Course
Profile Basic Literacy Skills,
ELDBO, Level 2, Open, Public
Unit 5: Class Newspaper
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7
Students examine a newspaper’s structure and common language elements such as the short phrases of headlines and basic newspaper vocabulary. The newspaper is used as a vehicle for developing reading fluency and for becoming better informed about community, national, and global issues. Students apply the stages of the writing process as they develop accuracy in written communication through writing short newspaper items. The culminating activity is the design and publication of a class newspaper using simple word processing and graphics software.
Strand(s): Oral and Visual Communication
Overall Expectations: BORV.01L,
BORV.03L.
Specific Expectations: BOR1.01L,
BOR1.02L, BOR1.03L; BOR3.02L, BOR3.03L.
Strand: Reading
Overall Expectations: BREV.01L,
BREV.02L, BREV.03L, BREV.04L.
Specific Expectations: BRE1.01L,
BRE1.02L, BRE1.03L, BRE1.04L, BRE1.05L, BRE1.06L; BRE2.01L, BRE2.02L, BRE2.03L;
BRE3.01L, BRE3.02L, BRE3.03L, BRE3.04L; BRE4.02L, BRE4.03L.
Strand: Writing
Overall Expectations: BWRV.01L,
BWRV.02L, BWRV.03L.
Specific Expectations: BWR1.01L,
BWR1.02L, BWR1.03L, BWR1.04L, BWR1.05L; BWR2.01L, BWR2.02L, BWR2.03L, BWR2.04L,
BWR2.05L; BWR3.01L, BWR3.03L, BWR3.04L.
Strand: Social and Cultural Competence
Overall Expectations: BSCV.01L,
BSCV.03L, BSCV.04L.
Specific Expectations: BSC1.04L;
BSC2.01L, BSC2.05L.
|
Activity 1 |
Check It Out. |
120 minutes |
|
Activity 2 |
Extra! Extra! Read All About It! |
210 minutes |
|
Activity 3 |
Seek and Find |
150 minutes |
|
Activity 4 |
Travel and Weather |
240 minutes |
|
Activity 5 |
Sports |
180 minutes |
|
Activity 6 |
Lifestyle |
180 minutes |
|
Activity 7 |
Hot Off the Press: Creating a Class Newspaper |
420 minutes |
· The ability to read the newspaper for information and enjoyment is a foundational literacy skill that will empower students for life. The unit helps to link students to the world beyond the classroom since the newspaper is a significant means of increasing local, national, and global awareness. Take the opportunities to build in contextual general knowledge. The unit incorporates several reading strategies. One key reading strategy is known as the five WH questions and How. This method directs the student to find the key information in an article by asking the following questions: Who or What is it about?, Where and when does it happen?, Why and how? This technique improves students’ reading comprehension and organization of information in written work and oral presentations. A second reading strategy incorporated in the unit is think alouds. In this technique the teacher models out loud the thinking process necessary to successfully complete a task. A KWL technique is also used as a pre- and post-reading strategy (K= What I know, W= What I want to know, L= What I have learned or still need to learn). As a pre-reading strategy (K&W) students activate prior knowledge by compiling a list of what they know about the topic and questions they have about the topic. As a post reading (L) students compile the information they have learned from the selected reading. These and other helpful reading strategies can be found in several of the resources listed for this unit.
· Arrange for a subscription to a local newspaper for the duration or part of the unit, enough copies for each student or pairs since the newspaper will be used as a basic reading text. Some newspaper companies offer classroom guidebooks and kits.
· Collect samples of: newspaper articles, classified ads, weather forecasts and weather-related stories, articles about Canadian sports figures, and letters from the advice column to be used throughout the unit. These will be necessary in the event that a class subscription is not possible. These files also allow the teacher to screen the items to ensure that they are appropriate for use in the lessons.
· Several activities in this unit begin with a “Search for...” game. These are important warm up activities designed to familiarize students with the content and format of a newspaper and to teach certain text features. Due to the current nature of the task, these “search for” activities will need to be created by the teacher. It may be simpler to create the “Search for...” activities from the previous day’s newspaper.
· Create a newspaper bulletin board using newsprint as the backdrop. Students are directed to maintain the bulletin board throughout the unit, adding local, national, and global current events as well as items and pictures from all sections of the newspaper. Weather forecasts are also maintained. It may be useful to include a world map, a map of Canada and a map of Ontario or a local map to point out the location of the events. Use oversized titles to highlight the sections of the paper so that the items will be placed in the appropriate areas for display. The five WH questions and How could also be posted as a reminder throughout the unit of what to look for when reading an article. This visual aid will reinforce the information taught throughout the unit.
· Where applicable, ask students to bring in copies of their local ethnic newspapers. Headlines can be translated. This helps to foster an appreciation of literacy in all cultures.
· Start a newspaper picture file to be used for several activities, such as, when students are asked to match captions with pictures and when students write their own stories. The pictures can also be displayed on the bulletin board to highlight important events. Pictures from the sports section are also popular with students. Display pictures of some of the lesser known sports as well as the sports with higher coverage. Pictures of sporting events such as the World Cup and the Olympics are a good way to promote a variety of sports and Canadian athletes.
· Keep in mind that all newspapers contain articles and photographs that may be disturbing for any given student. Point out that headlines are designed to evoke a reaction. News about disasters or civil unrest, for example, may trigger unpleasant memories. The newspaper story, Appendix A: Gone With The Wind and Water, may need to be debriefed. Be sensitive to students’ responses.
· Students keep a portfolio throughout the unit and present it both orally and in written form in a teacher-student conference. This allows students to demonstrate their knowledge of common elements of a newspaper and practise using formal language. The portfolio will be a major part of the unit’s summative evaluation.
· To create portfolios, obtain file folders, two per student, so that students can make stapled inner pockets. Portfolios can be decorated with newspaper headlines, pictures and vocabulary from local and ethnic newspapers. Remind students that their best pieces will also be collected for possible publication in the class newspaper. Use Appendix N: Portfolio Checklist to help clarify what is to be evaluated in the portfolio, and help students keep track of assignments for the major evaluation at the end of the unit.
· In preparation for collecting and sorting submissions for class newspaper, have clearly labelled file folders of each of the newspaper sections. Students are directed to submit their best pieces in the appropriate folders. Students are divided into groups to work as editorial teams for each section. Each team will be responsible for choosing the articles to be published and designing the layout for their assigned section. Inform students that the teacher will have overall editorial control. It is important to ensure that all students have at least one piece of work published.
· Since this is the final unit in ELDBO, students are already be familiar with using the writing process. Arrange for a class visit to a local newspaper or for a visit from a reporter or editor to occur at some point during the unit if possible.
· knows alphabetical order to sort lists by initial letter
· can retell a story
· designs advertisements
· sequences events
· reads own or class generated stories
· follows oral instructions
· has knowledge of some basic facts of Canadian geography
· can report on community events
· works co-operatively with a partner on shared classroom tasks
· brainstorm, bulletin boards displays, cloze, copying, directed reading, excursions, graphic organizers, guest speakers, guided writing, Internet searches, jigsaw, journals, key word lists, mock interviews, paired reading, small group work, think-pair-share, vocabulary logs
|
Activity |
Type |
Tool |
Categories |
|
Activity 1 |
Diagnostic Formative |
Reconstruct Front Page T-chart Completion |
Knowledge/Understanding Thinking/Inquiry |
|
Activity 2 |
Diagnostic Summative Formative Summative |
WH Graphic Organizer Quiz Grammar Sentences News Event Checklist |
Thinking/Inquiry Knowledge/Understanding Communication Thinking/Application/ Knowledge/Communication |
|
Activity 3 |
Summative Summative |
Search for an Ad Worksheet/Rubric Classified Ad |
Knowledge/Thinking/ Communication/Application Knowledge/Thinking/ Communication/Application |
|
Activity 4 |
Summative Summative |
Travel Ad Rubric Travel Presentation Rubric |
Knowledge/Thinking and Inquiry Communication/Application |
|
Activity 5 |
Summative |
Quiz |
Knowledge/Understanding |
|
Activity 6 |
Summative Summative |
Quiz Checklist for Advice Letter |
Knowledge/Understand Thinking/Communication |
|
Activity 7 |
Summative Summative |
Rubric for Portfolio Rubric for Group Contribution to Class Newspaper |
Knowledge and Understanding/ Thinking and Inquiry/ Communication/Application Knowledge and Understanding/ Thinking and Inquiry/Comunication/ Application |
Adler, David A. A Picture Book
of Jesse Owens. Holiday House, New York, 1993.
