The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination.

Don Williams, Jr.

Angela Riley

In my life, I’ve had many career aspirations: nurse, lawyer, writer, and journalist. But I’m so excited that I have found my calling as a teacher. I grew up in St. Louis and graduated from Webster University in 2008 with a bachelor’s degree in journalism. I worked in journalism for two years as a reporter for a legal newspaper when I realized that I wanted something more. That desire led to teaching, and with the blessing and support of my husband, Mike, it was back to school for me! I can’t say that I knew the field of education would be a great fit for me. I decided to go into teaching because of a hunch that I would like it. But the moment that I began subbing this year and working in my internship, I knew I had made the right choice. I love working with the students, seeing them grow. It is my desire to show my students that writing can be powerful and confidence boosting. I can’t wait until I have a classroom of my own!

How you act and treat those who you love is the only thing that matters.

It‟s all that counts.

~Angela Riley

______________________

__

News Writing Unit

Journalism 1

Angela Riley

Fall 2011

The Overview

The Rationale:

The question of what makes something news is one that even professional journalists struggle

with. High school students entering a journalism class may have a limited view of what news is

and what journalism entails. This unit will introduce the students to world of journalism by

focusing on the basic concepts of news writing. News writing is cornerstone of all other

journalist styles of writing. Students will learn about interviewing and the format of news stories.

Along with writing skills, the other main focus of the unit will be for students to begin thinking

as a journalist. Critical thinking is an essential concept in journalism. Journalists on a daily basis

have to decide what stories to write about, have to determine how much coverage an issue should

receive, and have to grapple with legal and ethical issues. Students will engage in critical

thinking activities that relate to journalism that will prepare them to work for student

publications and to deal with other real-life problems. The final project for the unit will be for

students to write their own story about Homecoming, some of which will be featured in the

student newspaper.

The Summary:

Students will learn about journalistic writing concepts that may be foreign to them. The unit will

cover: interviewing, writing leads, writing in the inverted pyramid style, and writing headlines.

Students will also learn about the 5 Ws and an H, what is news, elements of news, coverage and

editorial decision making. A multiple choice, short answer test will be given over journalist

terms as a summative assessment. The large summative project of this unit will be for students to

find a news story relating to Homecoming. They will be responsible for interviewing at least 3

sources and writing the story. Some stories may be selected to be published in the student

newspaper. This allows for the students to know what it is like to have their work published and

read by others.

Objectives:

Students will be able to analyze the elements of newsworthiness.

Students will be able to discuss ideas for writing with classmates, teachers, other writers, or community members.

Students will be able to identify relevant issues and events of interest to readers through

current news analysis, surveys, research reports, statistical data, and interviews with

readers.

Students will be able to ask clear interview questions to guide a balanced and unbiased information

Students will be able to demonstrate knowledge of the structure of journalistic writing.

Students will be able to write news stories that:

• use effective headlines and captions.

• use a variety of creative leads.

• contain adequate information from credible sources.

• narrate events accurately including their significance to the audience.

• include appropriate quotations and proper attribution.

• describe specific incidents, and actions, with sufficient detail.

• cite sources of information correctly.

• follow standard journalistic language and format conventions.

Length of curriculum:

8 weeks (50-minute class periods)

Materials and Resources:

School – Journalism Textbook

Teacher - Handouts

Graphic Organizers

Student - Pen/Pencil

Journalism Notebook

Computer

Means of Assessment:

Formative – participation points, class discussions, short stories, homework, and meeting

