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CS 201 698

Newspaper in the Classroom: classroom Ideas. Hawaii Newspaper Agency. Inc., Honolulu.

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Class Activities; Elementary Education; *Instructional Materials; *tanguage Arts; *Newspapers; *ReadiDg Skills; Secondary Education; *Teaching Guides

One of a series prepared by the Hawaii Newspaper Agency, this teaching guide offers suggestions on using the newspaper as an instructional aid in the classroom. Following a list of do's and don'ts for teachers vho plan to introduce the newspaper to students, this booklet contains general ideas on how to teach students in the language arts and how to h~ndle a news story, a picture, an editorial, an airline advertisement. a headline, a comic st~ip, a grocery adve~tisaaent, a coupon advertisement, and a map. Each section of this booklet ends with a number of activities that teachers viII find useful. (RB)

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TAB LEO F C a i! TEn T S

DO AND DON'T - UINTS FROH OTHER TEACHERS • • • • • • • • • • • • 1

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CLASS~10l-1 IDEAS FRON

A News Story.

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A Picture • • •

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An Editorial

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An Editorial Cartoon

Air Line Advertisement

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A Headline

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A Comic Strip

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A i-lap • • • • • • • • • •

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A Grocery Advertisement •

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A Coupon Advertisement

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* The ideas that fol low are merely suggestions. *

* They are not e blueprint. They simply suggest *

* what you con do with a daily newspaper, a roomful * * of youngstars an~ you: own imaginaticn. Many of * * you, already using the newspaper as a supplementary * * texr, have many more ideas. Others of you, who may * * nOT yet have discovered +h:- va I ue of the newspaper * * as an instructional tool, may find that these * * suggest,ons help you get started. U:e the news- * * paper to make your classroom more exciting, more *

* ger:sred tC'J the II rea I " world of your students. *

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BEST COpy AVJUUlCLE

BEFORE YOU START tI READ THESE HINTS FRCtl OniER TEACHERS • • • •

DO DON'T

* Have plenty of oackgrounti yourself about th~ ne\·!spaper •••• hOt,! it's put together t \·,hat it covers t ho\'! news is gathered, Hhat responsibilities it assumes along \'!ith its freedoms, and so on. You \','On't be cOlilfortable \".orking ':Iith the paper unless you

knoN something about it. . ..

* Supply enough papers for each child in your class. Before they get the papers. build up enthusiasm for this net'! and excitin!.' text.

* Staple the sections together. especially if your children are very young. Handl i ng \li 11 be a lot easier.

* Allo\'1 your students to read "/hatever they want on the first day. Let them give short oral reports on Nhatever interested them.

* Have someone from the paper speak

to your class. The more interesting you make the newspeper , the more eager will be your students to read.

* Arra~ge a plant tour. Tell your students uha t they "J; 11 see; after the tour, discuss \'!hat they have seen. If you can't get to the plant, borro\·! a fi lmstri p on production.

* Examine the paper page by page and section by section. It is important that your stu~ents understand the four functions of the paper -- 1.0 give facts. to give opinion, to serve and to entertain -- and that they be able to find information quickly.

* Develop a class newspaper, published at least three times, based on a real paper.

* Assullle that your students understand the ne\lspaper Lecause they see ita t home everyc.iay.

* Rush through l ne\'/spaper uni t.

Ta ke its 1 o\'/ly or you'll be "listing your time. The free press is an integral and influential part of

our soc;e~. It deserves more than a t\'JO-\'/eek unit; so do your students.

* Try to avoid the sensational or the comics. These interest your students most. Build on those interests ~m11e plltting them 1n perspective.

* Skip background infonnation about the ne\'!spaper when you are using it to teach math, social studies or language arts. Your studen-~s need to kno~'1 about the newspaper in order to use it best.

* Expect your task to be easier. It \·.'i 11 be harder to use the newspaper than to use a standard text. But you'll do a much better teaching job and that's \'lhy you are in the classroom.

***************** * PHE HAWAII NEWSPAPER AGENCY *

* PROVIDES MANY SERVICES AND * * MUCH MATERIAL PO MAKE YOUR * * JOB EASIER. *

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1

Two

Lost

By George Esper

~tllGO~ (.\P) - u.~ plam:!» :'=';'11::. tl.e hea\'ic:-~ ,it· tack tu dcltp on the Hal~,"'i· HatphtUl~ arra during the 12lght. t,:1 it 1.1:;-:) '~'3~ t:lC' eo s t J i e s t to the Un:: cd States.