ISBN 0-8234-1066-8
A simple biography of the noted black track star who competed in the 1936
Berlin Olympics.
Adler, David A. A Picture Book
of Rosa Parks. Holiday House, New York, 1993.
ISBN 0-8234-1177-X
A biography of the Alabama black woman whose refusal to give up her seat on a
bus helped establish civil rights.
Bates, Susan. Amazing!
Canadian Newspaper Stories. Scarborough. Prentice Hall. 1991
An indispensable companion to a newspaper unit, complete with authentic news
articles from across Canada, and map work to support social and cultural
competence expectations, plus pre- and post-reading activities.
Berish L. and Thibaudeau S. Canadian
Concepts. Scarborough: Prentice Hall, 1992.
ISBN 0-13-117052-X
French, R. Out of the Past
Into the Future. Dartmouth: Pride Communications, 1994.
ISBN 0 9698350 0 0
This text highlights the roles and contributions made by Black Canadians over
many years. The athletes highlighted include Harry Jerome, George Dixon and Sam
Langord.
Heide, F.P. and J.H Gilliland. Sami
and the Time of the Troubles. New York: Clarion Books. 1992.
ISBN 0-395-72085-0
Set in Lebanon, this is a poignant story of a young boy’s attempt to make sense
of war and peace and to make a difference in his world. Listed also as a
picture book resource in ELDAO, it is also great for independent readers in
ELDBO.
Kaskens, A. A Beginning Look at Canada. Toronto: Prentice Hall Allyn and Bacon, 1998.
Koechlin, C. and S. Zwaan.
Information Power Pack. Pembroke Publishers Limited, 1997.
ISBN 1-55138-086-2
Lucas, Eileen. Carolrhoda Books, Inc. Minneapolis, 1997. ISBN 1-57505-227X
McCarthy, Tara. Persuasive
Writing. Scholastic Inc. Professional Books, New York.
ISBN 0-590-20934-5
Merritt, S. Her Story Vol. 3: Women From Canada’s Past. St.
Catherines: Vanwell, 1999.
ISBN 155-125037-3
It has a great story of Bobbie (Fanny) Rosenfeld, an Canadian Olympic Gold and
Silver medalist in the 1928 Olympic games. It was the first time that women
competed in the Olympics.
Molinsky, S. and B. Bliss. Side by Side, Secondary School Edition. Toronto: Prentice Hall, 1997.
O’Malley, J. and Valdez L. Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison-Wesley, 1997.
Reading in North York Schools:
A Guideline for Teachers. Curriculum and
Instructional Services. The North York Board of Education. 1995.
A curriculum resource binder available through the Toronto District School
Board. A comprehensive guide to instructional strategies for reading in
multi-lingual classrooms.
Strudwick, L. Women in Profile
Series-Athletes. Niagara-on-the-Lake: Crabtree, 1999.
ISBN 0-7787-0037-2
Has contemporary Canadian sports figures like Myriam Bedard and Silken Lauman.
Tarasoff, M. Reading
Instruction That Makes Sense. Peguis Publishers, 1995.
The author has compiled a broad, easy-to-read overview of current strategies
and provided valuable information on their use.
The Toronto Star in the ESL
Classroom - Part One & Part 2. The Toronto Star
Classroom Connection. 1999.
Has lots of short, easy-to-implement activities and worksheets which can be
duplicated by teachers for classroom use. Can be ordered by calling The Toronto
Star Classroom Connection (416) 869-4141
Yee, P. Struggle and Hope.
Toronto: Umbrella Press, 1996. ISBN 1-895642-14-0
A poignant, historical chronicle about Chinese Canadians. The sports section is
a great teacher resource for finding examples of diverse Canadian sports
figures like the gymnast Lori Fung.
Your News: Canada’s Teaching
Newspaper.
A newspaper for teenage newcomers to Canada. It can be ordered from You News,
Box 563, Station Cote St-Luc, Quebec H4V 2Z2. Tel: 514-487-5797
Zuern, Gunther. Ontario Reader for ESL And Literacy Learners: 1998. Toronto: Newcomer Communications, 1998.
Zuern, Gunther. Ontario Reader
for ESL And Literacy Learners: 1999. Toronto: Newcomer Communications,
1999.
Great source of authentic Canadian and Ontario news events adapted for literacy
learners. Stories are graded according to three levels of difficulty, from
beginner through to intermediate. There are worksheets and a teachers’ guide.
To order, contact Newcomer Communications -e-mail: onreader@interlog.com
www.accuweather.com
www.gov.nf.ca/tourism/
www.LFPress.com/NIE/newspaper
www.Nald.ca
www.TorontoStar.com
www.travelalberta.com
http://canada.GC.CA/canadiana/proind_e.html
http://infocan.gc.ca/facts/index.html
http://www.edenhance.com/national.htm
http://www.agt.net/public/alariv/canada/htm
http://www.lonelyplanet.com.au/dest/nam/can.htm
Over Canada: An Aerial Adventure.1999, 58 minutes, $59.00 orders@magiclantern.ca #1325-31-100
Time: 120 minutes
This is an exploratory activity designed to introduce the newspaper as a literacy medium. Through games and worksheets students learn the names and functions of the different parts of a newspaper. They are able to locate and use specific information found in a newspaper and complete a graphic organizer demonstrating knowledge of the components of a newspaper. The language focus is on vocabulary development.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.03L - create and analyse simple media works;
Specific Expectations
vBOR3.02L - identify common elements of newspaper and magazine formats;
Strand:
Reading
Overall Expectations
BREV.01L - read and listen to others read a variety of materials;
BREV.02L - use some strategies to build vocabulary;
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE3.04L - use background knowledge and context clues to make inferences and predict outcomes;
vBRE4.02L - record key words and information.
Strand:
Writing
Overall Expectations
BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance.
Specific Expectations
BWR1.05L - write in a variety of forms.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.01L - communicate information about current local, national, and global issues;
BSCV.02L - demonstrate understanding of and respect for the wide variety of cultures and languages in Canada.
Specific Expectations
BSC1.03L - participate in discussions about personal and social issues related to school and community events;
BSC1.04L - contribute to teacher-led class discussions of important news events;
BSC2.01L - use school and community resources to support classroom learning;
BSC2.05L - participate in directed group work.
vThis symbol indicates an expectation which is assessed in the activity.
· Start a collection of front page pictures and captions. Separate the captions from the pictures and store them in envelopes to be used in Teaching/Learning Strategy 5.
· Create a scavenger hunt based on the newspaper students use. Examples of “search for” features can include: Search for the headline about a hockey player, Search for tomorrow’s weather forecast.
· Create a bulletin board to highlight information found in the newspaper. It will be maintained and modified throughout the unit. Give the students the responsibility of changing the daily headlines, pictures, and articles related to global, national, and local issues.
· Create a portfolio made from file folders with stapled inner pockets to use as a model for students in Teaching/Learning Strategy 11. Encourage students to decorate their portfolios with interesting headlines or newspaper related vocabulary.
·
Make copies of T-charts to use in
Teaching/Learning Strategy 4. Examples of T-charts can be found in Reading
Instruction that Makes Sense as well as Reading in North York Schools: A
Guideline for Teachers.
Materials Needed
· copies of T-charts
· file folders, staplers, glue, scissors, markers
· understands some basic facts about simple printed texts
· follows from left to right and line to line while teacher reads aloud
1. Brainstorm with the class the names of the sections of the newspaper. Write the responses on the board.
2. Distribute newspapers and have students turn to the Index. Clarify any vocabulary. Write on the board the headings Sections and Information Found.
3. Ask the students questions such as Where do you find jobs? Where do you find the weather? Where do you find the hockey scores? Where do you find the movie listings? Where do you find the comics? etc.
4. Have students complete T-chart with the headings, Sections and Information Found. Use an overhead to model the answers.
5. Distribute envelopes containing pictures and captions. Allow groups some time to try to match pictures with captions.
6. Create a vocabulary log to use throughout the unit. Words to be included from this activity could include headline, caption, banner, index, etc.
7. Have students play the “Search for” game to reinforce the skill of finding specific information in certain sections of a newspaper.
8. Brainstorm and discuss the different jobs involved in the creation of a newspaper. Write the results on chart paper and post in the classroom.
9. Brainstorm the names of different national, local, and ethnic newspapers and write results on chart paper to post in the classroom. Discuss possible reasons for the names. Discuss where ethnic newspapers can be obtained. Discuss how the contents may be similar or different. Instruct students to bring copies of ethnic newspapers to be used throughout the unit.
10. Create an Acrostic Poem for the word NEWSPAPER. An example for N could be National. Make copies to display on bulletin board. Instruct students to place a copy of their Acrostic poem in their portfolio for possible use in the final activity of the unit.
