Newspaper Lesson Plans
Jeopardy GameSubject: Writing/Current Events
Grade Level: 4th grade I. Topic: "Do do do doo do do do did dododododo... Jeopardy Game" II. Objectives:
Content Objective - Students will execute writing and reading skills. Students will extract specific information from a reading assignment based on their own cultural identity (i.e. something that is meaningful to them due to their background). Students will become aware of current events.
Language Objective - Students will structure sentences in the form of questions and create a category/theme to place their questions in that deals with their heredity. Also, they will communicate within groups.
Social Affective Objective - Students will pick a topic that is culturally relevant to them. Therefore, they can share it with the class and be able to know each other better in this regard.
Students will take risks with language, select information and formulate it into a single topic, work together to come up with a topic with an interchange of ideas. III. Materials: Each group of four receives one newspaper, scissors, paper, pen, large chalkboard, chalk IV. Teaching Procedures:
A. Intoduction: "This is Jeopardy with Alex Trebeck." Theme music... Welcome to Jeopardy. Thank you for joining the game show as active participants.
B. Developmental Procedures: The class will be split up into groups of four. Each group will have to select a section of the daily newspaper. They will select a specific article and read the article together. The article will relate to their cultural heritage and will bring about a heightened awareness of current events. The teacher will select a leader for the group to direct and decide ultimately what article will be used, a secretary to write down the questions and theme, another group member to explain the chosen article to the class, and a fourth member to relate why this specific article was chosen. The teacher will roam the room and ask leading questions to direct the groups´ process. (Examples: What article did you choose? Why did you choose this article; how does it relate to you as a Hispanic, as a Chinese person? What will your category be? How will you describe your article and verify your reason for choosing it to the class?) The group will proceed to write down a category. For instance, "Words that begins With I." Then, they will choose ´I´ words: Indonesia, India, Indians, Impossible, Incredible, and the children will come up with questions that the teacher/class volunteer would read to the class as the questions posed in the Jeopardy game.
C. Closure: Each child who was chosen to explain the article to the class will present the article, the current event, and why that article relates to each of the four children´s´ backgrounds. The evaluation is the Jeopardy game. Next, the secretary will pose the topic of the Jeopardy column. Then, after all of the groups have presented, the game will begin. Rules of Jeopardy: There will be four categories on the blackboard, and four coinciding columns. The title of the column/category will be at the top and chosen by the students. The students will pose five questions each with an answer. The answers will be handed in to the teacher. The questions will be underneath the title of the category. Each question will be written in chalk but covered by a white sheet of paper taped onto the board. The teacher will pose the answers that the students turned in, and the students in groups will collaborate to come up with the question first. Therefore, the students will be forming questions, working together with an interchange of language, and putting concepts together from the information they previously learned as they listened to the presentations of the articles. VI: Anticipated Use of Time: 45 minutes. Teacher Activity: Explanation of Activity/Organizing groups 5 minutes. Student Activity: 20 minutes to locate article, read it, discuss a common theme, and write theme and questions with answers. 10 minutes to present current events articles. 10 minutes to play Jeopardy game. VII. Sunshine State Standards: la.b.1.2.1 prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing; la.b.2.2.1 writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media; la.c.1.2.1 listens and responds to a variety of oral presentations including working close together with a group of peers VIII. ESOL Strategies:
Goal 1, Standard 1: To use English to communicate in social settings: Students will use English to participate in social interactions
Goal 1, Standard 2: To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment
Goal 2: Standard 2: To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.
Goal 3, Standard 3: To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their socio-linguistic and socio-cultural competence. Margaret Ryel-Lindsey
Stetson University
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