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Catchy Title: Why Oh Why, Nellie Bly?
Theme/Topic of Lesson: Nellie Bly and Writing an Article for the School Newspaper
Time Commitment: Three 45-minute periods
Subject Area(s):
Language Arts
Grade Level(s): 4,5,6
Standards Alignment:
Class Challenge Question: Why did Nellie Bly do all the daring things she did just to
get a story for the newspaper?
Overview:
"Why oh Why…Nellie Bly?" would probably be the question most asked when people in
1885 first heard of Nellie Bly. In the late 1800s, there were few career women, and a
woman in the newsroom of a large newspaper was totally against all standards of the
time! Nellie Bly went to great lengths to report on the suffering and inhumane treatment
of people. She always strived to report the truth and when she went after a story, she
placed herself directly in the situation to get the information straight from the people
involved. If it meant committing herself to an insane asylum or working in a sweat
factory, Bly put herself right in with the people or situation on which she was reporting.
She was very concerned on the plight of the treatment of people in society who were in
mental hospitals, prisons or factories known as sweatshops. This determination and
caring gained her a place in society as an outstanding writer.
Students will gain knowledge of life back in the 1800's by going on a virtual field trip.
Students will then gain knowledge of Nellie Bly by completing a Web based Scavenger
Hunt. This teacher-directed research will use several Internet resources. Students will
work in pairs to complete the worksheet. The students will then venture into the world of
newspapers. They will gain knowledge of the different sections of a newspaper and will
complete a letter of persuasion to the teacher or principal concerning some procedure or
activity at school that they feel needs a change. All areas of curriculum can be integrated
in the process of writing articles and it can be of high interest to students to help get them
involved in writing. All Multiple Intelligences could be covered. Those students with
special needs, to be involved successfully in the publication, could dictate stories to other
students (entitled Typists) to type. Students will discuss the different parts of the
newspaper. Their prior knowledge of Nellie Bly will remind them that she started in the
newspaper business by responding to an editorial. After examining the sections of the
newspaper, the students will review the writing process by writing a persuasive letter to
the principal concerning a problem or concern they have about school. Students need a
working knowledge of retrieving sites, which have previously been bookmarked by the
teacher, and navigating around the site for the Scavenger Hunt. Students will need to
have knowledge Microsoft Word for writing their letter. Teachers should pair students
into groups of two for research and Web based activities so that at least one member of
the pair is comfortable with the computer and Internet. Each of these groups will require
one computer available with Internet capabilities. Teachers need prior knowledge of
creating bookmarks and showing students how to access these.
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Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.1.3
connect relevant descriptions, including sensory details, personal experiences, observations, and/or research-based information, linking paragraphs and ideas in ways that make a topic or message clear to the reader (MLO.W. 1.3., MLO.W. 2.3., MLO.W. 3.3.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.1.2
create a clear organizing structure that includes descriptions placed in a logical, chronological, or narrative sequence in ways that help the reader follow the line of thought (MLO.W. 1.2., MLO.W. 2.2., MLO.W. 3.2.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.6.2
write information reports for an intended audience and purpose that
frame a key question
present a literal understanding of the topic
include facts and details that illuminate the main idea (MLO.W. 1.7.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.7.1
write to persuade an intended audience by selecting an appropriate form that
establishes a clear position in support of a proposition or proposal
supports the position with organized and relevant evidence (MLO.W. 2.6.) | Writing
(4-5) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.5.1.1
create a paragraph that guides and informs the reader's understanding of key ideas and evidence and that presents effective introductory and concluding sentences, logical sequencing of ideas and transitional words (MLO.W. 1.1., MLO.W. 2.1., MLO.W. 3.1.) | Reading
(K-12) | Maryland Content Standards Indicators
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| | Reading
(4-5) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.5.6.4
evaluate the usefulness of information (MLO.R. 2.3.3.) | Technology productivity tools
(Gr. 3-5) | ISTE Technology Standards
3. Technology productivity tools
-
Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
| Technology communication tools
(Gr. 3-5) | ISTE Technology Standards
4. Technology communication tools
-
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Use technology tools
Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
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Learning Objectives:
The Students will:
- Read to be informed through an Internet-based activity.