11. Show students a model of a file folder portfolio. Explain how and why a portfolio is used. Demonstrate how to create one. Inform students that they will be keeping this throughout the unit. Distribute materials needed and allow time for construction. Encourage students to decorate their portfolio with vocabulary related to the newspaper and interesting headlines.
· Reconstruction of a front page (diagnostic) BOR3.02L
· T-chart (Formative) BRE4.02L
· Pair students for Acrostic Poem
· Shorten Acrostic Poem from NEWSPAPER to NEWS
Local, national, and ethnic newspapers
The Toronto Star in the ESL Classroom - Part One & Part 2. The Toronto Star Classroom Connection. 1999.
Time: 210 minutes
Students become familiar with the format of newspaper stories through the use of the common reading strategy known as the 5 WH Questions and How. Through guided reading and writing lessons, students are able to use the 5-WH model to summarize a short newspaper story and write one of their own. In the final task, students choose two current news items and present an oral and a written summary. The language focus is reading for key information, editing, and use of the simple present and past tense.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural
Competence.
Overall Expectations
BORV.03L - create and analyse simple media works;
BREV.03L - use some key reading strategies, with teacher guidance;
BSCV.01L - communicate information about current, local, national, and global issues.
Specific Expectations
BOR3.02L - identify common elements of newspaper and magazine formats (e.g., columns, headlines, news stories);
BRE1.02L - identify and describe various forms of writing (e.g., poems, newspaper stories, letters)
vBRE1.04L - read a variety of fiction and non-fiction materials designed or adapted for beginning learners of English (e.g. with controlled vocabulary and sentence structure);
BRE1.06L - respond to personal reading in a variety of ways (e.g., write in reading logs, create posters; write blurbs for book jackets; participate in discussions with teacher and peers);
vBRE3.04L - use background knowledge and context clues to make inferences and predict outcomes;
BWR2.02L - compose a first draft of a specific form of writing with teacher guidance (e.g., narrative, personal account, explanation);
BWR2.O3L - edit a first draft of a specific form of writing with teacher guidance;
vBWR3.01L - use some common spelling patterns and rules;
vBWR3.03L - use some common verb forms (e.g., simple present, simple past);
BSC1.04L - contribute to teacher-led class discussion of important news events.
vThis symbol indicates an expectation which is assessed in the activity.
· Add to newspaper bulletin board some current news items and the newspaper phrase, EXTRA! EXTRA! READ ALL ABOUT IT.
· Make copies of the newspaper story, Gone With the Wind and Water, Appendix A.
· Photocopy three class sets of the graphic organizer, Using WH Questions With Newspaper Stories, Appendix B. Students use them to practise making summaries of newspaper stories.
· Make an overhead of Appendix B or duplicate on chart paper to be used in Teaching/Learning Strategies 4 and 8.
· Make copies of Appendix C: Gone With the Wind and Water Quiz
· For Teaching/Learning Strategy 2, select three brief stories -- one local, one national, one global from the newspaper being used with the whole class.
· For Teaching/Learning Strategy 11, select authentic newspaper stories for students to read and summarize, both orally and in writing.
· Using Bristol board, make cutouts of the WH Question words: WHO? WHAT? WHERE? WHEN? WHY? HOW? These cutouts will be used in Teaching/Learning Strategy 14 as visual cues to remind students of the reading stategy being used to comprehend and summarize newspaper stories.
· Make copies of Appendix D: A News Event Checklist to use in Teaching/Learning Strategy 16.
Materials Needed
· class set of daily newspapers, clippings of newspaper pictures, chart paper, Bristol board, scissors, glue, markers, overhead projector, transparencies, copies of Appendices A, B, C, and D
· is familiar with key vocabulary related to the newspaper, e.g., headlines, captions, editor
· can locate specific information in different parts of a newspaper
1. Draw students’ attention to the bulletin boards new feature --EXTRA! EXTRA! READ ALL ABOUT IT! Explain the meaning of the statement.
2. Do a Search for... activity based on
the three pre-selected stories in the newspaper being used. Tell students to
look in Section ___ for the story about ______ then copy the full headline in
their notebooks. Students do so for all three stories. When the search is
complete, write the correct headlines on chart paper/board and go over key
vocabulary in each headline. Ask: Which word makes you want to read the
article? Why?
3. Choose one of the articles from the Search for game to focus on. Do a KWL on chart paper or overhead by making three columns under the headings: Know/Want to Know/Learned. Below Know, record what students already know about the events in the article based on the headline and their prior knowledge. Below Want to Know, record questions students have about the article. Read the story with the students; then record, under the Learned heading, the new information they have.
4. Display overhead or chart paper version of the WH Questions graphic organizer. Show students how the questions they had in the Want to Know section of the KWL chart fit into this format.
5. Explain that most newspaper stories follow this format to give readers answers to questions about WHO? WHAT? WHERE? WHEN? WHY? and sometimes HOW. These are called WH Questions because they begin with WH, except for HOW. Explain that not every article answers all of the WH Questions, but most articles will have information that gives answers to several of these questions. Tell students that a good reading strategy for understanding the main ideas in a newspaper article is to ask and try to answer these WH Questions. Point out that all good readers do this automatically in their heads before and while they are reading.
6. Give students copies of Appendix A: Gone With the Wind and Water, and ask them to keep the WH Questions in mind as they read the news story.
7. After students have read the story, hand out copies of Appendix B: Using WH Questions With Newspaper Stories. On the overhead/chart paper, model how to complete the graphic organizer with key information from the story, using point form notes. Instruct students to copy the information on their sheets.
8. Using the notes from the WH Questions graphic organizer, model how to write a summary of the story. Discuss the sequencing as the summary is being written. Have students suggest another headline for the story.
9. Students complete the comprehension quiz, Appendix C: Gone With the Wind and Water Quiz.
10. Point out that most newspaper stories use the simple past tense to recount events that have happened. Using the news story in Appendix A, have students find and underline all the past tense verbs. Ask, Why are they mostly in the middle paragraphs? Point out that the first and last paragraphs happen in the present. The middle paragraphs tell the story of the hurricane that took place in 1961. Select 5 sentences for students to change from the past to the present tense. e.g. There were radio reports about a tropical storm. A few days later she returned with her husband. Discuss how the change in tense changes the meaning of the story, how it gives the sense of a reporter being on the spot, covering the news then and there.
11. Using
a think aloud strategy, model a review of the steps for using WH Questions to
read and write about a newspaper story. Say: First I look at the headline
and think about getting answers to questions such as:Who or what is the story
about? Where does it happen? When a long time ago or now? Who? How? Then I read
the article to get answers and any other interesting details. Next I write down
the main ideas under the who, what, where, when, why and how headings. Finally
I use the main ideas to write a summary of the news story.
12. Assign reading of a pre-selected story from the newspaper being used with the class or from one of the suggested sources of newspaper stories. Using a fresh copy of the graphic organizer, have students find and record key information of the story as modelled before. Students complete the graphic organizer.
13. Tell students they are all going to practise being journalists and that they will be writing their own stories to use in the class newspaper. Review/teach the words journalist and reporter, connecting them to the words journal and report. Let them add journalist/reporter to their newspaper vocabulary log begun in Activity 1. Give students a news scenario, e.g., You witnessed a major traffic accident on the way to school. Television and newspaper crews were there. The next day it was reported in the newspaper. What information would you expect the journalist to cover in the article so that readers would be interested in reading the article and be informed about the accident? What might be a possible headline? Who might the reporter interview to get certain details or more information before writing the story? Have students work in groups to write a news story based on the scenario. Give blank copies of the WH Questions graphic organizer for each group to use in planning their stories. Details will be have to be created. Explain to students that a real journalist has to obtain and verify the facts. Go back to the newspaper story model, Gone With the Wind and Water. What details might have been obtained in an interview? What details might have been obtained from a book, a CD-ROM, the Internet, etc. Responses might include location of Belize, the exact date of the hurricane, other information about a hurricane if the journalist wished to add more about hurricanes in general. Each group reads its story to the class. Discuss how the stories are similar or different. Copies of stories can be added to the bulletin board. Instruct students to place an edited copy in their portfolios.
14. Have students sign up to present a current event following the WH model. Use the cut outs of the WH questions during presentations.
