Context:
This newspaper was created in RE 3240 under the supervision of Dr. Ulmer. It was done to teach students about having fun with books. Also they learned about the different parts of a newpaper, ads, interviews, articles, obituaries, comics, puzzles, and classified. After reading a book students chose how they would represent the book.
Impact:
This was one of the funner things to do. The students enjoyed it and really read the books so they could put their stories into the newspaper. Hands on activities are one of the best ways to get students involved.
Alignment:
Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.
Indicator 1: Teachers have a basic knowledge and understanding of the tapestry of world cultures. Teachers:
Detail: Know and appreciate creative works of world cultures,
Detail: Have an awareness of, an appreciation for, and sensitivity to diverse cultures, and
Detail: Recognize the impact of social diversity in a complex world.
Indicator 4: Teachers have knowledge of and appreciation for multicultural children’s literature. Teachers select appropriate literature that is free from racist and sexist bias.
Standard 6: Elementary teachers have an understanding of the basic concepts of the arts.
Indicator 1: Teachers understand the basic vocabularies, materials, techniques, and thinking processes of each arts discipline (art, music, theatre, dance).
Indicator 2: Teachers have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods.
Indicators 1 and 2 were met when students drew there own comics from the different books. Because this was a activity involving many books, there were some that were of different cultures such as Dia’s Story Cloth from the Hmong culture, Head, Body, Leg from the African culture, Iktomi and the Berries from the Native American culture, and many others. There are also the different types of Cinderella stories from all the different countries. The students got to look and read from a variety of cultures.
Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator 2: Teachers help students use a variety of strategies to monitor their own reading comprehension.
Indicator 3: Teachers guide and encourage students to think critically about what they write and read.
Indicator 4: Teachers encourage students’ enjoyment of reading.
Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing and speaking to a variety of audiences.
Indicator 6: Teachers model Standard English.
Indicators 2, 3, 4, 5, and 6 of standard 8 were met through this project because in order for the students to make this newspaper they had to read many books. They got to pick books that were enjoyable to them and put it into different articles. One student used the different Cinderella’s dresses as advertisement. She show cased the different Cinderella’s and also had fun putting it together. Other students had interviews with the characters, made comics of books, had crossword puzzles, and wrote articles and wanted ads with different stories. There was even an obituary section. The students enjoyed reading the books, making the newspaper, and sharing it with the class.
Standard 12: Working alone, or with arts specialist teachers and/or other qualified arts professionals, elementary teachers are able to integrate the arts into the elementary curriculum.
This standard was met by the students doing their own drawings in the comics section.
Please wait...