Objective: The students will become familiar with newspapers and
will be able to transfer clip art into a newsletter word document.
Standards: 7-W4.2
Anticipatory Set: Becoming familiar with newspapers and being able to
create your own newspaper is important to help the student find personally
relevant information easily and efficiently.
Procedures:
The teacher will:
1) The
teacher will model strategies for cutting and pasting, clicking on links, and
noticing what comprises a newspaper based on a teacher made newspaper from
Microsoft Word.
2) The
teacher will model how to transfer clipart for their own newspaper, create
titles, and manipulate fonts.
3)
The teacher will explain that the
students will create their own newspaper as they become familiar with the
different parts of the newspaper and software.
4) Read
The Young Journalist's Book: How to Write and Produce Your Own Newspaper by
Nancy Bentley, et. al.
Guided Practice:
5) The
students will transfer clipart, manipulate fonts, and create titles by following
directions from the teacher.
Independent Practice:
6) The students will be asked to show that they can enter
word art (3 points), change font size (2 points), place their name and date in the
box (2 points), write a teacher given title box (2 points), and insert an example
of a clip art into the document (3 points).
Evaluation: The students will be graded on their ability to
complete the independent practice phase of instruction.
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Objective: The student will be able to use Readplease software and
be able to develop fluency by reading their personal repeated reading.
Standards: 7-R1.1, R3
Anticipatory Set: Being fluent in reading is important for the students to become good readers.
Procedures:
The teacher will:
1) Model
how to use ReadPlease software that is already on their computers.
2) Model
how to copy and paste text to their personal newsletter in Microsoft Word.
Guided Practice:
3) The
teacher will have the students practice using Readplease with various documents.
4) The
students will type in their repeated readings as the teacher and assistant help
with errors.
5) The
students will have their repeated readings read aloud to them through
headphones.
6) The
students will put all digraphs in bold
Independent Practice:
7) The
students will look at a front page of the newspaper and circle all the digraphs
in the top story.
8) After
the students have listened to their repeated readings the teacher will take a
CBM measure of their fluency.
Evaluation: Students will circle all the digraphs in the top story
on the front page.
Criteria: Mastery is circling 80% of the digraphs. Getting 90% is worth 9 points...80% worth 8 points and so on.
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Objective: The student will be able to find a current event in a newspaper and write a descriptive essay of the accompanying article.
Standards: 7-R1,
R1.3, R1.4, R1.14, R2, R3, W1, W1.6, W2, W4, W4.2
Anticipatory Set: Knowing current events is important for the students to
become participating citizens.
Procedures:
The teacher will:
1) Show
a Powerpoint presentation on how to find current events.
Guided Practice:
2) The
teacher will take the students through the steps of finding a current event as
they find one in a newspaper
3) The
teacher will have the students write a descriptive essay using the current
event.
4) The
teacher will go through a model current event and ask the students questions
about what should be in their descriptive essay.
Independent Practice:
5) The
students will cut out a current event from the newspaper.
6) The
students will then write a descriptive essay of the current events using a
rubric.
7) The
students will cut and paste their essay into their newsletter.
8) The
teacher will read a volunteers current event.
Evaluation: The students will be graded on their ability to write a
descriptive paragraph about the current event they chose. The will be given a
rubric.
Criteria: Mastery is 6 out of 8 points.
| What to do | 2 points | 1 point | Totals |
| Follow Directions | Finish all the steps | Write the essay on something other than a current event | ___/2 |
| Organize Writing | Writing is clear with less than 5 mistakes | Writing has less than 15 mistakes | ___/2 |
| Place Document in Newsletter | Document is in correctly | Document is in but in the wrong place | ___/2 |
| Descriptive | Document is in descriptive form | Document is in descriptive form with other forms | ___/2 |
|
___/8 |
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Objective: The students will be able to locate parts of a newspaper on the World Wide Web and will give a name to their newspaper.
Standards: 7-R1.3,
R1.13, R1.14
Anticipatory Set: Exploring
newspapers is important to understand the different current events and parts
that the newspapers offer.
Procedures:
The teacher will:
1) Review
the different parts of a newspaper.
2) Show
the students the different parts of their school newspaper
3) Have
the students discuss current events
Guided Practice:
4) The
students will be given a worksheet that asks them to find different parts of a
newspaper
5) The
teacher will have students go through a random example of a trackstar
Independent Practice:
6) The
students will go to a premade trackstar for them.
http://trackstar.hprtec.org/main/display.php3?trackid=148754
7)
The teacher will ask questions about different parts of the newspaper.
Evaluation: The teacher will have the students answer the questions
from the trackstar on their own paper.