15. Read to the class the picture book, Sami and the Time of the Troubles or another picture book suggested in the resource list. Highlight incidents likely to be covered by news media, e.g., the children’s peace march. Discuss the role of a foreign newspaper correspondent. Distribute copies of Appendix D: A News Event Checklist. Review the criteria for assessment so that students are aware of the expectations of the assignment. Have students write a story to cover the peace march. Explain that the story can be written from many different angles, e.g., focussing on one of the children in the march, a parent’s concern, etc. See the list of resources for other books that can be used to write newspaper accounts. Remind students to place their finished copy in their portfolio for submission to the class newspaper.
· WH questions graphic organizer completion (Diagnostic) BWR2.02L
· Quiz: Gone with the Wind and Water (Summative) BRE1.04L, BRE3.04L
· Changing sentences from past to present tense (Formative) BWR3.03L
· News Event Checklist (Summative) BWR2.03L, BWR3.01L
· Provide pictures for students to use as story starters
· Pair students in reading activities.
· Select stories from Ontario Reader and Amazing! Canadian Newspaper Stories for appropriate reading level.
Bates, Susan. Amazing! Canadian Newspaper Stories. Scarborough. Prentice Hall. 1991
Heide, Florence Parry and Judith Heide Gilliland. Sami and the Time of the Troubles. New York: Clarion Books. 1992. ISBN 0-395-72085-0
Zuern, Gunther. Ontario Reader for ESL And Literacy Learners. Toronto: Newcomer Communications.
Time: 150 minutes
The Classifieds are an important source of life skills information, and an excellent medium for teaching functional literacy. Students use classified ads to find information that is applicable to their personal needs. In the final task, students search for specific ads that match a given scenario. The language focus is on using newspaper text features to assist comprehension of classified advertisements.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural competence
Overall Expectations
BORV.03L - create and analyse simple media works;
vBREV.02L - use some strategies to build vocabulary;
vBREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance;
vBWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance.
Specific Expectations
BOR3.02L - identify common elements of newspaper and magazine formats;
vBRE1.06L - respond to personal reading in a variety of ways;
vBWR1.05L - write in a variety of forms;
vBWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
BSC2.01L - use school and community resources to support classroom learning.
vThis symbol indicates an expectation which is assessed in the activity.
· Collect Classified sections of old newspapers for use in Teaching/Learning Strategies 1 and 5.
· Place an assortment of classified ads in separate envelopes, about six per envelope. Have enough envelopes for the class to be divided in groups of three in Teaching/Learning Strategies 1 and 5. Be sure to include ads selling items such as cars, furniture, etc.
· On chart paper or overhead, make a list of the following common abbreviations and vocabulary found in rental and job ads:
Rental: bsmt, bdrm, rm, incl., +
utilities, apt. bach, prkg; Job: f/t, p/t, wk, ph. fax, resume, att
· Teaching/Learning Strategy 5 asks the students to find an ad for their dream jobs. They should be familiar with this from Unit 4, Activity 1.
· Make copies of Appendix F: Search and Match Classified Ads Worksheet to use in Teaching/Learning Strategy 5.
· Be prepared to discuss the use of certain ads found in the Personal category, if students use ads from this section. Point out that some would be inappropriate for this assignment.
Materials Needed
· Several samples of ads clipped from newspapers and placed in envelopes, experience chart paper, overhead, classified sections of old newspapers, glue, scissors, index cards
· Copies of Appendices E and F
· finds sections in a newspaper using numerical and alphabetical cues
· is familiar with newspaper terminology
1. Divide the class into triads. Distribute one teacher-prepared envelope to each group. Students randomly pick two ads from the envelope and take turns telling about their ads. Students record in their vocabulary logs any unfamiliar vocabulary they find in their ads. Debrief the activity by asking each group what their ads advertise. Ask: Is it something for sale/rent? Is it a job? Is it a service such as babysitting or painting houses? Record the categories of ads on chart paper grouping them under headings such as: FOR SALE; FOR RENT; JOB; SERVICE.
2. Ask for a list of each group’s unfamiliar words. Show students the list of common abbreviations found in ads and go over the meanings. Direct students to find examples of abbreviations in their ads.
3. Using the sample ads in Appendix E: Sample Ads from Classifieds, model reading and understanding employment and rental ads by writing the full text of the ad on the board. Review/teach vocabulary, for example the meaning of, Sheppard/Neilson as nearest intersection.
4. Have students look at the Classified Index of the newspaper and make predictions about what kinds of ads might be found in each category.
5. Using Appendix F: Search and Match Classified Ad Worksheet, do a scavenger hunt with the classified sections from the collection of old newspapers. Note that the worksheet requires the students to include an ad for their dream job and explain their choices.
6. Point out that there are many adjectives in ads since ads are designed to describe things in ways that appeal to the reader. Tell students that they will have to write their own classified ads. Using the Classified ads in the envelopes from Teaching/Learning strategy 1, have students work in pairs to see how many adjectives they can find. The class compile their findings and students add these words to their vocabulary logs.
7. Students create a classified ad incorporating an item they currently own and want to sell or a service they can offer in the community such as babysitting or snow shovelling. Remind students to include finished ad in their portfolios.
· Rubric for Search and Match a Classified Ad worksheet (summative) BREV.04L, BRE1.06L, BWR2.02L
· Student-written classified Ad (Summative) BWRV.01L
· Enrichment activity: Students create a matching game for ads and their abbreviations using index cards.
The Toronto Star in the ESL Classroom - Part One & Part 2. The Toronto Star Classroom Connection. 1999.
Time: 240 minutes
Students use the travel section of the newspaper to increase their knowledge of Canadian geography. Using the weather reports found in the newspaper and on the Internet students find information and complete graphic organizers. They also read travel and weather related articles. The language focus is on capitalization of proper nouns. Students use the writing process to create and define interview questions on vacation planning. A full page travel ad will be created and presented for use in the class newspaper.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.03L - create and analyse simple media works.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions;
vBOR1.03L - present book talks or projects using visual aids;
vBOR2.02L - use more formal language appropriately;
vBOR3.03L - create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.
Strand:
Reading
Overall Expectations
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE4.01L - find information in subject-specific sources;
BRE4.02L - record key words and information.
Strand:
Writing
Overall Expectations
BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;
BWRV.02L - use some elements of the writing process to plan writing;
BWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
BWR1.02L - participate in shared writing activities in small groups;
BWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
BWR2.03L - edit a first draft of a specific form of writing, with teacher guidance;
vBWR3.01L - use some common spelling patterns and rules;
vBWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns;
BWR3.03L - use some common verb forms;
BWR3.04L - use correct punctuation in simple sentences, with some consistency.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.02L - demonstrate understanding of and respect for the wide variety of cultures and languages in Canada;
BSCV.03L - use school and community resources.
Specific Expectations
vBSC1.02L - identify and discuss some cultures and languages in Canada;
BSC2.01L - use school and community resources to support classroom learning;
vBSC2.05L - participate in directed group work.
vThis symbol indicates an expectation which is assessed in the activity.
· Collect multiple copies of several weather pages from local newspapers
· Make copies of Appendix G: Weather Page Information Worksheet for use in Teaching/Learning Strategy 4.
· Create a cloze exercise based on weather vocabulary covered in class.
· This is a good opportunity to remind students to dress appropriately by keeping in mind the weather conditions.
· Collect samples of weather related disaster stories. Make copies for use in the jigsaw exercise in Teaching/Learning Strategy 7.
· The video Over Canada: An Aerial Adventure or similar video will be used to as a prelude to the assignment on Canadian travel destinations. It will build background knowledge to support students’ geographical understanding of the Canadian landscape.
· A Beginning Look At Canada is a good reference text for reviewing the regions of Canada for use in Teaching/Learning Strategy 10.
· Work with the teacher librarian to assemble materials on travel destinations in Canada to be used in Teaching/Learning Strategy 11. If they choose to go on-line and do an Internet search they can make use of the provincial web sites designed to increase tourism. They may also find travel guide books in their community library. Several of the guide books are also available on-line. The National Parks of Canada also have a web site.
· Arrange time in the library and/or computer lab for students to complete their research.
· Make copies of Appendices H and I for use in Teaching/Learning Strategy 11.
· Create or obtain a list of major Canadian tourist attractions to aid students who have difficulty in their research in Teaching/Learning Strategy 12.
· Write on chart paper and post in the classroom the contents of the portfolio to date for use in Teaching/Learning Strategy 14.
Materials Needed
· samples of the weather page, copies of blank T-charts, copies of disaster stories
· Canadian travel brochures, travel sections of Canadian newspapers, scissors, poster paper, maps of provinces and territories, VCR, the video Over Canada: An Aerial Adventure
· has ability to recognize symbols
· is familiar with some weather vocabulary
· knows Canadian provinces territories and capital cities
1. Review/teach common of weather vocabulary such as snow, rain, flurries, showers, thunderstorms, cloudy, etc. Distribute copies of the weather page from the local newspaper. Use examples of common symbols used on weather maps to match the vocabulary. Complete a T-chart with the vocabulary on one side and the symbol on the other. Write weather related vocabulary into unit vocabulary logs. Refer to one of the complementary texts such as Side By Side and Canadian Concepts.
