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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 3 ] --
Name __________________________________________________________________

Directions: Working with a partner or in a small group, scan each section of your Target Date newspaper and find an example of each design element. Use a marker or crayon and circle it. Remember to include the page number. Be ready to share findings with the class.

Newspaper name ________________________________________________________

City and state ___________________________________________________________

1. How many stories are on page one? _____________

2. Which story is the day’s most important? Write its headline here.

_______________________________________________________________________

3. What clues tell the reader it is the day’s most important story?

_______________________________________________________________________

4. How do stories above the fold compare to those below it?

_______________________________________________________________________

5. Find a graphic (map, graph, pullout quote, brief or chart) in the newspaper (page number ___________).

6. How does it help tell the story? ____________________________________________

________________________________________________________________________

7. How does it attract the reader’s attention? ____________________________________

________________________________________________________________________

8. Find a photograph (page number _________).

9. What makes it appealing to the reader? ______________________________________

10. What information does the cutline give the reader? ___________________________

–  –  –

11. Find an editorial cartoon (page number _____________).

12. How does it affect the look of the editorial page? ____________________________

_______________________________________________________________________

13. Find a display advertisement (page number _____________).

14. What makes it appealing to the reader? ____________________________________

_______________________________________________________________________

15. Find an example of interesting looking text. (page number _____________).

16. What makes its use visually appealing to the reader? __________________________

–  –  –

Lesson 4

GET READY FOR TOUR DAY

Objectives

Students will:

1. Understand appropriate behavior and attire for visiting a professional environment

2. Develop questions about careers and processes involved in publishing a 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 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 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.

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.

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.

High Five Unit C: Page 27 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 B, Lessons 3, 4, 8, 26; Unit C, Lesson 8.

Skills—Knowledge: name; Comprehension: describe; Application: construct;

Analysis: categorize; Synthesis: compose; Evaluation: justify.

Vocabulary: advertising, editorial, circulation, production.

Looking Ahead Contact your local newspaper several weeks before you would like to visit. Ask for the Newspaper In Education (NIE) department to make arrangements. If your newspaper does not have an NIE program, the receptionist should be able to direct your call to the appropriate department. Some newspapers may have class size or subscription requirements to schedule a tour, so looking ahead is important.





–  –  –

Background It is important to prepare students for a real or virtual tour of a newspaper. A tour can help them in many different ways.

1. Students can see how all departments work together—editorial, advertising, production and circulation.

2. Students will better understand why teamwork and deadlines are important.

3. Students will become familiar with jobs required to publish a newspaper.

In this lesson, students will develop questions to ask about each department they visit.

Ask your host in advance what departments the class can visit and which staff members, if any, may be available to answer questions.

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 think about the different jobs and departments in a newspaper.

2. Assign students into small groups for each department—editorial, advertising, production, circulation.

3. Explain that each group must prepare 10 questions to ask a staff member or representative of its department.

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

5. Assign a recorder for each group.

6. Allow students time to generate questions using Get Ready for Tour Day as a guide.

Have each group share questions with the class. Encourage feedback from other students to clarify or expand questions on the list.

7. As a class, develop questions to be used on the tour.

8. Make copies of the questions and distribute them to students before the tour.

9. If a tour is not possible, ask whether the newspaper has a video, PowerPoint or slide show available for schools or whether a representative could visit class and field High Five Unit C: Page 29 questions. If none of these options is available, ask whether students could write or email questions to staff members.

An online newspaper tour is available at http://www.howstuffworks.com/newspaper.htm.

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 4 Activity Page

GET READY FOR TOUR DAY

Name ______________________________________________________________

Directions: Your group will be assigned a newspaper department and told to develop questions to ask on your tour. Use topics below to begin. Remember to write questions clearly so the person will understand what you want to know. Be ready to share questions with the class.

Department _________________________________________________

1. Interests suited to the job or department:

2. Skills required for the job or department:

3. Knowledge required for the job or department:

4. Experience required for the job or department:

5. The most interesting thing you want to know about the job or department:

6. The most important thing you want to know about the job or department:

7. The hardest thing about the job or being in the department:

8. Predictions about future changes in the job or department:

9. How and where the job or department fits into publishing a newspaper:

–  –  –

Lesson 5 TOUR DAY Objectives

Students will:

1. Understand how teamwork and deadlines affect publishing a newspaper

2. Understand the role and responsibility of each department in publishing a newspaper

3. Understand the connection between learning and the world of work—responsibility, cooperation, rewards and challenges, regardless of industry.

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.

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

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 32 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.

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 6, 9, 22; Unit B, Lessons 4, 5, 8.

Skills—Knowledge: find; Comprehension: predict; distinguish; Application: use;

Analysis: categorize; Synthesis: imagine; Evaluation: discuss.

Vocabulary: Unit B, Lesson 3.

Background Some newspapers may send an advance kit or guidelines for your class that may provide ideas to help prepare students for their visit. You may wish to call a day or two before the tour to confirm the time, how long the tour will take, whether cameras or videotaping are allowed, provisions for disabled access, where to enter the building and the area for bus parking.

Media required None High Five Unit C: Page 33 Instructions

1. Review with students appropriate behavior for visiting a workplace—following safety instructions, using quiet voices, staying with the group, etc.

2. Have students bring a small notebook and pen or pencil to take notes, write observations and record answers to questions posed to the newspaper staff. Students should have a record of their visit for reference as they plan and publish their class or school newspaper.

3. Enjoy your tour!

4. If possible, when the class returns from the tour, allow students time to review and add to their notes.

5. As a class or a homework assignment, have students write a thank-you letter to your newspaper guide.

6. If students will be taking an online tour or watching a video, preview it so you can direct students to questions that you know can be answered from the presentation.

Remember that you may wish to invite someone from the local newspaper to visit and provide additional information and answer questions.

High Five Unit C: Page 34 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 5 Activity Page TOUR DAY Name __________________________________________________________________

Directions: Now that you have visited the newspaper, take time to think about what you learned about teamwork and how each department works together to put a newspaper “to bed.”

1. The most important thing I learned about being a (job) _________________________

at the newspaper is _______________________________________________________

_______________________________________________________________________.



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