Unit Title: New Writing Grade/Age Level(s): 9-12

Subject/Topic Areas(s): 21st Century Journalism

Step One: Standards to Outcomes

1. Arts & Communication: 1.5.4
• Standard 1: Understands the principles, processes, and products associated with
arts and communication media.
• Benchmark 5: Knows techniques used to publish printed media (e.g.,
techniques for various journalistic products such as advertisements,
newspapers, magazines; components of publication including reporting,
writing, headlines, captions, and photography)
• Knowledge/skill statements 4: Knows about reporting as a
componenet of publication
2. Arts & Communication: 1.5.5
• Standard 1: Understands the principles, processes, and products associated with
arts and communication media.
• Benchmark 5: Knows techniques used to publish printed media (e.g.,
techniques for various journalistic products such as advertisements,
newspapers, magazines; components of publication including reporting,
writing, headlines, captions, and photography)
• Knowledge/skill statements 5: Knows about writing as a
componenet of publication
3. Arts & Communication: 1.5.6
• Standard 1: Understands the principles, processes, and products associated with
arts and communication media.
• Benchmark 5: Knows techniques used to publish printed media (e.g.,
techniques for various journalistic products such as advertisements,
newspapers, magazines; components of publication including reporting,
writing, headlines, captions, and photography)
• Knowledge/skill statements 6: Knows about headlines as a
componenet of publication
4. Common Core: ELA -Writing
• College & Career Readiness Anchor Standards
• W.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
5. Common Core: ELA -Writing
• College & Career Readiness Anchor Standards
• W.5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what
is most significant for a specific purpose and audience.
Unit Outcomes (created from the standards just listed):
1. Students will be able to create a list of strong open-ended interview questions.
2. Students will be able to apply AP style rules within their news story writing.
3. Students will be able to identify the different types of news leads and determine the best
type to use for their own original story.
4. Students will have a strong understanding of the news writing style and specifically how
to follow the new writing format.
5. Students will be able to analyze and evaluate their interview quotes to determine which
quotes are best (feelings, reactions) to include within the news story.
6. Students will be able to successfully write/create a 350-400 word news story following
the LTQTQ format.

Step Two: Determine Acceptable Evidence

Objective Excellent Very Good Acceptable Below Average

Students will be --Students have --Students have --Students only --Students ask
able to create a at least 12-15 10-12 open- have 8-10 vague questions
list of strong open-ended ended questions questions that or ones that do
open-ended questions that that will help include closed- not answer
interview will help answer develop the ended and open- questions that
questions. questions that story’s angle. ended questions. will develop the
develop the --Some follow- -- A second story’s angle.
story’s angle. up questions interview may be --A second
--Follow-up were identified required to gain interview may be
questions are after the enough required to gain
asked and interview. information for enough
identified after the story. information for
the interview. the story.
Students will be --Students apply --Students may --Students may --Students may
able to apply AP accurate have 2-3 errors have 3-4 errors have 5 or more
style rules within commonly used while trying to while trying to errors while
their news story AP styles rules apply accurate apply accurate trying to apply
writing. within their story commonly used commonly used accurate
(capitalization, AP styles rules AP styles rules commonly used
abbreviations, within their story within their story AP styles rules
titles, dates, etc.) (capitalization, (capitalization, within their story
error-free. abbreviations, abbreviations, (capitalization,
titles, dates, etc.). titles, dates, etc.). abbreviations,
titles, dates, etc.).
Students will be --Students can --Students can --Students can --Students cannot
able to identify explain the explain the explain the explain the
the different different types of different types of different types, different types of
types of news leads by writing leads by writing but only writes leads by only
leads and at least three at least two one example to writing one for
determine the before choosing before choosing use for story. the story.
best type to use the most the most --The lead
for their own appropriate one appropriate one selected does not
original story. based on the based on the match the story
story content. story content. content.
Students will be --Students can --Students can --Students cannot --Students do not
able to analyze clearly describe somewhat describe why describe why
and evaluate why these describe why these selected they selected the
their interview selected quotes these selected quotes fit best. quotes.
quotes to would be the best quotes would be --Quotes and --Quotes do not
determine which fit for the story. the best fit for transitions seem reflect feelings or
are quotes are --Quotes selected the story. repetitive. reactions.
best (feelings, are introduced --Quotes make --Quotes are full
reactions) seamlessly from sense following of facts that
include within the transitions. the transitions. should be within
the news story. the transitions.
Students will be --Students --Students meet --Students do not --Students do not
able to effectively meet the required meet the required meet word count.
successfully required word word count and word count. --The story does
write/create a count and stay the story’s angle. --The lead is not follow the
350-400 word focused on the --The lead is weak and does LTQTQ format
news story story’s angle appropriate for not tell the by separating
following the throughout. the content, but audience the them into short
LTQTQ format. --The lead is does not grab the story’s purpose. newspaper style
appropriate for attention of the --Transitions and paragraphs.
the content and audience. quotes are --Transitions and
attracts attention --Transitions and repetitive and are quotes are
drawing a focus quotes follow the poorly selected. repetitive and
to the story’s appropriate poorly selected.
purpose. format, but do --Quotes do not
--Transitions not are boring. reflect feelings or
introduce factual reactions.
information and
allow quotes
from their
sources “tell the
story.”

