Stage Three Learning Plan

Nathan Miller
Title of Unit Writing for Informational Purposes Grade Level 6
Curriculum Area Reading, Writing, Technology skills Time Frame Three weeks
Identify Desired Results
Stage 1
Established Goals
Content Standards
Information Literacy Standard 3 - The student who is information literate uses information accurately
and creatively. (ALA)
GPS ELA6W3 The student uses research and technology to support writing.
The student:
a.   Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-
mail addresses) to locate relevant information.
b.   Includes researched information in different types of products (e.g., compositions, multimedia
presentations, graphic organizers, projects, etc.).
c.   Cites references.
Understandings
Students will understand that:
Who, what, when, where, and why are necessary components of an informative article.
Citing references is necessary.
References for informative writing should be credible.
Correct grammar and spelling are important in a news article.
Effective writing must follow an organizational structure.
Certain aspects about a person or an event are more engaging to readers.
Technology helps provide a basis for gathering and organizing information.
Essential Questions
Overarching Topical
What makes a person/person’s life newsworthy? In what order should the events of a person’s life be
What activities in a person’s life can make a great presented in writing?
story? How do reporters gather information to write a news
Why are people interested in the life and activities article?
of other people? Why is the citation of references necessary?
How can technology be used as an aid in the What are the important parts of a newspaper article?
writing process? How can the internet and written sources be used to
Should you believe everything you read? write about a person’s life?
Knowledge and Skills
Knowledge Skills
Students will know… Students will be able to…
How to identify and understand the main idea, Apply writing process to summarize non-fiction text
supporting facts and details in the form of a newspaper article
How to summarize ideas in their own words Use electronic and print sources to gather information
The writing process used in a newspaper article about a topic
The logical sequencing to accurately retell stories Demonstrate comprehension of complex text
How to use an effective organization structure Write to inform others
How to analyze, interpret, and synthesize Analyze and assess the information and ideas gathered
researched information and ideas from a variety of print and electronic sources
How to identify and sequence significant events Organize pertinent information and details in a logical
about a person and cohesive manner using word processing
How to use word processing software to assemble software
and organize information about a topic
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Assessment Evidence
Stage 2
Performance Tasks
Goal Students will write an article about the life of a famous person.
Students are given the job of newspaper reporter. They are asked to gather
information from various sources to write about someone that they consider
Role
newsworthy by considered the order of the events of a person’s life and the
important parts of a newspaper article.
Audience The article will be written for the newspaper reading public.
Students will be given a broad topic. They will choose a famous person to write
Situation about that fits the category of their topic. They will research that person using
electronic and print sources and then use that information to write their article.
Students will do an article scavenger hunt to find errors and to find the main
points of the article. (scavenger hunt assignment)
Product, Students will write a short biography about themselves.
Performance, Students will create a newspaper article about a famous person. (newspaper
and Purpose assignment) (Rubric)
Students will write daily in their journals about what they have learned from the
activities. (journal activity)
The students performance is based on:

Information Literacy Standard 3 - The student who is information literate uses

information accurately and creatively. (ALA)

GPS ELA6W3 - The student uses research and technology to support writing.
Standards
The student:
a.   Uses organizational features of electronic text (e.g., bulletin boards, databases,
keyword searches, e-mail addresses) to locate relevant information.
b.   Includes researched information in different types of products (e.g.,
compositions, multimedia presentations, graphic organizers, projects, etc.).
c.   Cites references.
Key Criteria
Accurate information Correct grammar and Spelling
Organized Components of newspaper article

Other Evidence

Class discussions Observance of research skills

Homework Assignments Journal writing
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Autobiography
Write a short autobiography about yourself explaining the details of your life thus
far. Be sure to include – Who, What, When, Where, and How. Think about
activities in your life that make a great story. Be sure to watch the podcast before
starting your autobiography to find out what you will need to include as part of the
five W’s. The podcast can be found at: http://got.im/9kfp
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Daily Journal Activity
Write about each topic in your journal on the assigned day: Each topic will be
covered in class discussion.

In your opinion explain:

Day 1: What you think when you read articles that are grammatically incorrect or
contain spelling/punctuation errors

Day 2: What makes a person’s life newsworthy?

Day 3: Why people are interested in the life and activities of other people.
Day 4: How technology can be used as an aid in the writing process.
Day 5: How reporters gather information to write a news article.
Day 6: Why the citation of references is necessary.
Day 7: What you have learned about the work of a reporter.
Day 8: If we should believe everything we read about people.
Day 9: How a writer keeps the attention of their readers.
Day 10: What it would be like for everyone to know most of the details of your
life.
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Scavenger Hunt Activity

Carefully read the newspaper article that has been given to you.

