Beacon Lesson Plan Library
Be A Star Reporter!
Escambia County Schools
Students become a Star Reporter when they write a paragraph and orally present the who, what, when, where and why of cut out pictures from magazines.
Interpret and use oral, print, or visual information for specified purposes.
-Magazine for teacher to use as a prop.
-Pictures from magazines already glued on construction paper for teacher presentation
-Transparency of picture the teacher uses as a demonstration, optional
-Wide variety of magazines
-Copies of the rubric for teacher use (See Associated Files, Star Reporter Rubric)
-Copies of checklist for the students to use during oral presentations (See Associated
Files, Checklist for Oral Presentation for Star Reporter)
-Copies of the rubric for student use (See Associated Files, Star Reporter Rubric)
Note: Use this lesson after students demonstrate their ability to write in complete sentences.
1. Gather materials for the lesson.
2. Make copies of the rubric for the teacher’s use (See Associated File, Star Reporter).
3. Make copies of the student checklist for the oral presentations (See Associated File, Checklist for Oral Presentation for Star Reporter).
4. Make copies of the rubric for the students’ use (See Associated File, Star
Note: This may take longer than 2 lesson periods; depending on how many students you have in your class.
1. Ask students to settle down so class can begin.
2. Begin reading a magazine silently. After a few moments, a student will probably ask you why you are reading a magazine during class time. Tell students you saw an interesting picture and you wanted to know more about the picture.
3. Ask the students how to find more information about the picture. Yes! Reading the article that was written about the picture. Discuss.
4. Introduce the vocabulary word, Reporter. Discuss.
5. Write the word Reporter on the overhead. Ask students to raise their hands to come up with a good definition of reporter. Have a student come up to the overhead and write the definition. Tell the students they are now reporters. To become Star Reporters, they will complete several activities including, completing a rubric, choosing a picture, writing a paragraph, giving an oral presentation and completing a checklist.
6. Hold up a picture, big enough for all the students to see. You can also have a transparency made of the picture to show on the overhead. Discuss with the students that usually when someone takes a picture, there is a story behind the picture. Ask students to take notice of the poster boards hanging on the wall. Each poster board has a different heading…. who, what, when, where and why. Markers are kept close to the poster board. Ask students to tell you why the poster boards are labeled that way. Yes, they are key elements in writing. They are the details that people want to know when they see a picture. Discuss.
7. Tell the students to again look at the picture you are holding (or it may be hanging). Ask the students “ who” they think the picture is about. Note, you may have more than one answer. Ask for volunteers to write their answer on the appropriate poster board. Do the same with each of the details…. What, when, where and why. Do several pictures with the class for practice answering who, what, when, where and why. Students, who are having a difficult time, may work with a partner.
8. Show another picture and ask for volunteers to tell you the details…the who, what, when, where and why. As they tell you the details, write them on the overhead in paragraph form. Make the paragraph interesting. This is your example of what they are going to write in their own 100-word paragraph.
9. Distribute a rubric to each student, (See Associated File, The Star Reporter Rubric. Using the paragraph that was written on the overhead, complete the rubric. This will allow for the students to know how their own paragraph will be assessed. You may allow the students to work on this independently (if they have completed a rubric before), or you could do as a whole classroom activity. If the students are completing this independently, then be sure to go over the rubric when everyone is finished. Note: You may want to stop at this point to add anther day to this lesson, depending on how long it takes for this student to complete the steps (how many students you have, or how long it takes them to understand the concept. Be sure to review before continuing the lesson.
10. Distribute magazines, scissors, glue and construction paper. Instruct students to pick a picture they think is interesting. Tell students to cut the picture, and glue it to their construction paper.
11. Students take out a piece of paper and pencil.
12. Tell the students to now write a 100-word paragraph. Their paragraph must include the following: who, what, when, where, and why. Encourage the students to be creative and to use details. They are Star Reporters.
13. Students begin to write a 100-word paragraph about their chosen picture. Remind students to use their previous knowledge about writing: appropriate punctuation, grammar, spelling and indention rules.
14. Students turn in their written paragraphs. Some students may need to take the assignment home to complete.
15. When the students turn in their completed paragraphs, use the rubric to assess skills, (See Associated File, Star Reporter Rubric). Students also turn in their completed rubric.
Make sure you have all materials out for the second day.
1. Ask the students who knows the definition of a Reporter.
2. Display a picture of a new picture and ask students to tell the who, what, when, where and why about the picture. This is your review. Repeat as many times as you need in order to assess skill.
3. Tell the students they will now receive a checklist (See Associated File, Oral Presentation for Star Reporter). Go over the checklist with the students so they know what is expected of them when they orally report about their picture. Students will show their picture. They must tell the who, what, when, where and why about their picture. Students will complete the checklist on all of the reports, plus write a short summary about the presentation. Remind the students how to listen to oral reports, be quiet and respectful.
4. Handout the students’ written paragraphs and pictures for them to use in their oral presentation.
5. Students take turns to stand in front of the class, giving their oral presentation to the class. Students are completing their checklist (See Associated File, Checklist for Oral Presentation for Star Reporter). Students write one detail from the given presentation, which is located on the bottom of the checklist.
6. Students turn in completed checklists.
Student completes a rubric (See Associated File)
Student interprets visual information from a given picture in order to write a 100-word paragraph.
Student gives an oral presentation on their paragraph.
Student responds to other students’ oral interpretation by completing a checklist (See Associated File).
Criteria for the 100-word paragraph:
· The written paragraph is 100 words in length.
· The written paragraph answers who is in the given picture.
· The written paragraph answers what is going on in the picture.
· The written paragraph answers when is the picture taking place.
· The written paragraph answers where is the picture occurring.
· The written paragraph answers why the picture is occurring.
Criteria for the oral presentation:
· The student orally states the who, what, when, where and why information about the given picture.
Criteria for responding to oral reports:
· Student checks if each presenter orally states the who, what, when, where, and why information on their picture (See Associated File).
· Student responds to the oral presentation by writing one detail. This is located on the checklist (See Associated File).
Use the attached rubric (See Associated File) to formatively assess each student’s ability to write in paragraph form, details (who, what, when, where and why) pertaining to the given picture. Students who do not successfully meet the criteria will be given additional time to repeat the activity along with extra teacher instruction.
1. Teacher could continue this activity by compiling all of the reports/pictures and creating one big newspaper. Glue the reports and pictures to butcher paper.
2. Teacher could continue with this lesson by addressing/teaching how to properly make oral reports, assessing volume, posture, tone, eye contact, etc.
3. To accommodate the Supported level, students could work in teams, or partners. They could also orally tell the teacher the who, what, when, where and how and she/he would write the information on paper.
4. To accommodate the Supported level, students could do this assignment only addressing one detail, such as the “who”.
Rubric - Checklist.
File Extension: pdf