WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:     | 1 |   ...   | 10 | 11 || 13 | 14 |   ...   | 16 |

«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 12 ] --

publication should have been drafted and revised. Encourage and support students as they continue their work.

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

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

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

5. By the end of class, graphics and photos should have been collected and processed.

News and feature stories should be revised, ads sold and their design in progress.

Sales and marketing materials should be distributed and non-news features should be near final forms.

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 19

ON ASSIGNMENT V: WORK COMPLETED

Objectives

Students will:

1. Demonstrate appropriate form and content in their assignment

2. 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

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 Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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.

High Five Unit C: Page 120 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.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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.

Background As “publisher,” you must monitor progress in each department, help students solve problems and ensure that timely workflow. At the end of this class period, the publication should be nearly complete. Encourage and support students as they continue their work.

Media required  Copies of the newspaper for each student.

High Five Unit C: Page 121 Instructions

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

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

3. Remind students to review progress using planning guides from previous days.

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

5. By the end of class, all news, editorials, columns, features, graphics, photos and advertisements should be completed and edited. Posters and fliers should be posted.

Subscription orders should be placed, outlets identified and distribution materials ready (cash envelopes, checkoff sheets, etc.). Publication day and time should be confirmed with the printer/copier.

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 20 HOW DOES IT LOOK?

Objectives

Students will:

1. Understand principles of page design

2. Implement principles of page design

3. Assess effectiveness of page design.

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 Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

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.

College and Career Readiness Anchor Standards for Writing Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

High Five Unit C: Page 123 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.

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

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

Presentation of Knowledge and Ideas

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.

Related Lessons: Unit A, Lesson 9; Unit B, Lessons 10, 24; Unit C, Lessons 5, 6.

Skills—Knowledge: locate, name; Comprehension: distinguish, interpret; Application:

construct, solve, complete; Analysis: identify, explain; Synthesis: construct; propose, plan; Evaluation: judge, recommend.

Vocabulary: dummy, flag, index, masthead.

Background At this point, students should be familiar with basic elements of design and how the features of a daily newspaper are developed and placed. Although it is important for them to know and understand principles and processes in publishing a newspaper, flexibility should be allowed as they create and lay out the class or school newspaper.

High Five Unit C: Page 124 Putting together all the pieces of the newspaper should be a challenging and exciting

event for the class. Here is a review of design principles from previous lessons:

 Place the most important story in the upper-right corner or across the full width of page one  Use a photo or graphic with the lead story  Use boxes around some stories for emphasis  Avoid placing two headlines next to each other  Be sure the size of headlines decreases as you move down the page.

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 how a newspaper is laid out and designed, reminding them that advertisements are placed first and the rest of the space is filled with standard features (flag, masthead, index, etc.) and news.

3. Review that the number of pages is driven by the number of ads sold for that edition and that the ratio of ads to news is typically 60-to-40.

4. Explain that they will have more flexibility and that pages will accommodate all ads, stories and features but will be built starting with the ads (real or make-believe).

5. Members of the editorial and advertising departments should lead this lesson because they have been collecting, tracking, processing and evaluating each piece all week and should have developed page dummies.

6. Students should explain steps and processes they used to plan dummies, discuss problems they had and solutions they found.

7. Have students work in departments on dummies. You and members of the editorial department can move among or lead groups.

8. Have each group hang its pages on the board. Distribute sticky notes and allow students time to write suggestions, corrections, etc., and place the notes on the pages.

High Five Unit C: Page 125 Explain that these notes will be the basis of discussion and revision of pages before the newspaper goes to press.

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 21

CHECK IT OVER

Objectives

Students will:

1. Identify changes and corrections to be made to content, page layout and design using one or more media process skills

2. Implement changes and corrections to page content, page layout and design using one or more media process skills.

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 Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

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.

College and Career Readiness Anchor Standards for Writing Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

High Five Unit C: Page 127 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.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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

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

Presentation of Knowledge and Ideas

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Related Lessons: Unit A, Lessons 4, 5, 9.

Skills—Knowledge: find; Comprehension: distinguish, interpret; Application: write, solve, complete; Analysis: identify; Synthesis: propose; Evaluation: select, justify.

Vocabulary: layout.



Pages:     | 1 |   ...   | 10 | 11 || 13 | 14 |   ...   | 16 |


Similar works:

«    This is the authors’ final peered reviewed (post print) version of the item published as:   Abayadeera, Nadana and Watty, Kim 2014, The expectation‐performance gap in generic skills in  accounting graduates : Evidence from Sri Lanka, Asian review of accounting, vol. 22, no. 1, pp. 56‐72.      Available from Deakin Research Online:    http://hdl.handle.net/10536/DRO/DU:30062979     ...»

«IPA Newsletter Julio / Agosto International Administration Centre 2015 Arthur Troop House 1 Fox Road, West Bridgford Nottingham, NG2 6AJ England Tel: + 44 115 945 5985 Email: isg@ipa-iac.org Net: www.ipa-iac.org 'En buenas manos!' Uno de los ganadores del Concurso de dibujo infantil de IPA Francia BOLETÍN DE IPA – JULIO / AGOSTO 2015 Página 1 PALABRA DE INTRODUCCIÓN IBZ Gimborn durante mucho tiempo ha sido descrito como el buque insignia de la IPA, y si bien es una asociación...»

