the road of life twists and turns and no two directions...
TRANSCRIPT
The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination.
Don Williams, Jr.
Angela Riley
In my life, I’ve had many career aspirations: nurse, lawyer, writer, and journalist. But I’m so excited that I have found my calling as a teacher. I grew up in St. Louis and graduated from Webster University in 2008 with a bachelor’s degree in journalism. I worked in journalism for two years as a reporter for a legal newspaper when I realized that I wanted something more. That desire led to teaching, and with the blessing and support of my husband, Mike, it was back to school for me! I can’t say that I knew the field of education would be a great fit for me. I decided to go into teaching because of a hunch that I would like it. But the moment that I began subbing this year and working in my internship, I knew I had made the right choice. I love working with the students, seeing them grow. It is my desire to show my students that writing can be powerful and confidence boosting. I can’t wait until I have a classroom of my own!
How you act and treat those who you love is the only thing that matters.
It‟s all that counts.
~Angela Riley
______________________
__
News Writing Unit
Journalism 1
Angela Riley
Fall 2011
The Overview
The Rationale:
The question of what makes something news is one that even professional journalists struggle
with. High school students entering a journalism class may have a limited view of what news is
and what journalism entails. This unit will introduce the students to world of journalism by
focusing on the basic concepts of news writing. News writing is cornerstone of all other
journalist styles of writing. Students will learn about interviewing and the format of news stories.
Along with writing skills, the other main focus of the unit will be for students to begin thinking
as a journalist. Critical thinking is an essential concept in journalism. Journalists on a daily basis
have to decide what stories to write about, have to determine how much coverage an issue should
receive, and have to grapple with legal and ethical issues. Students will engage in critical
thinking activities that relate to journalism that will prepare them to work for student
publications and to deal with other real-life problems. The final project for the unit will be for
students to write their own story about Homecoming, some of which will be featured in the
student newspaper.
The Summary:
Students will learn about journalistic writing concepts that may be foreign to them. The unit will
cover: interviewing, writing leads, writing in the inverted pyramid style, and writing headlines.
Students will also learn about the 5 Ws and an H, what is news, elements of news, coverage and
editorial decision making. A multiple choice, short answer test will be given over journalist
terms as a summative assessment. The large summative project of this unit will be for students to
find a news story relating to Homecoming. They will be responsible for interviewing at least 3
sources and writing the story. Some stories may be selected to be published in the student
newspaper. This allows for the students to know what it is like to have their work published and
read by others.
Objectives:
Students will be able to analyze the elements of newsworthiness.
Students will be able to discuss ideas for writing with classmates, teachers, other writers, or community members.
Students will be able to identify relevant issues and events of interest to readers through
current news analysis, surveys, research reports, statistical data, and interviews with
readers.
Students will be able to ask clear interview questions to guide a balanced and unbiased information
Students will be able to demonstrate knowledge of the structure of journalistic writing.
Students will be able to write news stories that:
• use effective headlines and captions.
• use a variety of creative leads.
• contain adequate information from credible sources.
• narrate events accurately including their significance to the audience.
• include appropriate quotations and proper attribution.
• describe specific incidents, and actions, with sufficient detail.
• cite sources of information correctly.
• follow standard journalistic language and format conventions.
Length of curriculum:
8 weeks (50-minute class periods)
Materials and Resources:
School – Journalism Textbook
Teacher - Handouts
Graphic Organizers
Student - Pen/Pencil
Journalism Notebook
Computer
Means of Assessment:
Formative – participation points, class discussions, short stories, homework, and meeting
deadlines
Summative –Test over journalism terms, Student‟s story about Homecoming
Interviewing Teacher Angela Riley Subject Journalism 1 Grade Level 9th – 12th grade (entry level journalism students) Topic Interviewing Skills Cooperative Learning approach The structural approach Objective(s): After discussing proper interview techniques and seeing them put into practice, students will interview each other and put together a story about their partner and a separate story about their teacher, Materials needed: Video of a good interview to show the class, worksheet on interviewing, worksheet for the purse/bookbag raid. Core Concepts: Community Conversation Negotiation Strategies: Think/pair share discussion Factstorming Question of the day Students will ask questions using the 5Ws and an H. Observational Notebook Phase 1: Introduction: Clarify goals and establish set. Tell class that we will be learning about interviewing techniques today and putting them into practice. We are going to be watching a video of an interview of Katie Couric and Michelle Obama http://www.youtube.com/watch?v=Xf1YEhvJbxU After which, I will put them in pairs and they will meet and discuss what good interviewing techniques were used. (think-pair share) We’ll meet back together as a class to discuss what they think makes a good interviewer Phase 3: Organize students into learning teams: Show video. Have them individually think about what skills makes a good interviewer Pair them up. Have them both discuss what makes a good interviewer. Each pair must engage in Factstorming and write down essential interviewing techniques.
