Career Exploration Module – DAY EIGHT
Lesson Title
In the News
Cluster
Pathway
All
Essential
Question
How does the
knowledge of
current events
apply to you?
TEKS
1(A)(B)
2(A)
4(A)
6(C)
Prior Student
Learning
How to locate
newsworthy
information
Estimated time
50 minutes
Objectives
- Communicate with other team members in both written and oral form
- Organize, write, and compile ideas into reports and summaries
- Understand how to find current event topics through newspapers,
internet, journals, and magazines
- Relate to consumer issues in Arts, AV Technology and
Communications
Materials/Equipment/Handouts Needed
- Reference materials (current newspapers, current journals, Internet,
and magazines)
- Books that are related to occupations in the cluster currently being
taught
- Handout: Newspaper Current Events Guidelines
- Handout: Journal Review Guidelines
- Handout: Oral Presentation Rubric
- Handout: Writing Rubric
Introduction/Engage
- Option 1: The morning of the lesson have a current event posted on
your computer screen and/or projector. Read the current event as a
class and discuss the article.
- Option 2: Discuss how past events have changed the way students
live their lives, or have altered the way they go about their daily lives.
Activities
- Locate, analyze, and evaluate a newspaper or journal article that is
relevant to AAVTC
- Complete a current event report (see the Newspaper Current Event
Guidelines or Journal Review Guidelines)
- Discuss newspaper or journal current event findings in class
Lesson Closure
- Invite students to create a possible “fictional” event related to each
AAVTC career pathway; for the Journalism and Broadcasting
pathway, for example, students might create a fictional current event
about a reporter being caught making up a story
Assessment
- Writing and Presentation Rubrics may be used to assess completed
projects
Extension
- Create a current event multimedia presentation
- Conduct an oral presentation of findings
- “Book Report” activity (if time allows)
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Day 8 of 10
Page 1
Accommodations for Learning Differences
-
Accommodations Manual
Guidelines and Procedures for Adapting Instructional Materials
Lesson Plan Accommodations Checklist
Sample Curriculum Customizations for Learning Differences
Template for Curriculum Customization for Learning Differences
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Day 8 of 10
Page 2
Newspaper Current Event Guidelines
1. Newspaper: (Write the name of the newspaper and underline the title.)
2. Date: (Write the date that the article appeared in the newspaper. Newspaper articles
must be from the week in which they are due.)
3. Main Idea: (In your own words, write one complete sentence – subject and verb – that
describes the main idea of the entire article.)
4. Supporting Details: (Copy two sentences, exactly as they appear in the article that
supports the main idea. Place quotation marks around each sentence. Highlight the two
sentences in the article.)
5. Fact: (Copy one factual sentence exactly as it appears in the article. Place quotation
marks around the sentence. Highlight the sentence in the article.)
6. Non-fact /Opinion: (Copy one non-factual sentence exactly as it appears in the article.
Place quotation marks around the sentence. Highlight the sentence in the article.)
7. Generalization: (In your own words, describe the conclusion(s) you reached using
complete sentences. This must be something that is not stated directly in the article but
something that you believe after reading the article.)
8. Arts and A/V Emphasis: (In a complete sentence, describe how the article relates to Arts and
A/V.)
9. Occupations/Agencies: (In a complete sentence, identify the agencies and occupations in
the article.)
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Day 8 of 10
Page 3
Journal Review Guidelines
1. Journal: (Write the name of the journal and underline the title.)
2. Date: (Write the date of the journal. Journal articles must be less than two years old.)
3. Main Idea: (In your own words, write one complete sentence – subject and verb – that
describes the main idea of the entire article.)
4. Supporting Details: (Copy two sentences, exactly as they appear in the article that
supports the main idea. Place quotation marks around each sentence. Highlight the two
sentences in the article.)
5. Fact: (Copy one factual sentence exactly as it appears in the article. Place quotation
marks around the sentence. Highlight the sentence in the article.)
6. Non-fact /Opinion: (Copy one non-factual sentence exactly as it appears in the article. Place
quotation marks around the sentence. Highlight the sentence in the article.)
7. Generalization: (In your own words, describe the conclusion(s) you reached using
complete sentences. This must be something that is not stated directly in the article, but
something that you were led to believe after reading the article.)
8. Arts and A/V Emphasis: (In a complete sentence, describe how the article relates to Arts and
A/V.)
9. Occupations/Agencies: (In a complete sentence, identify the agencies and occupations in
the article.)
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Day 8 of 10
Page 4
Book Report Activity
Materials needed:
Books that are related to occupations in the cluster currently being taught
TEKS:
Varied, dependent upon the content of books
Approximate time:
Four to five class periods
Directions:
*The following directions are flexible and depend upon school resources and policies.
1. Visit with the school librarian to identify possible books from which students may select to read.
Remember that time for this activity may limit the size of the book. Fiction and non-fiction are
OK.
2. Plan a library day. Ask the librarian to direct students to several book choices. Students may
provide their own book source if approved by the teacher.
3. Students may select their book and begin reading.
4. Determine a “Book Report” day and inform the students. Post the date on your writing board and
other areas. Continue to remind students of the book report due date.
5. Provide 15 minutes at the beginning of the next three class periods for students to read their book.
6. Assign reading also as homework.
7. Allow students to select a format for their book report:
a. Give title, author, and summary of the book
b. Use a school approved format for book reports
c. Have the student write a 30 to 60 second ad for the book that exposes the characters, plot
and enough events to show the student has read the book. The ad should not give away the
ending, but entice others to read it.
8. Have the students present their book reports on the scheduled date. One or more class periods may
be required to complete all of the reports.
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Day 8 of 10
Page 5
Writing Rubric
Student: ________________________________
Scoring criteria
Date: ___________________
2
1
4
3
Needs Some Needs Much N/A
Excellent Good
Improvement Improvement
The writing has all required parts, from introduction to
conclusion, in smooth transition.
The writing is interesting, supportive, and complete.
The writing demonstrates that the writer comprehends the
writing process.
Accurate spelling, grammar, punctuation.
Content of paragraphs emphasize appropriate points.
The writer shows an understanding of sentence structure,
paragraphing, and punctuation.
All sources and references are clearly and accurately
documented.
NOTE: N/A represents a response to the performance which is "not appropriate."
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Day 8 of 10
Page 6
Individual Presentation Rubric
Presentation Title:
_______________________________________________________________
Name: ________________________
Teacher: ___________________________
ID #
Date of Presentation: _________________
________________________
Criteria
Points
0-5
6-10
11-15
Organization
Audience cannot
understand
presentation because
there is no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about
subject.
Visuals
Student used no
visuals.
Mechanics
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
____
Delivery
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in
the back of class to
hear.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
____
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student occasional
used visuals that
rarely support text
and presentation.
Student is at ease
with content, but
fails to elaborate.
Visuals related to
text and
presentation.
16-20
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student used
visuals to reinforce
screen text and
presentation.
Total---->
____
____
____
____
Teacher Comments:
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Day 8 of 10
Page 7