Extra! Extra! Write All About It!

Magazines: Exploring the Role of Media, Choice and Meaning through Non-Fiction
Grade: 7 English Language Arts
Teacher: Kae McFadzen
School: Gilbert Paterson
Table of Contents:
1. Unit Overview
2. Rationale
3. Assessment/Assignments
4. Texts and Materials
5. Connections to the English Language Arts Strands
6. Statement of Program of Studies General and Specific Outcomes
7. Statement of Intended Unit Learning Outcomes
8. Essential Unit Questions
9. Organization and Structure: Unit Calendar
10. Modifications for Enrichment/ Special Considerations
11. Connections to Others Areas of the Curriculum
12. Accompanying Display
13. Unit Defence/Reflection
Appendices:
A. Unit Assessment Plan
B. Social Context Unit Rationale
C. Novel Resources/Texts
D. Lesson Plans
Topic: Magazines and Non-Fiction
Grade: ELA 7
Timeline: 24 lessons60 minutes each (approx. 6 weeks)
Unit Overview:
This unit is project-based and is designed to teach grade 7 English Language Arts. Through the
exploration of non-fiction literature, students will create their own magazine. Students complete
assignments that work towards creating their own magazine on a topic of their choice. The unit is
writing based and focuses on persuasive writing as well as writing from multiple, diverse points of
view. Through these writing activities, students will identify advertising and writing techniques found
in popular culture to create awareness and promote metacognition.
Daily Instruction:
Each class will begin with the students responding to a prompt on the Smartboard in their
journals. Students will free-write for two minutes about the prompt. Each prompt will be related to the
class and will encourage students to begin thinking about the class before it begins. Many of these
prompts will also serve as hooks for each lesson introduction. Most lessons will begin with a small
mini-lesson (10-15 minutes) about a selected topic. The remainder of the class will then be spent on
guided and independent practice.

Rationale:
The main focus for this unit is the writing process and developing writing skills to create their
own magazine. Students will create elements of a magazine for a real audiencetheir peers. This unit
aligns with many of the requirements of the Alberta Program of Studies through general and specific
learner objectives.
ConnectionsThis unit occurs directly after a novel study on How to Train Your Dragon and
before a poetry unit. The novel study provided students with a knowledge of fictional texts
which they can use to learn about magazines and non-fiction texts through a compare and
contrast activity. This unit focuses on the writing process and will greatly assist the poetry unit
that will follow the magazine unit.
Content and ActivitiesThe specific activities and texts chosen for this unit are age/grade
appropriate while presenting students with a variety of literary forms for students. Analyzing
magazines allows students to identify examples of persuasive texts in everyday mediums. These
real life connections can help students become aware and make more informed decisions.
Assignments:
JournalStudents will each be given a journal to record their morning free-writes as well as
their weekly journal entries. The journal functions as a formative assessment piece that will be
checked throughout the unit and handed in at the end of the unit. Every Thursday, the last 10
minutes of class will be reserved for student reflection in their journal. Each journal will have a
leading question, but students will be encouraged to reflect upon their learning and experiences
during the week. Each week is divided thematically to help students organize their ideas during
these journal sessions.
Found PoemStudents will create a found poem, using words or phrases found in magazines.
Each poem will focus on students' topic of choice for their magazine.
AdvertisementStudents will create an advertisement for their magazine. This advertisement
will reflect one of the advertising styles discussed in class and should be marketed to the
audience the student wishes to attract for their magazine.
EditorialEach student will create an editorial for their magazine. This assignment focuses on
practising persuasive writing techniques and using rhetorical devices to create an opinion-based
article.
Letters to the EditorStudents will further explore opinion-based writing by constructing
three letters to the editor. Each letter to the editor will be written from a different perspective,
encouraging students to explore multiple points of view and engage in critical thinking.
Feature Article and InterviewStudents will create a feature article on a researched topic
relating to their magazine's theme. Then, students will revisit perspective and point of view by
constructing an interview with a famous person who is featured in their magazine.
Comic StripStudents will create a comic for the 'entertainment' section of their magazine.
This assignment revisits the importance of images and inferencing introduced in the advertising
portion of the unit. The comic strips should include a combination of images and words.
Magazine CoverThe magazine cover should encompass the learning from the entire unit.
Students are responsible for creating a captivating image, catchy slogans, a summary of the
feature article. Students will create a cover that will 'sell' their magazine, using their knowledge
from the unit.
**For more details on each of these assessments, please see Appendix A: Unit Assessment Plan.
Texts and Materials:

TechnologySmart Board, whiteboard, Powerpoint, computers, class ipad.

