the comprehension questions related to the story.
5. Have students respond in writing to the following scenerio: What would happen if your parents couldn't (unable) read (the paper) but you (student) could.
   

Interdisciplinary Connection:
Reading, Language Arts

Assessment:
Responses on the comprehension questions related to the story, and writing response.

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Lesson 4: News Story; the Beginning

Materials:

• A news column that can be used as an example (Science example)

Vocabulary:
Primary Source- first hand accounts that record or recall an event as it is taking place.
Secondary Source- an interpretation based on primary sources.

Process:
Comparing and Contrasting, Drawing Conclusions, Critical Thinking, and Concept Application.

Procedure:

1. Explain that newsreporters often write news stories about events that they have seen. Before writing, the reporter gathers facts, and observes what is happening. Reporters always keep these important questions in mind:
   Who is the story about?
   What happened?
   Where did the event happen?
   When did the event happen?
   Why?
   How?
   
2. Analyze an article, as a group, to see how these questions may be answered in the example of the news reporters column.
3. Tell students often the reporters will interview or talk to people who are involved in an event. This type of record is called an interview of a primary source. Decipher the difference between primary and secondary source. They will be the secondary sources of the news event, when writing the article.
4. Brainstorm as a group examples of primary and secondary sources.
5. Have students practice on the skills via these examples on the board:
   A. President Clinton's diary (P)
   B. Your textbook(S)
   C. A photograph of the first airplane. (P)
   D. Your written report on aquatic mammals. (S)
   E. A slave's written story about what slavery was like. (P)
   F. A photo of the Civil War soldier taken during the Civil War (P)
   G. Your diary about your acitivites. (P)
   H. A book about the Civil War written by current day authors. (S)
   

Interdisciplinary Connections:
Social Studies, Reading, Language Arts and Science

Assessment:
Skill attainment of difference between primary and secondary sources.

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Lesson 5: Leads

Materials:

• News story examples
• Teacher created list of facts in the form of the five W's and H
• Five W's and H advanced organizer for assignment
  

Process:
Identifying, Comparing and Contrasting, Recognizing Relationships, Drawing Conclusions, and Application.

Procedure:

1. Review how to gather facts (vs. opinions) for a news story.
   A. Use the five W's and H questions
   B. Observe, gather facts, and take notes
   C. If possible, interview people involved in the event. Ask questions about what happened. Be sure you use exact quotes.
   
2. Discuss the parts of a news story:
   A. Write a lead paragraph -
   B. Body of the paragraph gives more detail of the lead
   C. Write a short interesting headline, using a strong verb to attract the reader.
   
3. Practice identifying the parts of a news story. Read the class a portion of a news story and allow them to guess what part you are reading.
4. Have the students in partner groups practice writing leads given the information of the five W's and H. Remind students the purpose is to present all of the important information about the event. Also keep in mind that the event needs to be explained in a clear, easy to understand manner for the audience.
   

Interdisciplinary Connection:
Language Arts, Vocational

Assessment:
Student product, writing leads from information

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Lesson 6: Headlines

Materials:

• Newspaper for example

Process:
Recognizing Relationships, Drawing Conclusions, and Concept Application.

Procedure:

1. Review the definition of headline, lead, and body of a news story. Read a news story from the local newspaper and point out the headlines, which only give the preview of the story.
2. Redefine the differences between the three parts of the news story -
   headlines - preview
   leads - point out and give the most important facts of the story
   body - give more details about the facts
   
3. Have the student practice writng headlines for the following leads:
   A. The Wild Turkeys won the soccer game last Friday, beating the Tornadoes by four points to two. Tom Johns made the final goal for the Wild Turkeys with clever footwork.
   B. The Orchard Bridge was closed yesterday afternoon after severe rainfall caused flooding of the Blackberry Creek.
   C. Elmwood Elementary School narrowly beat out the Greensbury Elementary School in the contest of collecting old pop cans, which came to a close on Friday.
   
   1. Discuss advertisers in the newspaper and their funding which pays for the publishing of the newspapers.
   2. Have students brainstorm at least ten uses for a newspaper other than to read.

Interdisciplinary Connection:
Language Arts, Reading

Assessment:
Student product of a headline

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Lesson 7: Advice Column

Materials:

• Advice Column example

Process:
Compare and Contrast, Critical Thinking, and Concept Application.

