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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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High Five Unit C: Page 128 Background In this lesson, students can step back and objectively assess their work using four media process skills as a framework (access, analyze, evaluate, create). They will make revisions as necessary and appropriate. Model how to make suggestions or identify errors. Students will have worked hard on their pages and may be sensitive to what they believe are inappropriate or unnecessary comments.

Media required  Copies of the newspaper for each student.

Instructions

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

Encourage them to make comparisons with their newspaper.

2. Hang all layout pages on the board with sticky-note comments.

3. Review the four media process skills with the class. Explain that they will use one or more of the skills as they assess design and content.

4. Assign students sections or pages to evaluate. Allow time to review sticky notes on pages.

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

6. Have students use Checking It Twice as a guide.

7. They should reach consensus on evaluations, using comments on sticky notes and their own observations. Students should be prepared to present evaluations to the class.

8. Assign a staff member to record feedback on a specific page and explain that it will be used to make necessary or appropriate changes. Allow time for each group to present evaluations.

9. Discuss evaluations as a class and determine what, if any, changes must be made to content or page design.

High Five Unit C: Page 129 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 Activity Page

CHECKING IT TWICE

Name _________________________________________________________________

Directions: Use this framework to review pages of draft paste-up pages to suggest changes or make corrections.

1. ACCESS

–  –  –

This is what I think should be changed _______________________________________

______________________________________________________________________

because _______________________________________________________________.

2. ANALYZE

–  –  –

This is what I think should be changed _______________________________________

______________________________________________________________________

because _______________________________________________________________.

High Five Unit C: Page 131

3. EVALUATE

–  –  –

This is what I think should be changed _______________________________________

______________________________________________________________________

because _______________________________________________________________.

4. CREATE

–  –  –

This is what I think should be changed _______________________________________

______________________________________________________________________

because _______________________________________________________________.

High Five Unit C: Page 132 Lesson 22

ROLL THE PRESSES

Objectives

Students will:

1. Make final changes to content and design

2. Review final pages

3. Confirm printing and distribution plan.

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 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.

Production and Distribution of Writing

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

College and Career Readiness Anchor Standards for Speaking and Listening 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.

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

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

High Five Unit C: Page 133 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 Lesson: Unit C, Lesson 15.

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





solve, complete; Analysis: judge, verify; Synthesis: propose; Evaluation: recommend.

Vocabulary: production.

Looking Ahead Sale and distribution of the newspaper may have to take place before and after school or during lunch hour. Make accommodations based on school policy, free time, class schedules and student availability.

Background In this lesson, students can make revisions based on media principles and process skills.

They also will prepare pages for production.

Media required  Copies of the newspaper for each student.

Instructions

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

2. Allow students time to make editorial or design changes based on feedback and evaluations from the previous day.

3. You may want to move among departments, providing help and support as necessary.

4. You and student editors should make a final review of pages for accuracy and completion.

5. Review status of newspaper orders and distribution plans with the circulation department to ensure it has a method to track sales and/or the number, location and schedule of distribution.

High Five Unit C: Page 134

6. Review with the advertising department how it will provide copies of the newspaper to advertisers and its accounting of income.

7. Deliver pages to the printer/copier.

8. Confirm delivery day and time.

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.

Exceeds Expectations Meets Expectations Revisit Student makes changes to content and design.

Student reviews final pages.

Student contributes to confirmation of the production and distribution plan.

High Five Unit C: Page 135

–  –  –

Lesson 23

ONLINE NEWSPAPERS

Objectives

Students will:

1. Identify why online newspapers are published

2. Navigate an online newspaper

3. Identify the variety of features of online newspapers.

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.

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

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

High Five Unit C: Page 137 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.

College and Career Readiness Anchor Standards for Language 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 27, 28; Unit B, Lesson 29; Unit C, Lesson 2.

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

construct, solve, complete; Analysis: identify, Evaluation: assess, rate.

Vocabulary: online newspaper.

Looking Ahead For comparison, you may wish to have students use the out-of-town newspaper they used earlier or your local newspaper.

Background Newspapers are portable and inexpensive and will always have a presence in journalism.

The Columbus (Ohio) Dispatch offered the first electronic newspaper in the country to its readers in 1980.

Online newspapers are updated throughout the day, so computer users can receive up-tothe-minute information. Online readers can find stories, photos, advertisements, related links and even archived information and stories. In the aftermath of Hurricane Katrina in August and September 2005, some newspaper facilities in Gulf Coast states were High Five Unit C: Page 138 severely damaged. However, these newspapers published online until they found ways to produce print versions.

The following Web sites provide links to newspapers across the country and around the world 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 and identify newspapers for students to read and evaluate.

Some newspapers have produced student versions with colorful graphics, sound and animation. They feature a youth perspective on the news. Links to some youth sections can be found here: http://www.americanpressinstitute.org/Resources/YEA/YEAPrograms.aspx.

How and whether you will complete this lesson depends on Internet access in the classroom or school. You may wish to assign this lesson as homework and allow several days for students to obtain computer access to complete it.

Media required  Copies of the newspaper for each student  Computer(s) with Internet access.

Instructions

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

2. Ask students why they think many newspapers are creating online versions of their products (competition, technology, increased market/readers, etc.).

3. Tell students that many U.S. newspapers are on the Internet in various forms and that some are directed specifically at the youth market.

4. If they have read an online newspaper, ask students why they have gone online and what they like and dislike about online newspapers.

High Five Unit C: Page 139

5. Explain that they will have the opportunity to read and evaluate one or more online newspapers.

6. You may select sites for students to visit that support their social studies curriculum, other areas of student interest or a Target Date newspaper they have reviewed. Or allow students to choose newspaper sites to explore on their own. Refer to Web site information provided above in “Background.” Alternatively, if your local newspaper has a print and online version, you may want to have students compare them.

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

8. Allow students time to complete Online Newspapers as an in-class or homework assignment.

9. When the class has completed the assignment, bring students together to present and discuss analyses and findings.

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 23 Activity Page

ONLINE NEWSPAPERS

Name __________________________________________________________________

Directions: Use this form to help you evaluate an online newspaper. Be prepared to discuss your answers in class.

1. The name of the online newspaper I read is __________________________________.

2. It is published in _______________________________________________________.

3. The most important story of the day was about _______________________________.

I know that because _______________________________________________________.

4. There were ______________ads on the home page. I liked _____ I did not like______ seeing ads on the home page because _________________________________________.

5. I was able to find out what was in the online newspaper by ______________________

_______________________________________________________________________.

6. I was able to find features like ____________________ and _____________________

and ____________________________________________________________________.



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