Introduction
All English 11/12 students are required to submit a news article each week.
Subject: Eng. 11/12 MOD
Topic: Homework
Grade Level: 11/12
Student Lesson name and URL:
Standards Addressed
Standard 1. Reading/Literature The student reads, extensively and in depth, from a diverse collection of texts and other materials of the quality illustrated in the district's grade level reading lists. For example, students in high school who meet this standard will:
Read fiction extensively, including self-selected and teacher selected traditional and contemporary literature from a variety of cultures.
Read nonfiction extensively, including books, newspapers, magazines, textbooks, and visual media across the curriculum.
Read
several books in depth (or book equivalents, such as essays, stories, groups
of poems, articles, or
magazines) about one issue or subject, or several books by a single writer.
Assignments
and tasks that might be used to collect evidence that students are meeting
this standard include the
following:
Student maintained journals or reading logs about what they have read
Conversations about core, extended, and recreational reading in pairs,
small groups, and/or large groups
Reflections on the extent, nature, and frequency of the reading they have
completed
Records and/or graphs of the amount of time they have spent reading to
set goals and evaluate progress
Text interpretations, independently and with others
Standard 5. Writing/Communication
The student writes effectively for a variety of purposes and audiences,
developing style and
voice.
For example, students in high school who meet this standard will:
Produce writing characterized by the following:
Maintain a focus throughout the piece of writing.
Develop a controlling idea that conveys a perspective on the subject.
Organize the writing in a clear, coherent style.
Create an engaging beginning by establishing a rich context, creating a
multi-faceted persona, and developing
reader interest.
Develop an effective conclusion.
Use effective and specific vocabulary.
Use a variety of sentence structures and lengths.
Use a variety of transitional devices.
Use an effective variety of techniques for providing supporting detail.
Modify writing for specific audiences.
Write to inform.
Provide appropriate facts and details from a variety of sources to develop the subject.
Organize the material in such a way that a reader can easily follow what they are saying.
Exclude extraneous and inappropriate information.
Make effective use of technical terms and notations.
Use definitions, transitional phrases, and elaborations in anticipation of reader misunderstandings.
Write to persuade.
Clearly state the writer's judgment and/or point of view.
Provide supporting evidence through a variety of strategies, such as references to a text or personal knowledge.
Anticipate the reader's concerns or counterarguments.
Write to tell a story (autobiographical or fictional).
Use literary elements, such as establishing a situation, plot, point of view, setting, conflict, and characters.
Develop the literary elements with sensory detail and concrete language.
Use dialogue with increasing skill.
Use a variety of literary techniques, such as suspense, pacing, episodes, and flashbacks.
Write for reflection and/or self-expression.
Explore ideas, observations, and/or situations of significance.
Analyze ideas by looking at them from multiple perspectives and/or moving
through successively deeper layers of
meaning.
Make connections to prior knowledge and experience.
Write
to analyze and interpret.
Instructional
Objectives
Students will summarize and paraphrase what they have learned
Students will develop the skills necessary to read with comprehension
Students will continue independent reading.
1. Lesson will be modeled for students.
a. Each student will have a copy of the sample news article.
b. On overhead display sample news article
c. Explain to students that they need to answer the following questions:
1. Who is involved?
2. What happens?
3. Where did it happen?
4. When did it happen? (Date)
5. Why did this event occur?
6. How did it happen?
d. Instruct the students to find the sentence that corresponds to the number
in the news article; i.e. 1. Who is? (Troy Johnson, the suspected murder) and
write the number next to that sentence. They will find the sentence that
corresponds to numbers 2 through 6. Allow them time to mark their sample
new articles.
e. After 7 to 10 minutes stop, even if some are not done and ask for volunteers
as you go over each questions. The teacher will write out the sentences on
the board as the students respond. Make sure students understand the
connection.
f. When all sentences are on the board teacher should model writing a paragraph
using the sentences to make the summary.
g. Have all students copy paragraph and turn in. They will get 10 points. credit for
doing assignment. Enabling Activity(ies)
Students will use the Inverted Pyramid News Story model for the first month. Culminating Activity
Students will turn in a news summary each friday in paragraph form,
either handwritten or computer printed.
| THE STUDENT'S NEWS SUMMARY CONTAINS | CORRECT | INCORRECT | OMITTED |
| 1.Who is involved? | |||
| 2. What happens? | |||
| 3. Where did this happen? | |||
| 4. When did it happen?
(DATE!) |
|||
| 5. Why did this event occur? | |||
| 6. How did it happen? |
Results
1. The teacher will collect the first completed assignment and use it as a baseline.
2. Once a month the teacher will collect one assignment and use the data to graph each student's progress.
3. Teacher Critique of CTAP 295
4. Student Pre & Post Test Results
Web
Resources & Supplementary Materials
Students may use copies of the San Francisco Chronicle or the Daily Republic newspapers
Students may use the following web sites to retrieve news articles:
www.sfgate.com/chronicle
dailyrepublic.net
www.usatoday.com
Fairfield Suisun Unified
School District
School Location: 824 Washington St, Fairfield CA 94533
cathyca@fsusd.k12.ca.us
Last Revised: 7/5/01