WORLD STORIES! - Turner Broadcasting Systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade6.pdf · WORLD STORIES! OBJECTIVES • Students will read current news stories about Latin

PAGE 1 TM and © 2011 Cable News Network. A Time Warner Company. All rights reserved.

KEYS TO LEARNING

WORLD STORIES!

OBJECTIVES• Studentswillreadcurrentnewsstoriesabout

LatinAmerica,theCaribbean,Australia,EuropeorCanadaanduseinformationtocreateanoralone-minutepresentation.

• Studentswillidentifypresentedstoriesthroughpantomimedemonstrationsgivenbymembersoftheclass.

MATERIALS• AccesstotheInternet

PROCEDURE1. Dividestudentsintogroupsofthree.

2. Askstudentstogotohttp://www.cnn.com andclickonthe“WORLD”tabintheredmenubaratthetopofthepage.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.

3. AskstudentstofindanewsstorywrittenaboutLatinAmerica,theCaribbean,Australia,EuropeorCanadaundertheheading“TOPWORLDSTORIES.”Studentswillalsofindvideostorieselsewhereonaswellasundertheheading“FEATUREDSTORIES.”

4. Askstudentgroupstoprepareaone-minutepresentationaboutthechosenstorytopresenttotheclass.

5. Asstudentspresenttheirone-minutereports,writedownseveralkeyelementsabouteachstoryona3x5indexcard.

6. Whenallgroupshavegiventheirone-minutepresentation,passoutoneofthe3x5indexcardswithkeystoryelementstoeachgroup.Makesuregroupsdonotgetcardsabouttheirownstory.

7. Askgroupstoprepareapantomimeofthestoryontheircardtopresenttotheclass.Otherstudentswillguesswhichstoryisbeingpantomimed.

grade 6 pre-visit activity - 60-90 minutesSOCIAL STUDIES

SOCIAL STUDIES STANDARDS

SS6RC1 Studentswillenhancereadinginallcurriculumareasby:

a.Readinginallcurriculumareas

c.Buildingvocabularyknowledge

d.Establishingcontext

OtherSocialStudiesstandardsmaybeaddressed,dependinguponstorieschosenbystudents.

LANGUAGE ARTS STANDARDS

ELA6LSV1 Thestudentparticipatesstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

e.Displaysappropriateturn-takingbehaviors

h.Respondsappropriatelytocommentsandquestions

i.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.

ELA6LSV2 Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,expressandunderstandideas.Thestudentwillselectandcriticallyanalyzemessagesusingrubricsasassessmenttools.

http://www.cnn.com


KEYS TO LEARNING

WORLD STORIES!

L.A. STANDARDS (CON’T)

ELA6LSV2 Critical Component:Whendeliveringorrespondingtopresentations,thestudent:

a.Givesoralpresentationsordramaticinterpretationsforvariouspurposes.

b.Showsappropriatechangesindelivery.

c.Useslanguagefordramaticeffect.

grade 6 pre-visit activity - 60-90 minutesSOCIAL STUDIES

CLOSING RemindstudentsthatthefieldtriptoCNNiscomingsoon.AskstudentstolistencarefullyastheygothroughtheInside CNN Studio Tourtolearnhownewsstoriesaregatheredfromallovertheworld.Discusswithstudentshowmanydifferentformsofmedia(television,theInternet,newspapers,etc.)helpdeliverthenewstopeoplethroughouttheworld.Discusstherollthatglobalnewsplaysinthatprocess.

GIFTED CONNECTIONAskgiftedstudentstousetheInternettolearnmoreaboutoneofthestoriespresentedintoday’slesson.Askstudentstocreateasong,rap,orpoemtopresentwhattheyhavelearnedtotheclass.

ASSESSMENT

Assesshowwellstudentsworktogethertoputtogethertheirone-minutepresentation.


KEYS TO LEARNING

THE CNN CHALLENGE! grade 6 pre-visit activity - 60 - 90 minutesLANGUAGE ARTS

OBJECTIVES• Thestudentwillreadcurrentnewsstoriesand

formulatequestionsaboutthesestories.