Phase 2: Present information (outline of content): Meet back together as a class to discuss interviewing techniques Have students give you information about what they think makes a good interviewer. Write all information on the board. Talk more about what students came up with. List should include: Preparation: Research beforehand, Questions prepared in advance Ask open-ended questions, not closed ones Don’t be afraid to ask tough questions There’s no such thing as a stupid question. Good Note taking – short hand abbreviations Good active listening How someone begins an interview (Makes the interviewee feel comfortable) Be creative! Give Handout once they have given you all of what they think makes a good interview. If time show video from Katie Couric’s tips on interviewing http://youtu.be/4eOynrI2eTM Tell them about tomorrow’s assignment where they will be interviewing me in a press conference. For Homework they are to think of 5 questions to ask you. Try to not think of simple generic ones. Try to use the 5Ws and an H. Remind the students to ask appropriate questions, ones they too would feel comfortable answering Tell them that they’ll be writing a mini-profile on you after the interview. Day 2 Warm-Up Question of the Day: How important do you think interviews are for your stories? Discuss their responses. Check to see if the students have their interview questions written Conduct the Press Conference Tell the students about tomorrow’s activity. They will be doing a bookbag/purse raid, looking through someone else’s items to help formulate questions and a story. Tell the students to only put items in their purse they would feel comfortable with someone seeing or add some items. Let students work on a 200-300 word profile of you. Day 3 Phase 3: Organize students into learning teams: Students go back into their groups to use the skills/techniques we just talked about Have them conduct an interview with the other person based on the contents of their bookbags/purses. Reiterate that they follow the directions on the sheet and first observe all the contents of the bag and write down observations and initial questions before they conduct the interview.
Also stress the purpose is to be observant. Phase 4: Assist team work and study: Monitor the groups. Make sure they are on topic and are following directions (Writing first down observations and initial questions before they conduct the interview then ask follow up questions) Help out if a group seems stuck or chime in with additional questions. Phase 5: Test on the materials: After the interview, for homework, have students write a 200-300 word profile about the owner of the bag for homework. Tell the students that you’re looking for them to be asking in-depth questions and probing questions about the contents, Also say you’re looking for an eye for detail. Day 4 Lab day to work on their stories Day 5 Phase 6: Provide team recognition The next day have various groups read their story aloud to the class Ask the class what they think, were there any questions that needed to be answered, etc… Reward good work with privileges, stickers etc… Also show how different the stories can be about you given the same interview. Discuss why someone focused on certain information and they others didn’t
Writing Leads
Teacher: Angela Riley Subject: Journalism 1
Level: 9th
– 12th
(Entry Level Journalism Students
Topic: Writing Leads
Objective(s): After learning about leads, students will rewrite their own work to create leads that
fit the criteria we discussed in class.
Materials needed:
Obama Speech
Transcript of Obama‟s speech
Some examples of leads
Handout of various types of leads
Worsheet for students to write different leads
Core Concepts:
Process Learning
Construction
Strategies:
What‟s that Sound Bite?
Quick Write
Revising their lead
Day 1
Phase 1: Introduction: Clarify goals and establish set:
Tell students that we will be watching a speech by President Obama about Race to the Top
http://www.whitehouse.gov/video/President-Obama-on-Race-to-the-Top
I want them to be taking notes during the speech.
They need to be thinking about what they consider to be the most important parts of the speech
while they are watching it.
