English Unit Newspapers Stage Three Term 1 2 3 4

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EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-2A composes, edits and presents well-structured and coherent texts
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing
texts
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-9E recognises, reflects on and assesses their strengths as a learner
LearningAcross
TheCurriculum
Cross-curriculum
priorities
Aboriginal &Torres
Strait Islander
histories&cultures
Asia &Australias
engagement with
Asia
Sustainability
General capabilities
Critical &creative
thinking
Ethical
understanding

Information&communicati
on technology capability
Intercultural
understanding
Literacy
Numeracy
Personal &social
capability
Otherlearningacross the
curriculum areas
Civics &citizenship
Difference&diversity
Work&enterprise
Content Teaching & Learning Activities Reg
compare and justify the ways in which spoken
language differs from written language
according to purpose, audience and context
participate in and contribute to discussions,
clarifying and interrogating ideas, developing
and supporting arguments, sharing and
evaluating information, experiences and
opinions (ACELY1709)
identify and summarise key ideas and
information from guest speakers, eg note-
taking or using digital technologies
understand and appreciate the way texts are shaped
through exploring a range of language forms and
features and ideas
explore and analyse the effectiveness of informative
and persuasive devices in texts
understand and use the key elements of planning,
composing, reviewing and publishing in order to meet
the increasing demands of topic, audience and
language
plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with
text structures, language features, images and digital
resources appropriate to purpose and audience
(ACELY1704, ACELY1714)
understand that cohesive links can be made in texts
by omitting or replacing words (ACELA1520)
investigate how complex sentences can be used in a
variety of ways to elaborate, extend and explain ideas
(ACELA1522)
experiment with text structures and language
features and their effects in creating literary texts, for
example, using imagery, sentence variation, metaphor
and word choice (ACELT1800)
reread and edit students' own and others' work using
agreed criteria and explaining editing choices
(ACELY1705, ACELY1715)
analyse how text structures and language features
work together to meet the purpose of a text
(ACELY1711)
recognise and compare how composers use a range of
language features, including connectives, topic
Part 1 Exploring Newspapers

WALT
Recognize the daily uses of a newspaper
Identify the parts of todays standard newspaper
Identify the differences between newspaper and other media sources

1. As a warm up, do a five-minute free-write, using a prompt like:
I use newspapers for OR I never use newspapers because.

2. Brainstorm Newspaper words, eg. Article, byline, critic, edit, editor,
editorial, feature, front page, headline, media, opinion, tabloid.

3. Discussion
Attempting an involved discussion, try to cover the following topics:
What media do you use? Why?
What is the difference between newspapers and other media? How do these
differences affect its content?
What paper do you read? Why?
What paper do your other family members read?
Why do you think they read them?
What specific sections of the paper do you read? Why?
What sections dont you read? Why?
4. Activity
Put students into either small groups or pairs. Hand each group a copy of the
same newspaper (which hopefully youve had donated to the school or

sentences and active and passive voice, to achieve
their purposes
recognise how grammatical features help to build
meaning in texts, including reference links and
adverbial and adjectival phrases
identify and discuss how own texts have been
structured to achieve their purpose and discuss ways
of using conventions of language to shape readers'
and viewers' understanding of texts
understand the uses of objective and subjective
language and bias (ACELA1517)
compose more complex texts using a variety of forms
appropriate to purpose and audience
recognise the techniques used by writers to position a
reader and influence their point of view
understand that choices in grammar, punctuation and
vocabulary contribute to the effectiveness of texts
identify and explain how choices in language, for
example modality, emphasis, repetition and
metaphor, influence personal response to different
texts (ACELT1615)
select some more challenging language features,
literary devices (eg irony, humour) and grammatical
features (eg modality) to engage and influence an
audience
experiment with different types of sentences, eg short
sentences to build tension and complex sentences to
add detail
use topic sentences and appropriately organise main
(independent) and subordinate (dependent) ideas to
enhance coherence in written texts
select appropriate language for a purpose, eg
descriptive, persuasive, technical, evaluative, emotive
and colloquial, when composing texts
use grammatical features, eg pronouns, conjunctions
and connectives, to accurately link ideas and
information to ensure meaning when composing texts
reflect on own learning achievements against specific
criteria
recognise that there is a language for discussing
learning experiences
discuss how the reader or viewer can enjoy and
discover a wide range of literary experiences through
texts
develop criteria for assessing their own and others'
presentations
critically reflect on the effectiveness of their own and
others' writing, seeking and responding to feedback
discuss and reflect on the roles and responsibilities
when working as a member of a group and evaluate
the benefits of working collaboratively with peers to
achieve a goal
describe how skills in speaking, listening,
reading/viewing and writing/representing contribute
to language development
something). Together, they will complete a worksheet that helps them explore
the paper.