deadlines

Summative –Test over journalism terms, Student‟s story about Homecoming

Interviewing Teacher Angela Riley Subject Journalism 1 Grade Level 9th – 12th grade (entry level journalism students) Topic Interviewing Skills Cooperative Learning approach The structural approach Objective(s): After discussing proper interview techniques and seeing them put into practice, students will interview each other and put together a story about their partner and a separate story about their teacher, Materials needed: Video of a good interview to show the class, worksheet on interviewing, worksheet for the purse/bookbag raid. Core Concepts: Community Conversation Negotiation Strategies: Think/pair share discussion Factstorming Question of the day Students will ask questions using the 5Ws and an H. Observational Notebook Phase 1: Introduction: Clarify goals and establish set. Tell class that we will be learning about interviewing techniques today and putting them into practice. We are going to be watching a video of an interview of Katie Couric and Michelle Obama http://www.youtube.com/watch?v=Xf1YEhvJbxU After which, I will put them in pairs and they will meet and discuss what good interviewing techniques were used. (think-pair share) We’ll meet back together as a class to discuss what they think makes a good interviewer Phase 3: Organize students into learning teams: Show video. Have them individually think about what skills makes a good interviewer Pair them up. Have them both discuss what makes a good interviewer. Each pair must engage in Factstorming and write down essential interviewing techniques.

Phase 2: Present information (outline of content): Meet back together as a class to discuss interviewing techniques Have students give you information about what they think makes a good interviewer. Write all information on the board. Talk more about what students came up with. List should include: Preparation: Research beforehand, Questions prepared in advance Ask open-ended questions, not closed ones Don’t be afraid to ask tough questions There’s no such thing as a stupid question. Good Note taking – short hand abbreviations Good active listening How someone begins an interview (Makes the interviewee feel comfortable) Be creative! Give Handout once they have given you all of what they think makes a good interview. If time show video from Katie Couric’s tips on interviewing http://youtu.be/4eOynrI2eTM Tell them about tomorrow’s assignment where they will be interviewing me in a press conference. For Homework they are to think of 5 questions to ask you. Try to not think of simple generic ones. Try to use the 5Ws and an H. Remind the students to ask appropriate questions, ones they too would feel comfortable answering Tell them that they’ll be writing a mini-profile on you after the interview. Day 2 Warm-Up Question of the Day: How important do you think interviews are for your stories? Discuss their responses. Check to see if the students have their interview questions written Conduct the Press Conference Tell the students about tomorrow’s activity. They will be doing a bookbag/purse raid, looking through someone else’s items to help formulate questions and a story. Tell the students to only put items in their purse they would feel comfortable with someone seeing or add some items. Let students work on a 200-300 word profile of you. Day 3 Phase 3: Organize students into learning teams: Students go back into their groups to use the skills/techniques we just talked about Have them conduct an interview with the other person based on the contents of their bookbags/purses. Reiterate that they follow the directions on the sheet and first observe all the contents of the bag and write down observations and initial questions before they conduct the interview.

Also stress the purpose is to be observant. Phase 4: Assist team work and study: Monitor the groups. Make sure they are on topic and are following directions (Writing first down observations and initial questions before they conduct the interview then ask follow up questions) Help out if a group seems stuck or chime in with additional questions. Phase 5: Test on the materials: After the interview, for homework, have students write a 200-300 word profile about the owner of the bag for homework. Tell the students that you’re looking for them to be asking in-depth questions and probing questions about the contents, Also say you’re looking for an eye for detail. Day 4 Lab day to work on their stories Day 5 Phase 6: Provide team recognition The next day have various groups read their story aloud to the class Ask the class what they think, were there any questions that needed to be answered, etc… Reward good work with privileges, stickers etc… Also show how different the stories can be about you given the same interview. Discuss why someone focused on certain information and they others didn’t

Writing Leads

Teacher: Angela Riley Subject: Journalism 1

Level: 9th

– 12th

(Entry Level Journalism Students

Topic: Writing Leads

Objective(s): After learning about leads, students will rewrite their own work to create leads that

fit the criteria we discussed in class.

Materials needed:

Obama Speech

Transcript of Obama‟s speech

Some examples of leads

Handout of various types of leads

Worsheet for students to write different leads

Core Concepts:

Process Learning

Construction

Strategies:

What‟s that Sound Bite?

Quick Write

Revising their lead

Day 1

Phase 1: Introduction: Clarify goals and establish set:

Tell students that we will be watching a speech by President Obama about Race to the Top

http://www.whitehouse.gov/video/President-Obama-on-Race-to-the-Top

I want them to be taking notes during the speech.

They need to be thinking about what they consider to be the most important parts of the speech

while they are watching it.

