ED 098 582 AUTHOR TITLE INSTITUTION PUB DATE DOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS DOCUMENT MUSE CS 201 669 Lukens, Chris Using Your Daily Newspaper to Teach Vocabulary and Writing. Hawaii Newspaper Agency, Inc., Honolulu. 68 16p. Hawaii Newspaper Agency, 605 Kapiolani Boulevard, P.O. Box 3350, Honolulu, Hawaii 96801 (write for price) MF-$0.75 HC-$1.50 PLUS POSTAGE *Class Activities; Intermediate Grades; Journalism; *Newspapers; *Teaching Guides; *Vocabulary Development; *Writing Exercises; Writing Skills ABSTRACT One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers ideas on using the daily newspaper to teach vocabulary and writing to students on any level. Suggestions Include using a "word of the week" to teach word meanings, uses, and roots as well as how words can be used in a Intence; listing vocabulary words on bulletin boards and in notebooks; students writing their own stories using the five V's (who, where, what, why, and when); and students using cartoons for speaking, writing, and drawing experiences. (SW)
Transcript
ED 098 582
AUTHORTITLE
INSTITUTIONPUB DATEDOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT MUSE
CS 201 669
Lukens, ChrisUsing Your Daily Newspaper to Teach Vocabulary andWriting.Hawaii Newspaper Agency, Inc., Honolulu.6816p.Hawaii Newspaper Agency, 605 Kapiolani Boulevard,P.O. Box 3350, Honolulu, Hawaii 96801 (write forprice)
ABSTRACTOne of a series prepared by the Hawaii Newspaper
Agency, this teaching guide offers ideas on using the daily newspaperto teach vocabulary and writing to students on any level. SuggestionsInclude using a "word of the week" to teach word meanings, uses, androots as well as how words can be used in a Intence; listingvocabulary words on bulletin boards and in notebooks; studentswriting their own stories using the five V's (who, where, what, why,and when); and students using cartoons for speaking, writing, anddrawing experiences. (SW)
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U S DEPARTMENT OF NEALTN.EDUCATION A WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCuMENT 1.SAS BEEN REPROOuCED ExACrtr AS RECEovED FROMti-4 PERSON OR ORGANIZATION ORIGiNAT iNG IT PO:N1 Of vall W OR OP1410NISSTATE f) DO NOT NEC E SSA17,1. Y REPRESE NT Or 11(1AL NAT tONAL ,NSTTkrTF OfI Put ATI ON POS, 'ON OR OOC ICY
using yourdailynewspaperto teachVOCABULARY AND WRITING
An educational project of theHawaii Newspaper Agency. Inc.
Ideas From One TeacherMrs, Chris Lukens is an English teacher at Kailua Intermedi-
ate School.She developed the material in this hook for presentation on an
educational television series caned The Living Textbook.- It ismerely a sample of the exLiting teaching she does using the news-paper.
The ideas contained here are adaptable to any grade level. Animaginative teacher can easily develop dozens of others for betterteaching of language a, ts.
The art work for thi ;valet was done by La \forme Leiner ofthe KHETTV staff at the University of Hawaii. It was based onsketches by Mrs. Lukens.
Mn. Chris LutonNavaIntermediateSchool
NUMMI) JUNE VW
11 'or 0 the fleckHave students pick out a new word from their newspaper read.
ing.
Display it on the bulletin board as shown on the followingpage or in any other way that is eye-catching.
Suggest that the students look for this word all through theirweek's newspaper reading and cut out any article in which it ap-pears.
Have class discussion on its possible root, other uses and mean-ings.
Discuss the context in which the word was found and in anyother contexts in which it appears during the week.
Have the students write sentences using the word correctly.
Encourage them to use it in any expository or creative writingthey do during that week and at a later date.
Once the word has become theirs, go on to another.
List on the bulletin board (and have the students list in theirnotebooks) words they have discovered and would like to be able
to use.
Have them either work out from context or look up the meanings and discuss any other connotations.
Have them write sentences using the new words, play vocabu-
lary games. or give orally sentences showing the correct usage.
Let the students add words of their own to their notebooks.
writing the meanings and using them in writing as much as pos-
sible.
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LIST
VOCABULARY
WORDS
...on bulletin boards..in your notebooks
KNOW THEIR MEANINGS...IN CONTEXT...OTHER CONNOTATIONS
aarGIVE SENTENCES USINGTHESE WORDS:
II POTENTIALWHIMSICALANARCHY
lb ABERRATION
A news story provides an excellent pattern for clear writing.To write a good news story. the student must remember the fivewswho is What is he doing? Where is he doing it? Why ishe doing it? When did it happen? These must all he in the first
one or two pal agraphs.
Take a news article and have the students underline the 5 Was.
Have class discussions on pyramid writing and reasons for it.
Once they understand how it is done. have them write their
own story. making sure that the important facts are at the begin-ning and that the lesser details go toward the end.