- Complete a Web-based activity.
- Write a "to persuade" or "to inform" newspaper article to the editor of the
newspaper (the principal).
Assessment
Student performance will be evaluated by group observations and graded assignments,
Old Sturbridge Village and Nellie Bly…On the Sly. A Performance Task List will be used
to assess their progress and grasp of subject knowledge.
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Resources
| Other Technology | Projector SMARTboard, projection screen, large monitor, or a wall to allow for large
projection of the computer. | | Software | MS Word | | http://www.microsoft.com | | Print Materials | NELLIE BLY: First Woman of the News Lisker, Tom, illustrated by
Jeffrey Lindberg, Contemporary Perspectives, Inc, c1978 | | Nellie Bly's book: Around the World in 72 Days Bly, Nellie, 1864-1922; edited by Ira Peck, Brookfield, CN: Twenty-First Century Books, c1998 | | Around the World With Nellie Bly Hahn, Emily: illustrated by B. Holmes; Boston: Houghton Mifflin Co.,1959 | Stop the Presses, Nellie's Got a Scoop!; a story of Quacken, Robert M.; New York: Simon & Schuster Books
for Young Readers, c1992 | | Internet Sites | National Teacher Training Institute All 2002 NTTI Institute lesson plans, resources, and links can be
accessed at this site. Links to the national WNET/Thirteen NTTI
site and lesson plans from past institutes are also available. | | http://www.mpt.org/learningworks/teachers/ntti/home.shtml | NTTI Electronic Learning Community This Electronic Learning Community is the gateway to online
resources, a discussion board, virtual chat and loads of links. The
programming for this ELC is designed by the Center for
Technology in Education, The Johns Hopkins University. | | http://cte.jhu.edu/ELC/ | Technology Toolbox This informative site explains the many Internet projects available
on the WWW, including many links. MPT staff compiles this site. | | http://www.mpt.org/learningworks/teachers/present/tech/index.html | Teaching History Online A summary of Nellie Bly's life and several excerpts from her book
concerning the time she committed herself to an insane asylum. | | http://www.spartacus.schoolnet.co.uk/USAWbly.htm | Nellie Bly, Daredevil Reporter (Scholastic) A synopsis of Nellie Bly's life adapted from Junior Scholastic, March 1995.
| | http://teacher.scholastic.com/researchtools/articlearchives/womhst/ | | Library of Congress, Jump Back In Time, Progressive Era Along with a brief story of Nellie Bly, you can see a time line from 1860-1960 to better understand the era. | | http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/progress | Library of Congress This site shows a copy of poster from the early 1900's advertising
all of Nellie's firsts.
| | http://www.pressroom.com/~fiske/nellie1st.html | Old Sturbridge Village This site, created by the living history village Old Sturbridge Village in Sturbridge, Massachusetts, offers a virtual tour of houses, shops, and farms, with detailed information and an
interactive map. The site also has a section of frequently asked questions about aspects of daily life answered by the museum's researcher and historian. | | http://www.osv.org/ | University of New York, College of Staten Island Library College Analytical Essays - On American Women's Autobiographies, by
Catherine Lavender, PhD, History Department | | http://www.library.csi.cuny.edu/dept/history/lavender/386/nbly.ht | Spartacus Educational This site contains online history lessons, history timelines, and more. The above URL leads you directly to an article on Nellie Bly.
| | http://www.spartacus.schoolnet.co.uk/USAWbly.htm | Scholastic Teachers
| | http://teacher.scholastic.com/researchtools/articlearchives/womhst/ | | America's Story from America's Library This is a wonderful site that not only has history stories but a time line showing other things that were happening in history at the same time as the event on which they are reporting. This URL will take you directly to the story Nellie Bly Circled the Globe. | | http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/progress/bly_1 |
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Materials
Per class- Chart paper divided into KWL sections.