Daily Materialsmorning free-write prompt and journals; Smart Board
Magazines suitable for exploration and exemplars as well as old magazines to cut pieces from.

Presentation: Students will be given a unit outline at the beginning of the unit which will provide them
with a unit overview, objectives, projects and assessments. This outline will help students understand
expectations and create accountability for their own learning.
Connection to the English Language Arts Strands: This unit incorporates all six of the ELA strands.
Students are provided with multiple opportunities to demonstrate their ability in each of the following
strands:
ListeningListening will occur on a daily basis during direct instruction and class-based
activities. Listening to others is also very important during class discussions.
SpeakingStudents will be encouraged to participate in class discussions and provide input and
feedback throughout the unit. Students will also speak during their presentation of their
magazine at the end of the unit.
ReadingThere are no assigned texts for students to read during this unit. However, students
are encouraged to engage in close reading of images during the advertising section of the unit.
There will also be numerous in-class readings used in guided practice activities that
demonstrate writing techniques and devices.
WritingWriting is the main component of the unit and occurs on a daily basis. Whether it is
the daily free-write session or weekly journal entries, students are always engaged in writing
activities. The majority of the assignments focus on the writing process: drafting, editing and
publishing. Students will be required to use a variety of writing techniques depending on
audience, purpose and form.
ViewingThis unit has a strong emphasis on visual literacy to help understand the foundation
for magazine elements. Students are encouraged to view the images both as a consumer as well
as critically to identify both the overt and the hidden message promoted through advertising.
Students also view print and media advertisements during center-based class activities.
RepresentingStudents will use representation throughout the entire unit. The magazine project
is a form of representation. In addition, many drama-based classroom activities, particularly in
the advertising section of the unit also focus on representation. At the end of the unit the
students will present their magazine to the class.
General and Specific Learner Outcomes:
General Outcome #1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
1.1 Discover and Explore

1.2 Clarify and Extend

General Outcome #2: Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues
2.2 Respond to Texts
2.3 Understand Forms, Elements and Techniques
2.4 Create Original Text
General Outcome #3: Students will listen, speak, read, write view and represent to manage ideas and
information.

 3.1 Plan and Focus

3.2 Select and Process
3.3 Organize, Record and Evaluate
3.4 Share and Review
General Outcome #4: Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
4.1 Enhance and Improve
4.2 Attend to Conventions
4.3 Present and Share
General Outcome #5: Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
5.1 Respect Others and Strengthen Community
5.2 Work Within a Group

Intended Unit Learning Outcomes:

Students will be able to:
Identify and understand elements of a magazine
Experiment with language and apply the writing process to develop articles and other written
pieces.
Apply close reading strategies to both text and images.
Communicate thoughts and ideas through the use of visual and written mediums.
Essential Questions:
To what extend does persuasive writing influence non-fiction works and affect how we read
magazines?
How do magazines reflect not only the values of our society and culture, but also personal
values and beliefs?
Why is it important to have knowledge and application of different writing techniques?
How can we use different writing styles in our everyday lives?
Unit Organization and Structure:
Week 1Topic: Introduction to Magazines and Non-Fiction
Monday, March 3

Wednesday, March 5

Thursday, March 6

Friday, March 7

Title: Introducing Title: Why

Magazine Unit
Magazines?

Title: Exploring
Beyond the Surface

Title: Lost and

Found

Book Club Work

Period/ Library

Objective:
Introduce the unit
and get to know
the students.
Establish
guidelines and
classroom rules.

Objective: To
acquaint students
with the various
elements of a
magazine

Activities: Unit
Overview sheet

Tuesday, March 4

Objective:
Understand the
difference between
fiction and nonfiction works;
demonstrate the
difference between
fact and opinion;
Activities: Fact vs.

Objective: Create a
poem using
magazine clippings;
choose topic or
theme for magazine
product.
Activities: miniActivities: minilesson on elements of lesson on poetry
a magazine,
and paragraph
magazine scavenger construction,

and Interest
Inventory
worksheet

Opinion Debate
Activity, Venn
Diagram sheets

hunt, T-P-S de-brief.

magazine search for

found poem words,
journal response

Week 2Topic: Advertising

Monday, March 10 Tuesday, March 11 Wednesday, March 12 Thursday, March 13 Friday, March 14

Title: The Power

of Media

Title: Reading
Images as Text

Objective: To
understand the
role media plays
in our society.

Objective: Identify
the meaning of
pictures using
visual cues.
Analyze different
Activities: Pop.
pictures and
Culture Brands
images and use
Matching Activity inferencing
techniques.

