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Mini Page Archive - December 2008: Issue 48 - 58
Writing Is Exciting! -- Issue 48 -- December 2, 2008
Printable Version
This week's standards:
Students identify abilities and skills associated with various careers. (Career Education) Students identify forms and elements of literature. (Language Arts: Reading)
Activities:
1. Shop for writers' "tools" in the newspaper.With a friend, go through newspaper ads and circle any items a writer might use. Put a star by those items you already have in your house. Put a check by the three items you think are the most important for a writer.
2. The "byline" on a newspaper story gives the name of the person who wrote the story. Divide a piece of paper into four sections. Label the sections: News, Sports, Entertainment and Business. Now cut out writers¹ bylines from the newspaper and paste them in the section that matches the type of story they wrote. Which section has the most identified writers? Which section has the least number of writers?
3. Select two newspaper stories that you think could make a difference in other people's lives. Paste each headline at the top of a piece of paper. Under each headline, write several sentences telling why you think the story is important and how it could make a difference.
4. How have these behaviors helped the writers in today's Mini Page: (a) reading, (b) keeping a journal, (c) watching old movies and TV shows, and (d) being curious?
5. Identify a newspaper headline that sounds like it would make a good story idea for a TV show. Create an outline for the TV show. First, write one sentence giving an overview of the show -- will it be an action show, comedy or drama? Write character profiles for at least two characters that would be in your show. Finally, write an outline of one episode of the show. Describe the show's opening scenes. Then describe what happens in the main part of the show. Finally, describe how the show will end. Share your story idea with family members or friends.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Giving Your All -- Issue 49 -- December 9, 2008
Printable Version
This week's standards:
Students demonstrate respectful and caring relationships in the family, workplace and community. (Family and Consumer Science: Interpersonal Relationships) Students demonstrate appreciation for diverse perspectives, needs and characteristics of individuals and families. (Family and Consumer Science: Family)
Activities:
1. Use newspaper words and pictures to create "thinking of you" cards for senior citizens who live in nursing homes. Share your cards with a family member or friend.
2. Pretend you are going to help clean up a local park. Find items in the newspaper that you could take along to help with the cleanup. Paste your items on a piece of paper. Explain why you chose each item.
3. With a friend, go through the newspaper. Circle in red stories about situations where you could help by donating your time. Circle in blue situations where you could help by donating items such as clothing or equipment. Circle in green situations where you could help by donating money.
4. Find a newspaper story about an individual who donates his or her time to help others. Draw three circles on a piece of paper. In one circle, list the good things the person did to help others. In the second circle, list any objects or supplies the person used. In the third circle, write down what the person says about why he or she likes to help others.
5. Find a newspaper story about a problem that could be helped by volunteers. Design a plan to solve the problem. Make lists to show the type and number of volunteers you want, the tools and equipment you¹ll need, what you will have to buy, and how you will encourage people to help with the problem. Write a paragraph describing how you will solve the problem.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Going Green for the Holidays -- Issue 50 -- December 16, 2008
Printable Version
This week's standards:
Students understand customs and traditions of their own culture. (Social Studies: Culture) Students understand the characteristics of renewable and nonrenewable resources. (Geography: Environment and Society)
Activities:
1. Cut out newspaper pictures of Christmas items such as holly, poinsettias, presents, Santa, reindeer, etc. Glue your pictures onto cards to make your own gift tags.
2. Look in newspaper ads for electric and electronic gift items that have the Energy Star symbol. How many different types of gifts did you find?
3. Interview several family members and friends. Ask them what they do to have a ³green² Christmas. Do they use live trees that can be replanted? Do they reuse Christmas wrapping paper and tags? Do they use low-energy lights? Do they give homemade gifts? What are the most popular answers?
4. What types of "green" presents could you give friends and family members? Name the gift and the person you would give it to: (a) an Energy Star item, (b) organic clothing, (c) something made of recycled material, (d) a gift of time or service.
5. Make a list of the types of decorations and gift wrapping your family uses each year. Next to each item, describe a "green" way to do the same thing.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
All Aboard the Model Train -- Issue 51 -- December 23, 2008
Printable Version
This week's standards:
Students understand customs and traditions of their own culture.(Social Studies: Culture) Students understand the abilities of technological design. (Science:Science and Technology)
Activities:
1. Look in the toy ads of the newspaper for toy trains of different types. Circle any trains called "model" trains in red. Circle other trains in green. Circle any toys that are made to be used with model trains, such as miniature trees or houses, in blue.
2. Create a poster called "Trains and Planes and Things That Go." Now find newspaper words and pictures that show different types of transportation to paste on your poster.
3. Look in the toy ads of the newspaper. Circle all the toys that use electricity. Do not mark electronic toys such as computer games. Put a star next to two toys you would like to have. Have a friend look at the ads and put check marks by the toys he/she would like to have.
4. Why were each of these important to the history of toy trains: (a) the paper train, (b) Electric Express, (c) alternating current, and (d) transformers?
5. Use resource books and the Internet to learn more about the different cars that can be part of a train. Design an eight-car train. List the names of each of the cars in your train, starting with an engine and ending with a caboose. Draw each car. Next to the drawing, write a description of what each car does and why it is important.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
Honoring Nature With Art -- Issue 52 -- December 30, 2008
Printable Version
This week's standards:
Students identify works of art as belonging to particular cultures, times and places. (Visual Arts) Students understand how an artist¹s experiences influence the development of specific artworks. (Visual Arts)
Activities:
1. Find an interesting item in nature somewhere near where you live. Use the warm and cool colors of Georgia O'Keeffe to draw your personal image of the item.
2. See how well you could supply young artists and photographers. Pretend you have $500 to spend. Find painting supplies or cameras and photography supplies in newspaper ads. List each item and its price on a piece of paper. How much can you buy for $500?
3. Plan a series of art adventures in your community. Look in the arts/entertainment section or community calendar section of your newspaper. Find an art gallery or exhibit that features (a) paintings, (b) sculptures, (c) photography, and (d) antiques or collectibles.
4. Analyze a color photograph in your newspaper. What can you say about the effect of the colors in the photo? The subject? The placement of people and places? What makes this a good photograph?
5. Use resource books and the Internet to learn more about Georgia O'Keeffe or Ansel Adams. Use these questions to guide your research: Where was the artist born? When did she/he first become interested in art and nature? Where did she/he study? What did critics say of the artist's early work? When did the public and critics accept the artist's work? Write a paragraph biography of the artist.
(standards by Dr. Sherrye D. Garrett, Texas A&M University-Corpus Christi)
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