Newspaper Lesson Plans
Picture ThisGrade Level: 1st grade
Subjects: Language Arts/Social Studies I. Topic: "Picture This" Using pictures from the Newspaper to enhance writing and observation skills. II. Objectives:
Content Objectives: Students will explain what is happening in their chosen picture by using the Who What When Where and Why questions. Students will present their thoughts to the class. Students will also decide what piece of information they want to include in a class collaborative story.
Language Objectives: Students will collect information about a picture. Students will describe their thoughts about the picture to the class. III. Sunshine State Standards:
LA.A.1.1 - predicts what a passage is about based on its title and illustrations
LA.A.1.2 - identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.
LA.A.1.4 - increases comprehension by rereading, retelling, and discussion.
LA.B.2.1 - writes questions and observations about familiar topics, stories, or new experiences.
LA.C.1.3 - carries on a conversation with another person, seeking answers and further explanations of the other´s ideas through questioning and answering.
SS.B.1.1 - determines the absolute and relative location of people, places, and things.
SS.B.2.1 - identifies some physical and human characteristics of places.
VA.A.1.2 - uses art materials and tools to develop basic processes and motor skills, in a safe and responsible manner. IV. Materials: newspapers, writing paper, paste, construction paper, pencils, markers, crayons, question sheets, newsprint paper V. Teaching Procedures:
A. Introduction: Teacher will pass out to each table of students, many different newspapers, and let the students go through the papers on their tables. While the students are exploring the papers, teacher will ask them if they know what these papers are, and what they are usually used for. Then I will pass out some pictures from newspapers that I have pre-selected to use in this lesson. Each picture represents something that has to do with multiculturalism. Students will then choose a picture, and 2 sheets of construction paper.
B. Developmental Procedures: Students will work together in their table groups, each describing their pictures to one another. Question sheets will then be passed out. Teacher will go over the 5 main questions that need to be answered, and model a few questions so the students see what needs to be done. Along with the 5 main questions, teacher will include 2 other questions to spark some thought about multiculturalism; "Where do you think the people in this picture are from?" "Do you know anyone who looks like the people in the picture?" Students will answer the questions on the question sheet, and paste the sheet onto a piece of construction paper. With the other piece of construction paper, students will paste on their picture and decorate it however they want. Once a student is finished, teacher will encourage them to share with the other people at their table until the entire class is done. When the entire class has finished, they should sit in a circle on the floor and every student will get the chance to get up and tell two things about their picture. Multicultural topics should come into discussion, depending on the types of pictures that have been chosen.
C. Closure: After each student has presented their questions and their pictures, teacher will collect them to be displayed outside our classroom. The class and teacher will sit at an easel and a newsprint pad of paper, and begin a class collaborative story, using everyone´s ideas. Teacher will choose a picture of my own, and answer the 7 same questions on the board that the students answered on their papers. After that, the class and teacher will begin a story, using all of the information that we know about this picture. This will lead into the next day´s lesson on creative writing, where the students will begin their own story from their own question papers and pictures. VI. Lesson Evaluation: Teacher will be formally observing each student as they do their group work by floating around from table to table. Teacher will evaluate whether or not the students have explained their pictures to the class, answered all 5 W questions, presented their thoughts about their picture to the class, and if the student has offered information to the class for the class collaborative closing activity. Grading is not a must in this specific situation, but some sort of grading will occur on the later lesson that entails creative writing. ESOL students will be evaluated on if they have grasped the concept of picking information out of a picture and putting it onto paper. ESOL students will not be evaluated the same as their peers in how they present their material. VII. ESOL Strategies: Group work; Oral Conversation; Hands-on activities; Question and Answer Drills; Demonstration; Samples; Participation; Visuals; Silent Period; Utilization Darcey Smilowitz
Stetson University
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