Writers be aware,
take notice of your surroundings.
Capture the 5 W’s in your world.
To Write a News Story, Journalists…
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Find drama-heightened emotion, the extraordinary, the community event, the hidden story in a story.
Observe-not just the event but the content, including listening for quotes/dialogue.
Capture the 5 W’s-who, what, where, when, why/how.
Use journalistic tone-concise, 3rd person, dramatic but truthful. Be objective, record facts, accurate,
important details.
Angle the story for social significance-make it matter to the community.
Raise the level with suggestive details, grace notes, delightful jolts, and a unified focus.
Seek related stories that illuminate issues that matter to the writer and the community.
Use narrative craft such as action, dialogue, and setting to reveal central ideas and evoke compassion.
Engage readers’ interest and move them toward a bigger truth, with narrative and information
techniques.
Apprentice to masterful writers by reading their work closely and mimicking their craft and structure.
Deepen readers’ associations and connections with analogies and allusions.
Investigate the bigger story by researching sources.
Conduct primary research such as surveys and interviews.
Cite references clearly and accurately.
Frame evidence from sources by analyzing and explaining their information.
Organize their writing and use sophisticated transitions to lead their readers across the parts of their
piece.
Write conclusions that argue for a call to action.
“Writers, a notebook for a journalist is like a wheel is
for a potter or a skateboard is for Shaun White. It’s
what you use to get your work done.”
A writer’s notebook is where you jot the notes of what you
see, of ideas for newscasts, of the questions you have
when you begin to investigate. You will record interviews,
sketch scenes, fast draft newscasts.
“You know, every writer has a place where he or she
records thoughts and ideas.” Here’s what Jay-Z says about
the binder he had when he was in school…
“Everywhere I went I’d write. If I was crossing a street
with my friends and a rhyme came to me,
I’d break out my binder, spread it on a mailbox or
lamp post and write the rhyme before I crossed the street.”
Jay-Z observers his surroundings
in his everyday life.
https://www.facebook.com/video.php?v=493402198933
“Jay-z used his notebook to capture ideas for lyrics,
because he was writing songs. You’ll want to capture
news stories in your notebook. Keep it with you, so
you’ll be ready at any time to capture what you notice.”
“Today I want to teach you that journalists notice small
life dramas and try to capture the who, what, where,
when, why/how of those dramas so they can turn small
moments into newscasts.”
“You all wouldn’t believe what happened yesterday. When I was walking out of Fred Meyer,
I saw a teenager lean his bike against the trashcan and dash over to the only empty
parking spot near the front of the store entrance. He stood in the middle of the spot, waving
his arms to keep cars out that were trying to park. I thought he was crazy, the nerve of him!
Other drivers were mad and I heard one yell back at the kid. But then I saw-and others, too,
saw what he was up to. Up the road, there was a little old lady, standing by her car, wringing
her hands in worry. She’d clearly been unable to park, she’d given up and was clearly
fretting. The boy called to her---’Ma’am! Ma’am!’ Then he gestured her over and helped her
Park in the empty space. The people saw what the teen did and shook his hand, I did also.
This stayed with me and is now etched in my mind.
What’s the who, what, where, when, why/how of this event? Share.
Copy of Mentor Text to Analyze
Three students were seen fighting in the gym at School for Global
Studies today, over who would be chosen as the center during a class
basketball game. The game was an opportunity for Global’s star players to
shine in gym. That’s not what happened though. Instead, there was
pandemonium.
The students were girls from class 801, and each was a star player.
Sharon was the tallest. Rachel was the fastest. Ruby was the fiercest. Each
wanted that center spot. There's more than one forward in basketball, there's
more than one guard, but there's only one center. To be center is to be a
megastar.
Witnesses at the event saw it go from bad to worse. First the girls
talked about it. Then they jumped for it. Then they shoved for it. Then
suddenly there were girls like puppies rolling on the floor trying to get the
ball. Bystanders were kicked, the circle of girls around the players yelped.
Then Coach Abrams' long arms reached for the back of the girls' jerseys.
Abrams' decision was quick as she threw the girls out of the game. None of
the three would play center today. Those stars had just imploded.
Techniques for Making Short Writing “Powerful”
Journalists “Pack-A-Punch”
• Include specific, vivid physical details. Details that let us have a
picture in our minds, details that make it so we won’t forget this
moment.
EX strong verbs “the players yelped!”
EX simile ‘girls like puppies rolling around on the floor trying to
get the ball.’ Use
• Dare to use a single elegant word-A GRACE NOTE-in other-wise
straightforward prose. Word/phrase that stands out.
EX ‘pandemonium.’
• End the passage with-A DELIGHTFUL-JOLT-a clever ending.
EX ‘The stars had just imploded.’
