{"id":466,"date":"2025-02-20T22:20:08","date_gmt":"2025-02-20T22:20:08","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-making-the-news\/"},"modified":"2025-03-14T20:30:45","modified_gmt":"2025-03-14T20:30:45","slug":"observation-checklist-making-the-news","status":"publish","type":"chapter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-making-the-news\/","title":{"raw":"Observation Checklist: Making the News","rendered":"Observation Checklist: Making the News"},"content":{"raw":"\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span>\n\n <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how \"newsworthiness\" is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n \n\n <\/td>\n \n\n <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles \"frame\" a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience's perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>\n<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the \"five Ws\" and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span>\n\n <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how \"newsworthiness\" is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n \n\n <\/td>\n \n\n <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles \"frame\" a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience's perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>\n<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the \"five Ws\" and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span>\n\n <\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how \"newsworthiness\" is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n \n\n <\/td>\n \n\n <\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles \"frame\" a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience's perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>\n<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the \"five Ws\" and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n ","rendered":"\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span><\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how “newsworthiness” is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n <\/p>\n

 <\/td>\n

 <\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience’s perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>
\n<\/span><\/td>\n		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the “five Ws” and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span><\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how “newsworthiness” is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n <\/p>\n

 <\/td>\n

 <\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience’s perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>
\n<\/span><\/td>\n		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the “five Ws” and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Student name or initials<\/strong><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\nAAAAAAA<\/span><\/td>\n<\/tr>\n
Expectations (level 3)<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Demonstrates <\/span>considerable knowledge<\/span> of different forms of news stories (news articles, opinion articles, and explainers) and <\/span>can identify examples of each<\/span><\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Shows <\/span>considerable understanding<\/span> of how “newsworthiness” is defined by the news industry and can describe <\/span>the criteria that make an event newsworthy (true, recent, unusual, important)<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Applies knowledge and skills with considerable effectiveness<\/span> to differentiate between facts and opinions in news articles<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n <\/p>\n

 <\/td>\n

 <\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/tr>\n
Uses processing skills with considerable effectiveness<\/span> to analyze how news articles “frame” a story by choosing which facts, people, and quotes to include <\/span>and recognizes that these choices affect the audience’s perception<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
When making a class newspaper, <\/span>expresses and organizes ideas and information with considerable effectiveness<\/span> by writing headlines and subheads that accurately reflect the news stories<\/span>
\n<\/span><\/td>\n		<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
Communicates for different audiences and purposes with considerable effectiveness<\/span> by writing lede paragraphs that contain the “five Ws” and engage the reader<\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
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<\/span><\/span><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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