Publishing Revolutionary News

Grade Level

6th Grade

Duration

90 minutes

Class Size

15 students

Unit Context

Unit Title: Revolutionary News Reporters
Lesson Number: 4 of 4

Lesson Description

Students will synthesize their research on the American Revolution to write engaging articles for a class newspaper. They will explore basic layout design principles and utilize digital publishing tools to create both printed and digital versions of their newspaper. The lesson concludes with student presentations, promoting speaking skills and peer feedback.

Common Core State Standards Alignment

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5
Include multimedia components and visual displays in presentations to clarify information.
CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Learning Objectives (I Can Statements)

By the end of this lesson, students will be able to:

I can organize and write an informative article about a Revolutionary War topic using my research.
I can collaborate with classmates to design a newspaper layout for both print and digital formats.
I can use digital publishing tools to create a professional-looking newspaper.
I can present my article clearly and confidently to my peers using multimedia aids.

Success Criteria

Articles include accurate, well-researched information with clear introduction, body, and conclusion.
Newspaper layout demonstrates thoughtful organization, readability, and visual appeal.
Digital newspaper correctly integrates multimedia elements such as images, text boxes, and headings.
Presentations are clear, paced appropriately, and use eye contact and volume suitable for the room.
Students provide constructive feedback during peer presentations.

Materials Needed

Student research notes from previous lessons
Writing materials (paper, pencils) and computers/tablets with digital publishing software (e.g., Google Docs, Canva, or similar)
Projector or interactive whiteboard
Example newspapers (print and digital) for modeling layout design
Rubric for writing and presentation assessment

Lesson Procedure

1. Introduction & Review (10 minutes)

Begin with a brief recap of the previous lessons on the American Revolution research topics.
Discuss the importance of effective news reporting during the Revolutionary era and compare it with today’s digital news.
Review key features of informational writing: clear facts, credible sources, logical organization.

Differentiation: Provide sentence starters and graphic organizers for students who need writing support.

2. Writing Workshop: Finalizing Articles (25 minutes)

Students draft or finalize their articles using research notes. Encourage focus on clarity, accuracy, and engaging storytelling from a journalistic perspective.
Teacher circulates to offer targeted support and conferencing.

Differentiation:

Struggling writers: Use guided outlines or partner with peer editors.
Advanced writers: Encourage adding quotations, primary source excerpts, or interesting sidebars for deeper context.

3. Layout and Design Tutorial (15 minutes)

Present basic newspaper layout principles: headings, columns, images, captions, and balance between text and visuals.
Demonstrate digital publishing tools available for creating the newspaper — focus on drag-and-drop features, inserting images, fonts, and colors.
Show examples of historical newspapers and modern digital news formats.

Differentiation: Step-by-step printed instructions for students with executive functioning challenges.

4. Collaborative Design and Publishing (25 minutes)

Divide class into small groups (3-4 students) mixing various skill levels.
Each group organizes their articles into a newspaper layout. One group can focus on the printed version, another on the digital version, or each student can create both.
Students use digital tools to create their pages; teacher provides technical help and feedback.

Extension for advanced learners: Encourage interactive digital features such as clickable links or embedded audio snippets.

5. Presentations and Peer Feedback (15 minutes)

Each student or group presents their article and newspaper design to the class (2-3 minutes each).
Encourage use of multimedia slides or reading from digital articles.
After each presentation, peers provide positive feedback and one constructive suggestion.

6. Closure and Reflection (5 minutes)

Group discussion reflecting on how journalism shaped public opinion during the Revolution and its parallels today.
Ask students to write a brief exit slip: “What did I learn about publishing news during the Revolution? What was my biggest challenge?”

Assessment

Writing rubric to assess article content, clarity, organization, and historical accuracy.
Presentation rubric evaluating communication skills, use of multimedia, and engagement with audience.
Participation in group design work assessed observationally.

Differentiation Strategies Summary

Learner Need	Strategy
Struggling writers	Graphic organizers, peer collaboration, sentence starters
Language learners	Visual aids, simplified vocabulary, bilingual resources
Advanced learners	Enrich articles with additional research, digital interactivity
Executive functioning	Step-by-step instructions, chunked tasks, timers
Social learners	Small group collaboration and peer feedback

Extension Activities

Create a short video news report summarizing their article using mobile devices.
Research and write an editorial or opinion piece from a historical figure’s viewpoint.
Design a social media campaign representing a revolutionary cause, incorporating historical accuracy.

Teacher Reflection Prompts

Were students able to effectively use digital tools independently? What tech challenges arose?
How well did peer feedback contribute to student growth and engagement?
Did the lesson accommodate all learners’ needs? What accommodations worked best?
How can this lesson be integrated with ELA or technology standards more deeply next year?

This lesson blends history, literacy, and technology to deepen students’ understanding of the American Revolution while building 21st-century skills, anchored firmly in Common Core standards.

Teaching Instructions