• Keep it focused-it ALL has to be about what it’s REALLY about.
Journalists Develop a Laser-like Focus
and Reporters Tone
• Being willing to shine a
light on specific
incidents and scenes.
• Forget what you know
about beginning,
middle, end right now.
• Think narrow spotlight.
• Listen to the difference
between a fiction tone
and a news tone
sample from Ms. K
Use Descriptive Language
• Journalists match their vocabulary and their word
choice to the reading audience.
• Choose precise, more descriptive words to set
the mood or tone of the writing. Show it, don’t
tell it. http://www.flocabulary.com/usingdescriptive-language/
The students stood at the sidelines chanting.
The students crowded the sidelines chanting.
• Stood=dull, not revealing how
• crowded=energy, excitement. This word implies
there were so many kids they had to jam
together.
Journalists stay in 3rd person
• Even though you are there to witness the event, you do not
write in first person, like a personal narrative. Create
nonfiction.
• Think about how to start with an interesting lead to grab
your reader’s attention and get them interested in the
facts.
• Next, write out the 5 W’s right away in the 1st paragraph.
• Use journalistic tone- concise, 3rd person, dramatic but
truthful. No fluff and stuff!
• HW 3 more newsworthy observations by Monday. Capture
small moments that can be news. Write 2-3 paragraphs of
what you saw. 5 W’s, laser-like focus, 3rd person tone. No
editing necessary yet.
Let’s hear a sample of POV
• http://www.flocabulary.com/point-of-view/
Write as a Narrator:
Shifting from First to Third Person
• Today in 3rd period gym class, Trevor and I were
fighting over who would be quarterback.
• Today in 3rd period gym class, eighth grader
Trevor and classmate Frank were in an intense
altercation over the position of quarterback.
• Writers live stories from the inside, but
journalists then step outside, and become the
narrator.
Partners Analyze one (1) of the
small moments from HW
• How did the author of the article grab the attention of the
reader? Feelings the reader experiences, support with text
evidence.
• How did the author write the 5 W’s within the 1st paragraph?
What specific phrases flow well?
• Include two (2) quotes from the small moment that SHOWS that
it’s written in 3rd person.
• What is the tone? The author’s voice or attitude? support with
text evidence.
• Include two (2) phrases that include descriptive language.
• Give two (2) helpful additions. Specific words, verbs, adjectives,
adverbs. Ask what you as the reader want to know more about.
Re-write edited small moment
• HW Due Friday Oct 3rd. Rewrite 1st draft of the
small moment you and your partner
discussed.
• Include in this new draft all the suggestions
from the W.S.
• Title, lead, 5 W’s, add words that pack-apunch, partner suggestions.
Academic Vocabulary for Talking Journalism
Words to describe the Parts Words to describe the Message
Lead-the beginning of a news story,
Provocative-stimulate, urge on, prompt or
often consisting of one sentence.
Anecdote-short account of an
interesting, powerful, or humorous
event.
Vignette-any small, pleasing picture
or view.
Closure-bring to an end, conclusion.
Trajectory-flow, movement.
call forth to action, stir up.
Inflammatory-hostility, passion.
Insightful-perceptive, intuitive
understanding.
Discerning-showing good or outstanding
judgment and understanding.
Illuminating-informative, enlightening.
Opaque-hard to understand, not clear, dull.
Journalists Seek to
Convey a Social Significance
• String scenes together to suggest meaning.
• Writing for the community, an issue that affects all of
us. It holds social significance.
• Journalists write one small scene, and have it
demonstrate some small meaning. Then write
another one, and have it add to the same meaning.
• Let’s read a couple of writing pieces together pg. 56
5-1&5-2 and we will read it through two lenses:
• 1st lens- how does the writer string more than one
scene together? 2nd- what effect does that have?
What is the social significance/theme/lesson/moral?
• Now pages 57,58, 59. Same as above.
This is one social issue
for the community.
It affects all of us.
National Bullying Prevention Month
It is a reminder that we must all work together to create a safe learning environment
for all.
1. Safe students are more successful students. Assurance of a safe place becomes all of our
responsibility.
2. Some words DO hurt more than others. Bullying and hurtful name-calling based on
identity has more severe effects than other kinds of bullying.
3. We often underestimate the amount of bullying and name-calling that students
experience. If someone says, “Stop!” they mean it. If the bullying doesn’t stop it is a serious
harassment issue that could have consequences of expulsion.
4. There are many ways to be an ally. Students can learn to support someone who is hurt
by bullying behaviors by speaking out, seeking support from an adult, listening to someone
who has been hurt, talking to those involved, and learning about and appreciating
differences. Use these times as "teachable-moments."
Cyber bullying must also be addressed and we should all remember:
1.Think before you post 2.It's permanent 3.And it's all public.
