Note to self:

Pair down bend 1- can be done without all the little skills!! In 5 days- then move into investigative

Journalism UnitSession #1

Objective: To teach you that journalists notice small life dramas (small moments!) and capture the 5Ws (who, what, when, where, why) to write news stories

You need your Journalist’s Notebook, a writing thing, and your Alamo buddy.

Journalist's Notebook

As a journalist, it’s crucial to have your notebook with you at all times.

Your notebook is where you jot down observations, ideas for news stories, and notes

Jay-Z: “You know, every writer has a place where he or she records thoughts and ideas.”

Here’s what Jay-Z said about the binder he had in school:

Capturing Events

“Everywhere I went I’d write. If I was crossing a street with my friends and a rhyme came to me, I’d break out my binder, spread it on a mailbox or lamp post and write the rhyme before I crossed the street.”

• Journalists notice and record small life moments that are everywhere; they capture the 5Ws (and so will we!)

• Copy down the 5Ws in your notebook

A small moment can spark a new idea…•The Wednesday before Thanksgiving….(and, knowing this unit was next, I sat in my car and wrote about it!)

On Thanksgiving eve, a Seattle teenager hopped off his bike in Wallingford’s QFC parking lot. He ditched his bike in the bushes and darted, on foot, into an empty parking space . He proceeded to stand guard while several motorists honked their horns in protest. The boy was holding the spot for an elderly woman who was clearly distraught over the….

• Tell your writing buddy a good story- think about something small that happened that you noticed (and were NOT a part of)- a kind gesture perhaps, an accident etc.

• One of your stories might be the one we practice with!

In your Journalist’s Notebook… Okay…we’ve chosen a story Turn to the person next to you

and “write-in-the-air” the story a.k.a. talk about it. Try to sound like a reporter!! Think Upfront Magazine, Seattle Times, CNN…

REMEMBER the 5 Ws!! We’ll have someone demo in a

sec…

Capture the Event

You’ve talked about the event Now…WRITE ABOUT IT! In your notebooks, try to

capture the event that just happened in writing and include those 5 Ws- take the tone of a journalist!

Prepare to share in a sec

• Let’s talk bacon! It’s time to trim the fat. Just like bacon, your first draft will be big…but will shrink upon subsequent drafts.

• Draw a pic of bacon in your notebook…

Trim the fat!

Reread what you wrote. How far into your story do you get

BEFORE you answer the 5 questions? Work with your buddy to revise and trim

that fat!!!

Walk About

Leave your notebook on your desk Move about the room and read other

people’s news stories Make mental notes on what they did well

and where there’s room to improve When you return to your home-spot, jot

down your observations…we’ll share some in a bit

GO

Re-Cap: write this down, and be sure to leave space after #3; we’ll add to this as we go through the

unit):When writing a news story, journalists:1. ___________________ (we’ll fill this in

tomorrow)2. Observe3. Capture the 5Ws

Homework for Budding Journalists!

Give it a go! Come tomorrow with a NEW news story in your journalist’s notebook; be sure to include the 5Ws. Looks for life’s little dramas…notice the small details that no one else does– they’re everywhere!

No late passes (we’ll use stories tomorrow), at least a page– tell the whole story, while keeping BACON in mind

Ideas: Stuck in traffic Win/loss of a game Late bus Burned dinner Sick coach

Who can do a “write in the air” news story for one of

these?

Journalism Unit: Session 2 In this session, I want to reinforce that there are

potential news stories everywhere- all you have to do is NOTICE. Journalists NOTICE-- they are alert to small moments of drama, heightened emotions, or for a storyline that occurs underneath the main event(s). They use these observations, along with information (the 5Ws), as the basis for their stories.

Today, please get with your Mt. McKinley buddy and get out notebook and writing thang.

