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I. Topic: Match the Cutline

II. Objectives: Students will identify three (3) cutlines from different newspaper pictures. They will create three (3) of their own cutlines and explain how newspaper cutlines enhance photos.

III. Materials: Newspapers (with lots of pictures), Poster Board or Construction Paper, Glue (attach newspaper picture to new cutline), Scissors, Rulers (optional), Markers, Pencils, Pens

IV. Teaching Procedures

(A) Introduction: Teacher will dress the part of a newspaper boy: Extra Extra read all about it!!! Today we are going to make the pictures in a newspaper come to life through its cutlines. Can anyone tell me what a newspaper "cutline" is? Allow the students to respond as you ask them what they think newspaper "cutlines" might be and what they are used for - be sure to write these down. Then elaborate on these ideas making sure to convey the real purpose of newspaper cutlines (to catch the reader´s eye; grab their attention; possible overview of article). Also mention how newspaper pictures often go "hand in hand" with the article´s cutline. Make sure that the students know that newspaper pictures can often be the inspiration for any given cutline an article might have. Be sure the class understands these ideas, as it is the basis for the lesson.

(B) Developmental Procedures: After explaining what newspaper cutlines are, their main purposes, and the importance of pictures in the newspaper, pair children off (in two). Try to have some overhead newspaper cutlines and pictures to share with the class as a whole as examples. Be sure to explain how they relate and how they do not relate to one another. Have each group pick a few cutlines from a particular newspaper. Share one example of a newspaper cutline from each group and discuss them with the entire class. Be sure and have the children find pictures that might coincide with a newspaper cutline. Find a newspaper cutline as a "class," whose inspiration might have come from the newspaper picture alone. How might this cutline misrepresent the picture and visa versa? How could this cutline relate directly to me or directly to something I know about in the real world? After each small group has shared an example allow the students to work independently in their small groups. Have them identify three (3) cutlines from newspaper pictures. Then, have them take the three cutlines they chose and create three (3) new cutlines that would suit the photo. Be sure the students cut out the newspaper pictures and place them on either the construction paper or the poster board paper. Also, make sure the students only paste the "best" cutline they have created onto their poster board/construction paper with their newspaper picture. Encourage the children not to read the newspaper articles in this particular instance as you can later get them to write a new article to match the picture and new cutline they have created.

(C) Closure: After all of the students have completed each task, finding three cutlines from newspaper pictures, creating three new cutlines that would suit the picture, cutting and pasting the "best" new cutline onto construction paper/poster board with the newspaper picture, allow each group to share their work with the class. How might you decide which cutline goes with which picture? Explain what you were thinking while you were brainstorming "cutline" ideas. Sometimes students will find that the cutline they have created will work with someone else´s newspaper picture and visa versa. This is where discussion will play a huge role.

V. Lesson Evaluation: It should be fairly easy to determine difficulties some students might be having while circulating the classroom. Also, the beginning class discussion will help determine how much previous knowledge children have about newspaper cutlines and pictures. The end discussion will help determine how much knowledge the children have acquired about newspaper cutlines and pictures after completing the lesson. I am confident that children will like this activity because they are using material many of them see adults using. Also, the children have creative rights because they are able to make up their own cutlines based on the newspaper pictures. This activity is also a great way to encourage "group talk," interactive learning, and the importance in keeping current with what is going on in our world. Later, children can use these cutlined pictures as a starting point for creating their own articles they can use in the production of their own newspaper.

VI. Sunshine State Standards:

Reading - Standard 1: The student uses the reading process effectively. (LA.A.1.2) - uses a table of context, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection

Writing - Standard 2: The student writes to communicate ideas and information effectively. (LA.B. 2.2) - writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media; writes for a variety of occasions, audiences, and purposes

Listening, Viewing, and Speaking - Standard 1: The student uses listening strategies effectively. (LA.C. 1.2) - listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches; carries on an extended conversation with a group of friends; listens attentively to the speaker, including making eye contact and facing the speaker; responds to speakers by asking questions, making contributions, and paraphrasing what is said. Standard 3: the student uses speaking strategies effectively. (LA.C. 3.2) - speaks clearly at an understandable rate and uses appropriate volume; asks questions and makes comments and observations to clarify understanding of content, processes, and experiences; speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations; uses eye contact and gestures that engage the audience; participates as a contributor and occasionally acts as a leader in a group discussion.

Language - Standard 2: The student understands the power of language. (LA. D. 2.2) - recognizes different techniques used in media messages and their purposes; understands that a variety of messages can be conveyed through mass media.

VII. ESOL Strategies: #10 Demonstration; #25 Visuals; #13 Utilization/Visuals; #28 Oral Conversation/Disclosure; #15 Introduction; #34 Cooperative Learning; #19 Directions; #52 Emphasize Key Words; #22 Participation; #56 Emphasize Key Concepts

Rachel Romancky
Grade 5-6

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