What I think I KNOW
What I WANT to know
What I LEARNED - Teacher's computer with Internet connection and the capability to connect
to one of the devices mentioned above - A timer
as determined by instructor- Jobs (View)
- Nelly Bly on the Sly (View)
- Several different types of city, county, and community newspapers, each
group of 2 students should have their own
Per Student- Exploring a Newspaper (View)
- Life In The 1800's (View)
- Partner Check Sheet (View)
- Revisions (View)
- Square Writing (View)
- Team Evaluation (View)
- Team Rubric (View)
- TEAM (View)
- Writing Prompt (View)
- a piece of oaktag, 8.5" by 11" folded in half so that the card can stand like
a tent with the one of the following terms Computer Researcher and
Reporter pasted one on each side of the tent
Vocabulary
- Characteristic - a feature or quality that makes somebody or
something recognizable
- Virtual Field Trip - an electronic visit to sites on the Internet
- By-line - a line at the head of a newspaper or magazine article
carrying the writer's name.
- Column - (1) the narrow, vertical sections of printed words in a
newspaper; (2) newspaper features that are written and released by
the same writer (columnist)
- Dateline - the first line in an article that tells the place where the
article originated
- Dealine - the time which all stories are due
- Edit - to correct and organized an article to be ready for
publication
- Editor - the person who reviews all stories submitted by the
reporters and decides what stories will be published in a
newspaper
- Editorial - an article that expresses personal viewpoint or opinion
written by the editor
- Illustration - a drawing used to tell a story or clarify an idea
- Index - table of contents for the newspaper usually found on the
front page
- T.E.A.M. - acronym for Together Everyone Achieves More
Procedures
In this lesson, the students will be involved in a class activity that will guide them to read
for information and complete a teacher-guided worksheet. A computer projected virtual
fieldtrip to a colonial village located in New England will be lead by the teacher. The
teacher will divide the class into groups of two students each. Here the teacher can group
students together according to special needs. Some students need a strong partner to help
them keep on task. Other students may have difficulties writing, but are able to navigate
around a site. Students who are not comfortable with the computer may gain knowledge
while watching their partner. It is important to stress that teamwork is very important for
a common grade goes to the team. Teachers should take into account strong personalities
to help assure success. The students will read their job responsibilities. They will
complete a Web based assignment that will be timed.
1: An Introduction to Nellie Bly, First Woman of the News
Daily Challenge Question: Why do you think someone would take on challenges that not only went against what
society believed in the mid-1800's, but also put themselves in danger just to write a story
for a newspaper?
Set-up Directions:
The teacher should bookmark the site: Old SturbridgeVillage http://www.osv.org/, on a
computer that is connected to a projection device. A copy of Life in the 1800's , Nellie
Bly?On the Sly, and Team Evaluation is given to each student. Job description cards
should be placed on each side of the student computers so that they know who is assigned
as a Computer Researcher and who is assigned as a Reporter. Each computer should be
shared by two students with room enough for the Reporter to write. If room is not
available, then students could use a clipboard on which to write. The worksheet entitled
Team #3 should be pasted on the front cover of a manila folder. This folder should be
placed over the screen of the computer so that student attention is towards the teacher's
computer for the first activity. The term TEAM will be discussed and then the folder will
be removed from the computers for the teams to do their research and reporting.
The teacher should use Internet Explorer as the browser and have the site bookmarked
before class begins. The teacher will model opening a bookmarked site and how to
navigate to find answers to questions on the handout. The teacher could have this
worksheet open in the background and multi-task to complete answers while students
write them on their own sheet.
The teacher should prepare the Day 1, Worksheet #3 Jobs, 1 copy per team of 2, a piece
of oaktag, 8.5" by 11", per student that has been folded in half so that the card can stand
like a tent. Paste one job description on each folded card, on the outside so the student
can read it. Place the cards so that the Computer Researcher is placed on the left of the
computer and the Reporter is on the right side.
