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Write On! Creating Our School Newspaper

Grade 6English10 days

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5.0 (1 rating)

In this project, 6th-grade students create a school newspaper that informs, engages, and reflects the diverse voices of the student body. Students will learn to write different types of articles, conduct interviews, and develop editing skills. They will also collaborate to gather diverse perspectives and present their articles, fostering a deeper understanding of journalistic practices and effective communication. The project aims to enhance their writing, research, and collaborative abilities.

School NewspaperArticle WritingInterviewingEditingCollaborationStudent Voice

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we create a school newspaper that informs, engages, and reflects the diverse voices and interests of our entire student body?

Essential Questions

Supporting questions that break down major concepts.

How can we make the school newspaper interesting and relevant to all students?
How do we gather information and conduct interviews for our articles?
What are the different types of articles we can write (e.g., news, opinion, features, sports)?
How do we write clear, concise, and engaging articles?
How do we edit and revise our articles to improve their quality?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to write various types of newspaper articles, including news, opinion, and feature articles.
Students will gather and synthesize information through research and interviews efficiently.
Students will develop their editing and revision skills to enhance the quality of their writing.
Students will understand the structure and purpose of different types of articles (news, opinion, feature, sports, etc.).
Students will engage in collaborative activities to share ideas and gather diverse perspectives for their articles.
Students will learn to present information clearly and logically, both in writing and speaking.

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 articles for the newspaper that require supporting claims with evidence.

CCSS.ELA-LITERACY.W.6.2

Primary

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: Informative articles such as news reports will need to convey information clearly and effectively.

CCSS.ELA-LITERACY.W.6.3

Secondary

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Reason: Feature articles might involve narrative elements to make them engaging.

CCSS.ELA-LITERACY.SL.6.1

Primary

Engage effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly.Reason: Students will need to conduct interviews and work collaboratively to gather diverse voices for their articles.

CCSS.ELA-LITERACY.SL.6.4

Secondary

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.Reason: Students may present their articles to the class or in editorial meetings before publication.

CCSS.ELA-LITERACY.L.6.1

Supporting

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: Articles must be grammatically correct and use standard English conventions to maintain professionalism and readability.

CCSS.ELA-LITERACY.L.6.3

Supporting

Use knowledge of language and its conventions when writing, speaking, reading, or listening.Reason: Understanding language use and conventions is crucial for writing clear and engaging newspaper articles.

Entry Events

Events that will be used to introduce the project to students

Editorial Board Simulation

**Editorial Board Simulation:** Divide the class into editorial board teams, each responsible for a different section of the newspaper. Each team receives a set of potential article topics and must pitch their ideas, debate their importance, and collaboratively decide which articles to pursue, mirroring a real editorial process.

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Portfolio Activities

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

Activity 1

Sound Off: The Opinion Column

Students will choose a school-related issue and write an opinion piece, expressing their viewpoint with supporting reasons and evidence.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify a school-related issue you feel strongly about.

2. Formulate a clear opinion statement (thesis).

3. Gather three pieces of evidence supporting your opinion.

4. Write an introduction that presents the issue and your opinion.

5. Develop body paragraphs, each presenting a reason and supporting evidence.

6. Write a conclusion that summarizes your opinion and main points.

Final Product

What students will submit as the final product of the activityA completed opinion article draft, including an introduction with a clear thesis, body paragraphs with supporting evidence, and a conclusion.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-LITERACY.W.6.1 (Write arguments to support claims) and CCSS.ELA-LITERACY.L.6.3 (Use knowledge of language and its conventions).

Activity 2

Feature Focus: The Interview Article

Students will conduct an interview with a school staff member or student and write a feature article based on the interview.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a person to interview (teacher, staff, student).

2. Develop interview questions to uncover interesting aspects of the person's story/role.

3. Conduct the interview and take detailed notes.

4. Write an engaging introduction that captures the reader's attention.

5. Incorporate relevant interview excerpts and descriptive details.

6. Write a conclusion that provides a final thought or summary.

Final Product

What students will submit as the final product of the activityA completed feature article draft, including an engaging introduction, interview excerpts, descriptive details, and a concluding thought.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-LITERACY.W.6.3 (Write narratives) and CCSS.ELA-LITERACY.SL.6.1 (Engage in collaborative discussions).

Activity 3

Pitch Perfect: The Editorial Presentation

Students will prepare and deliver a short presentation of their article idea to the class, simulating an editorial board meeting.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Summarize the main points of your article.

