i’ve got a great idea! - turner broadcasting...
TRANSCRIPT
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KEYS TO LEARNING
I’VE GOT A GREAT IDEA!
OBJECTIVES• Studentswillworkinasmallgrouptoviewand
evaluateanewsstory.
• Studentswillwriteacritique.
• Asaclass,studentswillcompilealistofcriteriatoevaluatenewsprograms.
MATERIALS• AccesstotheInternet
• Paperandpencils
PROCEDURE1. RemindstudentsthattheirfieldtriptoCNNis
comingupsoon.andthattheywillhavetheopportunitytoseemanypeopleinvolvedinwriting,editing,producingandbroadcastingthenews.Tellstudentsthatmanythingsmustbeconsideredinthewritingandproductionofanewsbroadcast.Todaystudentswillhaveanopportunitytoevaluatethepresentationofanewsstorywithinagroup.
2. Dividestudentsintogroupsoftwotothreestudentseach.
3. AskstudentstogotoCNN Student News orCNN.com tofindastorythatisofinteresttothegroup.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students. Askstudentstoevaluateandwriteacritiqueofthestory,answeringthefollowingquestions:
a. What is the story about?(Answerwho,what,when,where,whyquestions.)
b. What is the headline or lead-in to the story? Is it effective?
c. What images or video are used to tell the story? Do these images add to the story? Why or why not?
grade 9 pre-visit activity - 90-minutesLANGUAGE ARTS
LANGUAGE ARTS STANDARDS
ELA9RC2 Thestudentparticipatesindiscussionsrelatedtocurricularlearninginallsubjectareas.Thestudent:
b.Respondstoavarietyoftextsinmultiplemodesofdiscourse.
d.Evaluatesthemeritsoftextsineverysubjectdiscipline.
e.Examinestheauthor’spurposeinwriting.
ELA9RC3 Thestudentacquiresnewvocabularyineachcontentareaandusesitcorrectly.Thestudent:
a.Demonstratesanunderstandingofcontextualvocabularyinvarioussubjects.
b.Usescontentvocabularyinwritingandspeaking.
c.Exploresunderstandingofnewwordsfoundinsubjectareatexts.
ELA9W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsclosure.Thestudent:
a.Establishesaclear,distinctive,andcoherentthesisorperspectiveandmaintainsaconsistenttoneandfocusthroughout.
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KEYS TO LEARNING
WHAT’S THE STORY HERE?
d. Do you think the story is presented in a balanced way? Why or why not?
e. Is the story subjective or objective? How do you know?
f. Are there any questions you have about the story that were not answered?
g. How does the way the story was presented impact your reaction to it?
4. Askeachgrouptoreadtheircritiquetotheclass.Whenallgroupshavehadanopportunitytopresenttheircritiques,workwiththeclasstodevelopalistofcriteriatousewhenevaluatingnewsreports.
CLOSINGOncetheclasslisthasbeencompleted,haveaclassdiscussionbasedaroundthisquestion:
Is it important to evaluate and critique the messages and presentations of various news programs?
ASSESSMENT1. Assessthecritiquemadebyeachgroup.
2. Informallyassessthediscussion.
GIFTED CONNECTIONAskgiftedstudentstoviewavarietyofdifferentpresentationsofoneparticularnewsstoryduringthecomingweek.(Studentsmayviewtelevision,newspapers,Internet,etc.)Studentsshouldcritiquethepresentationofthestoryineachmedium,aswellascompareandcontrastthemessageeachstorypresented.
L.A. STANDARDS (CON’T)
ELA9W1 b.Selectsafocus,structure,andpointofviewrelevanttothepurpose,genreexpectations,audience,length,andformatrequirements.
c.Constructsarguabletopicsentences,whenapplicable,toguideunifiedparagraphs.
d.Usespreciselanguage,actionverbs,sensorydetails,appropriatemodifiers,andactiveratherthanpassivevoice.
e.Writestextsofalengthappropriatetoaddressthetopicortellthestory.
f.Usestraditionalstructuresforconveyinginformation(i.e.,chronologicalorder,causeandeffect,similarityanddifference,andposingandansweringaquestion).
g.Supportsstatementsandclaimswithanecdotes,descriptions,factsandstatistics,andspecificexamples.
