Pendo Esther Where in the world is Congo? Where in the world is Kenya?
WHERE IN THE WORLD?
17
PAGE 1 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved. KEYS TO LEARNING WHERE IN THE WORLD? OBJECTIVES • The student will become familiar with the placement and shape of the seven continents on a map. • The students will learn a mnemonic to help them remember the seven continent names. • Students will create maps in groups. • The students will use the maps he/she has created to find their continent, country and state. MATERIALS • 12 x 18 piece of cardboard, one for each group • Play dough in seven colors Worksheet #1 PROCEDURE 1. Discuss with students their upcoming tour at CNN Center. Ask what types of things they think they will see. 2. Explain to students that CNN is a business that began in Georgia, but is now all over the world. To show the location of some of its worldwide bureaus, the company has made a large map of the world on the floor of the atrium. This map is of the seven continents. 3. Pull down your classroom map and point out the locations of the seven continents. Ask position questions such as: Which continent is North America? Which continent is above Australia etc. Keep the map down for students to use the activity. 4. Tell students you are going to tell them a special story that will help them remember the names of the continents. Write the mnemonic story ( Worksheet #2 ) on the board or on a poster. Point to the continents as you say the mnemonic. Say the story more than once, allowing a student or two to come up and point to the continents as the class repeats the story. (see following page for mnemonic story) grade 1 pre-visit activity - one hour SOCIAL STUDIES
Transcript of WHERE IN THE WORLD?
PAGE 1 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
WHERE IN THE WORLD?
OBJECTIVES• Thestudentwillbecomefamiliarwiththeplacementandshapeofthesevencontinentsonamap.
• Thestudentswilllearnamnemonictohelpthemrememberthesevencontinentnames.
• Studentswillcreatemapsingroups.
• Thestudentswillusethemapshe/shehascreatedtofindtheircontinent,countryandstate.
MATERIALS• 12x18pieceofcardboard,oneforeachgroup
• PlaydoughinsevencolorsWorksheet #1
PROCEDURE1. DiscusswithstudentstheirupcomingtouratCNNCenter.Askwhattypesofthingstheythink
theywillsee.
2. ExplaintostudentsthatCNNisabusinessthatbeganinGeorgia,butisnowallovertheworld.Toshowthelocationofsomeofitsworldwidebureaus,thecompanyhasmadealargemapoftheworldontheflooroftheatrium.Thismapisofthesevencontinents.
3. Pulldownyourclassroommapandpointoutthelocationsofthesevencontinents.Askpositionquestionssuchas:WhichcontinentisNorthAmerica?WhichcontinentisaboveAustraliaetc.Keepthemapdownforstudentstousetheactivity.
4. Tellstudentsyouaregoingtotellthemaspecialstorythatwillhelpthemrememberthenamesofthecontinents.Writethemnemonicstory(Worksheet #2 )ontheboardoronaposter.Pointtothecontinentsasyousaythemnemonic.Saythestorymorethanonce,allowingastudentortwotocomeupandpointtothecontinentsastheclassrepeatsthestory.(seefollowingpageformnemonicstory)
grade 1 pre-visit activity - one hourSOCIAL STUDIES
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KEYS TO LEARNING
WHERE IN THE WORLD?
PROCEDURE (CON’T)
North America married South America and they went to live in Europe! Soon they had quadruplets and they gave them all names that started with “A”. Their names were Africa, Asia, Australia, and Antarctica. Poor little Antarctica is always cold. Maybe he needs a blanket!
5. Passoutacopyofthemnemonicstory.Askstudentstogetintogroupsoftwoandreadthestorytoeachother.Whenfinished,askstudentstodrawapicturethatwouldgowiththestory.
6. Onatableordeskinyourroom,provideballsofplaydoughinsevendifferentcolors.Ifyouhave6groupsofstudents,thenyouwillneedsixballsofeachcolor.Giveeachcoloradesignatedcontinentnameandputalabelinfrontofthatparticularpileofplaydoughballs.Forexample,Europeisyellow.Allyellowballswillbebehindthe“Europe”label.Thiswillhelpyouknowifstudentshaveputthecontinentintherightplace,evenifitissomewhatmisshapen.Itwillalsohelpstudentsknowwhentheyhaveattemptedallcontinents.