Procedure:

1. Compare and contrast news articles (facts of current events, sports, business, etc.) to advice columns (fact and opinion)
2. As a class, brainstorm some well known advice coloumnists. (Dear Abby, Ann Landers, Dear Polly, Polly's Pointers, and Dr. Lamb).
3. Read an example of an advice column. Discuss the similarities and differences of the two news stories. (Advice columns offer advice to readers. Readers send letters with questions, and the author of the column answers with facts and opinions about the topic.)
4. Guide students to the understanding that before you can form your opinion, you must do some thinking about the topic. Have the students practice with the following question:
   Is it important that students earn their own allowance, or should parents just give it to them?
   
5. Have students think about their opinion, and lists facts that support it. (i.e. I do think students should have to earn their allowance because their parents had to work for their money.) Brainstorm with the students reasons for both sides of the opinion.
6. Have the students write an answer to this question as if they were the advice columnist. Guide students to the understanding that the columnist puts their opinion and their most important support in the first paragraph. The other paragraphs are additonal supports. The advice columnist may want to include where they get their facts also. (i.e. "my mom always said")
   

Interdisciplinary Connection:
Language Arts

Assessment:
Student Product, Advice Column Writing

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Day 8: Apply

Materials:

• Paper

Process: Interview, Inquiry, Critical Thinking, Diverent Thinking and Application

Procedure:

1. Discuss and review the different aspects of the newspaper.
2. Discuss the copyright laws (i.e. getting permission to copy a book, it's against the law to copy a book without permission, stealing someone else's idea. If you were crunched by a deadline as a reporter, would you break the copyright law. Have a discussion panel for and against this topic.
3. Have the students choose a topic for their portion of the newspaper: (i.e. comic strip, movie review, weather, sports, article, advice column, advertisement, etc.)
4. Give students ample time to begin their project. Monitor their progress.
   

Interdisciplinary Connection:
Reading and Writing

Assessment:
Student Product, Article.

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Lesson 9: Revising

Materials:

• Student work

Process:
Critical Thinking, Cooperative Learning

Procedure:

1. Tell students that news stories need to give correct information. They must make sure their facts are correct. This is called, checking for accuracy.
2. Suggest the editing rules:
   
   A. Make sure all your facts are correct.
   B. Be sure your lead paragraph tells who, what, when, and where.
   C. Check to see that the body of your story contains addtional information about your lead.
   D. Be sure your headline will interest the reader.
   E. Check spelling, punctuation, and capitalization.
   F. Make sure each paragraph is indented.
   
3. Have students partner edit each others work.
4. Create a headline for their work. Review the headline procedure. (Begin the line with a strong verb to catch your audiences attention.)
5. Have students write their final draft of their article.
   

Interdisciplinary Connection:
Language Arts and Reading

Assessment:
Student Product

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Lesson 10: Publishing

Materials:

• LMC lab time and ability to print from Clarisworks or similar software program.
  

Procedure:

1. Have each student type their final copy of their component of the newspaper on the computer, using Clarisworks software. (Consider also illustrations.)
2. After they have typed in their text, allow them to use the Spellchecker editing to check their work.
3. Hand in the final work on disk to be put together into the Class newspaper.
4. Have the students sell the newspaper to the student body for $.05 each.
5. Publish the final product on the Internet for all to enjoy.
   

Interdisciplinary Connection:
Reading, Language Arts, Technology, and Art.

Assessment:
Final product resulting from the group activity

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Rubric for Newspaper Project Criteria:

1. To Understand basic principles related to creating a newspaper
   Exceeds- Successfully authors a portion of the class newspaper and demonstrates editing skills.
   Meets- Successfully authors a portion of the class newspaper.
   Not Evident- Is unsuccessfull participating in the class newspaper project.
   

2. To create text and / or graphics using various hardware and software for the final newspaper project.
   Exceeds- Successfully creates texts and / or graphics using the various hardware and software and utilizes self-initiated ideas.
   Meets- Successfully creates texts and / or graphics using various hardware and software.
   Not Evident- Is unsuccessful creating text and / or graphics for the newspaper.
   

3. To use the Internet to gain information and communicate with others.
   Exceeds- Actively uses the weblet provided to gain information from the Internet (use of weblets - as we are not on-line at school yet). with minimal assistance.
   Meets- Actively uses the weblet provided to gain information form the Internet.
   Not Evident- No regard for Internet use.
   

4. To gain awareness of the technological advances available to them.
   Exceeds- Demonstrates use of technology on Macintosh computers, printers, Internet, scanner, and Quick Take camera with teacher assistance.
   Meets- Demonstrates use of technology on Macintosh computers, printers, and observes use of additional technological medium.
   Not Evident- Is unable to utilize technological medium.