2005-2006 Featured Teachers
The Telegram is proving to be a valuable resource as a supplementary teaching tool in all aspects of the curriculum at Holy Heart High School .
In Language Arts classes such as English 1200, students complete an extensive unit where they learn to investigate and familiarize themselves with the parts of a newspaper. As well, they practice writing letters to the editor, using those in The Telegram as a model. The Telegram is used as a research tool to follow a local story. Teachers use the newspapers for language exercises. Students are asked to make a list of words that they are not familiar with, to find the meaning in the dictionary and to use the word in a sentence. Another example gets students to cut up headlines, create new headlines and then write the accompanying story. The newspaper is also used in English classes to precipitate discussions and as a basis for free writing assignments. The political cartoons are used to examine and meet viewing outcomes.
In Social Studies, the newspaper is used on a continual basis in such subjects as History, Geography, Economics and Consumer Studies. The Telegram has been used as a research tool, for fact-finding scavenger hunts, for current events assignments, to learn about statistics and to accumulate articles for portfolio and scrap booking activities. By supplementing the course material with information from the newspaper, the students are able to apply knowledge to real situations and events.
The Telegram has also been used as a resource to complete a Media Watch assignment where students track a newsworthy topic over a term. For this assignment students must get a local, national and international perspective. The Telegram has proven to be an invaluable resource with respect to obtaining a local angle.
In Media and Society, The Telegram is also a value source of information. Students examine content – percentage of the page dedicated to advertising, local vs. national wire copy, sports, etc. It is also used to investigate media related topics such as subscription numbers vs. cost of production and advertising revenue.
Science 1206 and 2200 classes use the newspaper to show the relevancy of what is being taught. For example, it is used to track and record news articles that focus on the weather for a month long period.
The Art classes use The Telegram in a graphic arts unit to study typesetting, fonts, and layout. They also use The Telegram as a reference when completing a unit on political cartoons. Local art listings are clipped and posted on a weekly basis.
Newspapers are also used on a regular basis in alternate courses such as Citizenship class to follow current events and stories of a political nature. Articles are also used to differentiate between municipal, provincial and federal events as well as to expand upon literacy levels and for fact-finding activities.
Newspapers are always available at the Resource Centre for students to use in completing class projects and more importantly for general reading. Newspapers are never wasted and the old used copies either end up as table coverings for painting projects in the art room or as paper mache projects in a variety of classes.
Featured Teachers, October 2005
Holy Cross Elementary, Holyrood
Students in Ms. Mathioudakis’ Grade One class use The Telegram on a daily basis as part of their Literacy, Science and Social Studies programs. The October 12th article published in The Telegram - Breakfast Club Hoping for a Boost, was used as a topic for students to voice their opinion and to generate ideas on how money could be raised to keep such a program going. Some suggestions included having a lemonade stand and a bake sale. The Grade One class also uses The Telegram daily as they track our current weather conditions. Ms. Rice’s Grade Six Intensive Core French class does a very similar activity where they predict the weather for upcoming days using their French vocabulary.
Mrs. Hickey’s Grade Two class especially enjoys the comic section of the newspaper. They remove the words from all of their favorite comics and then decide the dialogue themselves. When they are finished the class compares their results to the original in The Telegram. This has been an excellent activity in pairing creativity and imagination with fun and humor.
In Grade Three Mrs. Ward-Caines and her class use the newspaper as part of their Scavenger Hunt to reinforce concepts covered in Language and Math (i.e. finding compound words, contractions and numbers greater than 100). The class is very excited about the many opportunities they have to use the newspaper in their Media Mix unit in Language. The grade threes are also studying about Corner Brook, a city they see featured each week in The Telegram, with updates published on the pulp and paper industry.