After the speech is over, I will hand out a copy of the speech http://www.whitehouse.gov/the-
press-office/remarks-president-department-education
I will then tell the students they will be writing a lead today for a news story about the speech.
Leads should incorporate the most important information.
After the students have about 5-10 minutes to write their lead, I will give them examples of news
stories that covered the speech to show the students how they differed from their own.
Educational Week
By Alyson Klein
President Barack Obama is forcefully defending his signature education initiative, the $4.35
billion Race to the Top program, which has come under fire from civil rights groups that worry
the competitive nature of the program creates a system of winners and losers that could hinder
schools serving poor and minority students.
Christian Science Monitor
By Stacy Teicher Khadaroo
President Obama made it clear Thursday morning that he has no intention of backing down from
his education reform agenda, despite criticism from core constituencies in his own party.
Day 2
Phase 2: Demonstrate skill or process (use Task Analysis):
Warm Up-
Write a reflection to this statement.
Leads can be difficult to write but they are one of the most important aspects of a news story.
Why do you think that is?
Tell students will be learning about how to write a variety of leads for news stories.
Go over students‟ quick write, finding out why they think leads are important.
Review the 5Ws and an H
Focusing on the lead -- and its 5 Ws and an H -- enables the rest of the news story to fall into
place. Once a reporter has finished interviewing and gathering information, it's time to think
about how to begin the story. Sometimes, the proper lead for a story is obvious. But sometimes,
there are several satisfactory ways to begin a story, and the reporter's task is more difficult.
Consider the following hypothetical situation:
The Facts
Flooding closed McCluer North for two days this winter
The Ferguson Florissant School Board has issued a revised schedule for the rest of the year.
Instead of extending the school year, the board decided that students must make up the missed
days on two days originally scheduled to be Spring Break.
In writing the lead, the reporter must decide which "who" is this story's most important "who" --
students or the board of education. One way to decide is by checking some out some of the
qualities that make some stories more "newsworthy" than others (these are not necessarily in
order of importance).
Review newsworthy elements
Once the facts are squared away, break them down into the 5 Ws and an H.
Who: Students
What: Must make up two additional days of school
When: During time originally scheduled for Spring Break
Where: At McCluer North
Why: To make up two missed days of school due to flooding
How: by attending school
Once the facts are broken down, the lead practically writes itself.
A helpful hint: When writing a lead, start with the W or H that is the most important for the
reader to know about, or that will matter the most. Then, the other elements follow in a logical
order.
Tip: The best lead is the one that says the most in a few words (25-30), yet makes its points
clearly and doesn't confuse the reader.
Sometimes, one of the Ws/H is left out of a lead. This can be a good way to develop the rest of
the story-especially if the why or how is long and complex-but those details MUST be in the
story somewhere.
Day 3
Tell students this is the standby lead but there are other ways to write leads.
Give students handout
Immediate identification: This lead focuses on the "who" when it comes to the six basic
questions. Use this approach when someone important is making news. For example:
President Barack Obama ate a cheeseburger and fries with students Friday during a visit to Our
High.
Delayed identification: In this lead, the "who" is not immediately identified by name. Instead, the
“who” is identified by an occupation, city or job title. Use this approach when the person
involved has little name recognition among readers.
A cafeteria worker at Andrew Jackson High won $2.5 million Friday in the state lottery.
Summary: The lead in this case is a synopsis of two or more actions. Reporters who deal with
several important elements may choose to sum up what happened rather than highlight a specific
action. His is one type of lead where a general statement is preferable to a specific action.
Multiple elements: This lead reports on two or more newsworthy elements. In some stories,
choosing one theme is too restrictive. A multiple-element lead allows the reporter to work more
information into the first paragraph. (Use sparingly.)
Leads with flair: Use this type of lead when you want to emphasize novelty. It deviates slightly
from the inverted pyramid approach.
Phase 3: Provide guided practice:
Pass out handout with 2 various scenarios.
Students are to write 5 different leads for each scenario.
They will spend rest of class working on this and the rest is due for homework.
Day 4
Phase 4: Check for understanding and provide feedback:
Discuss the various leads that the students have written. Ask for feedback.
