Creating Current Event Comprehension
As students enter the room, they would use Socrative to list news stories they had heard or read during the week.
After 3 minutes, the question would be closed and we would look at the responses.
This can be done in small groups with the students communicating about stories they heard or the teacher can review all the class responses in a whole group setting.
As a class we would watch the Week in Rap from Flocabulary. The Week in Rap is published every Friday by Flocabulary to summarize in a song the major stories from the week. The songs are only a few minutes long.
As they watch the story, they should jot down any news stories that they submited during the Preview Activity that were also mentioned in the Week in Rap. This prompts students paying more attention to the news on their own during the week leading up to watching Flocabulary.
After watching it once, students would share what they heard. They would also have the chance to answer questions if they did not understand a story. The teacher should prompt with some open ended questions to encourage students to think critically about the news story.
As a class we would watch the story a second time so they could listen for the stories they might have missed the first time.
Students would select an article that matched a story from the Week in Rap to read. After they read a story and answered the accompanying questions, they would be allowed to select additional stories based on their interests to read.
4 Guided Practice
A significant and/or complex news story would be selected by the teacher.
An article with the story would be uploaded to Curriculet. The students would read the story through Curriculet with access to annotations, definitions, videos, maps, and images to help them understand the story. There would also be checks for understanding embedded in the reading through questions.
The types of questions should be on both the content and the reading. Students need to distinguish between facts, opinions, and reasoned judgments for news stories. This can be accomplished while analyzing the author's point of view and/or purpose. Often this could include providing a second narrative of the same news story with a different perspective.
To better understand the cause and effect of current events, the human and physical geography of a place needs to be understood.
Students who finish early can work with their partner to explore either Google Earth or Google Maps to see the geography.
- They should enable the layer with pictures.
- They should zoom in and zoom out to get both perspectives of the location.
If they discover something connected to the current event, they can update their instaGrok/concept map.
Key Standards Supported
Reading History/Social Studies
|RH.6-8: Craft and Structure|
|RH.6-8.6||Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).|
|Integration of Knowledge and Ideas|
|RH.6-8.7||Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.|
|Key Ideas and Details|
|RH.6-8.2||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.|
|WHST.6-8: Production and Distribution of Writing|
|WHST.6-8.6||Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.|
|WHST.11-12: Production and Distribution of Writing|
|WHST.11-12.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|WHST.11-12.5||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|WHST.11-12.6||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|Range of Writing|
|WHST.11-12.10||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|Research to Build and Present Knowledge|
|WHST.11-12.7||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|WHST.11-12.8||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.|
|WHST.11-12.9||Draw evidence from informational texts to support analysis, reflection, and research.|
|Text Types and Purposes|
|WHST.11-12.1||Write arguments focused on discipline-specific content.|
|WHST.11-12.1a||Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.|
|WHST.11-12.1b||Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.|
|WHST.11-12.1c||Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.|
|WHST.11-12.1d||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|WHST.11-12.1e||Provide a concluding statement or section that follows from or supports the argument presented.|
|WHST.11-12.2||Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.|
|WHST.11-12.2a||Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.|
|WHST.11-12.2b||Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.|
|WHST.11-12.2c||Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.|
|WHST.11-12.2d||Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.|
|WHST.11-12.2e||Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).|
|WHST.11-12.3||(See note; not applicable as a separate requirement)|