Brief Summary of Unit Plans

This is the first unit where students begin diving into the writing portion of class. To this
point, they have studied the media in terms of what is considered news, what makes something
newsworthy (news values), media law, and media ethics. This begins their journey into
interviewing and writing stories.
At this point, this overview is based on last year’s unit and I know some components may
be subject to change. I begin my allow students to work on a building-wide fact finding
scavenger hunt. This activity allows them to work outside their comfort zone by talking to others
and researching for information in an informal way. Kids responded well to this activity because
of the movement and chance to work outside the classroom and begin asserting some of their
privileges as a journalist. At the end of their scavenger hunt, we discuss answers and discuss
what it means if answers vary between students. This leads into fact-checking and evaluating
sources and their credibility.
Next, we discuss the dos and don’ts to interviewing. Students interview each other in
class and to practice attentive listening while taking notes as well as the importance of asking on-
the-spot follow-up questions. Students transcribe their interviews and evaluate which questions
gave the best answers.
After interviewing, students will learn about the various leads for news writing and which
how to determine which type of leads are most appropriate for certain stories. They will practice
writing all different types of leads for a class created story and five other news stories.
 To help package the interview information with a solid lead, students learn about the
traditional inverted pyramid structure paired with the lead, transition, quote, transition, quote
format for news writing. After conducting whole-class mock interviews with a particular topic in
mind. Students will write their own news story for the sample topic and interview shown in class.
Students will peer review and edit using AP style. Revisions and follow-up interviews
may be necessary to complete the assignment. Their final news story will be the summative
assessment for this unit. This unit is the first introduction into news writing. After the holiday
break, students come back to write their own real new story. They apply all these introductory
lessons into a story that could be published online.

Formative performance or demonstration, quizzes, tests, prompts: (summarized)

1. Students will participate in a building wide Fact-Finding Scavenger Hunt. This allows
students to practice some of their online researching skills as well as their communication
skills. They may be asked to talk to other students, teachers, admin, or other staff in order
to answer the questions.
2. During class, students will record information about interviewing etiquette on an
Interview Note Sheet. This chart will help record the dos and don’ts to interviewing.
This will cover the entire process from start to finish including: how to set-up an
interview, what to ask, how to actively listen during the interview, how to record and
transcribe it, making follow-up contact.
3. Students will take notes about the different types of leads (5Ws/H & Basic Lead
Writing PP) To review and practice, students will write their own news story leads and
identify the type of lead that is most interesting. Students will complete this on a Lead
Practice Assignment Sheet.
4. Students will complete several AP Style Exercises from our online textbook. These are
available as online submissions or as a PDF file to print/complete by hand. These
exercises will be graded and checked in class to allow for class discussion and review.
5. Students will write a 300-500 word story while following the News Writing Rubric.

Student Self-Assessment:
1. Students will complete assessments of their own work as part of the revision process for
their paper, and also as part of the peer editing process for their papers

Multiple Intelligences Used:

1. Social (Interpersonal) – Practice Interviews, Fact-Finding Scavenger Hunt, Lead
Writing Practice, Partner edits for Story Prep Worksheet
2. Solitary (Intrapersonal) – Lead Writing Practice, Interview Transcription, Story Prep
Worksheet, Story Writing
3. Physical (Kinesthetic) – Fact-Finding Scavenger Hunt
4. Verbal (Linguistic) – Interviews, Lead writing practice
5. Visual (Spatial) – Video Clips, Interviews
Step Three: Plan learning experiences and instruction
All lesson materials are made available on Canvas, our building-wide learning management
platform chosen by our district/building technology team.

Day 1: 90 Minutes
Lesson Objective Students will be able to create a list of strong
open-ended interview questions.

