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, 1.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 Information Technology
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
Introduction/Engage
- Option 1: The morning of the lesson have a current event posted on
your computer screen or projector. Read the current event as a class
and discuss the article.
- Option 2: Discuss how past events have changed the way we live our
lives today. Have past events altered the way students go about their
daily lives? (What about security at airports? School lockdowns?)
Activities
- Locate, analyze, and evaluate a newspaper or journal article that is
relevant to Information Technology
- 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
Have students “partner share” about an event that has affected their life
in some way. This could be a news event, a cultural event, or a personal
event. The point being made is that things happen around us all the time
that shape our lives.
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
- “Blog” activity (if time permits)
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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 or 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. Information Technology Emphasis: In a complete sentence, describe how the article relates
to Information Technology.
9. Occupations or Agencies: In a complete sentence, identify any agencies or occupations that
are mentioned or referenced 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 or 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. Information Technology Emphasis: In a complete sentence, describe how the article relates
to Information Technology.
9. Occupations or Agencies: In a complete sentence, identify any agencies or occupations that
are mentioned or referenced in the article.
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Day 8 of 10
Page 4
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 5
Individual Presentation Rubric
Presentation Title:_______________________________________________
Name: ________________________
Teacher:
ID #
Date of Presentation: ____________
________________________
Criteria
0-5
6-10
Points
11-15
16-20
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 used
visuals to reinforce
screen text and
presentation.
____
____
Organization
Audience cannot
understand presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Content
Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student used no
visuals.
Student occasionally
Visuals related to
used visuals that
text and
rarely support text
presentation.
and presentation.
Mechanics
Student's presentation
had four or more
spelling errors and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation has
Presentation has
no more than two
no misspellings or
misspellings and/or
grammatical errors.
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.
Visuals
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total---->
____
____
Teacher Comments:
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Day 8 of 10
Page 6
Blog Activity
Materials needed:
Computer, Internet access
TEKS:
Varied, dependent upon the content of the blog
Approximate time:
20 minutes
Directions:
1. Student(s) finds a blog that is related to an occupation within the Information Technology
career cluster.
2. The teacher must approve the blog site as being a valuable source. Check to make
certain the student is able to reply to the blog.
3. The student will read the blog and write an entry. This should be in direct reference and
response to the content in the blog. The entry should be a well-formed and well-written
paragraph of at least 60 words.
4. If the blog that the student is interested in does not allow outside posts, then allow the
student to write his or her entry on paper and turn it in to the teacher.
5. *Optional – Ask students to share their findings and responses with the class.
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Day 8 of 10
Page 7