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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 163 Lesson 29 GET READY Objectives

Students will:

1. Identify topics and issues to be included in the report or display

2. Explain why topics or issues will be included in the report or display

3. Create a well-organized and attractive report or display.

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.

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

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.

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.

High Five Unit C: Page 164

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 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

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.

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 4, 5, 29.

Skills—Knowledge: list, tell; Comprehension: outline, describe; Application:

illustrate, construct; Analysis: explain; Synthesis: create, construct, plan, design;

Evaluation: choose, justify.

Vocabulary: Glossary, Units A, B, C High Five Unit C: Page 165 Background Sharing the experience of publishing a newspaper is something about which students can be proud. It also will be instructive and perhaps inspiring for other students in your school. You may choose to have students display their work in any of several ways—a bulletin board in the hallway or school entrance, a video or a PowerPoint presentation that can run independently or be narrated by students. Select the medium you think best meets needs, time and resources of students.

Media required  Copies of the newspaper for each student  PowerPoint software (optional)  Computer (optional)  LCD (optional)  Screen (optional)  Television and VCR (optional).

Instructions

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

2. Tell students they have much to celebrate and share with the student body after having successfully published a newspaper. Discuss which among the following options they would like to use to tell their story—bulletin board display, panel discussion, PowerPoint presentation or video.

3. Discuss time, energy and resources required to create and share each option. Decide which medium they will use.

4. Collect necessary material to create the presentation.

5. Brainstorm as a class the storyboard for the report or presentation. The report should

include some or all of the following:

a. Departments, staff members and responsibilities b. Workflow chart c. Samples and pictures of work and pages in progress d. The newspaper tour High Five Unit C: Page 166 e. Samples of the finished product f. The role of a free press in a democracy and the First Amendment g. Important lessons learned.





5. Assign students into departments to create and assemble their contribution to the presentation.

6. Assemble the pieces and display.

7. Present the report. Have fun!

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 29 Activity Page

TELLING OUR STORY

Name__________________________________________________________________

Directions: Use this guide to plan your department or individual contribution to the class display or presentation.

1. I worked in the _________________________ and ___________________________

departments. My department was important because it ___________________________

_______________________________________________________________________

_______________________________________________________________________.

2. I would like students in my school to know these things about the work my department did: ___________________________________________________________________

_______________________________________________________________________.

3. These are the materials or information from my department that I think should be included in our report or display: ____________________________________________

_______________________________________________________________________

_______________________________________________________________________.

4. These are the steps my department took to publish the newspaper that should be included in our report or display: ____________________________________________

_______________________________________________________________________

_______________________________________________________________________.

5. This is what I will do to help create our report or display. I will have it done by _____ _______________________________________________________________________

–  –  –

Lesson 30 SHOWTIME Objectives

Students will:

1. Present their display or presentation

2. Discuss feedback to the display or presentation.

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 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.

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 169

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: Units A, B and C.

Skills—Knowledge: list, tell; Comprehension: outline, describe; Application:

illustrate, construct; Analysis: explain; Synthesis: create, construct, plan, design;

Evaluation: choose, justify.

Vocabulary: Glossary, Units A, B and C.

Background This is students’ opportunity to show off all their hard work and what they have learned about publishing a newspaper. Encourage them to discuss their decision-making processes, challenges, goofs and corrections, and excitement with other students, teachers and/or parents.

Instruction

1. Have students share their product (the newspaper) and process (the display).

2. If students share their display through a presentation to an audience or panel discussion, encourage them to invite questions about challenges and decisions they faced and made.

3. If students share their display on a bulletin board or in a PowerPoint loop at a special school location, provide a means for viewers to respond. For example, include a “Comments” book next to the display.

4. Celebrate!

High Five Unit C: Page 170 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.

–  –  –

Unit C Glossary Advice column: Written for readers on different topics, such as investing, interpersonal issues, etc.

Audience: Particular group of readers, viewers or listeners.

Banner or flag: Name of the newspaper, typically in large letters atop the page.

Broadsheet: Traditional size of most newspapers, about 14 to 15 inches wide and 20 to 22 inches long.

Circulation department: Responsible for sale and distribution of the newspaper.

Clip art: Collection of artwork, cartoons and images usually free and available on software and the Internet. Used in a variety of publications.

Copy edit: Review text for accuracy in grammar, usage, punctuation and facts.

Crop: Adjust a photo or image to fit space.

Cutline: Caption accompanying a photograph.

Dummy: Practice page layout showing shape, format and general content of text, headlines and art.

Full color: Ability to use all four printing colors—black, cyan (blue), magenta (red) and yellow.

Icon: Small picture on a computer display suggesting purpose of an available function.

Import: Bring an item, such as text or an image, from one software application to another.

Infographic: Graphic representation of information.

Modular design: Rectangular units of text and images.

News hole: Amount of space for news after ads have been placed.

Op-ed page: Page opposite the editorial page containing letters to the editor, editorial cartoons and columns written by staff and guest writers.

Pagination: Process of designing and producing press-ready pages electronically.

Point: Unit of print used to measure sizes of type and rule lines.

Pullout quote: A quote from a story that is often boxed and printed in type larger than the story text.

Put to bed: Finish all steps in pre-press production.

Rack: Vending machine containing copies of the newspaper.

High Five Unit C: Page 172 Rule line: One of varied point size or thickness used to separate stories or surround text or images.

Spot color: Use of one of the three colored inks—cyan, magenta, yellow.

Teaser: Short headline and phrase on a front page to draw readers inside the newspaper.

Tombstone: Placing two headlines near each other on the same horizontal line.

Typography: Style, point size and leading of type.

White space: Empty space sometimes used as a design element to break up text.

High Five Unit C: Page 173

–  –  –

Understands aspects of media production and distribution 1, 3-30 1-2, 4-30 1-30 (e.g., different steps and choices involved in planning and producing various media; various professionals who produce media, such as news writers, photographers, camera operators, film directors, graphic artists, political cartoonists).

Understands ways in which image-makers carefully construct 1, 3-30 1-2, 4-8, 10- 1-30 meaning (e.g., idea and word choice by authors; images 30 created by photographers; television programs created by groups of people; photos or cutlines chosen in newspapers).

Understands influences on construction of media messages 1, 3-30 1-2, 4-30 1-30 and images (e.g., historical period or place in which they were made; laws that govern mass media, such as truth in advertising; sociocultural background of target audience;

financial factors such as sponsorship; cause-and-effect relationships between mass media coverage and public opinion trends).

High Five Unit C: Page 177

–  –  –

27 Use Feedback 1, 10 1 2 3 28 Our Project and 1, 10 1, 7, 9 1, 3, 4 6 the First Amendment 29 Get Ready 4, 6, 7 1, 2,4,6 1, 5, 6 1, 2, 3, 6 30 Showtime 4 1, 2 1, 4, 6 1, 2

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