6th Grade School Magazine Creation
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6th Grade School Magazine Creation

Grade 6English20 days
The 6th Grade School Magazine Creation project engages students in collaboratively producing a school magazine, with the objective to inform, entertain, and engage the community. Throughout the project, students develop skills in writing persuasive and narrative articles, integrating visual design elements, and using digital tools for publishing. The project fosters collaboration through peer editing and collective decision-making, and emphasizes the importance of editing, revising, and publishing high-quality, coherent content. The learning process is enriched by events like the Magazine Cover Contest and Mystery Interview, which spark curiosity and enhance journalistic skills.
CollaborationWritingDigital PublishingVisual DesignEditingNarrativePersuasive
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaboratively create a school magazine that informs, entertains, and engages our community?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key elements of an engaging article suitable for a school magazine?
  • How does one choose captivating topics and themes for different sections of a school magazine?
  • In what ways can interviews and opinion pieces enhance the content of a school magazine?
  • How can visual design elements like images, layout, and fonts impact the readability and appeal of a magazine article?
  • What is the process of editing and revising content to ensure clarity, coherence, and correctness in published material?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will learn to write persuasive and narrative articles that are suitable for a school magazine.
  • Students will develop skills in planning, drafting, revising, and editing written content with feedback from peers and teachers.
  • Students will understand how to select topics and themes that engage a school community audience.
  • Students will explore the role of visual design elements in enhancing the readability and appeal of magazine articles.
  • Students will use digital tools to collaborate on writing and publishing articles for the school magazine.

Common Core Standards

CCSS.ELA-LITERACY.W.6.1
Primary
Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will write opinion pieces or articles for the school magazine, requiring the use of clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.3
Primary
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Reason: Narrative articles or features in the school magazine will require students to develop content using descriptive details and structured sequences.
CCSS.ELA-LITERACY.W.6.4
Primary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: Creating a school magazine involves writing with a clear purpose, organized structure, and style suitable for the target audience.
CCSS.ELA-LITERACY.W.6.5
Primary
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Reason: The project involves intensive editing and revising of articles by students, requiring peer and teacher feedback for improvement.
CCSS.ELA-LITERACY.W.6.6
Secondary
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.Reason: Producing a school magazine may require digital tools for writing, collaboration, and publication, aligning with technology-based standards.

Entry Events

Events that will be used to introduce the project to students

Magazine Cover Contest

Announce a school-wide contest for designing the magazine's cover. Offer a prize for the most creative and representative entry, prompting students to think about the overall theme and message of the magazine. This can lead into discussions and inquiry about visual design in publishing and how visuals enhance storytelling.

Mystery Interview

Invite an unknown expert or local celebrity to class for a surprise interview. The students must prepare questions not knowing who their guest will be, fostering an environment of curiosity and anticipation. This will connect to their task of interviewing people for the school magazine and refine their questioning and reporting skills.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Opinion Article Architect

Students write opinion articles that support claims with clear reasons and relevant evidence for the school magazine.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a current school issue or topic you're passionate about.
2. Compose an opinion statement articulating your stance on the topic.
3. Research and collect evidence that supports your opinion.
4. Draft an article using the gathered evidence and a clear structure.
5. Review and refine the article to ensure coherence and adherence to the assignment guidelines.

Final Product

What students will submit as the final product of the activityA polished opinion article with clear arguments and supporting evidence.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.1 for writing arguments with clear reasons and relevant evidence.
Activity 2

Narrative Journalism Journey

Students create narrative articles that incorporate descriptive details and structured event sequences for the magazine.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a real or imagined event that would captivate your school audience.
2. Plan the sequence of events ensuring a compelling and logical flow.
3. Draft your narrative article using descriptive details to enhance the story.
4. Edit and refine the article to enhance clarity and engagement.

Final Product

What students will submit as the final product of the activityA narrative article with effective storytelling and structure.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.3 for writing narratives using effective techniques.
Activity 3

Content Crafter's Workshop

Students collaborate in organizing and developing clear and coherent articles suited for the magazine’s audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Understand the magazine's purpose and target audience with group discussions.
2. Brainstorm and outline article ideas that align with the magazine's goals.
3. Write drafts focusing on organized structure and suitable style.
4. Share drafts with peers for initial feedback.

Final Product

What students will submit as the final product of the activityDraft articles that are organized and tailored for the magazine's audience.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.4 for producing clear and coherent writing.
Activity 4

Editing Excellence Expedition

Students engage in the revision process, using peer and teacher feedback to refine their articles.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in peer editing groups for constructive feedback sessions.
2. Revise articles based on feedback received, focusing on clarity and coherence.
3. Implement teacher feedback for further refinement.
4. Rewrite articles as needed to improve quality.