Title: Analyzing
Advertisements

Title: You name it,

we can sell it!

Objective: Identify
and analyze different
types of
advertisements
Apply inferencing
techniques.

Objective: To apply
knowledge of
advertising in both a
formative and
summative task.

Activities: minilesson on different

types of
Activities: tableau advertisements;
vivant; T-P-S
learning centers on
inferencing.
print, audio and
visual media.

Book Club Work

Period/ Library

Activities: Mad Lib

Advertising; Each
student will create
an advertisement for
their magazine;
journal response.

Week 3Topic: Persuasive Writing

Monday, March 17 Tuesday, March 18 Wednesday, March 19 Thursday, March 20 Friday, March 21

Title: What is an
Editorial?
Objective:
Introduce
editorials and
review the
difference between
facts and opinions;
discuss the
importance of and
steps to creating
strong opinions;
Review the steps
of the writing
process.
Activities:
Brainstorming
Editorial Topic.

Title: Rhetoric:
The Power of
Persuasion
Objective: Identify
and Understand
rhetorical terms
that can help to
strengthen an
argument.
Activities: Create
outline for
editorial; begin
draft of editorial.

Title: Editing
Editorials
Objective: Practice
the Principles of
Editing and revision
for students' own and
peer work.
Activities: Guided
practice editing
exemplar editorial;
finish draft of
editorial; peer review
and edit drafts.

Title: Revising and Book Club Work

Finalizing
Period/ Library
Editorials
Objective:
Understand and
identify when a text
is ready for
publication; apply
typing skills.
Activities: Work in
computer lab to
finalize and publish
editorials; journal
response.

Week 4Topic: Point of View

Monday, March 24 Tuesday, March 25 Wednesday, March 26 Thursday, March 27 Friday, March 28

Title: Introduction Title: Letter

to Point of View
writing basics

Title: Drafting and

Editing Letters

Title: Publishing
Book Club Work
Letters to the Editor Period/ Library

Objective: Identify
and demonstrate
the ability to
emulate different
points of view.

Objective: Students
will finish drafts of
their three letters and
engage in peer
review sessions.

Objective: Students
will finalize their
three articles and
type them out to
complete the
publishing process.

Objective:
Students will
learn the
components of a
formal letter and
apply personas
from charades
activity to create
drafts of letters.

Activities:
Charades activity:
students practice
different roles or
characters.

Activities: letter
writing; peer revision Activities: type and
in pairs.
print three letters;
journal response.

Activities:
brainstorming and
letter drafting;

Week 5Topic: Article Writing

Monday, March 31

Tuesday, April 1

Title: Introducing
Title: Drafting
Feature Articles and Articles
Interviews
Objective:
Objective: Students Students will
will understand the create a rough
main aspects of
draft of their
feature articles and feature article.
research a topic and
famous person
Activities: Write
related to their
a rough draft of a
magazine theme.
feature article.
Activities:
Computer Research

Wednesday, April 2

Thursday, April 3

Friday, April 4

Title: Drafting
Interviews

Title: Publishing
Article and
Interview

Book Club Work

Period/ Library

Objective: Students
will create a rough
draft of their
interview featuring a
famous person
previously
researched.
Activities: Guided
practice of interview
process; write
interview draft.

Objective: Students
will complete their
article and
interview.
Activities: type and
print article and
interview; journal
response.

Week 6Topic: Comic Strips/Entertainment Section

Monday, April 7

Tuesday, April 8

Title:
Title: Storyboard
Entertainment: All Construction
in Fun?
Objective:
Objective:
Students will
Students will
develop a comic

Wednesday, April 9

Thursday, April 10

Friday, April 11

Title: Comic
Creation

Title: Magazine
Cover Outline

Book Club Work

Period/ Library

Objective: Students Objective: Students

will create a final
will understand the
copy of their comic elements of a

understand the
different types of
comics used in
magazines; use
magazines to find
examples of the
comics.
Activities:
magazine search,
find, and share;
jigsaw activity
about different
kinds of comics.

outline using a
storyboard based
on one type of
comic learned in
the previous class.
Activities:
Brainstorming;
storyboard
creation; peer
review.

strip.

magazine cover to
both summarize and
highlight their
magazine.

Activities: Create a
comic strip using
either a computer or
hand-drawn
Activities:
artwork.
Brainstorm; create
draft of magazine
cover; peer review

Week 7Topic: Magazine Launch Celebration and Final Touches

Monday, April 14

Tuesday, April 15

Wednesday, April 16

Title: Magazine
cover finalization

Title: Magazine
Launch

Title: Magazine
Launch con't.