The teacher should have the following links bookmarked on each student computer:
University of New York, College of Staten Island Library College of Staten Island City
http://www.library.csi.cuny.edu/dept/history/lavender/386/nbly.html
Teaching History Online
http://www.spartacus.schoolnet.co.uk/USAWbly.htm
Scholastic Teachers
http://teacher.scholastic.com/researchtools/articlearchives/womhst/nellie.htm
America's Story from America's Library
http://www.americaslibrary.gov/pages/jb_0125_bly_1.html
Library of Congress
http://www.pressroom.com/~fiske/nellie1st.html
Teacher Presentation & Motivation:
Teacher says, "Today I will have you travel back in time to the 1800's. What do you
think life was like, 150 years ago?" Teacher should have a piece of chart paper divided
into KWL sections. Ask the students for their ideas and write their responses on a KWL
chart.
What I think I KNOW
What I WANT to know
What I LEARNED
The teacher will chart the answers the students give under the appropriate heading.
Activity 1 - A Virtual Fieldtrip to the 1800s
Students take a virtual fieldtrip to the 1800s
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is to research life in the 1800's, by taking a
virtual field trip.
Teacher says, "You will be reading to be informed about life in the 1800's. To aid you
in the understanding of how life was, compared to ours today, you will be going on a
virtual field trip to a museum and looking for the different way of handling the various
items listed in the chart. I have already divided you into groups of two. I have placed
two job description cards (hand-out titled Jobs) on each side of the keyboard. The card
that is in front of you will be your job for today's second activity. I will model both jobs
during our virtual field trip."
The teacher will pass out worksheet, Life in the 1800's, to each student. They need to
write both their name and their partner's name. The teacher will have the students place
the team folder over the screen of the their laptop or monitors and then direct the them to
focus on the teacher's computer screen and the Web site Old Sturbridge Village at
http://www.osv.org/. (If a SMARTboard or electronic whiteboard is available, the
students could come to the front and underline or highlight answers as they find them.
The other students will write the answer on their worksheet.) The students will follow
along and complete the sheet along with the other students in the class.
After demonstrating to the students how to access a bookmarked site and when the site
has opened, the teacher should click on Tour the Village. You will see a map where you
can click on the various buildings listed on the handout. As the students find the answers,
the teacher will call on them to recite the answer and where they found it.
For example: In the 2000's there are career women, and the information found at the
Fenno House showed that in the 1800's women were only found in the home. They did
not have jobs outside the home.
The teacher should monitor the students as they complete the task and ask periodically
for different students to report various differences between life in the 1800s compared
today.
After completing the activity, the teacher should review the jobs that have been assigned.
Here is a good time to get the students up from sitting so long. Have the Researchers
stand and go over the responsibilities of their job as written on the card. Then ask the
Reporters to stand and go over their responsibilities.
Activity 2 - Web-Based Scavanger Hunt on Nellie Bly's Life
Students engage in an internet scavanger hunt
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
To provide students with a specific task to complete while viewing, the
focus for media interaction is to have students discover aspects of Nellie
Bly's life by completing a web based scavenger hunt.
After the class has completed their virtual field trip, the teacher will say, "From our
virtual field trip, you have gained the understanding that women were expected to stay at
home to clean, cook, and rear children. As you complete the next activity, which is a
Web based Scavenger Hunt, you will learn about a very daring lady. You will see that
Nellie Bly, one of 15 children in her family, grew up with very different beliefs and
expectations for herself. Today you will be using this Web based Scavenger Hunt to gain
knowledge of this woman's life and her impact on society. Remember to stay with the
job to which you were assigned. You will have 20 minutes to complete the assignment."
Ask for any questions before they begin. Be sure to navigate yourself around the room
so that you will be able to help any novice computer researcher.
After 15 minutes, the REPORTERS will share answers to the class as the teacher reviews
the worksheet. Discuss any discrepancies.
Activity 3 - Culminating Activity
Students will write a summary statement about the similarities and differences of the
women of the 1800s and the women of the 2000s. Each detail must be supported by a
fact from the worksheet or the Internet.
Wrap Up:
As a closing activity, the Team Evaluation sheet will be distributed and completed before
the end of class. Students should make an honest assessment of their involvement with
their partner in today's activities. (5 min)
2: A Letter to the Editor (principal or classroom teacher)
Daily Challenge Question: What would you like to see changed at school? Do you
think that if you wrote a persuasive letter to the principal that he might consider your
request?