Reiterate that many times it takes several drafts to create the perfect lead.
Sometimes takes a new interview if necessary.
Phase 5: Provide extended practice and transfer:
Assessment: Tell students that will be rewriting their own leads from their story from the press
conference and then their story from the bookbag raid.
They have the rest of class to interview you and other classmate to complete the assignment. The
new leads are due for homework.
Inverted Pyramid
Teacher: Angela Riley Subject : Journalism 1
Grade Level: 9th
– 12th
(Entry level Journalism students)
Topic: Inverted Pyramid
Advance Organizer Used: Newspaper article
Objective: After being shown the inverted pyramid style used in news writing, students will use
facts and information provided to create their own news story using the inverted pyramid
procedure which will include a written explanation supporting why they placed information in
certain parts of the story and why they thought the information was more or less important.
Materials Needed: Examples of news stories following the inverted pyramid style
A worksheet to go over in class with facts and information that they could create a news story
following the inverted pyramid and another worksheet for the students to complete on their own.
An inverted pyramid checklist to give to students
http://www.jprof.com/writing/invertedpyramidchecklist.html
A list of newsworthy qualities
A picture of inverted pyramid
Copies of Aesop‟s Fables www.pacificnet.net/~johnr/aesop
Core Concepts:
Construction
Occupation
Strategies:
Question of the day
Examining a news story
Graphic Organizer- Inverted pyramid
Making news from a fairy tale.
Phase 1: Introduction: Clarify aims and establish set. Question of the Day:
How do you decide how to format a news story? I.E. how do you decide what information goes
where
I want to review what we were going last week about concerning leads.
Ask the students what information goes into leads, how long leads should be, how does a lead
relate to the rest of the story? Etc. . .
Phase 2: Present the advance organizer (include and describe):
I‟m going to hand out a news story to you all and we are going to read it aloud in class. As we
are reading the story, I want you to think of what information is important and why the author
organized the story they way he did.
Following the reading of the reading of the news story, ask what information the students
thought was important.
Then ask if the story made sense or if it should have been organized differently.
Going from there ask the students what they think makes a story newsworthy Review from
previous lessons.
Phase 3: Present learning materials (outline of content):
Explain Inverted Pyramid Style o Anti-narrative, doesn‟t tell story in linear fashion (beginning to end) starts at what
is important and then goes on to least important
o Show picture of inverted pyramid (handout)
o History of Inverted Pyramid – telegraphs
Leads
o Review again
o Should contain who, what, when, where and why
o Also, discuss other non-news leads.
The Second Paragraph o Should develop an idea that is in the lead
o Should not just go back to a chronological narrative
Hand out worksheet o Have students read the worksheet that has all the facts of a news story.
o Go over it together
o Ask the students what they think the lead of the story should be after reading all
the facts. Write the lead on the board
o Then discuss what information they believe to be most important and what should
be included in second paragraph
o Continue on until story is finished
Phase 4: Application: (check for understanding and strengthen student thinking) Give students another worksheet with facts to be used in a news story. Ask them to create their
own news story like we just did in class following the inverted pyramid style, with the most
important information first. After completing the story, the students are also required to write a
brief explanation of why they organized the story the way they did i.e. explaining why they
thought some information/facts was more important that others.
Day 2 Aesop’s Fable’s Activity
Students will choose a particular fable of Aesop‟s that have been copied by the teacher. (A great source for an alphabetized list of fables can be found at www.pacificnet.net/~johnr/aesop .)
Some examples of the fables include: “The Hare and the Tortoise,” “The Ant and the
Grasshopper,” “The Goose with the Golden Eggs,” “4 Oxen and the Lion,” and “The Milkmaid
and Her Pail.”
I will write my own as an example for the students.
After choosing a fable, students will demonstrate their ability to implement the inverted pyramid
components into a breaking news article. The fable will be adapted to fit the style of a
journalistic story.
Students will be given the option of creatively adding proper names, places, events, dates, and
reasons.
Encourage the students to think creatively and have fun with the story but still make sure that
they are arranging the information in order of importance.
Fable news story will be due for homework.
Inverted Pyramid Directions: Rearrange the accompanying information for a news story on the inverted pyramid below.
