HHS4U1: Newsflash!
Every student in the class will be assigned to do a report on an article
of their choice, which fits into the curriculum of Families in Canada.
Each student will be assigned one date. Reports will be presented
every Friday until the end of the semester.
 If you are unprepared on the date of your presentation (or have
an unexplained absence – no note provided), you will receive a
mark of 0.
 *You must show me the article you will report on, ONE
WEEK BEFORE your presentation date.
 Once a topic has been presented, you may not do the same one.
Therefore there are benefits to presenting early in the semester.
 If you do not show me the article you plan to present and
someone presents it before you, you will receive a mark of 0.
Criteria:
The report will be presented to the entire class detailing a summary of
the article you have chosen, including a discussion on the attached
questions. Students will be expected to create an informative,
engaging presentation to interest their peers.
All presentations must include:
 Some visuals for the class: Ex. Images from the article itself or
images that are relevant to the topics / issues brought up by the
article; questions for the class to answer and discuss
 To be handed in: a hard copy of the article and your typed notes
(to the questions on the back of this sheet), plus your copy of the
rubric
NEWSFLASH!!
Use the following as a guideline to create a report on your
article. Present the same information to the class on your due
date.
1. Title of Article:
2. Author/s and Source:
3. APA Reference:
4. APA In text Citation:
5. Brief Summary of Article: (What, Where, Why, When, Who…)
6. What Unit of HHS does this tie into and how? What topics/ subjects are
covered in the article?
7. What are some issues raised by the article?
8. Who does/ will this most effect in society (what groups of people)? How?
What is the impact?
9. How could these issues be debated? What would each side’s position be?
10. What primary research could be done to further investigate this issue?
Who would your sample group be? Be specific.
11. How might someone benefit, be challenged by, and/or learn something
by reading about this?
12. What theoretical perspective could you apply to the article/ subject
matter discussed?
** Create Questions for the class to engage them in a discussion.
What are some questions for discussion or debate?
NEWSFLASH!!
Student being evaluated: ___________________________
Date: ________________________________________
Topic: ________________________________________
Checklist:
� Ready / Not ready
� Notes handed in, typed
� Visuals/ images to keep class engaged
� Copy of article handed in & Rubric
Categories
Level 1 (5059%)
Level 2
(60-69%)
Level 3 (7079%)
Knowledge /
Understanding
The amount of
content was
unsatisfactory.
There was a
satisfactory
amount of
content.
There was
adequate
content that
directly related
to the article
and topic
discussed.
Thinking
Limited
analysis of the
issues
presented in
the article.
Communication
Information
communicated
with limited
clarity; Some
visual
materials
present
Application
Limited effort
made to
encourage
discussion
Level 4 (80100%)
There was a
great deal of
content that
addressed the
major issues
relevant to the
article / topic
discussed.
Some
Analysis of the Insightful
analysis of
content directly analysis of the
the issues
related to
topic and issues
presented
topics relevant raised
in the
to the course
including how
article.
topics.
they impact
families
Information Information
Information
communica communicated communicated
ted with
with
with high
some
considerable
degree of
clarity;
clarity; visual
clarity; visual
visuals were material
materials
related well engaging
significantly
contributed to
class interest
Some effort Considerable
Excellent
made to
effort made to
efforts made to
encourage
encourage
encourage
discussion
discussion
discussion