The U,~. e I'linand rCOoII'jed two n,;):! J.,'a,'y bnm~.···!\ and ,,:1 }o'.!: i ~d:!,'!'·l:o':·I!·. r Io!Ot a 1011 ti~,ht .\mH;, :.n fUers mi4:~:'l;:: lI:Hloi ~:ljd six of th~ 11,;' .. :·n-:: men - t,.'H'. crew or fl~l~ of the n·5:?:; .were C';ph'r,'d and presentcd at a new S co!'!('rencc if'! thE! Nort~' Vietnamese capit:.l a few hl,:'!"lt Ieter.

seven other :\r:I!'riean air· men we ~ r('~C'\I(·d i:a nlai· land. the P.S. eommnnd .aid,

North '"ictn"in ch:lr~('d ~at. neon·h" lIiO c.'i\'i1i:.ns 'litre killed or wounded in attack5 on ft:moi and its suburbs. But it ~t<id Prc~irlC'nt Nixon's attempt to bomb it Into submission would not

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(ur( ~ JL to t.(':--'!I't t.is peace terms,

H·\:'\OT \1..'oJ ... ·~·~D tn~t three r. ~ .... , n.li t;.;·, "l ii.!~t· "l'·":)mb~rs ' .. -re shot down :Ir;[} ~llitf a t,lI.::: N' d the J;:('!"~ W'-'!'t· r;.··:::rht. "f!~e ( .. ;.:, eonanaau ~;'!.I a l: :d 1'11') ::(:djt!C'nal :".: .. (:; t., fC'r,rt L'r the tj:r..~ i.c·in~, lr;:\·:ng CJ:I(l!l the JI:):.;"iti!it~· tl.at o1h· q Americ •. n p!a."!i were 1·--:c.t.

It was the heavlest oneI!;I\" Joss in I\1t"1~ a"l1 rn-tertAl ·lh~t lh~ t"Il;:,·d ~!:ttcs h~s su~r~·r~d in fh~ .,i,' war. The two n·5:!~ and tM F'll! cost a tl.·t:a! of ~31 Jii:!liu\.

Altho:l~h thr.' l ' .S. cernrnund \\'itl~h"lc1 moet jn~o,· m",t!un •. bout ,hr rt':;:II~~ptlC .; or the ni:- ''':Ir r.onr. of ih~ :J(i!h 1 ~r"! ilel, (.1·(' !:~'li~,. l\ m eo ric a n (lj II :;)1 said . ·:1d!'('(~s (I( ;;1:J:1t~ t~OI\ r··m. jr. tilt' raids. and ).')fI1t' tar· ~('t~ in the H:mo:·!f::i;lk :." indti:;fri.tl ('omp:c; '~t·r(. hit for the ft:st tii,lt' in tho war.

'l'h~rc were h!:':lcr.:ic:.~

lhat more thae 100 t S::!~. ur ','()st or these a',,·a!l:.ll!C:-, \\,'rr vst-d. For t1 .• ' ilrr.t ti;ru' ill :,nl'mo~y. tilt' ,'omtn:>:'1 lo(ltl.~· gave no infor.nation 011 n·5:? ~! rlkcs ill ~I.lllth '.·:tt· ;t·';ll. C .. :llbfjdi:t :,"·1 1.;1.1:. :\ sr:Jt~~r.1'ln rcfu~t'~ to ~:<Y w:-:t ;h:--r ihi~ r..t:':,fll trio (·u. t:r(' force h3~1 been s!u:l~'1 to t!t~· ::tt~ck on Xorth Viet· nam.

"fin: CO)!;\JAKO at-o rer·''1i"tccl fl'w!:':, th'w 2rt) t.:.S. 'i:~htcr·bf)'llbC'r strikes in ~ou!h Vietnam yesterday, ncclI;t hal! as manv as usually Ct1"(l fl"!\\'n. This irdi(.''-Itcd ~ mnjr,' diversion ~r tl!~ f:m .l'er airrr:lit elso to the ;: ~l;.ct; ill '~I" north.

Authoritative sources rej . !,!':'\. :1 f61th airet 'If, (.',1;·· rior w;'..~ oner .. lin~ in tl:" Tor':in Gul{, in ;,(::i::' .n to ~':c Co:;. norma nv t': re. ",·hL :;l~rcii~d th~ fit'htcrtClt."'h(·l' iNC£' Iurther. ..

·~Lhl:t;, .. source,' ~:~;d ~i~· or. ol'd(!r~~~ t:~~ S~~lt~ClWlj Oil

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BEST COpy AVAil ABLE

,,11, ;·,1 informaUon .about 1 . • ·.~t:lcks.

'; .' ("mn1and .-tid ann!\l!:· ' t!.::t U.S. X~1\"y ~t:jps h'Hi . 11'H'd surface 1!unfire att.t:--k!\ n:'l!'th (If tteo 2(1i!\ parnllt~' bUL gll\"~ no d~tail~,

One or thf' n·528 '\'C:lt Gt)WIl ~.1 mttes r:ort ~'\\'''sl (I( U:lnni \rit'1 fix c .•. ,':,"(''1 misslne. the eommam; S:ti~. It \\~~ ~! r: 1::· ... ! r,.:;;! to cr'1sh or. N"rth Vie: namese territef".

