Since the College Board Advanced Placement exam requires students to use their knowledge of current events, the newspaper is an important tool for them. I give students the AP prompt (written at the end of this post) from the free response section of released exams. We discuss what is meant by “appropriate evidence” and how to write an argument that takes into account the opposing positions. Students find specific examples of information related to the topic in the newspaper. They write their first draft of this essay using the information provided in the newspaper to support their assertion. I continue to use the newspaper over the course of the year, and I remind the students that the information they are getting can be helpful to them on the actual exam in May.
The following passage is taken from the AP Central website
Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise.
Friday, December 12, 2008
Wednesday, December 10, 2008
Student Lesson for the Newspaper - Ojeda Middle School
6th Grade Reading- Ms. Rocha- Ojeda Middle School
The following lesson was submitted by Daisy Del Bosquez, 6th grade, Pre-AP Reading:
Pick one article that you think is interesting. Read the article, then write if the sentences are interrogotive, imperative, declarative, or exclamatory. Pick another article and write a summary about it. The summary has to be at least 15 words.
The following lesson was submitted by Kayla Augustus, 6th grade, Pre-AP Reading:
For the warm up: I would have the class look in the newspaper and find 2 short stories that are somewhat alike depending on the title that also has a picture. Read them both and write down 1 difference about which one of the stories is most important in the economy or in the community. Then write down 2 things that are the same in both stories. One of the similarities would have to do with it's lead topic the second similarity would be about the picture's angle. Then if some students did it on the same stories then I would pair them up and let them pair and share with each other's answers.
For the class work: I would have the class read a story in the paper of their choice. I would give them a sheet of notebook paper. Then I would have the students write a report on why they read that selection and after reading that story in the newspaper would you make that your favorite selection why or why not.
The following lesson was submitted by Daisy Del Bosquez, 6th grade, Pre-AP Reading:
Pick one article that you think is interesting. Read the article, then write if the sentences are interrogotive, imperative, declarative, or exclamatory. Pick another article and write a summary about it. The summary has to be at least 15 words.
The following lesson was submitted by Kayla Augustus, 6th grade, Pre-AP Reading:
For the warm up: I would have the class look in the newspaper and find 2 short stories that are somewhat alike depending on the title that also has a picture. Read them both and write down 1 difference about which one of the stories is most important in the economy or in the community. Then write down 2 things that are the same in both stories. One of the similarities would have to do with it's lead topic the second similarity would be about the picture's angle. Then if some students did it on the same stories then I would pair them up and let them pair and share with each other's answers.
For the class work: I would have the class read a story in the paper of their choice. I would give them a sheet of notebook paper. Then I would have the students write a report on why they read that selection and after reading that story in the newspaper would you make that your favorite selection why or why not.
Front Page News Activity -by Ms. Rocha -Ojeda Middles School
I had to modify this activity due to time and computer availability. When we looked at the newspaper that day (article on president-elect Obama--sorry don't have the issue date!), students were able to compare that article to other newspapers around the country. We used Newseum and saw the Atlanta, Georgia Newspaper, a newspaper from Alaska, and another one from Long Beach California. The students immediately noticed that the newspaper from Alaska had a smaller picture of Obama and a much shorter article. We discussed this and the students stated that Palin was from Alaska and Obama is probably not liked as much there as he is in Georgia or Austin. In the California newspaper, Obama wasn't even mentioned that day. However, one article was the same in all three papers...loan to auto companies GM/Chrysler.
Student Powerpoints about the Newspaper - 6th grade, Ojeda MS
My students created powerpoints for what they read about, but I am not able to post them to the blog. Sorry, folks. :(
(Sadly) Reading a Newspaper is Not So Cool, Apparently...
I modified the lesson for "Reading a Newspaper is Cool, and Here's How I Do It" for my students so that they had to create a visual image, collage, or drawing demonstrating what they do, think about, look for, or read when they get a newspaper in class. A few of the students did write their opinions on their projects, but no one wrote a report. Writing is not their strong point, after all! I am planning to bring the artwork to the culminating event this evening. The projects are a bit depressing.
-Jessica
-Jessica
Jessica Mitchell's Student and Teacher Lesson Plans
Student created assignments--9th Basic English--Austin High School--Special Education Dept.
1. Submitted by Cynthia Perez--Basic English I.
"I want students to read the obituaries t0 see what information makes up the obits and to determine the purpose of having obits in the newspaper. Students will have to name one thing each obit has in common and also determine why people would write obits and put them in the paper."
2. Submitted by Junior Esco--Basic English I.
Students will read the comic strips and find all comics that make a reference to a cultural topic. What comment is that comic strip making?
3. Submitted by Destiny Marin--Basic English I.
Students read their horoscope and complete the following tasks:
a. summarize your horoscope in your own words.
b. do you agree with your horoscope for today? why or why not?
c. Find a sign of your best friend and read their horoscope.
d. summarize your friend's horoscope in your own words.
e. will you share your friend's horoscope with them? Why or why not?
f. Create your own horoscope by writing like the author of the horoscopes in the paper.
