Grade - Unit Title

Unit 1, Bend 2 Table of Contents(Sessions 6-11)

Investigative journalism: Writing to inform and illuminate

Section Page Number Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) Unit Language (Spanish, Russian, English) Unit Assessment Checklist Unit Assessment Rubric Sample Unit Calendar

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Grade - Unit Title

Grade 8Content: Unit 1, Bend 2

(Sessions 6-11)

Dates of Unit:

Unit Title: Investigative Journalism: Writing to inform and illuminateStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-LITERACY.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.CCSS.ELA-LITERACY.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)CCSS.ELA-LITERACY.W.8.5 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)CCSS.ELA-LITERACY.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.CCSS.ELA-LITERACY.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.CCSS.ELA-LITERACY.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.CCSS.ELA-LITERACY.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humorCCSS.ELA-LITERACY.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

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Grade - Unit TitleCCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)

CCSS.ELA-LITERACY.L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CCSS.ELA-LITERACY.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-LITERACY.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Essential Questions: (These goals should be aligned to Essential Questions.)

What issues in my community are worth writing about?

How can I balance “facts and flair” to bring my investigative journalism to life?

How do I give my writing a journalistic “tone”?

Goals:(These should be aligned to the Goals above)

SWBAT investigate a topic in their community that matters to them and craft a news story to illuminate the underlying issues.

SWBAT do research, conduct interviews, and collect background information to illuminate the social issue they are writing about.

SWBAT work with writing partners and alone to revise, edit and publish their journalistic writing.

Learning Targets(aligned to goals)

Session 6 Session 7 Session 8 Session 9I can write my news story with a journalistic tone (use of third person, from the point of view of reporter

I can use sensory image details and other literary devices to bring the central idea of my journalistic writing to life.

I can convey a message (“a bigger truth”) through the inclusion of facts, and use tension to help get that truth across to readers.

I can elaborate on the details in my story to deepen readers’ connection to my journalistic writing.

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Grade - Unit Titlerather than direct participant).

I can include the important factual details necessary to contextualize my story for the reader.

I can vary sentence structure to affect pacing and build tension.

I can craft allusions and analogies that invite the reader to make profound associations.

I can consider the connotations of the language I use in my journalistic writing so that it suggests associations for my readers.

Anchor Charts Needed:1. “To write a news

story, journalists…,” p.150

2. “To write a news story, jounalists…,” (Illustrated chart), p.159

Anchor Charts Needed:1. “Narrative writing

checklist,” p.117

Anchor Charts Needed:1. “When engaging

readers, journalists might begin by...,” p.86

Anchor Charts Needed:1. “Transitions

journalists use to elaborate perspective,” p.103

Homework: Homework: Homework: Homework:Write another news story: either document another story you’ve witnessed, write one you gathered from research, or one based on something you witnessed that relates to your topic.

Make a decision about which story you want to commit to writing, then do some freewriting in response to the following questions:

1. Why do I want to tell this story?

2. What issue do I want to reveal, and why?

What message do I want to

Mentor yourself to a published author and try one or two of the moves that author makes (moving from informational to narrative writing, or using masterful leads, etc.) in revising your essay. Be ready to share those moves tomorrow.

Study the checklists for narrative writing so you have clear and purposeful goals. Record two or three goals for yourself and start working toward them tonight. Write at least 1-2 new, well-crafted pages of journalism.

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Grade - Unit Titlesend to my readers?

Session 10 Session 11I can practice high-level partnership skills (attentiveness to others, close reading of others’ work, the ability to give specific feedback, the ability to synthesize and apply learning from multiple sources, attentiveness to deadlines, etc.) to strengthen my writing skills and prepare for publishing.

I can edit my journalistic writing to ensure that my verb tenses (present/past, active/passive) moves between storytelling/subjective and formal/objective voices as needed.

Anchor Charts Needed:1. “Techniques writing

partners use to…,” p.111 & 112

2. “Publishing newspaper articles,” p.114

Anchor Charts Needed:1. “Narrative writing

checklist,” p.117

Homework:Take one last look at your news stories and see if there are any final changes you’d like to make before publishing. Bring your most up-to-date draft to class so you’ll be ready to do final editing.