Create/Catch
2 Random Acts of Kindness
• HW Due Wednesday 8th create/catch two acts of kindness and turn each one into a
small moment. Include all the journalistic elements you have learned so far.
• These acts should be worthy of social significance because doing these kind deeds
helped out others in the community.
• Acts of kindness, above and beyond the ordinary that someone does.
• Helping a disabled student in P.E.
• At lunch offer to throw away a students trash, offer to have them go in front of you
in the lunch line.
• Explaining & showing an absent student how to do a missed assignment even
though you have more to work on.
• Stopping and helping a student who dropped their papers, items all over the floor
in the hall while seeing others just walk on the items and laugh.
• Stopping the bully who supposedly is your friend from harassing another student,
speaking up to that friend and telling them what a jerk they really are. Asking the
one who is hurt how you could help.
• Kindness shows empathy and compassion for others, watch and be an observer, be
present in your life and catch the kind act.
Create/Catch
2 Random Acts of Kindness
Add to your own 2 articles…
• 1st sentence to grab the reader’s attention, follow the pattern: (topic) (verb)
(message) make them different.
Kindnessi(topic) creates (verb) a culture of compassion for others to follow and
emulate (message)
Kindness __________________________________________________________.
Kindness___________________________________________________________.
• Last sentence to sum up social significance message/lesson. Make each different
depending on the kind deed you observed/created. What is the message/lesson
you want your readers to know? This is a message/lesson for the community.
Sometimes a person who has nothing gives more than people who have
everything.
Wherever there is a human in need, there is an opportunity for kindness and to
make a difference.
Remember there's no such thing as a small act of kindness. Every act creates a
ripple with no logical end.
No act of kindness, no matter how small, is ever wasted.
A culture of kindness within a community influences people to support each other.
Last-Minute Editing Checklist
• I checked that the names of people and places are spelled correctly.
• I ran a finger over each sentence to make sure my punctuation is clear
& sensible.
• I looked at my quotes and compared the very specific punctuation to
these models:
A. Introducing the source, then giving the quotation:
According to one witness, “The car came out of nowhere, and so did the
brave bystander.”
B. Tucking a quote into narration/explanation:
A witness first claimed that “The car came out of nowhere,” before
adding, “and so did the brave bystander.”
C. Leading with a quote, then adding narration/explanation:
“The man swept the dog right from under the car’s wheels” was how
witnesses described the incident.
• I indented to paragraph when the setting changes, when time changes,
for a mood change, and expository (explanation) paragraphs-for new
ideas or examples.
Choosing a Compelling Lead pg. 86
• With a partner…look at the 3 different leads.
• Which do you think would be most effective?
Why?
• What work does each beginning do to engage the
reader? How does each foreshadow what’s next?
• How does it hint at the central issue in a way that
builds some tension and will let me get at some
bigger meaning, social issue for the community?
3 Different Leads
1. Recently residents of Brooklyn have complained that the parking area
behind the Food Town grocery store has become too congested to park. The
lot, which is on the corner of 5th and Smith, has space for twenty cars at a
time. There simply aren’t enough spaces for people who are trying to get
groceries, especially on the way home from work. People resort to tricks to
save parking spaces or even sell them, and tempers can flare.
2. The evening was getting dark and it was becoming hard to see as the
grocery shoppers slide their cars into the crowded parking lot. The lights of
Food Town glowed overhead, reflecting on the cars as they bumped and
jostled. Slipping in between these vehicles, a boy darted on a bicycle.
“That’s my spot,” yelled a would-be-parker, as she narrowly missed the boy.
Panting, the boy had stopped his bike in a prime parking spot.
3. Local residents-many of you have complained about the craziness of trying
to park at Food Town’s lot. The truth is, it hasn’t brought out the best in our
neighbors. Honking and yelling have become customary. Events last night
illustrate how vulnerable we’ve become to thinking the worst of each other.
When Engaging Readers, Journalists
Might Begin By…
• Offering background information as tell-tale
signs that reveal an overall conflict.
• Layering details that are suggestive…that hint
at an issue.
• Using foreshadowing to insulate tension.
• Explicitly addressing the issue and the
audience.
Varying Sentence Structure to Affect
Pacing and Build Tension pg. 90
Listen to the 1st example, while I read ask yourself: What builds the tension?
The eighth graders rushed. Backpacks were thrown into lockers. “Why aren’t we allowed
to carry them?” one muttered. They gathered their materials. The notebooks, the
binders, the laptops, the pens, the books. They turned away. Their piles started to slip
from their arms. Slip…slide…CRASH. The books, the pens, the laptops, the binders, the
notebooks hit the floor. “I HATE THIS RULE!” said one girl.