Set-up Directions:
The teacher needs to have different types of newspapers for each pair of students. (Local
city, county, state national) One copy of Exploring A Newspaper, the Writing Prompt,
and 4 Square Writing needs to be prepared for each student. If available, Inspiration
should be open on the teacher's computer with an LCD project.
Teacher Presentation & Motivation:
The teacher will tell the students that they are going to investigate newspapers as they
continue their unit on Nellie Bly. The teacher should introduce the vocabulary words by
writing them on the blackboard or chart.
Say: "Yesterday we learned about Nellie Bly (Elizabeth Jane Cochrane), a woman
journalist, who revolutionized the role of women reporters. From traveling around the
world in 72 days, committing herself to Blackwell's Island to expose mistreatment of
people with mental illness, her writings still inspire authors. Nellie Bly was a pioneer of
investigative journalism."
Say: "As you complete the today's activities about newspapers and work through the
enrichments, you will be working through the process of writing while producing articles
that will be included in a classroom newspaper."
The teacher asks the following questions:
"With a show of hands, how many of you read a newspaper or perhaps just parts of a
newspaper?" Students will show results by raising their hands. "What parts have you
read?" Students will brain storm and the teacher will use the software Inspiration to
create a graphic organizer utilizing the Rapidfire tool. If this software is not available, the
teacher will write these on the board or chart paper.
The teacher should then tell the students, "Now, we'll really look at different newspapers
and identify many more sections of the newspaper." The teacher will distribute different
types of newspapers to each pair of students. (Local city, county, state national) After the
students review the newspaper, they will complete the worksheet Exploring A Newspaper
where they will explore the different section that newspaper.
After 5 minutes, the teachers will distribute another type of newspaper for the students to
compare on their chart.
The teacher will ask for a summary of the kind of newspaper by having students retell
information from their worksheet.
The teacher will ask: "Which section of the newspaper did Nellie Bly write to that
eventually gained her entrance to the newspaper office that was forbidden to women up
to that time?" (The students should respond with editorial or Letters to the Editor)
The teacher says: "Do you remember what was written by the editor that made Nellie so
angry that she wrote her letter to the editor?" (The students should respond with the idea
that women were only good for housework and taking care of children.)
The teacher will say: "Do you think Nellie would have been granted an interview if the
editor had know she was a lady?" (The response should be that women were not allowed
in the press room, so therefore if the editor knew she was a woman, he would not have
invited her for an interview."
Activity 1 - Writing Prompt for Writing to Persuade or Writing to Express a Personal Opinion
The teacher should distribute the Writing Prompt sheet to the students. The teacher says:
"Today I'd like you to put yourself in Nellie Bly's place of telling the editor what you
think about a certain topic. We will be using the writing form of Writing to Persuade.
Read along silently as I read the writing prompt and the think abouts. You will be writing
the First Draft of your Persuasive Letter."
After the students have reviewed the writing prompt, the teacher will say: "Are there any
questions before we begin to write our rough draft? I will direct your attention to our 4
square writing posters. (These are printed as a handout so that teachers may reproduce the
information in any form they desire). The teacher will explain the different parts.
The teacher will remind the students to begin with a very good beginning sentence that
states exactly what they feel needs to be changed in school. Then, they can use the 4
Square Writing Poster or the 4 Square Writing handout to help them. This reminds them
to use four good paragraphs before restating the purpose for the letter (what they feel
needs to be changed). The student can choose one word from each column to help guide
them into their paragraphs. Remind them that they choose only one.
The students should now write their letters. Remind them to go back to their prompt
frequently.
Activity 2 - Culminating Activity
The teacher will give the students the last 5 minutes to bring their letter to a close by
reviewing:
1. Do I have an interesting beginning that firmly states what I want to say?
2. Have I supported my belief with concrete reasons or examples?
3. Did I restate my belief or desire again in the last paragraph?
4. Did I stick to the one point I wanted to make or did I talk about more than one?
5. Do I sound like I am begging or pleading instead of firmly giving facts to support
my request?
Students will place their rough draft in a folder.