Homework: n/a

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Grade - Unit Title

Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):

*cause & effect*describing spatial and temporal relations

Academic Language Stems (to talk about their writing):Easy for Beginners

The facts will show that… This reporter interviewed ____________ and found

that… This data indicates clearly… The reason for this is… It turns out that… ____________ shows that… It turns out that… In a survey or # local adults, # of them agreed with this

claim that…. Research shows that… The result was…

Medium for Intermediate

Difficult for Advanced and Fluent

Academic Vocabulary:

Anecdote Idioms Akin to

Assessment Tools:

Goals Rubric Assessment Checklist

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Grade - Unit Title

Stage 2 Determine Assessment EvidenceSPANISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s): Academic Language Stems (to talk about their writing):Easy for Beginners

Medium for Intermediate

Difficult for Advanced and Fluent

Academic Vocabulary:

Assessment Tools:

Goals Rubric Assessment Checklist

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Grade - Unit Title

Assessment Checklist – Unit 1 Bend 2

Studen

t Name I c

an w

rite

my

new

s st

ory

with

a

jour

nalis

tic to

ne (u

se

of th

ird p

erso

n, fr

om

the

poin

t of v

iew

of

repo

rter

rath

er th

an

dire

ct p

artic

ipan

t).

I can

incl

ude

the

impo

rtan

t fac

tual

de

tails

nec

essa

ry to

co

ntex

tual

ize m

y st

ory

for t

he re

ader

.I c

an u

se se

nsor

y im

age

deta

ils a

nd

othe

r lite

rary

dev

ices

to

brin

g th

e ce

ntra

l I c

an c

onve

y a

mes

sage

(“a

bigg

er

trut

h”) t

hrou

gh th

e

I can

var

y se

nten

ce

stru

ctur

e to

affe

ct

paci

ng a

nd b

uild

I can

ela

bora

te o

n th

e de

tails

in m

y st

ory

to

deep

en re

ader

s’

I can

cra

ft al

lusio

ns

and

anal

ogie

s tha

t in

vite

the

read

er to

m

ake

prof

ound

as

soci

ation

s.

I can

con

sider

the

conn

otati

ons o

f the

la

ngua

ge I

use

in m

y

I can

pra

ctice

hig

h-le

vel p

artn

ersh

ip sk

ills

I can

edi

t my

jour

nalis

tic w

riting

to

ensu

re th

at m

y ve

rb

tens

es (p

rese

nt/p

ast,

activ

e/pa

ssiv

e) m

oves

be

twee

n st

oryt

ellin

g/su

bjec

tive

and

form

al/o

bjec

tive

voic

es a

s nee

ded.

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Grade - Unit Title

Lista de control – Unit 1 Bend 1

Student Name Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Grade - Unit Title

Unit of Study Narrative Writing Checklist

Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

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STRUCTURE

OVERALL LEAD TRANSITIONS ENDING ORGANIZATION

Student Name I not

onl

y cr

eate

d a

narr

ative

with

wel

l-de

velo

ped

char

acte

rs w

ho c

hang

e, I

used

th

e st

ory

to c

omm

ent o

n a

soci

al is

sue,

te

ach

a le

sson

, and

/or d

evel

op a

poi

nt o

f vi

ew.

In e

stab

lishi

ng th

e sit

uatio

n an

d pl

ace,

I hi

nted

at a

big

ger c

onte

xt fo

r the

stor

y (r

evea

ling

issue

s tha

t hav

e be

en b

rew

ing,

sh

owin

g ho

w th

e se

tting

affe

cts t

he

char

acte

r, co

ntex

tual

izing

a ti

me

in h

istor

y,

and/

or d

evel

opin

g on

e ou

t of m

any

poin

ts

of v

iew

.)

I use

d tr

ansiti

onal

phr

ases

and

cla

uses

, gr

amm

atica

l str

uctu

res (

for e

xam

ple,

pa

ragr

aphi

ng, d

escr

iptiv

e ph

ases

, and

cl

ause

s) a

nd te

xt st

ruct

ures

(suc

h as

ch

apte

r div

ision

s and

ext

ende

d ita

lics)

to

aler

t my

read

er to

cha

nges

in th

e se

tting

, th

e m

ood,

the

poin

t of v

iew

, or t

he ti

me

in

the

stor

y.

I gav

e th

e re

ader

a se

nse

of c

losu

re b

y re

veal

ing

char

acte

r cha

nge(

s) th

at fo

llow

ed

from

eve

nts i

n th

e st

ory,

or p

erha

ps a

re

solu

tion.

If t

here

was

n’t a

reso

lutio

n, I

wro

te to

con

vey

how

the

even

ts o

f the

st

ory

affec

ted

the

char

acte

rs, a

nd to

circ

le

back

to a

cen

tral

idea

, iss

ue, o

r the

me.

