Lesson 1

Sixth Grade
Thematic Unit: Writing a Newspaper Article
Objectives:
The student will:
• leave the class able to apply his/her knowledge to interact with others using
written and spoken language and to function on a highly pragmatic level.
• leave the class able to apply his/her knowledge to gather relevant information,
and to organize and present findings for a particular purpose: to inform.
• leave the class able to apply his/her knowledge to follow the steps of the writing
process and produce published, written work.
• leave the class able to apply his/her knowledge to construct written work that
incorporates appropriate grammatical and conventional structures to accurately
express his/her ideas.
The student acquires skills to...
A1. Listen, read, write, and respond to complex instructions.
A2. Answer and formulate closed-and open-ended questions in both formal and informal
scenarios.
A3. Identify and paraphrase information found in news text and to utilize text features
(i.e., caption, byline, photograph, headline, heading, subheading, table of contents, etc.)
to build comprehension.
Source: Curricular Maps 6th grade- Unit 6.3: Transfer (T) and Acquisition (A) Goals
Standards and Expectations:
Listening
6.L.1a Listen attentively, stay focused, ask/answer detailed closed and open-ended
questions, express appropriate reasons, and begin to express opinions or to clarify
positions using complete sentences and correct grammar.
6.L.1c Listen, memorize, and respond to complex instructions, expressing self-using
complete sentences.

Speaking
6.S.2 Respond orally to closed and open-ended questions.
6.S.2a Listen, analyze, and respond to complex instructions.
6.S.2c Answer and formulate both closed and open-ended questions in both formal
and informal discussions.
6.S.3 Use appropriate vocabulary and grammatically correct language to discuss
experiences and texts with precision and detail.
Reading
6.R.9I Integrate information from several informational texts on the same topic in order
to write or speak about the subject knowledgeably.
Writing
6.W.4 Develop and strengthen writing as needed by using the writing process
(planning, drafting,
revising, editing, rewriting or publishing)
6.W.5 Use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others.
6.W.7 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Language
6.LA.1 Demonstrate command of English grammar and usage when writing (e.g.,
various sentence types such as compound, complex, and simple) or speaking.
6.LA.2a Use commas correctly in all situations.
6.LA.3a Expand, combine, and reduce sentences for meaning, reader/listener interest,
and style.
6.LA.5d Apply words that signal contrast (e.g., addition, however, although,
nevertheless, similarly, moreover, in addition) to provide subtle differences in meaning.
Day 1
Theme: Introduction of the content vocabulary
I – Exploration Activity

Activating Prior Knowledge

1. Watch a video to review prior knowledge about the differences between
fiction and non-fiction studied in previous classes
2. After watching the video and having a brief discussion of the content, each
student will answer the following interactive exercise

Fiction vs Nonfiction
 https://www.liveworksheets.com/fu1257015cp

3. Practice exercise to prove comprehension-

Fiction and Nonfiction Quiz

Classify each type of literature between: Fiction or Non-Fiction
Example: A book about how to make chocolate chip cookies.
Non-fiction

1. A web page telling you about the weather. ______________

2. A story about an alien adventure. _______________
3. A booklet about how to assemble your new toy. ______________
4. A restaurant menu. ______________
5. The sports section in the newspaper? _______________
6. A poster letting you know when the book fair will be held. __________
7. Comic Books ___________

Reference:
https://worksheetplace.com/mf_pdf/Fiction-or-Nonfiction-Worksheet.pdf

4. Think about it:

After reviewing the 2 concepts, fiction and non-fiction, answer the following question.
How can you use a non-fiction story or book in English class?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Day 2
Theme: Introduction of the content vocabulary
II- Conceptualization Activities

1. Review
Instructions: Use the Venn Diagram to compare and contrast the concepts: Fiction
and Non-fiction. Remember to use the information from the previous class.

Title: Fiction vs. Non-fiction

2. Vocabulary words - newspaper related
Parts of a NEWSPAPER - / Perfect for Everybody /

3. Practice exercise:
Students will need a newspaper, preferably in ENGLISH
http://rastives.weebly.com/uploads/5/6/6/8/5668001/new_york_daiky_news_scaveng
er_hunt.pdf
Newspaper suggestion: https://www.sanjuandailystar.com/
*once on the link students need to scroll down and find: Today’s edition (button) for
online version
IMPORTANT- students can copy and paste the information from the newspaper and
include it with their answer
Day 3
Theme: Introduction of the content vocabulary
II- Conceptualization Activities
1. Watch a video and then have a discussion about this to present the key elements
of a newspaper article.
Parts of a Newspaper

2. Main elements of a News Article

Main Elements of a News Article

There are certain elements that are common to almost all articles that you will read
in the newspaper or find on the Internet. The following list explains the five major
components, or parts, of a news article.
• Headline (Heading)
The headline is the title of the news article. The headline should be short, does not
include a lot of details, and should catch the readers’ attention. It is normally not a
complete sentence and tries to summarize the main idea or subject of the article. It
is often printed in larger letters than the rest of the article, and the major words are
capitalized.

• Byline
This line tells who is writing the article. It may also include the address of the author
and the publication or news source for which he or she writes.

• Location
This is usually placed at the beginning of the article in bold print. If the city or
location is well-known, the name can be written alone, but if the city is less famous,
more information is included. For example, the byline of an article written in Atlanta,
Georgia would read ‘Atlanta’ , while an article from Leary, Georgia would have to
include the name of the state.

• Lead Paragraph(s)
The lead paragraph is found at the beginning of the article. The lead briefly answers
the questions “who”, “what”, “when”, “why”, “where”, and “how”. The ‘skeleton’ of the
story can be found here.

