Gather students on the rug. Read another feature article that students have in front of them. Attach this to the chart you have been making. Evaluate the feature article sentence by sentence and create a structure map. Highlight each sentence, draw a line to it and label it correctly. If there are quotes in the article, label them. If there are bulleted facts, label them. Explain that by doing this we are able to see exactly what goes into a feature article and in what sequence.
On a separate piece of chart paper write the heading "Feature Article Structure". Then draw another T-chart. List all the elements you elicited from that feature article you labeled on the left side of the T-chart. On the right side you should write the information from the article that corresponds to the elements. By doing this you are creating a map of the article. Students can see exactly how the article was put together.
Demonstrate how you would go back into your notebook and review what you have written about your topic. "I have several facts written down here about the parades. I can draw a T-chart and write the word Facts on the left and then write all my facts on the right hand side. Then I have an opinion given to me by a friend. I will write Opinion on the left and then the actual opinion on the right. Here is a quote from another teacher in the school about the EPCOT parade. I will do the same with the quote. I also have my lead which I will put at the top of my T-chart since that will be the beginning of my feature article." Explain this using your topic.
Students go back to their seats and reread everything they have written so far for their feature articles. On a clean sheet of paper in their notebooks they make a T-chart. On the left side they write the element they found. On the right, they will put the information that corresponds to that element. This is a good time to add any more information they want to about their topic.
Sit down with a group of students. Have the students discuss which elements they are using. Ask them how they will prioritize their elements. Offer suggestions but allow the student to make their own choices. If students are unsure what information they have, ask leading questions to motivate their thought processes.
Assess students by looking at their information. If a student doesn't have enough information for an article, it is obvious that he needs assistance. That student would get a 1 on his card. Other students, depending on how much information they have and how they are organizing it would get a 2 or 3.
Bring the group back as a whole. Students read the elements they found and the corresponding information. Reading out loud helps the struggling writers categorize their information. .
1. http://www.csbsju.edu/benedictine-institute/featured-articles . Exaples of different articles.
2.http://www.wit.edu/features/ . Features of articles.
3.http://www.wts.edu/resources/wtj/samparticles.html . Samples of featured articles.
4.https://riskcenter.wharton.upenn.edu/featured-articles/ . Main specifics of featured articles.