March 14, 2003

THE WHOLE STORY
Learning to Write Informative and Thorough News Articles

Grades:  6-8, 9-12

Subjects:  Current Events, Journalism, Language Arts

Related New York Times Article
"Salt Lake City Girl Is Found 9 Months After Kidnapping, By DEAN E. MURPHY", March 14, 2003

Overview of Lesson Plan:: In this lesson, students learn how to collect and convey information about a current event. By focusing on who, what, when, where, why, and how questions, students will learn to thoroughly analyze and report on important world events.

SUGGESTED TIME ALLOWANCE:
45 minutes - 1 hour

OBJECTIVES:
Students will:

  1. Write who/what/when/where/why/how questions based on a New York Times article headline.
  2. Learn about the abduction and return of Elizabeth Smart by reading and discussing the article "Salt Lake City Girl Is Found 9 Months After Kidnapping."
  3. Brainstorm a list of current events; in groups, research a current event; create a group poster addressing who/what/when/where/why/how questions about the event.
  4. Write an article incorporating the information from the group poster.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Prior to class, write the headline from the article ("Salt Lake City Girl Is Found 9 Months After Kidnapping") on the board. At the start of class, refer students to the headline. As a class, have students brainstorm who, what, when, where, why, and how questions (two of each) that they think might be answered in this article. Write the questions in six columns, labeled by their key words, on the classroom board.
  2. As a class, read the article "Salt Lake City Girl Is Found 9 Months After Kidnapping." While reading, have students note the answers to their questions that appear in the article. After reading the article, have students share the answers that were provided by the article, as well as those that were not. Briefly discuss why these questions might not have been addressed in the article, and how one might find the answers to these questions.
  3. As a class, brainstorm current events stories, such as the possible impending war with Iraq, the United Nations Security Council report, or the partial birth abortion ban in the United States, listing the events on the classroom board. Divide the class into groups of six, assigning each group a current event from the class list. In groups, students brainstorm questions that they think should be answered regarding each event, listing at least two questions in each of the six question categories. Each student is then assigned one type of question (who, what, when, where, why, and how) to research regarding this event. Using all available resources, students search for the answers to these questions, as well as noting other information that may not have been anticipated by the group's brainstormed questions. After collecting their information, group members compile the answers to their questions and create a poster displaying this information through words and pictures. The p
  4. oster itself should be divided into the six question categories, so that each section of the poster visually addresses each type of question.
  5. WRAP-UP/HOMEWORK: At home, students write newspaper articles, modeled after the article read in class, that incorporate the information from the group poster. Students should make sure to address each type of question and organize the article in a clear, comprehensive format. Completed articles and posters may be displayed in the classroom.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated on completion of Warm-Up, participation in class discussions, participation in group research, completion of group poster, and completion of article.

VOCABULARY:
abducted, vigils, ordeal, articulate, ample, unwavering, panhandling, vested, impromptu

EXTENSION ACTIVITIES:

  1. Write a human interest article on the role of religion in the kidnapping and return of Elizabeth Smart. Address the praying that was done on Elizabeth's behalf, as well as the religious conviction of her family members and her kidnapper. You may also wish to interview people in your community regarding the role of prayer and faith in such as event.
  2. Create a comparison chart of articles about Elizabeth Smart's return from different newspapers, as well as different media, such as the Internet, television, or magazines. Compare the articles based on type of article (news, human interest, editorial, etc.), type of information provided, and thoroughness of the reportage.
  3. Write a children's book that addresses the issues involved in kidnapping in an informative and reassuring manner. Explain concepts such as stranger danger, how the police help find a kidnapped child, and what happens to people who try to kidnap children. Provide information about practical measures children can take to increase their own safety and awareness about these issues.
  4. Learn about the development and structure of the Mormon Church. Explore the Book of Mormon, gender roles, life cycle events, the role of prayer, and other important aspects of this religion. Write a short paper on your findings.
  5. Learn about the form and function of press conferences. When are they called? How are they conducted? How are journalists invited? Conduct a mock press conference in your classroom, based on a pertinent issue in your school or community that highlights the important aspects of this type of event.

INTERDISCIPLINARY CONNECTIONS:
Civics- Debate the scope and function of Megan's Law in the protection of children. Focus on the following questions: What offenses should be covered in this law? What should be the statute of limitations (if any) on informing people that such criminals live in their neighborhoods? As a federal law, how effective has this legislation been thus far, and what could be done to increase its efficacy?

Health- Many of the effects of childhood trauma are not apparent at first, but result in emotional and psychological illness later in life. Speak with a mental health professional about how children respond to traumatic events in the short and long term, and how therapy and other intervention techniques can help these children cope with their stress. Write an article for your school or local newspaper on this topic.

Mathematics- Research abduction cases, focusing on a specific variable, such as frequency of cases nationwide compared to your state, number or abductions in different seasons of the year or from year to year, or average age or gender of abducted children. Then write a letter to your local congressperson using the information you gather to suggest action that should be taken at the local, state, or national level, to reduce this type of abduction.

Media Studies- Learn about a "ribbon campaign," such as the red AIDS ribbon, the pink breast cancer ribbon, or the baby blue ribbons displayed during Elizabeth Smart's disappearance. Find out how the campaign was/is advertised, and what its effect has been. Then propose your own ribbon campaign in your community as a way to increase community awareness or raise money for a particular cause. Include in your proposal possible advertisements, slogans, and events that would highlight your ribbon campaign.

Social Studies- Learn about how a criminal is positively identified, from police lineups to eyewitness interviews to forensic sketches. Create a poster illustrating the techniques used and how these techniques can lead to the identification and arrest of a criminal. If possible, invite a forensic specialist into your classroom and have him or her demonstrate how he or she uses this technique to identify and catch criminals (or learn how to demonstrate this technique yourself).

Copyright 2003
The New York Times Company

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