TUE OTln~R B,52 1imrt'~ b'lr:": t:) Tl.ailalld, m.e t:,e D·S:! that was downed in N~ vember. ::nd crashed to!) nulcs southeas! of the UJo~l\ Air nase. Its seven crewmen bailed out and wrr~ rescued,

1ilc .'-111 crashed ab(:...;~ 50 miles southwest .,f Hal}.hong, t::o U.S. eommar.d said, n:d its two crewmen were Jhtrd as mi:!~ing. It was the fifth of the eentre·:r.!'::i:,l b.:ihcrs 100:t sine'! th(lY returned to eombat in V : e t n a m ne,rJy t!1ree montns ago.

The headline on this ar tt.c l.e ir.dicates Ll~ui.. it.. wi 1J be an ideal vehicle for teaching geography, history and math, t'.!? \lell as Language arts.

One of the great strengths vf using the ne~:spaper in your classroom is its ability to integrate subjct:t matter. It ne': only mnk~s subjects real but it illustrates very clearly that, in life) there is no pigeollholing of a subject, but rather an integration of everything we learn.

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"Give an English teacher ~~5 neuepapere f'o',J her

35 students and she car. t eaoh. them a Z l: tiheu ne ed to knoia about: Zanguage art:e:" -- Claude Lineberry," former English teacher at Waianae Intermediate School.

I..J1njUAGE ARTS

WRITING A NEWS STORY The majority of news stories, from wherever they come,

are writte11 in th(:., very-ea&y-to-follow inverted pyramid style. This simply means that the reporters puts the most important facts at the top of the story and adds the other detail~ in descending order of importance.

John Griffin, editorial page editor of The Honolulu Advertiser, says that the reporter writes his story in the first two or three paragraphs and then rewrites it over and over again in diffe"ent words ,

The headline is the summary of the most important facts; the lead is the summary of the whole story.

Here are s few exercise which will improve language arts skills:

1. Remove the headline from the LLory. Read the first two or three paragraphs or have a student read them. Have each student write his own headline. Compare them with the "real" head.

2. Cut the story up into paragraphs. Have the students arrange them in descending order of importance. Make sure each student can justify the order. Again, compare with the actual newspaper account.

3. Give the students (orally or in writing) the important facts. Have them write their own sto~es in newspaper style.

4. Compare the headline cn this story with one on a sports story.

Cubs Smother Giants, 8,2

Sr.ow how words are used differently in eport,s heads to convey different meaning. Discuss the liter3l meaning of "smother", "cubs" and "giants" and then translate the whole head literally. Discuss the diffp.rence between this kind of writing and that on the Hanoi story.

5. Give the students only the head Hue and have them write their own stcl·ies. They'll need to do some research to do a good job.

6. Teach cause and effect by notin~ the facts and how one event is either the cause or the effect of another. This is an excellent exercise for an advanced group because the facts nrc not in chronological order in a news story.

PARAGRAPH I f\G

1. Teach students how to recognize parilgaphs by having them outline t hem ,

2. Pick out the topic sentence in each paragraph-

3. Examine the length of news artic1~ paragraphs. They are usually short and have one thought or even part of one thought.

4. l~ve youngsters practice writing short paragraphs with short sentences.

BUIl,j)II~G VOCAl.:,ULI-RV The newspaper is the best spelling book in the

world. Because it is \"ritten to be read, it uses vocabulary wi.thin the range of most students (with the possible exception of the editori3l pa~es). It also uses words which have become part of our lives but which \lill not be in the dictionary for some time. e.g. space exploration and medical discovery w_:ds.

1. Building a vocabulary bank with new words from the story. Have the students write each new word on a card \Jith the meaning beneath. Many will determine meaning from context; others will need the dictionary.

2. Use one new word a day as the week's spellinz list.

3. Look for \l7ords with new mean Ings -- e.~. the words of the youth culture ••

4. Find little words in big wcrds , They can be marked right on the paper. The students \"ill not be content with the Ii ttlc words but will want to find big ones.

PARTS OF SPEECH Because ·the paper can be marked without anyone getting

unhappy or angry~ you can ~asily show your students what

work certain Hords do by having them underline or circle all the action words, all the color words, all the proper nouns, all the connecting words and so on. By discussing the use nf the word in relationship to other words, t he work of the word comes througl; easily to the student.

1. Eave students scan the article for the most i~portant facts and then write them down.

See if these facts are t'eflected in the headline.

SCArlN I NG AHD SUi<t"AR I Z H!G

2. Ua'1~ rr,i~ s t~,.lents take no t es as you read the nees story. This is excc l I cnt r.r.rc t i ce both for listenine: and for writing.

4

Use this article to introduce your students to the Far East and ,,,hat is happen Lng there.

Use it in conjunction ,,,ith a map, preferably one also found in the newspaper as it \"il1 be more accurate than one in an atlas.

