A New York Times Newspaper in Education Curriculum Guide
THE
CAREFUL
READER
Teaching Critical Reading Skills
With The New York Times
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
TABLE OF CONTENTS
PAGE
INTRODUCTION
Motivating Students To Read Critically . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Time Frame for the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Using the Student Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
NEW YORK TIMES SERVICES FOR TEACHERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CORRELATION OF LESSONS TO NATIONAL LANGUAGE ARTS STANDARDS . . . . . . . . . . 4
LESSON 1
LESSON 2
LESSON 3
LESSON 4
LESSON 5
LESSON 6
LESSON 7
LESSON 8
LESSON 9
LESSON 10
LESSON 1 1
Using Headlines to Teach Prediction Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Examining Purpose of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Analyzing the Components of a News Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Interpreting Information in Charts & Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Teaching the Difference Between Fact & Opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Critical Analysis: How Facts & Opinions Relate to Each Other . . . . . . . . . . . . . . . . . . . . 24
Identifying Conflicts and Causes & Effects in the News . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Analyzing & Writing Feature Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Reading & Writing Critical Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Reading to Select Content for a Target Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Teaching the Language of Money & Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Written by Ann West. This educator’s guide was developed by The New York Times Newspaper in Education program
and did not involve the reporting or editing staff of The New York Times.
©2010 The New York Times
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
INTRODUCTION
MOTIVATING STUDENTS TO READ CRITICALLY:
A TEACHER’S CHALLENGE
T
eaching critical reading skills is a challenge. Yet critical reading is
fundamental to developing lifelong reading habits and creating a
citizenry of thoughtful decision makers.
This curriculum guide has been designed to help you use The New York
Times to teach critical reading skills in a variety of content areas. The
lessons are structured so that students will experience hands-on learning
that is highly motivational. Because The New York Times contains a wide
variety of material that appeals to many interests, it serves as a “workbook”
for the development of reading skills in many kinds of classrooms.
It is important that every student in the class be given a copy of The
New York Times to complete the Worksheets and to take with them after
class. This helps students feel a sense of “ownership” and encourages
them to read parts of the newspaper that were not used in class.
Many teachers have discovered that one of the greatest benefits of using
The New York Times in their classrooms is that it serves as a link to
world issues and creates a thirst for continued learning long after
students leave the classroom and establish themselves as active citizens in
our communities.
It is important to allow students time with The New York Times to
freely skim and read what they want before or after the lessons. Reading
time is an investment that will always reap rewards!
TIME FRAME FOR THE LESSONS
The excitement The New York Times creates among many students can
extend the time you’ll need for some lessons, and you may find that
some lesson plans critical reading activities carry over for another day or
more. Use these lessons as individual instruction units or in small- or
large-group settings. The lessons may be used in any order and contain
learning activities especially useful in grades 5-8.
USING THE STUDENT WORKSHEETS
The reproducible Worksheets may be photocopied for classroom use, or
used as overhead transparencies. The Worksheets are useful with in-class
instruction and as homework; students will need to take the newspaper
home to complete the assignments.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
NEW YORK TIMES SERVICES FOR TEACHERS
nytimes.com/nie
WEB SITE
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Visit our Web site to download order forms for the print edition or Electronic Edition for classroom use.
You may also download a host of other free curriculum guides and activities to use with The Times.
CUSTOMER SERVICE
CALL: (800) 631-1222
FAX: (888) 619-6900
E-MAIL: schools@nytimes.com
Contact us with questions about ordering a classroom subscription or about your existing school account.
HOME DELIVERY AT THE EDUCATOR RATE
AND SCHOOL LIBRARY RATE
CALL: (888) 698-2655
If you are a teacher or school librarian, call (888) 698-2655 to order a single home delivery or library
subscription and get more than 50% off regular rates.
THE NEW YORK TIMES LEARNING NETWORK
learning.blogs.nytimes.com
The New York Times Learning Network offers interactive classroom activities based on the Monday – Friday
editions of The Times. The wealth of features on the site includes lesson plans linked to specific Times articles,
a lesson plan archive and search, an interactive daily news quiz, “Word of the Day,” “On This Day in History”
feature that links to historical Times articles, “6 Q’s About the News” activity linked to a Times article, “Times
Fill-Ins” sentence completion feature, Student Crossword and Student Opinion (for students age 13 and older).
TIMES TOPICS
nytimes.com/topics
Times topics is an excellent starting point for research, providing quality information on thousands of topics.
Each topic page contains featured Times articles, graphics, audio and video files, with additional links to other
good sources.
THE NEW YORK TIMES ARTICLE ARCHIVE
nytimes.com/archive
You can use the “Search” function on nytimes.com for access to the complete backfile of The New York Times
from 1851 to the present.
THE NEW YORK TIMES IN COLLEGE
nytimes.com/edu
Our Web site for college faculty offers services for higher education, including course-specific instructional
strategies using The New York Times.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
CORRELATION
CORRELATION TO
NATIONAL STANDARDS
T
he lessons in this
curriculum guide are
correlated with relevant
national standards from
Mid-continent Research for
Education and Learning
(McREL). These standards
represent a compendium derived
from most state standards.
Each McREL standard has
subcategories, or benchmarks,
for different levels of
instruction. For details, see
www.mcrel.org/standards.
SOURCE: “Content Knowledge: A
Compendium of Standards and Benchmarks
for K-12 Education,” by John S. Kendall and
Robert J. Marzano (2000, 3rd ed.):
Mid-continent Research for Education and
Learning (McREL), Denver, Colo.;
www.mcrel.org/standards/
Used by permission of McREL, 4601 DTC
Blvd., Suite 500, Denver, Colo. 80237-2596;
(303) 337-0990.
