Professional Documents
Culture Documents
Students have not learnt how to write a Newspaper article, however have learnt the other text types such as a narrative, procedure, poem
ect. This unit of work will expand across 2-3 weeks as students will learn the features and language of Newspaper articles. Such as the
headline should reflect what an article will be about and how it is short and quick.
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating
increasing control over text structures and language features (ACELY1694)
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
(ACELY1697)
Language
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research (ACELA1498)
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Sessions/
resources
Tuning in
(10min)
Assessme
nt
Session 1
The students will
learn the features
and language of a
newspaper article
Students will
play the
interactive
game, choosing
the correct verb
that belongs in
the sentence
http://www.funb
rain.com/verb/i
ndex.html?
Grade=4
Independent work
Students will be given articles,
which they are to explore and
write the different things they
find. This should include
something that entertains,
informs and persuades. In their
writing books students should
include
1. Name of article
2. Authors purpose and what
part of the text tells you
that
Assessment
will be based
on discussion
about authors
purpose from
teacher
observation
and class
discussion
Students
noticing
the
different
features
Resources
Interactive
whiteboard
Newspapers
Writing books
Students will
share the article
they found and
make a quick
statement of the
authors purpose
Focus group
EAL students will look through
different newspaper articles,
discussion the purpose and
unfamiliar words
Session 2
The students will
interpret
headlines in order
to predict what
the article may be
about.
Resources
Interactive
whiteboard
Newspaper
headlines
Students will
play the
interactive
game,
matching the
verb to the
sentence
http://www.funb
rain.com/verb/i
ndex.html?
Grade=4
Independent work
More headlines will be written on
the board and students are to
write a prediction in their writing
books about what they think the
article will be about, and what
language is used to show that.
After students have written a brief
summary for each headline they
can read the article to themselves
and discuss with a partner about
whether or not their predictions
was confirmed or not
Class discussion
about whether or
not their
predictions came
true. If they did
not, why did we
predict wrong?
Assessment
will be based
on discussion
Ability to
use the
headline to
predict
what the
article will
be about
Discussion
about
whether
their
prediction
was
confirmed
or why not
Listening to
class
discussion and
input
Underlinin
Focus group
EAl learnersSmall group discussion about how
we can use a headline to predict
what the story will be about.
Predictions will be written down
as a class and students are to
state why they think their
prediction will come true.
Session 3
Students will
continue to look
at the features of
newspaper
Students will be
given a
headline and
they are to
write a brief
Independent work
Students will read the article on
the template (Appendix 1) and
write a brief sentence to
summarize the article. They are to
Ability to
understan
d the
authors
purpose
articles
Resources
Whiteboard
Article
template
tablets
Session 4
Students will
listen to an article
in order to
summarize the
important parts
Resources
Interactive
whiteboard
headlines
Session 5
The students will
learn to
summarize with a
limit of 30 words
Resources
Tail wagging
worksheet
Interactive
Whiteboard
Session 6
Students will use
a headline to
brainstorm ideas
summary of
what they think
the story will be
about
Students will be
given a
headline and
they are to
write a brief
summary of
what they think
the story will be
about
came up with
g key
words
Ability to
create an
appropriat
e headline
Independent work
Headlines will be written on the
board and the students will use
their tablets, wiring a prediction of
what they think the story will be
about and then a brief summary
of what would be included.
Students will
share their
summary to the
person next to
them.
Collection of
students
predictions
and
summaries
ability to
predict
using
headlines
summary
Students will
play the online
game as a
class,
identifying
which word fits
in the sentence
http://www.spell
ingcity.com/ver
b-tenses.html
Students will
share their
summaries.
Listening to
class
discussion of
student
summaries
Identify
technical
words
Summary
Students will be
shown a picture
and are to
come up with a
Some students
will share the
article they
made.
Collection of
student work
to read the
articles
No focus group
Whiteboard
headline using
the picture
Brainstorm
what figurative
language is and
examples of
figurative
language
Independent work
Students are to write a summary
using the information they wrote
down while they were watching
the video. (Students can write this
summary in their tablets and it
must include all the important
information, with at least 4
sentences that flow to make a
paragraph).
Using the
headline
written on the
board, students
are to write a
small prediction
of what they
think the article
will be about.
(headline.
Whats
cooking?)
created.
Brainstorm
Ability to
write a
small
article
Class discussion
about the similes
and metaphors
and their
meaning
Interpretation
of similes and
metaphor
meaning.
Understan
ding
meaning
Recognize
simile/
metaphor
Students come
together on the
floor with their
summaries.
Some students
will share their
summaries.
Assessment
will be done
through
looking over
the summary
students
wrote about
the article.
Noting key
informatio
n
Using key
informatio
Focus group
Students will read the princess
Penelope text to find figurative
language and will have a small
group discussion about the
meaning.
Interactive
whiteboard
tablets
Session 9
Students will
watch another
news report in
order to compare
the two
Resources
Interactive
whiteboard
tablets
Session 10
Students will
continue to learn
the features of a
news report in
order to write
their own news
report.
Resources
n to write
summary
Some students
will share their
summary to the
class, talking
about what they
have included
and why it may
have been good
or what could be
improved
Using the
headline
written on the
board, students
are to write a
small
newspaper
article that they
think the article
will be about.
Students will
share their work
in groups of 3 or
4.
Focus group
Students will come together to
discuss what a written news
report may look like, model
writing one and students will then
Roving/
listening to
students share
work
noting key
informatio
n
using key
informatio
n
reflecting/
revising
work
Collection of
student work
Use of
figurative
language
Use of
adjectives
Use of
informatio
Flood pictures
Session 11
The students will
start to write a
news report on
floods, using
their planner
made from the
previous lesson.
(headline. A
Massive
dinosaur
discovery)
Come up with
ideas for a
newspaper
headline on
floods
Interactive
whiteboard
Tablets
Homes
swallowed
news report
Created plan
Session 12
Students will
continue to write
there news
report about
floods
Interactive
whiteboard
Tablets
Write a list of
questions a
news reporter
may ask a
flood victim
Questions
What do you notice about this
report?
How does our plan help us write
a report?
As a class read over the sample
model Homes swallowed word
document. Discuss the features
of this news report.
Look over the created plan for a
news report on floods. Model
using the plan to start to write
the body of news report. Model
using talking marks.
n from
previous
lessons
Students will
share their
notes
Listening to
students
share work
Introducin
g the
article
Interestin
g
headline
Understa
nding of
byline
Students will
share their
work in groups
of 3 or 4.
Observation
and
collection of
work
Use of
quotes
and
talking
marks
Adjective
Homes
swallowed
news report
Created plan
Session 13
Students will
continue to write
their news
report on floods.
Interactive
whiteboard
Tablets
Homes
swallowed
news report
Created plan
Session 14
Students will
evaluate and
reflect on their
newsreport from
the class
discussion
Write a list of
rhetorical
questions you
may end an
article with.
E.g. What will
tomorrows
weather
bring?
Write a story
with speech
mark and do
not use the
word said.
Questions
What do you notice about this
report?
How can we use our plan to write
our news report?
As a class model how to write
concluding comment and
reported by, through the use of
the created plan and the sample
model.
Model editing work and revising
work.
s in work
Interesting
facts
included
Students will
share their
news report to
the class
Collection of
student work
Use of
quotes
and
talking
marks
Adjective
s in work
Interesting
facts
included
Students will
shre their
newspaper
article if they
want.
Collection of
work