Wrap Up:
Students may share some of the topics they have chosen for their letters to the editor.
3: My Letter to the "Editor" (pen name for my Principal)
Daily Challenge Question: How can I be sure I'm ready for publication?
Set-up Directions:
The teacher needs to reproduce copies of the Revisions worksheet for each student.
The teacher explains that this is the worksheet that will help them revise their work and
get it ready for publication. The top part is for the student to help edit their work. The
other handout is a Partner 2 Partner worksheet that consists of 2 pages. It is best to print
these back to back. The students will have time to make any changes to the rough draft
using the Revisions handout and then they have time to help their partner make further
revisions. The teacher should have a copy of the Team Rubric ready for each student, as
well.
Teacher Presentation & Motivation:
The teacher says: "When a writer submits an article or editorial to the newspaper, it
needs to be in the best shape possible. We are going to work on revising the letters to the
editor we wrote yesterday to help get it in the best shape and then have someone else look
it over for us and help us make it clear to readers."
Activity 1 - Revising the Letter
Pass out the Revisions handout to each student. The teacher says; "Today you are going
to work with a 'MESS'. Look at the Revisions worksheet." The students will review the
Revisions handout. They will be given 15 minutes to make any changes to their rough
draft. The teacher will then distribute the Partner 2 Partner worksheet to each student.
The teacher should number the partners as one and two. The number one student will
answer each of the questions under the column of author. (5 minutes) They will then
hand the rough draft and their Partner 2 Partner sheet to their assigned partner number
two. After reading the draft, the partner will answer the questions under the column
Partner. The partner will complete the back of the sheet with Praise, Question, Polish.
The partner has to decide if any of the questions below need to be asked. Encourage the
students to write questions if they truly don't understand a part of the letter. Remind
them that these are just suggestions and they are not to write every question.
The first student is handed their writing and Partner 2 Partner sheet. After going over any
suggestions from the sheet, they are given 5 minutes to make any changes.
Activity 2 - Getting Ready for Publication
The students are given an opportunity to either type their letter on the computer or by pen
and paper.
Wrap Up:
Students assess their work by using the Team Rubric. The teacher assesses the final
letters and cooperative interaction during the lesson.
The students may choose to read their completed letters to the principal. These letters
could be given to the principal. Perhaps you could plan a visit from the principal as a
follow-up to give them a chance to address these concerns and to hopefully praise them
for a great persuasive letter.
Enrichment Options
Parent-Home Connection
Web sites – If your school has a Web site, ask if your class could have a school news
section that the students could write for or even submit poems or stories they have
written. If your school does not have a Web site, checkout some of the sites below to
create one just for your class:
AOL Homeotwn, 1-2-3 Publich at http://publish.hometown.aol.com/ (Need an AOL
account.)
Tripod at http://www.tripod.lycos.com/ (Tripod FREE – Choice of ads, 20 MB
space, 1 GB of Bandwidth)
Field Experiences
Students can see first hand the importance of a spreading the news by taking a field
trip to a newspaper or radio station.
-Guest Speaker:
Survey the students in your school for any parents who might work for a newspaper,
radio, or television station and invite them to the school to talk with the students.
Cross-Curricular Extensions
All of the following subject areas could be integrated by having the students create
articles for publication into a classroom or school newspaper.
-Language Arts
Poems, riddles, stories
-Fine Arts
Reviews of movies, a listing of upcoming events, a listing of contacts for students
new to the area to become involved in scouts, sports, or community clubs, places
of interest where students can go on weekends, Internet sites
-Mathematics
Math problems for students to solve and submit the answer to the newspaper, with
those names printed in the following editions, mathematical riddles, Internet sites
of where to receive help
-Science
Upcoming events at a local aquarium, science center, tips for science fair, Internet
sites
-Social Studies
A study on local history, places of interest in the area for sightseeing
-Technology
Safe sites for anyone and everyone, from homework help, parent links
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students' learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Wanda C. Dietrich
Modified by: Shelly Munger
Author's School System: Prince George's County Public Schools
Author's School: Hyattsville Elementary
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