On a separate sheet of paper:

1. Explain what details from the article that you find to be interesting.

2. Determine any information in the article that is boring to you and

explain why.

3. Determine any information in the article that is funny to you and

explain why.

4. Identify and list any misspelled words that you find.

5. Identify and write down any grammar errors.

6. Identify and list the Who, What, When, Where, Why, and How about
the topic of the article.

7. What is the main idea of this article?

8. What was the writer of your article trying to convey to their audience?
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Famous Person Biographical Newspaper Article
Assignment:

Research information about the famous person that you have chosen and your
teacher has approved. You may use electronic sources and print sources. Use the
researched information to create a newspaper article about the famous person using
a word processing program. The article must be written in newspaper columns
using a word processing program. The article must answer the basic questions
Who, What, When, Where, Why, and How? Remember what you learned in your
podcast for the autobiography assignment. You will also need to view a podcast
on what it takes to be a reporter to give you an idea of what point of view you
should be writing from. This podcast can be found at: http://got.im/0rzm
You will share rough drafts of your article within small groups. This peer
editing session will allow you to check your work against the work of others in
your group and learn from each other.

Assignment Checklist
Review and gather facts from internet or print sources.
View podcast about being a reporter
Using MS Word:
___ Produce a catchy headline- title.
___ Create the byline- your name.
___ Write the lead (who, what where, when, why and how).
___ Write the body of the biography- tells what happened with lots of
exciting details and in a logical order.
___ Write the ending- does it have a comment that keeps them
thinking?
___ Name your newspaper.
___ Be sure to cite the references that you use in MLA style.
___ Have your group review your rough draft.
___ Make revisions to the rough draft.
___ Have your group help you edit your rough draft.
___ Have a classmate proofread the finished article.
___ Ask your teacher for permission to print.
___ Be sure to save a copy in your user file.

Review the newspaper article grading rubric as your write your article to help you
understand how you will be graded and to make sure you have included all of the
necessary components.

Category Needs Improvement-1
No headline or headline is
Headline unrelated to the article or
doesn’t make sense.
Includes only one or two of the
Who, What, When, Where and
Lead Why of the person or a
significant amount of
inaccurate information.
Almost all the information is
inaccurate and not arranged
logically. The reader does not
Body have a clear representation of
what the article is about.
The ending is rushed and
includes too much new
Ending information instead of tying the
details together. Ending is not
identifiable.
Spelling and grammar errors
are so conspicuous it interferes
Technical with reading the article.
Paragraphs are not used. Lack
of word processing skills
The article contains no
sequencing. Details are written
Organization erratically. Does not include a
beginning, middle and end.
No References
References
Rating Scale Score Rating
14 or < Needs Improvement
15-19 Progressing
20-24 Fine
25-28 Goal
Newsworthy Article Rubric
Progressing-2
Headline is there and related to
the article.
The first paragraph of the article
includes mostly correct details
and/or only some of the Who,
What, Where, When and Why of
what happened.
Some important details are
included but some may be
inaccurate or not arranged
logically. Some unimportant
details may be included. May
include a personal witness,
official witness, or incidental
detail.
Ending is there. Ties some of the
details of the story together. Does
not leave the reader thinking.
Spelling and grammar errors are
very conspicuous. Paragraphs are
incorrect or not included. Minimal
word processing skills
The piece contains some logical
sequencing but at times is
obviously out of order. Includes a
beginning, middle and end.
Some references included but
citations incomplete
Fine-3
Includes three out of four of the
headline requirements.
The first paragraph of the
article includes exact details of
the Who, What, When, Where
and Why of what happened.
Information is mostly accurate
and arranged logically.
Includes some clarifying details
and may use one of the
following: a personal witness,
an official witness or incidental
detail.
Smooth transition from the
body to the ending. Ties most
of the details of the story
together and leaves the reader
thinking.
Spelling and grammar is mostly
correct throughout. Paragraphs
are present. Word processing
skills are present using
indentations, fonts, styles
effectively
The article follows logical
sequencing. It contains an
obvious beginning, thorough
middle and fulfilling
conclusion.
All necessary references
included, citations contain
errors
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Nathan Miller
Goal-4 Score/Comments
Captures the reader’s attention. It
is in bold type and uses verbs in
the present tense. It is sensational
or a pun.
The first paragraph of the article
includes exact details of the Who,
What, When, Where and Why of
what happened. Catches the
reader’s attention. It is short and
to the point.
Information is accurate and
arranged logically. Includes
clarifying details as well as one or
more of the following: a personal
witness, an official witness, or
incidental detail.
Smooth transition from the body
to the ending. Ties all of the
details together. Leaves the reader
thinking.
Spelling and grammar is correct
throughout. Paragraphs are
present. Word Processing skills
evident resulting in a professional
looking article.
Introduction captures the reader’s
attention. The piece follows
logical sequencing and contains
an obvious beginning, thorough
middle and satisfying conclusion.
All necessary references included,
citations complete and error free
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Learning Plan (Stage 3)
Where, Why, & What

