Name ___________________________________________________ Class __________________

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 presented

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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.4.22 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.

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Standards Directly Taught or Learned Through Discovery

Identified Learning Targets

Evidence 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

Determine cause/effect as well as fact/opinion concerning news information and draw conclusions based upon research findings

Skim 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 readers

Write 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 story

Teacher 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 words

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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.)

Use 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 newspapers

Incorporate 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 stories

Distinguish messages from the

Teacher 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 credibility

Teacher 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.

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TCS.3-5.8 Demonstrate creativity and learning through technology (e.g. digital storytelling, keyboarding, portfolio creation, digital media displays, and other media)

following news sources:

Internet research sourcesNewspaper sourcesInterviews

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 appropriately

Performance 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 terms

DoConduct 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 newspaper

Driving Question: How important is it to get news out to people?

Assessment Plan: School/community newspaper

Major Group ProductsStudent reporter notebooks and foldersNews stories

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Editorial opinion piecesPhotographs/visual aids that support news storiesGraphic organizer for assessing news source credibility

Student self-evaluation checklist

Major Individual ProductsIndividual news articles student self-evaluation checklist

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration X Written Communication XCritical Thinking & Problem Solving

Content Knowledge

Oral Communication X OtherOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation X Notes XPeer evaluation Checklists/observations XOnline tests and exams Concept maps

Reflections: Survey Focus GroupDiscussion X Task Management ChartJournal Writing/ Learning Log

Other X

Map 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 meetings

Edits and revisions of news stories                        Final story draftsWeek 5             Team meetings

Visual aids/photographs to support stories                        Publishing of storiesWeek 6             Team meetings                        Evaluations/Reflections                        Newspaper distribution

Product: newspaper

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Knowledge and Skills Needed Already Have Learned

Taught Before the

Project

Taught 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

X

6. Editing and revising skills X

Resources: attached

c)School-based Individuals:Communications teacherPrincipalTeam of fourth grade teachers Technology:laptop computerscomputer labNumonic™ white boarddocument cameraword processing softwarepublishing softwaredigital camerasprinters

Community: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  

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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 ProjectCompiled by Deb Austin Brown

Name ___________________________________________________ Class __________________

Teacher Observation Checklist

Learning Targets:Skills and Objectives

Exceededproject

expectations

Achievedsuccessfulskillmastery

Belowmaste

rydespit

eeffort

Littleor no effortshown

Skims and scans for informationGenerates questions from researchDistinguishes fact from opinionDraws conclusionsOrganizes informationStory: beginning-middle-endParagraphs: indentationsParagraphs: main ideaMain idea: supporting detailsUses note-taking strategiesDistinguishes various research sources/establishes credibilityIdentifies information that supports the news storyUses research notes to writeand support the news storyWrites news story inhis/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/publishingtechnology toolsUses 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 StrategyExplanation

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After 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!

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The Newspaper ProjectStudent Self-Assessment Checklist

Learning Targets:Skills and Objectives

I exceeded

projectexpectatio

ns

I mastere

dthe

skills

I gave effort, butI could do

better

I did not

really try

I worked well with others.I participated and collaborated productively

with team members.

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I stayed on task and met deadlines.I did my share of the work.

I researched a variety of sourcesand took good notes.

I kept track of my news sourcesand 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 astrong and balanced news story.

My writing had proper spelling, grammar and punctuation.

My op-ed pieces were well-writtenand 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 Project

News Source Credibility

NewsSourc

e

Internet

Newspaper

Television

Book

Magazine

Word of Mouth

Credibility

Rating

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Credibility 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 information

The Newspaper Project: Final Product Evaluation Rubric Learning Targets:

Skills and ObjectivesDistinguished

(4 Points)

Mastery

(3 Points)

Below MasteryDespite Effort

(2 Points)

Little orNo Effort Shown(1 Point)