• StudentswillconductaCNNChallengegamebetweentwoteams.

MATERIALS• Accesstoacomputer

• Paperandpencils

PROCEDURE1. RemindstudentsthattheirtriptoCNNiscoming

soon.TobecomemorefamiliarwithCNN,studentswillbelearningabouttoday’snewsstoriesontheCNNStudentNewswebsite.Youmaydothisprojectwithyourstudentsingroupsofthreeorindividually.

2. Askstudentstogoto:http://www.cnn.com/studentnews andbecomefamiliarwiththesite.Studentsshouldreadafewofthestoriesandseethenewspresentationoftheday.

3. Tellstudentsthattheywillbeparticipatingina“CNNChallenge”inwhichgeneralnewsknowledgequestionswillbegivenina3-roundgame.

4. Dividestudentsintogroupsof3or4.TellstudentsthattheirassignmentwillbetoreadthenewsstoriesofthedaylocatedontheCNNStudentNewspageandthatafterward,eachgroupwillprepare15questionsaboutthesestories.

a. 5ofthequestionswillbeforRoundOneandwillbeworth100pointsforeachcorrectanswer

b. 5questionswillbeforRoundTwoandwillbeworth100pointsforeachcorrectanswer

c. And5questionswillbeforthe1-minutelightningroundandwillbeworth200pointsforeachcorrectanswer.


ELA6LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

b.Asksrelevantquestions.

c.Respondstoquestionswithappropriateinformation.

e.Displaysappropriateturn-takingbehaviors.

f.Activelysolicitsanotherperson’scommentsoropinions.

g.Offersownopinionforcefullywithoutbeingdomineering.

h.Respondsappropriatelytocommentsandquestions.

i.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.

ELAD6R1 Thestudentdemonstratescomprehensionandshowsevidenceofawarrantedandresponsibleexplanationofavarietyofliteraryandinformationaltexts.

Critical component:Forinformationaltexts,thestudentreadsandcomprehendsinordertodevelopunderstandingandexpertiseandproducesevidenceofreadingthat:

d.Identifiesandanalyzesmainideas,supportingideasandsupportingdetails.

http://www.cnn.com/studentnews


KEYS TO LEARNING

THE CNN CHALLENGE!

5. Remindstudentsthatthemorepointsaquestionisworth,themoredifficultthequestionshouldbe.

6. Whenquestionsarecompleted,askonegroupofstudentstochallengeanothergroup.OnepersonfromthechallenginggroupwillkeepscoreandtimetheopposinggroupfortheLightningRound.Challengeteammembersmaytaketurnsaskingquestions,ormaychooseonemembertoaskallquestions.Allmembersoftheopposingteammayconsulttoanswereachquestion.OnceonegrouphascompletedtheirChallengeandhasascore,theymaythenasktheirownquestionsoftheopposingteam.Questionsmaynotbechangedoncetheyarewritten,eveniftheotherteamhasaskedasimilarquestion.Theteamwiththemostpointswins.

CLOSING

TellstudentsthattheirtriptoCNNwillgivethemabehind-the-sceneslookathowthenewsisproducedandpresentedeachdayontheCNNnetworks.Discusswithstudentswhyhavingaccesstothenewsisimportant.Askstudentstoexplainwhyitisimportanttobeinformedaboutwhatisgoingonthroughouttheworld.WhenontheInside CNN Studio Tour,askstudentstobeparticularlyawareofthetypesofjobspeopledoatCNN.Moreaboutthiswillbediscussedafterthetour.