Criteria: Mastery is getting 5 out 5 of the tracks correct. They are worth 2 points each for a total of 10 points.
| Finding Newspaper Parts
Worksheet
Name _______________
1) Find the Editorials, Write what section they are in. _____________________________ 2) Find the Sports Page. What is the top story in sports? ___________________________________________ 3) Find the Classified Ads. What page is the first page on? ___________ 4) What is the weather going to be like today? ____________________ 5) What is today's date? _______________
|
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Objective: The students will explain the importance of articles, media guides, and advertisements in a newspaper.
Standards: 7-R1,
R1.3, R1.4, R1.14, R2, R3, W1, W1.6, W2, W4, W4.2
Anticipatory Set: Understanding
that newspapers can help you find entertainment, bargains, and pleasure reading
is good for promoting independent readers.
Procedures:
The teacher will:
1) Discuss
Current Events.
2) Show
the students a graphic organizer of the different things they can use the
newspaper for.
3) Take
the students through a newspaper showing them what movies are playing.
4) Use
the links on the inspiration document to see what newspapers can offer.
Guided Practice:
5) Have
students fill out their blank graphic organizers and place the concept in
outline form.
6) The
teacher will help the students locate an example of a top story, a movie guide,
a TV listing, a sports article, and a classified ad.
Independent Practice:
7) The
students will write a paragraph about what they can do with their newspapers
using their outline.
8) The
students will follow their graphic organizer to complete the activity listed.
Evaluation: The students will be asked to cut out an event that
happened last week and one that will be happening next week from the local news
section. The will staple them on notebook paper and write a one sentence main
idea for each.
Criteria: The students will get 2 points for following each of the directions, mastery is 5 out of 5 correctly followed. (10 points total)
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Objective: The students will be able to compare newspaper classified job listings with internet listings. They will be able to search for jobs using a teacher made WebQuest.
Standards: 7-R1.12,
7-R1.11
Anticipatory Set: Finding a job is important to transition students into
independent environments.
Procedures:
The teacher will:
1) Model
how to use the WebQuest site. http://edpsych.ed.sc.edu/liu/Aaron's%20job%20WebQuest.htm
2) Ask
the students to find the job listings in their newspaper. The first one to find
the page with the job listings receives a token.
Guided Practice:
3) The
students will go through the WebQuest in groups of two. The webquest explains
their task, and procedures.
4) The
teacher will help with students who cannot make connections between webquest
instructions and the assignment.
Independent Practice:
5) The
students will go through the WebQuest on their own. They will use ReadPlease if
they have trouble with the instructions. http://edpsych.ed.sc.edu/liu/Aaron's%20job%20WebQuest.htm#Process
Evaluation: The students will be given a rubric for completing the
webquest task. http://edpsych.ed.sc.edu/liu/Aaron's%20job%20WebQuest.htm#Evaluation
Criteria: Mastery is 6 out of 8 points correct.
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Objective: The students will be able to compare prices from grocery ads using coupons.
Standards: 7R1.14
Anticipatory Set: Using a newspaper to compare prices is essential for
learning how to be an efficient shopper.
Procedures:
The teacher will:
1) Model
how to use the spreadsheet to put the prices in. (There are already examples
given.)
2) Model
how to move items in a document.
3) Give
an introduction: Tell the students the importance of comparative shopping. Use
token economy for an instructional activity (Give the students a choice of items
and coupons)
Guided Practice:
4) The
teacher will have the students find different grocery ads and compare their
prices orally.
5) The students will go through the
directions for the assignment and ask any questions they may have.
Independent Practice:
6) They
will use the spreadsheet to calculate the cheapest item.
7) The
students will place the correct grocery items in the box.
8) They
will then print out their work for a grade.
Evaluation: The
students will be asked to move clip art items to the correct box using Microsoft
Word.
Criteria: Mastery is getting 5 out of 7 correct.
Store
Two
Name _____________
|
Bread $2.00 a loaf |
Coupon Amount $0.50 |
|
|
Milk $1.99 |
Coupon Amount $0.25 |
|
|
AppleJuice $3.00 each |
Coupon Amount $0.50 |
|
|
Peas $6.99 |
Coupon $0.35 |
|
|
Eggs $1.25 |
Coupon $0.25 |
|
|
Hamburger Meat $2.99 lb |
Coupon $0.25 |
|
|
Carrots $3.56 |
Coupon $0.50 |
|
|
Directions for
Assignment |
|
1)
Re-Enter the price of items from store one based on today’s
grocery ad that you found. |
|
2)
If the item in store 2 is cheaper, move the picture to the 3rd
column or the box all the way on the right. 3)
Print the document to turn in for a grade 4)
You can get 7 points for getting them all right. You miss one point
each time you get one wrong. |
Objective: The students will identify the events that make a good news story and write their own sports column.
Standards: 7-R1.10,
7-W1.6, W1, W2, W4.2
Anticipatory Set: Writing a sports column will help the students to
become pleasure readers in their journey to become independent readers.