ELA9C2 Thestudentdemonstratesunderstandingofmanuscriptform,realizingthatdifferentformsofwritingrequiredifferentformats.Thestudent:
a.Produceswritingthatconformstoappropriatemanuscriptrequirements.
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KEYS TO LEARNING
PROCEDURE (CON’T)
grade 9 pre-visit activity - 60 – 90-minutesLANGUAGE ARTS
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KEYS TO LEARNING
WHAT’S THE STORY HERE?
L.A. STANDARDS (CON’T)
ELA9C2 b.Produceslegibleworkthatshowsaccuratespellingandcorrectuseoftheconventionsofpunctuationandcapitalization.
c.Reflectsappropriateformatrequirements,includingpagination,spacing,andmargins,andintegrationofsourcematerialwithappropriatecitations(i.e.,in-textcitations,useofdirectquotations,paraphrase,andsummary,andweavingofsourceandsupportmaterialswithwriter’sownwords,etc.).
ELA9LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent
a.Initiatesnewtopicsandrespondstoadult-initiatedtopics.
b.Asksrelevantquestions.
c.Respondstoquestionswithappropriateinformation.
e.Offersownopinionforcefullywithoutdomineering.
f.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.
g.Givesreasonsinsupportofopinionsexpressed.
h.Clarifies,illustrates,orexpandsonaresponsewhenaskedtodoso;asksclassmatesforsimilarexpansions.
grade 9 pre-visit activity - 60 – 90-minutesLANGUAGE ARTS
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KEYS TO LEARNING
CNN HEROES grade 9 pre-visit activity - 60 - 90 minutesLANGUAGE ARTS
OBJECTIVES• StudentswillreadbiographiesofCNNHeroes.
• Studentswillidentifyandwriteanominationforaherooftheirchoice.
• Studentswillanalyzethedifferencebetweenacelebrityandahero.
MATERIALS• AccesstotheInternet
PROCEDURE1. Discussthemeaningoftheword“hero.”Listonthe
boardheroesidentifiedbystudentsintheclass.DividethelistintocategoriessuchasSportsFigures,Humanitarians,etc.
2. Askstudentstolistwhattheyfeelaretheimportantcharacteristicsthatarecommontoalltheheroeslistedontheboard.
3. Askstudentstogotohttp://www.cnn.com/SPECIALS/cnn.heroes/index.html andvieworreadthetranscriptsofafewofthevideosaboutnomineesforCNNHeroes.Allowstudentsabout20minutestoexplorethesite.Discusswithstudentswhatcharacterqualitiestheseindividualsseemtohaveincommon.
4. Havestudentslookagainatthelistofheroesmadeatthebeginningofclassandanswerthefollowingquestions:Are there any people on the list who are celebrities, but lack the qualities of an actual hero? What is the difference between a celebrity and a hero?
5. Askstudentstore-readtwoorthreebiographiesofpeoplenominatedfortheCNNHerohonor.Askstudentstochooseeithersomeoneintheirownlife,orsomeonetheymightknowof,whotheythinkisahero.Havestudentswriteanominationforthatperson.StudentsmayneedtodoresearchthroughpersonalinterviewsortheInternettogaininformationontheirselectedhero.Studentsmaywanttogoto
LANGUAGE ARTS STANDARDS
ELA9RC2 Thestudentparticipatesindiscussionsrelatedtocurricularlearninginallsubjectareas.Thestudent:
b.Respondstoavarietyoftextsinmultiplemodesofdiscourse.
c.Relatesmessagesandthemesfromonesubjectareatothoseinanotherarea.
d.Evaluatesthemeritsoftextsineverysubjectdiscipline.
ELA9W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsclosure.Thestudent
a.Establishesaclear,distinctive,andcoherentthesisorperspectiveandmaintainsaconsistenttoneandfocusthroughout.
b.Selectsafocus,structure,andpointofviewrelevanttothepurpose,genreexpectations,audience,length,andformatrequirements.
c.Constructsarguabletopicsentences,whenapplicable,toguideunifiedparagraphs.
d.Usespreciselanguage,actionverbs,sensorydetails,appropriatemodifiers,andactiveratherthanpassivevoice.