I’m going to cruise around quickly and stamp your HW from last night…

Once I’ve stamped, let’s share a couple and look for some great observation and 5 Ws…

Field Trip! We’re going to take a brief class trip Bring your writing thing and notebook Witness carefully what’s happening; small moments can

be news stories! Notice small details, observe information. Find QUOTES

if you can! Find your KIND- we’re not noticing people’s too short

shorts…but tiny moments that can make good stories! Take notes on your observations= think 5 Ws-- your

notes are ALL you will have to write future story- take good ones!

Try to observe three things you could write about (a student helping another, two kids arguing etc)

Be on your BEST behavior…..let’s walk quietly….go…

Now sit with buddy… Choose one of your observations to write

about- the one that you think will make the BEST story

Write “in the air” with your buddy- take turns- sound like a journalist (At 8:30am it was proven that a culture of kindness still exists within the walls of Maywood Middle School. During PE class, two girls were spotted helping a player from the opposite team who had fallen….)

Let’s share a couple… Before we take ten quick minutes to get

our stories on paper, let’s talk about….

A Journalist’s LASER-LIKE FOCUS!!

Let’s listen to/read two stories that illustrate a journalist’s LASER-like focus and tone.

Fiction Example

Sean stood in the cool, black darkness of the third floor hallway. His palms were sweaty as he reached toward the tall glass case. Even in the utter blackness he could almost see the trophy glittering behind the glass. The golden warmth of it seemed to call him like a siren, whispering “Sean, I belong with you. You deserve me. Take me home.” Slowly, hands trembling, he brought out the hammer. He didn’t see the girl who was watching from the dim shadows.

News Example

Only one object was taken from the case at McKinley High School. It was the trophy for the State Wrestling Championship. A single eye-witness to the theft reports that she saw a lone figure stand in front of the case, wield a hammer, and smash the case. As this witness shielded herself from flying shards of glass, the perpetrator dropped the hammer and fled with the four-foot-tall trophy. McKinley has lost its first ever State Wrestling Championship trophy.

What was the difference?

One read like fiction; one read like a news story

The first is more story-like, the second focuses on the 5 Ws, using lots of specific details.

The first sounds like it will be a loooong story; the second is concise.

Your turn: You have ten short minutes to write a news story

about one thing you witnessed Remember 5 Ws, bacon, and laser-like focus GO We’ll share a few in 10 min

Recap: Let’s add to the list in our notebook--

yellow = new stuff to add to notes!

When writing a news story, journalists:

1. Find drama- the hidden story in a story

2. Observe– not just event, but context, including listening for quotes

3. Capture the 5Ws4. Use a journalistic tone- like a

laser- it’s concise- it’s also 3rd person, dramatic but truthful

Homework: three things

1. Read the paper (online or paper paper) or watch the news:

Take notes on one event into your notebook- notice 5Ws, listen to how it sounds like news!

2. Observe and find drama: jot down three ideas and details (include 5Ws!!) based

on your observations for things you could write about

3. Choose one and write a news story: go for focus and tone

Due tomorrow!!

Journalism Unit: Session 3

Objective: Today I want to reinforce that you can take events you witnessed and sift though them to find news stories and write about them as journalists. To do this, you step out of your role as a participant, and into the role of an observer!

Get your notebook, writing thing, and sit with your Promontory Point buddy

With your buddy…

Turn to your assign from yesterday/last night. Look at your buddy’s news notes-- talk each other through what you observed/discovered. Give a high five if you’re excited.

Share your 3 ideas that came from being an observer

Share the stories you wrote- find the 5 Ws I’m going to stamp you while you do this! We’ll share a few of these in a sec…

Try to think of a story you could write or investigate that would be interesting to:

MMS students MMS parents Issaquah residents Seattle residents Teenagers

Write down three story ideas in your notebook

Let’s Talk About It! Let’s share a few ideas… Talk it out first…

“Write in the air” with buddy/verbal newscast Try to have an interesting lead (hook) to grab the

reader’s attention Include the 5 Ws (look at board if needed!) Third person- even though you may have been

there, be sure it’s in 3rd person! Journalist voice/tone (watch out for personal

narrative like “my heart was pounding…” Share and “in the air” example…(we’ll actually

write later for HW…)

Next Skill: Stringing Scenes Together

How does this example string scenes together?