Procedures:
The teacher will:
1) The
teacher will have the students find the sports column in their newspaper and
read the sports section to them.
2) Model
how to report on a sports column.
3) Teach
the different aspects of reporting.
a) Opening
sentence with two teams names mentioned.
b) Write
the final score.
c) Write
about the leading scorer.
d) Write
something that grabbed your attention.
e) Write
how the fans responded to that thing that grabbed your attention.
Guided Practice:
4) The
teacher will show the students a tape of a sports event or will attend a sports
event. They will have to write the
answers when the teacher tells them to do so.
5) The
teacher will then lead the students in writing an article based on a photograph.
He will ask questions that will help the class come up with a story.
Independent Practice:
6) The
students will have to write their own descriptive essay based on a photograph of
Allen Iverson dunking the basketball. Important facts will be given to them to
write their story.
7) The
students will save their work as sports.doc in their own diskettes.
Evaluation: The students will be evaluated on their ability to
apply a process approach to their essay. They will be given a rubric.
Criteria: The students should make 6 out of 8 points to indicate
mastery.
|
Worksheet on Sports Column 1) What were the two teams named? 2) What was the final score? 3) What grabbed your attention the most? 4) What did the fans do? 5) Who was the leading scorer and what did he do that was special? |
|
2 points |
1 point |
Total |
|
Writing is organized, Used the steps to writing a descriptive essay. |
Writing is unorganized, did not use the steps. |
___/2 |
|
Was written on the computer and printed and saved as sport.doc |
Was written but not saved correctly. |
___/2 |
|
Used all of the worksheet questions in writing the story. |
Used some of the worksheet questions. |
___/2 |
|
Writing had purpose, correct grammar, capitalization, and punctuation. |
Writing was unclear and with many mistakes. |
___2 |
|
|
|
___/8 |
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Objective: The students will be able to write a persuasive letter to the editor for their newspaper.
Standards: 7-W1.6,
W1, W2, W2.3, W4.2, R1.1
Anticipatory Set: Writing persuasive writing is important for becoming an
independent thinker.
Procedures:
The teacher will:
1) Show
examples of letters to the editor over the internet
2) Show
examples of letters to the editor from the local newspaper.
Guided Practice:
3) The
teacher will review the students on the steps to writing persuasive writing.
4) The
teacher will teach the students that an editorial is a persuasive essay.
5) The
students will use old newspapers to find old letters to the editor. They will
choose one and show the teacher their results.
Independent Practice:
6) The
students will write their letters to the editor using CoWriter.
7) The
students will mail their letters to the editor of the school newspaper.
Evaluation: The
students will have to write a persuasive letter to the editor. They will be
given a rubric.
Criteria: Mastery is 6 out of 8 points.
|
2 points |
1 point |
Total |
|
Writing is organized, Used the steps to writing a persuasive essay. |
Writing is unorganized, did not use the steps. |
___/2 |
|
Was written on the computer and printed and saved as editor.doc |
Was written but not saved correctly. |
___/2 |
|
Writing had meaning, was persuasive. |
Used correct steps, but did not logically flow. |
___/2 |
|
Writing had purpose, correct grammar, capitalization, and punctuation. |
Writing was unclear and with many mistakes. |
___2 |
|
|
|
___/8 |
Objective: The students will construct a completed school newspaper, write lively, informative, headlines for their newspaper, and use the design given to them by the teacher.
Anticipatory Set: Having the students write their own newspapers will
help them associate their newspaper with a real newspaper.
Procedures:
The teacher will:
1) Model
how to transfer existing documents to the template given them.
2) Show
the parts of the template again while asking questions about the parts of a
newspaper.
Guided Practice:
3) The
students will transfer their documents into the template. (They will have
already created a title with the template in the lesson on trackstar)
4) The
students will make the document visually appealing.
Independent Practice:
5) The
students will print their newspapers for a grade.
Evaluation: The student will be graded on their final production.
There will be a rubric used.
Criteria: Mastery should be 17 out 20 points.
|
5 points |
4 points |
3 points |
2 points |
total |
|
Newspaper is organized |
Newspaper is almost organized |
Newspaper has little organization |
Newspaper has no clear organization |
__/5 |
|
Newspaper has all of the components |
Newspaper has 5 of the components |
Has 3 of the components |
Has 1 component |
__/5 |
|
Newspaper used word art |
Newspaper used title with subtitles. |
Newspaper used title with no subtitles. |
Newspaper did not use word art, title, or subtitles. |
__/5 |
|
Newspaper had corrected grammar mistakes. |
Newspaper had less than 7 grammar mistakes |
Had less than 12 mistakes |
Had more than 12 mistakes. |
__/5 |
|
|
|
|
|
__/20 |
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