GIFTED CONNECTION

AskgiftedstudentstousetheCNNWebsiteat:http://www.cnn.com andreadanumberofcurrentnewsstories.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students Studentsmustcreateaboardgameforotherstudentstousethatwillhelpthemlearnaboutcurrentnewsthroughouttheworld.Thegameshouldtakeabout15minutesorlesstoplay.Remindstudentsthattheanswerstoquestionsshouldbeonthebackofquestioncardstomakethegameself-checking.Providetagboardforstudentstoconstructthegameboardandapizzaboxinwhichtokeepthegame.(Pizzarestaurantswilloftensellorgivepizzaboxestoteachersforstudentuse.)

PROCEDURE (CON’T)

grade 6 pre-visit activity - 60 - 90 minutesLANGUAGE ARTS

INFORMAL ASSESSMENTS1. Assessstudent’sabilitytoworktogethertoreadand

formulategoodquestions.

2. Assessstudent’sabilitytoworkinagrouptoanswerquestionscorrectly.

http://www.cnn.com


KEYS TO LEARNING

APPROACHES TO TERRORISMgrade 6post-visit activity - 60 - 90 minutesSOCIAL STUDIES

OBJECTIVES• Studentswillconstructapersuasiveargument

basedonawrittentext.

• Studentswillpresenttheirargumentinfrontoftheclass.


• Posterboard/artmaterials(optional)

PROCEDURE1. ReviewtherecentfieldtriptoCNN.Discusswith

studentstheimportanceofthenewsinkeepingcitizensinformed.

2. DiscussthewaysyourstudentsareawareofthataremeanttohelpdefendtheU.S.againstterrorists.

3. Askstudentstoread“Terrorism:AWarWithoutBorders”fromtheU.S.DepartmentofStatehttp://future.state.gov/educators/lessons/43401.htm Thedocumentcanbeprintedforuseintheclassroom:http://future.state.gov/documents/organization/45696.pdf

4. Askstudentstochooseoneapproachtofightingterrorism,presentedinthesection“ResponsestoTerroristActivitiesCanInclude…”(pg.7)andtoconstructanargumenttodefendtheirpositionthatitisthemosteffectiveapproach.

5. Allowstudentstomakeposters,graphsorothervisualstouseduringtheirargument.Furtherresearchmaybeneededtosupporttheirchoice.

6. Oncestudentshaveconstructedtheirarguments,allowthemtoindividuallypresenttheirargumenttotheclass.

7. Whenfinished,askstudentstovoteonwhichargumentwasmostpersuasive.Discusswhythisargumentworkedwell.


SS5H9 ThestudentwilltraceimportantdevelopmentsinAmericasince1975

a.DescribeUSinvolvementinworldeventsincludingeffortstobringpeacetotheMiddleEast,thecollapseoftheSovietUnion,PersianGulfWarandtheWaronTerrorisminresponsetoSeptember11,2001.


ELA5W2 Thestudentdemonstratescompetenceinavarietyofgenres.

Critical Component:Thestudentproducesapersuasiveessaythat:

a.Engagesthereaderbyestablishingacontext,creatingaspeaker’svoice,andotherwisedevelopingreaderinterest.

b.Statesaclearpositioninsupportofaproposal.

c.Supportsapositionwithrelevantevidence.

d.Createsanorganizingstructureappropriatetoaspecificpurpose,audience,andcontext.

e.Addressesreaderconcerns.

http://future.state.gov/educators/lessons/43401.htm

http://future.state.gov/educators/lessons/43401.htm

http://future.state.gov/documents/organization/45696.pdf

http://future.state.gov/documents/organization/45696.pdf


KEYS TO LEARNING


ELA5W2

f.Excludesextraneousdetailsandinappropriateinformation.

g.Providesasenseofclosuretothewriting.

h.Raisestheleveloflanguageusingappropriatestrategies(wordchoice).

CLOSINGDiscusswithstudentstheelementsofapersuasiveargument.Whatparticularstrategiesusedduringthepresentationswereespeciallyusefultotheargument?Onceallargumentshavebeenpresented,askstudentsiftheywouldnowchangetheiropinionofwhichstrategymightbebesttofightterrorism.

