Lesson Topic: Writing Feature Articles Length of lesson: 50 minutes Content Standard(s):

Grade level: 9th Grade English

Stage 1 Desired Results 9.5.2.2. Determine a central idea of a text and analyze its de elo!ment o er the course of the text" including ho# it emerges and is sha!ed and refined $y s!ecific details% !ro ide an o$&ecti e summary of the text. 9.5.'.'. Determine an author(s !oint of ie# or !ur!ose in a text and analyze ho# an author uses rhetoric to ad ance that !oint of ie# or !ur!ose. 9.9.).).c. *ro!el con ersations $y !osing and res!onding to +uestions that relate the current discussion to $roader themes or larger ideas% acti ely incor!orate others into the discussion% and clarify" erify" or challenge ideas and conclusions. Understanding (s) goals ,tudents #ill understand./he characteristics of a feature article .0o# a feature article is different from other &ournalistic style% ho# it is #ritten differently and ho# it hel!s us to ie# a to!ic in a different #ay !ssential "uestion(s): . Does a feature article gi e us a $iased ie# on a situation or e ent1

Student o#$ectives (outco%es): .,tudents #ill read !u$lished feature stories and determine the characteristics of this genre

Stage & 'ssess%ent !vidence (erfor%ance Tas)(s): *ther !vidence: .,tudents #ill use the acti ity and discussion from class as reflection and ideas for #riting alternate genres in their multi.genre research !a!ers

Stage + Learning (lan

Learning 'ctivities: 2aterials5 Feature articles 3enough co!ies for each student4). 2. 8. :. 5. The Girl in the Window $y 5ane DeGregory A Life Revealed $y 6athy 7e#man The Bite That Heals $y 9ennifer ,. 0olland The Wreck of Lady Mary $y Amy Ellis 7utt A Wicked Wind Takes Aim $y 9ulia ;eller

First )0 minutesGi e the follo#ing instructions 5ast #ee<" you learned a$out cutlines and headlines #hen #riting ne#s articles /oday" =>m going to teach you a$out one <ind of &ournalistic style of #riting- Feature Articles = am going to hand out a one of fi e different articles to e eryone. When you get your article" = #ould li<e you to read it through. /hey are !retty lengthy" so ma<e sure to !ace yourself right. ?ou do not ha e to read for grammar and #riting style" $ut more for the idea. While you are reading" = #ould li<e you to mar< anything uni+ue that you thin< ma<es this article different from others When = hand you your article" you can start reading right a#ay @ight no#" = #ould li<e you to get into your lit circle grou!s 3note- for 2nd hour" &ust grou!s of 5 $ecause smaller class4 .When the students ha e their des<s !ushed together" go around and gi e each grou! a !ac<et #ith all fi e articles 7ext )5 minutes.When e eryone has finished reading their articles" $ring the attention $ac< to the front of the class. .Gi e the follo#ing instructions 7o#" discuss your articles #ith the mem$ers of your grou!. ?ou each read a different article" $ut = #ant you to find similarities that your articles share that ma<e them feature articles. ?ou can mar< these on your articles $y underlining" circling" etc. ?ou may might to start $y going around and ha ing e eryone in the grou! gi e a +uic< summary of their article .2a<e sure to !ace around classroom" listening to discussion" ans#ering +uestions" etc. )0 minute lecture.Go through *o#er*oint on Google Docs 3attached4

5ast )0 2inutes .,tart a closing discussion $y as<ing the +uestion Do you thin< that a feature article gi es an un$iased ie# on a situation or e ent1 Why1 0o#1