Sharing Our Stories

Grade Level

6-8

Duration

90 minutes

Unit

Time-Traveling Journalists: US History (Lesson 10 of 10)

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Lesson Overview

In this culminating lesson, students will present their completed multimedia news reports on key events or figures from US history studied throughout the unit. They will then engage in a class reflection discussing the role and significance of historical journalism in shaping our understanding of the past.

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.SL.6-8.4
  Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details.

• CCSS.ELA-LITERACY.W.6-8.6
  Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

• CCSS.ELA-LITERACY.SL.6-8.1.A
  Come to discussions prepared, having read or researched material under study; draw on that preparation to explore ideas under discussion.

• CCSS.ELA-LITERACY.RH.6-8.2
  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

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Learning Objectives (I Can Statements)

• I can clearly present my multimedia news report with confidence and use evidence from my research.
• I can listen attentively to my classmates’ presentations and ask meaningful questions.
• I can reflect on how historical journalism helps us understand key events in US history.
• I can engage in respectful discussions relating personal learning experiences to historical narratives.

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Success Criteria

• Deliver a 3-5 minute multimedia news report that clearly explains a historical event/person with accurate facts.
• Use at least two primary or secondary sources effectively in the presentation.
• Demonstrate active listening by providing constructive peer feedback.
• Contribute thoughtfully to the class reflection discussion showing understanding of historical journalism’s role.
• Complete a personal self-reflection form articulating the challenges and achievements in creating the news report.

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Materials & Technology

• Student laptops/tablets with multimedia presentation tools (e.g., PowerPoint, Google Slides, video editing apps)
• Projector or smart board for displaying presentations
• Peer feedback forms
• Self-reflection journals or printed reflection sheets

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Lesson Procedure

Introduction (10 minutes)

• Warm-Up (5 min):
  Ask students to share aloud one interesting fact they discovered creating their news report. This activates prior knowledge and sets the tone.

• Objective Sharing (5 min):
  Display and discuss the “I can” statements and success criteria for today. Emphasize the importance of communication and reflection.

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Activity 1: Student Presentations (45 minutes)

• Instructions:
  Each student will present their multimedia news report, 3-5 minutes each. Presentations should include visuals, narration, or video clips created during the project.

• Presentation Protocol:
  Class listens attentively, takes notes for peer feedback, and asks at least one question after each presentation.

• Teacher Role:
  Facilitate smooth transitions, keep time, model respectful listening, and provide support if a student gets stuck or needs encouragement.

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Activity 2: Peer Feedback (10 minutes)

• Procedure:
  Pass out peer feedback forms with prompts such as: “What did I learn?”, “What was the strongest part of the report?”, “One question I have is…”, “One suggestion for improvement is…”

• Students exchange feedback politely and discuss briefly.

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Break (5 minutes)

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Activity 3: Whole-Class Reflection Discussion (15 minutes)

• Focus Questions:

  • How does journalism help us understand history differently from just reading textbooks?
  • In what ways can storytelling bring history to life?
  • How did researching and presenting change your perspective of US history?

• Encourage multiple voices, model respectful disagreement, and connect comments to historical thinking skills.

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Activity 4: Self-Reflection (5 minutes)

• Students complete a reflection sheet/journal entry responding to:
  • What skills did I develop?
  • What was my biggest challenge?
  • How will I use these skills in the future?

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Differentiation Strategies

• For Diverse Learners:
  Provide graphic organizers to help structure presentations. Allow use of speech-to-text or video instead of live speaking if anxiety is a barrier. Provide sentence starters and visual prompts for peer feedback and reflection.

• For English Language Learners (ELLs):
  Pre-teach vocabulary related to presentation and reflection. Allow bilingual dictionaries during presentations. Encourage collaboration with peers for brainstorming.

• For Students with IEPs or 504 Plans:
  Allow extended time for reflection or presentations. Use assistive technology as needed. Provide preferential seating to reduce distractions.

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Extension Activities

• Advanced Learners:
  Challenge students to create a short podcast episode or interview reenactment using historical figures connected to their news reports. Display their work in a class “museum of history journalism.”

• Encourage students to research current journalism practices and compare them with historical methods, writing a brief essay or creating a multimedia piece.

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Assessment

• Formative: Observation of presentations, quality of peer feedback, participation in discussions.
• Summative: Rubric-based evaluation of multimedia news report (content accuracy, clarity, use of sources, presentation skills) and self-reflection quality.

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Reflection for the Teacher

• Did students effectively integrate historical research into engaging presentations?
• How well did students demonstrate understanding of the role of journalism in history?
• Were diverse learning needs met and were students appropriately challenged?
• What might improve the presentation and reflection processes in future iterations?

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By the end of this lesson, students will have showcased their knowledge creatively, practiced critical thinking through peer feedback and reflection, and gained a deeper appreciation for historical journalism’s role in interpreting US history. This engaging finale empowers students as young historians and communicators.