Working Together To Outrun Cancer
Lesson: Elements of a Newspaper Article (Part Two)
Curriculum Connection: Language Arts
Grade Level: Intermediate
Time: Approximately 100 minutes
Lesson Snapshot
Now that students know a little more about Terry Fox and have a better understanding of the
elements of a newspaper article, they are ready to write their article promoting the Terry Fox event in
their community or school. This lesson will help them build their newspaper specific vocabulary,
organize their information and write an effective newspaper article.
Success Criteria
Students;
 are able to create a newspaper article using the different elements of expository writing and
appropriate word choice.
 can organize their ideas effectively using the 5Ws model.
 are able to identify different elements of expository writing and explain how these elements
affect the reader’s reaction to the text.
 have a greater knowledge of Terry Fox, the Marathon of Hope and the upcoming Terry Fox
Events in their community.
Curriculum Expectations
Writing
 Regularly use vivid and/or figurative language and innovative expressions in their writing.
Writing
 Write complex texts of a variety of lengths using a wide range of form.
Reading
 Analyse a variety of texts, including complex or difficult texts, and explain how the various
elements in them contribute to meaning and influence the reader’s reaction.
Materials/Media
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BLM I-19: “The Five Ws”
BLM I-20: “Newspaper Word Bank”
BLM I-21: “Final Assignment: Terry Fox Newspaper Article”
BLM I-22: “Elements of a Newspaper Article Rubric”
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Video: Choose from a variety of videos and newspaper articles located on the Terry Fox
Foundation website (http://www.terryfox.org)
Selection of local newspapers (one for each student)
Lesson Delivery
Setting the Stage
 Handout the words and quotes from BLM I-13 to each student.
 Independently have students try to organize the words into different categories.
 Discuss with the class the different ways that they could organize these words.
 Hopefully students discovered that they could be organized into the 5Ws. If not, guide them to
this discovery and discuss how this one of the important element of newspaper writing.
Discuss with students how the 5 Ws are used to create a good newspaper article.
Core Learning Activity
 Handout the ‘5Ws Terry Fox’ sheet (BLM I-19) to students.
 Watch several videos and read articles from the Terry Fox Foundation website
(http://www.terryfox.org). Have students record information from the material given on to
‘The Five W’s’ sheet (BLM I-19).
 This information will be used as background information on Terry Fox and will be helpful in
writing their upcoming newspaper article.
 Review the elements of newspaper articles with the class and tell them that these elements
should be present in their final assignment.
 Hand out local newspapers to the class and have them read different articles and jot down
words that they feel are commonly used in newspaper articles onto the ‘Newspaper Word Bank’
sheet (BLM I-20). Ask them to think about how these words give newspapers a specific
tone/voice compared to that of magazine, novels or other forms of text.
 Once students have created their word bank, explain to them that they need to incorporate
some of these words into their final assignment.
Application of Information
 Hand out ‘Final Assignment’ sheet (BLM I-21).
 Introduce the topic for their newspaper article: Write a newspaper article on the Terry
Fox Event in your community or at your school.
 Using the Terry Fox official website (www.terryfox.org), give students time on the computer to
research this event and to collect the necessary information to write this article. Have students
record this new information on their ‘The 5Ws Terry Fox’ sheet (BLM I-19).
 Review the rubric (BLM-22) with the class and give them time to work on the completion of
their article. Once articles are complete and students are ready to hand them in, have them
complete this question on the ‘Final Assignment’ sheet (BLM I-21): Choose one element of
newspaper articles you used and explain how this element will change the
reader’s reaction to your text. Hand in BLM I-21 with final product.
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Assessment
Using rubric provided (BLM I -22) students will be assessed using the following criteria: Pre-Article
Work, Use of Elements and Readers Reaction to the Text. As well, there are check boxes in the
feedback section to help students understand where they could make improvements to their work.
OPTION: Since there are so many elements of newspaper articles, you might want to separate
elements into requirements and criteria. The requirements (headlines, text, graphics, modular design,
etc) will not be assessed, but are expected to be there. The criteria will be the focus of their
assessment. For instance, they will be marked on the information selected (5Ws) or their ability to
organize their ideas (Most important facts first). Upon selecting the criteria, create a rubric together
as a class and discuss the success criteria for this assignment.
Extension Activity
Once articles are complete, students could present their information as a newscast. This could be
done at the front on the classroom, captured on video or created as a Podcast. These presentations
could be shown to other classes in the school or at an assembly to help promote the event.
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BLM I-19
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BLM I-20
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BLM I-21
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BLM I-22