Collaborated well; worked well with

team

Student wentabove and beyondto be a team player

Student was cooperative,

respectful, helpful to team

Student needed to participate and

contribute more for the common good

Student was not ateam contributoror collaborator

Showed responsibility; met

deadlines

Student took on extra

responsibilities/was ahead of schedule

with deadlines

Student completed all assignments and turned them

in on time

Student did incomplete

assignments and/orwas late turning them

in

Student missed deadlines and/or

did notcomplete

assignments at all

Conducted research/ variety of sources

Student research was extensive, used more sources than

required

Student research was

sufficient/enough resources used for

solid reporting

Student research was insufficient and/or limited resources

were used

Student did not complete the

minimum research

requirements

Skimmed/scanned for info; took notes

Research notes were comprehensive and

abundant

Research noteswere sufficient

Research noteswere insufficient

Research notes were sketchy and

inadequate

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Organized information for

understanding and ease of reading

Information was remarkably

organized/story waseasily understood

Information was well-

organized/story was understood by

reader

Information was unclear

and unorganized;news story was

incomplete

Information was so unorganized

that it madeno sense to

reader

Wrote paragraphs with main

idea/details

Compelling paragraphs were illuminated with powerful main ideas/strong &

vivid supporting details

Paragraphs were well-written with main ideas and

supporting details

Paragraph main ideas were unclear and not supported by details

Writing was not structured into

paragraphs with main

ideas/supporting details

Wrote/edited/revised news story

News story was exceptionally written andshowcased effort and skill

News story was well-written and

showcasedmastery of skill

News story was below expectations/showed need for more study

and practice

News story was below standard and unusable in the final project

product

Wrote/edited/revised editorial opinion

piece

Op Ed was exceptionally well-

written and showcased extra

effort and skill

Op Ed was well-written and showcased

mastery of skill

Op Ed was below expectations/showed need for more study

and practice

Op Ed was below standard

and unusable in the final project

product

Used technology to write/edit/publish

Student showed exceptional command of

Word/Publisher

Student showed mastery of Microsoft

Word/Publisher

Student still struggles with Microsoft Word/Publisher

Student showed little or no effort

in use of technology

Nameplate Name of paper Price Date Edition

Masthead Publisher information Newspaper address Newspaper phone number Executives Editors

Headline Runs across top of story Large, bold type Grabs attention

Byline Tells writer of story

Departments News Editorial Advertising Marketing Production Circulation

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Sections News Opinion Sports Business Entertainment Classified ads

Opinion Page Letters to the editor Editorial opinion pieces Editorial cartoons

Money 25% of income from sales and subscriptions Advertising

Classified ads Display ads (most lucrative/take up 60% of newspaper space) Inserts

The Newspaper Project: Vocabulary TermsTerm Meaning

Archives Newsroom storage of previously published storiesBeat Reporter’s assigned area/topic of coverageByline Below the headline where the writer’s name

appearsCaption Text which accompanies a photographCirculation The number of newspapers printed and circulatedCite sources Giving credit to the source of news informationColumnist A writer who has a column devoted to his own

storiesColumns A newspaper is structured in columns for ease of

readingCopy Text of news storiesCopyright Rights of ownership for stories and photographsDailies Newspaper stories that run each dayDeadlines The date each story/column is dueEdition The time frame for publication (morning/evening)Editor Person who oversees stories and makes final

decisionsEditorial Staff of newspaper who discusses and decides allFont The style and size of textGalley proof The final draft to be checked before printingHeadline The large title of the story to grab reader

attentionIndex The contents of the paper and page assignmentsJournalism The study of researching, writing, and reporting

newsJournalist The person who specializes in this field of

study/workJump line A sentence above the mast line that grabs

attentionLayout The format and overall design of the newspaper

itself

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Masthead Section that contains publisher contact information

Nameplate Top section that shows name/city/date/edition/price

Newseum™ Website for seeing front pages of world newspapers

Newsroom Office where newspaper staff works togetherOp-eds Editorial opinion pieces that readers submit to

paperPress A name for people whose job is to report the newsProofread Checking and editing stories for accuracyPublication The printing and distribution of newspapersPublisher The person who oversees all and makes final

decisionsQuotation The exact words that a news source uses in an interviewReporter A person who researches and writes a news storySubscribers People who purchase a subscription to a

newspaperSubscription Purchase of daily delivery of newspaper to your

homeText A newspaper story in wordsWeeklies Newspaper columns that appear once each week

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The Newspaper ProjectTop U.S. Newspapers

This page of information is helpful when discussing newspapers with your students. It will promote understanding and will help to give perspective.

Publication Daily CirculationUSA Today 2.3 millionWall Street Journal 2 millionNew York Times 1 millionLos Angeles Times 700,000New York Daily News 600,000New York Post 600,000The Washington Post 600,000Chicago Tribune 500,000Houston Chronicle 400,000Arizona Republic 400,000Newsday 300,000San Francisco Chronicle 300,000Dallas Morning News 300,000Boston Globe 300,000

Charleston Daily Mail 20,000

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The 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 news Political events Crime Courts/trials Business Finance Education Technology Economic development Trade Sports Arts Entertainment Society Life Human interest Specialty columns Editorial opinions Letters to the editor Medicine

Science Fashion Horoscopes Comic strips Crossword puzzles Suduko puzzles Weather/forecasts

Traffic Schedules of events Licenses Births/weddings Courthouse records Obituaries Advice columns Food Restaurant reviews Book reviews Critical reviews Classified ads Advertisements

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