Understanding News Structure

Overview

This is lesson 3 of 10 in Reading, Writing, Publishing. Students investigate how news articles organise information and create meaning for a particular audience. They apply close-reading skills to compare two articles on a similar topic, distinguishing essential information from supporting detail in preparation for later news writing and publishing.

Learning intentions

• WALT identify the structural features of a news article.
• WALT distinguish key information from supporting detail.
• WALT explain how headlines, leads, quotations and article structure shape meaning and reader engagement.
• WALT compare how two articles present a similar event or issue.

Success criteria

• I can identify the headline, lead, facts, quotations and concluding information.
• I can summarise the key information in an article accurately.
• I can explain how structure and language influence the reader.
• I can compare the choices made by two news writers using specific evidence.

Curriculum links

• Demonstrate understanding of specific aspects of studied text by describing how structure, language features, purposes and audiences create engagement and viewpoints.
• Demonstrate understanding of significant aspects of unfamiliar texts by explaining how meanings and effects are created through structure, ideas, language features, purpose and audience.
• Develop ideas in writing using stylistic and written conventions, supporting later news writing with clear organisation and appropriate language.
• English Learning Area Level 6: selecting and responding to evidence, making connections between texts, and shaping meaning for purpose and audience.

Lesson structure (90 minutes)

1. 0–8 min · Hook and prior knowledge. Teacher displays two contrasting headlines on the opening hook and headline comparison about a current, age-appropriate issue, such as a school policy, youth event or local environmental decision, and asks, “Which story would you read first, and what does each headline make you expect?” Students make an individual choice, then discuss the different expectations created by word choice and emphasis.

2. 8–23 min · Direct teaching: the news structure. Teacher uses the news structure teaching slides to model the inverted-pyramid structure: headline, subheading or standfirst, lead, supporting facts, quotations, background and concluding information. Explain that news writing usually prioritises the most important information early, while still using details and voices to build credibility, interest and context. Students annotate a projected sample article, labelling each section and recording the question it answers: who, what, when, where, why or how.

3. 23–35 min · Model close reading. Teacher thinks aloud through the opening paragraphs of one article, identifying the central event, the most important facts, the writer’s purpose and the likely audience. Use the teacher think-aloud and annotation prompt to model the difference between a key detail and an interesting but non-essential detail. Students independently highlight the article’s key information in one colour and supporting detail in another, then justify one choice to a partner.

4. 35–57 min · Article investigation. Teacher distributes the news article analysis worksheet and provides two articles reporting a similar topic, labelled Article A and Article B. Students work in pairs to complete the organiser: identify each article’s headline and lead, record the central facts, select one quotation, note background or concluding information, and classify details as essential or supporting. Pairs must copy or paraphrase specific evidence rather than relying on general impressions. Teacher conferences with pairs and checks that students are distinguishing facts from commentary or opinion.

5. 57–73 min · Comparative reading. Teacher directs pairs to use the comparative essay planning organiser to place shared information in the centre and article-specific choices in the separate sections. Students compare what each writer foregrounds, the order in which information appears, the use of quotations and the effect on the audience. Each pair writes a comparative statement using the frame: “Both articles report…, but Article A…, whereas Article B… This affects the reader by…”.

6. 73–84 min · Share and NCEA-style response. Teacher displays the comparison discussion and response prompt and invites selected pairs to share one comparison supported by evidence. Students write a short analytical paragraph answering: “How do the structures of the two articles shape the reader’s understanding of the topic?” They should name at least two structural features, explain their effects and include a specific example from each article.

7. 84–90 min · Plenary and exit check. Teacher returns to the opening headlines using the plenary and exit questions and asks students to revise or extend their initial response. Students submit a brief exit response: “The most important structural choice in a news article is… because…” followed by one example from today’s texts.

Resources

• the complete news structure and comparison slide deck
• the news article analysis worksheet
• Two contrasting news articles on a similar, age-appropriate topic
• the comparative essay planning organiser
• Highlighters or coloured pens
• Projector or interactive display
• Whiteboard and markers
• Copies of the success criteria

Assessment

• During annotation, check whether students can accurately identify the lead, facts, quotations and concluding information.
• Review pair organisers and listen for explanations that distinguish key information from supporting detail and refer to specific evidence.
• Collect the short analytical paragraph and exit response. Look for description of features at Achievement level, explanation of how features work together for Merit, and connections to purpose, audience or wider context for Excellence.

Differentiation

• Provide a partially annotated model, a glossary of terms and sentence starters such as “The lead prioritises…” and “This positions the audience to…”.
• Pair students strategically and allow students who need support to focus on one article before comparing both.
• Offer text copies with clear spacing, numbered paragraphs and key vocabulary explained; read sections aloud or provide text-to-speech where appropriate.
• Extend confident students by asking them to evaluate which article is more effective for its intended audience and whether the structure appears neutral or guides the reader towards a viewpoint.