compare and contrast different news formats.

Materials: Internet access, Copies of photographs for background activity, Jon Scieszka's book THE TRUE STORY OF THE THREE LITTLE PIGS, Paper, Tape recorder (optional), Video camera (optional)

Bookmark the following sites http://www.mariner.org/women/goingtosea/whither.htm, The Mariner's Museum: Women & The Sea

The following sites contain suggested photographs that may be used in the background activity:

http://www.univie.ac.at/cga/art/walk/ministry-of-silly-walks-4.jpg
http://mstu.cz/~bozek/obrazky/Animals/blackcat.jpg
http://www.jeffalbro.net/photography/photojournalism/over-the-basket-800.jpg
http://www.carreonphotography.com/photos/los_angeles_photojournalism/photojournalist29.jpg




STANDARDS
http://www.mcrel.org/compendium/search.asp

Language Arts Writing

Standard 1

Uses the general skills and strategies of the writing process

Level II [Grade: 3-5]

5. Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)

6. Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)

10. Writes expressive compositions (e.g., expresses ideas, reflections, and observations; uses an individual, authentic voice; uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience)

Level III [Grade: 6-8]

5. Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)

10. Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate)

11. Writes compositions that address problems/solutions (e.g., identifies and defines a problem in a way appropriate to the intended audience, describes at least one solution, presents logical and well-supported reasons)

Standard 8

Uses listening and speaking strategies for different purposes

Level II [Grade: 3-5]

1. Contributes to group discussions

3. Responds to questions and comments (e.g., gives reasons in support of opinions, responds to othersí ideas)

4. Listens to classmates and adults (e.g., does not interrupt, faces the speaker, asks questions, summarizes or paraphrases to confirm understanding, gives feedback, eliminates barriers to effective listening)

5. Uses strategies to convey a clear main point when speaking (e.g., expresses ideas in a logical manner, uses specific vocabulary to establish tone and present information)

7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information)

12. Understands the main ideas and supporting details in spoken texts (e.g., presentations by peers or quest speakers, a current affairs report on the radio)

Level III [Grade: 6-8]

1. Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator)

2. Asks questions to seek elaboration and clarification of ideas

3. Uses strategies to enhance listening comprehension (e.g., takes notes; organizes, summarizes, and paraphrases spoken ideas and details)

4. Listens in order to understand topic, purpose, and perspective in spoken texts (e.g., of a guest speaker, of an informational video, of a televised interview, of radio news programs)

6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media)