Course: 9th Grade Writing & Composition Teacher: Silverstein

Journalism that has changed the world, what makes Students learn that their voice can make a difference, with the
Compelling
an interesting/impactful news story. What makes it compelling? right idea, the right sources, and the right story.
Topic(s)

Students study real news stories and journalists who have changed the world. They identify what makes a successful/impactful news story, and how real
journalists work facts, quotations, and narratives into their writing. Then, students will identify a “story” in their life or their community that they would like to
Case Study
bring attention to. They will interview community members about the story/issue. For the final project, they will write a script for a news podcast about
Description
Washington Heights and submit it to the New York Times Podcast Contest.

Essential Questions - How do we find the compelling, newsworthy stories around us?
- How do we tell stories about our communities in a way that can bring about change?

Key Concepts/Understandings - Journalism can change the course of history by bringing injustices to light.
- (Key Journalists: Nelly Bly, Ida B. Wells, Woodward & Bernstein, Rachel Carson, Earl Caldwell).
- We all have the power to use our writing to bring wider attention to the beauties and injustices in our lives.

Standards CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.

Long Term Targets Assessment for Learning & of Learning

1. I can write an informative and explanatory text to examine and convey
complex ideas.
2. I can select, paraphrase, and cite relevant evidence from literary and
informative texts to answer my research question.
3. I can put multiple texts/authors in conversation and take my own
stance.
4. I can adapt my writing to a specific purpose and audience.
5. I can effectively use grammar and sentence structure to improve the
quality of my writing.
Formative 1: students jigsaw to learn about a journalist whose work changed the world in a drastic way,
then present to their peers.
Formative 2: topic proposal where students outline their plan for their podcast (chosen prompt, topic,
possible interview subjects, and key takeaways).
Formative 3: first draft of script
Summative: students write the script of a news podcast, take it through multiple processes of revision,
record it, and submit it to the New York Times podcast competitions.
Evidence Catcher: students capture the evidence that they gathered for their script, compare and contrast
the stances of different sources, and develop their own concluding opinion.
Summative Assessment also measures this learning target.
Evidence Catcher: students capture the evidence that they gathered for their script, compare and contrast
the stances of different sources, and develop their own concluding opinion.
Summative Assessment also measures this learning target.
Summative Assessment measures this learning target.
No Red Ink Practice: online grammar practice
Summative Assessment drafts and final product also measure this learning target.

Day 1 (April 29)
I can compare and contrast
journalistic writing with other
genres.
Day 6 (May 7)
I can identify a newsworthy story
in my own community.
I can analyze author moves across
multiple pieces of journalism.
Day 11 (May 14)
I can put my source authors in
conversation and take my own
stance.
Day 16 (May 21)
I can use technology to bring my
writing to a wider audience.
Day 2 (April 30)
I can contextualize a piece of
groundbreaking journalism and
explain the effects it had.
Day 7 (May 8)
I can analyze author moves across
multiple pieces of journalism.
I can write a hook that engages
listeners in my story.
Day 12 (May 15)
I can use varying sentence lengths
to increase flow in my writing.
Day 17 (May 22)
I can reflect on the growth I have
made in my writing.
Day 3 (May 1)
I can identify the key components
of a news podcast.
Day 8 (May 9)
I can imitate journalistic author
moves in my own writing.
I can draft specific and effective
interview questions that will get to
the heart of my issue.
Day 13 (May 16)
I can revise my writing for clarity
and impact.
Day 18 (May 23)
I can share my work with my
peers and give constructive
feedback.
Day 4 (May 2)
I can identify the key components
of a news podcast.
Day 9 (May 10)
I can use journalistic author
moves in my own writing.
I can use sensory detail to increase
engagement in my story.
Day 14 (May 17)
I can use peer feedback to
strengthen my writing.
Day 19
Day 5 (May 6)
I can analyze author moves across
multiple pieces of journalism.
I can identify a newsworthy story
in my own community.
Day 10 (May 13)
I can select, paraphrase, and cite
relevant evidence from literary
and informative texts.
Day 15 (May 20)
I can use technology to bring my
writing to a wider audience.
Day 20

Model Texts for Analysis - Washington Heights: The Deepest Station in the Subway System (NPR)
- Use of sources, sounds, historical look at the subway that also addresses its current role
- A Columbine Teacher Reflects on Her Enduring Trauma (StoryCorps)
- Beautiful storytelling, ability of podcasts to convey emotion, interview format, strong key takeaway
- It Motivated Me: 4 Million College Students are Raising Children (NPR)
- Storytelling, use of sound, evidence and statistics, strong key takeaway
- When the Conversation Doesn’t Include You: LGBTQ+ Sex Ed in a Small Town (NPR)
- Interview format, use of sound, call to action, strong key takeaway