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Feature Writing

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Feature Writing

Grade Levels

10th Grade, 11th Grade, 12th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade

Course, Subject

History, English Language Arts, Reading and Writing in History and Social Studies
Related Academic Standards
CC.1.2.6.A CC.1.2.6.A
Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CC.1.2.6.B CC.1.2.6.B
Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
CC.1.2.6.C CC.1.2.6.C
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
CC.1.2.6.F CC.1.2.6.F
Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.
CC.1.2.6.G CC.1.2.6.G
Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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  • Big Ideas
    Intentionally Blank
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective speaking and listening are essential for productive communication.
    Effective use of vocabulary builds social and academic knowledge
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Language is used to communicate and to deepen understanding.
    Listening provides the opportunity to learn, reflect, and respond
    Purpose, topic and audience guide types of writing
    Spoken language can be represented in print.
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.
    The history of the United States continues to influence its citizens, and has impacted the rest of the world.
    Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.
    An expanded vocabulary enhances one’s ability to express ideas and information
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Active listening facilitates learning and communication.
    Active listening promotes understanding of the spoken message
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    In the English language words can be understood by analyzing both the phonetic and the morphological parts.
    Informational sources have unique purposes.
    Informational writing describes, explains and/or summarizes ideas or content in a variety of genre.
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    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Textual features and organization inform meaning
    Textual structure, features and organization inform meaning
    The writing supports a thesis or research question based on research, observation, and/or experience.
    Validity of information must be established.
    Various types of writing are distinguished by their characteristics
    Writing improves through the recursive process of revising and editing
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on Pennsylvania’s society.
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on the United States society.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the United States. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending the American society.
    Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time.
    Long-term continuities and discontinuities in the structures of United States culture provide vital contributions to contemporary issues.
    Long-term continuities and discontinuities in the structures of United States society provide vital contributions to contemporary issues. Belief systems and religion, commerce and industry, innovations, settlement patterns, social organization, transportation and trade, and equality are examples continuity and change.
    Social entities clash over disagreement and assist each other when advantageous.
    State and local history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    State and local history can offer an individual, discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding United States history.
    United States history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    United States history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    Collaborative Discussion
    Diverse Media
    Main Idea
    Production and Distribution of Writing
    Range of Reading
    Response to Literature
    Text Analysis
    Vocabulary
    Vocabulary Acquisition and Use
    Writing Conventions
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze and evaluate author’s/authors’ use of conflict, theme and /or point of view within and among texts
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Analyze connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Analyze information, ideas and opinions to form a relevant response to the speaker’s message
    Analyze organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Analyze the use of facts and opinions across texts
    Apply academic vocabulary across disciplines
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • rethinking the logic of organization• recheck and refine the central idea, paragraph development, and content• examining the level of detail, style, and tone and word choice
    Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.
    Develop an increasingly sophisticated working vocabulary including specialized vocabulary from academic content areas.
    Differentiate between primary and secondary source material.
    Distinguish between essential and non-essential information within and among texts, describing the use of persuasive techniques, stereotypes and bias where present
    Distinguish between stated facts, reasoned judgments, and opinions across texts
    Evaluate and respond to the speaker’s message by analyzing and synthesizing information, ideas, and opinions
    Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.
    Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Evaluate the context of literal, figurative, and idiomatic vocabulary to clarify meaning
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the presentation of essential and non-essential information in texts.
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Evaluate the relevance and reliability of information, citing supportive evidence in texts
    Evaluate the use of graphics in text as they clarify and enhance meaning
    Generalize the use of academic vocabulary across disciplines
    Generate connections between and among words based on meaning, content, and context
    Identify conflict, theme and/or point of view within and among texts
    Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Use information in maps, charts, graphs, time lines, tables and diagrams to inform writing.
    Identify and analyze relationships between characters, topics, events, sequence of events, setting, and/or plot within and among texts (i.e. literary elements)
    Identify and evaluate essential content between and among various text types
