NEWS WRITING INTERVIEWS
STANDARDS: Language Arts-Writing, grade 7/8, Writing Strategies,1.0; Organization and Focus,1.1-1.3; Research and Technology, 1.4-1.6; Revising & Evaluating Writing,1.7
LESSON OBJECTIVES:
Student will write clear, coherent, and focused report of information on the research, interviews and other information gathered.
Student will draft an outline.
Student will write-up a rough draft of their information.
Student will use the MLA Guide for listing Sources.
Student will evaluate, revise, and proofread report.
Student will publish report.
Student will reflect on the whole interviewing and writing process.
CONDITIONS: This lesson requires at least one week of instructions.
INTRODUCTION:
What is publishing? Publishing means 'to make public'. Consequently, publishing may take many forms varying from simple oral reading to sophisticated productions requiring a team of people. Group publication requires a lot of decision making and cooperation.
The most important influence on any writer is the audience. Students need this stimulus too; otherwise they are being asked to write for exercise purposes only - which means, for a communication non-event.
Given an audience through publication, students can be shown that real writing begins only after the first draft has been written: in the polishing and redrafting that at length produces writing fit for publication.
ACTIVITIES:
Step 1. Students should gather their notes.
Step 2. Deciding on a main idea.
Write one or two sentences stating your main idea of the report.
Step 3. Draft an outline:
Organize the information or facts in a logical way.
Organize by parts, order of importance, or by time order.
Step 4. Drafting the Report
A. Write an interesting and strong introduction. Start the report with
a personal experience or opinion, vivid details, or a catchy
quotation.
B. Write the body by using the information gathered from research
and personal experience if applicable.
support the main idea by giving explanations.
describe facts with vivid details
use at least four quotes that will give report a strong authority
describe facts by using at least two comparisons
C. Write a strong conclusion by discussing your thoughts about the information gathered.
What was something you learned about the interview? Process that surprise you?
What did you admire about one of the interviewee? Why? Why did you choose this topic to learn about? What did you think of researching this topic? why?
Step 5. On a page at the end of your report, list all the sources you used. Put them
in alphabetical order by author's last name or title if no author is named. Use MLA Guide for listing sources.
Step 6. Have students pair up for evaluation and revision. Have students read each other's draft, and write your response to them. Use your classmate's responses to help you decide how to improve your draft. Handout Report of Information Evaluation Criteria.
Step 7. Proofreading: Follow your teacher's instructions for proofreading.
The final draft should be typed if possible.
Step 8. Make a title page. It should contain the following:
The title of the report
The name of the person for whom it was written
The name of the person who wrote it (your name)
The date it was submitted (an example will be posted in class)
Step 9. Include a copy, drawing, or picture related to your topic in the report. It should be on a sheet of paper by itself. Write a caption or notation for the picture.
Step 10 Turn in Report. It should be in a folder.
Step 11 Reflecting: When you've completed your final draft, consider what this
experience of writing might have taught you. Answer the following questions:
What two things did I learn about myself as a writer?
What area of writing did I improve in?
In my next report, what will I do differently? Why?
MATERIALS: Overhead projector/chalkboard, Computer lab, paper,
MODIFICATIONS/ACCOMMODATIONS: Pair exceptional writer with a developing writer. Use visual aides in giving instructions. Show and demonstrate. Check frequently for comprehension. Teacher circulate around the around the room to check on written and oral instructions.
METHOD OF ASSESSMENT: Teacher observation using Life Skills' Rubric, for cooperation, initiative, creativity and completion. Writing Rubric
ALTERNATIVE PUBLISHING:
1. The class can do a slide show presentation. Students will conduct two interviews. The first interview will be a rehearsal. The second one will be the real interview and it will be taped recorded. The can purchase a disposal camera and take pictures relevant to their topic. The pictures will be developed and make request for slides. The student will prepare an oral presentation to go along with the taped interview and slides.
2. The can draft speeches on their topic and present them to other classes on campus.
3. The class can do a video production. The class will set up a video production. The will have a staff: producer, associate producer, shoters, editors, secretaries, and other positions. The class will solict for video recorders, lights, tapes, materials for a set, television, and vcr. The students will set-up their interviews onsite if possible. They could do the majority of their shoting in a short length of time. The number of interviews video taped should be modified. The student will interview all his/her interviewees and decided which person should be video taped. The initial interview will serve as a rehearsal.
The finish product can be shared with other classes.
4. The class can plan and create a web site. They can use the web site to publish their reports. They can have online newspaper. The web sites below will help you explore different school web sites created and guide you in planning and creating one.
Resources:
Suggested text: How to Make Web Pages with Your Class
Suggested web sites:
www.schoollife.net
www.famileducation.com/schoolsignup/
www.teachervision.com
http://techlearning.com
www.yahooligan.com/School_Bell/School_Sites/
www.kodak.com
www.adobe.com