Jessica Mitchell
Special Education English Teacher
Austin High School
Follow a Lead
Objective: Students will collect information published over a set amount of time about a particular topic and will interpret the development of that information throughout the given timeframe.
Lesson: Students will either be assigned a particular topic or will choose a topic of interest to them that they can read about in the paper daily for a set amount of days, weeks, months, etc… Students might want to follow a story about a court case that receives national attention or about a particular sports team that they are interested in following for example. At the beginning of class daily, students will be responsible for finding information about their chosen topic and for updating a log with the new information learned from the newspaper on that day. If there is not a reference to their chosen topic in the paper they have in class on a given day, students must research other papers (online or in the library) in order to find something that has been written on the subject for that day to add to their logs. If newspapers stop reporting on the selected topic, students can write an opinion statement indicating why the topic is no longer being written about. As students read about their chosen topic day to day, they should take note of new information included in the write-up, the varying opinions that are surfacing in the paper about the topic, and the location of the information within the paper from day to day (lead story, blurb in a different article, etc…).
I See, You See
Objective: Students will compare and contrast two or three articles written about a topic that have been printed in different newspapers.
Lesson: Students will choose an article of interest to them within the Austin-American Statesman. They will then search for articles written about the same topic in other newspapers around the state, country, or world (depending on the topic chosen). Students will compare and contrast the articles, taking note of similarities and differences in style, placement, point-of-view, opinion, word choice, headline, etc…Students then write opinion pieces explaining why they believe the coverage of that topic differs from one paper to another.
1. Submitted by Cynthia Perez--Basic English I.
"I want students to read the obituaries t0 see what information makes up the obits and to determine the purpose of having obits in the newspaper. Students will have to name one thing each obit has in common and also determine why people would write obits and put them in the paper."
2. Submitted by Junior Esco--Basic English I.
Students will read the comic strips and find all comics that make a reference to a cultural topic. What comment is that comic strip making?
3. Submitted by Destiny Marin--Basic English I.
Students read their horoscope and complete the following tasks:
a. summarize your horoscope in your own words.
b. do you agree with your horoscope for today? why or why not?
c. Find a sign of your best friend and read their horoscope.
d. summarize your friend's horoscope in your own words.
e. will you share your friend's horoscope with them? Why or why not?
f. Create your own horoscope by writing like the author of the horoscopes in the paper.
Jessica Mitchell
Special Education English Teacher
Austin High School
Follow a Lead
Objective: Students will collect information published over a set amount of time about a particular topic and will interpret the development of that information throughout the given timeframe.
Lesson: Students will either be assigned a particular topic or will choose a topic of interest to them that they can read about in the paper daily for a set amount of days, weeks, months, etc… Students might want to follow a story about a court case that receives national attention or about a particular sports team that they are interested in following for example. At the beginning of class daily, students will be responsible for finding information about their chosen topic and for updating a log with the new information learned from the newspaper on that day. If there is not a reference to their chosen topic in the paper they have in class on a given day, students must research other papers (online or in the library) in order to find something that has been written on the subject for that day to add to their logs. If newspapers stop reporting on the selected topic, students can write an opinion statement indicating why the topic is no longer being written about. As students read about their chosen topic day to day, they should take note of new information included in the write-up, the varying opinions that are surfacing in the paper about the topic, and the location of the information within the paper from day to day (lead story, blurb in a different article, etc…).
I See, You See
Objective: Students will compare and contrast two or three articles written about a topic that have been printed in different newspapers.
Lesson: Students will choose an article of interest to them within the Austin-American Statesman. They will then search for articles written about the same topic in other newspapers around the state, country, or world (depending on the topic chosen). Students will compare and contrast the articles, taking note of similarities and differences in style, placement, point-of-view, opinion, word choice, headline, etc…Students then write opinion pieces explaining why they believe the coverage of that topic differs from one paper to another.
Vocabulary Builder - Ms. Cajigas, Ann Richards School
Objective:
1. Students will learn and practice vocabulary.
2. Generate examples of words to reinforce learning.
3. Promote independent learning as they read the newspaper.
Procedures:
1. Give students 5 minutes to read the paper and underline any unfamiliar words.
2. On a large index card, have each student write down one unfamiliar word and its meaning, using a dictionary. If you see a duplicate word, have the student select another.
3. Have students create a word wall by posting their index card on a large board. Before posting, make sure spelling and grammar is correct.
4. Do a variety of activities to review words so that students automatically spell, read and understand the meaning.
Note: "Grammar Lesson Plan by Bryce Pub", and "Print Media Lesson Idea" are from Ann Richards students.
1. Students will learn and practice vocabulary.
2. Generate examples of words to reinforce learning.
3. Promote independent learning as they read the newspaper.
Procedures:
1. Give students 5 minutes to read the paper and underline any unfamiliar words.
2. On a large index card, have each student write down one unfamiliar word and its meaning, using a dictionary. If you see a duplicate word, have the student select another.
3. Have students create a word wall by posting their index card on a large board. Before posting, make sure spelling and grammar is correct.
4. Do a variety of activities to review words so that students automatically spell, read and understand the meaning.
Note: "Grammar Lesson Plan by Bryce Pub", and "Print Media Lesson Idea" are from Ann Richards students.
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