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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 5 ] --

Related Lessons: Unit B, Lessons 11, 15, 17, 19, 21, 23, 24, 26; Unit C, Lessons 4, 5.

Skills—Knowledge: name; Comprehension: restate; Application: write; Analysis:

explain; identify; Synthesis: create; Evaluation: justify.

Vocabulary: accounting, editorial, distribution, production, publisher, word processing.

Background Students should be familiar with the variety of jobs available in the newspaper and skills, knowledge and responsibilities associated with them. They must articulate that in selecting and applying for an appropriate staff position. In this lesson, students will write application letters and prepare for an interview. You may wish to create a chart on the board or a handout with these departments or those that will meet your newspaper’s goals.

Management: publisher (the teacher).

Editorial: editor-in-chief, copy editor, opinion editor, photo editor, design editor.

Reporters: news, features, sports.

Art: cartoonists, photographer, graphics.

Production: word processing, design software, printing/copying, assembly.

Advertising (optional): sales, design.

Distribution: promotion and advertising, sales, routing, delivery.

Accounting (optional): tracking costs and income.

High Five Unit C: Page 49

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 jobs they might like as they look at the different parts of the newspaper.

2. Review departments and jobs needed to publish and distribute your class or school newspaper. Encourage questions about what is required for each department so students will have a good understanding of their responsibilities before applying for a staff position.

3. Explain that students will write letters of application and should use their answers to The Right Stuff (Lesson 1) and Newspaper Careers (Lesson 7) to guide them in selecting two jobs for which to apply.

4. Review the correct form and conventions of a good business letter. Remind students that correct spelling, grammar and punctuation are important aspects of self-presentation.

5. Explain that in their letters, students should identify jobs for which they are applying.

They also should explain why they are a good candidate for the job, highlighting qualifications and interests.

6. Allow students time to review completed activity pages from Lessons 1 and 7.

7. Explain that they should apply for two jobs in which they are interested.

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

9. Have students prepare to write their letters using Can I Do This Job? as an in-class or homework assignment.

10. (optional) You may have students use the Letter of Application activity page as a framework to write letters.

High Five Unit C: Page 50 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 8 Activity Page A CAN I DO THIS JOB?

Name __________________________________________________________________

Directions: Use answers from The Right Stuff (Lesson 1) and Newspaper Careers (Lesson 7) to see how your interests and skills would be good matches for two jobs at your newspaper. Your answers will provide information needed to write a good application letter. Your teacher will give you guidelines for your letter.

A. Review The Right Stuff and list the top 10 items that you checked “very interested” or “interested.” Write them here.

1. __________________________ 6._____________________________

2. __________________________ 7. _____________________________

3. __________________________ 8. _____________________________

4. __________________________ 9. _____________________________

5. __________________________ 10. _____________________________

B. Next to each item on the list above, write the skill level “very good” or “good” that you checked on The Right Stuff.

C. Review your answers and circle item numbers marked “very interested” and “very good.” Underline those marked “very interested” and “good.” Put an X beside those marked “interested” and “very good.” D. Your answers should help you determine how well your skills match your interests.

Write items that had the best match—“very interested” and “very good.” 1. ________________________ 3. ___________________________

2. ________________________ 4. ___________________________

E. Use the four items and identify two jobs at the newspaper that are good matches for you. Review skills required for each job and write them under each.

–  –  –

F. Review your list in D. How well does it match jobs and skills in E? This match should give you the jobs for which to apply. If you have trouble finding a job, discuss your answers with your teacher to help find other choices.

–  –  –





Lesson 8 Activity Page B

LETTER OF APPLICATION

Directions: Use your best letter-writing skills to ask for a job on the newspaper staff.

You will need to tell why you are interested in it and explain why you are the best person for the job. Use the format below to help. Write two letters—one for each job you would like.

–  –  –

Dear (Teacher’s Name), I would like to apply for the position of ___________________________. I believe this is the right job for me because …

–  –  –

Lesson 9

WHO ARE THE READERS?

