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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 8 ] --

7. Remind students that ads are measured in column inches. Have students measure one or two ads in the day’s newspaper and report their size in column inches. (Ads are measured in the same way as images and text.) High Five Unit C: Page 79

8. Use estimated costs and circulation as a basis to develop a rate card (how much advertisers will be charged for an ad.)

9. Discuss whether you will sell or give away the newspaper. Remind students that sales typically generate about 25 percent of a newspaper’s income. If you choose to sell and school policy allows it, decide together on a reasonable price. Remind students that newspapers strive to keep the price per copy affordable so it is accessible to as many readers as possible.

10. Project potential income from selling ads and copies of the newspaper. Discuss whether this goal is reasonable and what students must do to accomplish it.

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

12. Have students complete Show Me the Money as a group 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 13 Activity Page

SHOW ME THE MONEY

Name __________________________________________________________________

Directions: Answer the following questions as a review of what you have learned about advertising and circulation sales.

1. There are three kinds of ads in the newspaper:

______________________________, __________________________ and ______________________________________.

2. Advertisements usually provide about ____________ percent of a newspaper’s income.

3. Ads are sold in units called ___________________________________________.

4. One thing that can make an ad cost more is ______________________________

_________________________________________________________________.

5. Newspapers try to keep the price of a newspaper as inexpensive as possible so that ______________________________________________________________.

6. Name four possible businesses or organizations that might be interested in buying an ad in your class or school newspaper.

___________________________ _____________________________

___________________________ _____________________________

7. Name four ways you could sell or give away copies of your class or school newspaper.

___________________________ _____________________________

___________________________ _____________________________

8. I would (not) be interested in creating ads because_________________________

_________________________________________________________________.

9. I would (not) be interested in selling ads because __________________________

_________________________________________________________________.

10. This is a plan to sell ads _____________________________________________.

High Five Unit C: Page 81 Lesson 14

THE WRITE SITE

Objectives

Students will:

1. Understand responsibilities of each job on the newspaper staff

2. Understand importance of teamwork and meeting deadlines

3. Be familiar with and have access to materials and tools necessary to complete assigned tasks.

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

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.

High Five Unit C: Page 82 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.

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.





Related Lessons: Unit A, Lesson 30; Unit C, Lessons 7, 16, 17, 18, 19.

Skills—Knowledge: describe Comprehension: explain; Application: construct, complete; Analysis: separate; Synthesis: create; formulate; Evaluation: argue; select.

Vocabulary: deadline.

Background The newspaper is a product of many departments working together. At this point in the unit, you should have reviewed students’ applications and conducted interviews for staff positions and made assignments. It should be possible for students to have more than one assignment. Refer to the list of jobs and responsibilities developed in Lesson 7.

Before beginning the real work of creating the newspaper, review steps in newspaper production independently or with input from students. You will find a sample flow chart in this section. Students may need to work at their jobs in class, as homework and outside of class time, especially in newsgathering and ad sales.

Media required  Copies of the newspaper for each student.

–  –  –

2. Review job assignments with students.

3. Review the newspaper tour and how each department depends on others to complete jobs in a timely and professional way. Help students understand when and how they do their jobs will affect the outcome of your newspaper.

4. Display and review production steps, discussing what activities will happen simultaneously and what must be completed by the production deadline.

5. As a class, establish assignments, responsibilities, schedules and deadlines for each department.

6. You may want to set up areas in the classroom where each department will work and assemble necessary materials.

7. Distribute the activity pages. Review directions with students.

8. Allow students time to meet in their departments to develop and review plans for stories, features, photos, graphics, ads, etc. Determine who is responsible and set deadlines using On Track and The Write Site as guides.

9. You may wish to move among groups, offering suggestions and guidance.

10. Bring the class together to review plans, schedules and deadlines. Write them on the board. Be sure students have an understanding of what is expected of them, how they will meet their responsibilities and deadlines, and have fun, too.

High Five Unit C: Page 84 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 14 Activity Page A ON TRACK Name __________________________________________________________________

Directions: Use this checklist to help keep you and your department staff organized.

–  –  –

Gather facts, do interviews and take photos, if possible Draft news, editorial, sports, column or feature Revise news, editorial, sports column or feature Proofread news, editorial, sports, column or feature Sell advertisements and/or subscriptions Design ads, create cartoons, puzzles, etc.

Proofread ads, news, sports or feature stories, features Lay out pages Print newspaper

–  –  –

Lesson 14 Activity Page B

THE WRITE SITE

Name __________________________________________________________________

Directions: Use this checklist to help you plan and organize your work.

1. I will be working in the ______________________ and ______________departments.

2. My job(s) will be to _____________________________________________________

_______________________________________________________________________.

3. Other people in my department are:

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

4. I will need the following materials and equipment to do my job. Be sure to think of everything you will need. Share this list with your teacher as a check. Cross out each item when you have it.

______________________________ ______________________________

______________________________ ______________________________

______________________________ ______________________________

5. My deadline is _________________________________.

6. The first thing I need to do is ___________________________________________

____________________________________________________________________.

7. This is my schedule for the next five days and what I need to do:

Day One ____________________________________________________________

Day Two ____________________________________________________________

Day Three ___________________________________________________________

Day Four ____________________________________________________________

–  –  –

Lesson 15

ON ASSIGNMENT I: PLANNING

Objectives

Students will:

1. Complete the work plan

2. Understand scope and work on assignments

3. Understand the importance of meeting deadlines.

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.

Integration of Knowledge and Ideas

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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.

High Five Unit C: Page 88 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.

Related Lessons: Unit B, Lessons 11, 13, 15, 17, 18, 19, 21 and 23; Unit C, Lessons 16, 17, 18, 19, 22.

Skills—Knowledge: locate, name; Comprehension: outline; Application: solve, complete; Analysis: identify, explain; Synthesis: create; compose, propose, plan;

Evaluation: judge, select, assess.

Vocabulary: deadline, draft, revise.

Background This lesson prepares students for work in the coming week. They will spend five days drafting, writing, revising, organizing and laying out the newspaper. Most of that time will involve researching and writing stories, and conferring with you and their peers.

The next several days will be busy for everyone. Students must feel prepared and motivated as they move through this challenging and exciting time. As “publisher,” you must see that each department makes daily progress, can solve problems that may arise and meet deadlines.

Media required  Copies of the newspaper for each student.

–  –  –

2. Review tasks and deadlines for each department and answer questions students may have.

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

4. Use the Make It Happen guides for each department to help students as they plan and work on assignments. Encourage students to use them throughout the week.

5. Allow class time for students’ work on assignments. You may wish to move among groups and help as necessary by referring to appropriate lessons and activities from Unit B.

6. By the end of class time, students should have finalized their plan, made assignments and started on them.

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.



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