Tag Archive for news

American Lit: The Newspaper Debate

Standard: ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze how concessions and refutations can be used to refute an opposing argument.

Opening Session: Share Out! What do you think about newspapers in modern society? When was the last time you read a physical newspaper? What do you think of the decline of print news?

Work Session: Today we’re going to read the first of two articles for this activity, “How the Rise of the Daily Me Threatens Democracy.” This is an argumentative article about newspapers, technology, and how one is slowly destroying the other. As we read, I want you to highlight details that show reasoning and evidence. I’ll pass around the highlighters – grab 2 colors, one for reasoning, one for evidence.

After we read, I want you guys to complete the Second Read questions, and then we will fill in the chart on page 219 together.

Closing Session: Flip to page 220 and look at the Literary Terms box in the sidebar. Consider the given definitions of Concession and Refutation – remember those for tomorrow!!

Assessment: Informal (book check)

Differentiation: Process (scaffolding)

American Lit: Introducing the Media

Standard: ELAGSE11-12SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I can examine a news source and identify its focus and explain how a medium is tailored for a specific audience.

Opening Session: Let’s go ahead and grab your Springboard books and do the News Media Survey on page 212!

Work Session: Today we’re talking about the media and its role in our daily lives. We’re going to start off by reading and discussing a series of quotations in your book on page 213. For each quote, we will talk about what the author is saying and whether or not we agree.

Then, working in your tables, I want you to each find an article in a news source and analyze it. I will come around and give each table the news source they should use, but it’s up to you to find the specific article you’ll analyze. Use the chart on page 215 to record your analysis.

Sources:

  • CNN.com
  • FoxNews.com
  • 11Alive.com
  • WSBTV.com
  • TMZ.com
  • IFLScience.com
  • NYTimes.com
  • AJC.com

After you guys have a chance to record your analyses in the chart in your books, you can share out your findings with the class.

Closing Session: Ticket out the door! Do the “Check Your Understanding” question on page 215!

VOCAB!!

  1. emergence
  2. deliberated
  3. conformed
  4. corroborated
  5. inexorably
  6. myriad
  7. ideological
  8. pernicious

Assessment: Informal (book check)

Differentiation: Process (scaffolding, flexible grouping strategies)

Flood Day Tuesday

Standard: RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Learning Target:  Students will look at modern coverage of massive floods and write about the similarities in a modern flood and an ancient one.

Activator: A look back: Hurricane Katrina News Coverage

Welcome to Tuesday, everyone! I hope you all had a good time doing your summer reading essay yesterday!

 

As you might have guessed from the daily video, today we’re going to continue talking about flood stories. The difference today, though, is that we’re talking about floods that actually happened. We’re going to talk a bit more about Hurricane Katrina, as well as the Japanese tsunami of 2011, and the Indian Ocean Tsunami (the Christmas Tsunami) of 2004. All these massive floods are pretty close to current, right? So I thought these articles and pictures might hit home for you guys.

http://www.livescience.com/22522-hurricane-katrina-facts.html

http://www.cnn.com/2005/WEATHER/08/28/hurricane.katrina/

http://news.nationalgeographic.com/news/2011/03/pictures/110315-nuclear-reactor-japan-tsunami-earthquake-world-photos-meltdown/

http://news.nationalgeographic.com/news/2004/12/1227_041226_tsunami.html

http://www.nichols.edu/departments/physicalworld/tsunami/indian_ocean_tsunami.htm

 

After we read the articles together as a class and have a bit of discussion about what it might have been like, I would like for you guys do to a bit of narrative writing for me in the form of a journal.

 

Flood Journal Assignment

  1. Choose one of the modern flood stories we talked about in class – Hurricane Katrina, the Japanese Tsunami, or the Christmas Tsunami.
  2. Pretend you’re in the middle of that flood as it’s happening.
  3. IN PEN, write three journal or diary entries from three days as you experience what it was like to live through that flood. Each entry should be about 2 paragraphs long. Don’t forget to sign your name at the end.
  4. When you’re finished, turn in your journal to me.

…And that’s that! Be creative with your journal entries, guys! After I grade them, we’re going to have some fun making them into “flood” artifacts.

 

I’ll see y’all tomorrow!!