Pick out all the places ment Ioned in the 9tOry and have groups report on various topics:

.. _ ,.

a. Sai1:':on ... - \~here it is, ,,,hat is happening there.

b. lIanoi -- t,zhere it is, uhat is happening there.

c. Vietnam -- "1hat it is like, how people live, what sort of clothes they wear, hO\I1 the te~uper::c;,1rc ccoparcs with Hawaii.

d. 'the food of Vietnam. Hhy is it different from ours? Do people look any different as a result of different diet?

e. A flight to Saigon - uhere to leave from, 'olhat to take, tbe cost (including tax), "lhat other places \,zould one visit on the way.

It is important that youngsters understand that HIS TOR Y

news is history while it is happenin3; that many of the

things they read from day to day will be in history books

twenty years from now; that every thine happenin3 is related to events in the past.

1. One group within the class learn about the recent history of Nortll Vietnam.

2. Another Broup learn about the recent history of South Vietnam.

3. lIave the class investigate hOt-l men \'!~Le drafted for this war and for previous uars. This can be commd t.t ae "70rk, going back as luany 'fars as you can malte committees.

. .

4. i)iscuss the tolar in Vietnam as thorough ly as you can. Hhat is happening in Asia and what is happeninc in i~merica as a result of the Vietnam Hal' is a great deal more .important than the Boston tea party •

5. Look at the history of countries adjacent to Vietnam and discuss.

For any committee nork, thorou~h research should be done by a small group which then reports to the \'lho1e class. Other members of the class take notes and discuss the material they have been given.

There are obvious math lessons in this story.

1. Compute the distance between Honolulu and Saigon,

both in m;les and in elapsed time. Go into time around the world as you cross the int~rnational date line.

2. Compute the cost of the planes lost. Translate this into something the students can understand -- like how many houses it would buy ir, Hawaii.

3. Compute the dist3nce betw~en Saigon and Hanoi and find places that are about the sarna distance 3part in the United Stntes.

4. Make a map of tha arCR nnd draw to scal~; the locations where the men went down.

5. 1L1ve A e;r .)UP fin: out t lu, t ~t.al killE:~ in Vi .:.:tnnm O1n.! tho;:! t.:;tal killed in traffic accil~nts an~ w~rk ~ut pr~hl~~R in p~rc~ntages ar~unc these figurt.::s.

man bool£ed aite« hi jacking city ~U8

U)~ A.~GELES (UP!) - A 21-year-old man '"jas Mote<! for iD\·e~.ti'D of kldDapin,: y~sterday a(wr .. hljack~ :I a bus and foreed tM drlVfI' fa take him six mile" apparentty beeaU5e ". eould DOt let dIIIp for hit fare.

PoUee laid the IUtpeCt, nattl HOrtoD, wu ane,ted tI the 10bb7 01. CIJlfornla HOtpfta' 100II aftIr he lOt off the IIuJ In the dowa&oWB .....

lu driver AJitIty J,

Bro~m. 2i, told po1lte a maD boarded the bua at \t3nehfster A ,,'enue aDd Broadway aDd put 25 ct'Dia in the ~tn box. The driver told him the fare downtown \.\'11 38 (P.nts.

"The I\ty went back to his teat an"\ then eame back with • (',Uar," Brown • .Jd. ··t t61d bim \'/0 no lor.ger ,ave dl~ .. e aDd theft he

Ct 25 eeGtl moro lD tilt

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... .

IfmulatiDg a IUD, aad told Bron, "Don't stop the hu •. Keep driving, Don't tet Iny .. jo,1~ t)!f or on. to

Xont- nf :he 11 pass.n&el'l .as :Uo',n"ci off 'the b'l~ ,!attng tlt'! :'lx·ml~t 1r.p Ii'lt ended (In Vq\1re Boulevard and ~taiD Street ,,'h!'Jl the hijacker ttl!tl Bro? n. "Pull over. This is where 1 eet off."

Poll~ teartW .,. JIIJIhborhood al\4 fouDd Bono. &tanding lD tile hoIplWe • lobby.

This 1s a brighter, lighter story which can be ~sed in much the same way.

The location lends itself to scme less0ns in geo~raphy and math; the detailo to re~earch inte hi-jacking episodes elsewhere in the world; the &tory itself to vocabulary learning and building. Because the story is written in exactly the same ~ay. yo~ have ~nother model fer skimming and acanning, for learning about cause and ef f ect , for grammar exercises and so on.

The use you maka of any news story is cnly limited by your cwo imagination.

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A

PICTURE

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THE MOTHER "_. Mrs. Ann S:.imabu!<u(o was ~s('o:-ted from her home by poUce and a polite rna~ror .. --f-'!wto by John Titchen.

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A picture is w, rth :1 t h. usan,' \""r\.!s, s .: t hey sny , But uSinz pictures

tu encourajc stu~\.!nts to t a Ik is very imp r t ant in the lot.,~r \o!lem~ntnry Grnl!as.