After the speech is over, I will hand out a copy of the speech http://www.whitehouse.gov/the-

press-office/remarks-president-department-education

I will then tell the students they will be writing a lead today for a news story about the speech.

Leads should incorporate the most important information.

After the students have about 5-10 minutes to write their lead, I will give them examples of news

stories that covered the speech to show the students how they differed from their own.

Educational Week

By Alyson Klein

President Barack Obama is forcefully defending his signature education initiative, the $4.35

billion Race to the Top program, which has come under fire from civil rights groups that worry

the competitive nature of the program creates a system of winners and losers that could hinder

schools serving poor and minority students.

Christian Science Monitor

By Stacy Teicher Khadaroo

President Obama made it clear Thursday morning that he has no intention of backing down from

his education reform agenda, despite criticism from core constituencies in his own party.

Day 2

Phase 2: Demonstrate skill or process (use Task Analysis):

Warm Up-

Write a reflection to this statement.

Leads can be difficult to write but they are one of the most important aspects of a news story.

Why do you think that is?

Tell students will be learning about how to write a variety of leads for news stories.

Go over students‟ quick write, finding out why they think leads are important.

Review the 5Ws and an H

Focusing on the lead -- and its 5 Ws and an H -- enables the rest of the news story to fall into

place. Once a reporter has finished interviewing and gathering information, it's time to think

about how to begin the story. Sometimes, the proper lead for a story is obvious. But sometimes,

there are several satisfactory ways to begin a story, and the reporter's task is more difficult.

Consider the following hypothetical situation:

The Facts

Flooding closed McCluer North for two days this winter

The Ferguson Florissant School Board has issued a revised schedule for the rest of the year.

Instead of extending the school year, the board decided that students must make up the missed

days on two days originally scheduled to be Spring Break.

In writing the lead, the reporter must decide which "who" is this story's most important "who" --

students or the board of education. One way to decide is by checking some out some of the

qualities that make some stories more "newsworthy" than others (these are not necessarily in

order of importance).

Review newsworthy elements

Once the facts are squared away, break them down into the 5 Ws and an H.

Who: Students

What: Must make up two additional days of school

When: During time originally scheduled for Spring Break

Where: At McCluer North

Why: To make up two missed days of school due to flooding

How: by attending school

Once the facts are broken down, the lead practically writes itself.

A helpful hint: When writing a lead, start with the W or H that is the most important for the

reader to know about, or that will matter the most. Then, the other elements follow in a logical

order.

Tip: The best lead is the one that says the most in a few words (25-30), yet makes its points

clearly and doesn't confuse the reader.

Sometimes, one of the Ws/H is left out of a lead. This can be a good way to develop the rest of

the story-especially if the why or how is long and complex-but those details MUST be in the

story somewhere.

Day 3

Tell students this is the standby lead but there are other ways to write leads.

Give students handout

Immediate identification: This lead focuses on the "who" when it comes to the six basic

questions. Use this approach when someone important is making news. For example:

President Barack Obama ate a cheeseburger and fries with students Friday during a visit to Our

High.

Delayed identification: In this lead, the "who" is not immediately identified by name. Instead, the

“who” is identified by an occupation, city or job title. Use this approach when the person

involved has little name recognition among readers.

A cafeteria worker at Andrew Jackson High won $2.5 million Friday in the state lottery.

Summary: The lead in this case is a synopsis of two or more actions. Reporters who deal with

several important elements may choose to sum up what happened rather than highlight a specific

action. His is one type of lead where a general statement is preferable to a specific action.

Multiple elements: This lead reports on two or more newsworthy elements. In some stories,

choosing one theme is too restrictive. A multiple-element lead allows the reporter to work more

information into the first paragraph. (Use sparingly.)

Leads with flair: Use this type of lead when you want to emphasize novelty. It deviates slightly

from the inverted pyramid approach.

Phase 3: Provide guided practice:

Pass out handout with 2 various scenarios.

Students are to write 5 different leads for each scenario.

They will spend rest of class working on this and the rest is due for homework.

Day 4

Phase 4: Check for understanding and provide feedback:

Discuss the various leads that the students have written. Ask for feedback.

Reiterate that many times it takes several drafts to create the perfect lead.