What effect does it have?

The “Sissy” SyndromeThat they will be teased if they do certain “sissy” things is one of the easiest lessons boyslearn at school. They learn it in the halls, in the classrooms, and especially, in the place wherethey learn the most in school, in the yard.

Picture the yard during first grade recess. The sun is shining. The tar is sticky and smellslike burnt marshmallows. The jungle gym gleams red and green. Small children play. In thecorner of the yard, a small boy plays with two girls. One of the girls has a doll that talks. Theboy reaches for the doll, curious about how it works. He holds it in his hands and then … hehears a harsh voice, the voice of a much older boy. “Look at the baby playing with dolls. Whata sissy!” The small boy starts to cry, quietly. He looks for his teacher but she is nowhere. Hehears the harsh voice again. “Don’t you know, boy’s don’t cry.” Several older boys laugh at him.

The next day. The sun is shining, the tar is sticky, the jungle gym gleams. A small girl asksa boy to play. The yard is quiet as the boys says, “Don’t you know, boys don’t play with girls.” The girl cries. Recess is over.

That’s just one inside story told to this reporter. This reporter then watched children in theyard and in the halls. In kindergarten boys and girls hold hands. Girls hold boys’ hands.Boys hold boys’ hands. In first grade they hold hands. And in second. But in third grade,boys no longer hold hands. The way they show if they are together is to stand next to eachother, poking each other. Sometimes wrestling. If they get hurt, they don’t cry. If a girl talksto them, they may ignore her.

There is more to be learned here. Burning questions remain. What other things are considered sissy? How is this school a place that teaches boys this? Do we want to be this kind of place?

Talk about it with your buddy:

How many scenes does she string together?

How focused does she stay? Where do her 5Ws come in? What purpose do her paragraphs that

come after her lead serve? What techniques does she use to work in

more than one scene?

Let’s add to our tip chart:

To write a news story, journalists: Find drama- the extraordinary, the hidden

story in a story Observe- not just the event, but context,

including listening for quotes Capture the 5Ws- who, what, when, where,

why (how) Use journalistic tone: concise (laser focus),

3rd person, dramatic but truthful Angle the story for social significance- make

it matter to the community

Homework for journalists:

Choose one event you’ve witnessed and taken notes on, one from your list you made for HW, the gym, or something new

Pretend this is your first REAL news story and apply all that you’ve learned as a journalist (consult your list!)- strive for excellence young journalists!

Pick a story that will interest your audience (Angle the story for social significance- make it matter to the community), has a deeper meaning, and can be written using a good journalistic voice!

Journalism Unit: Session 4

“Less can be more when you become expert at writing short- every word counts; every technique matters.”

Objective: Today I want to teach you that journalists know that nonfiction writing can be short but still pack a punch. They use specific techniques to make certain words, phrases, and lines lift the level of the whole piece. One way they learn these techniques is from the masters!

Today, please sit with your Mt. Rushmore buddy

A SHORT, JOURNALISTIC

PIECE CAN PACK A (FLAMING) PUNCH!

Take out Writer’s Notebook

Before we begin our lesson, take one moment to look over the writing you’ve done so far.

Underline three favorite lines in one of your pieces of writing.

We’ve done a lot so far! Let’s share a few of the stories you wrote

last night with your buddy; I’ll stamp you while you do this!

Finally, let’s hear a couple (whole class)

Learning from the Masters… Almost all the people we admire

keep striving to get better- they look at people they admire and they learn from them

Let’s chat about people we admire who learned from people they admire- anyone have one to share?

• When Michael Jordan was in his sophomore year, he tried out for the varsity basketball team; he didn’t make it. He accepted the rejection as a challenge and strove to enhance his approach and playing style to overcome for his "lack”-- this spirit of dedication to improvement came from his brother…

• When it came to basketball, older brother Larry was the more talented one of the family and Michael’s biggest opponent. Larry, being taller and stronger, would beat the smaller Michael in all their 1-on-1 games, frustrating Michael to no end. But the losing only sparked Michael incredible competitiveness, and prompted Michael to work extra hard to learn from and surpass Larry.