GIFTED CONNECTIONAskgiftedstudentstoevaluatetheeffectivenessofterrorpreventioneffortsthathavebeenimplementedinthenation’sairports.Askstudentstoeitherdefendorcriticizetheeffectivenessofthesemethodsandcreateaninterestingwaytopresentwhattheyhavelearned.

ASSESSMENT1. Assesstheoralargumenttoascertainthestudents’

abilitytoconstructagoodpersuasiveargument.

2. Informallyassessthediscussionoutlinedintheclosingsectionofthelesson.

grade 6 post-visit activity - 60 - 90 minutesSOCIAL STUDIES

APPROACHES TO TERRORISM

grade 6 post-visit activity - 60 - 90 minutes + presentationLANGUAGE ARTS


KEYS TO LEARNING

WHAT A STORY!

OBJECTIVES• StudentswillviewaCNNnewsstory/videoandwill

useinformationgainedtopreparenews“copy”forpresentation.

• Studentswillprepareandpresentquestionsaboutthereportthatwillbeansweredbytheclass.


• Paper/pencils

• Overheadprojectorandtransparencies(optional)

• PowerPointslide(optional)

• Photocopiesofstudentquestions(optional)

PROCEDURE1. ShowstudentstheCNNwebsitelocatedat:

http://www.cnn.com Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.

2. Explaintostudentsthatthissitehasavarietyofshortstoriesaswellasvideosabouttopicsthatareimportantinthenewstoday.

3. Formstudentsintogroupsoftwo.

4. Askstudentstolookatseveralofthestories/videosandchoosethreethattheyfindmostinteresting.Thestudents’jobistotakethesestoriesandwritenewscopyforeachforanon-airclassroompresentation.Askstudentstogoto:http://www.cnn.com/studentnews .Askstudentstoviewanumberoftranscriptslocatedunder“ShowsandTranscripts/Archive”toseewrittenversionsofnewsvideos,whichtheycanuseasamodelforthe“copy”theywrite.Remindstudentsthattheymustpresenttheinformationfoundinthevideoinaconcisemannerthanincludesenoughinformationtomakethestorybothinterestingandinformative.


SS6RC1 Thestudentwillenhancereadinginallcurriculumareasby:





ELA6LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-studentandgroupverbalinteractions.Thestudent:

e.Displaysappropriateturn-takingbehaviors

g.Offersownopinionforcefullywithoutbeingdomineering

j.Givesreasonsinsupportofopinionsexpressed

ELA6LSV2 Thestudentlistenstoandviewsvariousformsoftextandmediainordertogatherandshareinformation,persuadeothers,andexpressandunderstandideas.Thestudentwillselectandcriticallyanalyzemessagesusingrubricsasassessmenttools.

Critical Component:Whenrespondingtovisualandoraltextsandmediathestudent:

b.Identifiesthetone,moodandemotionconveyedintheoralcommunication.

http://www.cnn.com



KEYS TO LEARNINGgrade 6 post-visit activity - 60 - 90 minutes + presentationLANGUAGE ARTS


KEYS TO LEARNING

WHAT A STORY!

5. Studentswillthenmakeupfivetrue/false,multiple-choiceorshort-answerquestionsabouttheirpresentation.Thesequestionscanbeonatransparency,aPowerPointslide,oroncopiesofpaper.

6. Allowstudentstotaketurnsreadingtheirtranscriptsinasimulatedbroadcast.Whenfinished,allowstudentstopresenttheirquestionsandasktheclasstowritetheanswersonpaperattheirdesk.

7. Goovertheanswerstogether.

8. Askstudentstoidentifythetone,moodandemotionusedinthepresentationsandhowthisimpactedtheeffectthepresentationshadontheaudience.Askstudentstoidentifythequalitiesofagoodquestion.

