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20 Writing News Stories

Page
149
from

Writing News Stories Opening Page

Start-Up Activity

Read and discuss page 149. Afterwards, refer to page 273 to make sure that your students understand the different between facts and opinions. Ask students to identify each of the following ideas as either stating an opinion or fact.

  • Eighth graders in our school read The Outsiders. (Fact)
  • The Outsiders takes place in a city in Oklahoma. (Fact)
  • Ponyboy is my favorite character in the novel. (Opinion)

            ----------

  • Our school’s soccer team won the last match, 2-1. (Fact)
  • This was the best match of the year. (Opinion)
  • Felix Mantilla scored both the goals. (Fact)

Think About It

“Keep your eyes open. Notice what is going on around you.”

—William Burroughs

Page 150 from All Write

Sample News Story

Ask for a volunteer to read the sample story aloud. Then discuss the text, using the side notes as a guide. Also ask these questions about the sample.

  • Why was this topic worthy for a news story? ($2,600 for one school to raise in one day. The fundraiser was for a very good cause.)
  • What specific details caught your attention? Name two. (Answers will vary.)
  • How do you think the writer gathered her information? (Primarily, by interviewing participants)
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Page 151 from All Write

Writing Guidelines: News Story

The next three pages provide guidelines for writing a straight news story. Page 151 focuses on choosing a topic. Review this page, and have your students identify events and issues that would make worthy topics for news stories. Remind students that potential topics should be important, timely, and local. (A topic with a human-interest element also helps.)

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Page 152 from All Write

Writing Guidelines: News Stories (Continued)

This page addresses interviewing, one of a journalist’s main gathering tools. Carefully review the interviewing tips; then model the interviewing process or present an interview that you find online. This page also shows a sample 5 W’s chart, a graphic that students can use to collect the key facts and details about a topic. If possible, connect this chart to the interview you modeled or viewed. Students can use the related download and minilesson to create 5 W's charts. 

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Page 153 from All Write

Writing Guidelines: News Stories (Continued)

Review the writing, revising, and editing steps in the news-writing process. Refer to the news story on page 150 when discussing these guidelines. Model writing a lead paragraph based on the interview from page 152.

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Page 154 from All Write

Sample Online Editorial

Be sure that students understand the difference between a news story and an editorial. Point out that an editorial is often a response to an event reported in the news. Ask for a volunteer to read the sample aloud. Then discuss the text, using the side notes as a guide. Also ask these questions about the editorial.

  • Does the topic pass the timely-and-important test? (Yes, the use of plastic foam is a current topic of importance to all us.)
  • Does the opinion seem reasonable? How so? (The writer’s opinion is reasonable. She says we must stop using so much plastic foam, rather than stop using it at all.)
  • Does the writer give the strongest reason first or last? (first)  

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Page 155 from All Write

Writing Guidelines: Editorial

Review the guidelines on this page before students write an editorial. Refer to the sample editorial on page 154 during your discussion.

English Language Learners may have difficulty establishing and supporting an opinion, because persuasive thinking and writing are not as highly valued in many foreign countries. As a result, give these students special guidance and plenty of practice when it comes to developing opinions. Point visual learners to the infographic for 7 C's for Building a Rock-Solid Argument

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