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«High Five: Unit C / Table of Contents Introduction 3 How High Five Lesson Plans Are Organized 5 Unit C Lesson Plans and Activity Pages Building ...»

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Unit C:

Go to Press

High Five Unit C: Page 2

High Five: Unit C / Table of Contents

Introduction 3

How High Five Lesson Plans Are Organized 5

Unit C Lesson Plans and Activity Pages

Building Background 8

Lesson 1: The Right Stuff: Interests and Skills 9

Lesson 2: How Do They Compare? 14 Lesson 3: Getting the Reader’s Attention 20 Lesson 4: Get Ready for Tour Day 26 Lesson 5: Tour Day 31 Lesson 6: Make It Happen 36 Planning for Publication 42 Lesson 7: Be the Press 43 Lesson 8: Get a Job 47 Lesson 9: Who Are the Readers? 54 Lesson 10: Looking Good 59 Lesson 11: Technology Basics I 64 Lesson 12: Technology Basics II 69 Lesson 13: Show Me the Money 75 Lesson 14: The Write Site 81 Lesson 15: On Assignment I: Planning 87 Lesson 16: On Assignment II: Working 110 Lesson 17: On Assignment III: Working 113 Lesson 18: On Assignment IV: Working 116 Lesson 19: On Assignment V: Work Completed 119 Lesson 20: How Does It Look? 122 Lesson 21: Check It Over 126 Lesson 22: Roll the Presses 132 Reflecting on Publishing 135 Lesson 23: Online Newspapers 136 Lesson 24: Compare and Contrast 141 Lesson 25: How Did It Go? 146 Lesson 26: Get Feedback 150 Lesson 27: Use Feedback 155 Lesson 28: Our Project and the First Amendment 158 Lesson 29: Get Ready 163 Lesson 30: Showtime 168 Unit C Glo

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Introduction Go to Press will be an exciting unit for your class. In Units A and B, students learned about the five principles of media literacy and how they apply to creation of the daily newspaper. They examined journalism issues and newspaper writing types in detail. They were engaged in three of the four process skills related to media—accessing, analyzing and evaluating. The fourth, creating media, was addressed in writing activities in the second unit.

Now students will have another opportunity to create media. They will write and produce a classroom or school newspaper. They will gather information, write stories and columns, design it, create images and graphics, and produce copies to distribute to their target audience. Students must identify and assign jobs, develop production procedures and set deadlines. This project will provide opportunities and experiences for students to integrate and apply everything they have learned about newspapers and media literacy.

Before You Begin Creating a classroom or school newspaper requires equipment and software not needed in earlier units. You must explore technology and equipment you will need. Much will depend on resources in your school or district. Possible options range from low-tech to high-tech. If your school has limited or no access to computers or word-processing software, students can type or print articles by hand, draw or paste art on pages and use different size markers to create headlines. The school or a community copier can be used to enlarge or reduce student drawings or other images.

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Word-processing programs typically contain clip-art libraries that your budding graphic design students can use. If a scanner is available, photos can be scanned and imported into documents.

Desktop-publishing programs are designed to ease typing a story directly on a page template or to import stories created in a word-processing program. They also allow options and support with art and photographs. Students can crop photographs and resize columns and text blocks on screen. Some desktop-publishing programs to consider are Broderbund’s The Print Shop, The Print Shop Pro Publisher and Canvastic 2.

Whether working with a low-tech or high-tech production system, you may want to recruit other teachers to join in and develop this as an interdisciplinary unit.

Let Students Shine Creating a classroom newspaper will involve many steps, challenges and opportunities for you and students. One assignment in this unit is to create a record of students’ work.

This could take a variety of forms, such as regular student journal entries and photographs of students as they work. They can be captured on a bulletin board in the hallway or in a PowerPoint presentation to share with students, teachers, school staff members and parents.

If your school has the equipment, you may want to create a video of students’ progress.

Assign several students to be project “historians” and assume responsibility to record class activities.

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Each High Five lesson plan contains these components:

Objectives—These identify instructional goals for the lesson.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—Each lesson plan specifies the Common Core College and Career Readiness Anchor Standards for Reading, Writing, Speaking and Listening, and Language that are integrated into the activities.

Instructional background box—Information to help you integrate the lesson into classroom objectives and to make connections with other lessons in High Five units.

Related Lessons—High Five lessons in all units related to the current lesson are identified. Some referred lessons may have been completed before the lesson and may be revisited and reviewed. Other lessons appear after the current lesson, so you can see how the lesson prepares students for later work.

Skills—Levels of understanding and appropriate verbs from Bloom’s taxonomy are identified.

Vocabulary—Words that students may need to know before beginning the lesson are identified. Generally, these are not already in the glossary.

Looking Ahead—This section appears in lesson plans for which you will need more than usual amount of time to prepare, such as calling a newspaper weeks ahead of time to arrange for a tour.

