Learning Experience 10
Description
This is a lesson focusing on the newspaper article feature of headlines, images and captions. By the end of the this learning experience students will have a better understanding of the purpose and importance of these features. Students will also have the opportunity to mix with other students in their class and participate in some healthy competition matching up headlines to articles and images to captions. Also by then end of this lesson students will have also created a newspaper article incorporating all of the features that have been learnt previously.
Duration
1 hour
Curriculum
ACARA
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
QCAA Literacy Indicators
VR 5
ii. View and read written, visual and multimodal learning area texts
WC 5
ii. Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information
iii. Plan, draft and publish texts using strategies
iv. Write paragraphs that maintain the pace or sense of texts, and organise texts using structures
Resources
Lesson Objectives
Learning Experience Overview
Differentiation
Having the first game where students are matching article to their specific headline allows students to only have to read one article. Not only will this make the game short and fast because students won't be reading through every article but it also helps those lower level students such as the ESL students who have difficulty reading. Then putting these students in a high pressure situation is only going to make reading more difficult. Therefore allowing students to only find headlines limits the amount of reading the students will do under pressure. This can also be said for the caption to picture game.
The heterogeneous groups has been designed for peer scaffolding. More capable students can act as mentors to those students who need assistance and guidance (Woolfolk & Margetts, 2010).
The literacy support aide will be in attendance for this lesson working with the students when creating the text. It is the aides role to work with the low achieving students however they are to refrain from giving too much guidance and assistance as creating the text is a formative piece of assessment.
Assessment
The newspaper article students have created using the given headline and their imaginations will be collected as a piece of formative assessment. Again this will be a checking point to make sure students are on the correct path and have applied all their knowledge about the structure and components into their piece of writing.
This is a lesson focusing on the newspaper article feature of headlines, images and captions. By the end of the this learning experience students will have a better understanding of the purpose and importance of these features. Students will also have the opportunity to mix with other students in their class and participate in some healthy competition matching up headlines to articles and images to captions. Also by then end of this lesson students will have also created a newspaper article incorporating all of the features that have been learnt previously.
Duration
1 hour
Curriculum
ACARA
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
QCAA Literacy Indicators
VR 5
ii. View and read written, visual and multimodal learning area texts
WC 5
ii. Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information
iii. Plan, draft and publish texts using strategies
iv. Write paragraphs that maintain the pace or sense of texts, and organise texts using structures
Resources
- Newspaper
- Class set of matching headlines and articles
- Class set of matching captions to images
- 5 Newspaper articles with missing headlines
Lesson Objectives
- Understand purpose and importance or a headline
- Understand purpose and importance or a caption
- Identify articles to match headlines
- Identify images to match captions
- Create headlines and captions to match stimulus
Learning Experience Overview
- Ask students when they look at a newspaper what are the first things they notice?
- Ask students why is this? Why is the headline so important?
- They communicate through print and visual language. The size and style of a headline have symbolic meaning, and play an important role in the communication. The choice of words can have a powerful effect, and they also influence the choice of words used in the article itself, as they have to fit into the available space.
- Look at different front pages of newspapers. Discuss the different ways at least two different daily papers have presented the news from the same day, and the effect on the reader's response and interpretations of the events.
- Is the leading article the same?
- How have the different headlines been presented?
- Which headlines are the most grabbing?
- What variations are there in the way the reader's attention is attracted?
- Which make the story seem more dramatic?
- Are some aspects of the story made to appear more dramatic?
- How much space has been devoted to articles on the same topic?
- Ask students to suggest some different headlines for the leading article. - Ask students to be seated on the floor area and spilt them up into 4 heterogeneous groups so each team has a fair chance of winning the game.
- Explain that every student will be given a newspaper report like a relay race students will have to sort through the headlines to find the matching headline to their article. Once the student has found their headline they are to tag their next team mate who will begin searching for their missing headline. The team that finishes the fastest and has all correct answers will be the winners.
- Play 2 races of this game making sure all headlines are swapped for the second race.
- Staying in these groups students are to return to their desks.
- Explain that they will be playing another game where an article will be given to the students they are to read and discuss possible headlines that would be suitable for this article.
- Each team will deliver one answer points will be awarded to the team with the best headline.
- This game is to be played with 5 different articles.
- Let students return to original desks and display a headline on the board.
- Instruct students to create a newspaper report using this headline. Students can be as creative as they like remembering to follow the structure and features of a newspaper article.
- Discuss the purpose of an image on a newspaper article.
- Ask what the words below the picture mean?
- Captions explain the image that either has been discussed in the newspaper article or gives more information about a person or subject.
- Instruct students to return to the floor in the same teams as before (modify if needed for behaviour issues etc.)
- Explain that students will be playing the exact two games except this time they will be matching the caption with the image for the first game and creating captions for images for the second game.
- Ask students to return to seats and open back to the article they created in the middle of the lesson.
- Instruct students to now create an image for the article they have written and write a caption to go with it.
- This piece of writing is to then be handed in for marking
Differentiation
Having the first game where students are matching article to their specific headline allows students to only have to read one article. Not only will this make the game short and fast because students won't be reading through every article but it also helps those lower level students such as the ESL students who have difficulty reading. Then putting these students in a high pressure situation is only going to make reading more difficult. Therefore allowing students to only find headlines limits the amount of reading the students will do under pressure. This can also be said for the caption to picture game.
The heterogeneous groups has been designed for peer scaffolding. More capable students can act as mentors to those students who need assistance and guidance (Woolfolk & Margetts, 2010).
The literacy support aide will be in attendance for this lesson working with the students when creating the text. It is the aides role to work with the low achieving students however they are to refrain from giving too much guidance and assistance as creating the text is a formative piece of assessment.
Assessment
The newspaper article students have created using the given headline and their imaginations will be collected as a piece of formative assessment. Again this will be a checking point to make sure students are on the correct path and have applied all their knowledge about the structure and components into their piece of writing.