Observation Checklist: Making the News
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable knowledge of different forms of news stories (news articles, opinion articles, and explainers) and can identify examples of each
|
|||||||||
| Shows considerable understanding of how “newsworthiness” is defined by the news industry and can describe the criteria that make an event newsworthy (true, recent, unusual, important) | |||||||||
| Applies knowledge and skills with considerable effectiveness to differentiate between facts and opinions in news articles |
|
|
|||||||
| Uses processing skills with considerable effectiveness to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include and recognizes that these choices affect the audience’s perception | |||||||||
| Uses critical/creative thinking processes with considerable effectiveness to identify who or what is not named or included in a news story and consider the implications of these omissions | |||||||||
| When making a class newspaper, expresses and organizes ideas and information with considerable effectiveness by writing headlines and subheads that accurately reflect the news stories |
|||||||||
| Communicates for different audiences and purposes with considerable effectiveness by writing lede paragraphs that contain the “five Ws” and engage the reader | |||||||||
| Makes connections within and between various contexts with considerable effectiveness, relating their own experiences and knowledge to the news stories they are analyzing and creating |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable knowledge of different forms of news stories (news articles, opinion articles, and explainers) and can identify examples of each
|
|||||||||
| Shows considerable understanding of how “newsworthiness” is defined by the news industry and can describe the criteria that make an event newsworthy (true, recent, unusual, important) | |||||||||
| Applies knowledge and skills with considerable effectiveness to differentiate between facts and opinions in news articles |
|
|
|||||||
| Uses processing skills with considerable effectiveness to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include and recognizes that these choices affect the audience’s perception | |||||||||
| Uses critical/creative thinking processes with considerable effectiveness to identify who or what is not named or included in a news story and consider the implications of these omissions | |||||||||
| When making a class newspaper, expresses and organizes ideas and information with considerable effectiveness by writing headlines and subheads that accurately reflect the news stories |
|||||||||
| Communicates for different audiences and purposes with considerable effectiveness by writing lede paragraphs that contain the “five Ws” and engage the reader | |||||||||
| Makes connections within and between various contexts with considerable effectiveness, relating their own experiences and knowledge to the news stories they are analyzing and creating |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable knowledge of different forms of news stories (news articles, opinion articles, and explainers) and can identify examples of each
|
|||||||||
| Shows considerable understanding of how “newsworthiness” is defined by the news industry and can describe the criteria that make an event newsworthy (true, recent, unusual, important) | |||||||||
| Applies knowledge and skills with considerable effectiveness to differentiate between facts and opinions in news articles |
|
|
|||||||
| Uses processing skills with considerable effectiveness to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include and recognizes that these choices affect the audience’s perception | |||||||||
| Uses critical/creative thinking processes with considerable effectiveness to identify who or what is not named or included in a news story and consider the implications of these omissions | |||||||||
| When making a class newspaper, expresses and organizes ideas and information with considerable effectiveness by writing headlines and subheads that accurately reflect the news stories |
|||||||||
| Communicates for different audiences and purposes with considerable effectiveness by writing lede paragraphs that contain the “five Ws” and engage the reader | |||||||||
| Makes connections within and between various contexts with considerable effectiveness, relating their own experiences and knowledge to the news stories they are analyzing and creating |