Background—This section provides background about the topic.

Media required—This section lists different media to be used in the lesson.

Instructions—This section lists step-by-step instructions for doing the lesson with students.

Assessment—This section allows you to determine students’ level of understanding of the lesson’s objectives.

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Same Content Structure—Different Delivery Systems How do you want your news? In a full-page paper product? On your computer screen? Or on your handheld electronic device? Today’s newspapers are ready to provide news you need in the format you want. Print and online newspapers are the same in some important ways but different in others.

You will find much of the same content in print newspapers and their online counterparts—news stories, features, photos, columns, review, advertising. The content structure, or text structure, of specific components such as news stories, editorials, features, etc., is the same on paper or online. A news story must answer the who, what, when, where, why/how questions. Hard-news stories still contain the most important information at the top of the story. Editorials must state a position, provide supporting information, address counter arguments and make a recommendation. Sports stories still use powerful verbs to describe action. So when you are helping students learn to access, analyze, evaluate and create media messages in news media, you must show them that writing in online newspapers requires the same high quality as writing in print newspapers. Good writing is good writing on paper and online. You do not have to teach different skills in analyzing the structure of newspaper writing just because it is delivered over the Internet.

How newspapers deliver news varies. Many people appreciate the portability and ease of reading the traditional print newspaper. They like scanning full pages for stories, features and ads. However, other people like to access news through the Internet, so newspapers now provide online versions of their print product.

You will find different formats for online newspapers. Some newspapers publish news content on their Web sites in a familiar Web format—one column of information in the center of the page with navigational links on the left and more links, or ads, on the right side. Sometimes, the navigational links appear across the top. These news sites look like many other informational Web sites. Headlines are usually printed in a different color, and photos, small on the screen, can usually be enlarged with a mouse click.

Another Web format for newspapers gaining in popularity is the “e-edition” that shows a replica of a full newspaper page on a Web page. The reader may be able to click High Five Unit C: Page 7 on a story to enlarge type so it is easier to read. Some e-editions allow you to peruse the newspaper by clicking on the lower corner of the newspaper page replica and “turning” the page to the next Web screen. Some e-editions contain features of traditional Web pages and the new full-page replica design. On these sites, you may see the replica of the print newspaper page, but when you click on a story, it appears in a single-column linear format much like other informational Web pages.

Online newspapers have advantages over print newspapers. They can provide links to other Web sites or to archived information in past editions, let you contact any newspaper department by clicking on an e-mail option and provide audio and video files of news events.

The following Web sites provide links to newspapers nationwide and worldwide that offer online versions of their publications—www.50states.com/news, www.newspapers.com, www.thepaperboy.com and www.onlinenewspapers.com. You may wish to explore one or more of these sites and identify newspapers you want your class to read and evaluate.

Become familiar with the online format of your local newspaper so you can help students learn to navigate print and electronic news sources.


High Five curriculum authors:

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Lesson 1



Students will:

1. Identify the skills needed to publish a newspaper

2. Identify personal skills and interests

3. Identify newspaper jobs in which personal skills and interests apply.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness Anchor Standards for Reading Craft and Structure

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

High Five Unit C: Page 10 College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Related Lesson: Unit A, Lesson 22.

Skills—Knowledge: list; Comprehension: compare; Application: classify; Analysis:

investigate; Synthesis: propose; Evaluation: select.

Vocabulary: skill inventory.

Looking Ahead In Lesson 30, students will be asked to share experiences about producing a newspaper with the school community. In preparation, you may have them keep a journal of experiences, take photographs or videotape them on the newspaper tour as they move through each step in publishing the newspaper.

Background Creating a class or school newspaper requires enthusiasm, commitment, teamwork and a variety of research, writing, organizational and production skills. At this point, students should understand the role of a newspaper in a democratic society, its essential design elements, structure and organization; the variety of news stories and non-news features;

and the different types of writing found in the newspaper. This knowledge and understanding should prepare students to identify areas of interest and skill they could contribute to write, edit, design, publish and distribute their own newspaper.

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Media required  Copies of the newspaper for each student.


1. Allow students several minutes to read newspapers at the beginning of class.

2. Have students use what they know about structure, design and content of newspapers to generate a list of skills a newspaper staff would need. Write them on the board and discuss.

3. Write on the board the different departments of a newspaper (editorial, production, advertising and circulation). Help students identify departments and jobs for which each skill could apply. Explain that different skills are necessary and applicable to more than one department.

4. Tell students they are about to take the first step in creating their own classroom or school newspaper by taking an interest and skills inventory. Explain that their answers will be the basis of a letter of application and “job interview” and the role they will play in this project.

5. Distribute the activity page. Review directions with students.

6. Allow students time to complete The Right Stuff.

7. Bring the class together and have students compare responses to skills required of different departments in the newspaper. Have them note on their activity page one or more job or department that most interests them.

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