Objectives

Students will:

1. Identify the audience for the class or school newspaper

2. Identify and explain why potential newspaper features meet needs and interests of their audience.

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

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

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.

High Five Unit C: Page 55 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.

Related Lessons: Unit A, Lessons 4, 6, 15, 26, 30; Unit B, Lesson 1, 4; Unit C, Lesson 13.

Skills—Knowledge: name; Comprehension: distinguish, describe; Application: show;

classify; Analysis: compare, categorize; Synthesis: propose; Evaluation: justify.

Vocabulary: audience, principles of media literacy.

Background Newspapers are a carefully constructed media form. Students must understand that the project they are about to begin will reflect interaction among the text and its forms, the reader and the culture of your class and school.

Students should understand and be responsive to their audience or readers. They must take time to identify their audience carefully and think about what that group may want and need to know, and to decide how they will create an attractive, informative and interesting product that will serve the audience.

At this point, you may wish to review one or more of the principles of media literacy and how they apply to the task ahead.

1. All media are constructions. (They will decide which words or images to use and how to organize them.)

2. All media are representations of social reality. (Readers must be able to judge the accuracy of the message.)

3. Individuals construct meaning from messages. (Readers bring their own knowledge, experience and preconceptions to the newspaper.)

4. Messages have political, economic, social and aesthetic purposes. (Newspapers contain messages that serve many purposes.) High Five Unit C: Page 56

5. Each form of communication has unique characteristics. (Newspapers present information in carefully structured ways so readers can find items suiting their needs and interests.) 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 how different features of the newspaper appeal to different audiences.

2. Remind students that all messages are constructions and can be created for different audiences.

3. Have students think of something happening at your school, such as an athletic event, assembly, academic competition, etc. Have them identify different audiences that might be interested in it, such as parents, students, members of the community, etc.

Discuss ways the message could be presented in the newspaper—for example, as a news story, feature story, letter to the editor or advertisement.

4. Tell students that their job is to determine the best audience for the class or school newspaper. Explain that this decision will affect what they include in the newspaper, how they present it and how readers may evaluate or respond to their messages.

5. Assign students into small groups. Have them create a list of potential audiences—for instance, all students in the school, grade-level students, teachers, parents, school staff, etc.

6. Bring the groups together and have them share lists. If necessary, narrow the list to groups you believe would have the best access to the newspaper.

7. Lead the class in assigning the groups into categories, such as largest, most important to the school, most diverse, most accessible, etc. Tell students that a group can be in more than one category.

8. Review the groups and identify those that fall into the most categories. Explain that this group or groups will most likely be their audience.

High Five Unit C: Page 57

9. Assign students into groups again to brainstorm potential features for their newspaper based on the audience(s) they have identified.

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

11. Have them use Who is Our Audience? and ideas from their review of the newspaper to guide them.

12. Bring the class together and have each group share its ideas and list them on the board. Using one or more principles of media literacy, have students vote on and prioritize features they want to include in their newspaper.

13. Have students submit possible names for the newspaper and take a class vote.

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 9 Activity Page

WHO IS OUR AUDIENCE?

Name __________________________________________________________________

Directions: Discuss these questions with your group. Your answers will help to decide who would be interested in reading your school or class newspaper and what this audience would want to read.

1. The audience for our newspaper is: ________________________________________.

2. This is what I know about it:

a.______________________________________________________________________

b.______________________________________________________________________

c.______________________________________________________________________

3. These are some things I need to find out about the audience:

a.______________________________________________________________________

b.______________________________________________________________________

c.______________________________________________________________________

4. These are some things the audience would be interested in having in our newspaper:

a.______________________________________________________________________

b.______________________________________________________________________

c.______________________________________________________________________

d.______________________________________________________________________

e.______________________________________________________________________

f. ______________________________________________________________________

g. ______________________________________________________________________

h. ______________________________________________________________________

i. ______________________________________________________________________

j. ______________________________________________________________________

5. These things could be included in our newspaper to meet the audience’s needs and

interests:

a.______________________________________________________________________

b.______________________________________________________________________

c.______________________________________________________________________



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