Short sentences build tension
Listen to the 2nd part of the article example, while I read ask yourself:
What creates that stuck, frozen feeling, slowing down, words that seem to stretch time?
Two minutes later, the same girls were seen entering English class. “You’re late. You
need a pass, leave your materials here and go get a pass” teacher said. Nothing
happened for a moment. The girls looked at each other. Then, together, they began to
hand materials to their teacher. First they passed over their laptops. Then they handed
over their notebooks. The pile in the teacher’s arms was up to her chin. Then they
handed over their books. The pile in the teacher’s arms began to tremble. Then they
handed over their pens. The pile began to slide.Repetition, making us hold our breath
or making us feel out of breath
Daring the Moves of a Master Journalist
• The worksheet you picked up has the excerpts from different authors. Each writer
did some work at the beginning to build tension, create some foreshadowing, and
stir up your emotions and interest.
• On your worksheet, read each excerpt and underline or highlight any words or
phrases that stand out to you as a reader, helping to build tension,
foreshadowing, or string up reader’s emotions. Indicate which one from the 3
on the paper. Example Blind Side, 1st line: ‘From the snap of the ball to the snap
of the first bone is closer to four seconds than to five.’ That is riveting, string up
reader’s emotions, makes the reader sit up.
Next, do the following:
• Look at each excerpt again and write what emotional response you have to the
entire excerpt at the bottom.
• Then, write a note next to a particular line that stands out to you.
• Now read that line to your partner and describe what the writer did that you
admire.
Words Have CONNOTATIVE Meanings
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How some words suggest multiple meanings
Call to mind a host of images for the reader.
Journalists think about allusions or analogies,
How to suggest the most meaning
with just a few words.
• Let’s do an example:
The term “September 11th.” Talk for a minute.
What would it mean to a reader if a writer said of an event, that it
was ‘like September 11th.’
Your correct. If the writer said an event was like
September 11th it would suggest to the reader that it was
tragic, it came out of nowhere, it was a national calamity.
Words Have CONNOTATIVE Meanings
• An allusion might sound like this:
The kid was tough, and righteous, and he wasn’t going to back
down. Maybe this wasn’t the Arena, and he wasn’t Katniss, but he
knew when he had to stand up for himself.
See how I alluded to-that means referred to-a character from
the popular novel, The Hunger Games, my goal is for the reader
to associate the courage and righteousness of Katniss
with the subject of my news story.
Great and Powerful
Wizard of OZ
Rosa Parks
Ending the article
Journalists Ask Themselves…
• What do I want my readers to do with this information-with all the
facts in my piece, as well as with the bigger message I hope to
convey? What is the “call to action?” What is the claim I am arguing
for people to take action?
• Follow along as I read this piece which is the ending to my article.
Teenagers, like most people, are mostly good, and yet they’re often
misunderstood. Next time you see a young adult, keep an open mind, and
your heart! Look for what teenagers are doing that is good. Adolescents may
offer his or her seat on the bus, or bend down to retrieve a dropped item for
someone. These small acts of kindness matter. Maybe someone will take the
time to say, “I noticed what you just did, and good for you to have helped
someone in need. Many adults could learn from watching your kind deed.”
Take notice-of the good. Compliment the positive. Spread the word about
teenagers are really like. When an act of kindness is done the act will make
the world a better place.
The ending to your article…
• What do I as a journalists want my readers to
do with the information in my piece- with all
the facts in my piece, as well as with the
bigger message I hope to convey?
• Call to action- In the ending incorporate
suggestions that are realistic and reasonable
and tangible.
• What are possible solutions to the problem at
hand?
Elements To Write a News Story Rubric
Name of Journalist___________________ Name of editor____________________
 Headline captures the attention of reader. Capitalized.
 Find drama-heightened emotion in the lead, the extraordinary, the community event, the
hidden story in a story. Capturing the reader’s attention to want to read article.
 Capture the 5 W’s-who, what, where, when, why/how. Grammar and language appropriate
to the narrative elements in article.
 Use journalistic tone-concise, 3rd person, dramatic but truthful. Be objective, record facts,
accurate, important details. Figurative Language.
 Angle the story for social significance-make it matter to the community.
 Raise the level with suggestive details, pack-a-punch words, grace notes, delightful jolts,
and a unified focus.
 Seek related stories that illuminate issues that matter to the writer and the community.
 Use narrative craft such as action, quotes, dialogue, and setting to reveal central ideas and
evoke compassion.
 Engage readers’ interest and move them toward a bigger truth, with narrative and
information techniques.
 Deepen readers’ associations and connections with analogies and allusions.
 Organize their writing and use sophisticated transitions to lead their readers across the
parts of their piece.
 Write conclusions that argue for a call to action.