LESSONS
WRITING
1
Uses the general skills and
strategies of the writing process
X X X X X X X X X X X
Uses the stylistic and rhetorical
aspects of writing
X X X X X X X X X X X
Uses grammatical and mechanical
conventions in written compositions
X X X X X X X X X X X
Gathers and uses information
for research purposes
X X X X X X X X X X X
2 3 4 5 6 7 8 9 10 11
LESSONS
READING
1
2 3 4 5 6 7 8 9 10 11
Uses the general skills and strategies
X X X X X X X X X X X
of the reading process
Uses reading skills and strategies
to understand and interpret a
variety of informational texts
X X X X X X X X X X X
LESSONS
LISTENING & SPEAKING 1
Uses listening and speaking
strategies for different purposes
2 3 4 5 6 7 8 9 10 11
X X X X X X X X X X X
LESSONS
MEDIA
1
Understands the characteristics
and components of the media
X X X X X X X X X X X
2 3 4 5 6 7 8 9 10 11
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
CORRELATION
LESSONS
THINKING AND
REASONING
1
Understands and applies the basic
principles of presenting an argument
X X X X X X X X X X X
Understands and applies basic
principles of logic and reasoning
X X X X X X X X X X X
Effectively uses mental processes
that are based on identifying
similarities and differences
X X X X X X X X X X X
2 3 4 5 6 7 8 9 10 11
LESSONS
WORKING
WITH OTHERS
1
Contributes to the overall effort
of a group
X X X X X X X X X X X
Displays effective interpersonal
communication skills
X X X X X X X X X X X
Demonstrates leadership skills
X X X X X X X X X X X
2 3 4 5 6 7 8 9 10 11
LESSONS
MATHEMATICS
1
Uses a variety of strategies in the
problem-solving process
X X X X X X X X X X X
Understands and applies basic and
advanced properties of the concepts
of measurement
X X X X X X X X X X X
Understands and applies basic and
advanced concepts of statistics and
data analysis
X X X X X X X X X X X
Understands the general nature and
uses of mathematics
X X X X X X X X X X X
2 3 4 5 6 7 8 9 10 11
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 1
USING HEADLINES TO TEACH PREDICTION SKILLS
OBJECTIVES
● Students will be able to use
headlines to predict the
information in news articles.
TOOLS NEEDED
● Today’s
New York Times,
one copy per student.
● Copies of Lesson 1
Worksheet, one per student.
PREPARATION
■ Assemble tools.
■ Read the headlines in the main news section of today’s New York Times.
WARM-UP
ASK YOUR STUDENTS:
● “When your mother tells you to clean up your room, can you
predict what she will say and do if you don’t?” (Discuss
predicting what might follow.)
● “If you have very little time to read the newspaper in the
morning, but you want to get as much information as possible,
how would you decide what to read?”
■ List student answers on the board (Read headlines, look at pictures, go to
my favorite section, etc.).
SAY: “Headlines give you clues, a kind of prediction about what you’ll find
out when you read the rest of the article. Today we’ll look at how headlines
invite you to read the whole article, and how you might be surprised when
you do.”
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Assign your students five minutes to read the headlines in the main news
section.
■ Ask your students to identify some of the topics covered in the
headlines they read.
■ Write their responses on the board.
■ Distribute the Lesson 1 Worksheet to your students. Review the
instructions.
DISCUSSION
■ When you read the article, were your questions [in the Lesson 1
Worksheet, Part B] answered? (Some of my questions were answered; I
misunderstood the headline and didn’t ask questions that I thought the article
would answer.)
■ What are headlines supposed to do for the reader? (Give a clear idea
what the article is about; tell me some of the news, even if I don’t have
time to read the entire article; make me want to read the article.)
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 1
USING HEADLINES TO TEACH PREDICTION SKILLS
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Study the headlines throughout the main news section of today’s
New York Times and create a list of characteristics common to most
headlines (Large type size, bold letters, few words, etc.). Create a poster
to display some of today’s headlines and to list the criteria of most
headlines found in the main news section of The New York Times.
■ Give each student two envelopes: one with headlines from
previous issues of The New York Times, the other with the
corresponding news articles. Challenge your students to match each
headline to the appropriate article.
■ Have your students rewrite one headline from the main news section
of today’s New York Times by replacing some of the wording with
synonyms. Ask students to consider any changes in meaning as a result
of this exercise.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 1
PREDICTING INFORMATION FROM HEADLINES (Page 1 of 2)
NAME_______________________________________________________
A
Read the headlines in the main news section of today’s New York Times. Select an article of special
interest to you because of the headline.
Headline:_____________________________________________________________________
Section/Page:___________________________________________________________________
B
Write five or more specific questions that you expect will be answered when you read the
entire article.
1____________________________________________________________________________
2____________________________________________________________________________
3____________________________________________________________________________
4____________________________________________________________________________
5____________________________________________________________________________
C
Read the article you selected. Then write the answers you found to each question you wrote above
If a question was NOT answered in the article, leave the corresponding line blank.
1____________________________________________________________________________
_____________________________________________________________________________
2____________________________________________________________________________
_____________________________________________________________________________
3____________________________________________________________________________
_____________________________________________________________________________
4____________________________________________________________________________
_____________________________________________________________________________
5____________________________________________________________________________
_____________________________________________________________________________
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 1
PREDICTING INFORMATION FROM HEADLINES (Page 2 of 2)
NAME_______________________________________________________
D
In the space below, write a few of your observations about headlines in the main news section of
today’s New York Times, based on the headlines you scanned and the article you read.
What words in the headline of the article you read especially encouraged you to read the
complete article?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Was the headline an accurate summary of the article? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What important facts would you have missed if you had not read the whole article?____________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 2
EXAMINING PURPOSE OF CONTENT
OBJECTIVES:
PREPARATION
■ Assemble tools.
● Students will identify
different types of newspaper
content and explain the
main purpose of each
type of content in
The New York Times.
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Poster paper, one sheet
per student.
● Copies of Lesson 2
Worksheet, one per student.
● Color markers.
WARM-UP
TELL YOUR STUDENTS:
● “Each day when readers pick up The New York Times, they
have certain expectations. Think about what you expect from
a newspaper.”
ASK YOUR STUDENTS:
● “Identify some of the things you expect to find in The New York
Times when you look through its pages.” Write responses on the
board (News, pictures, photos, ads, stock listings, editorials, letters to
the editor, movie ads, theater listings and book reviews, political
commentary, obituaries, etc.).
TELL YOUR STUDENTS:
● “Each of the items you mentioned fulfills one of the roles
expected of all newspapers. Readers of The New York Times
expect to read a variety of items that serve one or more of the
following purposes: to inform, to entertain, to provide a service,
to interpret. Look at the items on our list and decide what you
think is the major purpose of each, generally speaking.” (Theater
listings – service to the reader; Op-Ed columns – interpretation;
news photo – information; news article – information; etc.)
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Complete a “Think, Pair, Share” exercise.
● First, have your students spend 15 minutes looking for one
example of each of the major roles of a newspaper in various
sections of The New York Times. (THINK)
● Have students turn to a partner (PAIR).
● Pairs take turns describing to each other the items found that
exemplify each of the roles of the newspaper (SHARE).