Trying to relate Math to the ‘real world’ can be a challenge for teachers. Mr. Coady’s Grade Four class recently worked on rounding numbers to the nearest thousand and hundred. This was around the same time that municipal elections were held in the province. In The Telegram there were many lists of candidates and the exact number of votes they received. The lists made for a good Math lesson. Instead of asking students to round arbitrary numbers, they could use the lists in the newspaper. Then we could ask questions like, “About how many more votes did Andy Wells receive than Ray O’Neill?”
Perhaps our greatest use of The Telegram occurs in the area of Language Arts. Our Grade Four, Five and Six Language teachers, Mr. Coady, Ms. Mills and Ms. White, have found The Telegram to be a most useful resource. Looking at pictures and getting meaning from them are important skills students need to learn. The Grade 4 class looked at pictures of recent natural disasters to propose questions such as, “How would you feel if your house was destroyed by a flood?” and, “If you had to leave your house with only ten minutes notice what you would bring with you?” Such lessons provide great opportunity for discussion and reasoning. Ms. Mills and her class followed the excitement of the World Series and compared the action and commentary to that of The Big Game, a story in their Language Anthology. Ms. White’s class uses The Telegram in their study of the 5 W’s and H of reporting: who, what, when, where, why and how. They analyzed several articles and reported their findings to the class.
The Telegram is used in all of our classrooms every day. At 1:00 pm each afternoon all students in Grades One to Six participate in DEAR (drop everything and read). Sports reports on the Leafs and Habs are usually in greatest demand. We would like to thank The Telegram for supplying Holy Cross Elementary with this excellent resource.
Featured Teachers, November 2005
St. Mark’s School (K-12), King’s Cove, Bonavista Bay
Kindergarten and the grade 1 and 2 multi-grade classes are using the newspapers on a daily basis to scrutinize the weather. The focus is on learning weather symbols and temperature. They’ve extended this learning to include sunset and sunrise, calculating the number of daylight hours we experience at this time of the year. The Grade 1 and 2 multi-grade class has also been using The Telegram to introduce the genre of informational text. The children chose articles from the paper, discussed what made it informational text and gave a summary of the article. They also explored who, what, when, where and why in parts of the paper and how the author of the article put those components together.
The grade 3 and 4 multi-grade class has been enjoying scavenger hunts with newspapers, learning to navigate through this form of informational text. They are also hoping to use what they have learned about newspaper format to design a web page similar to that layout.
Another project that uses newspaper format as well as content is being conducted by the grades 3 and 4 and the grade 5 and 6 multi-grade classes. They studied headlines, by-lines, writing styles and graphics using that knowledge to compose their own classroom newspapers. St. Mark’s is now full of junior reporters asking and scheduling interviews, researching weather patterns, and conducting surveys. The grade 4 students generated their own advertisements as well. With headlines such as “B- Daman beats ‘em All”, one has to believe that there are some budding reporters in our midst.
The staff and students at St. Mark’s, King’s Cove would like to thank The Telegram, with the assistance of Dave Locke, for providing this free resource to our school. It is a tool that supports many of our objectives and outcomes across the curriculum, and it is greatly appreciated.
Featured Teachers, December 2005
Macdonald Drive Junior High
Teachers all know of ingenious ways to use the newspaper as a teaching and learning tool, and The Telegram has become an authentic resource that is ever present in the students’ lives, both at home and at school. This is especially true for students who are challenged with learning disabilities and struggling with reading. Joanne Niles , a special service teacher at Macdonald Drive Jr. High sees the newspaper as an ideal resource for students who are not accessing the prescribed Language Arts Curriculum in Jr. High. These students require a Pathway Four Alternate Course that is designed specifically for students’ needs and abilities.
Ms. Niles has developed this newspaper unit because it works well as a source of material to promote reading and writing. The students are introduced to vocabulary relevant to the newspaper format. Students examine the INDEX as a key to searching through the newspaper and exploring the various sections. They examine the 5Ws of researching a topic, learn to distinguish local vs. national and international news and examine areas such as the classified, the weather pictures and the obituaries. Ms. Niles uses a cross-curricular approach with each of these sections that involves Math calculations, Social Studies vocabulary development and critical analysis of topics read. Reading for meaning is a critical stage of comprehending their world and so using the local newspaper is a real-life experience for these students who need guided practice.