7. Divideyourstudentsintogroups.
a. Giveeachgroupofstudentsthe12”x18”pieceofcardboard.Tellstudentsthattheyaregoingtousethecardboardtomakeacontinentmapoftheworld.Remindthemthattheycanusethepulldownmaptohelpthemwithsizeandshape.
b. Pointouttheplaydoughonthedesk.Tellstudentsthattheymayonlytakeonecontinentcoloratatime.Theymustrememberthatiftheymakeonecontinenttoo
SOCIAL STUDIES STANDARDS
SS1G2 Thestudentwillidentifyandlocatehis/hercity,county,state,andcontinentonasimplemaporaglobe.
SS13G Thestudentwillbeabletolocatemajortopographicalfeaturesoftheearth’ssurface.
a.Locateallofthecontinents:NorthAmerica,SouthAmerica,Africa,Europe,Asia,Antarctica,andAustralia.
ELA1R5 Thestudentacquiresandusesgrade-levelwordstocommunicateeffectively.Thestudent:
a.Readsandlistenstoavarietyoftextsandusesnewwordsinoralandwrittenlanguage.
grade 1 pre-visit activity - one hourSOCIAL STUDIES
WHERE IN THE WORLD?
PAGE 3 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
WHERE IN THE WORLD?
PROCEDURE (CON’T) large,theotherswillnotfit.Discussthefactthattwoofthecontinents“touch”
eachotheralongalongborderandwillneedtobejoinedinsomeway.Discusswhichtwocontinentswillneedtobejoined.(AsiaandEurope).
c. Allowstudentstobeginmakingthecontinentsasyouwalkaroundhelpingtomonitorforsizeandpositionofthecontinents.
d. Oncethemapsarecompleted,calloutthenameofeachcontinentandaskstudentstopointtoeachinturn.Saythemnemonicstorytogetherasstudentspointtothecontinentsontheircontinentmap.
e. Askstudentstopointtothecontinenttheyliveon.Next,askthemtopointoutandnametheircountry.Lastly,askstudentstopointtoapproximatelywheretheirstateislocatedandnameit.
8. Displaythecontinentsandusethemforcontinentreviewbetweenpairsofstudentsduringfreetime,orinthemorningbeforeclassbegins.
GIFTED CONNECTIONAskgiftedstudentstothinkofanothermnemonicstoryaboutthecontinentstohelptheirclassmatesrememberthecontinentnames.
CLOSINGSaythemnemonicstorytogetheronceagainasyoupointtocontinentsonthemap.TellstudentsthatwhentheygotoCNNCenteryouwillbeaskingthemtofinddifferentcontinentsthatarerepresentedintileslocatedontheflooroftheatrium.Remindstudentsthattilesusedtocreatetheimageofthecontinentsontheflooraresquare,sotheshapeisnotperfect,justliketheirownmapswerenotperfect.However,byrememberinghowcontinentsarelocatednexttoothercontinents,theywillbeabletofindwhattheyarelookingfor.
ASSESSMENT1. Askstudentsasagrouptopointtoonecontinentafteranotherontheirmapas
youcallthemout.Assessaccuracyasyouwalkaroundtheroomobserving.
2. Givestudentsacopyofaworldmapwithoutlinesofthecontinents.Worksheet #3 Writethenamesofthecontinentsinalistontheboard.Askstudentstowritethenamesofthecontinentsontheirmap.
grade 1 pre-visit activity - one hourSOCIAL STUDIES
PAGE 4 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
PLAY DOUGH RECIPE
One recipe provides enough play dough
for one group of 3-4 students
2 cups of flour
1 cup salt
2 cups warm water
2 TB vegetable Oil
1 TB Cream of tartar (optional)
Food coloring
Mixalloftheingredientsinalargesaucepan.
Stirconstantlyoverlowheatuntildoughcomesawayfromedgeofthepanandstirringbecomesdifficult.Removefromstove.Cool.