■ Distribute the Lesson 2 Worksheet to your students.
■ Review the Lesson 2 Worksheet with students; alert them that sections
A, B and D will be completed individually.
■ Arrange groups of four to complete section C.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 2
EXAMINING PURPOSE OF CONTENT
DISCUSSION QUESTIONS
● Can you identify any specific sections or special pages of The
New York Times in which the “roles” of many items were similar?
(Business Day – to inform; Op-Ed page – to interpret; Classified
Advertising – service)
● What items did you find in today’s New York Times that you
thought were entertaining?
● Do you think that many of the items you found filled more
than one role?
● Give some examples.
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Create a personal reading survey with at least five questions about the
reading habits of others. Survey friends and/or family members to
determine their reading preferences. Your survey should help
identify each individual’s favorite sections or items in The New York
Times: the items that they read first, second, etc.; items they read when
they have a lot of time to spend with the newspaper; items they rarely
read, etc. Prepare to share your findings with your classmates.
■ Analyze the news photos in today’s New York Times. Think about the
purpose of each photo on the particular page on which it appears. Write
a paragraph to describe your thoughts on the role of the Times photos
you selected.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 2
EXAMINING PURPOSE OF CONTENT IN THE NEW YORK TIMES (Page 1 of 2)
NAME_______________________________________________________
A
Use a sheet of notebook paper and fold the paper in half and
then in quarters. Label each section of your paper with one of
the “roles” or “purposes” of a newspaper.
B
Look in today’s New York Times for at least five examples of each role or purpose. Try to find
examples of each in a different section of The New York Times. List the items you find by
headline or description and by section and page number. An example of what your notebook
paper should look like is provided below.
INFORM
ENTERTAIN
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
INTERPRET
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
SERVE
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
Headline__________________________________
Section/Page:_______________________________
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 2
EXAMINING PURPOSE OF CONTENT IN THE NEW YORK TIMES (Page 2 of 2)
NAME_______________________________________________________
C
Create a collage of your work with the other members of your group. You will need four large
sheets of poster paper. Label each sheet with one of the roles of newspaper content: inform,
interpret, entertain, serve. Find and clip examples of each from The New York Times and paste
them creatively on the appropriate poster.
D
After you have completed this Worksheet and the poster, write a paragraph with your
conclusions about the “roles” of each of the items found in The New York Times.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 3
ANALYZING THE COMPONENTS OF A NEWS ARTICLE
OBJECTIVES
THE STUDENT WILL:
● identify the five W’s and H
(Who, What, When, Where,
Why and How) in an article
from The New York Times.
● paraphrase paragraphs
of an article in today’s
New York Times.
PREPARATION
■ Assemble tools.
■ Select a news article with most of the 5W’s and H in the first
paragraph or two.
■ Write five large W’s and one large H on the board.
WARM-UP
SAY:
● News articles answer the questions represented by the letters on
the board, usually in the first paragraph or two. Does anyone
know what words these letters stand for? (WHO, WHAT,
WHEN, WHERE, WHY, HOW)
● I’m going to read aloud the first paragraph or two from a news
article in The New York Times. Each time I stop reading, call out
which of the five W’s or H is answered by the sentence or phrase
I’ve just read. (Read the first paragraph or two, stopping after
words that represent each of the 5W’s and H.)
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 3
Worksheet, one per student.
SAY:
● Each paragraph of a news article provides a certain amount of
information. Unlike some of the short stories you have read, a
news article doesn’t try to keep the audience in suspense. News
articles try to present as much information as possible early on to
let readers know the main idea of the article. The remaining
paragraphs provide additional details to support the main idea.
Journalism note: The first paragraph of the article is called the “lead”
(pronounced “leed”). The most important article on the front page is called
the “lead article.”
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Give students a few minutes to read silently the news article you selected.
■ As they finish reading the first paragraph, ask, “What is the main idea or
essential information in the first paragraph?” (Answers will vary depending
on the article selected. Ask students again to identify “Who, What, When,
Where, Why and How.”)
■ Read the next paragraph and ask students what they think the most
important point in this paragraph is. (In other words, ask them to
paraphrase each paragraph.) Continue the process until each paragraph
is discussed.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 3
ANALYZING THE COMPONENTS OF A NEWS ARTICLE
ASK:
● “How would the article change if the final paragraph or two
were cut? Would the removal of these paragraphs decrease the
news value of the article?” (Some details would be missing; we
would not know certain things. )
Journalism note: Tell students that sometimes news articles are written
so the article can be easily shortened by cutting the last paragraphs if space
is limited.
ASK:
● “On the flip side, what would happen to the article if the first
paragraph, or lead, were eliminated?” (The main idea would be
gone; the article wouldn’t make sense; we would lose the most
important facts of the article.)
■ Distribute the Lesson 3 Worksheet to your students. Review the
instructions.
DISCUSSION QUESTIONS
ASK:
● Were you able to find the Why and the How in the lead of this
news article?
● Where did you find the answers to these questions? (I found the
“why” in the third paragraph, not in the lead. Tell students that
sometimes these questions are answered in paragraphs that follow
the lead.)
● What were some of the difficulties you encountered as you tried
to paraphrase each paragraph? (I didn’t understand the idea of
the paragraph; I couldn’t think of words to replace some of the
words already used in the paragraph, etc.)
● When you try to summarize or paraphrase a paragraph, what are
some of the resources that might be helpful to you?
(A dictionary, a thesaurus, etc.)
● When or why might you need to find main ideas or paraphrase
ideas from your reading? (When taking a test; skimming for
information; writing a research paper; giving a report; avoiding
plagiarism or copying of someone else’s work)
● On the job, when and why might you need to find main ideas
from your reading? (Giving a report to your boss or the people
you work with, etc.)
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 3
ANALYZING THE COMPONENTS OF A NEWS ARTICLE
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Write an on one of the issues in the news article(s) you’ve read. Study
Times editorials as models.
■ Use a computer to create a bulleted list of main ideas from the news articles
you’ve read to present to the rest of the class.
Journalism note: Reporters are often told by their editors how many words to
write for a given article because the space available for the article has already
been determined. This is called “writing to count.” (“Count” refers to the word
count, and reporters pride themselves on writing a complete, concise news report
within the word count assigned. See Lesson 5.)
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 3
DISSECTING THE INFORMATION IN A NEWS ARTICLE
NAME__________________________________________________
A
Find a news article that you want to read in the main news section
of today’s New York Times.
B
Write the headline of the news article you selected below.