Sometimes takes a new interview if necessary.

Phase 5: Provide extended practice and transfer:

Assessment: Tell students that will be rewriting their own leads from their story from the press

conference and then their story from the bookbag raid.

They have the rest of class to interview you and other classmate to complete the assignment. The

new leads are due for homework.

Inverted Pyramid

Teacher: Angela Riley Subject : Journalism 1

Grade Level: 9th

– 12th

(Entry level Journalism students)

Topic: Inverted Pyramid

Advance Organizer Used: Newspaper article

Objective: After being shown the inverted pyramid style used in news writing, students will use

facts and information provided to create their own news story using the inverted pyramid

procedure which will include a written explanation supporting why they placed information in

certain parts of the story and why they thought the information was more or less important.

Materials Needed: Examples of news stories following the inverted pyramid style

A worksheet to go over in class with facts and information that they could create a news story

following the inverted pyramid and another worksheet for the students to complete on their own.

An inverted pyramid checklist to give to students

http://www.jprof.com/writing/invertedpyramidchecklist.html

A list of newsworthy qualities

A picture of inverted pyramid

Copies of Aesop‟s Fables www.pacificnet.net/~johnr/aesop

Core Concepts:

Construction

Occupation

Strategies:

Question of the day

Examining a news story

Graphic Organizer- Inverted pyramid

Making news from a fairy tale.

Phase 1: Introduction: Clarify aims and establish set. Question of the Day:

How do you decide how to format a news story? I.E. how do you decide what information goes

where

I want to review what we were going last week about concerning leads.

Ask the students what information goes into leads, how long leads should be, how does a lead

relate to the rest of the story? Etc. . .

Phase 2: Present the advance organizer (include and describe):

I‟m going to hand out a news story to you all and we are going to read it aloud in class. As we

are reading the story, I want you to think of what information is important and why the author

organized the story they way he did.

Following the reading of the reading of the news story, ask what information the students

thought was important.

Then ask if the story made sense or if it should have been organized differently.

Going from there ask the students what they think makes a story newsworthy Review from

previous lessons.

Phase 3: Present learning materials (outline of content):

Explain Inverted Pyramid Style o Anti-narrative, doesn‟t tell story in linear fashion (beginning to end) starts at what

is important and then goes on to least important

o Show picture of inverted pyramid (handout)

o History of Inverted Pyramid – telegraphs

Leads

o Review again

o Should contain who, what, when, where and why

o Also, discuss other non-news leads.

The Second Paragraph o Should develop an idea that is in the lead

o Should not just go back to a chronological narrative

Hand out worksheet o Have students read the worksheet that has all the facts of a news story.

o Go over it together

o Ask the students what they think the lead of the story should be after reading all

the facts. Write the lead on the board

o Then discuss what information they believe to be most important and what should

be included in second paragraph

o Continue on until story is finished

Phase 4: Application: (check for understanding and strengthen student thinking) Give students another worksheet with facts to be used in a news story. Ask them to create their

own news story like we just did in class following the inverted pyramid style, with the most

important information first. After completing the story, the students are also required to write a

brief explanation of why they organized the story the way they did i.e. explaining why they

thought some information/facts was more important that others.

Day 2 Aesop’s Fable’s Activity

Students will choose a particular fable of Aesop‟s that have been copied by the teacher. (A great source for an alphabetized list of fables can be found at www.pacificnet.net/~johnr/aesop .)

Some examples of the fables include: “The Hare and the Tortoise,” “The Ant and the

Grasshopper,” “The Goose with the Golden Eggs,” “4 Oxen and the Lion,” and “The Milkmaid

and Her Pail.”

I will write my own as an example for the students.

After choosing a fable, students will demonstrate their ability to implement the inverted pyramid

components into a breaking news article. The fable will be adapted to fit the style of a

journalistic story.

Students will be given the option of creatively adding proper names, places, events, dates, and

reasons.

Encourage the students to think creatively and have fun with the story but still make sure that

they are arranging the information in order of importance.

Fable news story will be due for homework.

Inverted Pyramid Directions: Rearrange the accompanying information for a news story on the inverted pyramid below.