5. Then, as a class, compare the findings in a discussion or by filling out a
master chart on an overhead/computer/whiteboard.
Which sections have colour? Why?
Which sections have the most advertisements? Why?
Which sections had informative stories? Persuasive? Entertaining?
How would each of these sections be useful? Who would use them? For
what purpose?










Part 2: Where does the news come from?

WALT
Recognize the outside elements that affect the content of the paper and how
those elements might affect content

6. As a warm up start with a 5-minute free write: What is news? What people,
places or events do you deem newsworthy?
7. Why?

Discussion
8. As a class look for and discuss the following points about newspapers.

Who writes newspaper stories? Which kinds?
What is the Australian Associated Press? How does the newspaper get their
stories?
How might the Australian Associated Press affect the stories in the paper?
Who determines what stories make it into the newspaper?

Class Activity
9. In class groups have each group explore a different newspaper article
from a newspaper. As they explore the paper have them identity the
following guiding questions

What is the article about?
What kind of article is it?
Where has this story come from?
Who wrote the article?
Do you know if the article is trust worth? Why/why not?
Who/what could have influenced the way this article was written?

10. Then, as a class come back together. Have each group present their
newspaper article to the class and have them discuss their findings.





Part 3: Deconstruction of a Newspaper Report

WALT
Recognise the key elements of a newspaper report (information report)
Identify the general features if newspaper reports (Information triangle)
Identify specific grammatical features of newspaper articles

11. Start with a 5-minute free write: Pretend you are a reporter for your
favourite paper. You get a lead that there will be a big event at our school.
How would you find out about the event? Who would you ask? What
would you ask?

12. Writers change their sentence structure according to the kind of writing
they want to produce and the audience for whom they are writing.
Journalists have developed recognisable sentence structure patterns; this
is especially notable in tabloid journalism, but can also be seen in
broadsheets.

Students choose a news article out of a newspaper. In small groups, have
students identify the types of sentences in the article. Discuss.

13. Provide a short introduction about the 5Ws and Hs.
Most journalists follow the golden rule of journalism, that is, always try to
answer the five ws: who is involved? what happened? when did it
happen? where did it happen? why did it happen? their sentence structures
will often follow this rule.

14. Have students use their previous news article and identify the 5 Ws & H in
the text.

15. Discuss with students the main elements of a news article. (Headline,
byline, location, lead paragraph(s), supporting paragraph(s).

16. Students complete a rewrite of an article. Discuss the structure, types of
words, and the different elements of a news article.

17. Students write their own newspaper article.
Part 4

WALT - understand the uses and effectiveness of word play in headline writing.

Definition of a pun given to students with an example.
A pun is a joke exploiting the different possible meanings of a word or the fact that
there are words that sound alike that have different meanings.
A pun is funny saying that uses words that sound similar.
Eg. Eamon Sullivan (swimmer) on Dancing With the Stars said he felt like a fish
out of water on the dance floor.
Being struck by lightning is a shocking experience.
I went to a seafood disco last week and pulled a mussel.
She had a photographic memory but never developed it.
A boiled egg every morning is hard to beat.

18. Activity 1
Students discuss Newspaper Headline Puns WS (saved in Term 4: Literacy
Unit) and complete with a partner. They will read each headline and
determine the intended meaning and the alternative meaning and record their
thoughts.

19. Activity 2
Remind students of the meaning of a homophone.
Two words that sound the same but are spelt differently and have different
meanings. Eg. Here, hear.
Students will complete homophone WS (saved in Term 4: Literacy Unit).
Student will use homophone to create their own punny sentences and
possibly illustrate. This may be done on the bottom of the WS or however the
teacher sees fit. Students share puns with the class.









Part 5

WALT understand how advertising works, the role advertising plays in sustaining
newspapers and how advertising may influence newspaper content.

20. Students will be divided into small groups and be provided with a newspaper
per group. Inside the newspaper are pages of stories and pictures. Often the
pictures go with stories, but sometimes the pictures are advertisements, or
ads. Ads are space in the newspaper devoted to selling something. The ads
scattered throughout the paper are called display ads and they usually have
pictures or graphics with them, and can be anything up to a full page in size.

21. Allow students time to browse through the paper and look at the ads. Keep
them focused on the ads by asking:
What makes you stop and look at the ads?
Are the pictures in colour, or black and white?
Which pictures do you like the best and why?
What kinds of things are being sold? Do you think you would buy
them?
Are there ads for things that kids would buy or use? Why or why not?
How big are the pictures? Do they take up the whole page, or only
part? Are they bigger or smaller than the stories on those pages?
How many pages are there with ads? Without ads? Would you say
that the stories or ads take up the most space in the newspaper?