Final Product

What students will submit as the final product of the activityRevised articles demonstrating improved writing quality and coherence.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.5 for revising and editing writing collaboratively.
Activity 5

Digital Publishing Pioneers

Students use digital tools to finalize and publish their articles, collaborating in the online space.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Familiarize with digital editing and publishing tools available.
2. Upload your final articles to the school magazine's digital platform.
3. Work in teams to layout and design the magazine digitally, using appropriate software.
4. Publish the magazine online, ensuring accessibility for the school community.

Final Product

What students will submit as the final product of the activityA published digital school magazine featuring students’ articles.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.6 for using technology to produce and publish writing collaboratively.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

School Magazine Writing Project Rubric

Category 1

Opinion Writing

Evaluating the ability to write opinion pieces with clear arguments and supporting evidence.
Criterion 1

Clarity of Argument

The extent to which the opinion is articulated clearly and supported with relevant evidence.

Exemplary
4 Points

Presents a clear, compelling argument with exceptionally strong evidence and reasoning throughout the article.

Proficient
3 Points

Provides a clear argument with solid evidence and logical reasoning in the article.

Developing
2 Points

Attempts an argument but lacks compelling reasons or sufficient evidence.

Beginning
1 Points

Struggles to present a clear argument; evidence and reasons are confused or absent.

Criterion 2

Use of Evidence

The ability to integrate relevant and credible evidence to support the opinion.

Exemplary
4 Points

Consistently uses credible and highly relevant evidence that enhances the argument.

Proficient
3 Points

Uses relevant and mostly credible evidence to support the argument.

Developing
2 Points

Uses some evidence but lacks credibility or relevance.

Beginning
1 Points

Uses little to no evidence, or evidence provided is irrelevant.

Category 2

Narrative Composition

Assessing how well students create narratives with effective structure and descriptive detail.
Criterion 1

Narrative Structure

Organization and logical sequence of events within narrative writing.

Exemplary
4 Points

Exhibits a creative and cohesive story structure with a clear beginning, middle, and end.

Proficient
3 Points

Presents a well-structured story with clear organization.

Developing
2 Points

Contains a basic story format but may lack clear transitions or coherence.

Beginning
1 Points

Narrative is disorganized or lacks an identifiable structure.

Criterion 2

Descriptive Details

The use of descriptive language to enhance narrative engagement and clarity.

Exemplary
4 Points

Uses vivid and specific details that paint a clear picture and enhance the reader’s experience.

Proficient
3 Points

Provides clear descriptive details that support the narrative.

Developing
2 Points

Offers some details, but they may be general or lack impact.

Beginning
1 Points

Includes few descriptive details; writing is bland or vague.

Category 3

Collaboration and Peer Feedback

Evaluating collaborative skills and the use of peer feedback to improve writing.
Criterion 1

Engagement in Editing

Participation and effectiveness in peer reviews and collaborative editing sessions.

Exemplary
4 Points

Actively participates in group editing processes and offers insightful feedback.

Proficient
3 Points

Participates in peer editing and provides constructive feedback.

Developing
2 Points

Participates minimally in editing; feedback lacks depth.

Beginning
1 Points

Rarely engages in group editing or offers feedback.

Criterion 2

Revision Implementation

How well peer and teacher feedback is integrated into writing revisions.

Exemplary
4 Points

Skillfully integrates feedback resulting in substantial improvement in writing quality.

Proficient
3 Points

Effectively incorporates feedback with noticeable writing improvements.

Developing
2 Points

Attempts to use feedback, but revisions lack significant improvement.

Beginning
1 Points

Makes little to no use of feedback in revisions.

Category 4

Digital Publishing Competence

The ability to effectively use digital tools for publishing and presenting the school magazine.
Criterion 1

Use of Digital Tools

Proficiency in using software for writing and digital publication.

Exemplary
4 Points

Exhibits advanced proficiency with digital tools, enhancing the final publication effectively.

Proficient
3 Points

Demonstrates solid competence with digital tools for publication.

Developing
2 Points

Shows basic usage of digital tools but with some challenges.

Beginning
1 Points

Struggles with digital tools; requires significant guidance.

Criterion 2

Design and Layout

Evaluation of visual and layout design in the final digital magazine.

Exemplary
4 Points

Creates visually appealing and logically structured layout that enhances reader engagement.

Proficient
3 Points

Designs a clear and well-organized layout.

Developing
2 Points

Attempts layout design but with inconsistencies or lack of coherence.

Beginning
1 Points

Layout is poorly organized or visually unappealing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your ability to write persuasive and narrative articles has developed throughout this school magazine project.

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel in selecting topics and themes that engage your school community after participating in this project?

Scale
Required
Question 3

Which of the following did you find most challenging during the school magazine project?

Multiple choice
Required
Options
Planning and organizing articles
Writing and developing content
Editing and revising articles
Using digital tools for publishing and collaboration
Question 4

How have visual design elements like layout and fonts impacted your understanding of article presentation in a magazine?

Text
Required
Question 5

Reflect on the experience of collaborating with peers during this project. What did you learn about working as a team?

Text
Required