• https://www.youtube.com/watch?v=rqG18igs-fw

Powerful techniques that masters use to make short writing powerful, courtesy of

Pulitzer Prize winning journalist Roy Peter Clark (write in your notebooks!):

1. Include specific, vivid physical details2. Dare to use a single elegant word—A Grace Note- in an otherwise straightforward piece! 3. End the passage with a “delightful jolt”- make it clever!4. Stay laser-focused (we’ve heard this before…it must be important!)-- it ALL has to be about what’s it’s REALLY about!

Let’s analyze a piece from an observation in gym class. Look for specific, vivid, physical details– they get us to picture things…they’re sensory without saying too much (Clark technique #1),

grace note, delightful ending, focus…

Fight in Gym Class p. 38 Students need a copy! Let’s read together first

Three students were seen fighting in the gym at the School for Global Studies today, over who would be chosen as the center during a class basketball game. The game was an opportunity for Global’s star players to shine in gym. That’s not what happened though. Instead, there was pandemonium.

The students were girls from class 801, and each was a star player. Sharon was the tallest. Rachel was the fastest. Ruby was the fiercest. Each wanted that center spot. There's more than one forward in basketball, there's more than one guard, but there's only one center. To be center is to be a megastar.

Witnesses at the event saw it go from bad to worse. First the girls talked about it. Then they jumped for it. Then they shoved for it. Then suddenly there were girls like puppies rolling on the floor trying to get the ball. Bystanders were kicked, the circle of girls around the players yelped. Then Coach Abrams' long arms reached for the back of the girls' jerseys. Abrams' decision was quick as she threw the girls out of the game. None of the three would play center today. Those stars had just imploded.

With your buddy!

Look for evidence of specific, vivid physical details; underline them!

See if you can find the “grace note” word(s); underline it/them

Is the ending “delightful?”- discuss Is it ALL focused on what it’s REALLY

about? Discuss WHOLE CLASS SHARE/DEBRIEF

Update your tip chart!

To write a news story, journalists: Find drama- the extraordinary, the hidden story in a

story Observe- not just the event, but context, including

listening for quotes Capture the 5Ws- who, what, when, where, why (how) Use journalistic tone: concise (laser focus), 3rd person,

dramatic but truthful Angle the story for social significance- make it matter

to the community Raise the level with vivid details, literary language,

grace notes, delightful jolts, and focus—it’s ALL about what it’s REALLY about

Let’s take a sec to chat about literary and academic language…

Lifting the Level of Literary Language

While we read the sample Seahawks news article, highlight the LITERARY LANGUAGE YOU SEE (grace note, powerful & vivid language)….. Get ready to share!List:

Literary Language: elephants!

Shirley and Jenny: both were mistreated circus elephants for years and years before coming to the Tennessee elephant sanctuary you’ll see in this clip. They were in the same circus for a brief time when Jenny was a baby (new from Asia)- they bonded like mom and daughter. Then they were separated for over two decades. This is the story of their reunion.

This story is lovely, but lacks a grace note and powerful literary language. When you’re done watching, I’ll ask you to make a list of 10-15 fantastic words you might use IF You were to write a news story about this story

https://www.youtube.com/watch?v=lF8em4uPdCg&app=desktop

Now take those words and turn it into a short news story

Two Elephants Blissfully Reunited After Twenty Years…

Do we need to list some facts on the board??

Can you add in?~A Grace Note~Vivid details~5 W’s~A quote (“I don’t know who was the first to put the chain on, but I was the last to take it off” and “She’s free at last.”)~Literary Language~Delightful ending~Be sure to pack a punch!

now… Look back over the ALL the news stories you’ve written;

CONSIDER THAT IN A FEW DAYS WE’LL PUBLISH TWO PIECES (an assessment grade!)…

Find places where you could use “Techniques for Making Short Story Writing Powerful”

Ask yourself: Can I add in:A Grace NoteVivid details5 W’sA quoteLiterary LanguageDelightful ending

Choose two pieces to revise… Or revise one and write a new piece using all your skillz! Use your Roy Peter Clark notes & tip chart as reference!!