Placeonwaxpaperandaddafewdropsoffoodcoloring(useadifferentcoloroffoodcoloringforeachbatch).
Kneadfor1-2minutes,addingmoreflourorwaterasneededtomakemixturesmoothandtoevenlydistributethecoloring.
Storeinanairtightcontainer.
grade 1 SOCIAL STUDIESworksheet 1
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KEYS TO LEARNING
MNEMONIC STORY
North America married South America and they went to live in Europe! Soon they had quadruplets and they gave them all names that started with “A”. Their names were Africa, Asia, Australia, and Antarctica. Poor little Antarctica is always cold. Maybe he needs a blanket!
grade 1 SOCIAL STUDIESworksheet 2
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KEYS TO LEARNING
WORLD MAPgrade 1 SOCIAL STUDIESworksheet 3
1- Africa2- Antarctica 3- Asia4- Australia
5- Europe 6- North 7- America 8- South America
FIND THE CONTINENTS
CONTINENTS HAVE NAMES! grade 1 pre-visit activity - one hourLANGUAGE ARTS
PAGE 7 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
OBJECTIVES• Studentswilllearnhowtoreadthenamesofthe
sevencontinents.
• Studentswillusethecontinentnamesandfrequentlyusedwordstomakesentences.
MATERIALS• Wordscards,onesetpergroupoftwostudents.
• Pencilsandlinedpaper.
PROCEDURE1. ExplaintostudentsthatwhentheygotoCNNCenter
theywillbeseeingamapoftheworld’scontinentsontheflooroftheatrium.(IfyouhavedonetheSocialStudiespre-visitactivity,reviewcontinentplacementwiththeclassandwhatwaslearnedinthisactivity).Todaystudentswilllearnhowtorecognizethecontinentnamesandhowtousetheminasentence.
2. Passoutthevocabularywordcards,onesetforeachgroupoftwostudents.Worksheet #4 Readthewordstogether,showingstudentswherethecontinentsarelocatedasyoureadthecontinentnames.Gooverthecontinentnamestwoorthreetimes,thenhavepairsofstudentsreadthemtoeachother.Nameacontinentandaskstudentstopointtothatword.
3. Askstudentstocutouttheirvocabularywords.
4. Tellstudentstoworkwiththeirpartnerstomakeonesentenceoutofsomeoftheirvocabularywords.(Modelthisontheboardwithyourownsetofcards,tapingthemtotheboardastheyareusedinasentence.Showhowstudentsmayformanaskingsentence,oratellingsentence.)
5. Askgroupsofstudentstoreadtheirsentence.
6. Passoutlinedpaper.Askeachgroupofstudentstowritetheirsentenceonthepaperusingcorrectcapitalizationandpunctuation.
LANGUAGE ARTS STANDARDS
ELA1LSV1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent:
b.Recallsinformationpresentedorally.
c.Respondsappropriatelytoorallypresentedquestions.
d.Increasesvocabularytoreflectagrowingrangeofinterestsandknowledge.
ELA1R1 Thestudentdemonstratesknowledgeofconceptofprint.Thestudent:
a.Understandsthattherearecorrectspellingsforwords.
ELA1R3Thestudentdemonstratestherelationshipbetweenlettersandlettercombinationsofwrittenwordsandthesoundsofspokenwords.Thestudent:
f.Readswordscontainingvoweldigraphsandr-controlledvowels.
g.Usesspellingpatternstorecognizewords.
h.Applieslearnedphonicsskillswhenreadingandwritingwords,sentences,andstories.
CONTINENTS HAVE NAMES!
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KEYS TO LEARNING
PROCEDURE (CON’T) 7. Askstudentstoexchangetheirsentencewith
anothergroupforediting.Eachgroupshouldcheckforcorrectcapitalizationandpunctuation.
8. Repeatastimeallows.
ACCOMMODATIONSForEnglishLanguageLearners,orlearning-disabledstudents,considerformingstudentpairsbeforethelessonbegins.Strivetomakesureamoreablestudentispairedwithastudentwhoishavingsomedifficulty.ThemoreablestudentcanhelpyourESLandlearning-disabledstudentlearnthecontinentnames,andworkthroughthetaskofmakingacompletesentence.
