7 M I N U T E

STARTER

S T A R T R I G H T 7. 2 — T R A D I T I O N A L C O P Y

Feature Story WritingCOMMON CORE STATE STANDARDSELA-Literacy.L.9-12.1, CCRA.L.1 Demonstrate command of grammar and usage when writing.ELA-Literacy.L.9-12.2, CCRA.L.2 Demonstrate command of capitalization, punctuation and spelling.ELA-Literacy.L.9-12.2a Observe hyphenation conventions.ELA-Literacy.L.9-10.2c (11-12.2b) Spell correctly.ELA-Literacy.L.9-12.3, CCRA.L.3 Make effective language choices for meaning or style.ELA-Literacy.W.9-12.1c Use varied transitions to link sections of text.ELA-Literacy.W.9-12.1d Establish a formal style while attending to norms of the discipline.ELA-Literacy.W.9-12.1e Provide a concluding statement.ELA-Literacy.W.9-12.2, CCRA.W.2 Write informative texts to examine ideas, concepts and information.ELA-Literacy.W.9-12.2b Develop the topic thoroughly by selecting the most relevant facts, details and quotations.ELA-Literacy.W.9-12.3, CCRA.W.3 Write narratives to develop events, using well-chosen details. ELA-Literacy.W.9-12.4, CCRA.W.4 Produce clear and coherent writing that is appropriately organized.ELA-Literacy.W.9-12.5, CCRA.W.5 Plan, revise, edit, rewrite or try a new approach.ELA-Literacy.W.9-12.7, CCRA.W.7 Conduct short research projects to answer a question or solve a problem. ELA-Literacy.W.9-12.8, CCRA.W.8 Gather information from a variety of sources and integrate into writing.

OBJECTIVES STEP 1 | L E A R N ( 3 0 M I N U T E S )Students will learn to communicate in a traditional written format as they view Start Right Presentation 7.2 - LQT Writing to learn about the Lead Quote Transition story format for feature stories.

Students will read sample story on Start Right Activity 7.2 - Story Writing and, with adviser guidance, evaluate the story using Start Right Handout 7.2 - Story Writing Rubric.

Students will identify the parts of the story as labeled: lead, transitions, quotes and conclusion.

STEP 2 | U S E ( 15 M I N U T E S )Using their interviews from Start Right Lesson 7.1, students will begin writing feature copy for their assigned spread in the yearbook. Students should use Start Right Handout 7.2 - On Deadline Copy Writing to begin organizing and drafting their work.

Note: The adviser may opt to use this as an exit ticket and return assessments to students with feedback.

Students should use Start Right Handout 7.2 - Feature Story Rubric to guide their work and evaluate it.

21ST CENTURY SKILLSAs students write stories, they learn to communicate ideas and facts in a way that is interesting to the reader. Story writing also requires a sense of ethics because facts and quotes must be documented and should never misrepresent anyone in the story.

ISTE STANDARDS1B: Create original works. 2A: Publish, employing a variety of digital

environments and media.2B: Communicate ideas effectively using a variety

of media.2D: Contribute to project teams to produce

original works.3B: Ethically use information from a variety of

sources and media. 4B: Plan and manage activities to develop a

solution or complete a project.5A: Identify significant questions for investigation.

ISTE

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Story WritingLabel the parts of this feature story: lead, quote, transition, conclusion, etc. Then, analyze the feature story on this spread (reproduced below), grading it using the Story Writing Rubric.

THEY THOUGHT THEY WON.

By the end of the meet, word traveled that varsity girls cross country beat GBN, and an assertion from Coach Fred Kocian added to their confidence. Sophomore Rose O’Grady joined her team in the celebration. However, the final score was 27–28. The girls had actually lost by one point.

“In the past, [GBN has] been really hard to run against, and we’ve actually lost to them the past few years,” O’Grady said. “They’re very good, and they ran really well on Tuesday, and we came very close.”

To kick off the season, the girls ran in their first home meet at the annual GBN relays. The races are usually a straight 3-mile run. Instead, this race was a 4-mile relay in which each person ran a mile. Running the last leg of her race, senior Jamie Vear maintained a competitive attitude.

“The best thing that happened during the meet was the way I finished,” Vear said. “It was like the strongest finish I’ve ever had in any race. I sprinted faster than I ever had and came so close to beating the girl in front of me. I didn’t beat her, but it felt awesome to finish that strong.”