Remember to list the information from most important to least and incorporate a lead that answers the 5W’s
and an H.
The Coyote Story
1. A female coyote was captured Thursday.
2. The coyote had been roaming the streets of Lower Manhattan in New York City.
3. A coyote captured uptown in January was set loose in Pelham Bay Park in the Bronx.
4. By law, coyotes captured in the city must be released within the five boroughs. (That means it
must be released within the city)
5. Officials at the parks department refused to say Friday where in the city they intend to release
her.
6. The city wants to prevent people from harassing the 30-pound coyote in her search for a more
suitable habitat, said Vickie Karp, a spokeswoman for the department.
7. “We pick the largest and most suitable natural habitat for the coyote,” said Vickie Karp, a
spokeswoman for the department. “And for the sake of people, we‟ll put the coyote somewhere
with plenty of open space so people don‟t have to say, „You parked him in front of my house.‟”
8. The coyote is being monitored at the Animal Care and Control shelter on East 110th Street,
parks officials said, adding that the animal is resting comfortably in the and they did not know
when she would be released.
9. With the increase in coyote sightings in the past few years, several New York agencies have
been working together to develop a plan on managing the population, said Kevin Jeffrey, a
deputy parks commissioner.
You Be the Editor Lesson Teacher Angela Riley Subject Journalism 1 Level 9th – 12th grade students Problem: Students will be assigned various scenarios and will be given the task to determine what they would do as an editor in the situation. Content Objective(s): After reviewing the role of an editor in the newsroom and his or her job, students will solve real life editor dilemmas backing up their answers with support. Process Objective(s): Working in pairs, students will discuss the solutions for their editor dilemma, creating a poster board on their case study demonstrating what they would have done in that situation with support. Materials needed: List of scenarios List of what the editors and readers thought they should do in various situations. Poster boards, and materials to make a visual aid (markers etc…) Core Concepts Occupation Process Learning Connections Conversation Strategies Ethical Choices Simulation – Students will assume the role as an editor. Phase 1: Introduction: Orient students to the problem: Have students consider an ethical dilemma: What is more important a person’s right to privacy or the public’s right to know. Have them write their position in their journalism notebook. We will discuss various stances in class. Ask students what is the role is of a newspaper editor. Ask what type of decisions an editor has to make on a daily basis. One of these decisions is does the public’s right to know conflict with a person’s right to privacy. Should the whole truth always be told? Tell students that they are going to play “editor” today.
They will be assigned various case studies based on real news events. They were published by the London Free Press and over 500 readers also submitted their responses to be editors. The scenarios will give the students two answers to choose from. There are no right or wrong answers but you have to be prepared to back up their answers to the class. After you’ve made a decision on what you would do we’ll meet back as a class to discuss each scenario and what each group thought. At the end you’ll also see what editors and readers thought should be done in each case. Phase 2: Organize students for study: Organize students into pairs and give them various case studies. Phase 3: Assist independent and group investigation: Monitor group activity to see if they are on task. Phase 4: Develop and present artifacts and exhibits: Have students create a poster board on their case study showing what they would have done Day 2 Phase 5: Analyze and evaluate the problem-solving process: Students will meet back together to present each case study and talk about what they would have done in the situation. Each group should seek feedback from the class. At this time, tell the students what the readers and editors of the London Free Press thought should happen in each situation. Give each group a handout on the responses or put up on the board. Discuss the scenarios with the class. Ask students what they would have done as the editor. Note: Presentations will probably take more than one day. Assessment Have students after the presentations are over to compare and discuss the answers in the case studies to their own responses. This should be written out and then turned in for homework.
You be the Editor Example 1
A once-prominent merchant, who disappeared from public life 20 years ago after a trial and
conviction of fraud, dies. He had been well known, not only for the store that bore his name, but
also because of his community service as head of several local fund-raising charities, his
membership in leading civic and social clubs and because he was a decorated Second World War
veteran. He served a short term in prison, his store was sold and eventually closed.
Do you:
A. Instruct a reporter writing the obituary to include details of this disgraceful episode in his life
because his trial at the time was a major news story and to leave it out would look like a cover-
up.