HEADLINE __________________________________________________________________
C
Read the lead paragraph of the article you selected. List the five “W’s” and one “H” that you find
in this paragraph. (You may need to read the first three or four paragraphs to complete the list.)
WHO? _______________________________________________________________________
WHAT? ______________________________________________________________________
WHERE? _____________________________________________________________________
WHEN? ______________________________________________________________________
WHY? _______________________________________________________________________
HOW? _______________________________________________________________________
D
Read the remaining paragraphs and briefly summarize the information in each paragraph.
PARAGRAPH 1:_______________________________________________________________
_____________________________________________________________________________
PARAGRAPH 2: _______________________________________________________________
_____________________________________________________________________________
PARAGRAPH 3: _______________________________________________________________
_____________________________________________________________________________
PARAGRAPH 4: _______________________________________________________________
_____________________________________________________________________________
PARAGRAPH 5: _______________________________________________________________
_____________________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 4
INTERPRETING INFORMATION IN CHARTS & GRAPHS
OBJECTIVES
● Students will analyze and
interpret information
presented in charts and
graphs and write descriptions
of the information presented.
● The student will identify
reasons information may be
presented in the form of a
chart or a graph, rather than
in narrative form.
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 4
Worksheet, one per student.
PREPARATION
■ Assemble tools.
■ Select a simple graph from today’s New York Times.
WARM-UP
TELL YOUR STUDENTS:
● “As you skim through the pages of The New York Times, you
will notice that graphs and charts are often used to provide
information. Turn the pages of today’s newspaper and identify
some of the graphs and/or charts that you find.” (Answers will
vary; distinguish between charts and graphs)
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Direct students to the graph you have selected for the large-group
focus exercise.
■ Ask your students to look at the graph.
■ Think about the abbreviations in the graph.
■ Look at headings above the graph or the captions below the graph.
■ Look at the context of the graph – the section of the newspaper it’s in,
accompanying articles, etc.
Call on students to identify the topic of the graph.
Call on students to identify the format of the graph (bar, circle, etc.).
Call on students to identify and interpret the abbreviations in the graph.
Make a list on the board of some of the information and ideas that are
presented in the graph.
■ Distribute and review the Lesson 4 Worksheet.
■
■
■
■
DISCUSSION QUESTIONS
● Why do you think charts and graphs are used in The New
York Times? (To provide information in an eye-catching manner;
to provide a lot of information in a small amount of space, to
attract the attention of the reader.)
● Think about some of the places charts and graphs are used in your
everyday life. Give some examples of charts and graphs you see
on a regular basis. (Television forecasts; labels on food packages;
physical fitness charts; attendance records at school; scoring scales, etc.).
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 4
INTERPRETING INFORMATION IN CHARTS & GRAPHS
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Make a list of important topics that are covered on the front page of The
New York Times over the course of a week or a month. Create a graph by
measuring the column-inches devoted to each topic each day. (Include the
inches from the pages where each article is continued, or “jumped.”)
Compare the space totals for different topics. Write an analysis of the use
of space for these topics. Then answer this question for each topic: “If
you were the editor, how much space would you have devoted to the
topic and why?”
Journalism note: “Column-inches” refers to the inches in one vertical column
on a page.
■ Analyze each day’s issue of The New York Times for one school week
and create a chart or graph (whichever is most suitable) to highlight the
features a reader can expect Monday through Friday.
■ Assign students to select a “mix” of charts and graphs in The New York
Times, clip them out and tape them to a plain sheet of paper. Write a
headline (not a title) for each of the items selected.
■ Challenge students to start noticing every time they see a chart or graph
in their daily lives. Create a bulletin board to display copies of these
charts and graphs.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 4
INTERPRETING INFORMATION IN CHARTS & GRAPHS
NAME__________________________________________________
A
In the sports pages of today’s New York Times, find the league
standings for a sport with which you have some familiarity.
B
Clip the standings and tape it to the reverse of this sheet.
C
Create a diagram that explains the league standings you selected. Draw straight lines from
abbreviations used in the standings to a space in the margin where you can write a brief explanation
of each abbreviation. (For example: “W” stands for Wins.) Your examples should help anyone
understand the league standings.
D
Explain in sentence form the information that is presented in the standings you selected.
FACT: (from the standings)________________________________________________________
EXPLANATION: (in a complete sentence) ___________________________________________
_____________________________________________________________________________
FACT: (from the standings)________________________________________________________
EXPLANATION: (in a complete sentence) ___________________________________________
_____________________________________________________________________________
FACT: (from the standings)________________________________________________________
EXPLANATION: (in a complete sentence) ___________________________________________
_____________________________________________________________________________
FACT: (from the standings)________________________________________________________
EXPLANATION: (in a complete sentence) ___________________________________________
_____________________________________________________________________________
FACT: (from the standings)________________________________________________________
EXPLANATION: (in a complete sentence) ___________________________________________
_____________________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 5
TEACHING THE DIFFERENCE BETWEEN FACT & OPINION
OBJECTIVES
THE STUDENT WILL:
● identify examples of fact
and opinion.
● list words that signal a
statement of opinion.
● identify sections and
specific items of opinion
in The New York Times.
TOOLS NEEDED
WARM-UP
ASK YOUR STUDENTS:
● “Where in The New York Times would you find opinion pieces?”
(Editorial page, Op-Ed page, advertising, reviews)
● List student answers on the board.
● “Look at the article I have selected for a few moments and see
if you can find examples of both fact AND opinion in the
article.”
● Write students’ responses on the board under “Fact” or “Opinion.”
● “Tell me which words and phrases in the Opinion column are
indicators or signals of opinion.” Circle the words on the board.
● “Today we are going to explore The New York Times and search
for fact and opinion. You will have the opportunity to work in
groups of three for this exploration, and you will be completing
the Lesson 5 Worksheet during your group work.
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 5
Worksheet A, one per student.
NEWSPAPER ACTIVITY
■
■
■
■
Divide your students into groups of three.
Distribute the Lesson 5 Worksheet. Review the instructions.
Distribute a copy of today’s New York Times to each student.
Assign each group a specific part of The New York Times to review.
Assign students to the following sections or pages: Business Day,
Escapes, the Op-Ed page, Sports, The Arts, Dining In/Dining Out,
Science Times, ads in the newspaper, etc.
DISCUSSION QUESTIONS
● “Tell us some of the discoveries you made in your group
about facts and opinions.” (Some contain facts AND opinions; it is
easy to recognize opinions in advertising and opinion pieces in the
newspaper; whether something is a fact or not is debatable, we
couldn’t agree, etc.)