2. Assign partners who will be responsible for filling in the class weather chart that will be maintained throughout the rest of the unit.
3. Review/teach Canadian Provinces, Territories and capital cities.
4. Distribute copies of Appendix G: Weather Page Information Worksheet. Using an overhead of Appendix G, model some examples of possible responses. Have the class work together to complete the chart.
5. Discuss
how the weather is different in various locations and why those differences
might exist. For example: Why is it 30 degrees C in Sydney, Australia and -4
in Montreal, Quebec? Why is it raining in Vancouver and sunny in Calgary?
6. Have the students write a personal response log on what weather they like the best and why. They could also include the type of weather they dislike the most and why.
7. Conduct a class discussion about how weather affects our lives. The discussion could include day to day activities such as whether the gym class will be indoors or outdoors or a weekend picnic as well as larger scale incidents such as the Quebec ice storm, Manitoba floods, or cyclones, tornadoes, or droughts. Organize students into small groups. Using a jigsaw strategy, distribute copies of a weather related disaster story to each group. The groups will then be reorganized so that every student has the opportunity to retell their groups’ disaster story.
8. Distribute copies of Appendix G: Weather Page Information Worksheet. Review/teach the rules of using the computer lab and using the Internet. Complete the worksheet again, this time using the Internet to locate the information.
9. Distribute copies of a weather cloze exercise based on the weather vocabulary covered in class.
10. Show the video Over Canada: An Aerial Adventure.
11. Review/Teach the five regions in Canada: Atlantic, Central Canada, Prairies Provinces, West Coast, and the North. Inform students that they will be working in groups to create a travel brochure for one of the regions. Assign each group a different region of Canada.
12. Provide pairs of students with copies of the Travel section from newspapers. Allow the students some time to browse. Distribute Canadian travel brochures. Instruct students to create a full page advertisement to promote their region. Distribute copies of Appendix H - Travel Ad Rubric and Appendix I: Travel Presentation Rubric. Review the rubrics with students to ensure that they are familiar with the expectations for the assignment. Have students research their destination by using selected school library resources or by going online. Students present their travel ads to the class and explain why their destination would be a great place to go for a vacation. Display final travel ads on the class bulletin board for a limited time. Later have students place travel ads in their portfolios.
13. After the presentations, have students write a response journal telling which Canadian region they would like to visit on a vacation.
14. Conduct a portfolio review by having students revisit their portfolio to check for incomplete or missing assignments so far in the unit.
· Rubric for Travel Ad (Summative) BOR3.03L, BWR3.01L, BWR3.02L
· Rubric for Travel Ad Presentation (Summative) BOR1.03, BOR2.02L, BSC1.02L, BSC2.05L
· Provide information sheets created by the teacher on tourist destinations in Canada.
Berish, L. and S. Thibaudeau. Canadian Concepts. Scarborough: Prentice Hall, 1992.
Molinsky, S. and B. Bliss. Side By Side, Secondary School Edition. Toronto: Prentice Hall, 1997.
Kaskens, A. A Beginning Look At Canada. Toronto: Prentice Hall, Allyn and Bacon, 1998.
Weather page from local newspapers
Internet weather sites
Ontario Reader -1998 Watch Out for Frostbite
-1999-Ice Storm
www.gov.nf.ca/tourism/
www.travelalberta.com
http://canada.GC.CA/canadiana/proind_e.html
http://infocan.gc.ca/facts/index.html
http://www.edenhance.com/national.htm
http://www.agt.net/public/alariv/canada/htm
http://www.lonelyplanet.com.au/dest/nam/can.htm
Video
Over Canada: An Aerial Adventure
Time: 180 minutes
Sports is an integral part of a country’s socio-cultural heritage. Teenagers tend to admire sports heroes, and the Sports section of a newspaper is a popular feature. In this activity, students research and write an article featuring a popular Canadian sports figure.
Strand(s): Oral and
Visual Communication
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions.
Strand:
Reading
Overall Expectations
BREV.01L - read and listen to others read a variety of materials;
BREV.03L - use some key reading strategies, with teacher guidance;
vBREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance.
Specific Expectations
BRE1.01L - read along while listening to stories and other materials being read aloud;
BRE1.06L - respond to personal reading in a variety of ways;
BRE4.02L - record key words and information;
BRE4.03L - use discussion to clarify understanding of information located.
Strand:
Writing
Overall Expectations
BWRV.02L - use some elements of the writing process to plan writing;
vBWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
BWR2.01L - participate in structured pre-writing activities;
BWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
BWR2.03L - edit a first draft of a specific form of writing, with teacher guidance;
BWR3.01L - use some common spelling patterns and rules;
BWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns;
BWR3.03L - use some common verb forms;
BWR3.04L - use correct punctuation in simple sentences, with some consistency.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.02L - demonstrate understanding of and respect for the wide variety of cultures and languages in Canada.
Specific Expectations
BSC1.04L - contribute to teacher-led class discussions of important news events;
BSC2.01L - use school and community resources to support classroom learning.
vThis symbol indicates an expectation which is assessed in the activity.
· Promote a wide variety of sports.
· Sports pictures provide some excellent visuals to include on the bulletin board.
· Work with the teacher librarian to select appropriate texts for research on famous Canadian athletes.
· Arrange library time for students to complete their research.
· Make copies of a newspaper review of a sporting event or a sports celebrity to read aloud in Teaching/Learning Strategy 4.
· Make copies of Appendix B: Using WH Questions with a Newspaper Stories to distribute in Teaching/Learning Strategy 7.
· Create a quiz based on the sports article read in class for use in Teaching/Learning Strategy 8.
Materials Needed
· Sports sections, copies of interview, copies of Appendix B, A Picture Book of Jessie Owens, copies of teacher-created quiz
· is familiar with vocabulary related to sports
· is familiar with interview format
1. Organize students into small groups. Distribute copies of Sports sections to each group. Allow students a few minutes to browse through them.
2. Ask students to list as many types of sports as they can in their group. On chart paper record the findings of the class. Discuss which sports are popular in Canada versus sports that are popular in their countries of origin. Have students write a response journal on sports in their country.
3. Read aloud A Picture Book on Jessie Owens or a selection on a famous Canadian sports figure. On chart paper list possible questions that could be asked in an interview.
4. Inform students that they will be creating a mock interview of a Canadian sports celebrity based on the article read in class. Distribute copies of a newspaper review of a sporting event or a sports celebrity. Read together as a class. Model a written question and answer format on chart paper. Have students work in pairs to create a mock interview of the sports celebrity.
5. As a class brainstorm a list of popular sports figures. Highlight those who that are Canadian or who play on a Canadian team.
6. In pairs students research a famous Canadian sports figure. They write an interview article based on the athlete. Remind each student to add a copy of the interview to their portfolio.
7. Distribute copies of the selected sports article to read with the class. Distribute copies of Appendix B: Using WH Questions With Newspaper Stories. Have students complete the graphic organizer individually. Working with a peer have students check their results for accuracy.
8. Distribute teacher-created quiz based on sports article read in class. Collect for evaluation.
· Teacher created quiz based on sports article read in class (Summative) BREV.04L; BWRV.03L
· Enrichment- Student interviews a school athlete and writes an article for the school paper.
Adler, David A., A Picture Book of Jesse Owens. Holiday House, New York, 1993.
French, R. Out of the Past Into the Future. Dartmouth: Pride Communications, 1994.
Merritt, S. Her Story Vol. 3: Women From Canada’s Past. St. Catherines:Vanwell, 1999.
Strudwick, L. Women in Profile Series-Athletes. Niagara-on-the-Lake: Crabtree, 1999.
Yee, P. Struggle and Hope. Toronto: Umbrella Press, 1996.
Time: 240 minutes
Entertainment is an integral part of the adolescent lifestyle. Students use movie listings to develop their ability to locate key information. Entertainment reviews prepare the students to write their own reviews building on their knowledge of the writing process. Students sequence frames and create dialogues for cartoon characters. They have the opportunity to compose clues to create a crossword using words from their vocabulary log. The language focus is on sequencing and the use of synonyms and antonyms.