    Identify and explain the use of conflict, theme, and/or point of view within and among texts
    Identify and explain the use of literary elements within and among texts
    Identify characteristics of primary and secondary source materials.
    Incorporate an expansive and expressive vocabulary that includes terms specific to the topic
    Indentify and explain the literal and figurative meaning of vocabulary
    Informational Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Informational Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Informational Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
    Identify the use of bias, stereotype, and propaganda where present
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, hyperbole, foreshadowing, flashback, allusions, satire, and irony)
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Locate and select appropriate resource materials to achieve a research goal.
    Narrative Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Organize and present information drawn from research.
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Question, reflect on, and interpret essential content across texts
    Question, reflect on, and interpret essential content across texts and subject areas
    Summarize key information from a variety of mediums
    Summarize relevant information from source material to achieve a research goal.
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize information gathered from a variety of sources.
    Synthesize relevant information from source materials to achieve a research goal.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Use precise vocabulary when developing writing
    Use socially and academically appropriate language and content
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
    Use the knowledge of language, including word origins and morphology to unlock meaning of specialized vocabulary across disciplines
    Verify the relevance and reliability of information presented in texts
    Write informational pieces, specific to a purpose and audience, which have a well developed main idea, includes cause and effect relationships or problem and solution, and contain precise language and specific detail, relevant graphics, and primary and secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
    Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)
    Write to create an individual writing style, tone and voice through the use of precise and well integrated language, literary devices and a variety of sentence structures. (style)
    Write to create style, tone, and voice using a variety of sentence structures and descriptive word choices, and literary devices. (style)
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write to inform by: • presenting information purposefully and succinctly to meet the needs of the intended audience. • applying organizational structures that communicate information and ideas accurately and coherently. • using language that qualifies fact from opinion. • communicating quantitative and qualitative technical information and concepts from primary and secondary sources accurately and coherently. • using language that qualifies evidence from inference. • developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, e-mails, correspondence, project plans, proposals, and resumes).
    Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Focus, content, organization, style, and conventions work together to impact writing quality
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    Analyze a primary source for accuracy and bias and connect it to a time and place in United States history.
    Apply the theme of continuity and change in United States history and relate the benefits and drawbacks of your example.
    Construct a biography of a Pennsylvanian and generate conclusions regarding his/her qualities and limitations.
    Construct a biography of an American and generate conclusions regarding his/her qualities and limitations.
    Contrast how a historically important issue in the United States was resolved and compare what techniques and decisions may be applied today.
    Summarize how conflict and compromise in United States history impact contemporary society.
    Synthesize a rationale for the study of individuals in Pennsylvania history.
    Synthesize a rationale for the study of individuals in United States history.
    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
    Analyze how words and phrases shape meaning and tone in texts.
    Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
    Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
    Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.
    Analyze the interactions between individuals, events, and ideas in a text.
    Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
    Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
    Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Demonstrate understanding across content areas within grade appropriate level texts of figurative language, word relationships, and the shades of meaning among related words.
    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
    Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context.
    Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.
    Determine two or more main or central ideas of a text and how they are conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    Evaluate how words and phrases shape meaning and tone in texts.
    Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
    Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
    Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Description

In two 45 minute lessons, students read the profile and view the vignette of Medal of Honor recipient Desmond Doss.  Students integrate the knowledge gained into a feature newspaper article.

Web-based Resource

Feature Writing

Content Provider

The Medal of Honor Character Development Program: Lessons of Personal Bravery and Self-Sacrifice is a resource designed by teachers for the Congressional Medal of Honor Foundation to provide students with opportunities to explore the important concepts of courage, sacrifice, patriotism, integrity, and citizenship and how these values can be exemplified in daily life.

 

The program was designed to be used for a variety of educational purposes by teachers in any school system in middle and high school. The primary goal is to prompt students to think of others before themselves and to make these good choices every day.

To learn more about the Congressional Medal of Honor Foundation: www.cmohs.org  

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