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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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g. _____________________________________________________________________

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High Five Unit C: Page 59 Lesson 10

LOOKING GOOD

Objectives

Students will:

1. Identify and explain use of art and graphic elements in a newspaper

2. Understand modular newspaper design

3. Re-create a dummy of a newspaper page.

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.

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

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standards for Speaking and Listening 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.

High Five Unit C: Page 60 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.

Related Lessons: Unit A, Lessons 9, 13, 24, 25; Unit B, Lesson 2.

Skills—Knowledge: describe, locate; Comprehension: explain; Application: create;

Analysis: examine; Synthesis: design; Evaluation: select, justify.

Vocabulary: ad, banner or flag, column inch, cutline, dummy, font, gutter, index, headline, modular design, photographs, point size, rules, teaser or skybox, text, tombstone, white space.

Background A newspaper page contains several visual elements arranged to make the page attractive and easy to read. Most newspapers today use a modular design in which headlines, text, cutlines and photographs are arranged in rectangular blocks rather than long vertical columns. Sometimes, stories are boxed with rules.

Newspaper elements are measured in column inches. A 2-by-5 story is two columns wide and five inches deep (long). The number of columns per page varies by newspaper.

Each page is sketched on a dummy by hand or on a computer. Stories, photographs, cutlines, text and other graphic elements are placed on the page to attract the reader’s attention and convey the importance of each story, as determined by the editor. The most important story is usually placed in the upper-right corner and has a photo associated with it nearby. Headline size decreases down the page so the largest and most prominent headline is at the top.

–  –  –

page. They also will begin to articulate what they will need to plan and create their own newspaper pages.

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 note the different design elements.

2. Have students identify examples of design elements and explain how they are used to attract the reader’s attention and support the text. Encourage them to identify and show examples of these elements—photo, headline, graph, map, chart or infographic, gutter, teaser, pullout quote, rule line, spot color, white space, font types and size.

3. Ask students which elements they could or would like to include in their school or class newspaper. Discuss how they could use these elements in that newspaper.

4. Using the front page, explain (or review) that stories and headlines are generally placed together in horizontal or vertical rectangular units in a modular design. Show how cutlines accompany photos they explain and headlines are placed above stories they summarize.

5. Explain or review that the most important story is often placed in the upper-right section with the dominant photo nearby. Have students find an example in their newspaper.

6. Explain (or review) and illustrate that the headline point size should decrease down the page and that two headlines should not be tombstoned or placed directly next to each other. This makes both headlines difficult to read.

7. Explain or review and illustrate that ads are typically grouped near the bottom of the page and should not run above an article or photograph.





8. Remind students they should use the same design elements and techniques when creating the class or school newspaper.

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

High Five Unit C: Page 62

10. Have students complete The Dummy as an in-class or homework assignment.

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 10 Activity Page THE DUMMY Name __________________________________________________________________

Directions: You will need a newspaper front page and a ruler. The sample dummy below is a practice layout of page one. It is six columns wide and has 24 rows. Each vertical column equals one inch on the newspaper page. Your job is to measure each element on page one and draw a box on the dummy using the correct number of the element’s columns (width) and inches (length).

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Lesson 11

TECHNOLOGY BASICS I

Objectives

Students will:

1. Keyboard a story accurately

2. Import text into a text box or template

3. Create and modify an image and import into a text box

4. Modify text and a headline by changing fonts, type size and color.

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 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.

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

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 65 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 Lesson: Unit A, Lesson 4.

Skills—Knowledge: locate; Comprehension: explain; Application: construct, use, complete, illustrate; Analysis: explain; Synthesis: construct; Evaluation: choose.

Vocabulary: crop, import, keyboard.

Looking Ahead You must explore several basic desktop publishing software programs and become familiar with at least one in advance of this unit. Or you may choose to arrange for a knowledgeable person to assist or lead the class instruction.

Consider using Broderbund’s The Print Shop and The Print Shop Pro Publisher or Canvastic 2. If possible, demonstrate each step on the computer and project the image with an LCD or overhead projector, or distribute handouts.

–  –  –

Media required  Copies of the newspaper for each student  Desktop publishing software (see list above)  Computer(s)  LCD or overhead projector.

Instructions

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

Encourage them to look at how pages are created.

2. The following activities may be completed in small groups, individually or as a class over one or more periods. The directions are generic and assume that students have computer access and are adapted to the software used.

3. Explain to students that they will practice basic steps to create and place stories and images for their newspaper. Discuss problems and successes as students move through each step.

4. Create text. Select a short article from the newspaper for students to retype. Have them create a document, then type the article. Remind students to be accurate in keyboarding. When the article has been typed, tell them to save and name it.

5. Import text. Have students import the text into a template or text box. If necessary, have students adjust the text to fit into a column.

6. Modify text. Direct students to select the text and modify it with a different font style and size. Allow them time to experiment with different fonts and sizes.

7. Create headline. Have students type and place the headline. Remind students that a headline should be in a larger point size than the text and must fit above it.

8. Insert rule. Have students find the line (rule) icon and place a rule around the text.

Allow students time to adjust the point size to complement the text box.

9. Add color. Have students select the text and direct them to the font color menu to choose a color to apply to the text. Allow time for them to experiment and change the color of the text and rules.

10. Select image. Direct students to find clip art or graphics from the software or online that would be appropriate to the story and to select an image to import.

High Five Unit C: Page 67

11. Import image. Have students import the image into the text block.

12. Crop and size image. Tell students to fit the image into the text block by clicking on the sizing icon. Explain that they must size the entire image or it will become distorted. Have students crop the image if the software allows it.

13. If possible, print copies of students’ work to discuss and display. Distribute the activity page. Review directions with students.

14. Have students complete Technology Basics I as an in-class or homework assignment.

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 11 Activity Page

TECHNOLOGY BASICS I

Name __________________________________________________________________

Directions: For each item, check the answer that best describes how you did in creating a newspaper story. Use your answers to decide where you need more practice.

1. The name of the software I used is called ______________________________.

2. Keyboard text o I was able to keyboard the article with no mistakes.

o I was able to keyboard the article with just a few mistakes.

o I need to practice keyboarding to be more accurate.

3. Import text o I was able to import text with little or no problem.

o I had to try a couple of times to import text.

o I need to practice importing text.

4. Clip art o I was able to find clip art and import it with little or no problem.

o I had trouble finding and importing clip art.

o I need to practice finding and importing clip art.

5. Modify text o I was able to change the size, color and font of the text with little or no problem.

o I had trouble changing the size, color and font of the text.

o I need to practice changing the size, color and font of the text.

6. Draw and modify a rule o I was able to draw and modify a rule with little or no problem.

o I had trouble drawing and modifying a rule.

o I need to practice drawing and modifying a rule.

7. Creating this story was the same as at a newspaper because _____________________.

8. Creating this story was different than at a newspaper because ___________________.

–  –  –

Lesson 12

TECHNOLOGY BASICS II

Objectives

Students will:



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