B. Tell the reporter to leave it out in deference to the family. The man hasn't been in the news
for 20 years and nothing will be served by rehashing his misdeeds. Let him be remembered for
his accomplishments.
You be the Editor Example 2
It is your newspaper's policy to include cause of death whenever possible in obituaries of
newsworthy people. A prominent cleric dies but relatives refuse to discuss cause of death. A
reporter is able to confirm from a close family member the cause was an AIDS-related illness.
Do you:
A. Go against wishes of the family and print that AIDS was the cause of death.
B. List the cause as complications of pneumonia, without reference to AIDS.
You were the Editor Example 1
A once-prominent merchant, who disappeared from public life 20 years ago after a trial and
conviction of fraud, dies. He had been well known not only for the store that bore his name but
also because of his community service as head of several local fund-raising charities, his
membership in leading civic and social clubs and because he was a decorated Second World War
veteran. He served a short term in prison, his store was sold and eventually closed. Do you:
A. Instruct a reporter writing the obituary to include details of this disgraceful episode in his life
because his trial at the time was a major news story and to leave it out would look like a cover-
up.
Readers 18%
Editors 80%
B. Tell the reporter to leave it out in deference to the family. The man has not been in the news
for 20 years and nothing will be served by rehashing his misdeeds. Let him be remembered for
his accomplishments.
Readers 82%
Editors 20%
Readers comments:
"Don't bring 20-year-old skeletons out of the closet."
"He's paid for his mistake. Why hurt his family again?"
"His 20-year-old fraud was part of his life and who he was: nice, warm, fuzzy stories don't sell
newspapers as well as hard-hitting dirty details."
"He's dead. Let him and his kin put the past behind him."
You Were The Editor Example 2
It is your newspaper's policy to include cause of death whenever possible in obituaries of
newsworthy people. A prominent cleric dies but relatives refuse to discuss cause of death. A
reporter is able to confirm from a close family member the cause was an AIDS-related illness.
Do you:
A. Go against wishes of the family and print that AIDS was the cause of death.
Readers 21%
Editors 43%
B. List the cause as complications of pneumonia without reference to AIDS.
Readers 79%
Editors 57%
Readers comments:
"Why bring more grief to loved ones."
"Investigate further to see how the cleric contracted AIDS."
"I don't agree with publishing cause of death."
"Those how were in intimate contact with the cleric have a right to know. The family may not be
aware of all contacts."
"Why is it necessary to publish cause of death?"
"How did the cleric contract AIDS? If helping or working with those infected, report it -- if not,
omit it."
Teacher Calendar Monday Tuesday Wednesday Thursday Friday
Week
1
What is
news?
What makes a
story
newsworthy/ele
ments of
newsworthiness
Newsworthiness Journalist terms
Current Events
day
The 5 Ws and
an H
Week
2
Interviewing Press
Conference
Bookbag/purse
raid
Lab day Profile on Mrs.
Riley due
Finish up
Interviewing
Week
3
Obama
Speech
Profile from
Bookbag
raid due
Standard Leads
Non-standard
Leads
Revising your
Lead
Writing a Fairy
Tale Lead
Revised Lead
due
Week
4
Inverted
Pyramid
Fairy Tale
Lead due
Aesop‟s Fables
Inverted
Pyramid Style
Lab Day
Headlines
Aesop’s Fable
news story due
Headlines Formatting
Quotes
Nut graphs
Week
5
Story
Placement
Activity
Presentations
on Placement
Newspaper
Scavenger Hunt
You be the
Editor You be the
Editor
Presentations
Week
6 You be the
Editor
Presentations
Brainstorming
day.
5 story ideas
due
Decide on topic
for news story.
Begin Reporting
Complete 1st
interview
Complete 2nd
interview
Week
7
Complete 3rd
interview
Work on
Stories Homecoming
Story due
Current Events Peer Editing
Week
8
Revision
Strategies
Additional
Interviewing Final Story due Journalism
term test
Student Calendar Monday Tuesday Wednesday Thursday Friday
Week
1
What is news?