CLOSINGAftervisitingCNNandhavingtheopportunitytowritenewscopy,askstudentstoexplaintheimportanceofgettinginformationcorrectinanynewsstory.Askstudentsiftheyfounditdifficulttomakesuretheywerenotmisrepresentingthestory.Askstudentstodiscusswhatelementsareimportantinpresentingastorytoanaudienceinordertokeeptheirattentiononthestory.Askstudentstodetermineifanimpartialreportwasgivenineachofthepresentations,orifanopinionwasevidentinsomeofthem.Askstudentstodiscusswhyanimpartialreportisimportant.


ELA6LSV2 c.Useslanguagefordramaticeffect.

ELA6R1 Thestudentdemonstratescomprehensionandshowsevidenceofawarrantedandresponsibleexplanationofavarietyofliteraryandinformationaltexts.

Critical Component:Forinformationaltexts,thestudentreadsandcomprehendsinordertodevelopunderstandingandexpertiseandproducesevidenceofreadingthat:

c.Appliesknowledgeofcommonorganizationalstructuresandpatterns.

d.Identifiesandanalyzesmainideas,supportingideasandsupportingdetails.

GIFTED CONNECTIONAskgiftedstudentstoreportaschoolnewsitemand/orevent.Theirassignmentistofindstoriesoreventsaroundtheschoolthatwouldbeofinteresttootherstudents.Oncetheirresearchisconcluded,theywilleitherwritenewscopyandpresenttheinformationinavideo-tapednewsprogramorproduceaschoolnewspaperwiththeinformationthatwillbepresentedtoeitherotherclasses,ortheschool.

ASSESSMENT1. Assessstudents’transcriptsforinformationpresented,aswellasfortheabilitytopresenttheir

informationinaninterestingmanner.

2. Assessthequestionsaskedbythestudent.Havestudentschosenimportantpointsinaskingquestions?

PROCEDURE (CON’T)

grade 6 post-visit activity - 60 - 90 minutes + presentationMIDDLE SCHOOL BUSINESS + COMPUTER SCIENCE


KEYS TO LEARNING

I WANT THAT JOB!

OBJECTIVES• Studentswillwriteapersuasiveletterapersuasive

lettertotheirownpretendnetwork,CRN(ClassRoomNews),outliningpersonalqualificationsforajobthere.

• Studentswillusethewritingprocesstocomposeabusinessletter.

MATERIALS• Accesstoacomputer

PROCEDURE1. Talkwithstudentsaboutyourtourguideatthe

Inside CNN Studio Tour.Discussthetourguide’sjobknowledge,appearance,behaviorandlevelofcustomerservice.Whatrequirementsdoyourstudentsthinkmightberequiredforthisjob?

2. TellstudentsthattheyareeachgoingtowritealettertoCRNexpressingallthereasonshe/shewouldmakeanexcellentcandidateforajobatCRN.Thispersuasiveargumentwillassumethateachstudentalreadyhasacollegedegreeofhisorherchoice.

3. Forthisactivity,studentsmayuse:http://www.timewarner.com/corp/careers tolearnaboutanumberofjobsavailableatCNNthattheycanassumewouldalsobeavailableatCRN,includingthepositionoftourguide.ShowstudentshowtorefinetheirjobsearchtoidentifyjobsatTurnerBroadcasting,Inc./CNNinAtlanta.Studentsshouldchoosethejobtheyfindofinterest,clickon“more”thenonthenextpageclickon“SEEJOBLISTING”.Thiswillallowstudentstoseethespecificrequirementsforeachjob.

4. Gooverwithstudentshowtowriteabusinessletterandhowtousethewritingprocessinwritingtheletter.

5. Getintogroupsoftwoandreadeachother’sletters.Allowpartnerstogivesuggestionstoeachotherandhelpeachotheredittheirwork.Allowstudentstorewritetheirletterbeforehandingitin.


SS6RC1 Studentswillenhancereadinginallcurriculumareasby:




M S BUSINESS & COMPUTERSCIENCE STANDARDS

MSBCS-BCSII-11 Thestudentwillexaminecareerrequirements,jobresponsibility,employmenttrends,andopportunitiesforcareersinbusiness.

a.Discusscharacteristicsandopportunitiesthatleadtothedevelopmentofasuccessfulcareerinentrepreneurshipmanagement,marketing,andbankingandfinance.

c.Describeanddemonstrateeffectivecommunicationskillsinabusinessenvironment.

