Summary
This collection has all the resources you need to successfully implement the Media-Powered Journalism Career Exploration in Secondary Schools Action Plan.Resources
Collection
Journalism Lesson Collection
- 9th - Secondary
This collection contains several lessons that can be used in a Journalism class or an after-school club. It is recommended that you start with Journalism Overview and organize the curriculum to best fit the needs of your students. This collection covers topics such as copyright, fair use, photojournalism,... Read more »
Collection
5E Lesson
In this lesson about the journalism writing process and the role of a copy editor, students will explore the importance of grammar and style. Students will work in groups to identify the key elements of a news story through a Card Sort. Then, students will work independently to practice editing a paragraph... Read more »
Created by: Margaret Salesky
Date Updated: November 2nd, 2025
5E Lesson
A Way With Words
Copy Editing and the Writing Process
- Individual Career Academic Plan (ICAP)
- English/Language Arts
- Composition, Creative Writing
- 7th - 8th
- 7.2.W.1, 7.2.W.2, 7.2.W.4, 7.2.W.5, 7.5.W.1, 8.2.W.1, 8.2.W.2, 8.2.W.4, 8.2.W.5, 8.5.W.1, SST 501, L&C 202
2-3 class periods
150 minutes
Educator Resource
In this activity, students participate in hands-on career exploration stations then reflect on their new knowledge about career possibilities. Read more »
Created by: Laura Halstied
Date Updated: December 16th, 2025
Educator Resource
- Students
- Any time of year
- Individual Career Academic Plan (ICAP)
- College & Career Interest, Post-Secondary and Workforce Goals
Standards
ACT College and Career Readiness Standards - English (6-12)
KLA 501: Revise vague, clumsy, and confusing writing
SST 301: Determine the need for punctuation or conjunctions to correct awkwardsounding
fragments and fused sentences as well as obviously
faulty subordination and coordination of clauses
SST 501: Recognize and correct disturbances in sentence structure (e.g., faulty
placement of phrases, faulty coordination and subordination of clauses,
lack of parallelism within a simple series of phrases)
ACT College and Career Readiness Standards - Reading (6-12)
TST301: Analyze how one or more sentences in somewhat challenging
passages relate to the whole passage when the function is simple
PPV301: Recognize a clear intent of an author or narrator in somewhat
challenging passages
ACT College and Career Readiness Standards - Writing (6-12)
L&C 202: A score in this range indicates that the writer is able to: -Compose sentences that sometimes have clear structures
-Produce writing that has distracting errors in grammar, usage, and
mechanics and only sometimes conveys meaning clearly
ISTE Standards for Students (For Students (2016))
ISTE3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Oklahoma Academic Standards for English Language Arts (Grade 7)
7.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
7.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
7.2.W.4: Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.
7.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
7.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
Oklahoma Academic Standards for English Language Arts (Grade 8)
8.2.W.1: Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
8.2.W.2: Students will plan (e.g., outline) and prewrite a first draft as necessary.
8.2.W.4: Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent point of view.
8.2.W.5: Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
8.5.W.1: Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
Oklahoma Academic Standards: English Language Arts (Grade 9)
9.1.L.1: Actively listen using agreed-upon discussion rules with control of verbal and nonverbal cues.
9.1.L.2: Actively listen in order to analyze and evaluate speakers' verbal and nonverbal messages by asking questions to clarify purpose and perspective.
9.3.R.5: Evaluate the validity of a speaker's argument:
- distinguish the kinds of evidence (e.g., logical, empirical, anecdotal)
- distinguish substantiated from unsubstantiated claims
- analyze rhetorical appeals (i.e., ethos, logos, pathos)
- identify bias
- identify logical fallacies
9.3.R.6: Analyze how informational text structures support the author's purpose.
9.3.R.7: Analyze how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.
9.3.W.2: Compose informative essays, reports, or technical writing that:
- objectively introduce and develop topics
- include a defensible thesis
- incorporate evidence (e.g., specific facts, details, charts and graphs, data)
- maintain an organized structure
- use sentence variety and word choice to create clarity and concision
- establish and maintain a formal style
- emulate literary devices from mentor texts
9.4.W.2: Select language to create a specific effect in writing according to purpose and audience.
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