Day 1 Step 1: Display newspaper front pages you've collected where everyone can see them. Ask your class to compare the pages. What does each have in common? Write answers on the board. You should receive answers like each has a name, headlines, bylines, pictures, price, and weather. Tell students they are going to create their own front page about the Titanic disaster.
Remind students how people waited eagerly to hear news about the Titanic , that many of the early headlines were incorrect, and that the most accurate accounts were printed in pages dated April 17th and after. Use this teachable moment to discuss how technology has changed how quickly news spreads around the world.
Show the photo of the newsboy holding the paper. Discuss the types of headlines and the size of the print. Tell students those types of headlines are called "screaming headlines" and their purpose is to "shout" at the reader in order to grab their attention.
Have students take a few minutes to write their "screaming headline" about the Titanic tragedy. Help proofread and correct any spelling errors. Instruct students to choose and write down the name for their newspaper. You can remind them that certain papers were in the forefront when it came to reporting the news. Background you may want to share with your students: The New York Times was criticized heavily early on because it was the first major paper to publish reports saying the ship had sunk and lives had been lost.
Many people thought it was irresponsible to report that an "unsinkable" ship had sunk. Tell students that no front page is complete without a few attention-grabbing photos. Show photographs from your Titanic resource books and discuss the types of photos they may want on their front page. Give students the website addresses you found and ask students to find three to five appropriate images for their papers.
Teaching The Front Page
Remind them that many will select the same photos as their classmates because there aren't that many images available. Students should print their images and trim away the white space. Show students the printouts of the Sample of Newspaper Layout printable and your typed sheet displaying 4 sample fonts. Explain that they will be typing up the "screaming headline," the newspaper name, and the picture captions they wrote the day before, plus the date April 17th, , the price of the newspaper Price: Model how to trim the words students just printed.
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Have students do the same. Monitor to make sure students don't leave too much white space around the title. Many students will have to splice together words from their headlines that printed on different pages or lines. Show the class how to carefully trim the newspaper name, cutting on the line you just drew. Ask students to do the same.
Model the outlining and cutting of the other typed elements students printed out. Students should then outline and trim their remaining pieces. Hand each student a 18" x 24" sheet of white paper, along with the student's summary article from Lesson One and typed interview transcript from Lesson Two. Have students use a ruler to outline and trim the white space away from the summary article and interview. Using the Sample Newspaper Layout as a guide, model each step of this process very carefully. To begin, give each student a ruler and a black pen. Ask students to follow these steps:.
If possible, laminate the completed newspapers to give them a smooth, professional look. You'll find your visual learners benefit a great deal from all of your modeling and from seeing the actual newspaper pages. Those students with spatial intelligence are likely to design and layout their papers nicely. Use those students to coach others who may not be able to visualize how all of the parts should go together on the large paper. Many of your students' newspapers will have room for additional material. I allow my students to use classroom resources to write "Five Fantastic Facts" about the Titanic.
This gets glued on with the other newspaper components on Day Two. I also give students the option of adding a chronological time line starting with the idea of the ship to its sinking. The lessons and activities will help students gain an intimate understanding of the text, while the tests and quizzes will help you evaluate how well the students have grasped the material.
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Length of Lesson Plan: Page count is estimated at words per page. Length will vary depending on format viewed. Once you download the file, it is yours to keep and print for your classroom. View a FREE sample. The Lesson Plan Calendars provide daily suggestions about what to teach. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Use the entire The Front Page calendar, or supplement it with your own curriculum ideas.
Calendars cover one, two, four, and eight week units. Era 8. Standard 1: The causes of the Great Depression and how it affected American society Standard 2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state Standard 3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U. Standard 1: The economic boom and social transformation of postwar United States Standard 2: How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics Standard 3: Domestic policies after World War II Standard 4: The struggle for racial and gender equality and for the extension of civil liberties.
Standard 1: Recent developments in foreign policy and domestic politics Standard 2: Economic, social, and cultural developments in contemporary United States. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources e.
Students use a variety of technological and information resources e. II CCE. What is the American idea of constitutional government? What are the distinctive characteristics of American society?
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What is American political culture? What values and principles are basic to American constitutional democracy? How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution? What is the place of law in the American constitutional system? How does the American political system provide for choice and opportunities for participation?