22. The Influence of Advertising
Advertisements make up a big part of a newspaper. Why do you think there are
so many? (Ads not only help businesses sell things; they also help the newspaper.
The price we pay for newspapers only covers a small portion of the production
costs advertising help to pay the rest of the costs. So newspapers dont only
have to worry about what readers want to see in the paper they also have to
satisfy the needs of the advertisers. This can sometimes be tricky).
How do you think the task of keeping both readers and advertisers happy
affects the layout of the newspaper?
How might those two tasks conflict to influence the stories printed in the
newspaper? (Think of a case where this might happen. An example might be a
safety problem with a car: a news story to announce the problem might clash
with the manufacturers need to advertise to sell cars).

23. One important point about newspapers is that theyre businesses, and
businesses need to make a profit. They can only do that if they have readers.
So newspapers have to provide us with the most up-to-date information:
news, features, and also movie listings, the weather, sports scores etc. The
greater the circulation, the more advertising a paper can sell which means
more profit, but less space for stories. Newspapers need to balance these
needs.

24. Think about the newspapers youve looked at. Do you think theres too much
advertising in them?

25. Activity 1 Deconstructing Advertising Techniques

Each group of students should have a collection of newspaper advertisements.
Ask them to spread them out on their desks and look at them.

Are there people in the pictures? What are they doing? Are they men, women
or children? Do they look happy or sad? Why do you think these people are in
these ads? What is the ad trying to sell?
Which ad caught your attention the most? Why?
How much do the things in these advertisements cost? Are there any prices?
What kind of ads do you like the best? Why? Is it the pictures, or the langue?
How about the text format?
How do the things being sold look in the ads tasty, soft, comfortable or
stylish? What does the way they look mean to you? Would you buy any of these
things?

26. Brainstorm some of the tricks advertisers use to sell their products, such as
colours, logos, emotions, patriotism, humour and celebrity endorsements.
Also look at the language used to describe products and their functions. Do
you think the descriptions are completely honest, or do they exaggerate to
make the product seem better?



27. Activity 2 Write an ad for a make believe product

Have student invent a twist on a product, a strange product, or a product that
doesnt yet exist. Have them list the important features of this product, then
think up ways to entice someone to buy it. Use the appeals and tricks previously
discussed. Students can wither hand-
Part 6

WALT understand the purpose of Letters to the Editor section in newspaper and
write a short letter expressing our own views on a local community issue.

28. Discuss the content and purpose of the Letters to the Editor section in the
newspaper (copies of the local Scone Advocate would be relevant).
This section provides an opportunity for members of the public to write
letters expressing their views or arguing a case.
Have a variety of letter pages from newspapers available for students to
read.

29. Together, read the example text: Ban the Bikes (saved in Term 4: Literacy
Unit) and highlight persuasive techniques used.

30. Activity 1 Letter to the Editor

Brainstorm a range of local community issues that may be relevant to children
in the local area eg. train track work, new skate park, Glenbawn Dam
restrictions, local parks etc.

Each student will select an issue of importance to them, one they feel most
passionate about. Their task will be to write a Letter to the Editor raising their
concern.








Part 7 - Class Newspaper

WALT: To create a class newspaper that includes engaging headlines, articles,
graphics, letters to the editor and correct spelling and grammar.

31. Start with a 5 minute free write to come up with a title for the class
newspaper.
32. Once 5 minutes is up brainstorm and have a class vote as to what the class
newspaper is going to be called.
33. Divide students into 8 groups.
34. Remind students that for the newspaper to be successful and printed on
time all groups need to have their sections completed by the deadline
(deadline to be negotiated with class and class teacher.)
35. Allocate groups the following sections of the newspaper:
Front page news article #1
Front page article #2
Letter to the editor #1
Letter to the editor #2
Advertising (at least 3)
TV Show/Movie Reviews
Sports article #1
Sports article #2
36. Allow groups 5 minute brainstorming time to decide what their group is
going to write about / produce
37. Once time is up, each group to present their ideas to the class and the
class votes on whether topics chosen by groups are appropriate.
38. If topic has not been decided by a group by the designated time then class
can assist with ideas.
39. Teacher to ensure each group is clear with what they need to produce.
40. Decide on a class deadline and what groups need to have had completed
by then (proof reading, editing, final work produced).
41. Students begin work on their section.
42. Once deadline has been reached students present their final work to the
teacher.
43. Once all works have been proof read by teacher class work together to put
it all into place to produce a final class newspaper.

44. Teacher then photocopies enough for class to take home.

Assessment: Student activities should provide an indication of how well students grasp
Assessment for Learning Assessment as Learning Assessment for Learning
Students write a news article
based on an event that has
happened at school, eg. Mental
Health Hat day, new teacher,
sports event.
Students write a news article
based on an event that has
happened at school, eg.
Mental Health Hat day, new
teacher, sports event.

Have students improved
complete an effect size to gauge.