?

Pardon me…I’m going to “table conference” as you’re writing,

because… You have a deadline in a few days; you’ll need to have

at least two news stories ready to publish! These are not just ANY stories, but your best- the ones

that suggest deeper meaning or calls attention to something readers should see more clearly

If you feel yours are too “small” in terms of topic- make them “bigger” by looking at larger picture (say you saw someone open the door for another person at MMS- that may not be “big enough”…but doing a story about the culture of kindness at Maywood is!). You can also start small and then “string scenes together”

I’d also like to hear some of your “grace note” words!

Okay- time out- hopefully most of us are in a good stopping place…

Please share: What’s working well What’s challenging Grace note words you’ve added Delightful endings Awesome active verbs Good leads A vivid detail or three Anything else!

Let’s talk “academic language” so we can be even cooler than we already are (is that even

possible??) In a moment, you will

Swap notebooks with your partner Read each other’s stories and give each other high–

level feedback…strengths, weaknesses, suggestions (Good lead? 5Ws easy to spot? Laser-focused? Vivid details? Grace note? Delightful jolt ending?)

Use “academic language” during your conversation- use as many of these words as you can to sound like a journalist…do it, I’m listening!!

Take a look at your academic language handout…

Academic Language:Words to describe the story parts: Lead: The opening lines or paragraph of story. Anecdote: an informative and entertaining

story within a story Anecdotal lead: A newspaper story beginning

that uses humor or an interesting incident. Closure: your “delightful ending” Trajectory: progression of a story Brightener: A story, usually short, that is

humorous or pleasing to the reader. It is also called a bright.

Byline: A line identifying the author of a story.

Academic Language (Cont.)

Adjectives used to describe the message: Provocative: causing annoyance, anger, or

another strong reaction, especially deliberately Inflammatory: intended to arouse angry or

violent feelings. Insightful Discerning: having or showing good judgment Illuminating: to make understandable, to clarify Opaque: hard to understand or explain

So now….. Swap notebooks with your partner Read each other’s stories and give each

other high–level feedback…strengths, weaknesses, suggestions (Good lead? 5Ws easy to spot? Laser-focused? Vivid details? Grace note? Delightful jolt ending?)

Use “academic language” during your conversation- use as many of these words as you can to sound like a journalist…do it, I’m listening!!

We’ll share any insights you’ve had in a moment…

Homework for journalists:We have a due date coming: two polished pieces…just sayin’1. Tonight, continue to revise/polish two of your favorite news stories (always in your notebook). I should be able to see a huge difference between draft #1 and draft #2! Can you:

Bring out more meaning Add Peter Clark stuff: Grace note words, delightful jolts etc?

Use your notes!! Use your brain!! This is fun!! There’s news everywhere!!

Recap: come tomorrow with two revised pieces!

We’ll look at the rubric tomorrow too!

Session 4.5: a few skills we need to review before I show you the all-important

“checklist!”

Let’s talk: Leads Deeper meaning, what’s the point? Endings

Choosing a Compelling Lead. You can…

• Layer details that are suggestive and hint at an issue (see example)

• Use foreshadowing to insinuate tension (see example)

• Explicitly address the issue and the audience (see example)

Good Lead

Local residents – many of you have complained about the craziness of trying to park in Wallingford’s QFC parking lot. The truth is, it hasn’t brought out the best in our community. Honking and yelling have become customary. Events last night illustrate how vulnerable we’ve become to thinking the worst of each other.Reason: Layer details that are suggestive and hint at an issue

Good lead:

Something wicked this way comes; if you’re a Seattle taxpayer, prepare for a lighter wallet in 2015.

