Career Exploration Module – DAY EIGHT
Lesson Title
In the News
Cluster
Pathway
All
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 GPA
Essential
Question
How does the
knowledge of
current events
apply to you?
Materials/Equipment/Handouts Needed
- Reference materials (current newspapers, current journals, internet,
and magazines)
- Handout: Newspaper Current Events Guidelines
- Handout: Journal Review Guidelines
- Handout: Oral Presentation Rubric
- Handout: Writing Rubric
TEKS
Career Portals:
1.A, 1.B, 2.A,
4.A, 6.C
Prior Student
Learning
How to locate
newsworthy
information
Estimated
Time
50 minutes
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 the
students live their lives, or have altered the way they go about their
daily lives
Activities
- Locate, analyze, and evaluate a newspaper/journal article that is
relevant to GPA
- Complete a current event report; see the Newspaper Current Event
Guidelines/Journal Review Guidelines
- Discuss newspaper/journal current event findings in class
Lesson Closure
- Answer any follow-up questions that students may have
- Review select responses from the activity
Assessment
- Writing Rubric
Extension
- Create a current event multimedia presentation
- Conduct an oral presentation of findings
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
Copyright © Texas Education Agency, 2014. All rights reserved
Day 8 of 10
Page 1
NEWSPAPER/CURRENT EVENTS 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 support
the main idea; place quotation marks around each sentence, and 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, and 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, and 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. GPA Emphasis: in a complete sentence, describe how the article relates to GPA
9. Occupations/Agencies: in a complete sentence, identify the agencies and occupations in the
article
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Day 8 of 10
Page 2
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
describe 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, and 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, and 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, and 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. GPA Emphasis: in a complete sentence, describe how the article relates to GPA
9. Occupations/Agencies: in a complete sentence, identify the agencies and occupations in the
article
Copyright © Texas Education Agency, 2014. All rights reserved
Day 8 of 10
Page 3
WRITING RUBRIC
Student: _______________________________________
Scoring criteria
Date: ___________________
4
3
Excellent Good
2
1
Needs
Needs
N/A
Some
Much
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."
Total points: ______________
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Day 8 of 10
Page 4
INDIVIDUAL PRESENTATION RUBRIC
Presentation Title:
___________________________________________________________________________________
Name: ______________________________
Teacher: __________________________
ID #
Date of Presentation: ________________
______________________________
Criteria
Organization
Content
Knowledge
Visuals
Points
0-5
6-10
11-15
16-20
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
Student presents
information in
logical,
interesting
sequence which
audience can
follow
____
Student is at
ease with
content, but fails
to elaborate
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration
____
Student does not
have grasp of
information; student
cannot answer
questions about
subject
Student used no
visuals
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions
Student
occasional used
visuals that rarely
support text and
presentation
Mechanics
Student's
presentation had four
or more spelling
errors and/or
grammatical errors
Presentation had
three misspellings
and/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 used
Visuals related to visuals to
text and
reinforce screen
presentation
text and
presentation
Presentation has
no more than two Presentation has
misspellings
no misspellings
and/or
or grammatical
grammatical
errors
errors
Student used a
Student's voice is
clear voice and
clear; student
correct, precise
pronounces most
pronunciation of
words correctly
terms
Total---->
____
____
____
____
Teacher Comments:
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Day 8 of 10
Page 5