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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 ...»

-- [ Page 11 ] --

2. The newspaper will be ready to distribute on _____________________________.

3. I know where and what time the newspapers must be picked up. ______________

4. If I have questions or need help, I will ___________________________________

____________________________________________________________________.

5. I have to create my advertising plan by ______________________________.

6. I need to have the flier or posters finished by __________________________.

7. I have created fliers and posters and have had them reviewed by the teacher or publisher. __________ I will need ________________fliers.

8. All the fliers and posters have been distributed. ____________

9. I have created an order form __________ and have enough copies of the order form _________________.

10. This is a list of businesses, people, teachers, schools or clubs that might be interested

in buying or receiving copies of the newspaper or helping to sell or distribute it:

_____________________________ ________________________________

_____________________________ ________________________________

11. I have their names, addresses and telephone numbers and know to whom I must talk.

________

–  –  –

13. I will call or visit possible buyers and sellers or distributors on _______________.

14. I have been in touch with everyone who could help us sell or distribute or would buy or want the newspaper. ________

15. I have determined how many helpers I will need to sell and distribute the newspaper, based on the number of places and people who said they would buy or obtain the newspaper. _______________

16 I have a list of everyone who will distribute the newspaper, including when and where they will do it. _______

17. The newspaper has been sold and distributed. ______ I8. We sold ______________ newspapers and collected $______________. (optional)

19. We have counted and checked the amount of money collected. It is the correct amount. _________

20. We have given the money to the business manager or teacher. ________ The most important lesson I learned from selling and distributing the newspaper is ______________________________________________________________________

–  –  –

Lesson 16

ON ASSIGNMENT II: WORKING

Objectives

Students will:

1. Complete assigned tasks in accordance with procedures and deadlines

2. Seek help when necessary.

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

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

High Five Unit C: Page 111 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 Lessons: Unit C, Lessons, 14, 15.





Skills—Knowledge: locate, name; Comprehension: outline; Application: solve, complete; Analysis: identify, explain; Synthesis: create; compose propose, plan;

Evaluation: judge, select, assess.

Vocabulary: Unit B, Lesson 3.

–  –  –

Media required  Copies of the newspaper for each student.

Instructions

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

2. Review tasks, steps and deadlines for each department. Answer students’ questions.

3. Remind students to review their progress using planning guides from the previous day.

4. Allow class time for students to work on assignments. You may wish to move among groups and offer help as necessary.

5. By the end of class, students should be collecting information, graphics and photos for news and feature stories. They should have identified and made contact with potential advertisers and created a sales/marketing plan. Students also should have identified and drafted non-news features, contacted the printer/copier and confirmed the publication date.

Assessment  Exceeds Expectations—Student performance far exceeds minimal level of performance.

 Meets Expectations—Criterion is met at a minimal level.

 Revisit—Criterion is not met. Student responses are too weak or unfocused to be acceptable.

–  –  –

Lesson 17

ON ASSIGNMENT III: WORKING

Objectives

Students will:

1. Complete assigned tasks in accordance with procedures and deadlines

2. Seek help when necessary.

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

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

High Five Unit C: Page 114 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 Lessons: Unit C, Lessons 14, 15.

Skills—Knowledge: locate, name; Comprehension: outline; Application: solve, complete; Analysis: identify, explain; Synthesis: create; compose propose, plan;

Evaluation: judge, select, assess.

Vocabulary: Unit B, Lesson 3.

High Five Unit C: Page 115 Background As “publisher,” you must monitor progress in each department, help students solve problems and ensure timely workflow. Encourage and support students as they continue work.

Media required  Copies of the newspaper for each student Instructions

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

2. Review flow chart, tasks and deadlines for each department and answer students’ questions.

3. Remind students to review progress using planning guides from days one and two.

4. By the end of class, students should have collected information for news and feature stories, graphics and photos and started to process them. They should be drafting news and feature stories, selling ads and beginning to design them, readying sales and marketing materials for distribution and firming non-news features.

Assessment  Exceeds Expectations—Student performance far exceeds minimal level of performance.

 Meets Expectations—Criterion is met at a minimal level.

 Revisit—Criterion is not met. Student responses are too weak or unfocused to be acceptable.

–  –  –

Lesson 18

ON ASSIGNMENT IV: WORKING

Objectives

Students will:

1. Complete assigned tasks in accordance with procedures and deadlines

2. Seek help when necessary.

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

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

High Five Unit C: Page 117 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 Lessons: Unit C, Lessons, 14, 15 SKILLS—Knowledge: locate, name; Comprehension: outline; Application: solve, complete; Analysis: identify, explain; Synthesis: create; compose propose, plan;

Evaluation: judge, select, assess.

Vocabulary: Unit B, Lesson 3.

–  –  –



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