Crafting Written Descriptions

Lesson Objectives

By the end of this lesson, students will:

1. Draft a short, well-organized description of a media outlet or news program in Chile, incorporating Christian values such as honesty, respect, and truth.
2. Use vocabulary related to media (headline, journalist, program, etc.) to write a simple description.
3. Begin to understand written communication as a valuable tool for expressing complex ideas.

Curriculum Area: English Language Arts - Written Expression
Target Level: 7th Grade, A2 English Level

Lesson Standards

1. CCSS.ELA-LITERACY.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. CCSS.ELA-LITERACY.W.7.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Materials Needed

• Whiteboard and markers
• Printed vocabulary handout (larger font for visually impaired student)
• Tablet or desktop for visually impaired student with enhanced font capabilities
• Writing journals/notebooks
• Graphic organizer (printed and digital versions)
• Portable or classroom projector
• Warm-up image prompts related to Chilean/Biblical media and news

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Lesson Outline (45 Minutes)

1. Warm-Up (8 Minutes)

Objective: Engage and prepare students by connecting the lesson topic to Christian values and prior knowledge.

1. Discussion: Use a projected image of a news presenter with a Chilean news outlet logo (e.g., "24 Horas") and ask:

   • What do you think this person's job is?
   • What values should a journalist have to tell the truth in media? Why?

2. Teacher’s Prompt: Gently guide the conversation toward Christian values using phrases such as:

   • A good journalist, like a disciple of Christ, must always be honest and respectful. Why do you think this is important?

3. Transition to Vocabulary Activity: Emphasize how writing about media helps us express ideas and values clearly, which is essential for truth-telling.

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2. Vocabulary Review & Brainstorm (10 Minutes)

Objective: Ensure students are equipped with key vocabulary to tackle the writing task.

1. Handout Activity (5 minutes): Distribute a vocabulary sheet with pictures illustrating key terms (e.g., "journalist," "headline," "news program").

   • Provide the visually impaired student with a digital version with adjustable font size.

2. Quick Brainstorm: Facilitate group brainstorming on whiteboard:

   • What words do you associate with a news program? (Elicit responses, e.g., “report,” “story,” “breaking news.”)
   • Write responses on the board and group them into meaningful categories: Jobs, Objects, Ideas.

3. Clarify the Task: Introduce the writing task:

   • Today, you will begin drafting a description of a Chilean news program. Imagine someone from another country reads your description. How would you organize your ideas to describe it clearly and sincerely?

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3. Guided Writing: Graphic Organizer (12 Minutes)

Objective: Help students organize ideas for their description.

1. Mini-Lesson on Organization (2 minutes): Use the projector to show a simple example of a graphic organizer:

   • Title at the top (e.g., “24 Horas”)
   • Three sections: What is it? Why is it important? What values does it express?

2. Fill as a Class (3 minutes): Use a larger example as a class (e.g., “MegaNoticias”) to model the following:

   • What is it?: A Chilean news channel on TV.
   • Why is it important?: It informs people about daily events, weather, and sports.
   • What values does it express?: Honesty by showing interviews; respect for guests.

3. Individual Work (7 minutes):

   • Students independently use a blank graphic organizer to brainstorm ideas for their own description of a Chilean news program.
   • Provide individual support, especially for the visually impaired student (ensure their tablet can enlarge the graphic organizer).

HLP Strategy for Engagement:

• Ask open-ended questions like: How did you decide on that word? Why do you think this value is important?

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4. Drafting Task (10 Minutes)

Objective: Write the first draft of a short description using the graphic organizer.

1. Clear Instructions:

   • Use your ideas from the organizer. Write 4-5 sentences describing your chosen news outlet.
   • Include at least one positive value (e.g., "respect" or "truth").

2. Pair Activity: For students who struggle with ideas or motivation, let them discuss their organizer with a partner before drafting.

3. Support Inclusion: Check on the visually impaired student to ensure their tablet is fully functional for this task. If needed, read key phrases aloud for them.

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5. Sharing & Reflection (5 Minutes)

Objective: Reinforce the importance of writing and Christian values in media.

1. Group Sharing: Pick 2-3 volunteers to read their drafts aloud. Ask open questions:

   • Which word gave you the best idea? Why?
   • What Christian value is most important in your description?

2. Reflection Prompt: End with a values-oriented reflection:

   • Why is writing about truth and respect in media important, even when it takes time?

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Adaptations for Anticipated Challenges

• Low motivation: Use relatable examples of media (e.g., Chilean TV or sports news programs). Pair discussions to make the task less isolating.
• Writing resistance: Emphasize real-world importance (e.g., writing as a skill for future journalists or leaders).
• Lexical struggles: Provide word banks with simple definitions and relatable images.

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Christian Values Integration

Throughout the lesson, emphasize truth, respect, and excellence in communication as key objectives in both faith and academic pursuit. Encourage students to see how their writing can reflect these values.

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Assessment

Students will submit their graphic organizers and drafts at the end of the class for review. Focus on whether:

• Ideas are well-organized using the graphic organizer.
• Vocabulary related to media is used correctly.
• At least one Christian value is clearly reflected in their description.

Exit Ticket Question for Formative Assessment:

• Why do we describe things in writing if we can explain them out loud?