● “Were there any surprises about where you found facts and
opinions in The New York Times?” (I didn’t think there would be
so many facts in an editorial; we knew there would be expressions of
opinion in advertising, but we didn’t find as many as we thought; etc.)
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Find an opinion in today’s New York Times with which you
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 5
TEACHING THE DIFFERENCE BETWEEN FACT & OPINION
disagree. Write an argument to counter the opinion. Be sure to support
your opinion with facts.
■ Choose a brief news article from today’s New York Times and rewrite
it, inserting a few words and ideas that transform the piece from a news
article to an opinion piece.
■ Select an editorial, letter to the editor or Op-Ed piece that you would
expect to contain mostly opinion. Underline statements of fact in the
piece you selected. Write a paragraph to summarize the role of factual
statements in presenting one’s opinion.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 5
TEACHING THE DIFFERENCE BETWEEN FACT & OPINION
NAME__________________________________________________
INSTRUCTIONS:
Assigned Section of The Times:_________________________________________________________
A) Complete this Worksheet in your small group. Each member of the group is responsible for completing it.
B) Look in your assigned section of today’s New York Times to identify three statements of fact and three
statements of opinion. Keep a record of the statements you find and write them below, along with
descriptive information to identify specifically where each statement of fact and opinion was found (the
page number, article headline, paragraph, etc.) Each group member is responsible for finding one
statement of fact and one statement of opinion.
STATEMENTS OF FACT
SPECIFIC LOCATION
1
2
___________________________________________________________________________________
_3
___________________________________________________________________________________
STATEMENTS OF OPINION
SPECIFIC LOCATION
4
5
___________________________________________________________________________________
_6
___________________________________________________________________________________
C) As a group, discuss the facts and opinions you selected. Are you in agreement that the facts ARE facts
and that the opinions ARE opinions? How did you recognize the opinions? Are there specific words or
phrases that were key to your conclusions that these were opinions?____________________________
________________________________________________________________________________
________________________________________________________________________________
D) On your own, write a paragraph to explain why it is necessary for a reader to be able to distinguish fact
and opinion. Include specific examples from The New York Times in your paragraph.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 6
CRITICAL ANALYSIS: HOW FACTS & OPINIONS RELATE TO EACH OTHER
OBJECTIVES
● Students will identify major
issues, events and topics in
the news and find
interpretive comments that
connect with these events,
issues and topics.
PREPARATION
■ Assemble tools.
■ Create an “event map” to be used as a model for this lesson on
critical analysis.
● Clip a prominent news article from The New York Times and
glue it to the center of a sheet of poster paper.
● Clip and paste on the same poster: follow-up news articles,
analytical columns, editorials and letters to the editor, all of
which are linked to the news article selected.
■ Write “News” and “Opinion” on the board, along with definitions:
TOOLS NEEDED
● Collect one copy of each
day’s New York Times for
the past week.
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 6
Worksheet, one per student.
News:
Factual reports about events around the world.
Opinion: What people think, say, write about news events or issues
in the news.
WARM-UP
■ Hold up the Editorial and Op-Ed (opposite the Editorial page) pages
from The New York Times.
ASK YOUR STUDENTS:
● “How many of you read the Editorial and Op-Ed pages of The
New York Times regularly?”
● “What are some of the reasons some people might be hesitant
about reading editorial and Op-Ed pieces?” (They don’t understand
the topics; the vocabulary is difficult; they feel uninformed about the
issues discussed; it takes a lot of time; they aren’t interested in other
people’s opinions; etc.)
SAY/ASK:
● The editorial pages can help us understand other points of view
and help us shape our own opinions.
● When you write an essay, you are stating your opinion,
supporting it with facts and examples. An editorial or opinion
column does the same thing.
● Times readers argue with the editorials and columnists on a daily
basis. Where do their opinions appear? (As letters to the editor)
● Where do editorial writers and newspaper readers get their
facts to write and argue about? (News articles in The New York
Times or other sources)
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 6
CRITICAL ANALYSIS: HOW FACTS & OPINIONS RELATE TO EACH OTHER
NEWSPAPER ACTIVITY
■ What are some of the ongoing topics, issues and events we have read
about in the newspaper during the past week?” (Violence in the
Middle East, bills under consideration in Congress, weather extremes,
sports playoffs, school funding, etc.)
■ Write student responses on the board or on an overhead transparency.
■ Show your students the example of “connectedness” that you created as a
poster and discuss how each item you selected connects with the news
article in the center of your poster.
■ Distribute a copy of today’s New York Times and the Lesson 6 Worksheet
to each student in your class.
■ Direct students to complete the Lesson 6 Worksheet with a partner.
NOTE: The lesson 6 Worksheet is a lengthy project and may take a few days
to complete.
DISCUSSION QUESTIONS
● “If you missed reading The New York Times for several days,
how might your understanding of an event be affected?” (Topics
in the editorial pages might be unfamiliar; I might miss some
important information or a unique opinion.)
● “Can you recall some events of the past year that continue to be
reflected in the editorial pages of The New York Times?”
(Election results, tragic events, passage of certain laws)
● “How long has the topic been in the news?” (Find references to
the past in news articles and editorials.)
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Look at the articles of the main news section today’s New York Times and
predict which ones may serve as a springboard for follow-up commentary on
the Editorial Page in the days ahead. Assign students to submit their
choices for a “Today’s News, Tomorrow’s Editorial” bulletin board.
■ Determine which, if any, of today’s news events may be important
enough for future history textbooks. Assign students to find books on
historical topics and find the news articles that first reported on the
events in The New York Times archives.
■ Create a notebook of “historical references”: Select a topic. Clip articles
on the topic, noting the date on each clipping. Underline passages that
refer back to this same issue at another time in history.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 6
CRITICAL ANALYSIS: HOW FACTS & OPINIONS RELATE TO EACH OTHER
PARTNER NAMES__________________________________________________________________
________________________________AND______________________________________________
A
B
Look in today’s New York Times and work together to identify the topic, issue or event referred to
in every piece on the editorial and Op-Ed pages. (Be sure to include the letters to the editor, as well
as any editorial illustrations.) Write the topic, issue or event directly above, below or to the side of
each item on these pages.
Look at the news and business pages of today’s New York Times to see if you can find news articles,
analysis, special features or columns on these same events, issues or topics. Make a list of the items
you find that do connect and decide which of the items you will use in part C.