Use foreshadowing to insinuate tension (see example)

Good lead

Lead: A landslide triggered by heavy rain has hit a town in southern Mexico, killing at least four people and engulfing a number of houses, officials say.

Reason it's a good lead: Explicitly address the issue and the audience. This lead does a good job of capturing what, how, where, and who. It is clear, concise, and gets to the point right away. It also grabs the readers attention

Creating an EndingCall to Action (write this in your notebook)

Why am I writing this piece? (so what???) What do I want readers to do with this

information, with all the facts in my piece as well as with the bigger message I hope to convey?

What are some possible solutions to the problem at hand?

Are my suggestions realistic, reasonable, tangible?

Your ending allows for a shift in POV from 3rd person to 2nd person. That is how you create

that call to action on your issue.

Teenagers, like most people, are mostly good, and yet they’re often misunderstood. Next time you see a teenager, keep an open mind and heart!

Take notice of the good. Compliment the positive. Spread the word about what teenagers are really like. It will go a long way in making the world a kinder place.

When you get to the end of your story, ask yourself the questions from the previous slide (they’re in

you’re notebook now too!). This will help you tremendously!

HW: You’re still working to polish two pieces…getting ready to publish (the next session will

give you a checklist to work from…)

Session 5

Get with your White House buddy Get our your notebook and have your two

revised pieces ready to go! Today’s objective: familiarize yourself

with the writer’s checklist (aka: writing rubric) and use it to better your writing!

Setting Ambitious Goals and Publishing

Writers think about what they are writing about and they think about how they are writing!

They think about the work that they want to do in order to outgrow themselves. They use tools, like checklists to help measure themselves against the best!

Narrative Checklist

You will only grow by being honest enough with yourself to find weaknesses in your writing!

You’ll receive a checklist and a writing sample. Evaluate on your own….

Then we’ll go over it together

The Checklist

Shooting StarsThree students were seen fighting in the gym at School for

Global Studies today, over who would be chosen as the center during a class basketball game. The game was an opportunity for Global’s star players to shine in gym. That’s not what happened thought. Instead, there was pandemonium.

The students were girls from class 801, and each was a star player. Sharon was the tallest. Rachel was the fastest. Ruby was the fiercest. Each wanted that center spot. There’s more than one forward in basketball, there’s more than one guard, but there’s only one center. To be center is to be the megastar.

Witnesses at the event saw it go from bad to worse. First the girls talked about it. Then they jumped for it/ Then they shoved for it. Harsh words, slaps, girls like puppies rolling on the floor. Bystanders were kicked, the circle of girls around the players yelped. Then Coach Abrams’ long arms reached for the back of the girls’ jerseys. Abrams decision was quick as she threw the girls out of the game. None of the three would play center today. Those stars had just imploded.

Off you go…time to use your checklist to revise once more!

Use your checklist, plus the one I project on the next slide, to do one final revision of your two stories (what doesn’t kill you makes you stronger). How awesome can your make your pieces??

Your stories are due _________- these need to be typed (we are publishing them!)

These stories will be graded as assessments

Last-Minute Editing Checklist

I checked that the names of people and places are spelled correctly. I ran a finger over each sentence to make sure my punctuation is

clear & sensible. I looked at my quotes and compared the very specific punctuation

to these models:A. Introducing the source, then giving the quotation:According to one witness, “The car came out of nowhere,

and so did the brave bystander.”B. Tucking a quote into narration/explanation:A witness first claimed that “The car came out of

nowhere,” before adding, “and so did the brave bystander.”C. Leading with a quote, then adding

narration/explanation:“The man swept the dog right from under the car’s

wheels” was how witnesses described the incident. I indented to paragraph when the setting changes, when time

changes, for a mood change, and expository (explanation) paragraphs-for new ideas or examples.

Publishing Party

*Your job is to read at least two other pieces of student reporting.

*On the slip provided, you need to leave a comment (just like you would online!!)

