Investigative Journalism

Overview

Students are introduced to investigative journalism and connect its purpose to community impact. They practice reading like investigators by analyzing how information is presented across words and visuals, then begin drafting questions they could research in the unit “Uncovering Local Mysteries.”

Learning intentions

• Students will be able to determine a central idea of an informational text about journalism.
• Students will be able to explain how key details support that central idea.
• Students will be able to integrate information from text and visuals to develop a coherent understanding.
• Students will be able to write a short, focused research question and plan categories of information to answer it.

Success criteria

• I can state the central idea of a text in my own words.
• I can identify key details that show how the central idea is conveyed.
• I can use information from both the article and a graphic (chart/map/photo) to explain the topic clearly.
• I can write a research question that could be answered using multiple sources.

Curriculum links

• RI.6.2 — Determine a central idea and explain how it is conveyed through particular details.
• RI.6.7 — Integrate information presented in different media or formats (visually/quantitatively) as well as in words to build coherent understanding.
• W.6.7 — Conduct a short research project by answering a question using several sources and refining the inquiry if needed.
• W.6.2a — Organize ideas and include formatting/graphics when useful to aid comprehension.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think-Pair-Share). Teacher displays two short statements on the board: one descriptive (“People deserve to know what is happening.”) and one specific (“A journalist uncovered safety issues after interviewing residents and reviewing records.”). Students think independently, then pair to discuss: What do journalists do beyond “reporting news,” and why does it matter?

2. 5–12 min · Mini-lesson: Role of journalists. Teacher introduces investigative journalism as a process of asking questions, gathering evidence from multiple sources, and explaining findings responsibly. Students follow along and annotate one sentence in the provided informational text that seems to summarize the author’s main point.

3. 12–28 min · Read for central idea (RI.6.2). Teacher distributes a short informational article (about investigative reporting and its community impact) plus a simple visual (e.g., a cause-effect graphic or “steps of investigation” diagram). Students read silently, then complete a quick central-idea statement: “The central idea is ___,” citing two details from the text.

4. 28–40 min · Integrate text + visual (RI.6.7). Teacher models one integration step: selecting a detail from the article and matching it to a corresponding feature in the graphic, then explaining the connection in one or two sentences. Students work in small groups to complete a “Connection Chart”: one column for a detail from the text, one column for the related visual element, and one sentence explaining how the combined information helps the reader understand the topic.

5. 40–50 min · Whole-class debrief. Teacher prompts groups to share one strong connection sentence; records student examples on a class anchor chart labeled “Integrating Information.” Students compare answers and revise at least one of their connection sentences for clarity and accuracy.

6. 50–58 min · Draft a research question (W.6.7 + W.6.2a). Teacher explains: In this unit, students will investigate a “local mystery” by using several sources (interviews, articles, public records, observations) and refining the question as new information appears. Students write one research question and a simple plan using a graphic organizer:

• Question: (one sentence)
• Possible sources (at least 2 types)
• What evidence would count as a “proof” (one sentence)

7. 58–60 min · Exit ticket. Teacher collects: students answer, “What is the central idea of today’s text, and which detail supports it?” plus “What is your research question?” Students submit their responses before leaving.

Resources

• Short informational article on investigative journalism (1–2 pages, grade-appropriate lexile)
• One matching visual graphic (steps diagram, cause-effect chart, or “evidence vs. opinion” organizer)
• Connection Chart handout (text detail / visual element / combined explanation)
• Research Question graphic organizer (question, source types, evidence criteria)
• Highlighters or colored pencils
• Projector/board for hook statements and debrief anchor chart

Assessment

• Formative: Central-idea response collected during the 12–28 minute reading block
• Formative: Group Connection Chart completion checked during circulate time
• Exit ticket: central idea + supporting detail, and a research question with at least two source types mentioned

Differentiation

• Support: Provide sentence starters for central idea (“The text mainly explains…”) and for connections (“The graphic shows…, which helps me understand…”).
• Support: Offer a model research question and an example of credible evidence vs. opinions.
• Extension: Students may write an “investigative angle” (what specifically they want to learn and why it matters to the community) and add an additional source type.
• EAL/SEN: Allow oral rehearsal before writing; provide word banks for journalism terms (evidence, interview, records, verify, investigate) and accept responses in structured sentence frames.