Do Now

1. Do Now In your journals: Why is it important for teenagers to keep up with the news? With so many news sources, how can we know what is reliable?

2. Vocabulary Lesson 6

3. nepotism noun; favoritism shown to family or friends by those in power, especially in business or hiring practices

4. begrudge Verb; to resent another’s success; to envy Syn: resent Ant: forgive

5. mandarin Noun; an influential person; a member of an elite group

6. glutinous Adjective; gluey; sticky

7. enmity Noun; deep-seated hostility, often mutual Syn: hatred; antagonism Ant: friendship

8. Your News Junkie Portfolio • Put your name on your folder • Keep your table of contents, your assigned readings and your work in your folder. • Twice a week you will to take home a reading selection and complete an activity from the back of your table of contents using the selection. (Each activity may be used only once.) • Once you do an activity, put an X over it.

9. Your News Junkie Portfolio • Throughout the unit you will turn in your portfolio for an assessment grade.

10. Genres • Feature Article • Editorial • Visual Media • Blog

11. Feature Article • A special or emphasized article from a news publication. • Most try to stick to the facts and leave out opinionated commentary. • Generally expected to be a source of reliable information.

12. Editorial • An article that intentionally and openly expresses the opinion of the writer. • Often called op-ed (opinion editorial) • Usually not considered to be a source of reliable information. • Intended to be a source for an informed opinion.

13. Visual • Any visual representation depicting an issue or topic in the news • Examples include political cartoons, graphic organizers, propaganda pieces, etc.

14. Blog • Online media where a person writes about his or her opinions, experiences or thoughts. • Increasingly being used to publish news articles.

15. Assign Groups and Hand Out Article Assignments • Students 3 –hole punch articles along with parallel structures warm-ups and put in notebook. • Turn to your first article in the packet. This article is a FEATURE ARTICLE.

16. Engaging the NewsReading Like a Reader/Writer For your feature article answer the following questions: • What event or issue is the article about? • When did the action or event take place? • Where did the action or event take place? • Who is mentioned in the story? • How did the action or event occur? • Why did the event happen?

17. Homework • Choose one activity from the back of your Table of Contents sheet. Do that activity tonight and put it behind the activities we did today in class on that article. • Order in folder: • Article • Monday’s in-class assignment • Monday’s homework assignment

18. Do now Imagine that you were a journalist covering the 1992 Olympics…and that you’re not -6 years old…After seeing the story of Derek Redmond and his father unfold what would you write? Write headlines for a feature article and an editorial. In 2-3 sentences explain why your headlines are different.

19. declaim Verb; to speak in a dramatic, impassioned, or blustering manner Syn: trumpet Ant: whisper

20. imbue Verb; to inspire or influence; to saturate Syn: instill; pervade

21. gaff Noun; a pole with a large hook on one end

22. quaff Verb; to drink in large quantities; to gulp Syn: guzzle; swig Ant: sip

23. bibliophile Noun; a lover of books

24. Students share from warm-up • 1. What would you write? • 2. Headline for feature story. (Non-biased) • 3. Headline for editorial. (Biased)

25. Read your second article -- Editorial • 1. How does this piece differ from the feature story on the same topic? Provide textual evidence from both pieces to support your answer. • 2. What opinion expressed in this article is unsubstantiated? • 3. Which 2 opinions expressed in this article are substantiated? Give the evidence from each which substantiates the opinion. • 4. How does the writer organize the article and what is the purpose of him/her organizing the article this way? • 5. Find 3 words that are unfamiliar to you in the article. • A. Write the sentence in which each word is used. • B. Underline contextual clues that point to the definition of the word. • C. Define the word based only on these contextual clues. • D. Look the word up in the dictionary and give the definition of the word.

26. Homework • For this article, select one activity from the back of the table of contents. • Remember that you may not repeat activities. • Cross the activity off on your table of contents sheet. • Order in which this section should appear in your portfolio: • Editorial article • Today’s in-class activities • Tonight’s homework

27. Wednesday Warm-UpIn your team, organize an argument for convincing your teacher to let you turn in your homework late. Be able to explain why you presented the argument using the strategy that you did.Draft your graphic organizer on a piece of butcher paper to share with the class. • Share arguments and explanations • Does it matter how you organize the argument? Why?

28. Students complete Organizational Analysis for Editorial Article • Write 10-line response based on analysis of organizational structure. • A- answer • C- cite • E- explain • S- sum it up

29. HW – Interpretive Pieces (K) #1 – ANALYZE TOPIC Analyze TOPIC of your two articles for L2 associations. EX: Olympic race finished by Redmond and father; L2 associations = family, determination, tenacity, support #2 – FIND INTERPRETIVE PIECE A type of interpretive piece will be assigned to you. Find an example that CONNECTS with your topic on an associative level. EX: Lyrics to the song “Lean on Me” #3 – EXPLAIN L2 CONNECTION Write a summary describing the connection between the topic of your two articles and the interpretive piece (1/2 page or more). EX: “Lean on me…when you’re not strong,” expresses a commitment of support similar to what Derek Redmond’s father displayed when his son suffered injury in the Olympic race. Redmond was in a state of physical agony and emotional desperation… due FRIDAY in class

30. HW - INTERPRETIVE PIECES (K) You will be assigned one of the following to bring to class on FRIDAY. The piece MUST be in a format that can be shared with your group. Artistic painting Commercial (YouTube) Song lyrics (MP3 optional) Political Cartoon Poem Advertisement 5 Famous Quotes

31. THURSDAY

32. Thursday – Warm Up What is the message the advertiser is sending in each of these ads? Write each message in a complete sentence.

33. Portfolio Activity #4 • Look at word choice, pictures, colors, necessary background knowledge, L2 associations. • What message is being sent? State it in a complete sentence for each picture. • When you go beyond surface details to see what is suggested or implied, that is INFERENCE • Use the rest of your time to work on your SAR or your other English I homework

34. Inferences Inference - a conclusion reached on the basis of evidence and reasoning

35. Homework • For this article, select one activity from the back of the table of contents. • Remember that you may not repeat activities. • Cross the activity off on your table of contents sheet.

36. FRIDAY

37. Connections & Group Circle Portfolio Activity #5 Share interpretive pieces within group 5 minutes per person Do this with each person in your group and then turn in all work and interpretive selections with paragraph stapled to the back. PRESENTER: • Identify L2 association • Explain connection LISTENER: • Write 2-3 sentences • Summarize connection between each piece and topic of the week

38. TO DO B4 You Leave • Turn in portfolio folder • Turn in interpretive selection with attached paragraph • Use any extra time to work on Eng. HW • HAVE A HAPPY • THANKSGIVING!!!