Goals:
To have students begin thinking about what is important information to include in informative writing.
To understand essential ideas/questions in terms of the unit:
What makes a person/person’s life newsworthy?
What activities in a person’s life can make a great story?
Why are people interested in the life and activities of other people?
How can technology be used as an aid in the writing process?
Should you believe everything you read?
In what order should the events of a person’s life be presented in writing?
How do reporters gather information to write a news article?
Why is the citation of references necessary?
What are the important parts of a newspaper article?
How can the internet and written sources be used to write about a person’s life?
Students will be given a schedule of the requirements of the unit. (See Calendar)

Expectations:
To understand these goals, students will analyze newspaper articles for content; write
an autobiography including who, what, when, where, and how; do journal writing to
further analyze the essential ideas/questions of the unit, and ultimately, write a
newspaper article about a newsworthy individual. Teacher and students will review the
newspaper article rubric.

Relevance and Value:

To use information accurately and creatively:
The students use research from electronic and print sources and word processing software to support
writing a newspaper article.
In addition, students will:
Demonstrate comprehension of complex text
Identify and understand the main idea, supporting facts and details
Summarize ideas in own words
Use logical sequencing to accurately retell stories
Identify and sequence significant events about a newsworthy person
Apply writing process to summarize non-fiction text in the form of a newspaper article
Apply group cooperation skills
Apply peer-editing processes

Diagnosis:
Prerequisite skills
 Knowledge of 5 traits of article writing
 Prior instruction and experience in the writing process
 Basic keyboarding skills helpful but not taught in Language arts class
 Have exposure to Microsoft Word, and possibly publisher (if newsletter is created)
Evaluate what students know about the “who, what, when, where, and how” of a newspaper article to
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Nathan Miller
determine if they can correctly determine each part…See Scavenger Hunt or Alternate Scavenger Hunt.
(Logical Entry Point)
Evaluate what students know about information found on the internet. Is it all accurate? Where do the
students find interesting information about people?...Class Discussion with flipchart/activboard listings.
(Foundational Entry Point) Media specialist will evaluate further when research begins.
Hook & Hold

Begin by asking “What makes a person newsworthy?” Then give each student a newspaper article about
someone they know or a local event that they are familiar with. The students will read the article and pick
out ideas from the article that are interesting, boring, funny, misspelled, etc. (Aesthetic Entry Point) They
will also identify the Who, What, When, Where, Why, and How about the topic of the article they have read.
(Logical Entry Point)

Then have the students draw a topic out of a “hat”. The topics will be broad such as “a singer”, “an
actor/actress”, “a writer/songwriter”, etc. That way the students can pick a specific person that is interesting
to them that fits that topic. (Aesthetic Entry Point) Their final topic/person will have to be approved. The
students should be thinking about their topic as other activities are introduced prior to any research or
writing.

Explore & Equip

Discuss the writing techniques used in articles. (Narrational Entry Point)

Brainstorm interesting people as a class (what makes them interesting.)
View Podcast on the basics of Who, What, Where, When, and How
Introduce learning content in PowerPoint presentation for writing newspaper articles (Foundational Entry
Point)
Components:
Headline, Lead, Body, Ending
Who, what, when where, and how
Factual information Versus False information
View Podcast “What it Takes to be a Reporter”
Review research process. Demonstrate use of Galileo, Google, and direct website browsing.
View Video “Discover Language Arts: Research”
Introduce worksheet to help with information gathering and research.
Hand out worksheet about MLA style citations and introduce the fundamental concepts and understanding
behind MLA.
Students can also view the websites http://www.library.ubc.ca/home/about/instruct/mlastyle.html,
http://www.engl.niu.edu/comskills/
View Video “Correct Citations & Works Cited Page”