«Welcomes you to your Sabbath Service! Genesis 2:3 And God blessed the seventh day, and sanctified it: because that in it he had rested from all his work which God created and made.Mark 2:27, 28 And he said unto them, The Sabbath was made for man, and not man for the Sabbath: Therefore the Son of man is Lord also of the Sabbath. Behar “In Mt Sinai” ‫בהר‬ During service we take a 20 minute break at approximately 10:50AM. The 2nd part of the service starts with worship and is followed...»

«Summary of Ph.D. Thesis Characterization of the self-assembly of functional and gemini surfactants in the bulk phase and on the solid/liquid interface Annamária Barbara Páhi Consultant: Dr. Zoltán Király Associate Professor Chemistry Doctoral School University of Szeged Department of Physical Chemistry and Material Sciences 2010. Introduction and objectives Research relating to surface-active materials has been being carried out for almost three decades in the Colloid Chemistry Department...»

«CHAPTER 44 LEARN HOW TO BEGIN A SUCCESSFUL ORGANIC PEST CONTROL OPERATION IN GARDENS, GROVES, FIELDS AND ORCHARDS “No illness which can be treated by diet should be treated by any other means.” Moses Maimonides, noted 12 Century Physician 1839 Why should anyone farm or eat organic? Scientists Estimate that Pesticides are Reducing Crop Yields by ONE-THIRD Through Impaired Nitrogen Fixation July 2007 http://www.organic-center.org/science.hot.php?action=view&report_id=99 Over the last 40 years...»

«SOME ASPECTS OF SYMBOLISM IN D.B.Z. NTULI'S ONE-ACT RADIO PLAYS BY NAKANJANI GOODENOUGH SIBIYA SOME ASPECTS OF SYMBOLISM IN D.B.Z. NTULI'S ONE-ACT RADIO PLAYS BY NAKANJANI GOODENOUGH SIBIYA Submitted in accordance with the requirements for the degree of MASTER OF ARTS in the DEPARTMENT OF AFRICAN LANGUAGES at the UNIVERSITY OF ZULULAND SUPERVISOR: PROF. L.F. MATHENJWA DATE SUBMITTED: NOVEMBER 2001 DECLARATION I declare that this research project entitled: Some Aspects Of Symbolism In D.B.Z....»

«Hyland, K. (2003). Dissertation acknowledgments: The anatomy of a Cinderella genre. Written Communication, 20, 242-268. Dissertation acknowledgements: The anatomy of a Cinderella genre Abstract Although sometimes considered to be only marginally related to the key academic goals of establishing claims and reputations, acknowledgements are commonplace in scholarly communication and virtually obligatory in dissertation writing. The significance of this disregarded “Cinderella genre” lies...»

«THIS DOCUMENT IS IMPORTANT AND REQUIRES YOUR IMMEDIATE ATTENTION. If you are in any doubt about 24.3(d)(i) the action to be taken you should immediately consult your stockbroker, bank manager, solicitor, accountant or other independent professional adviser duly authorised under the Financial Services and Markets Act 2000, as amended, if you are in the United Kingdom or, if not, another appropriately authorised independent financial adviser. If you have sold or transferred all of your Existing...»

«UWThPh-2005-8 Neutrino – Past, Present and Future George Marx Memorial Lecture Univ. Budapest, May 19, 2005 Herbert Pietschmann Inst. Theor. Physics, Univ. Vienna Introduction Let me begin with my sincere thanks for the opportunity to deliver this Memorial Lecture for George Marx, for we were very close friends during many decades of our lives. When I shall talk about Neutrino Physics, I will select those topics from the vast field in which we both shared deepest interest and about which we...»

«Les Misérables An Overview A HomeschoolRadioShows Listening Guide by Cindy Horton Introduction This set of listening guides is meant to be used in conjunction with the seven part radio dramatization of Les Miserables, written and directed by Orson Welles for the Mutual Network in 1937. Welles' production of Les Misérables aired on seven Friday evenings beginning July 23, 1937, and continuing to the first week of September. Orson Welles played the role of Jean Valjean and also read the...»

«COMPARISON OF DIFFERENT APPROACHES FOR GUST MODELING IN THE CFD CODE TAU Ralf Heinrich, Lars Reimer DLR Institute of Aerodynamics and Flow Technology Lilienthalplatz 7 38108 Braunschweig ralf.heinrich@dlr.de, lars.reimer@dlr.de Keywords: Gust response, Disturbance Velocity Approach, Resolved Gust Approach Abstract: Two different methods for modeling of gusts have been implemented into the CFD-code TAU. The first one is the so called disturbance velocity approach, a simplified method which...»

«Synopsis “It is the human purpose to propagate life” Life is unique in Nature, and for us, it is precious. Life is unique in its complex patterns, and in its purposeful self-continuation. We belong to life and share its drive for self-propagation. Belonging to life then implies a human purpose to secure, expand and propagate our family of gene/protein life. This purpose is best achieved in space, where life has an immense future. We can start now secure this future, by seeding with life new...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.