Strand(s): Oral and
Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations
BORV.01L - participate in discussions about personal experiences and opinions;
BREV.01L - read and listen to others read a variety of materials;
BREV.02L - use some strategies to build vocabulary;
BREV.04L - locate key information in simple print and non-print reference materials, with teacher guidance;
BWRV.02L - use some elements of the writing process to plan writing;
BWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
BOR1.01L - use appropriate language to facilitate classroom and group discussions;
BOR1.02L - use common expressions and language patterns for a variety of language functions;
BOR3.03L - create headlines, posters, talk shows, or interviews related to classroom topics or personal reading;
BRE1.01L - read along while listening to stories and other materials being read aloud;
BRE1.02L - identify and describe various forms of writing;
vBRE2.03L - identify synonyms, antonyms, homophones, and homonyms for familiar words;
BRE4.02L - record key words and information;
BWR1.02L - participate in shared writing activities in small groups;
vBWR1.05L - write in a variety of forms;
BWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
vBWR2.03L - edit a first draft of a specific form of writing, with teacher guidance;
BWR3.01L - use some common spelling patterns and rules;
vBWR3.02L - capitalize the beginning of sentences and frequently occurring proper nouns;
BWR3.03L - use some common verb forms;
vBWR3.04L - use correct punctuation in simple sentences, with some consistency;
BSC2.01L - use school and community resources to support classroom learning;
BSC2.05L - participate in directed group work.
vThis symbol indicates an expectation which is assessed in the activity.
· Work with teachers from the media, music, art, and guidance departments to find appropriate material to use in activities. They will likely have a large selection of reading material that may be at various reading levels or easily adaptable. The music department may have copies of current CD reviews; the media department may have posters of current movies to use to enhance bulletin board display; the guidance department may have teen magazines containing samples of advice letters.
· Collect a selection of Lifestyle and Entertainment sections.
· Select a movie or CD review to read with students in Teaching/Learning Strategy 2.
·
Make copies of a T-chart to use in
Teaching/Learning Strategy 2. Examples of T-charts can be found in Reading
Instruction that Makes Sense as well as Reading in North York Schools: A
Guideline for Teachers.
· Create and make copies of a quiz based on the synonyms covered in class for use in Teaching/Learning Strategy 2. Examples could be: “hilarious” is the same as “very funny,” “awesome” is the same as “really good.”
· Persuasive Writing is an excellent resource for teaching students to state opinions, use supporting facts and examples to strengthen their writing.
· Make copies of Appendix J: Review Worksheet for use in Teaching/Learning Strategy 3.
· Comics carry rich socio-cultural values. Comics are available online as well as in selected texts. Choose comics that are comprehensible to the students in your class. Make overheads and copies of selected comics to use with students in Teaching/Learning Strategy 4.
· Cut comic strips into individual frames and place in envelopes for students to rearrange in order to develop sequencing skills. Use in Teaching/Learning Strategy 4.
· Make an overhead of an advice letter found in a newspaper to use in Teaching/Learning Strategy 5. Students will be required to make a criteria checklist for their own advice letters. The checklist will be used for assessing the letter.
Materials Needed
· Chart paper, scissors, tape, glue, recipes, envelopes, copies of comics, copies of entertainment reviews, copies of synonym quiz, copies of Appendix J, copies of T-charts
· is familiar with sequencing
· is familiar with letter writing format
1. Brainstorm types of movies/music/television shows. List responses on chart paper. Terms may include action, comedy, horror, science fiction, romance, documentary, rock, reggae, hip hop, R&B, gospel, sitcoms, soap operas, etc. Clarify vocabulary. Have students add words to their vocabulary logs.
2. Review/teach adjectives and adverbs. Distribute and read copies of a review of a recent movie or CD. Discuss why a reviewer/critic would use a lot of description. Put a copy of the review on the overhead and highlight the adjectives/adverbs the students find. On a T-chart create a list of adjectives/adverbs found and synonyms for each. Next day distribute copies of the teacher created synonym quiz and collect results for assessment. Reread the review. Discuss the kind of information given in a review.
3. Distribute copies of Appendix J: Review Worksheet and clarify assignment expectations. Allow students time to write their own review of a movie/video/television show they have seen. Remind students that this will be added to their portfolio for possible inclusion in the class paper.
4. Put a cartoon on an overhead. Discuss the following: Why is it considered funny? What message is it giving? What is the target audience? Would it be considered funny in your home country? Point out that the comic strip is made up of frames. Model how the story changes if the frames are rearranged. Distribute envelopes containing cut up comic strips. Have students work with a partner to reconstruct the comic strips. Allow students time to create their own dialogues for the comic strips. Have students share their results. Place completed work in their portfolio.
5. Read aloud an advice letter from a paper. Have the letter on an overhead so that the class can read along. Highlight the interesting names given to allow the true identity of the writer to remain hidden. Discuss why someone would choose to write such a letter to a newspaper. Brainstorm possible topics that people would want to write about such as How to study for an exam, What to do when someone is bullying you, etc. Write class responses on the board. Review/teach the proper format to use when writing a letter. Brainstorm the components of an advice letter and develop with students a checklist to use when they write their own advice letter. Allow students time to write a letter asking for advice. Students exchange their letters with a partner who will then create a response. Include final work in their portfolios.
· Quiz on synonyms (Formative) BRE2.03L
· Using the checklist developed in Teaching/Learning Strategy 5, evaluate student’s advice letters (Summative) BWR1.05L, BWR2.03L, BWR3.02L, BWR3.04L
· Students who have not been to a movie could work with a partner who has, or they could review a television show.
· Provide a dialogue. Students match the dialogue to the frames.
The Toronto Star in the ESL Classroom - Part One & Part Two. The Toronto Star Classroom Connection. 1999.
McCarthy, Tara. Persuasive Writing, Toronto, Scholastic Professional Books, 1998.
Time: 420 minutes
In this culminating activity, students create a class newspaper. They work in editorial teams to create their assigned sections of the newspaper. Students enhance their sections by using simple word processing and graphics. A teacher-student conference in which students present their portfolios allows students to demonstrate knowledge gained throughout the unit.
Strand(s): Oral and
Visual Communication
Overall Expectations
vBORV.03L - create and analyse simple media works.
Specific Expectations
BOR1.03L - present book talks or projects using visual aids;
vBOR3.02L - identify common elements of newspaper and magazine formats;
vBOR3.03L - create headlines, posters, talk shows, or interviews related to classroom topics or personal reading.
Strand:
Reading
Overall Expectations
vBREV.02L - use some strategies to build vocabulary.
Specific Expectations
BRE1.02L - identify and describe various forms of writing;
BRE2.01L - use thematic word lists and knowledge of word families to build vocabulary;
BRE3.03L - decipher simple texts, using rules about phonics and syllabification and knowledge of common prefixes, suffixes, and roots;
vBRE3.04L - use background knowledge and context clues to make inferences and predict outcomes.
Strand:
Writing
Overall Expectations
BWRV.01L - write for a variety of purposes in a variety of simple forms, with teacher guidance;
BWRV.02L - use some elements of the writing process to plan writing;
BWRV.03L - write simple texts following the conventions of standard Canadian English.
Specific Expectations
vBWR1.02L - participate in shared writing activities in small groups;
vBWR1.05L - write in a variety of forms;
BWR2.01L - participate in structured prewriting activities;
vBWR2.02L - compose a first draft of a specific form of writing, with teacher guidance;
vBWR2.03L - edit a first draft of a specific form of writing, with teacher guidance;
vBWR2.04L - use simple word-processing software to compose and edit pieces of writing, with teacher guidance;
vBWR2.05L - use simple graphics software to format and embellish pieces of writing, with teacher guidance;
vBWR3.01L - use some common spelling patterns and rules;
vBWR3.03L - use some common verb forms;
vBWR3.04L - use correct punctuation in simple sentences, with some consistency.
Strand:
Social and Cultural
Competence
Overall Expectations
BSCV.04L - respond with increasing confidence to a variety of teaching and learning situations.
Specific Expectations
BSC1.04L - contribute to teacher-led class discussions of important news events;
BSC2.01L - use school and community resources to support classroom learning;
BSC2.05L - participate in directed group work.
vThis symbol indicates an expectation which is assessed in the activity.
· Students will be conferencing to present their portfolios as well as working in editorial groups to create a class newspaper.
· Create a schedule for the portfolio conferencing.
· Make an overhead of Appendix M: Rubric for Portfolio Assessment for use in Teaching/Learning Strategy 2 as well as copies to distribute in Teaching/Learning Strategy 3.
·
During the conference have on hand
some questions that will enable the students to demonstrate their learning from
the newspaper unit. Questions such as: What are the different sections in a
newspaper? What would you expect to find in the Classified section? What is a
caption? What does a journalist do? What are the WH questions that are usually
answered in a newspaper article? What are some of the regions in Canada that we
learned when we covered the travel section? Why do you think there is so much
interest in the sports section of the newspaper?