MSBCS-BCSII-2 Thestudentparticipatesinavarietyofactivitiesthatdemonstrate21stCenturyemployabilityskills.

a.Showtheimportanceofapositiveattitudeinobtainingandmaintainingajob.

e.Demonstratesanunderstandingofthenatureofemployer-employeerelationships.

http://www.timewarner.com/corp/careers

http://www.timewarner.com/corp/careers



KEYS TO LEARNING

I WANT THAT JOB!

CLOSINGDiscusswithstudentswhatelementsoftheirletterstheythinkwouldmakethebiggestimpactonafutureemployer.Discusspossibleelementsinsuchaletterthatmightkeepajobcandidatefrombeingconsideredforaninterview.Askstudentstogetintogroupsanddiscusswhatattireandattitudeswouldbemosthelpfulinaninterview.

GIFTED CONNECTIONAskgiftedstudentstoconductasurveyofatleastfourcommunityemployerstofindoutwhatcharacteristicstheyarelookingforinpotentialemployeeswhentheylookoverjobapplications,aswellaswhattheylookforinapersonalinterview.Askstudentstosurveybothsmallbusinessesaswellaslargercompanies.Askstudentstopresentthisinformationtotheclassinacreativemanner.

ASSESSMENT1. Assesstheabilityofstudentstowriteacompetent

businessletter.

2. Assesstheabilityofstudentstoworkingroupsandhelpeachotherthroughsuggestions.

MSBCS STANDARDS (CON’T)

MSBCS-BCSII-3 Thestudentwillexamineeducationalrequirements,jobresponsibilities,employmenttrendsandopportunitiesinthedifferentcareerpathwaysinBusinessandComputerScience.

a.Investigatethe21stCenturycareeropportunities.

b.Evaluateseveraloccupationalinterests,basedonvariouscriteria(educationalrequirements,startingsalaries,trends,opportunities,andcareerladders).

c.Describeanddemonstrateeffectivecommunicationskillsinabusinessenvironment.

MSBCS-BCSIII-2 Thestudentswilldemonstrateeffectivecommunicationskillsusedtosucceedinthebusinessworld.

b.Writtencommunication


ELA6W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andprovidesasatisfyingclosure.Thestudent:

PROCEDURE (CON’T)



KEYS TO LEARNING

I WANT THAT JOB!


ELA6W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andprovidesasatisfyingclosure.Thestudent:

a.Selectsafocus,anorganizationalstructure,andapointofviewbasedonpurpose,genreexpectations,audience,length,andformatrequirements.

b.Writestextsofalengthappropriatetoaddressthetopicortellthestory.

c.Usestraditionalstructuresforconveyinginformation.

d.Usesappropriatestructuretoensurecoherence.

ELA6W2 Thestudentdemonstratescompetenceinavarietyofgenres.

Critical Component:Thestudentproducestechnicalwriting(friendlyletters,thank-younotes,formulapoems,instructionsetc.)

a.Createsorfollowsanorganizingstructureappropriatetopurpose,audience,andcontext.

b.Excludesextraneousandinappropriateinformation.

c.Followsanorganizationalpatternappropriatetothetypeofcomposition.

ELA6W2 d.AppliesrulesofStandardEnglish.

ELA6W4 Thestudentconsistentlyusesthewritingprocesstodevelop,revise,andevaluatewriting.Thestudent:

b.Revisesmanuscriptstoimprovetheorganizationandconsistencyofideaswithinandbetweenparagraphs.

c.Editstocorrecterrorsinspelling,punctuationetc.

Documents

WORLD STORIES! - Turner Broadcasting Systemi.cdn.turner.com/cnn/tour/pdf/school.trip/grade6.pdf · WORLD STORIES! OBJECTIVES • Students will read current news stories about Latin