*Let’s take a look at a story and few comments readers of online news stories have left…

http://www.theguardian.com/film/2014/dec/17/the-interview-new-york-premiere-cancelled-in-wake-of-hacker-bomb-threats

*Your turn! Leave your story on your desk Place two slips next to your story Move about the room to read and comment After about 10-15 min we’ll share a few outstanding examples Go!

Moving into Bend II

A big focus for this second section is illuminating a “character” (we’ll start by illuminating fake characters, then move into illuminating real people!)

Let’s do a quick and fun activity that will prepare you for this…

BEND 2- SESSION 6 (combined with 7)

Moving from observing to INVESTIGATING- what we’ve all been waiting for!! That’s “write,” you’re all getting a…

promotion! (woot)Today I want to teach you that good journalists do more than just notice/observe drama; they investigate issues that matter to their communities, and they find the stories that reveal those issues- they ILLUMINATE them!

Before we brainstorm topics: When choosing what to write about, a good

journalist asks themselves these questions (jot down in notebook):

1. Would others in my community care about this issue?

2. Would it be important to read about?3. Can I illuminate a topic? AKA: what issue do I want

to reveal and why?4. Is there social significance in my article?5. Are there other ways I can re-phrase it so I can cast

a larger net (audience = fish!)?

?

Let’s Read “Drama Sends a Friend Request”

This writer chose a topic that’s important, her community would most likely care about it- she’s illuminated, or shed light on a topic of social significance!

The Angle

Journalists try to be objective as possible…but they still choose to take a POV…an ANGLE.

The story about the kid in QFC parking lot/bike might have been about the lack of parking in Seattle; I chose the angle.

What will your story be about? What’s your angle?

Brainstorm Most writers tend to write about the same two or three

issues over and over….it’s true! (usually smaller issues within a larger topic: Animal Welfare…Elephants)

Brainstorm issues that matter to you most-- can you see a topic, a pattern? (teen issues etc…)– be sure they pass the test from the previous slide! Do this in your notebook, do it now.

Brainstorm in pairs Brainstorm as a class In your notebook, circle the topic you are decided upon!

Ask: DOES THIS MATTER TO THE COMMUNITY? CAN YOU SPIN IT SO IT DOES?

Make sure you can string scenes together in this one- it’s going to be a longer article than usual.

A good article

Has a clever lead! We’ve done a little with this, now we’ll learn about three

more types…

Using Anecdotes in your lead (anecdote= short, amusing story)

Topic: How fashion can handicap girls- which anecdote is a better lead for a journalism article?When the fire alarm rang there was laughter first. Then, as girls and boys began to file down the five flights of stairs, there was consternation. Kids in sneakers dashed ahead, while girls in heels paused to take off their high-heeled sandals. This reporter, who found herself in the middle of the crowd learned from first-hand experience that fashion can handicap you. “I wanted to impress,” was a phrase heard on the way down. “Never again,” was one heard on the five flights back up……AND ON WE GO WITH OTHER IDEAS, FACTS AND INTERVIEWS ABOUT HOW FASHION CAN HANDCAP GIRLS!

Get your reader to FEEL in your lead!

It was just another lunch period in a middle school cafeteria. Looking around, one saw table after table of bustling, lively conversation. Except for the table where one boy sat alone.

On nights when she can’t crash on a friend’s couch or find a bed at a shelter, Briana DeMaio has to sleep in a park, huddled up inside a tube slide in a playground, or in a shed or under a bridge. In the winter, she tries to ward off frostbite by doubling up on socks.

Establishing setting in your lead:

It’s 9:30 pm on a balmy July night in Seattle. It’s getting dark, and 14-year-old Briana DeMaio has no idea where she’ll sleep tonight.

On a cold January afternoon in Seattle’s largest skate park, six teens engaged in a myriad death-defying tricks as they competed for a shining, golden trophy.

Choosing a Compelling Lead. ADD TO YOUR NOTES!

• Layer details that are suggestive and hint at an issue (see example)

• Use foreshadowing to insinuate tension (see example)

• Explicitly address the issue and the audience (see example)

• Use an anecdote to help start the story- These are often used in investigative pieces!