Rethinking , Reflection, & Revision

Students will examine other articles for content. They will create new headlines for the articles as part of a class
discussion.
Students will write daily in their journal based on journal topic for that day.
Students will write autobiography to begin learning the organization process of writing about a person.
(Experiential Entry point)
Students will research information about topic with guidance of teacher and media specialist.
Students will write newspaper article rough draft beginning with Headline, Lead, Body, then Ending.
In groups of 3, students will evaluate each other’s work as newspaper editors. (Social)
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Students will revise articles and complete final draft.
Students who finish early can do an additional enrichment activity.
Evaluation & Self-Evaluation

In journals and in class discussion students evaluate the questions:

Would you make a good reporter?
Which writer/classmate would make a good reporter and why?
Is it right for people to write about things that are not true?
What were your strengths in this writing assignment?
What were your weaknesses in this writing assignment?
How have you changed your thinking about what you read about other people?
How have you changed your strategy for finding information about certain topics?

Tailor to student needs

Slow readers:
Given extended time on assignments and shortened reading assignments.
Receive oral instructions and have reading material read to them by special ed. collaborator.

Directed to internet & print resources for research more appropriate to their ability - based on pre-evaluation
and reading level.
Scavenger hunt activity can be done in groups of two or more.

Hearing impaired:
Receive teacher notes and written instructions of all assignments and discussion items.

Attention deficit disorder:

Have their assignments broken down into smaller assignments.

Slow Learners:
Will work with the special education collaborative teacher as a group rather than being placed in groups of
peers without special needs to prevent intimidation and frustration. Newspaper article assignment can be
simplified based on student ability. Students will use the “Know the news” graphic organizer or the “Event
map" graphic organizer to aid in writing their article. The length of the article can be reduced to fewer
paragraphs with simpler details.

Advanced Learners:
Will be given the enrichment activity to further their writing and technology skills.

Organize learning

See Calendar attached below


Week One:
Monday
lab ActivityComputer Classroom Activity Journaling
Journal Day 1:
What do you think when you
read articles that are
grammatically incorrect or
contain spelling/punctuation
Introduce the unit, standards,
and tasks.
Pre-evaluate students research.
Introduce content vocabulary
Students will do newspaper
article scavenger hunt as pre-
evaluation.
Students will draw topic out of
hat.
Begin thinking about topic
Homework
Week Two:
Tuesday
Journal Day 2:
What makes a person’s life
newsworthy?
Discuss the writing techniques
used in articles.
Brainstorm interesting people
as a class (what makes them
interesting.)
Discuss the journal topic.
Continue reading the textbook.
Continue thinking about topic
Calendar
Wednesday
Journal Day 3:
Why are people interested in
the life and activities of other
people?
Discuss the journal topic.
Introduce learning content for
writing newspaper articles
Students will write
autobiography. (may be
handwritten or typed)
Continue reading the textbook.
Watch Podcast “Who, What,
Where, When, and How”
Continue thinking about topic
Thursday
Journal Day 4:
How can technology be used
as an aid in the writing
process?
Discuss the journal topic.
Review newspaper articles
presented by teacher.
Students will come up with
catchy new headlines for the
newspaper articles presented.
Discuss the final product
expectations.
Continue reading the textbook.
Pick out Topic
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Nathan Miller
Friday
Journal Day 5:
How do reporters gather
information to write a
news article?
Discuss the journal topic.
Review research process.
View Unitedstreaming
Video “Discovering
Language Arts: Research
(Grades 6-8)”
Deadline for final
Topic/Person to be
approved
none

Monday
Journaling
Journal Day 6:
Why is the citation of
references necessary?
Students begin gathering
information
Homework ActivityComputer lab ActivityClassroom
Discuss the journal topic.
Introduce MLA style citations.
Watch Video “Correct
Citations and Works Cited
Page” from Teacher’s Video
Company.
View Podcast “What it Takes
to be a Reporter”
Begin research
Find a newspaper/magazine
article about a famous person
Tuesday
Journal Day 7:
What have you learned about
the work of a reporter?
Discuss the journal topic.
Students share anything
interesting that was discovered
during research, either about
their topic or about the
research process.
Continue research
Create Citations (as they are
found)
Wednesday
Journal Day 8:
Should we believe everything
we read about people?
Discuss the journal topic.
Students share anything
interesting that was discovered
during research, either about
their topic or about the
research process.
Continue research
Create Citations
Thursday
Journal Day 9:
How does a writer keep the
attention of their readers?
Discuss the journal topic.
Students share anything
interesting that was discovered
during research, either about
their topic or about the
research process.
Finish research.
Create citations
Develop and write headline of
newspaper article.
*Graphic organizers used
when applicable to student
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Friday
Journal Day 10:
What would it be like for
everyone to know most of
the details of your life?
Discuss the journal topic.
Students share anything
interesting that was
discovered during
research, either about
their topic or about the
research process.
Write lead-in of
newspaper article.
*Graphic organizers used
when applicable to
student
none