I mod

ified

a tr

aditi

onal

stor

y st

ruct

ure,

de

alin

g w

ith ti

me

in p

urpo

sefu

l way

s, to

be

st su

it m

y ge

nre,

brin

g ou

t the

mea

ning

of

my

stor

y, a

nd re

ach

my

audi

ence

.

- = Not Yet √ = Starting To + = Yes!

Grade - Unit Title

Unit of Study Narrative Writing Checklist

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Development Conventions

ELABORATION CRAFTSPELLING

Student Name I dev

elop

ed c

ompl

icat

ed st

ory

elem

ents

; I

may

hav

e co

ntra

sted

the

char

acte

r’s

thin

king

with

his

or h

er a

ction

s or d

ialo

gue.

I dev

elop

ed th

e ce

ntra

l cha

ract

er’s

re

latio

nshi

p to

oth

er c

hara

cter

s. I

show

ed

char

acte

r flaw

s as w

ell a

s str

engt

hs to

add

co

mpl

exity

.M

y de

tails

con

veye

d m

eani

ng a

nd re

late

d to

or d

evel

oped

a le

sson

or t

hem

e.

I con

veye

d th

e pr

essu

res c

hara

cter

s fee

l an

d th

e dr

eam

s the

y ho

ld.

I rel

ated

thos

e to

thei

r acti

ons.

I d

evel

oped

com

plic

ated

ch

arac

ters

who

cha

nge

and/

or w

ho c

hang

e ot

hers

.I c

reat

ed a

moo

d as

wel

l as a

phy

sical

se

tting

, and

show

ed h

ow th

e pl

ace

chan

ged,

or i

ts re

latio

nshi

p to

the

char

acte

rs c

hang

ed.

I use

d sy

mbo

lism

to

conn

ect w

ith a

them

e.I v

arie

d m

y to

ne to

brin

g ou

t diff

eren

t pe

rspe

ctive

s with

in th

e st

ory,

or t

o sh

ow a

ga

p be

twee

n th

e na

rrat

or’s

poi

nt o

f vie

w

and

that

of o

ther

cha

ract

ers.

I use

d th

e in

tern

et a

nd o

ther

sour

ces t

o ch

eck

the

spel

ling

of li

tera

ry, h

istor

ical

, and

ge

ogra

phic

al w

ords

.

Grade - Unit Title

Monday Tuesday Wednesday Thursday FridayI can write my news story with a journalistic tone (use of third person, from the point of view of reporter rather than direct participant). (Session 6)

I can write my news story with a journalistic tone (use of third person, from the point of view of reporter rather than direct participant). (Session 6)

I can write my news story with a journalistic tone (use of third person, from the point of view of reporter rather than direct participant). (Session 6)

I can include the important factual details necessary to contextualize my story for the reader. (Session 6)

I can use sensory image details and other literary devices to bring the central idea of my journalistic writing to life. (Session 7)

I can convey a message (“a bigger truth”) through the inclusion of facts, and use tension to help get that truth across to readers. (Session 8)

I can vary sentence structure to affect pacing and build tension. (Session 8)

I can elaborate on the details in my story to deepen readers’ connection to my journalistic writing. (Session 9)

I can craft allusions and analogies that invite the reader to make profound associations. (Session 9)

I can consider the connotations of the language I use in my journalistic writing so that it suggests associations for my readers.(Session 9)

I can practice high-level partnership skills (attentiveness to others, close reading of others’ work, the ability to give specific feedback, the ability to synthesize and apply learning from multiple sources, attentiveness to deadlines, etc.) to strengthen my writing skills and prepare for publishing.(Session 10)

I can edit my journalistic writing to ensure that my verb tenses (present/past, active/passive) moves between storytelling/subjective and formal/objective voices as needed.(Session 11)

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Anchor Charts:

Unit 1, Bend 2, “Narrative writing checklist,” p.117

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U1B2S8 “When engaging readers, journalists might begin by…,” p.86

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U1B2 “To write a news story, journalists…” p.150 (complete, but this builds through the bend), p.150

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U1B2 “To write a news story, journalists…” (Illustrated chart), p.159

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Grade - Unit TitleU1B2S9 “Transitions journalists use to elaborate perspective,” p.103

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U1B2S10 “Techniques writing partners use to prepare each other to write for long, meaningful stretches,” p.111

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U1B2S10 “Techniques writing partners use to prepare each other to write for long, meaningful stretches ILLUSTRATED,” p.112

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Unit 1, Bend 2, Session 10: “Publishing newspaper articles,” p.114

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