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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 4 ] --

2. The most important thing I learned about publishing a newspaper is _______________________________________________________________________

_______________________________________________________________________.

3. The department I liked best was the ________________________________________

because ________________________________________________________________

_______________________________________________________________________.

4. A job I am interested in is _________________________________________ because _______________________________________________________________________

_______________________________________________________________________.

5. The most interesting or new thing I learned about newspapers is _________________

_______________________________________________________________________

–  –  –

Lesson 6

MAKE IT HAPPEN

Objectives

Students will:

1. Understand steps and challenges in producing a newspaper

2. Understand steps and challenges in distributing 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 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 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.

Research to Build and Present Knowledge

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.

High Five Unit C: Page 37 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 C, Lessons 5, 20, 25.

Skills—Knowledge: describe; Comprehension: outline; define; Application: show;

Analysis: explain; Synthesis: predict; Evaluation: justify.

Vocabulary: carrier, dummy, imager, offset press, pagination, racks, web press.

Background Putting pieces together to create a daily newspaper is a complex task. Newspapers may have different kinds of production equipment and presses, but the process is much the same everywhere.

At some newspapers, pages are put together in the pre-press area like pieces of a puzzle.

Editors prepare a dummy of each page that shows where stories, photos and advertisements will go. The layout is affected by the number of advertisements in that day’s edition and if and where color will be used. Most newspapers use computer programs to create each page, although some may still do it by hand.

–  –  –

photographed, and the negative film is used to make metal plates to be placed on the press.

These plates are usually made of aluminum and bear an image of newspaper pages. The plates are put on cylinders on the press, and ink is applied to the plates. This is called offset printing. Newsprint is fed along cylinders through the press, and the newspaper is printed on a web press.

An average roll of newsprint weighs about 1,700 pounds. Unrolled, it would be about 7½ miles long. Newsprint runs through the presses at about 35 mph, and thousands of newspapers can be printed in an hour. Most newspapers use some or all recycled newsprint. Some newspapers may use newsprint rolls of different sizes and run presses at different speeds.

Distribution or circulation After newspapers are printed, they are bundled, labeled with routing sheets from the circulation department and put into trucks at a loading dock. The circulation department is responsible for getting the correct number of newspapers to the correct place in a timely way. Drivers deliver newspapers to newsstands, stores and newspaper vending machines (called racks) or drop them at places where individuals who have a paper route (carrier) pick them up and deliver them to subscribers’ homes.

Media required  Copies of the newspaper for each student.

–  –  –

3. Draw students’ attention to their responses about the production and distribution departments. Ask them to describe the most important or interesting things they learned about them. Explain that they will follow a similar process when they create their own class or school newspaper.





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

5. You may use an overhead projector, or draw on the board and complete as a class or in small groups, the Flow Chart.

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 6 Activity Page FLOW CHART Name ________________________________________________________________

Directions: Use the flow chart to complete steps to produce and distribute a newspaper.

Keep this chart as a reference when you begin work on your class or school newspaper.

–  –  –

Lesson 7 BE THE PRESS Objectives

Students will:

1. Review jobs available in each department of a newspaper

2. Identify skills required for jobs in each department.

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.

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

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.

Research to Build and Present Knowledge

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.

High Five Unit C: Page 44 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 B, Lessons 11, 15, 17, 19, 21, 23, 24; Unit C Lessons, 5, 14.

Skills— Knowledge: list; Comprehension: describe; Application: classify; Analysis:

investigate; Synthesis: plan; Evaluation: verify.

Vocabulary: circulation, copy editor, editor, reporter, photographer.

Background Students must become aware of and knowledgeable about jobs available in the newspaper industry to help them decide what role they would like to play in creating the class or school newspaper. At the end of the lesson, students should create a list of jobs for the newspaper staff. They should include most of these—publisher, editor, reporter, photographer, cartoonist or artist, copy editor or proofreader, and designer. You may want to add advertising and circulation jobs as appropriate to project needs and goals. Each job should include a brief description of its responsibilities.

Media required  Copies of the newspaper for each student.

–  –  –

2. Assign students into pairs or small groups. Have them cut out or circle a story, photo, feature, advertisement, section or page in which they are interested.

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

4. Have students examine their selections and, using Newspaper Careers, identify which departments in the newspaper are directly associated with production or distribution of the item, the job of the person associated with it and skills he or she needs.

5. Allow students time to complete Newspaper Careers. Encourage students to use it, information from the discussion and the interest and skill inventory, The Right Stuff, from Lesson 1 to pick a job or jobs on the class or school newspaper staff.

6. Ask volunteers to share selections and the job and required skills. Discuss.

7. As a class, develop a list of newspaper staff needs and a brief description of responsibilities for each position. You may wish to create a bulletin board or poster of this list.

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 7 Activity Page

NEWSPAPER CAREERS

Name __________________________________________________________________

Directions: This activity is a review of departments, jobs and skills you learned about when visiting the newspaper. Pick a story, advertisement, image, feature, page or section of the newspaper. Look at your tour notes to help you answer the questions.

Item ___________________________________________________________________

1. Department most responsible for its creation: _____________________________

2. Department most responsible for its production: ___________________________

3. Department responsible for its distribution: ______________________________

4. Job title of a person who has a part in its creation: _________________________

5. Job title of a person who has a part in its production: _______________________

6. Job title of a person who has a part in its distribution: ______________________

7. Skills necessary to create the item:

______________________________ ______________________________

______________________________ ______________________________

8. Skills necessary to produce the item:

______________________________ ________________________________

______________________________ ________________________________

–  –  –

Lesson 8 GET A JOB Objectives

Students will:

1. Identify two staff jobs for which they would like to apply

2. Write a letter of application for two jobs on the class or school newspaper staff.

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 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

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.

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 48 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.



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