CLOSINGRemindstudentsthattheirtriptoCNNCenteriscomingup.IfyouareabletoviewthenetworkonyourTVatschool,youmaywanttoallowstudentstowatchafewminutesofoneoftheprograms.TellstudentsthatCNNhasbureausandreportersonmostofthecontinents.Askstudentswhyitwouldbeimportantforanewsnetworktohavereportersallovertheworld.Reviewthecontinentnamesandlocationswithstudentsusingtheclassroommap.
ASSESSMENT1. Collectthesentenceswrittenbystudentsand
checkforcompletesentences,capitallettersandpunctuation.
2. Assessstudents’abilitytoworkwithapartnerandcooperatewithanothergroupduringediting.
L.A. STANDARDS (CON’T)
ELA1W1 Thestudentbeginstodemonstratecompetencyinthewritingprocess.Thestudent:
c.Rereadswritingtoselfandothers,revisestoadddetails,andeditstomakecorrections.
d.Printswithappropriatespacingbetweenwordsandsentences.
i.Beginstowritedifferenttypesofsentences(e.g.simple/compoundanddeclarative/interrogative)
l.Usesappropriateendpunctuation(periodandquestionmark)andcorrectcapitalizationofinitialwordsandcommonpropernouns(e.g.personalnames,months).
grade 1 pre-visit activity - one hourLANGUAGE ARTS
VOCABULARY WORD CARDS
PAGE 9 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNINGgrade 1 LANGUAGE ARTSworksheet 4-A
NorthAmerica
South America
Asia Africa
Europe Antarctica
Australia when
VOCABULARY WORD CARDS
PAGE 10 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
can go
stop you
is to
where are
grade 1 LANGUAGE ARTSworksheet 4-B
VOCABULARY WORD CARDS
PAGE 11 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
we can
visit do
see the
I like
grade 1 LANGUAGE ARTSworksheet 4-C
PAGE 12 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
THAT’S BUSINESS!
OBJECTIVES• StudentswilllearnthatCNNisbothaproducer
andaconsumer.
• StudentswilllearnhowscarcityimpactschoiceswithinCNN.
• Studentswillrelatetheseconceptstotheirownlives.
MATERIALS• Onecopyoftheattachmentforeachchild
• Pencils,paper
PROCEDURE1. AskstudentstothinkbacktotheirvisittoCNN
Center.CNNisanAtlanta-basedbusiness,partofabigcompanycalledTurnerBroadcastingSystem,Inc.Ask students if CNN is a producer, a consumer or both.(Both)
2. Ask students to list ways that CNN is a consumer (writetheseideasontheboard.Ideasmayincludebuyingcomputers,camerasetc).Ask students what CNN produces.(Newsprograms).Ask students if the news is a good or a service.(Service)
3. Define“scarcity”foryourstudents.Tellthemthatchoicesmustoftenbemadewhenthingsarescarce,orthereisn’tenoughofagoodorserviceforeveryonewhowantsit.
4. Givestudentsthefollowingscenario:
Imagine that three of CNN’s cameras have broken down and that CNN prefers this kind of camera to all the others available on the market. Let’s say that a company called Brightstar Camera made those cameras at one time but no longer makes that particular camera. Now imagine that Brightstar did still have three other cameras like CNN’s available
grade 1 post-visit activity - one hourSOCIAL STUDIES + MATH
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KEYS TO LEARNING
THAT’S BUSINESS!
to buy, but another company has just bought them. It looks like the cameras that CNN wants have become very scarce. What are CNN’s choices?
5. ListontheboardideasthestudentsmayhaveaboutthechoicesCNNhas.(Thesemayincludepayingtheothercompanyextramoneytobuythecamerasfromthem,buyingthecamerastheydon’tlikeaswellfromanothercompany,askingBrightstartorepairtheoldcamerasetc.)
