News You Can Reuse
1 Attention Getter
- Display a slide(s) containing student directions for the entire lesson.
- Consider allowing students to utilize the chart feature (template) of a blank doc.
- Alternatively, students can use Text 2 Mind, or another mind mapping tool, to track their thinking.
- Read the top 2 news headlines for today.
- Check out Maps 101.
- Can you find where on earth the news is happening?
- What type of chart could help you organize your learning? Open a new Google Doc to record your findings.
2 Turn-And-Talk it Out
- Ask students to report out their findings to a partner.
- Any changes made to your doc should be done in red.
- Consider allowing students to share and collaborate on each other's docs.
- Collaborate with a partner and report out your findings.
- Do you agree/disagree with your partner's chart?
- Fix with red text, or other formatting tools.
- Switch partners.
3 Story Elements
- Can students identify main idea?
- Can students find supporting details to address their findings?
- With your new partner, find the main idea of each article.
- Using a different color, record the details that support the main idea.
- Next, use the text or photos from the story to identify the main people involved to the story. Again, use a different color when typing.
4 Find the Why - Map it Out
- Students will use geographical location to discover any connections between geography and the news events of the day.
- Can a map help explain why this event took place in the way it did?
- With a different partner, use Google Maps to assess the location of the top news story on your list.
- Make a connection: Why here, why now? Discuss.
- Students individually present their findings in a brief 2-minute recording.
- Students will be assessed on the accuracy of the information presented in accordance to the standards that outline the lesson.
- Using WeVideo or another recording tool, report out your findings and embed the video in your doc.
- Videos should contain the following elements:
- Main idea of article
- Support for the main idea
- People that contributed to the story
- Discussion of how geography influences the story
Key Standards Supported
|RI.6: Key Ideas and Details|
|RI.6.1||Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.6.2||Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.|
|RI.6.3||Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).|
|Craft and Structure|
|RI.6.4||Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.|
|RI.6.5||Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.|
|RI.6.6||Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.|
|Integration of Knowledge and Ideas|
|RI.6.7||Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.|
|RI.6.8||Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.|
|RI.6.9||Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).|