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
C
Work together to create a “smart chart.” In the center of a sheet of poster paper write an event, topic
or issue that is connected to several of the items you found in the editorial pages. Clip news articles
from the newspaper that have a connection to the topic, event or issue you selected. Arrange the news
articles you find around the topic in the center of the poster, and tape them to the poster.
D
On your own, write a brief letter to the editor in which you give your opinion on the issue.
Proofread each other’s letters for accuracy. Tape your letters on the poster.
E
Prepare a presentation for your classmates of your “smart chart.” Briefly outline the plan for your
presentation. List your roles and the presentation strategies you plan to use below.
Role of Partner 1 ______________________________________________________________
Role of Partner 2 ______________________________________________________________
Role of Partner 3 ______________________________________________________________
Role of Partner 4 ______________________________________________________________
Role of Partner 5 ______________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 7
IDENTIFYING CONFLICTS AND CAUSES & EFFECTS IN THE NEWS
OBJECTIVES
●
Students will be able to
identify and classify
different types of conflicts
and list causes and effects
of conflicts.
PREPARATION
■ Assemble tools.
■ Create an overhead transparency or chart for the board for use as a
graphic organizer to guide discussion.
■ On the board/overhead transparency write: Man vs. Man; Man vs.
Nature; Man vs. Self; Man vs. Society
WARM-UP
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 7
Worksheet, one per student.
ASK YOUR STUDENTS:
● “What do you think conflict is?” (Disagreements, differences of
opinion, war, violence)
TELL YOUR STUDENTS:
● “Many of the articles in newspapers focus on conflicts occurring
locally, nationally and internationally. Conflict can generally be
classified into categories such as ‘human conflict, or ‘man vs.
man,’ ‘man vs. nature,’ ‘man vs. self,’ or ‘man vs. society’.” Place
the graphic organizer on the overhead or point to the graphic
organizer on the board so students can see a visual representation of
these different types of conflicts.
● “Each day newspapers report on these conflicts. By looking at
the news articles, feature stories and news photos in today’s
New York Times, you will find evidence of each of these types
of conflict.”
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Direct students to look at the front page of today’s New York Times to
identify various conflicts and decide, as a group, how you would classify
each conflict. (An article about deaths in a military attack in Iraq – man
vs. man; an article about a protest in Washington, D.C. – man vs.
society, etc.)
■ After finding and classifying at least one example of each type of conflict
from your students, ask them to focus on one of the conflicts as a group.
■ Discuss some of the causes/effects of this conflict.
■ Talk about how news articles may clearly identify the effect of a conflict,
but the cause may be harder to identify.
■ Ask students to look for historical references in each of the news articles
about conflicts today.
■ Distribute the Lesson 7 Worksheet to your students. Review the
instructions.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 7
IDENTIFYING CONFLICTS AND CAUSES & EFFECTS IN THE NEWS
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Choose one of the conflicts identified in the Worksheet and create a plan
for a fictional article that is based on facts of the conflict. As they would
for any fictional writing project, students should outline the plot, the
main characters, the setting and the theme.
■ Analyze feature articles in Science Times, Business Day, Escapes, and
the Sports section to identify, classify and define conflicts described in
these sections.
■ Select a conflict reported in The New York Times and write an essay in
the style of a Times editorial. Give your opinion on the conflict and the
potential for its resolution.
■ Create an illustration of a conflict presented in one news article. Study
some of the Op-Ed page illustrations of topics/issues in The New York
Times to use as a model for such an illustration.
■ Select a Science Times article about a controversy. Think about the pros
and cons related to this issue. Use these pros and/or cons to create an
advocacy advertisement to promote either side of the issue to the general
public. (An advocacy advertisement is a paid advertisement that promotes a
point of view, as opposed to, for example, a retail advertisement that focuses
on selling a product or a service. Advocacy ads often appear on the Op-Ed
page or as large display ads – sometimes a full page in the main news
section of The Times.)
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 7
IDENTIFYING CONFLICTS AND CAUSES & EFFECTS IN THE NEWS
NAME__________________________________________________
A
Look through the pages of today’s New York Times to find at least
one conflict for each of the categories below. Focus the main news
section, though you may look in other sections as well.
MAN VS. MAN
MAN VS. SELF
Example:
___________________________________________________________________________________
Causes:
__________________________________________________________________________________
Effects:
MAN VS. NATURE
MAN VS. SOCIETY
Example:
___________________________________________________________________________________
Causes:
___________________________________________________________________________________
Effects:
C
Select one of the news articles you found in today’s New York Times and read the entire article.
Prepare to share with the rest of the class what you learned by reading the article. Use the following
format to present your information.
Headline:______________________________________________________________________
Date/Section/Page:______________________________________________________________
Summary:_____________________________________________________________________
Characters:____________________________________________________________________
Type of Conflict:________________________________________________________________
Causes:_______________________________________________________________________
Effects:_______________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 8
ANALYZING & WRITING FEATURE ARTICLES
OBJECTIVES
●
Students will identify and
define the difference between
feature articles and news
articles.
● create a list of topics for
feature articles derived
from news articles and
write a feature article.
TOOLS NEEDED
PREPARATION
■ Assemble tools.
■ Scan today’s New York Times for examples of features – profiles of
individuals, articles on travel, home improvement, food, etc. Note
features that relate to current news articles.
■ Write on the board:
● Hard News – recent and late breaking news events; five “W’s” and
“H” generally in the first (lead) paragraph; contains elements of
immediacy.
● Feature Articles – newsworthy, but have a longer “shelf life”
(i.e., they don’t need to be published immediately).
NOTE: Be prepared to add to your list of criteria as students complete the
newspaper activity and offer more criteria for hard news and features.
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 8
Worksheet, one per student.
WARM-UP
Give an example of information (or answers) you need to know immediately
and information you can use anytime.
SAY:
● News can be “hard news” or “soft news.” Hard news refers to
breaking news that may be of an urgent nature. Soft news refers
to articles called “features” that could be published immediately or
at a later time, although some features relate directly to hard news.
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Direct students to look through each section of today’s New York Times
to find examples of articles they think are features.
■ Ask students what they looked for (the criteria they used) to help
identify feature articles.
■ List these responses on an overhead projector or on the board. (Doesn’t
contain late breaking news; topic is of general human interest; doesn’t contain
a lead paragraph filled with facts; located in a section that is generally not
considered a hard news section, like Escapes or Dining In/Dining Out; is
accompanied by a photo that is inviting to the reader’s eye; etc.)