6. Explaintostudentsthatcompaniesandpeoplemustmakedecisionswhengoodsandservicesarescarce.Askstudentswhatgoodwasscarceintheabovestory(cameras).Askstudentsiftheycanbuyeverythingtheywant,anytimetheywant.Explainthatthereasontheycan’tdothisisbecausemoneyisscarce.Peopledonothaveanunlimitedsupplyofmoney.Choicesmustbemadeabouthowtouseit.
7. PassoutWorksheet #5 Tellstudentstheyaregoingtopretendtheygot$10.00fortheirbirthdaytospendatthetoystore.Theycanbuyanyoftheitemsontheirsheet,butthetotalcannotbemorethan$10.00.Askstudentstolistthethingstheychoseandtheirpriceatthebottomofthepage.Askstudentstousethepricestosetupanadditionmathproblemtoprovethatnomorethan$10.00hasbeenspent.Tellstudentsthatwhentheyarefinished,youwillaskthemwhytheychosetheitemstheychose.Besureandreadovertheattachmentwithyourclasstomakesureallstudentsknowthewordsandfeelcomfortablereadingthem.
8. Whenstudentshavemadetheirchoices,discusswhattheychosenandwhy.Whatdidtheygiveupthattheywouldalsohavelikedtobuy?Discusshowthescarcityofmoneyforcedthemtomakechoicesaboutwhattobuyandwhattoleavebehind.
SOCIAL STUDIES STANDARDS
SS1E1 Thestudentwillidentifygoodsthatpeoplemake,andservicesthatpeopleprovideforeachother.
SS1E2 Thestudentwillexplainthatpeoplehavetomakechoicesaboutgoodsandservicesbecauseofscarcity.
SS1E3Thestudentwilldescribehowpeoplearebothproducersandconsumers.
grade 1 post-visit activity - one hourSOCIAL STUDIES + MATH
PAGE 14 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
THAT’S BUSINESS!
GIFTED CONNECTIONAskyourgiftedstudentstopretendtheyhave$100.00tospendanywaytheywouldlike.Byusingthecomputerand/orcatalogs,askstudentstomakealistoftheitemstheywouldbuy.Thetotalcannotbeover$100.00orlessthan$95.00.
CLOSINGAskstudentstogiveyouadefinitionoftheword“scarce.”Discussthefactthatchoicesmustbemadewhengoodsorservicesarescarce.ReviewthewaysinwhichCNNisbothaproducerandaconsumer.Discusswaysyourstudentsandtheirfamiliesarebothproducersandconsumers.
ASSESSMENT1. Collectstudents’papersandchecktomakesure
themathwasdonecorrectly.
2. Assesshowwellstudentsworkaloneortogethertocompletetheassignment.
grade 1 post-visit activity - one hourSOCIAL STUDIES + MATH
MATH STANDARDS
M1N3 Studentswilladdandsubtractnumberslessthan100aswellasunderstandanduseinverserelationshipbetweenadditionandsubtraction.
Crayons $ 2.00Sticker $ 3.00Gel-Pen $ 5.00DVD $ 3.00Computer game $ 8.00Board Game $ 5.00Magic Marker $ 4.00Book $ 3.00Rubber nose/ears $ 3.00Glow Stick $ 2.00Plush Animal $ 4.00YoYo $ 5.00Paint set $ 2.00Small Plastic Lizard $ 4.00Magic Trick Set $ 6.00
My TOTAL $
PAGE 15 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
THE TOY STORE grade 1 SOCIAL STUDIES + MATHworksheet 5
LIVE FROM OUR CLASSROOM! grade 1 post-visit activity - one hourLANGUAGE ARTS
PAGE 16 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
OBJECTIVES• Studentswilllearnwhywritingisessentialinthereal
world.
• StudentswillusethewritingprocesstoprepareaTVnewsprogram.
MATERIALS• Videocamera(optional)
• Paper/pencils
• Posterboard
PROCEDURE1. Reviewwithstudentswhattheysawpeopledoat
CNNandwhattheylearnedabouthowanchorsusedemonstrativetechnologytoreportthenewsoncamera.(Theyreadfromateleprompterorfromnotes;theylookintothecamera;etc.)
2. IfyouhaveaccesstotheCNNnetworkatyourschool,allowstudentstowatch10-15minutesofaprogramonCNN.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.