Pass out pictures with the captions cut off and have the stu-dents write a story to go with them.
Remove the headline and have students write their own, Beare to compare with the original. This is fun and makes design-
ing the headline more interesting.
The students will learn to pick out the most important facts.They will also learn that a headline must be truthful, never mis-leading.
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WRITE YOUR
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REMEMBER THE 5 W'S
WHAT happening?WHERE is it?*WHO, are they?*WHY are they there?ilWHEN did it happen?
'REMOVEHEADING
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Examine different kinds of newspaper writing to see how tech-niques differ. Take the sports pages. for instance. Have the stu-dents read several sports articles. Discuss the figures of speechand the general characteristics of the articles. Compare an articleon the front page with a sports articlenotice the difference inthe use of words in headlines. for instance. Have students writetheir own sports article, using figures of speech. sports vocabu-lary and short-cut phrases such as "Hawaii Marines Bomb NavalCorn. 101-67."
Fashion writing calls for another totally different style. Theaudience is different. so the writing must be different.
Have the students compare the use of adjectives and othercolor words in fashion stories with those of sports stories orstraight new. stories. After reading and discussion. have the stu-dents write a fashion story--about a luncheon, a tea, an openingnight.
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HOW DOES AFASHION EDITOR
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FIGURES OF SPEECH
TiNE AS COMPARED TO:
FRONT PAGE NEWSIt, SPORTS PAGE NEWS
ED1TORIALS
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Editorials are ideal for learning new vocabulary. Upper ele-mentary students can easily, with some encouragement, writetheir own editorials.
In secondary classes, they should analyze the type of writingused to persuade the reader to a particular conclusion.
Have your students answer these questions:Haw does the editorial make me feel?Why do I feel that way?What has the author done to make me this way?Was he obvious or subtle in his writing?How does this style of writing differ from news writing?Why the difference?
Use 'cartoons for speaking, writing and drawing experiences.In the primary grades, the child can talk out his reaction to
the cartoon while the teacher writes it. Then the small child reawhat he has just said. This makes an excellent supplement to thebasic reader.
In the upper elementary grades, the student fills in the balloonswith his own words. This teaches him to express his thoughtsin sequence.
In secondary classes, students can write captions for and dis-cuss meanings of political cartoons. They can also draw theirown cartoons for school and class newspapers. The teachershould remove the writing from a political cartoon. Then askthe students: What do you think is happening? What is yourown opinion of this particular situation?
EDITORIALSREPRESENT OPINION
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.WRITE AN EDITORIALPICK A SUBJECT OF
DIRECT CONCERN TO YOU
1% /
What might be on these?
What an, they sayings!
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WRITE YOUR OWN DIALOGUE
REST COPT AVAILABLE
Mrs. Lukens gave the following test to her ninth grade students todeteradne their ablihy to write for a . The answers of one studentfollow. The eurche was based on Light in the Forest" which theclass had been studying.
Test
Write four accounts of the Peshtank story in journalistic style. One musthe obvioush slanted in faor of the Indians: one otwiously slanted in favorof the whites; one slanted either wa) sou wish. but in such a manner thatthe reader will not be aware of how ott are intlu:ncing his thinking; one asa straight news report --completely intpersonal. Devise appropriate head.lines for each.
Conestoga Tribe Wiped OutI he peaceful Conestoga tribe living in the lower part of the valley was wiped
oui yesterday-. siding in by horseback. a band of white men slaughtered every Indianpresent. Being Christians. the Indians put up no resistance. thus, the barbarians shutand scalped them. even chopping otf the hands and feet of men, mothers and children
to the horror of the member, of the 'rave that were away from the village. awas a total loss when they returned. 'seeking protection horn the white townspeople.they went to Lancaster where they. too. were killed.
(..onestoga Savages Killed
Yesterday the blood thirsty Conestoga tribe got a taste of their own medicine. A1.i.up of righteous men. angered by what the tribe had been doing to the whitepeople. went into the village to end .111 the murders committed by these Loages.chinking of all the ones dear to them that had been killed. the ,nen burned the viltatze and killed every one of the Indians present,
I ater, the Indians who had been out of the village at the time. came here to I an-caster for shelter thinking that, as Christians. they would he accepted. Unfortunatelyfor them, their masquerade had been ended. and they were put to death.
Conestoga Tribe Ambushed
The quiet Conestoga tribe was ambushed yesterday. The white men rode intothe town and slaughtered all the Indians present. The Indians, who were Christians,offered no resistance and were wiped nut to the last man. .1 he absentees returnedand took shelter in a neighboring town, but the settlers followed them and eliminatedthem to the last man.
Indian Tribe DestroyedYesterday. the Conestoga tribe and their village were destroyed. A group of white
men rode into the village and kilted all the Indians there. Afterwards. they burnedthe village to the ground.
Later. when the Indians who were away from the village returned and saw whathad happened, they sought shelter in Lancaster. But they too were killed.
