Topic/Big Idea: News Articles 
Grade: 6 Subject: Literacy Time: 1 hour   

Prior Learning: P
​ oints of view in media, other forms of media, production perspectives, 
making inferences/interpreting messages in the media 
Curriculum Expectations and Learning Goals 
Curriculum Expectations  Learning Goals 
2.1 describe in detail the main elements of some media forms   I can:  
  - Critically think about 
3.1 describe in specific detail the topic, purpose, and  and discuss news 
audience for media texts they plan to create, and identify  articles and their 
challenges they may face in achieving their purpose   different features  
  - Describe the main 
idea of a news article  
- Understand how 
news articles fit into 
the Inverted Pyramid 
Model 
- Analyze a news 
article and how it 
follows the parts of a 
news article  
- Discuss the key 
features of a news 
article  
- Extension: 
Understand that 
there might be pros 
and cons of the way 
news articles are 
written 
Part 1: Minds On     Estimated time: 10 minutes 
1) The day before, students will be asked to think about  Materials:  
and bring into class a news article that they have 
recently read.   - Google slides  
2) Drawing from their prior knowledge and experience with  - Writing utensil and 
news articles, students will answer the following  paper or somewhere 
questions breakout rooms of pairs about a news article  online where students’ 
that they have recently read:  can document their 
a) Summarize the article   thoughts 
b) What was the main point of the article? What 
were the supporting points? 
c) What perspectives did the article consider? Was 
anyone interviewed?  
3) After the breakout rooms, we will take up the questions in 
a class discussion. 

1
 

4) Class discussion question: What are some key features 

of news articles?  
Part 2: Action Estimated time: 40 minutes 
Materials and Set up: 
1) As a class, we will read the CBC article C ​ anadian  - Google slides 
Government Reviewing Toronto Raptors’ Proposal to  - Writing utensil and 
Play in Canada t​ ogether   paper or somewhere 
2) Students or the teacher will read the article out loud  online where students’ 
3) Think, Pair, Share:  can document their 
a) Students will be given 3 minutes to quickly think  thoughts 
about and write down what they noticed about   
the article  Note how you will address 
i) What was the main idea?  MI/learning styles.  
ii) Where are the important pieces of  - Students will have the 
information located?  option of reading the 
b) Students will be asked to discuss these questions  article out loud or in their 
in breakout rooms (5 minutes)  head, or listening to 
c) We will then take up the questions and discuss as  someone else read it 
a class with possible follow-up questions such as:  - Students will have the 
i) Why do you think the main idea is located  option of writing down 
at the beginning?   their thoughts or sharing 
ii) What happens when the reader sees the  with a partner/the class 
main points at the beginning? Will they be  - With multiple checks for 
prompted to keep reading? Why?  understanding and 
iii) What are some possible cons to having all  ways to express their 
of the main points at the beginning?   knowledge, the teacher 
4) The teacher will introduce the I​ nverted Pyramid Model​ of  can continuously check 
news article writing   if the pacing is working 
5) Students will have 5 minutes to dissect the CBC article  for students and 
and fill it in for each portion of the Inverted Pyramid  accommodate as 
Model   needed 
6) As a class, we will fill in the inverted pyramid together 
with information from the CBC article  
7) Popcorn-style activity: Students will be encouraged to 
share what they think are key elements of news articles. 
a) Some examples might include: Factual, third 
person writing, catchy and engaging, answers 
who, what, when, where, why, and how, photos, 
and quotes 
8) Introduce ​parts of a news article 
9) Students will independently analyze the CBC article and 
figure out which parts of the article fit into the description 
of the parts of a news article layout 
10) We will then take it up as a class 

Part 3: Consolidation Estimated Time: 20 min. 

 

2
 

1) Review of concepts learned   

2) Summary Journal  
a) Students will have a journal of summaries with key 
concepts of what they learned  
b) Question prompts (pick 3) 
i) What was something you learned from this 
lesson that you did not previously know? 
ii) What are the three parts of the inverted 
pyramid model? 
iii) How can you use the inverted pyramid 
model to help you read news articles in the 
future?  
iv) What do you think are some pros and cons 
of the inverted pyramid model of news 
articles?