Creating Balanced Reports

Curriculum Connections

Ontario Language Curriculum, Grade 6 (2023)

• Reading and Viewing: Understanding Texts
  • 1.1 Use a variety of comprehension strategies to determine meaning before, during, and after reading (e.g., previewing text features; asking questions; summarizing).
• Writing: Developing and Organizing Content
  • 2.1 Generate ideas and gather information to support understanding, using a variety of resources (e.g., interviews, media texts).
  • 2.3 Organize ideas and information to write for an intended purpose and audience.
• Media Literacy: Understanding Media Texts
  • 1.1 Identify different purposes of media texts and some techniques used to achieve those purposes.
  • 2.2 Create media texts for different purposes and audiences using a variety of forms and techniques.

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Lesson 5: Creating Balanced News Reports

Duration

45 minutes

Class Profile

• 24 Students (with diverse learning needs including Autism, ADHD, and varying reading/writing levels)
• Mixed genders, goal to engage all with motivational strategies

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Learning Goal / I Can Statement

I can create a balanced news report that includes multiple viewpoints and factual information.

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Success Criteria

• My report includes at least two different perspectives on the topic.
• My report uses factual information to support the points made.
• The report is clear and organized.

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Materials Needed

• News report templates (differentiated versions)
• Lined paper or digital writing devices (with dyslexia-friendly writing software like Microsoft Word Immersive Reader or Google Docs with extensions)
• Sample balanced news report (printed and projected)
• Whiteboard or chart paper
• Markers or pens
• Interview question prompt cards (for extension activity)

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Vocabulary Pre-Teach (5 minutes)

• Balanced report
• Perspective
• Fact vs. opinion
• Source
• Interview

Quick oral activity: Teacher models giving two different viewpoints on a current, age-appropriate event (e.g., community park changes). Students identify fact vs opinion.

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Lesson Activities

1. Connect & Review (5 minutes)

• Briefly recap previous lessons about identifying perspectives and evaluating media messages.
• Show example of a balanced news report on the board/projector.
• Highlight how it shows multiple perspectives and facts.

2. Teacher Modelling (10 minutes)

• Use a familiar local event or topic (e.g., local library changes, a school event).
• Think-aloud writing to create the introduction of a news report incorporating at least two perspectives.
• Demonstrate citing clear facts to support each viewpoint.

3. Guided Practice (15 minutes)

• Students choose one of two provided topics (community event or school issue).
• Using templates, students draft their own balanced news report introduction and first body paragraph.
• Encourage students to write from at least two perspectives and include facts.
• Teacher and EA circulate and support students as needed, helping with structure or ideas.
• For students with IEPs or autism: use the simplified template with sentence starters and word banks.

4. Share & Reflect (5 minutes)

• Volunteers share one paragraph of their report with a partner or small group.
• Groups identify the different perspectives and any facts used.
• Quick class discussion on how considering different viewpoints helps the reader understand the full story.

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Differentiation Strategies

Learner Profile	Strategy
Students with IEPs (grade 3-4)	Use structured templates with sentence starters & word banks. One-on-one support or peer buddy.
Autism & behaviour diagnoses	Clear step-by-step instructions, visual schedule for the task, low-distraction work area.
ADHD students	Break task into smaller chunks; allow movement breaks; provide timer.
Dyslexic learners	Dyslexia-friendly software for writing (spell-check & text-to-speech); provide printed copies of texts in dyslexia-friendly fonts (e.g., OpenDyslexic).
Low motivation	Choice of topic to increase engagement; provide positive feedback and goal reminders.

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Extension Activity (for advanced learners or early finishers)

• Conduct a 3-5 minute interview with a peer or teacher to add direct quotes or viewpoints to their news report.
• Support with interview question prompts (provided cards).
• Students then edit their report to integrate the interviewee’s perspective and a fact.

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Assessment and Feedback

• Informal assessment through class discussion and partner sharing.
• Teacher uses checklist linked to success criteria to note:
  • Inclusion of at least two perspectives.
  • Use of facts to support statements.
  • Organization and clarity of writing.
• Provide oral and written feedback emphasizing strengths and next steps.

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Homework / Follow-Up

• Revise news reports at home or in class for next lesson, incorporating feedback and possibly adding interview content.

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Final Notes

• Ensure explicit language around media bias and the importance of balance to foster critical thinking.
• Encourage empathy through perspective-taking to build social understanding and respect for differing opinions—aligned with Ontario's focus on social-emotional learning in ELA.
• Use pairing/grouping mindfully to support social inclusion for students with autism or ADHD.

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This lesson integrates Ontario Language expectations around writing and media literacy with a focus on critical thinking and respectful communication—a key 21st century skill for grade 6 students in Ontario.