1. H3V~ ycunr; stu~~nts t.:llk about \.,h.:1t they sec , This will stretch their imCl:.,:;in.:lti .... ns am; will prvb:lbly resul.t; in some very intcrestinc interpretnticns.

2. 1{emove the caption and have the students '-1rite their own. This is excellent for concise, accurate writine.

3. Leave the caption on but have the students write a story about the picture but not allering any of the facts in the caption.

4. Put this picture with many others you have clipped from the paper, both from the news sections and from advertisements. i~ve students draw pictures from an envelope and write captions and/or stories.

5. Have the students write a story from the viewpoint of ~omeone in the picture. Let th2m imagine themselves either the policeman or one of the women.

6. Let this be one in a series of pictures which build a story.

For example, through pictures found in the paper, follow the policeman having breakfast, drivinn 1.;0 'work, goine out to this house, and so on. Children are very good at finding pictures and then puttine them in sequence to tell a story. It can be done individually or on a flannel board for the whole class.

7. Have a p~liceman come to class and talk to the class about his job.

8. Save the story that goes \·;ith the picture and, after class

has discussed it, either :-ead the story to them or have them read it i.n their newspapers. Talk about what actually happened and what the class thinks of it.

8

BEST COPY AV!UIABLE

AN EDITORIAL

junging the grand jury

bl The J,:tAnd jury ,ysteul is an tr~'u- DJ4:FENDERS 0"" th:a ""~'t'·~1

e, point out that it drteS leave the eru-

Acrnu t~. t'Chlntry, criticS COM- i' 1 r

plala that this pan@lof r.itlZf>ns with cia ,ro e 0 indit'unJt in the hand. of

th. pnw.r to bring their feUows t') cltifens and that !, a fI'hd jury trial iI archa;e and should bl don, prc,\~ents jU!l:t Oft. persM fram hein, away with. unf~frl~ u.i4td it !=hould De malntaiDed.

ADVBRTISF.B WRiTER Sanford Zalburg, In n f\!ttnt s,rics n~ IArti· el.s, o&ltUned how the legal ;>rofel. ,;inn tn Hawaii feels ~bol'· the gr:md JUf;" s)·stem. In his seri"~, :,. pninted out ~b.t many lawyers and judaes h~u.v •• ruci jurl(' are lncftleient. p"y. ptDslvt. unneeded enel a potential threat to elvil rights,

III fact, tber. is lome eeaeem natioMlly that the ~rDnd jury system. ha. eveft ,ailled potential \0 abuGQ civil rights in recent years throuAb th. Organized Crime. Control Act of l~;O which ,,"8nt. thf! :'Iry broad 'ftv •• tiJtltory !,c;wer~.

Thi. ftpells t". way tnr increas~tf t.:!II. of th. grind jury for a "fish ina . expedition" in .earch of ml~cundu("t ,·hich mi~ht not -ven t!xj~l.

(f,."ntf iur:I':; ~"'n·,tn he returnftf tti tnt-,t fir· .;,u.;.i 1"'" '" ,'x:,·nir.m~ ~.:;. rl.-",·" Hn~ ,a~(·!·!'n~ ~r. t:.di'·:ml r!", ~"m~ . ,.: Uc::~ ...... y. f".hp.rc: v : ;1'··. < '-. ~""r.d . . . ah~nrlf),,~J ,.Itt)('r···. f. f',.limi: ~r.\' h~~riN~R ;"\c d~~,n ';1 .. ~ar.\,. func.tlt'".'l, thi'~ ... ~\ .. ;-:. ·1 '. 1 I't:'t'used ttl h .. p,,~sent w!~h i,illl '·',·;n· .pl and gal.rar.tee that ~hF- rulr-s of ~vldenr.e will De fnl10weri f~tlm trt:! fir~t.

Certail11y, th. u!eCuineSi of the arand jll:y SYlt('rtl i, • hot toPIC ill the American legal eommUllity. There j1\ay b~ valid tealOD! for abot .. ~shlng the grand jury entir~ly. But several quesUcr.:: r.~m3in unanswered, includiu&:

$ The grand jury i. part of the Constitution. Is tbere the poIfiibWty of violaUn~ cnnstitutional rtl%htl if it is nboUsbed!

o The entire legal s)'!)tem i! a fralrile. ~cmJllf'x and delicately-balanc~ti ~haln nf it .:t!tutiont:. 'Wbit \,'u~l~d happen t~ ttl;C balance .f nne Urate is rp.m(l\'.~d~

,\ "'ISE ~")\·E in HAwaii wnuld t~ for th" Legi~latu,. to caU for a repor· etn current thi"kin~ abttut the "!alli!i!~· r l~f' ",I ;,~d ,illr.)· s~'strl1" n:w';·~i't;lYt , .•.. ! .in .. d '.\·iht a thoro',."

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port t"n.u:d t..~n ,',e t "''' hasis d l:ty In.:~~l'\,.d ,,~·jon.