· Create clearly labelled folders for each newspaper section for use in Teaching/Learning Strategies 13 and 14.
· Computer skills are an essential part of functional literacy in today’s society. Students develop their word processing skills and augment texts with simple graphics. Students synthesize their knowledge of the writing process and computer skills as well as integrate the vocabulary taught throughout the unit.
· Enlist the aid of senior students enrolled in the Desk Top Publishing class, Year Book club, or school newspaper for support.
· Book the computer lab.
· Make copies of Appendices L and N for use in Teaching/Learning Strategy 3.
· Students complete Appendices L and N before conferencing occurs.
· Make copies of Appendix O: Rubric for Assessing Group Contribution to Class Newspaper for final assessment.
Materials Needed
· copies of Appendices K, L, M, N, and O
· is familiar with the sections of a newspaper
· is familiar with roles and responsibilities in a group task
1. Inform the students that this is the culminating activity and that they will be conferencing with the teacher and creating a class newspaper.
2. Explain to the students that they will be presenting their portfolios in a teacher conference as part of their summative evaluation. Using an overhead of the Appendix M: Rubric for Portfolio Assessment, discuss the criteria for evaluation and the format of a teacher/student conference.
3. Distribute copies of Appendix L: Reflection on Portfolio, Appendix M: Rubric for Portfolio Assessment and Appendix N: Portfolio Checklist for the Newspaper Unit. Have students complete Appendix N first. Then do Appendix L. Instruct students to attach both appendices to the front of their portfolios so that they are available for reference during conferencing.
4. Inform students that they will need to choose a time in the conferencing schedule to present their portfolios.
5. Inform students that they will be working in groups to create different sections for a class newspaper.
6. Review with students the sections of a newspaper. Write them on chart paper.
7. Review names of newspapers they know. Create a name for the class paper.
8. Review jobs associated with the publication and delivery of a newspaper.
9. Discuss subscriptions and delivery routes. Have students give suggestions for distribution of the class newspaper.
10. Explain to the students the role and responsibilities of editorial staff. Inform them that as the teacher you will be the senior editor and therefore have the final say on what is acceptable for publication.
11. Distribute copies of Appendix K: Class Newspaper Criteria Checklist.
12. Assign each group a section of the newspaper. Each group will decide what to publish. They design the layout, edit, and print of their section.
13. Review/teach how to use the school’s software in the computer lab to create their section. Students will need to be able to change fonts and sizes as well as centre items and create columns.
14. Each group is responsible for writing or typing their chosen article(s) into a column format.
15. Have students then review their portfolios to select one piece to submit for each section of the newspaper. Direct students’ attention to the folders labelled for each of the newspaper sections. Instruct them to place class newspaper submissions in the appropriate folder.
16. After students are grouped, instruct them to use Appendix K: Class Newspaper Criteria Checklist when selecting and designing their sections. Inform them that Appendix K must be completed and submitted along with their section.
17. Each editorial group reviews the pieces submitted for their sections. The group discusses and selects which pieces to include in their final copy. The group members are responsible for producing a typed or neatly written copy to be added to the class newspaper.
18. Copy and compile all sections into the final classroom newspaper.
19. Distribute to staff and parents.
· Rubric for Portfolio Assessment (Summative) BOR1.03L, BOR3.02L; BREV.02L; BWR1.05L, BWR2.03L, BWR3.01L, BWR3.03L, BWR3.04L
· Rubric for Assessing Group Contribution to Class Newspaper (Summative)BORV.03L, BOR3.03L; BWR2.03L, BWR2.04L, BWR2.05L, BWR3.01L, BWR3.03L, BWR3.04L; BSC2.05L
· Have mixed ability groups.
· Conference with students who need help selecting best pieces for submission.
O’Malley, J. and L.Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison-Wesley, 1997.
Reading in North York Schools: A
Curriculum Guideline for Teachers
Appendix A
Estrelle Bree, a 65 year old grandmother looks out the window of her new home in Pickering, Ontario while listening to the news. She never misses the weather report. It’s a habit that saved her life years ago when the terrible hurricane hit her native country, Belize.
Days before the hurricane, there were radio reports about a tropical storm in the Caribbean region. According to the news, the storm was heading for Cuba and the Gulf of Mexico. But Belize, the small Central American country beside Mexico and Guatemala was not in danger. People were advised to keep listening to the weather reports. Estrelle did.
One morning it was announced that the storm had suddenly changed direction. A hurricane was heading straight for Belize!
The hurricane was expected to hit around midnight. People living on the coast were urged to go into government shelters or move further inland to higher ground.
Estrelle’s husband had already left for work in Belize City and would not be back until late. So Estrelle discussed the weather report with her neighbour. Should they leave? What if the weather forecast was right? The neighbour did not believe the hurricane would pass through their little coastal village in Monkey River.
Estrelle packed a few pieces of clothes, took her three small children, and left for her mother-in-law’s house in a town away from the coast.
A few days after the hurricane, she and her husband returned to Monkey River. They wanted to check on their house. Estrelle stared at an empty, muddy spot where they used to live. The house was gone. Every piece of furniture was gone.
There was nothing at all, nothing except one of her husband’s ties flapping on a branch in the yard.
Her neighbour was not there either. Many people lost their lives in the hurricane. Many were homeless. There was no electricity or clean water for months.
“I always listen to the weather report,” says Estrelle. “It looks calm and sunny outside. But there is a wind chill warning for today.”
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WHAT? What happened? |
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WHERE? Where did the story happen? |
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WHO? Who is involved? |
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HEADLINE: |
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HOW? How did the events happen? |
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WHEN? When did the story happen? |
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WHY? Why did the events happen the way they did? |
1. Who is the story about?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Where and when does the hurricane take place?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How does Estrelle know to leave Monkey River?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Why does her neighbour NOT leave?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What happens to Estrelle’s house?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Criteria |
Yes |
Needs Improvement |
No |
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Has an interesting headline |
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Answers the WH and HOW questions |
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Ideas are organized |
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Uses correct spelling and punctuation |
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Uses the past and present tenses appropriately |
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WANTED |
For Rent |
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P/T sales help |
Spacious 3 bdrm apt. |
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$8hr - 5 days wk |
Sheppard/Neilson |
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Sandstone/Fairway |
$900 + utilities |
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good customer service skills |
Call 555-2234 wk days |
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cashier exp an asset |
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Ph 555-2288 or |
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Fax resume to Sandra Fields |
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555-3399 |
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Part One: Student Assignment
Find and cut out examples of the following types of ads from the classifieds.
Record the category in the classifieds under which the ad is found.
Explain why each ad is a good example of an ad for that category.
