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This lesson uses a sports writing context for students to practice key reading and writing process skills. Presented with data and highlights about a sporting event, students synthesize the information and write original sports summaries.
This lesson uses a sports writing context for students to practice key reading and writing process skills. Presented with data and highlights about a sporting event, students synthesize the information and write original sports summaries. The emphasis on summarization and revision strategies support students in addressing one aspect of their writing. (author/ncl)
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Arts and Communication students will find the description of how a sports story may pass through the hands of 20 people before it airs on TV informative. Students are challenged to turn the classroom into a newsroom by researching sports events, writing lively recaps, and delivering their reports orally.
Arts and Communication students will find the description of how a sports story may pass through the hands of 20 people before it airs on TV informative. Students are challenged to turn the classroom into a newsroom by researching sports events, writing lively recaps, and delivering their reports orally. (sec)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (8 - 10) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate text. |
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| Grade Level Indicators (Grade 8) |
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| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 9) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Writing Process Standard | |
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| Benchmarks (8 - 10) |
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| A. | Formulate writing ideas and identify a topic appropriate to the purpose and audience. |
| C. | Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. |
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| Grade Level Indicators (Grade 8) |
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| 4. | Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. |
| 9. | Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose. |
| 12. | Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. |
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| Grade Level Indicators (Grade 9) |
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| 4. | Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. |
| 9. | Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice. |
| 12. | Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. |
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| Grade Level Indicators (Grade 10) |
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| 4. | Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. |
| 9. | Use language (including precise language, action verbs, sensory details and colorful modifiers) and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. |
| 13. | Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 8 - 10 |
| CAREER FIELDS |
| Arts & Communication |
| TOPICS |
English Language Arts --
Reading;
Strategies - Informational Texts;
Writing;
Writing Process |
| OHIOWINS TOPICS |
| Writing Process |
| FOUND IN |
AdLIT
Standards First
OhioWINS |
| KEYWORDS |
revision strategies;
technical writing;
synthesizing information;
audience;
purposes for writing |
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Author: Ron McMullen
Publisher: British Columbia Ministry of Education
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