• Supporting Paragraph(s)
These are the paragraphs which follow the lead. They develop the ideas introduced
by the lead, and give more information in the form of explanations, details, or quotes.
In many newspapers, these paragraphs are found on subsequent pages.

Source: abcteach.com Resource Folder Unit 6.3

*Special Instructions: To develop this discussion first, find an article from the San
Juan Star newspaper. Then, while explaining each part make the students identify
each of them using the article provided.
https://www.sanjuandailystar.com/

3. Closing – reflection about How a newspaper is made; it can also be assigned to

watch as homework
How a Newspaper is Made (For Kids). Brecky Breck Visits The Columbian
Newspaper

Day 4
Theme: Introduction of the content vocabulary
III- Application Activities

1. Review Practice
Headline News
Directions: Match the headline with the correct lead paragraph.

• Language Arts
Strikes a Pose _______________________ _______________________
_ Officials in the town of _ Dozens of parents led their
• Santa’s Clause isn’t Letter were panicked last toddlers away from Lafayette
Complete week to discover that a large mall on Sunday,
portion of their funds for the disappointed by the absence
• Capital of Letter is coming year are missing. of Santa Claus. The mall had
Lost “We received the monthly hired Peter Volcek to play
 statement from the bank, the part of the jolly holiday
• Reading Turns to and the money just isn’t figure, but at the last minute,
Writing there,” stated city councilor were informed that building
Ellen Lathem. The money codes did not permit the
• Sentences Use was raised by local construction of the
Incorrect Language residents, and was destined temporary ‘Santa Land’
to be used to build a new stage. Several children
swimming pool. “It goes expressed concern about
without saying, without the Santa’s health, and were
capital we can’t build the reassured by mall officials
pool,” mourned fellow that, “Santa is fine, he’s just
councilor David Rosenthal. taking a break.” The
An investigation has been absence of Santa is a
launched to track down the serious setback for the mall,
missing money. which opened only last
week.

_______________________ _______________________ ______________________

_ Mr. Jordan Bates, an _ George Smallton, the The residents of the small
English teacher at Kennedy editor of the Jonesbury town of Reading, Anystate,
High School, is the star of Times, was shocked to see are tired of waiting for the
the newest exhibit at the his paper Tuesday morning. state to fund road repairs.
local art museum. The Since he had last seen it Irritated at being forgotten in
exhibit is entitled “Teachers Monday night, something the capital, the inhabitants
on the Weekends,” and very strange had happened: have started a letter writing
features photographs of the paper had switched campaign. Sent to the
teachers fishing, having languages. Headlines that governor and the state
picnics, and doing grocery had read “New School in legislators, the letters
shopping. Ms. Sandra Town” now read “Neue describe the terrible
Graham, the artist who Schule in der Stadt.” Mr. condition of the Reading
prepared the show, was Smallton has apologized to roads, and request money to
unavailable for comment. the community for the fix them. “If they won’t pay
confusion, and has promised attention to us, we’ll just
to work hard to discover the have to make them!”
cause of the mix-up. explained local resident
Margaret Hickman

2. Practice Exercises
Directions: Decide if the following statements are true or false. Write ‘T’ or ‘F’ on the
line provided.
________ 1. The purpose of news articles is to report events in a factual manner.
________ 2. News articles aim to be subjective, or biased.
________ 3. News articles print what is of interest to the general public.
________ 4. A news article normally does not include a lead paragraph.
________ 5. The first paragraph of a news article gives descriptive details and often
includes quotes from eyewitnesses.
________ 6. The headline of a news article is usually a descriptive sentence which
gives details about an event.
_____ 7. A lead answers the questions ‘who’, ‘what’, ‘when’, ‘why’, ‘where’, and
‘how’.
_____ 8. News articles use descriptive, vivid language intended to appeal to the
reader’s imagination.
Directions: Match the parts of a news article to their descriptions. Use the
vocabulary from the box

Headline byline location lead supporting paragraphs

_________________ 1. Gives the name of the author, or the publication that

employs the author.
_________________ 2. Paragraph or paragraphs which briefly answer the 5w-1h
questions and inform the reader of the main details of the news article.
_________________ 3. A short, ‘catchy’ summary of the main idea of the news
article.
_________________ 4. Paragraph or paragraphs which give supporting details in
the form of quotes, or explanations.
_________________ 5. Tells where the event took place.
3. Reflection about reading as a concept.
English Lesson for Kids | Learn to Read Books Magazines Newspapers | I Like to
Read Fun Song!

Day 5
Performance Task: Writing a News Article
Objective: The student writes a news article about a challenge his/her school or
community is facing. He/she researches the topic through a variety of sources and
takes his/her article through the writing process so that it may be published in the
class newspaper.

Initial Activity:
1. The teacher creates a Padlet where students will comment about situations or
challenges that concern them at school or their communities.
Dashboard (padlet.com)
 (This platform provides the opportunity to promote and motivate students’
participation in class)

Development Activity:
1. Step #1: Pre-writing
Each student will use a digital App (Miro) to create a concept map that will be
used to organize their ideas about the topic they will write about.
Concept Map Maker | Free Online Concept Map Template | Miro

Important:
Each student will write in the center the challenge or situation that their school or
community confronts. They will add at least 3 reasons why this situation needs to be
solved or how affects them as a community and individuals. Provide one solution from
their point of view.
Closing Activity:
1. Think-Pair-Share
Students will select a partner to share their concept map. Each student will
provide feedback to improve their brainstorming ideas.