Editorials proviae much food for thought and for debate. They are ~lso written in exactly the sam~ way as an essay so they are a good way to introduce the structure of an essay to your class.

Be sure that your students know the diffarence b~tween fact and opinion and know where one ends in the paper arid the other begins.

')

l\ial~e sure tbey know that an editorial is not written in the

inverted pyramid styla; that it includes opi~ion. that it tries to persuade the reC'der; that it relates to some event in the ne,¥'s.

This particular editorial provides the teacher an excellent opportunity °to introduce his students to the court system.

1. Have someone come to c12ss to explain whet the grand jury is and what it does. Ua:,-Je you can find someone t·,ho has served on a grand jury.

2. Fir.d out how the court systeln for Haysii and for the nation is organized. i1ake charts to illustrate.

3. Hold a mock trial.

4. Invest~L.te the role of the police department in the operation of the city.

5. Learn net·, judicial terms.

6. Find out uhet is happenine to the grand jury system in other parts of the country.

7. t~at is the Halo1aii Peilal Code? Give a committee the task of finding out about it and reportlng on it to the rest of the class.

s. Discuss the prOR and cons of a lp.gal prohlem known to the students. -e.g. the le8~1~~o·t10~ uZ clrijuana •

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10

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EDITORIAL C~RTOON

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81ITORIAL CARTOON

The editorial cartoon is the easiest way to introduce students to the editorial page. Even very young children can interpret an editorial cartoon. They can also see that it is opinion in the form of a picture.

Reproduce the cartoon on a transparency and show it to the whole class aD a screeD. Pick a subject which fits their age bracket and interests aDd which will help you introduce them to a difficult subject.

You should start with local cartoons, especially for the yOUDger or slower students. Hawaii is the place they know most about and are most interested in.

Use this particular cartoon to:

1. Teach about safety on the highways.

2. Teach about safety in general.

3. Learn about laws and how they are enforced -- e.g. what will happen to this driver if he is arrested?

4. Find out how many people die in traffic accidents in the course of a year. Work out a table showing causes of these accidents.

s. Discuss symbolism -- the death character, the glass in hand, the palm tree, the t~eath on the grave.

6. Take your class to a cou~t case. Have them write up the proceediDgs and compare their own sto~ies with that which comes out 1n the paper.

7. Have your students look at an obituary. Compare it with a biographical sketch. l~ve the students write a short account of themselves, putting in the names of their relatives. (Some studeDts don't know the names of close relatives.)

8. Look at other cartoons to find out other symbols frequently used.

. .

9. Collect written material -- either editorials or news stories --

about holiday accidents. Discuss what can be done to cut down OD these.

10. Discuss holidays and their im?act on the lives of people. What values are we l~king for? Have we strayed away from basic values? What

1s the real meaning of Christmas?

11. Lead 1nto a discussion of the use of drugs. Compare one with another.

Come to conclusions about the value of drug-taking.

12

12. Find out about social auencies wnich handle drug problems and what they do. llave sroups within the class investi6ate the various organizations and report ba~k to the class.

13. l~ve a policeman come to class to discuss highway safety during holidays - and other safety all the time.

14. Discuss safety in other common situations - fire at school, fire at home, at the beach, ordinary hazards at home, simple first aid.

13

AIR LINE AD

C ...... " ..• ~ r\n'\f BEST 0;" ~ , .. 1:'.:1 .. ) .-

Plan a trip to your favorite place. Students must watch the t~avel ads and be able to justify t hc Lr choice ('f a p Lace , Then let them make a noteb00k tracing their plans for a "dream vacnlion."

With this particular ad:

Step aboard Nvrthwcst in Hono!ulu ar;J fly off to the mc1inland cit1 or your choice.

Northwest llies tt') 36 cities, it, d:L And fro r, , any· major Northwest City, vou're essured of con"ections to any city - al'lr\\·hl~re.

Wh~D can you come atQ(I::~.:!!~~p' abo3_rQ my. afternoon at 2·QJ • .2!J..n\':'.if!~I~g at 10:lli1 And ask about our low co.,, (". \.Ir~.c..n f.HP.Sthat let you fly cast and ~.l\"r. on trc"!\'('1 dnllars

:!t the ~ame time. (Example: YOII can save $69.75 rou:'ld-trlp to New York.)

so next time you're ready to take off and head eilst - fly Northwest.

Our ticket will take you anywhere Oft the m.tinland.

~or more loformcttion or reserv.tions, call ~tI~t""'~t Orl~nt Airlines. 853·256, or your tra\'~1 agtnt.

COAST TO COAST _. iLORtl",\ -AlASKA·-CANADA- THE ORt£NT

1. Find out where Northwest Airlines flies. Have a map made to show all the routes.

2. Have a second map made showing the diffel.'"ei.1COS in times between one place and anotL~r on the routes.

3. Let each student pic~ a vacation p Lace, flying f rcm Hawaii on Northwest Airlines.

4. Geography: They must learn all they can ahout their vacation spot - the temperature, the 1at itude ami longitude, the df.st ance from Hawaii, the flora and fauna.

