Activity 01
Headline Hunt and Rewrite
In small groups, students analyse headlines from various Indian newspapers. They identify what makes a headline effective (e.g., alliteration, questions, puns) and then rewrite dull, provided headlines to make them more engaging.
Analyse the structure of a newspaper article, including the headline, byline, introduction, and body.
Facilitation TipProvide a mix of good and bad headlines to spark a richer discussion on what works and why.
What to look forPeer review of article drafts using a checklist. Students give feedback on the headline, structure, and use of evidence in a classmate's work.
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Activity 02
Article Jigsaw
A well-structured newspaper article is cut into its components: headline, byline, introduction, body paragraphs, and conclusion. In pairs, students must reassemble the article in the correct order and justify their reasoning based on logical flow.
Explain the importance of using facts and evidence to support claims in an article.
Facilitation TipUse an article on a topic students are familiar with to help them focus on structure rather than content.
What to look forA timed writing task where students must write a complete article on an unseen topic, which is then graded against a rubric focusing on format, content, expression, and accuracy.
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Activity 03
Fact vs. Fluff
Students are given a short article draft that is heavy on opinion but light on facts. Their task is to identify the weak points and use classroom resources or the internet to find two or three facts or statistics to strengthen the argument.
Compare the language used in an article with the language used in a short story.
Facilitation TipProvide a curated list of credible websites to ensure students find accurate information quickly.
What to look forStudents use a simplified rubric or a set of guiding questions to evaluate their own article before final submission, identifying areas for improvement.
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Generate Complete Lesson→A few notes on teaching this unit
Begin by deconstructing a real newspaper article together as a class, labelling each part. Provide students with a clear template or graphic organiser for their first few drafts to build their confidence. Use peer-feedback sessions to focus on improving one specific element at a time, such as strengthening the introduction or adding more factual details.
By the end of these activities, your students will be able to confidently plan, draft, and refine a formal article that meets all the requirements of their curriculum.
Watch Out for These Misconceptions
An article is just like an essay or a long paragraph.
An article has a specific format that includes a headline and a byline, which an essay typically does not. It is also written for a wider audience, so the language is often more direct and engaging than academic essays.
My personal opinion is enough to write a good article.
While an article can express a point of view, it must be supported by facts, statistics, examples, or quotes to be credible and persuasive. An article's strength comes from evidence, not just the writer's feelings.
Using very difficult and flowery language makes an article sound more intelligent.
The goal of an article is clear communication. Language should be formal and correct, but also simple enough for the intended audience to understand easily. Clarity is more important than using complicated words.
Methods used in this brief