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Reporting time
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Reporting time

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Grade Level Grades 9-12
Resource Type Activity, Lesson Plan, Presentation
Standards Alignment
State-specific
License

About This Lesson

An early introduction into thinking critically about the different texts students will come across in English classes and beyond -- in this six lesson unit students will explore the ins and outs of journalism, the relevance of the news in today’s world, how to distinguish between quality sources and fictitious sites, and more. They will do this by learning about the female investigative journalist Elizabeth Cochrane, exploring different types of writing styles, such as opinion writing, investigative writing, and feature writing. The unit will conclude with students creating their own newspaper exploring issues relevant to them in a format that best suits their learning needs and styles.

Resources

Files

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EdBrAIn uses AI to customize lesson resources for your students’ needs.

Reporting time.pdf

Lesson Plan
February 13, 2020
235.76 KB
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EdBrAIn uses AI to customize lesson resources for your students’ needs.

A letter to the Editor.pptx

Presentation
February 10, 2020
382.48 KB
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EdBrAIn uses AI to customize lesson resources for your students’ needs.

Newspaper BINGO.pdf

Activity
February 13, 2020
32.39 KB

Standards

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

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