Newspapers provide relevant connections to curriculum and the world community. Students who read newspapers regularly become familiar with the many writing models that form the basis for communication in a democratic society. Newspapers extend students' understanding and literacy beyond their classrooms.
Students will develop newspaper-reading strategies that build their personal and civic connections to the outside world. They will integrate newspaper use by relating to their role of a member of a chosen community. They will demonstrate higher level thinking skills by analyzing articles. This unit is designed to promote learning experiences that emphasize reading and writing.
1. The student will compare and contrast the front pages
of two or more newspapers in print or via the web. 2. The student will develop
an understanding of newspaper-based vocabulary and index.
3. The student will analyze a news article by judging the comprehensiveness
and reliability of the information.
4. The student will select newspaper articles representing aspects of a
chosen community.
5. The student will learn to read and write classified ads.
Golder, Diane. "The Newspaper and You" NewYork: Amsco, 1980
("Newspaper Language")
Starkey, Carolyn and Penn, Norgina. "Reading Labels, Directions &
Newspapers". Illinois: National Textbook Company, 1990. (Activity 6,
Reading the "Classified")
Newspaper in Education (NIE), New Haven Register, The Hartford Courant,
USA Today
Additional sources student-selected articles and on-line newspapers such as USA Today, Hartford Courant, Washington Post, The Wire News.
I. Newspaper Unit
A. Defining newspaper language
B. Comparing and contrasting articles on front pages
C. Analyzing a news article
D. Reading from the perspective of a particular community
E. Reading and writing classified ads
2. Issues
A. Newsworthiness of articles
B. Elements of community
C. Career issues
D. Social/Economic Connections
E. Other
1. Comparing front pages. Students will compare and contrast the front pages of two or more newspapers in relation to local, national and international news to evaluate the news coverage of their local newspaper.*
2. Analyzing a news article Students will analyze a news article to understand the magnitude of the event, comprehensiveness of information and reliability of sources.
3. Using newspaper language. Students will learn newspaper terminology.*
4. Defining and Building Community. Students will locate and read articles that reflect aspects of their chosen community. *
5. Reading and writing classified ads. Students will learn the conventions of classified ads.
6. Highlighting. Students will read materials and highlight key issues and pertinent information. (individual)*
7. Writing workshop. Students will write to a member of their chosen community and use appropriate letter format before drafting their letter. The writing workshop will involve prewriting, drafting, revising, peer editing and publishing.
8. Sharing Forum. Students will share their community findings based on their readings and their letters.
9. Utilizing Technology. Students will be introduced to on-line newspapers on the Internet and search for the appropriate information through links. Where Powerpoint and Hyperstudio are available, presentations about their communities can be used to create presentations about their communities. E-mail accounts can also be set for students to e-mail their letters.
10. Project Extensions. 1) Create a newspaper on and/or for the chosen community 2) Create a multimedia ad about the chosen community or career 3) Interview experts, community people and reporters in person or on-line 4) Go on a fieldtrip to the newspaper.
*1. Provide schematic worksheets for students in need of learning modifications. Obtain large print copies and sound-enhanced materials on the Internet/computer software.
*3. Vocabulary. For LEP students, Spanish translations of key words by the bilingual team-teacher or by students can help students in improving their comprehension. Further, other language newspapers can be used for comparison.
*4. Community. This activity can be useful for shop teachers in helping students reflect on the shop they belong to in order to develop an awareness of that shop community and related issues of career and learning possibilities, and in building community spirit.
*6. Highlighting. For students with reading difficulties, the key articles should be read aloud, discussed and highlighted for relevant information. Teacher modeling re-enforces unit success.
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