Remember to list the information from most important to least and incorporate a lead that answers the 5W’s

and an H.

The Coyote Story

1. A female coyote was captured Thursday.

2. The coyote had been roaming the streets of Lower Manhattan in New York City.

3. A coyote captured uptown in January was set loose in Pelham Bay Park in the Bronx.

4. By law, coyotes captured in the city must be released within the five boroughs. (That means it

must be released within the city)

5. Officials at the parks department refused to say Friday where in the city they intend to release

her.

6. The city wants to prevent people from harassing the 30-pound coyote in her search for a more

suitable habitat, said Vickie Karp, a spokeswoman for the department.

7. “We pick the largest and most suitable natural habitat for the coyote,” said Vickie Karp, a

spokeswoman for the department. “And for the sake of people, we‟ll put the coyote somewhere

with plenty of open space so people don‟t have to say, „You parked him in front of my house.‟”

8. The coyote is being monitored at the Animal Care and Control shelter on East 110th Street,

parks officials said, adding that the animal is resting comfortably in the and they did not know

when she would be released.

9. With the increase in coyote sightings in the past few years, several New York agencies have

been working together to develop a plan on managing the population, said Kevin Jeffrey, a

deputy parks commissioner.

You Be the Editor Lesson Teacher Angela Riley Subject Journalism 1 Level 9th – 12th grade students Problem: Students will be assigned various scenarios and will be given the task to determine what they would do as an editor in the situation. Content Objective(s): After reviewing the role of an editor in the newsroom and his or her job, students will solve real life editor dilemmas backing up their answers with support. Process Objective(s): Working in pairs, students will discuss the solutions for their editor dilemma, creating a poster board on their case study demonstrating what they would have done in that situation with support. Materials needed: List of scenarios List of what the editors and readers thought they should do in various situations. Poster boards, and materials to make a visual aid (markers etc…) Core Concepts Occupation Process Learning Connections Conversation Strategies Ethical Choices Simulation – Students will assume the role as an editor. Phase 1: Introduction: Orient students to the problem: Have students consider an ethical dilemma: What is more important a person’s right to privacy or the public’s right to know. Have them write their position in their journalism notebook. We will discuss various stances in class. Ask students what is the role is of a newspaper editor. Ask what type of decisions an editor has to make on a daily basis. One of these decisions is does the public’s right to know conflict with a person’s right to privacy. Should the whole truth always be told? Tell students that they are going to play “editor” today.

They will be assigned various case studies based on real news events. They were published by the London Free Press and over 500 readers also submitted their responses to be editors. The scenarios will give the students two answers to choose from. There are no right or wrong answers but you have to be prepared to back up their answers to the class. After you’ve made a decision on what you would do we’ll meet back as a class to discuss each scenario and what each group thought. At the end you’ll also see what editors and readers thought should be done in each case. Phase 2: Organize students for study: Organize students into pairs and give them various case studies. Phase 3: Assist independent and group investigation: Monitor group activity to see if they are on task. Phase 4: Develop and present artifacts and exhibits: Have students create a poster board on their case study showing what they would have done Day 2 Phase 5: Analyze and evaluate the problem-solving process: Students will meet back together to present each case study and talk about what they would have done in the situation. Each group should seek feedback from the class. At this time, tell the students what the readers and editors of the London Free Press thought should happen in each situation. Give each group a handout on the responses or put up on the board. Discuss the scenarios with the class. Ask students what they would have done as the editor. Note: Presentations will probably take more than one day. Assessment Have students after the presentations are over to compare and discuss the answers in the case studies to their own responses. This should be written out and then turned in for homework.

You be the Editor Example 1

A once-prominent merchant, who disappeared from public life 20 years ago after a trial and

conviction of fraud, dies. He had been well known, not only for the store that bore his name, but

also because of his community service as head of several local fund-raising charities, his

membership in leading civic and social clubs and because he was a decorated Second World War

veteran. He served a short term in prison, his store was sold and eventually closed.

Do you:

A. Instruct a reporter writing the obituary to include details of this disgraceful episode in his life

because his trial at the time was a major news story and to leave it out would look like a cover-

up.