ASK:
● What are some of the topics covered in the features you found?
(Write these responses on the board.)
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 8
ANALYZING & WRITING FEATURE ARTICLES
● Do any of these feature articles relate to current news in any way?
Describe.
■ Distribute the Lesson 8 Worksheet to your students. Review the instructions.
DISCUSSION QUESTIONS
● Identify some of the information you learned in the feature
articles you read.
● Is there an element of immediacy in the feature articles you read?
About how long a “shelf life” do you think each feature
might have?
● What role do these feature articles play in the newspaper? (Give
information; provide entertaining reading; give readers other
perspectives; help “lighten” heavy news; broadens the appeal of the
newspaper to many different types of readers; etc.)
● Do you know more about a related news issue from reading each
feature article? Discuss.
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Select a topic in the news that you think might be the basis of a good
feature. Write a feature article on that topic, following the style of a
feature in The New York Times.
■ Work with a partner on this activity: Select a news article from the
National Report or New York Metro section of today’s New York Times.
Clip the article and tape it to the center of a page of construction paper.
Create a “map” of possible feature topics that might arise from the news
article you selected.
■ Write a feature article about a family member, neighbor or friend with
special skills or interests. Develop a list of questions and interview the
person. Draw an illustration or take a photo to accompany your feature
article. Submit your work for posting on a classroom bulletin board or
publication in the school newspaper.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 8
ANALYZING & WRITING FEATURE ARTICLES
NAME__________________________________________________
PART A
1
Select a feature article that interests you from today’s New York Times. Before you read the entire
article, complete the information below.
Headline_______________________________________________________________________
Section Name ____________________________________________________________________
Number of Paragraphs______________________________________________________________
Topic of Feature Article_____________________________________________________________
2
Read the article you selected.
3
When you finish reading, list some of the facts you learned from the article.
a)______________________________________________________________________________
b)_____________________________________________________________________________
c)_____________________________________________________________________________
d)_____________________________________________________________________________
4
Are there any references to current news in this article? If so, write the phrases here. ______________
_______________________________________________________________________________
_______________________________________________________________________________
5
Write a two-line summary of the article.________________________________________________
_______________________________________________________________________________
PART B
DIRECTIONS: Select a news article that interests you. Develop a list of topics for feature articles that
might arise from the news article. Write the headline of the article you selected and list four possible
feature topics below.
Headline (of news article):______________________________________________________________
Possible features from this news article:
a)_________________________________________________________________________________
b)_________________________________________________________________________________
c)_________________________________________________________________________________
d)_________________________________________________________________________________
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 9
READING & WRITING CRITICAL REVIEWS
OBJECTIVES
● Students will read a critical
review, analyze the contents
and write a review in the style
of a New York Times critic.
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 9
Worksheet, one per student.
PREPARATION
■ Assemble tools.
■ Select a review.
WARM-UP
TELL YOUR STUDENTS:
● “Reviews can be written about many different topics. The New
York Times contains reviews on a variety of topics.”
ASK YOUR STUDENTS:
● “How do you choose what to see, buy or do for entertainment?
Whose opinions do you trust?” (Friends, parents, information in
newspapers, magazines and on the Internet, consumer buying
guides, etc.)
● “Why do you think reviews are published in The New York
Times?” (To give information about a new book, movie or
restaurant; to provide a service for the reader who may not want to
spend money on something that is not very good; to provide
information for people who want to be aware of what is going on
in popular culture; to provide a guide for consumers; etc.)
● “What purposes do you think reviews in The New York Times
fulfill?” (Provide a service, help guide readers in making wise choices
before making a purchase, provide information, give opinions)
NEWSPAPER ACTIVITY
■
■
■
■
Distribute a copy of today’s New York Times to each student in your class.
Direct students to focus on the review selected by the teacher.
Ask students to note the topic, and the location/section of the review.
Distribute the Lesson 9 Worksheet. As a class, complete Steps A, B
and C on the Lesson 9 Worksheet. Use these questions during the lesson.
ASK:
● What qualities do you think someone who writes reviews should
have? (Good writing ability; a good vocabulary; experience in or
background knowledge about the subjects in a review; a sense of
fairness; a willingness to take risks and voice opinions; etc.)
● What kinds of reviews do you think you could write? What
topics might you be able to discuss with confidence? (Books I’ve
read; television programs I watch; computer games; Web site I use;
movies; fast food; local restaurants; concerts; etc.)
■ Assign Parts D and E. Establish due dates.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 9
READING & WRITING CRITICAL REVIEWS
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Write a review of one of your favorite books. Use Times book reviews
as models.
■ With a partner, review a movie that you have seen in a theater or on
television. Write it and then deliver it as a “live” television report to
your classmates.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 9
READING & WRITING CRITICAL REVIEWS
NAME__________________________________________________
A
With the rest of your class, take turns reading aloud from a review that your teacher has
selected from today’s New York Times. Emphasize words that show the writer is expressing his
or her opinion.
B
What qualities do you think a critic must possess? Identify five.
1) ___________________________________________________________________________
2) ___________________________________________________________________________
3) ___________________________________________________________________________
4) ___________________________________________________________________________
5) ___________________________________________________________________________
C
Circle the adjectives used in the review.
D
Write a review of a restaurant or fast-food chain you like. Write your review in the style of a
restaurant review in The New York Times. Try to use a number of descriptive adjectives you don’t
normally use. Use a thesaurus for help in selecting adjectives.
E
Submit your review to your teacher for display on a class or hallway bulletin board, or for
publication in the school newspaper.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 10
READING TO SELECT CONTENT FOR A TARGET AUDIENCE
OBJECTIVES
PREPARATION
■ Assemble tools.
● Students will read, evaluate,
select and organize newspaper
content that would appeal to
a specific audience.
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 10
Worksheet, one per student.
● Construction paper, about
five pieces per student.
● Scissors and tape (or glue),
markers.
WARM-UP
ASK YOUR STUDENTS:
● “Have you noticed that we each have preferences about articles
or section we read first, second and so on in The New York
Times? What are some of your ‘first-reads’ in The New York
Times?” (Answers vary according to interests and tastes.)
TELL YOUR STUDENTS:
● “Reading helps inform us about matters we may not experience
first-hand, but it also can transport us to places we have never
been. Emily Dickinson wrote in one of her poems, ‘There is no
frigate like a book,’ and the same may be said about The
New York Times in that it offers us opportunities for vicarious
experience, through reporter’s descriptions of personal
experiences, news, entertainment and travel. Today you are
going to have the opportunity to select articles for a person you
know well, one whose interests and opinions will play a role in the
items you select for them to read.”