Objective:
Students will
complete their
magazine covers
and put any
finishing touches
on their magazine.

Objective: Half of
the students will
share their
magazines to the
class. Students will
show appreciation
and respect for
their peers' work.

Objective: The
second half of the
students will share
and appreciate their
peers' work over the
course of the unit in
a class celebration of
their magazines.

Activities:
Magazine Launch
(student-led
presentations)

Activities: Studentled presentations.

Activities:
Magazine final
touches (page
numbers, binding,
how to sell your
magazine to the
class, etc.)

Modifications for Enrichment/ Special Considerations:

ReadingThis unit focuses very lightly on reading. Students will be reading magazine articles and
using them as a foundation for analysis. One way to differentiate these reading sessions is to assess
student reading levels and assign appropriate articles that align with their reading levels. Group
readings would work effectively to accommodate these learning differences.
AssignmentsAll students are required to complete the same assignments. However, each students'
work will look different based on their abilities and interests. Students will choose their magazine topic
which will increase student interest and engagement while allowing students to work at their own level
to produce a product reflective of their ability.

TimelineStudents are assigned one assignment per week and will have a majority of class time each
day to work on the week's assignment. There is flex time available on Friday mornings for students to
finish any assignments. For students who finish early, they can create additional advertisements and
articles for their magazine.
IPPThere are students with a wide range of exceptionalities. I will have to make accommodations
and modifications based on students who have ADHD, ASD, as well as gifted and talented.
Connections to Other Areas of the Curriclum:
ICTICT outcomes will be incorporated into this unit in many areas, particularly during research
activities as well as during the publishing stage of the writing process.
Social StudiesSocial Studies has a strong emphasis on point of view and developing the ability to sue
multiple perspectives to understand an issue. This promotes open-mindedness. This unit, particularly
the Editorial and Letters to the Editor assignments focus on developing this competency
Fine ArtsThis unit incorporates both writing and project-based assignments. The project-based
assignments, such as the advertisement and the comic strip incorporate visual art elements as well as
literacy.
Plan For Accompanying Display:
As of now, the few bulletin boards in the classroom are all consumed with information of daily
activities that I will use during my teaching. These displays will be important me for to utilize. I may
add posters about the steps of the writing process on the classroom walls to assist students during class.
Unit Defence/Reflection:
My unit defence will be completed after I have taught my unit to provide a more reliable and reflective
account of my experiences. I understand that my current unit plan will change as I adapt my lessons
and ideas for student needs.
Appendix A: Unit Assessment Plan
1. Pre-Assessment
Interest Inventory
Free-Write or Exit Slip assessing student writing ability
2. Formative Assessment
Exit Slips
Journal Responses
Free-Write Sessions
Fact and Opinion Spoons
Checklists (Teacher and Student)
Writer's Workshop Conferences with written feedback
Peer Review writing sessions
Found Poem
3. Summative Assessment
Advertisement
Editorial
Letter to the Editor

Feature Article and Interview

Comic Strip
Magazine Cover

Appendix B: Social Context Unit Rationale

I have prepared to teach a Grade 7 English Language Arts magazine unit on non-fiction writing.
The unit focuses on developing persuasive writing skills, writing from multiple points of view and
understanding the power of media through advertisement analysis. Students will create their own
magazine as a final performance task for the unit.
Introduction
This unit provides many opportunities to engage students and excite them about the topics.
However, there are important considerations that must be taken into account for the unit to be
successful. While planning this unit, I have taken into consideration and made accommodations for the
digital connectivity culture, gender dynamics, ethnicity, social class and 21st century competencies that
are present in my classroom. My orientation day in my classroom helped me to understand these
factors; they greatly influence how I will teach my unit. These factors have helped me to understand the
importance of differentiation while allowing me to apply these principles to a classroom.
Digital Connectivity Culture
We are an increasingly digital world that relies more and more on technology. This unit includes
a balanced combination of traditional and modern technologies. My classroom has many whiteboards
and bulletin boards that I plan on using for visual note-taking and mind-mapping. I will also use hard
copies of magazines for many of my activities. However, I also plan on using many modern resources
that fulfil the same outcomes. I think that it is important for students to have experience with all types
of media and develop skills with both traditional and modern forms of media. The classroom has a
Smart Board that is linked to a class iPad that I plan on making use of during my lessons. The iPad has
a very interesting mirroring feature that allows students to view on the Smart Board what is being
played on the iPad. This will be a learning curve for me, as I have never worked with this type of
technology. However, as a life-long learner I need to be competent in both new and traditional media as
well.
Gender
My class has an almost equal boy-to-girl ratio. The magazine unit provides students with many
choices such as choosing their own topic and theme for their magazine. I will do many brainstorming
exercises that focus on developing their personal interests, without influence from their peers. I think
that this thoughtful reflection during the beginning phases will help students to avoid choosing topics
that they really want to study in favour of what their peers deem acceptable. My T.A. also explained
that she teaches a sewing option class in which there is also an equal number of boys and girls in the
class. This really surprised me and I hope to foster this gender equality in my unit. The advertising
section of my unit deals with stereotypical gender roles as a form of marketing. However, I plan on
asking students to create an image that markets the same product as the original ad, but to make it
gender-neutral and more applicable to a wider audience. Another assignment asks students to write
letters to the editor from a particular point of view. While choosing these characters to portray, I will
ensure that they are not stereotypical characters. For example, instead of choosing a Barbie, I will
choose a gender-neutral occupation such as a doctor. If I hear students promoting stereotypes, I may
suggest expanding point of view and perspective by considering the character from the opposite sex.