5. Math: They must compute the cost cf their vacation - everything from tickets to tips. Don't let them forget the taxes.

They must also compute distance, how long it takes tc make the trip, the difference in time.

Let them follow the temperature charts in the newspap~r for two weeks so

they will know what their favorite spot is like and what clothes they will need.

6. English: Have them write out why they chose their particular spot; what they expect to do while they are there; with whom they are going and so on.

14

6. l~nglish: Rave them write out loIhy they chose their particular spot; ,.,hat they expect to do 111dle they are chere , with whom they are eoin~ and so on.

7. History (and English): They must find out all they can about

the history of the place they are visitinr. and write out the most important thin~s they have discovered.

8. Vocabulary: Net" wo rds should be kept in the spellin!3 bank.

9. l~ve the students cQllect pictures from other sour~es and include them in their no tebooka ,

10. llave a contest at the end of th~ unit durin3 which each child ,,7ill try to persuade all the others that his choice is the best. Take a vote at the end.

11. Have a committee intervietv people \.,ho t-lork for Northt,rest Airlines.

Find out what sort cf jobs rave to bs done for an airline besides f1yin3) hot., many hours pilots and others tV'ork.

12. t-nlat other airlines fly in and out of l!m'laii? ~lake a map.

13. What are the plans for a new airport? Follot" all newspaper stories.

14. how many visitors come to Hawaii by air a year? t'fuat does this do to the economy of t he Islands? \.Jt:lt is the percentage of tourists travelling by ·dr as compared to t ho se arriving by ship?

15. What passenger ships call at Ha,V'aii? toJhere do they go? Chart their routes on a map of the Pacific.

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15

Decreed

We've given exsmp l.es of two or three here because you need more than one for work with very young children.

The headline is n s\JIT';.":::try of t hc ar t LcLe , \"lritin~ headlines teaches students to write succinc~ly nnd accurately.

Headlines may also be used in the kfnder'gar t en and very early grades to teach children letti.:r r ecogm t Lon , YOI\' 1.1 need the large letters of a headline for the small children. Yet! can let t.hem cut up th:!.s "text" to your heart¥s content.

Headline type i3 iduCoi. f o r :cc..~hj.r.e chf Ldzcn to recognfze initial conscnant s ,

. .

Cut up a lot of large ).l!tter~ and have ch Ll.dr cn make t heI r' own words - on the floor if they nrc very y~uas •

Clip headlines f rom papers over a period of time. Have children draw them from a box, write stories to 20 with the headlines.

Take one headline a day from the front paBe. bulletin board but with some ~f the letters taken compete to see who can make the complete headline a record so that the work becomes a contest.

Put it 0.1 cardboard on the out. Have the students each day. Be sure you keep

16

ft. C(l·lI C STRIP

Don't avoid the comics. Your students are interested in them. One of the secrets of good teaching is to build·on the student's own interests - and be may be more interested in the comics than in anything else in the paper.

1. Teach short, conversational sentences by taking out the balloons and having the students write their own.

2. Teach direct quotation by having the students write their own conversation but put the conversation in quotes below ~.e comic strip.

3. Cut the comic strip into four frames, remove the writing in the balloons and have the students put the frames in sequence, justifying the way they do it. Then have them put their own conversation in

the balloons.

4. Have the class discuss people they know who are like the cbaract&rs in "Peanuts." Even young cbildren see very clearly that the strip is based on real people. From this lead them into discussion of other kinds of comic strips.

Have them find strips that solve a problem; teach a lesson; foretell the future and so on.

s. Hsve the students make up their own comic strips, using either their classmates as characters or making up completely new ones. They must put in the conversation.

6. Let the students write a short story about what 1s happening in "Peanuts" for this particular day.

7. Have a group find out what other special weeks are celebrated and when. Let them report back to the class.

8. Have your students write down new words :tn'the comic strip - such as meaninRful and beaRle. Let them find nnt: thp. TnP. .. ":r.no,, "n" tttllllll! thAm in other sentences.

9. Have young children color the strip.

1C. Put the strip on a transparency for an overhead projector, with the balloons eliminated. Have class discussion on what the characters are talking about.

11. Role play by having children act out their own comics.

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BEST COpy A\1A\V~BlE

A GROCERY AD

. THE MAN IN Tl;1: BlUE COAT'S QUICKIE SAVERS CARDS SAVE

YOU hlONEY .

In toelay" ""you VIm find l'.ntilistoci .s "Quick •• Sove" Specia"". Th:, are betn:. oflQred a: pic •• ,OU prob. ably haven't SOlln I!I ,cars. To tak~ advan'.C' of the

o.:oi: .• ;:.~ •. special low prlce~ on QulcltCt Sav." Spedal' call ,OU

• . ~ .. :,~~~.. . '.t~ it ~ ne.~ i, a Quickl" Sovar', tard flltecl wIth 30 lcarg. Royal

:,--: -!: ~.. • . .. :. J •. Savino, Stamps. Thero 0'. ",VI .~clal, advertised ''1.