B. Tell the reporter to leave it out in deference to the family. The man hasn't been in the news

for 20 years and nothing will be served by rehashing his misdeeds. Let him be remembered for

his accomplishments.

You be the Editor Example 2

It is your newspaper's policy to include cause of death whenever possible in obituaries of

newsworthy people. A prominent cleric dies but relatives refuse to discuss cause of death. A

reporter is able to confirm from a close family member the cause was an AIDS-related illness.

Do you:

A. Go against wishes of the family and print that AIDS was the cause of death.

B. List the cause as complications of pneumonia, without reference to AIDS.

You were the Editor Example 1

A once-prominent merchant, who disappeared from public life 20 years ago after a trial and

conviction of fraud, dies. He had been well known not only for the store that bore his name but

also because of his community service as head of several local fund-raising charities, his

membership in leading civic and social clubs and because he was a decorated Second World War

veteran. He served a short term in prison, his store was sold and eventually closed. Do you:

A. Instruct a reporter writing the obituary to include details of this disgraceful episode in his life

because his trial at the time was a major news story and to leave it out would look like a cover-

up.

Readers 18%

Editors 80%

B. Tell the reporter to leave it out in deference to the family. The man has not been in the news

for 20 years and nothing will be served by rehashing his misdeeds. Let him be remembered for

his accomplishments.

Readers 82%

Editors 20%

Readers comments:

"Don't bring 20-year-old skeletons out of the closet."

"He's paid for his mistake. Why hurt his family again?"

"His 20-year-old fraud was part of his life and who he was: nice, warm, fuzzy stories don't sell

newspapers as well as hard-hitting dirty details."

"He's dead. Let him and his kin put the past behind him."

You Were The Editor Example 2

It is your newspaper's policy to include cause of death whenever possible in obituaries of

newsworthy people. A prominent cleric dies but relatives refuse to discuss cause of death. A

reporter is able to confirm from a close family member the cause was an AIDS-related illness.

Do you:

A. Go against wishes of the family and print that AIDS was the cause of death.

Readers 21%

Editors 43%

B. List the cause as complications of pneumonia without reference to AIDS.

Readers 79%

Editors 57%

Readers comments:

"Why bring more grief to loved ones."

"Investigate further to see how the cleric contracted AIDS."

"I don't agree with publishing cause of death."

"Those how were in intimate contact with the cleric have a right to know. The family may not be

aware of all contacts."

"Why is it necessary to publish cause of death?"

"How did the cleric contract AIDS? If helping or working with those infected, report it -- if not,

omit it."

Teacher Calendar Monday Tuesday Wednesday Thursday Friday

Week

1

What is

news?

What makes a

story

newsworthy/ele

ments of

newsworthiness

Newsworthiness Journalist terms

Current Events

day

The 5 Ws and

an H

Week

2

Interviewing Press

Conference

Bookbag/purse

raid

Lab day Profile on Mrs.

Riley due

Finish up

Interviewing

Week

3

Obama

Speech

Profile from

Bookbag

raid due

Standard Leads

Non-standard

Leads

Revising your

Lead

Writing a Fairy

Tale Lead

Revised Lead

due

Week

4

Inverted

Pyramid

Fairy Tale

Lead due

Aesop‟s Fables

Inverted

Pyramid Style

Lab Day

Headlines

Aesop’s Fable

news story due

Headlines Formatting

Quotes

Nut graphs

Week

5

Story

Placement

Activity

Presentations

on Placement

Newspaper

Scavenger Hunt

You be the

Editor You be the

Editor

Presentations

Week

6 You be the

Editor

Presentations

Brainstorming

day.

5 story ideas

due

Decide on topic

for news story.

Begin Reporting

Complete 1st

interview

Complete 2nd

interview

Week

7

Complete 3rd

interview

Work on

Stories Homecoming

Story due

Current Events Peer Editing

Week

8

Revision

Strategies

Additional

Interviewing Final Story due Journalism

term test

Student Calendar Monday Tuesday Wednesday Thursday Friday

Week

1

What is news?