Leading up to the meet, the girls boosted one another’s confidence by running together — one of the team’s main goals this season. In doing so, the girls hoped to demonstrate major strides of improvement. Vear knew that confidence was key and that the team could be very competitive.

“I think the team as a whole could kind of improve its confidence in itself just because we’re not used to doing really well and placing at meets,” Vear said. “This year we have potential to be a really strong team and people aren’t really looking for GBS to be an amazing team.”

In the second meet of the season, freshman Amelia Papajohn said that the girls showed their potential through personal records. Despite the close loss, Papajohn reflected positively on the meet.

“I thought as a team, we did well,” Papajohn said. “We all got our best times. I think everyone’s time was under 7 minutes for their mile, which was really cool and we just lost to GBN by one point. We can get them next year definitely.”

Reproduced Feature Story:

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nbro

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Hig

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choo

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]

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CCSS WRITING: TEXT TYPE AND PURPOSES DESCRIPTIONS SCORES

W.9-12.2b Develop the topic thoroughly by

selecting the most relevant facts, details and

quotations.

Story answers the 5Ws and H; emphasis is on how and why questions.

Material is presented in an organized, logical order.

Story has narrowed angle, a central idea.

Background research adds appropriate statistics and facts.

Quotes appear to have resulted from effective interviewing techniques.

A variety of sources have been included.

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0 5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

W.9-12.2c Use varied transitions to link sections

of text.

Lead is intriguing.

5 4 3 2 1 05 4 3 2 1 0

W.9-12.2e Establish a formal style while attending

to conventions of the discipline.

5 4 3 2 1 05 4 3 2 1 0

W.9-12.2f Provide a concluding statement.Concluding statement or section follows from and supports

the information or explanation presented.

5 4 3 2 1 0

5 4 3 2 1 0

W.9-12.3d Use precise words and phrases, telling

details and sensory language to convey a picture.

Generalizations are avoided.

Personalized, human interest topics and angles are student-centered.

Story has a narrative structure, may include conflict or problem to overcome.

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

CCSS WRITING: PRODUCTION AND DISTRIBUTION DESCRIPTIONS SCORES

W.9-12.4, CCRA.W.4 Produce clear and coherent

writing that is appropriately organized.

Produce clear and coherent writing in which the development,

organization,and style are appropriate to task, purpose and audience. 5 4 3 2 1 0

W.9-12.5, CCRA.W.5 Plan, revise, edit, rewrite or try

a new approach.

Spelling, punctuation and grammar have been checked.

Names are spelled correctly.

All details such as dates or scores have been fact-checked.

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

W.9-12.6, CCRA.W.6 Use technology to produce and

publish shared writing products.

Use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback,

including new arguments or information.

5 4 3 2 1 0

Story Writing RubricJournalist’s name:

Page numbers:

Date due:

5 = Outstanding4 = Very Good3 = Acceptable (needs a revision)1 or 2 = Not yet acceptable (revise thoroughly)

Total score out of 100: ______________

Transitions give context and move the story logically from one quote to the next.

Most sentences are short and follow the subject-verb-object pattern. Verbs are lively, in active voice and past tense.

Paragraphs are short, often a single sentence.

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On Deadline Copy Writing

1 | Write the Lead 2 | Identify, Quotes, Facts & Sensory Descriptors 3 | Finish It with Style

The opening sentence or paragraph introduces the story, sets the tone and angle and grabs the reader’s interest. Regardless of whether a story uses a quote transition or a quick read format, a strong lead is required. Begin the writing process by drafting a lead.

Using a quote-transition format, the body of the story will be comprised of quotes and facts. Each direct quote appears as its own paragraph. Details such as facts and figures give context to the quotes and comprise transition paragraphs that keep the story moving.

Identify the quotes, facts and sensory descriptors you plan to include in your story.

The final sentence or paragraph ties the conclusion of the story back to the lead; it gives the story a sense of completeness. A story should end with a strong point or quote, not with an editorial comment from the writer. Draft your final paragraph.

With these steps completed, your final draft of the story should be entered on the computer by using a word processing program or directly typing the story onto the yearbook page. Spell check and carefully proof your story. Turn in a printout of your story along with this completed sheet.

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