Ethnicity
There are no Aboriginal students in my class but there is a Metis boy. I plan on incorporating
FNMI content in my class to incorporate his culture by selecting some magazine articles that focus on
relevant issues surrounding Aboriginal people. I will try to bring in multiple perspectives of the same
issue to promote critical thinking and help students re-assess their preconceptions. I will also try to find
advertisements that represent Aboriginal people during that section of my unit. Representing cultural
diversity is also important because we have two Asian and one East-Indian student in the class. It will
be important to include content that celebrates and addresses each of these cultures to create a
welcoming and inclusive classroom environment.
Social Class
The majority of my students represent the middle class. However, like any group my teacher
explained that there are a few students who are lower class and some students who have parents that are
doctors and lawyers and represent a higher social class. The topic of advertising and popular culture
provides students of all social classes the opportunity to use both experiential and theoretical
knowledge. I think that the relevant and relatable topic provides an opportunity for students to connect
emotionally in the unit. I know from personal experience that if I am engaged and interested in a topic
that directly affects me, I am more likely to have an emotional reaction or investment in my learning. I
am hoping that the same will happen with my students. My T.A. explained to me that there are a few
students who will work at a much slower pace than the rest of the class. There is one period on Fridays
designated for catch-up work. I will use this time to work with students who are behind or need
additional assistance.
21st Century Competencies
My unit includes many 21st Century skills. Students will engage in the writing process and
complete activities using the computer and Smart Board. These activities include:
computer research (internet search skills)
organization of ideas using online programs such as bubbl.us
type articles and assignments of magazine as part of the publishing phase of the writing process.
Using editing tools to revise and edit text
Use photoshop and other image editing programs to manipulate an advertisement
Using the Smart Board
I have included these activities to appeal to students as well as to provide them with an opportunity to
practice and develop 21st century skills.
Appendix C: Resources and Texts
Tompkins, Gail. 50 Literacy Strategies: Step by Step
Bright, Robin. Write From the Start
Peha, Steve. Welcome to Writer's Workshop
Dube, Judith et.al. Writing Sense 7
Prentice Hall Ginn Canada. Resourcelines Grades 7/8.
Purslow, Frances. Learning to Write: Persuasive Paragraphs

Magazine Unit Outline

Congratulations!
You have just been named editor-in-chief of a brand new magazine. For the next
7 weeks, you are to design this publication from cover to cover. You need to
complete the following components to create a magazine that is centerd around
a theme of your choice. This job is a big responsibility and will take some
practice!
We will be practising writing, editing and publishing different types of magazine
articles. You will also get to use your creativity and imagination in a few artbased projects to make your magazine appealing to your customers.
By the end of the unit, you will be able to:
Identify the different parts of a magazine
Understand how media influences our beliefs and values
Apply the writing process
March 3-7: Introduction to Magazines and Non-fiction
Assignment: Found Poem
March 10-14: Advertising and the Power of Media
Assignment: Create your own Advertisement
March 17-21: Persuasive Writing
Assignment: Editorial
March 24-28: Point of View
Assignment: Letters to the Editor
April 31-4: Writing Articles
Assignment: Feature Article and Interview
April 7-11: Entertainment
Assignment: Comic Strip
April 14-16: Final Touches and Presentations
Assignment: Magazine Cover
**You will also be responsible for keeping a weekly journal and participating in morning free-write
sessions to document your learning.