Standards A & C 1.5.4

ELA – W 9-10.4
Lesson Plan • Fact-Finding Scavenger Hunt Appendix A
• Interviewing PowerPoint Appendix B
• Interviewing Note Sheet Appendix C
• What Not to Do: Interview clip https://
www.youtube.co
m/watch?
• Partner Interview v=voAzz7hRuVE
&t=606s

Technology Used Teacher Computer/Projector

Student Chromebooks/Internet
Canvas
PowerPoint
YouTube

Day 2: 90 Minutes

Lesson Objective Students will be able to identify the different

types of news leads.
Standards A & C 1.5.5
ELA – W 9-10.4

Lesson Plan • Lead Writing Introduction

o 5W/H PowerPoint Appendix D
o Basic Lead Writing PP Appendix E
• Class creates story (5W/H) Appendix F
o Individually write lead and turn
in
Homework Appendix G
• Write leads for 5 news stories
Technology Used Teacher Computer/Projector
PowerPoint
Chromebooks/Google Docs
Canvas

Day 3: 90 Minutes

Lesson Objective Students will have a strong understanding of the

news writing style and specifically how to
follow the new writing format.
Standards A & C 1.5.5
ELA – W 9-10.4-5

Lesson Plan • Share/Discuss 5 news leads

• Lead Writing Practice Appendix H
• News Writing Structure PP Appendix I
• LQTQ Handout Appendix J
Technology Used Teacher Computer/Projector
PowerPoint
Chromebooks/Google Docs
Canvas

Day 4: 90 Minutes
Lesson Objective Students will be able to create a list of strong
open-ended interview questions.

Standards A & C 1.5.4

ELA - W 9-10.4
Lesson Plan • Finish News Writing PP
• Describe news story angle Appendix K
• Write Interview questions
o Chemistry Teacher
o Security Guard
o Student

Technology Used Chromebooks/Google Docs

Canvas
 Day 5: 90 Minutes
Lesson Objective Students will be able to analyze and evaluate
their interview quotes to determine which
quotes are best (feelings, reactions) to include
within the news story.

Standards A & C 1.5.4-5

ELA - W 9-10.4
Lesson Plan • Whole class interviews
• Listen and transcribe interview
• Highlight best quotes

Technology Used Chromebooks/Google Docs

Voice Memo App
Canvas

Day 6: 90 Minutes

Lesson Objective Students will be able to apply AP style rules

within their news story writing.

Students will be able to determine the best type

of news lead to use for their story.

Students will be able to analyze and evaluate

their interview quotes to determine which
quotes are best (feelings, reactions) to include
within the news story.
Standards A & C 1.5.5
ELA - W 9-10.4

Lesson Plan • AP Style Practice 3 Appendix L

• Story Prep Worksheet Appendix M
Technology Used Chromebooks/Google Docs
Canvas
 Day 7: 90 Minutes
Lesson Objective Students will be able to apply AP style rules
within their news story writing.

Students will be able to determine the best type

of news lead to use for their story.

Students will have a strong understanding of the

news writing style and specifically how to
follow the new writing format.

Students will be able to analyze and evaluate

their interview quotes to determine which
quotes are best (feelings, reactions) to include
within the news story.

Standards A & C 1.5.5

ELA - W 9-10.4-5
Lesson Plan • AP Style Practice 6 Appendix L
• News Writing Rubric Appendix N
• Peer Edit Story Prep Worksheet Appendix M
• Revise and write draft

Technology Used Chromebooks/Google Docs

Canvas

Lesson Plan Appendices A-L

Hyperlinks included for Google Docs or Google Slides

Appendix A: Fact-Finding Scavenger Hunt

Appendix B: Interviewing PowerPoint

Appendix C: Interviewing Note Sheet

Appendix D: 5W/H PowerPoint

Appendix E: Basic Lead Writing PowerPoint

Appendix F: Class creates story (5W/H)

As a class, choose a topic and create a story. Identify and write the 5Ws and H on the board.
After reviewing the story and ensuring everyone understand all parts, students will write their
own summary news lead individually and turn in by the end of the hour. I will record all leads on
a Google document to share with the group next class period. We will read them and determine
the strongest lead and discuss why.

Appendix G: Write leads for 5 news stories (to be submitted on Canvas)

Appendix H: Lead Writing Practice

Appendix I: News Writing Structure PP

Appendix J: LQTQ Formula and LQTQ Example

Appendix K: Mock News Writing Story Assignment

Appendix L: AP Style Practice 3 and AP Style Practice 6

Appendix M: Story Prep Worksheet

Appendix N: News Writing Rubric