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KEYS TO LEARNING
CNN HEROES
thenominationformlocatedinthetopmenuoftheCNNHeroespagetoseehownominationsaredone.
6. Oncepapersarewritten,askstudentstoonceagainnamepeoplewhotheyfeelareheroes.Comparethislistwiththelistmadeatthestartofthelesson.Has the list changed? How? Why?Discusswithstudentswhyheroesareimportant.
CLOSINGDiscusswithstudentswhytheythinkCNNhasdecidedtodedicatetimeandefforttocelebratingheroes.In what other ways might we celebrate the accomplishments of people who make a difference in other peoples’ lives?
GIFTED CONNECTIONAskgiftedstudentstoresearchaherofromanothercountryandevaluatetheircontributionstotheirnativesociety.Studentswillthencomposeasongorrapaboutthepersonresearched.
ASSESSMENT1. Assessthepaperwrittenbystudentsinstep5.
2. Informallyassessstudent’sdiscussionaboutheroes.
PROCEDURE (CON’T)
grade 9 pre-visit activity - 60 - 90 minutesLANGUAGE ARTS
L.A. STANDARDS (CON’T)
ELA9W1 e.Writestextsofalengthappropriatetoaddressthetopicortellthestory.
f.Usestraditionalstructuresforconveyinginformation(i.e.,chronologicalorder,causeandeffect,similarityanddifference,andposingandansweringaquestion).
g.Supportsstatementsandclaimswithanecdotes,descriptions,factsandstatistics,andspecificexamples.
ELA9W2 Thestudentdemonstratescompetenceinavarietyofgenres.
ELA9C1 ThestudentdemonstratesunderstandingandcontroloftherulesoftheEnglishlanguage,realizingthatusageinvolvestheappropriateapplicationofconventionsandgrammarinbothwrittenandspokenformats.Thestudent:
a.DemonstratesanunderstandingofproperEnglishusageandcontrolofgrammar,sentenceandparagraphstructure,diction,andsyntax.
b.Correctlyusesclauses(i.e.,mainandsubordinate)andmechanicsofpunctuation(i.e.,endmarks,commas,semicolons,andquotationmarks).
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KEYS TO LEARNING
CNN HEROES
L.A. STANDARDS (CON’T)
ELA9C1 c.Demonstratesanunderstandingofsentenceconstruction(i.e.,subordination,properplacementofmodifiers)andproperEnglishusage(i.e.,consistencyofverbtenses).
ELA9C2 Thestudentdemonstratesunderstandingofmanuscriptform,realizingthatdifferentformsofwritingrequiredifferentformats.Thestudent:
a.Produceswritingthatconformstoappropriatemanuscriptrequirements.
b.Produceslegibleworkthatshowsaccuratespellingandcorrectuseoftheconventionsofpunctuationandcapitalization.
c.Reflectsappropriateformatrequirements,includingpagination,spacing,andmargins,andintegrationofsourcematerialwithappropriatecitations(i.e.,in-textcitations,useofdirectquotations,paraphrase,andsummary,andweavingofsourceandsupportmaterialswithwriter’sownwords,etc.).
grade 9 pre-visit activity - 60 - 90 minutesLANGUAGE ARTS
ELA9LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:
a.Initiatesnewtopicsandrespondstoadult-initiatedtopics.
b.Asksrelevantquestions.
c.Respondstoquestionswithappropriateinformation.
e.Offersownopinionforcefullywithoutdomineering.
f.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.
g.Givesreasonsinsupportofopinionsexpressed.
h.Clarifies,illustrates,orexpandsonaresponsewhenaskedtodoso;asksclassmatesforsimilarexpansions.
NOTE TO TEACHERS:
ADDITIONAL LESSON PLANS AND RESOURCES ARE AVAILABLE FROM CNN STUDENT NEWS AT:
HTTP://WWW.CNN.COM/US/STUDENTNEWS/DISCUSSION/ARCHIVE/