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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 14 ] --

7. I was able to find related articles that had been published earlier. ______Yes _____ No

8. I could interact or make contact with other readers or the staff by _________________

_______________________________________________________________________.

9. I found a way to print an article because there was a printer-friendly icon to help me.

_________Yes _______ No

–  –  –

Lesson 24

COMPARE AND CONTRAST

Objectives

Students will:

1. Compare a print and online newspaper

2. Evaluate challenges and rewards of launching an online version of their newspaper.

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.

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 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 through the effective selection, organization, and analysis of content.

High Five Unit C: Page 142 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.

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

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

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.

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.

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 A, Lesson 30; Unit B, Lesson 29.

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

construct, solve, complete; Analysis: compare and contrast; Synthesis: formulate;

Evaluation: rate, discuss.

Vocabulary: online newspaper.

High Five Unit C: Page 143 Background In this lesson, students will compare what they have learned about reader accessibility, design and content in print and online newspapers. They also will consider challenges and rewards of launching an online version of their newspaper.

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.

Encourage them to think about which stories they would put in an online version.

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

3. Have students complete Online and Print Newspapers as an in-class or homework assignment.

4. Bring students together to discuss their reading and analyses of online and print newspapers.

5. Lead the discussion and draw students’ attention to these issues or topics:

a. Reader access b. Use of graphics and photographs c. Placement and use of advertisements d. Ease of locating information e. Ability to update news f. Unique features g. Limits to space and amount of information h. Ability to interact with newspaper staff and other readers i. Variety of features j. Portability.

6. Discuss the possibility of launching their newspaper online. What are potential advantages? Disadvantages? List them on the board.

7. What steps would they need to take to put their paper online? List them on the board.





High Five Unit C: Page 144

8. As a class, decide whether and when they could put their newspaper online.

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 24 Activity Page

ONLINE AND PRINT NEWSPAPERS

Name__________________________________________________________________

Directions: Use this checklist to help compare online and print newspapers. Use a scale of 1 to 3 in which 1 = very effective, 2 = somewhat effective and 3 = not effective. Be prepared to share responses with the class.

Online newspaper Effectiveness Print newspaper Effectiveness Use of graphics and photos Placement and use of ads Ease of finding information Updating information Quality of features Amount of news and information Contact or interaction with newspaper staff and other readers Easy to find and use A feature unique to the online newspaper was __________________________________

_______________________________________________________________________.

A feature unique to the print newspaper was __________________________________

_______________________________________________________________________.

–  –  –

Lesson 25 HOW DID IT GO?

Objectives

Students will:

1. Evaluate organization of their newspaper

2. Evaluate design of their newspaper

3. Evaluate content of their newspaper

4. Evaluate procedures and use of technology in their newspaper

5. Evaluate strategies used to market and distribute their newspaper.

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.

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.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

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 through the effective selection, organization, and analysis of content.

High Five Unit C: Page 147 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.

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.

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 Conventions of Standard English

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

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 A, Lessons 3, 4, 5, 9, 26; Unit C, Lesson 6.

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

construct, solve, complete; Analysis: identify; Synthesis: propose; Evaluation:

recommend, debate.

Vocabulary: self-assessment.

High Five Unit C: Page 148 Background In this lesson, students will assess how they did on organizational structure, design, content, procedures, marketing, distribution and technology in comparison with the local newspaper.

Media required  Copies of the newspaper for each student.

Instructions

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

2. Explain to students that they will assess their work on the newspaper and discuss data from their reader survey.

3. Review the Production Flow Chart from Lesson 6 and ask students whether it was appropriate and useful for their classroom newspaper.

4. Discuss what, if anything, they would change in a second newspaper. How does their organization compare to that of the local newspaper?

5. Discuss news, features and editorials of the newspaper. Elicit students’ opinions about whether this content met their audience’s needs and, if so, how effectively.

Discuss how class-produced content compared to that of the local newspaper.

6. Review and discuss the layout and design process, including use of technology. How does their work compare with that of the local newspaper?

7. Discuss how they sold or distributed their newspaper was similar to or different from strategies used by the local newspaper.

8. Help students identify lessons they learned—responsibility, accountability, teamwork, deadlines, meeting audience needs.

9. Take a poll to determine the most important lesson(s) learned. Discuss.

10. Take a poll about whether students are interested in newspaper careers and identify which department(s). Discuss.

.

High Five Unit C: Page 149 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 participates in evaluation of newspaper organization.

Student participates in evaluation of newspaper design.

Student participates in evaluation of newspaper content.

Student participates in evaluation of newspaper procedures and use of technology.

Student participates in evaluation of newspaper marketing and distribution strategies.

High Five Unit C: Page 150 Lesson 26

GET FEEDBACK

Objectives

Students will:

1. Understand the purpose of a survey

3. Understand the reason for and makeup of sample group

3. Develop questions that will result in useful reader feedback

4. Disseminate, tabulate, assess and apply survey data.

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.

College and Career Readiness Anchor Standards for Writing 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.

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.

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.

High Five Unit C: Page 151 Related Lessons: Unit A, Lessons 4, 5, 22, 26.

Skills—Knowledge: tell; Comprehension: interpret, explain; Application: construct;

Analysis: investigate; Synthesis: design; Evaluation: assess, discuss.

Vocabulary: survey.



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