3. Discusswithstudentsthatpeoplewhoreportthenewsdon’tmakeupwhattheyaresayingonthespot.They,orsomeoneelsewhoworkswiththem,writesentencesdowntoexplainwhatishappeningwithaparticularstory.Remindstudentsoftheteleprompterthattheysawontheirtour.
4. Tellstudentsthattheyaregoingtogetintogroupsandwritethreesentencesaboutsomethingthathashappenedintheclassroomduringthepastweek.Whentheyaredone,theywillpresenttheirsentencestotheclassinanewsprogramabouttheirclassactivities.
5. Divideyourclassintogroupsofthree.Askeachgrouptothinkofonethingthathappenedeitherinyourclass,ontheplayground,orinotherplacesatschoolthatwouldmakeaninterestingnewsstory.
LANGUAGE ARTS STANDARDS
ELA1LSV1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent
e.Communicateseffectivelywhenrelatingexperiencesandretellingstoriesread,heard,orviewed.
f.Usescompletesentenceswhenspeaking.
ELA1W1 Thestudentbeginstodemonstratecompetencyinthewritingprocess.Thestudent
a.Writestextsofalengthappropriatetoaddressatopicandtellastory.
b.Describesanexperienceinwriting.
ELA1W2Thestudentwritesinavarietyofgenres,includingnarrative,informational,persuasiveandresponsetoliterature.
Critical Component:Thestudentproducesinformationalwritingthat:
a.Beginstocaptureareader’sinterest.
b.Staysononetopicandbeginstomaintainafocus.
LIVE FROM OUR CLASSROOM! grade 1 post-visit activity - one hourLANGUAGE ARTS
TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.
KEYS TO LEARNING
PAGE 17
Askstudentstowritethreesentencesaboutthatevent.Remindstudentsthattheywillbereadingthesentencestotheclass,sotheyshouldwriteinterestingsentences.Ifapictureoraposterwouldhelpotherstudentsunderstandthenewsstorybetter,tellstudentsthattheymayuseposterboardtomakethepicture.
6. Askeachgrouptochooseonepersontointroducetheirnewsprogram.Forexample,astudentmightsay,“ThisisKara,AmandaandJuanwiththeclassroomnews!”
7. Wheneachgrouphasfinishedwritingtheirnewsstory,groupthreedesksinfrontoftheclassnexttoeachothertoformanewsdesk.Alloweachmemberofthegrouptoreadonesentenceofthestory.
8. Wheneachgrouphaspresentedtheirstory,askstudentsiftheythinkwritingforanewsnetworklikeCNNwouldbeinteresting.SometimesCNNmustgotocountrieswherethereiswar,orahurricaneoranearthquake.Askstudentswhattheythinkthatwouldbelike.
L.A. STANDARDS (CON’T)
ELA1W2 c.Adddetailstoexpandatopic.
d.Beginstouseorganizationalstructures(steps,chronologicalorder)andstrategies(description).
e.Beginstousegraphicfeatures(charts,pictures,heading).
g.Beginstodevelopasenseofclosure.
h.Mayincludeoralorwrittenprewriting.
i.Maybepublished.
GIFTED CONNECTIONAskgiftedstudentstointerviewthePrincipalaboutanissuewithintheschool.RemindstudentsthattheywillneedtotakeshortnotesaboutwhatthePrincipalsays,andhavequestionsreadytoaskhim/her.Oncetheinterviewisfinished,askyourgiftedstudentstoproduceanewsprogramtoinformtheclassabouttheissue.
CLOSINGReviewwithstudentshowimportantreadingandwritingaretopeoplewhoarepresentingthenews.AskstudentstodiscusswhatwouldhappenifallTVnewsreportershadtomakeupthesentencesintheirstoriesastheyreportedthem,ortotryandremembereverythingtheywantedtosayintheirreportwithoutthehelpoftheteleprompterornotes.Wouldthenewsbeveryaccurate?
ASSESSMENT1. Assesshowwellstudentsworkingroups.
2. Assessthesentenceswrittenbyeachgroupaswellastheirpresentation.
PROCEDURE (CON’T)