2. Explain why your article is relevant to the school community.

3. Prepare visual aids (optional).

4. Practice your presentation for clarity and timing.

5. Deliver your presentation to the class.

Final Product

What students will submit as the final product of the activityA prepared presentation, including a summary of the article, its relevance, and why it should be included in the school newspaper.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-LITERACY.SL.6.4 (Present claims and findings) and CCSS.ELA-LITERACY.L.6.1 (Demonstrate command of standard English).

Activity 4

News Flash: The Basic News Report

Students will select a relevant school event or topic and write a brief news report, focusing on factual reporting.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm potential school-related news topics.

2. Choose one topic and gather basic facts (who, what, when, where, why).

3. Write a headline that grabs attention and summarizes the main point.

4. Compose a lead paragraph that answers the 5 Ws and H.

5. Develop the body of the article with supporting details and quotes.

6. Write a concluding statement that summarizes the article.

Final Product

What students will submit as the final product of the activityA short news article draft, including a headline, lead paragraph, body, and a concluding statement.

Alignment

How this activity aligns with the learning objectives & standardsCovers CCSS.ELA-LITERACY.W.6.2 (Write informative/explanatory texts) and CCSS.ELA-LITERACY.L.6.1 (Demonstrate command of standard English).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

School Newspaper Project Rubric

Category 1

Writing Quality

Assessing the effectiveness of writing across different article types, including clarity, structure, and engaging content.

Criterion 1

Structure and Organization

Evaluates the logical arrangement and flow of content in articles.

Exemplary

4 Points

The article is exceptionally well-organized, with a clear and engaging structure that enhances readability.

Proficient

3 Points

The article is well-organized and follows a logical structure, making it easy to understand.

Developing

2 Points

The article shows basic structure, but organization is sometimes unclear.

Beginning

1 Points

The article lacks clear structure and is difficult to follow.

Criterion 2

Content and Ideas

Assesses the depth and originality of ideas and how well they are communicated.

Exemplary

4 Points

Presents insightful ideas and innovative angles with comprehensive supporting details.

Proficient

3 Points

Communicates clear and relevant ideas with supporting details.

Developing

2 Points

Presents basic ideas with limited details.

Beginning

1 Points

Ideas are unclear or underdeveloped, lacking detail.

Criterion 3

Grammar and Conventions

Measures the use of correct grammar and adherence to standard language conventions.

Exemplary

4 Points

Demonstrates outstanding command of grammar and conventions with no errors.

Proficient

3 Points

Uses grammar and conventions correctly with minor errors that do not impede understanding.

Developing

2 Points

Displays limited control of grammar and conventions with noticeable errors.

Beginning

1 Points

Shows little control over grammar and conventions with frequent errors.

Category 2

Research and Evidence

Evaluating the gathering and integration of information and evidence to support writing.

Criterion 1

Use of Evidence

Assesses how effectively evidence is used to support arguments and narratives.

Exemplary

4 Points

Integrates evidence seamlessly and effectively supports arguments.

Proficient

3 Points

Uses relevant evidence appropriately to support arguments.

Developing

2 Points

Provides some evidence, but integration is weak or inconsistent.

Beginning

1 Points

Little to no use of evidence to support ideas.

Category 3

Collaboration and Communication

Assessing participation in collaborative activities and the clarity of oral communication.

Criterion 1

Collaborative Engagement

Evaluates students' ability to engage in and contribute to group activities.

Exemplary

4 Points

Leads group efforts, facilitates discussions, and incorporates diverse viewpoints.

Proficient

3 Points

Actively participates in group activities and respects others' ideas.

Developing

2 Points

Participates in group activities with limited contributions.

Beginning

1 Points

Minimal participation in group activities.

Criterion 2

Oral Presentation

Assesses the delivery and clarity of oral presentations.

Exemplary

4 Points

Delivers clear, engaging presentations with strong command of language.

Proficient

3 Points

Delivers clear presentations with good clarity and engagement.

Developing

2 Points

Presents with some clarity but struggles to engage the audience.

Beginning

1 Points

Presents with minimal clarity and engagement.

Reflection Prompts

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

Question 1

What was the most challenging part of creating the school newspaper, and how did you overcome it?

Text

Required

Question 2

Which article type (news, opinion, feature) did you enjoy writing the most, and why?

Multiple choice

Required

Options

News

Opinion

Feature

Question 3

How effectively do you think your article informed, engaged, or reflected the voices of the student body?

Scale

Required

Question 4

What is one thing you learned about writing or collaborating that you will apply to future projects?

Text

Required