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6/14/13

TaskStream

Newspaper Activity
Author: Kayla Beaty Based on lesson by: Date created: 03/20/2013 12:08 PM C DT ; Date modified: 03/21/2013 10:59 AM C DT

VITAL INFORMATION
Subject(s) Topic or Unit of Study Grade/Level Objective Language Arts (English) Expository Writing: News Articles Grade 10 The student will be able to complete the front page of a newspaper on Human Rights in a pair. Students will get into pairs, read an article on a current human rights issue, and then complete the front page of a newspaper based on the topic discussed.

Summary

IMPLEMENTATION
Learning Context This activity gives students experience with expository writing outside of the basic essay format. They must read, synthesize, and present information they have read in a current news article. The unit discusses the Holocaust, namely what it is to be a human being, thus this ties into the big picture by showing that human rights issues are still happening. Tying the past to the present shows that we must learn from our past or are doomed to repeat it. 1. Basic housekeeping will be addressed 2. Students will discuss the assignment in detail, and will recieve material for the project 3. Students will break into groups and choose the article to be used with the activity 4. Students will begin working on the assignment in groups, making sure to: utilize prewriting strategies, the six traits rubric, and proofreading techniques in order to produce a well-polished final product. Differentiated Instruction Students will be given explicit instructions, both orally and written, and will be provided a brainstorming worksheet to aid in the planning process. Students with disabilities will be provided with extra time, and will recieve more one-on-one directions if needed.

Procedure

Sample Student Products Collaboration Time Allotment Author's Comments & Reflections Students will work collaboratively. Students will work in groups of 2. 1 class periods. 45 Mins. per class. The advanced English students seem to work best when they are able to "bounce" ideas off of one another. They contribute more,
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6/14/13

TaskStream

and are more likely to demonstrate higher level thinking skills if they are able to experience other people's way of thinking in addition to their own.

MATERIALS AND RESOURCES


Instructional Materials Resources Will be give with the lesson plan.

Materials and resources: Students will be provided a packet including the directions, brainstorming, and final draft pages.

STANDARDS & ASSESSMENT


Standards Display: Collapse All Expand All

TX- Texas Essential Knowledge and Skills (TEKS) (2012)


Chapter: C hapter 110. English Language Arts and Reading Subchapter: High School Grade/Course: English II (One C redit), Beginning with School Year 2009-2010 Standard: (2) Reading/C omprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: Student Expectation: (A) compare and contrast differences in similar themes expressed in different time periods; Student Expectation: (C ) relate the figurative language of a literary work to its historical and cultural setting. Standard: (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: Student Expectation: (C ) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Student Expectation: (D) edit drafts for grammar, mechanics, and spelling; and Standard: (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: Student Expectation: (B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:
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Detail: (i) organized and accurately conveyed information; Detail: (ii) reader-friendly formatting techniques; and Detail: (iii) anticipation of readers' questions;

Assessment/Rubrics

Students will be graded on completion and effectiveness of each of the requirements listed on the handout. One point will be allotted for completion, and two points will be allotted for the effectiveness of each element (0 if ineffective, 1 if could use improvement, and 2 if the element was effective). Scores will be divided by 21 to find the percentage score.

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