Week Three
Monday
Journaling
Journal writing: continue with
article
Homework ActivityComputer lab ActivityClassroom
Write body of newspaper
article.
*Graphic organizers used
when applicable to student
*Do enrichment activity as
applicable to student
Tuesday
Journal writing: continue with
article
Write ending of newspaper
article.
*Graphic organizers used
when applicable to student
*Do enrichment activity as
applicable to student
Wednesday
Journal writing:
Is it right for people to write
about things that are not true?
Peer Editing of Articles
*Special Ed. collaborated
heads up groups for special
needs students as needed.
Thursday
Journal writing:
Would you make a good
reporter?
Continue Peer Editing of
Articles
*Special Ed. collaborated
heads up groups for special
needs students as needed.
Revise rough draft.
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Nathan Miller
Friday
Journal writing:
Of the articles that you
peer edited, which
writer/classmate would
make a good reporter and
why?
Final newspaper article
due.
Teacher picks out random
journal entries to share.
Last minute revising of
article if needed.
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Alternate Scavenger Hunt Activity
Carefully read the newspaper article that has been given to you. Answer the
following questions:
Write something interesting in the article.

Write something that was boring.

Write something that was funny.

Write any misspelled words that you find.

Write down any grammar errors.

Who was the article about?

What happened in the article?

Where did it happen?

Why did it happen?

How did it happen?

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What Happened?
Event Map

When did it happen?

Where did it happen?

EVENT
MAP

Who was involved? How did it happen?

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Know the News

What is something interesting about your topic?

Who is your article about?

What all did he/she do in their life?

When did he/she do all of the above?

Where did all of the above take place?

How did he/she do it?

Enrichment Activity
Take the newspaper article that was written and create a newsletter. The newsletter can be
created in MS Word or Publisher and should include the original article, graphics (be creative), a
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cartoon, headlines/headings, weather, and any other information that you would find interest to
add to add newsletter. If the person you wrote about is no longer living, an obituary might be
interesting.

Information needs to be based on accurate facts but you can add fictitious events. For example,
create an advertisement announcing a meeting of the “famous singer” fan club or an
announcement for a book signing for the “famous author”. You can use templates created in
Word of Publisher to help you create the layout for the newsletter.
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Worksheet for research of electronic sources – MLA style

* Always review the correct MLA citation format for each source when preparing a Works Cited page
Author last “Title of Volume Library Date of URL address.
Article.”
* Title of *Date: *page(s) * of access http://www.coconino.edu/library/fa
name, first Journal or (if available) Database.
(if access, (day culty.htm
name. Periodical (ex. Academic
applicable) month
(if available) OR ASAP) and
city,
(if applicable) year)
Service. (ex. state
*Title of Gale Group)
web site, (if applicable)

publication
or “article”
(if no author)

C. Petersen 6/05
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References

“Citing sources the MLA way” (2005). Communications writing skills program. Retrieved

November 12, 2007 from http://www.engl.niu.edu/comskills/.

“Discovering Language Arts: Research”. United Streaming. Discovery Education.

http://www.unitedstreaming.com

“Formula for a Well-Written News Article”. (2007) Media Awareness Network. Retrieved

November 12, 2007 from http://www.media-

awareness.ca/english/resources/educational/handouts/broadcast_news/news_article_form

ula.cfm

“Getting Started with MLA Style”. (2007). University of British Columbia Library. Retrieved

November 15, 2007 from http://www.library.ubc.ca/home/about/instruct/mlastyle.html

Peterson, C. (2007). “Student Handouts”. (2007). IRLS Staff. Retrieved November 13, 2007

from http://www.coconino.edu/library/handouts.htm.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.

Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-

87120-342-1

Wiggins, G. and McTighe, J. (2005). Understanding by design, (2nd edition) Alexandria, VA:

Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3.

Wiggins, G. and McTighe, J. (2005). Understanding by Design: Professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

ISBN 0-87120-855-5.