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... UYMln.wA'NI4U.tc .... 'MM .. UNEOMI cal"~ to buy the I.ems you \1Int and ftc!)d. Ask the Ma ..

• ana. UIlua. WAIUM • lUNA " •• L IItnmlA '" The Oluo coat, or a~ the chuck-out counter, for Qulcldo Sover;; C"rd~. T:'.1 will help you leve meney.

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USD"OM.~ 159 :~:ItSDINNERS

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DRUMSTICKS •• 2 . : ~~ X-'~; Lean '

SL. ilACON 109. r-._'· ": tf';",~ Boneless

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i'tetlspaper ads teach youn~st~rs that math is A GROCERY ADVERTISE)\'ENT

real. It becomes real when they under s t.and that

mother is doing math "hen sh~ !joes to the grocery

store or that. father is doinr:; math when he' s buying a new car or that the family is doing math Hhen it {Jlans a vacation or furnishes a house.

1. Eave youn3sters learn addition hy adrling :ltems on a grocery list.

2. Give the children a budget for a family of four. Have t~l.eUl buy eroceries for a \-Ieek, bedng sure to compute taxes.

3. Have them compare pricec in this ad t·,ith other grocery ads in the same edition of the paper. Decide t-1herc they should do their grocery shopping fot the t-lcck.

4. Have the youngsters t~ork out how rlany royal stamps they t'70uld receive

wi th their purchasas , Pron, this, they can learn about the stamp companies, how they operate, vhat the advantage is (or disadvantaee is) in savinG stamps.

5. In a home economics class, plan a dinner menu from items listed

in a grocery ad. Compute the cost of the dinner for a family of four.

6. Cut out this ad. Cut out ads for the same market over a period of time. have the students keep a 3raph of the rise or fall in price of one or two specific iteMS.

ClASS IF I ElJ Percentage of used Buicks for a THE 1\ ADS

sale. l~umber of houses for rent on

t>lindward side as opposed to Leeward

area. Cost of advertisine an article for sale. ~[nke up a classified ad; have students decide t-1hose t·lould sell the product best. nave students anseer a Help tJanted ad. Decide tV'ho t"auld get the jab.

CLOTHING

Outfit selves fo~ collene on a budget. Learn geography, climate etc., of place Boing to in order to make appropriate purchascs.

nEAL ESTATE Each student "buy" a house or land on his own island.

Clip all neus f;tcries about the partJ.cular area. L>ecide at the end of six months ,·,ho made the best buy. tiuy and furnish a house, computinn taxes, interest and all purchases. Drat·7 a map of Oahu, showing where most houses and apartments are available. Intervie'{'1 a real estate broker and report back to class.

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This kind of ad is ideal for a wide variety of 13arning experiences.

1. Por concise writing, have the studento fill in the blankst keeping 1n mind tho reason for diing so.

2. Learn new words such as potential ar-d minimu~.

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3.' Calculate the cost of the ad, bei~g sure to add the four per cent state tax.

4. Teach the differen~e between a rrooney order and a check and have students write out one of each.

s. Compare ads and discuss them in class. Look at some of the ads in the pap~r aDd decide how they compare.

6. Have half the class write ads and the other half reply to them. Decide who would get which jobs.

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21

1';W'S Ai·[) C(MTS

The newspaper is full of mapn. They are easy to put on transparencies for projection though it is better to have the youngsters clip and keep them' in their Otfll files.

Use maps al\vays in conjunction "lith news stories from a foreign place.

Very often, a map will acco~pany Guch a news story in the paper.

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There are also maps in the travel section and as part t)f travel advertisements. Local maps ahou t-1here new high~lays are to be routed or t.,here a heiau has been discovered.

Think '-7hat you can do t-lith jUdt this one map:

1. Compute distances bett..reen 11awaii and I£ny place on the map. or bett-1een tt-10 places other than Hat·1aii.

2. Take a tO~1D as a vacation spot; find out all about it; plan a trip there, including the buyinn of a ticket.

3. I~ve croups of students discover all they can about each place end report back to the class.

4. For tt·'o weeks, save all the news that comes out of the town marked on the map.

5. Hark in the states or the countries.

6. Compare one place ,dth another - e.g. ~le\'l York with Buenos Aires, looking for similarities as \'lell as differences.

7. Find out about the money each. place uses and convert it into American currency.

8. Gather from the newspaper a picture file of people mentioned from any of these places.

• •

9. Use the map as a time char t to t'lork out the difference in times from one place to the next •

•

10. Learn about the difference in seasons bett'1een t.Jasb1ngton and Santiago •

11. tfuat about the forms of gover nment in South America? Ho,., do they compare with ours?

22