1. An apartment or house for rent for a family of 4.
2. A used car for sale.
3. A household item for sale for a newly married couple.
4. A part time restaurant job.
5. An office job requiring computer skills.
6. A babysitting job.
7. A cashier job in the vicinity of the school.
8. Your dream job.
Part Two: Rubric for Assessment
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding |
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Locates key information accurately |
- limited accuracy in locating key information |
- some accuracy in locating key information |
- considerable accuracy in locating key information |
- thorough accuracy in locating key information |
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Thinking/Inquiry |
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Demonstrates an understanding of classified ad vocabulary |
- limited understanding of vocabulary |
- some understanding of vocabulary |
- considerable understanding of vocabulary |
- thorough understanding of vocabulary |
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Communication |
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Explains appropriateness of ad selection |
- limited explanation |
- some explanation |
- considerable explanation |
- thorough explanation |
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Application |
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Accurately uses correct capitalization and punctuation in simple sentences |
- limited accuracy in use of capitalization and punctuation |
- some accuracy in use of capitalization and punctuation |
- considerable accuracy in use of capitalization and punctuation |
- thorough accuracy in use of capitalization and punctuation |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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Continent |
Country |
Capital City |
High Temp |
Low Temp |
Today’s Weather |
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Canada |
Province |
Capital City |
High Temp |
Low Temp |
Today’s Weather |
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Part One: Student Checklist
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Travel Brochure Checklist |
Yes |
No |
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Correctly identifies the region |
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Includes a map |
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Highlights five tourist attractions |
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Has colourful design and pictures |
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Is organized and neat in layout |
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Uses correct spelling and capitalization |
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Part Two: Rubric for Assessing Travel Advertisement
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding |
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Knows the geographical location and main tourist attractions of the region |
- limited knowledge of region and attractions |
- some knowledge of region and attractions |
- considerable knowledge of region and attractions |
- thorough knowledge of region and attractions |
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Thinking/Inquiry |
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Uses a variety of pictures |
- limited variety of pictures |
- some variety of pictures |
- considerable variety of pictures |
- thorough variety of pictures |
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Can match captions and pictures to convey meaning |
- limited competency in matching captions and pictures |
- some competency in matching captions and pictures |
- considerable competency in matching captions and pictures |
- thorough competency in matching captions and pictures |
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Communication |
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Accurately copies names of places |
- limited accuracy in copying |
- some accuracy in copying |
- considerable accuracy in copying |
- thorough accuracy in copying |
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Accurately uses capitals and periods |
- limited accuracy in use of capitals and periods |
- some accuracy in use of capitals and periods |
- considerable accuracy in use of capitals and periods |
- thorough accuracy in use of capitals and periods |
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Application |
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Uses school and community resources |
- limited use of school and community resources |
- some use of school and community resources |
- considerable use of school and community resources |
- thorough use of school and community resources |
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Carries out task to completion |
- limited completion of task |
- some completion of task |
- considerable completion of task |
- thorough completion of task |
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Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Part One: Student Checklist
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Travel Brochure Presentation |
Yes |
No |
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Group members share presentation responsibilities |
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Describe five tourist attractions |
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Give factual details about assigned region |
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Use visual aids to enhance presentation |
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Show enthusiasm |
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Use appropriate body language for a presentation |
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Uses appropriate level of language for a presentation |
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Part Two: Rubric for Assessing Travel Advertisement Presentation
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding |
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Describes main tourist attractions |
- limited description |
- some description |
- considerable description |
- thorough description |
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Gives audience factual details about region |
- gives limited factual details |
- gives some factual details |
- gives considerable factual details |
- gives thorough factual details |
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Thinking/Inquiry |
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Uses visual aids to enhance presentation |
- limited use of visual aids |
- some use of visual aids |
- considerable use of visual aids |
- thorough use of visual aids |
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Communication |
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Uses appropriate vocabulary for presentation |
- limited use of appropriate vocabulary for presentation |
- some use of appropriate vocabulary presentation |
- considerable use of appropriate vocabulary for presentation |
- thorough use of appropriate vocabulary for presentation |
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Uses appropriate eye contact and body language |
- limited use of appropriate eye contact and body language |
- some use of appropriate eye contact and body language |
- considerable use of appropriate eye contact and body language |
- thorough use of appropriate eye contact and body language |
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Application |
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Responds to questions from the audience |
- limited ability to respond to audience |
- some ability to respond to audience |
- considerable ability to respond to audience |
- thorough ability to respond to audience |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
I am reviewing a movie _____ a CD ______ a television show______.
The name of the movie/CD/television show reviewed : __________________________________
The type of movie/CD/television show ______________________________________________
Information about the movie/CD/television show
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
My opinion of the movie/CD/television show
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Articles chosen for the ______________________ section.
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Criteria |
Yes |
No |
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Is typed or neatly written |
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Uses column format |
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Headlines are attention getting |
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Articles are appropriate to section |
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Pictures are appropriate to section |
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Captions are appropriate to pictures |
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Layout shows good use of space |
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Is edited for spelling, capitalization, and punctuation |
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Group Members:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
1. The piece of work I chose as the best is ________________________________________
__________________________________________________________________________
2. I chose this as my best piece because _____________________________________________
__________________________________________________________________________
___________________________________________________________________________
3. In my opinion, my portfolio represents work at the 1 2 3 4 Level of Achievement because _____
(circle one)
__________________________________________________________________________
__________________________________________________________________________
4. One thing I learned from keeping this portfolio is ___________________________________
__________________________________________________________________________
__________________________________________________________________________
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100) |
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Knowledge/Understanding |
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Knows sections of the newspaper |
- limited knowledge of newspaper sections |
- some knowledge of newspaper sections |
- considerable knowledge of newspaper sections |
- thorough knowledge of newspaper sections |
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Knows vocabulary related to the newspaper |
- limited knowledge of newspaper vocabulary |
- some knowledge of newspaper vocabulary |
- considerable knowledge of newspaper vocabulary |
- thorough knowledge of newspaper vocabulary |
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Thinking/Inquiry |
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Writing demonstrates use of WH format to organize an article |
- limited use of WH format |
- some use of WH format |
- considerable use of WH format |
- thorough use of WH format |
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Is able to select and reflect on best piece in portfolio |
- limited ability to select and reflect on portfolio pieces |
- some ability to select and reflect on portfolio pieces |
- considerable ability to select and reflect on portfolio pieces |
- thorough ability to select and reflect on portfolio pieces |
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Is able to create and analyse a simple media work |
- limited ability to create and analyse a simple media work |
- some ability to create and analyse a simple media work |
- considerable ability to create and analyse a simple media work |
- thorough ability to create and analyse a simple media work |
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Communication |
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Is able to discuss portfolio content using English in socially and culturally appropriate ways |
- limited ability to discuss portfolio content |
- some ability to discuss portfolio content |
- considerable ability to discuss portfolio content |
- thorough ability to discuss portfolio content |
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Shows elements of writing process |
- limited use of the writing process |
- some use of the writing process |
- considerable use of the writing process |
- thorough use of the writing process |
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Uses writing conventions of language (periods, capitals, spelling, present and past tenses, complete sentences) |
- limited use of writing conventions |
- some use of writing conventions |
- considerable use of writing conventions |
- thorough use of writing conventions |
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Application |
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Is able to create and respond to a newspaper ad |
- limited ability to create and respond to a newspaper ad |
- some ability to create and respond to a newspaper ad |
- considerable ability to create and respond to a newspaper ad |
- thorough ability to create and respond to a newspaper ad |
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Demonstrates neatness and organization of portfolio |
- limited neatness and organization |
- some neatness and organization |
- considerable neatness and organization |
- thorough neatness and organization |
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Completes all assignments for portfolio inclusion |
- limited completion |
- some completion |
- considerable completion |
- thorough completion |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Look through your portfolio to find the assignments for each activity. Write in the title of the assignment in the blank space. Check box A if the assignment is completed. Check box B if you are submitting that assignment for the class newspaper. Check box C if it your best piece.
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Activity 1: Check It Out |
A |
B |
C |
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Title of Assignment __________________________________________________ |
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Title of Assignment __________________________________________________ |
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Title of Assignment __________________________________________________ |
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Activity 2: Extra! Extra! Read All About It! |
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Title of Assignment __________________________________________________ |
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Title of Assignment __________________________________________________ |
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Title of Assignment __________________________________________________ |
q |
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Activity 3: Seek and Find |
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Title of Assignment __________________________________________________ |
q |
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Title of Assignment __________________________________________________ |
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Title of Assignment __________________________________________________ |
q |
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Activity 4: Travel and Weather |
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Title of Assignment __________________________________________________ |
q |
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Title of Assignment __________________________________________________ |
q |
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Title of Assignment __________________________________________________ |
q |
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Activity 5: Sports |
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Title of Assignment __________________________________________________ |
q |
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Title of Assignment __________________________________________________ |
q |
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Title of Assignment __________________________________________________ |
q |
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Activity 6: Lifestyle |
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Title of Assignment __________________________________________________ |
q |
q |
q |
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Title of Assignment __________________________________________________ |
q |
q |
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Title of Assignment __________________________________________________ |
q |
q |
q |
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Activity 7: Hot Off the Press: Creating a Class Newspaper |
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Title of Assignment __________________________________________________ |
q |
q |
q |
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Title of Assignment __________________________________________________ |
q |
q |
q |
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Title of Assignment __________________________________________________ |
q |
q |
q |
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Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge and Understanding |
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Understands content of specific newspaper sections |
- limited understanding |
- some understanding |
- considerable understanding |
- thorough understanding |
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Thinking and Inquiry |
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Is able to select appropriate pieces for publication |
- limited ability |
- some ability |
- considerable ability |
- thorough ability |
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Uses design and layout skills to enhance final product |
- limited enhancement of final product |
- some enhancement of final product |
- considerable enhancement of final product |
- thorough enhancement of final product |
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Communication |
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Uses writing conventions (periods, capitals, spelling, present and past tenses, complete sentences) |
- limited use |
- some use |
- considerable use |
- thorough use |
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Uses appropriate language to facilitate group discussion |
- limited use of appropriate language |
- some use of appropriate language |
- considerable use of appropriate language |
- thorough use of appropriate language |
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Application |
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Demonstrates competence using literacy skills in a new context |
- demonstrates limited competence |
- demonstrates some competence |
- demonstrates considerable competence |
- demonstrates thorough competence |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.