• Get reader to FEEL• Establish setting• Quotes, quotes, quotes are good,

good, good

Update your tip chart!To write a news story, journalists: Find drama- the extraordinary, the hidden story in a

story Observe- not just the event, but context, including

listening for quotes Capture the 5Ws- who, what, when, where, why (how) Use journalistic tone: concise (laser focus), 3rd person,

dramatic but truthful Angle the story for social significance- make it matter to

the community Raise the level with vivid details, literary language,

grace notes, delightful jolts, and focus—it’s ALL about what it’s REALLY about

Have fantastic LEADS!

Now take your awesome idea and…

Start crafting your story:What anecdote or other awesome lead

can you begin with?What scenes can you string together?Think about who you need to interview

and where to insert the quotesWhat will your grace note be?What emotion are you trying to provoke?What issue are you illuminating?

You’re working toward this: (I will give you a rough draft due date soon)

Write an INVESTIGATIVE NEWS STORY about the topic you chose; YOU ARE WRITING TO EXPLAIN SOMETHING– uncover it and shed some light! Note that this is different that just reporting the news. Details: At least three pages At least two separate interviews within- use

direct quotes Don’t forget the other elements we’ve worked

on: 5 Ws, focused, tone, bacon, grace note, call to action, literary language, leads etc, etc...

Session 7.5

Upfront Mag!

You should know that…

Many of the writing techniques we’re using in this unit ARE FAMILIAR TO YOU (duh)

We used dialogue, setting, leads, action, provocative titles, delightful endings etc in our Personal Narratives!!

Look for these common characteristics as we read Upfront!!

Read thru the mag with this stuff in mind:

You will answer these questions in your notebook. Write a big #8 to the left of the start of your answers.1. What kinds of leads are these journalists using? Explain and write down a few examples2. How do these journalists end their pieces? Explain and jot down a few examples3. Find shifts from POV (3rd person to 2nd etc)- List the names of two articles that shift from one to the other. Notice how they do it seamlessly!4. Notice how many sources are quoted in the longer articles. Write down the names of three larger articles and how many different folks are quoted/interviewed. Notice how they sound like dialogue- something we discussed a lot in our PN unit in Sept!!5. Notice three cool headlines. Copy them into your notebook6. Find a piece that begins by describing the setting. Notice how it’s powerful! Write down the first couple of lines

Session 8, 9, 10

Dare to make moves like master journalists!! Plus: Allusions, Analogies, and Transitions!

Mentor Texts:Great writers pair themselves up with a mentor whose style they like… who writes in a manner appealing to them.

Take a look at these three samples…

When we’re done with each, jot down in your journal a few techniques they used to make their piece awesome.

Blind Side, Angels and Demons, Race to Build

Session 9- Allusions and Analogies

Session 10-Helpful transitions

Update your tip chart!To write a news story, journalists: Find drama- the extraordinary, the hidden story in a story Observe- not just the event, but context, including listening for

quotes Capture the 5Ws- who, what, when, where, why (how) Use journalistic tone: concise (laser focus), 3rd person, dramatic

but truthful Angle the story for social significance- make it matter to the

community Raise the level with vivid details, literary language, grace notes,

delightful jolts, and focus—it’s ALL about what it’s REALLY about Have fantastic LEADS! Deepen readers’ connections by using allusions and analogies Organize wriring with sophisticated transitions that lead readers

across the parts of piece

Session 8, 9, 10 HW (and some in class)

Your assignment (see handout):*Analyze more real journalism and journalist’s techniques*Find a mentor

Wooooohoooooo!

HW Review on due date:

What qualities did you select- top 5/why?What journalist did you select? What stories?What mentor?What’s a method or two they use to bolster their writing?Turn to a buddy and share which author you selected, why, and what you like about the specific piece!!! GO!

Finding a great partnership- Session 10

FINAL STEPS

Final published article due _______!Should we look at rubric again?Wed- share and celebrate end of unit

Make a class newspaper out of these- pass around and share feedback. RAVE REVIEWS