Newsworthy Elements Journalism Terms

The 5 Ws and an H

Week

2

Interviewing Press Conference

Bookbag/Purse raid

Lab Day

Profile on Mrs. Riley

Due

Week

3

Obama Speech

Bookbag Profile Due

Leads

Revising Your Lead Writing a Fairy Tale

Lead

Revised Lead Due

Week

4

Inverted Pyramid

Fairy Tale Lead Due

Aesop‟s Fables News Story

Lab Day

Headlines

Aesop Fable Story Due

Formatting Quotes

Monday Tuesday Wednesday Thursday Friday

Week

5

News Story Placement

Placement Presentations Newspaper Scavenger

Hunt

You be the Editor You be the Editor

Presentations

Week

6 You be the Editor

Presentations

Brainstorming

5 story ideas due

Begin Reporting Complete 1st Interview

Complete 2nd

Interview

Week

7 Complete 3

rd Interview

Work on Stories

Lab Day

Homecoming Story Due

Peer Editing

Week

8

Revision Strategies Final Story Due

Journalism Test

News Story Rubric 4 3 2 1 Score/

Comments Headline and

Subhead

Headline is well-

written and

catchers the

reader‟s attention.

Subhead provides

more detailed,

creative info. that

leads the reader

into the story.

Headline is well-

written, but does

not catch the

reader‟s attention.

Subhead provides

detail that leads

the reader into the

story, but lacks

creativity.

Headline is not

well-written and

does not catch the

reader‟s attention.

The subhead lacks

the necessary detail

that leads that

reader into the

story.

Headline and

subhead are

poorly written, or

no evidence of

either is present.

Lead Lead is creative,

well-written

sentence or series

of sentences that

grabs the reader‟s

attention.

Lead is well-

written sentence or

series of sentences

that attempts to

grab the reader‟s

attention but lacks

creativity.

Lead is not a well

written sentence or

series of sentences

that attempts to

catch the reader‟s

attention and fails

in creativity.

Lead is poorly

written or no

evidence of a

lead is present at

all.

Content The facts of the

story are all

accurate and are

clear. Relevant

anecdotes and

details enrich the

story.

The facts of the

story are all

accurate and are

usually clear.

More details and

anecdotes are

needed to enrich

the story.

The facts of the

story are not always

accurate. The

facts are clear,

though they may

not be detailed or

show that the writer

has a great

understanding of

the subject. The

reader is left with

questions.

The story is very

inaccurate and/or

vague. The

reader does not

know what the

story is about.

Objectivity All sides of the

issue are

presented clearly,

without bias and

given an

appropriate

amount of

coverage.

All sides of the

issue are presented

clearly, without

bias and given an

appropriate

amount of

coverage.

Problems exist

with writer not

attributing an

opinion to a

source.

All sides of the

issue are not

equally covered.

Preference is given

to one over the

other.

Only one side of

the issue is

presented.

Organization The story is very well organized.

One idea follows

another in a

logical sequence

with clear

transitions.

The story is pretty well organized.

One idea may

seem out of place.

Clear transitions

are used.

The story is a little hard to follow. The

transitions are

sometimes not

clear.

Ideas and quotes seem to be

randomly

arranged.

Clarity All sentences

sound natural and

are easy-on-the-

ear when read

aloud. Each

sentence is clear

and has an

obvious

emphasis.

Almost all

sentences sound

natural and are

easy-on-the-ear

when read aloud

but 1 or 2 are stiff

and awkward or

difficult to

understand.

Most sentences

sound natural and

are easy-on-the-ear

when read aloud,

but several are stiff

and awkward or are

difficult to

understand.

The sentences

are difficult to

read aloud

because they

sound awkward,

are distractingly

repetitive, or

difficult to

understand.

Quotes Three separate

sources used for

quotes are

credible and

relevant to the

story.

Two separate

sources used for

quotes are credible

and relevant to the

story.

One source used for

quotes are credible

and not entirely

relevant to the

story.

No sources used

for quotes are

present or

relevant to the

story.

Spelling and

Punctuation

No spelling or

grammar errors.

No more than 1 or

2 spelling or

grammar errors.

No more than 3

spelling or

grammar errors.

Several spelling

or grammar

errors.

Total Points ____/32

Additional Comments: