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P R O J E C T

D E S I G N :

O V E R V I E W
Duration: 4 weeks

Name of Project: Reporting live from the scene . . .


Subject/Course: English

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Teacher(s):

Grade Level: 10

Other subject areas to be included, if any: Journalism


Significant Content
(CCSS and/or others)

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.
CC.1.2.9-10.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
CC.1.2.9-10.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
CC.1.3.9-10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.1.3.9-10.C: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
CC.1.3.9-10.E: Analyze how an authors choices concerning how to structure a text, order events within it and manipulate time create an effect.
CC.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in texts.
CC.1.3.9-10.H: Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source
material in a specific work.
CC.1.3.9-10.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
CC.1.3.9-10.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations,
or other information and examples appropriate to the audiences knowledge of the topic; include graphics and multimedia when useful to aiding
comprehension.
CC.1.4.9-10.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. CC.1.4.9-10.Q: Write
with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey meaning and add
variety and interest.
CC.1.4.9-10.A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
CC.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning; ensure that the presentation is appropriate to purpose, audience, and task.
CC.1.5.9-10.F: Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and
evidence.
CC.1.5.9-10.G: Demonstrate command of the conventions of standard English when speaking based on grade 9-10 level and content.

21st Century Competencies Collaboration


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Creativity and Innovation

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(to be taught and assessed)

Communication

Other:

Critical Thinking
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)

Students will become news reporters. Upon completing the reading, students will work in small groups of 4 to 5 to create a
newspaper and newscast based upon the reading. Students will be required to write at least 2 articles each for the newspaper and
take different roles for the newscast. The stories presented need to be about the reading and also need to create scenarios past the
book. Students will be expected to conduct interviews within the class and take part in a mock press conference.

Driving Question

How does history influence writers?

Entry Event

A local journalist will come to the classroom to discuss their job and talk to the students about the importance of journalism.
Students will have the opportunity to ask questions during the last part of class.

Products

Individual:
Students will each produce articles

Specific content and competencies to be assessed:

Team:
Produce a newscast and a newspaper

Specific content and competencies to be assessed:

P R O J E C T

D E S I G N :

O V E R V I E W

page 2

Public Audience
(Experts, audiences, or
product users students
will engage with during/at
end of project)

Other teachers and students will be able to see the newspapers produced by the students for the project as I will display them and
encourage people to look at them.
I might be able to ask the journalist who came in at the beginning of the project to look at the newspapers and give general feedback
to the class.

Resources Needed

On-site people, facilities: Classroom, room to record


Equipment: Computers, Camera
Materials: Newspaper software
Community Resources: Journalist (if possible)

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Reflection Methods
Journal/Learning Log
(Individual, Team, and/or
Whole Class)
Whole-Class Discussion

Survey

Focus Group

Fishbowl Discussion

Other: Reflection of work completed

Notes:

PR OJECT

DESIGN:

ST UDENT

LEAR NING

GUIDE

Project: Reporting live from the scene . . .


Driving Question: How does history influence writers?
Final Product(s)

Learning Outcomes/Targets

Checkpoints/Formative Assessments

Instructional Strategies for All Learners

content & 21st century competencies


needed by students to successfully

to check for learning and ensure


students are on track

provided by teacher, other staff, experts; includes


scaffolds, materials, lessons aligned to learning

Presentations,
Performances, Products
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and/or Services

(individual and
team)

complete products

To identify and understand general/main laws


about journalism

outcomes and formative assessments

1.
2.

Small group discussion


Quiz on material

Provided reading
Help to guide the discussion
Worksheet for students to follow

1.
2.

Webquest
Writing articles

Provide webquest
Example of what a news story should look like

To conduct interviews that produces information


other than yes and no answers

1.
2.

List of written questions


Exchange between interviewer and
interviewee

Provide model of questions to ask


Show how to conduct an interview

To write articles for a group newspaper

1.
2.
3.

Draft of article
Feedback given to other students
Check-ins

Provide worksheet to follow for peer review


I will review drafts of articles
Rubric for expectations of articles

To construct a newspaper with the written articles


within the group

1.
2.
3.

Submitted proposal of stories


Completed articles
Layout/template

Show students how to use available software to


make newspaper
Explain what makes a good cover story
Handout that provides insight on how to place
stories in paper
Model of newspaper

To script and record a newscast based on stories


in the newspaper

1.
2.

Script relates to at least 3 stories


Reflection on completed work within
group
Recorded newscast

Help record
Handout on expectations for reflection
Rubric for expectations of newscast script
Model of newscasts

Students will write


articles individually To learn the parts of a news story through a
and make a
webquest
newspaper and a
newscast in a group

3.

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