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Look through the pages of today’s New York Times and select one item
that you think your teacher would enjoy reading.
■ Before you respond, be ready to explain why you selected the item.
■ Write these responses on the board and ask students to explain their choices.
■ Distribute the Lesson 10 Worksheet to your students. Review the
instructions.
■ Tell students they will make selections for someone they know well,
perhaps a relative or a neighbor.
■ Allow students time to complete the Lesson 10 Worksheet.
DISCUSSION QUESTION
● What were some of the challenges you encountered as you
completed the “personality profile” on the Lesson 10 Worksheet or as
you made selections for this person? (I’m not sure I know the person’s
interests as well as I thought; it’s difficult to choose since there are so
many items in the newspaper that might interest this person; etc.)
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 10
READING TO SELECT CONTENT FOR A TARGET AUDIENCE
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ List items in The New York Times that you would choose to read most
often for pleasure and information. Then create a list of items that you
would NEVER read, unless for a class assignment. Create a DAILY
record of articles you’ve read in The New York Times. Include at
least one item per day that you would not ordinarily select and
summarize that item in your journal.
■ If you were the editor of The New York Times, what would you select for
the front page, based on your own interests? Using today’s New York
Times, clip the articles, photos, etc., you would select for the front page
and paste them on a large sheet of paper. The title at the top will be “My
Times.” On a separate piece of paper, write an explanation of your choices.
Attach it to “My Times.”
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 10
READING TO SELECT CONTENT FOR A TARGET AUDIENCE
NAME__________________________________________________
A
In the space below, write the name of the person for whom you will
be making your reading selections from today’s New York Times.
After the person’s name, identify his or her special interests and
hobbies by answering the questions provided.
Person’s name and his or her relationship to you_____________________________________
What is this person’s job/career?__________________________________________________
How does this person spend leisure time on weekends?________________________________
_____________________________________________________________________________
How does this person spend his or her leisure time on a daily basis?_____________________
_____________________________________________________________________________
Identify this person’s special hobbies or interests (topics of conversation; ways of decorating his
or her home; books this person may have read, the kinds of television shows, movies, shows and
music this person seems to enjoy). List these interests below.
●
●
●
●
●
●
●
●
●
●
●
●
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
B
Based on the information you’ve provided above, skim the pages of today’s New York Times and
make a small check mark next to articles you think this person would enjoy reading.
C
Clip each of the items you think your “person” would enjoy.
D
Using materials your teacher provides, organize the Times clippings into an attractive “book” which
you will present to your “targeted person” as a gift of reading. For each item you select, write a
brief note telling the recipient why you thought he or she would enjoy this item.
| nytimes.com/nie | (800) 631-1222 38
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON PLAN 11
TEACHING THE LANGUAGE OF MONEY & BUSINESS
OBJECTIVES
●
Students will define changing
trends in business that affect
people’s personal finances.
● Develop a “needs” profile/
résumé for a successful
business person.
PREPARATION
■ Assemble tools.
■ Select a Business Day article that contains financial news that
most people would consider positive.
■ Write a definition of “business” on the board – commercial activity
engaged in as a means of livelihood; a trade, profession or occupation.
■ Make copies or an overhead transparency of a simple résumé.
WARM-UP
TOOLS NEEDED
● Today’s New York Times,
one copy per student.
● Copies of the Lesson 11
Worksheet, one per student.
● Samples of simple résumés.
● Use The New York Times on
the Web for samples:
www.nytimes.com/jobs
ASK YOUR STUDENTS:
● “If you want news and information about the economy, where in
The New York Times would you look ?” (The front page; news
sections; advertising; Business Day; Dining In/Dining Out, etc.)
● List student answers on the board.
TELL YOUR STUDENTS:
● “All of your answers are probably correct. Even though there is
a special section devoted to business in The New York Times,
business-related issues can be found throughout The New
York Times.”
NEWSPAPER ACTIVITY
■ Distribute a copy of today’s New York Times to each student in your class.
■ Direct students to the Business Day section.
■ Ask students to read each headline in this section and think of one or
two summary statements that describe the content of today’s Business
Day headlines.
ASK:
● What are the headlines generally about? (Most are about the
economy or particular companies and industries; some are negative,
reporting on losses or business disputes; some are positive, reporting on
higher revenue and profits or expectations of future growth, etc.)
● Which headlines indicate positive news for our everyday lives?
(Interest rates are down, which helps people buy homes; particular
companies are doing well; employment is up; sales are rising; etc.)
● Ask students to read the article selected by the teacher.
● Have students read the article aloud or silently, looking
for information that could be considered “good news” for
most people.
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The Careful Reader: Teaching Critical Reading Skills With The New York Times
TEACHER LESSON PLAN 11
TEACHING THE LANGUAGE OF MONEY & BUSINESS
● Discuss the positive information found in the article.
● Who would see the same information as negative news?
■ Distribute the Lesson 11 Worksheet. Review the instructions.
■ Allow time to complete. Share student work in full class discussion.
EXTENSION/INDEPENDENT PRACTICE/
HOMEWORK ACTIVITIES
■ Look at the ads in Business Day to find clues about the way business
is conducted. For each ad, write the “message” conveyed to people
interested in business.
■ Read several articles on business, either in the main news pages or in
Business Day to identify several careers/jobs. What kind of jobs do you
think successful businesses will offer in the future? Are there jobs and
careers that might become less important in the next 20 years?
■ Write an editorial based on a topic you read about in business articles in
The New York Times. Use Times editorials as models.
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WORKSHEET
The Careful Reader: Teaching Critical Reading Skills With The New York Times
LESSON 11
ANALYZING REPORTS ON MONEY & BUSINESS
NAME__________________________________________________
1
2
Select and read carefully an article from the Business Day section in The New York Times that
contains clues about what it takes to be successful in business.
Write the headline of the article below.
Headline_______________________________________________________________________
3
Copy a few passages from the article that offer clues to being successful in the business discussed.
a) ___________________________________________________________________________
b) ___________________________________________________________________________
c) ___________________________________________________________________________
d) ___________________________________________________________________________
e) ___________________________________________________________________________
4
What mistakes, if any, did an individual or company in the article make along the way to becoming
successful?______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5
Write a paragraph summarizing your opinion of this individual or company, citing information from
the article to support your view._____________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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