Newsworthy Elements Journalism Terms
The 5 Ws and an H
Week
2
Interviewing Press Conference
Bookbag/Purse raid
Lab Day
Profile on Mrs. Riley
Due
Week
3
Obama Speech
Bookbag Profile Due
Leads
Revising Your Lead Writing a Fairy Tale
Lead
Revised Lead Due
Week
4
Inverted Pyramid
Fairy Tale Lead Due
Aesop‟s Fables News Story
Lab Day
Headlines
Aesop Fable Story Due
Formatting Quotes
Monday Tuesday Wednesday Thursday Friday
Week
5
News Story Placement
Placement Presentations Newspaper Scavenger
Hunt
You be the Editor You be the Editor
Presentations
Week
6 You be the Editor
Presentations
Brainstorming
5 story ideas due
Begin Reporting Complete 1st Interview
Complete 2nd
Interview
Week
7 Complete 3
rd Interview
Work on Stories
Lab Day
Homecoming Story Due
Peer Editing
Week
8
Revision Strategies Final Story Due
Journalism Test
News Story Rubric 4 3 2 1 Score/
Comments Headline and
Subhead
Headline is well-
written and
catchers the
reader‟s attention.
Subhead provides
more detailed,
creative info. that
leads the reader
into the story.
Headline is well-
written, but does
not catch the
reader‟s attention.
Subhead provides
detail that leads
the reader into the
story, but lacks
creativity.
Headline is not
well-written and
does not catch the
reader‟s attention.
The subhead lacks
the necessary detail
that leads that
reader into the
story.
Headline and
subhead are
poorly written, or
no evidence of
either is present.
Lead Lead is creative,
well-written
sentence or series
of sentences that
grabs the reader‟s
attention.
Lead is well-
written sentence or
series of sentences
that attempts to
grab the reader‟s
attention but lacks
creativity.
Lead is not a well
written sentence or
series of sentences
that attempts to
catch the reader‟s
attention and fails
in creativity.
Lead is poorly
written or no
evidence of a
lead is present at
all.
Content The facts of the
story are all
accurate and are
clear. Relevant
anecdotes and
details enrich the
story.
The facts of the
story are all
accurate and are
usually clear.
More details and
anecdotes are
needed to enrich
the story.
The facts of the
story are not always
accurate. The
facts are clear,
though they may
not be detailed or
show that the writer
has a great
understanding of
the subject. The
reader is left with
questions.
The story is very
inaccurate and/or
vague. The
reader does not
know what the
story is about.
Objectivity All sides of the
issue are
presented clearly,
without bias and
given an
appropriate
amount of
coverage.
All sides of the
issue are presented
clearly, without
bias and given an
appropriate
amount of
coverage.
Problems exist
with writer not
attributing an
opinion to a
source.
All sides of the
issue are not
equally covered.
Preference is given
to one over the
other.
Only one side of
the issue is
presented.
Organization The story is very well organized.
One idea follows
another in a
logical sequence
with clear
transitions.
The story is pretty well organized.
One idea may
seem out of place.
Clear transitions
are used.
The story is a little hard to follow. The
transitions are
sometimes not
clear.
Ideas and quotes seem to be
randomly
arranged.
Clarity All sentences
sound natural and
are easy-on-the-
ear when read
aloud. Each
sentence is clear
and has an
obvious
emphasis.
Almost all
sentences sound
natural and are
easy-on-the-ear
when read aloud
but 1 or 2 are stiff
and awkward or
difficult to
understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud,
but several are stiff
and awkward or are
difficult to
understand.
The sentences
are difficult to
read aloud
because they
sound awkward,
are distractingly
repetitive, or
difficult to
understand.
Quotes Three separate
sources used for
quotes are
credible and
relevant to the
story.
Two separate
sources used for
quotes are credible
and relevant to the
story.
One source used for
quotes are credible
and not entirely
relevant to the
story.
No sources used
for quotes are
present or
relevant to the
story.
Spelling and
Punctuation
No spelling or
grammar errors.
No more than 1 or
2 spelling or
grammar errors.
No more than 3
spelling or
grammar errors.
Several spelling
or grammar
errors.
Total Points ____/32
Additional Comments: