Learning Experience 6
Description
This learning experience informs students on the purpose and structure of a newspaper article. As an introduction lesson the students have been put into homogeneous groups to peer scaffold each other of their prior knowledge and understandings (Woolfolk & Margetts, 2010). Using guided discovery teaching method students explore newspapers and newspaper articles to find common features before deconstructing the components of a newspaper article as a class.
Duration
45 minutes
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
QCAA Literacy Indicators
VR 5
i. View, read, navigate and select texts for specific person, social and learning purposes
ii. View and read written, visual and multimodal learning area texts that use chapter, text boxes, home pages and subpages, topic sentences and paragraphs organised to chronology to asset navigation and enhance readability
LS 5
iii. Communicate to summarise and analyse information relevant to key ideas or concepts, refine ideas and information and identify evaluative language (positive or negative language that judges the worth of something) and bias (prejudice in favour of or against)
v. Use interaction and communication skills to contribute to and extend discussions by clarifying ideas, offering explanations for a point of view and introducing topics using agreed protocols
Resources
This learning experience informs students on the purpose and structure of a newspaper article. As an introduction lesson the students have been put into homogeneous groups to peer scaffold each other of their prior knowledge and understandings (Woolfolk & Margetts, 2010). Using guided discovery teaching method students explore newspapers and newspaper articles to find common features before deconstructing the components of a newspaper article as a class.
Duration
45 minutes
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
QCAA Literacy Indicators
VR 5
i. View, read, navigate and select texts for specific person, social and learning purposes
ii. View and read written, visual and multimodal learning area texts that use chapter, text boxes, home pages and subpages, topic sentences and paragraphs organised to chronology to asset navigation and enhance readability
LS 5
iii. Communicate to summarise and analyse information relevant to key ideas or concepts, refine ideas and information and identify evaluative language (positive or negative language that judges the worth of something) and bias (prejudice in favour of or against)
v. Use interaction and communication skills to contribute to and extend discussions by clarifying ideas, offering explanations for a point of view and introducing topics using agreed protocols
Resources
- 5 different newspapers
- Whiteboard
- Whiteboard markers
- Projector
- Newspaper article structure powerpoint
Newspaper Article Powerpoint Presentation | |
File Size: | 405 kb |
File Type: |
Lesson Objectives
Learning Experience Overview
Why is it important to sequence information from most important to least important?
Why is it important to use paragraphs?
What is the importance of quotes in a newspaper article?
Adapted from Read.Write.Think
Differentiation
The reason students have been split into homogeneous groups rather than heterogeneous groups is to allow the literacy support assistant to focus attention on all the students in one group rather than bouncing from group to group to make sure specific students are on the same level of understanding as their peers (Marsh, 2010). This way the literacy support assistant can keep these students on task with reinforcement of instructions and praise and pose questions to scaffold the students learning (Woolfolk & Margetts, 2010). By doing this it will identity the students that will need extra attention and possibly differentiated tasks in the future (Genishi & Haas Dyson, 2009).
- Understand the purpose of newspapers and newspaper articles
- Understand and the structure of a newspaper article
- Identify components of a newspaper article
Learning Experience Overview
- Hold up a sample front page from a selected newspaper also project the same image up onto the board so it is easy to see by all students.
- Ask students what they notice about the format that is different from other texts they read (e.g., black and white ink, graphics, headline, column format).
- Divide students into 5 homogeneous groups with a different newspaper at each group. Explain to students that they will explore a newspaper, paying attention to the layout and format.
- Instruct students to study the front page first and discuss what different parts they notice.
- Ask each group to report back to the whole class what members noticed was contained on the front page of their particular newspaper. Make a list of parts on the board. (e.g., title, headlines, pictures or graphics, captions, date, subtitles, table of contents/index, etc.). Students should notice similarities between the different newspapers.
- Discuss with the class how newspapers use a standard format.
- In their groups, students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. (Additional items may include: editorials, cartoons, horoscope, local news, weddings, classifieds, advertising, etc.)
- Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers. Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not.
- Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story?"
- Ask each student to take a page from any newspaper as long as it has a news article.
- Discuss in groups and create a list of all the common features of the newspaper articles.
- Report findings in whole class discussion and create a list on the board.
- Begin newspaper article powerpoint explaining and discussing each component and allowing time for students to find these components on the newspaper article in front of them.
- Pose questions such as:
Why is it important to sequence information from most important to least important?
Why is it important to use paragraphs?
What is the importance of quotes in a newspaper article?
- Explain that in the next few lessons students will be looking more in depth at newspaper articles, the structure and the components needed to create one.
Adapted from Read.Write.Think
Differentiation
The reason students have been split into homogeneous groups rather than heterogeneous groups is to allow the literacy support assistant to focus attention on all the students in one group rather than bouncing from group to group to make sure specific students are on the same level of understanding as their peers (Marsh, 2010). This way the literacy support assistant can keep these students on task with reinforcement of instructions and praise and pose questions to scaffold the students learning (Woolfolk & Margetts, 2010). By doing this it will identity the students that will need extra attention and possibly differentiated tasks in the future (Genishi & Haas Dyson, 2009).