News in the Classroom
Choose an interesting article to share with the class, one that most students in your room would be interested in (you know them best). Have everyone read it - partner read, shared read, etc. so everyone is familiar with the article.
2 Direct Instruction
Teach students how to break an article apart, thinking about the features of an article. Using padlet, or bubbl.us determine what the big idea is or main issue the article addresses is. Students can add their ideas using those tools displayed on the SMART board. Have students think about the 5W's, what are the questions this article answers, what are more questions you may have after reading the article. (Each of these can be the middle bubble in the graphic organizer). Then have students share their opinions about where they stand with regard to the issue or idea the article raised.
3 Guided and Independent Practice
Students will now choose an article that interests them. They will read the article independently. Newslea can adjust the reading level to support all learners but for the more struggling students you can use News2you. Then have students disect the article the same way you did in class. They can use padlet or bubbl.us to organize their thoughts and ideas. Answering the following questions: What was the article's main idea or issue, Who is impacted?, What is the impact?, Where does this occur?, When did this happen?, Why does the author think it happened?
Then students need to think about what they believe in regard to the issue presented - do they agree or disagree? Does the article raise other concerns or issues that need to be addressed?
4 Wrap Up
Have students record all of the thinking they did on thier padlet, they can choose different ways to present what they discovered about the article. One neat activity would be to take a photo that captures the article's main idea, then using thinglink, they can create small links to the different ideas they uncovered in their investigation, answering the 5 W's and the article's main idea. They can then share with the whole class, or simply small groups. I would have students complete this kind of assignment several times over the term so they become more familiar with this kind of writing and thinking. I used this as a biweekly homework assignment once everyone was familiar with the process. It is interesting to find out what articles students are interested in.
Key Standards Supported
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
Provide reasons that are supported by facts and details.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d.Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.