All students need to make connections between their reading and real world experiences, and so the newspapers have become a positive and motivating experience for these students. They feel like they are pursuing a very worthwhile and ‘grown-up' activity and there’s bound to be a section of The Telegram that grabs their attention and their imagination. There are multiple copies of the newspaper reserved in the Learning Resource Centre, and these same students feel comfortable in browsing during their free time, which is empowering for the reluctant reader.
There are many creative ways to use newspapers in your school. The Telegram and its sponsors through the Newspaper in Education Program have supplied not only the newspapers but also ready-to-use units to assist teachers in most curriculum areas. These units are a great springboard for all subject areas. Ms. Niles has found a creative way to design an Alternate course at the junior high level that fulfils learning outcomes using familiar medium.
We are pleased to have this opportunity to share our NIE plans and ideas, as a special feature for The Telegram readers.
Featured Teachers, January 2006
Sacred Heart Academy (K-7), Marystown, NL
One of the learning outcomes for the Grade six Language Arts curriculum is for the students to use the conventions and characteristics of different types of print and media texts to help them understand what they read and view. Using the newspaper in the above fashion tied in directly with this learning outcome.
Prior to beginning the activity the teacher/librarian and N.I.E. coordinator at Sacred Heart Academy, Mr. Leonard Quilty, reviewed with the students the general outline of the newspaper. He also explained how the students could use the index on the front page to assist them with their research.
As well, the Exceptionally Able Learner (EAL) multi-grade group of students at Sacred Heart Academy has been using the newspaper as a guide when preparing their own school newspaper. The teacher who works with this group, Mr. Paul Green, has used The Telegram as a valuable reference tool. His students have modeled the various sections of the paper (i.e., the classifieds, the sports section, and news reports) in the process of creating The Announcer.
Besides using the newspaper as a resource in the library, Mr. Quilty has used The Telegram with his Grade seven Social Studies class. Last fall the students in Grade seven used the newspaper to research local issues related to the theme of Empowerment/Disempowerment (personal, political, cultural, social, national) in our society.
The staff and students at Sacred Heart Academy are very grateful to Mr. Dave Locke and The Telegram for providing such a valuable resource to our school. Having the newspaper as a supplementary teaching tool is much appreciated.
Featured Teachers, February 2006
Mealey Mountain Collegiate, Happy Valley-Goose Bay
The Telegram has been used in Grade 8 and 9 drama classes. Student will select stories from the paper and dramatize them to their classmates. Opportunities to practice writing skills abound using the newspaper. Even as serious a section as the obituaries can provide models for students to write creatively in high school writing courses. Other teachers have used the paper for team building exercises where students have used the older papers to create towers using masking tape. The serialized stories in the NIE section on Tuesdays are great to stimulate an interest in reading. Career Education classes have been able to see first hand what jobs are “on the go” and to track provincial and national career trends. The crosswords and comics can occasionally help a harried teacher manage the last period on Friday. The delivery of The Telegram to our school has also enabled students with Special Needs to participate more fully with our school by delivering the paper to the classrooms. (Thank-you Gary O’Donnell and Kory Blake) The High School English Program requires a focus on visual literacy and The Telegram provides a rich source of photographs and other visuals for analysis.
Dr. Bruce Vey, as principle of MMC has provided an environment where teachers are encouraged to explore innovative and fresh methods of delivering the curriculum. His leadership has allowed energetic younger teachers like Sacha Woodward, Doug Crane, Krista Conway and Robin Andrews to enhance the learning environments of their classes and provide first-rate learning for their students. Their dedication to the students of Happy Valley-Goose Bay is a credit to the school. Once again, we would like to express our gratitude to The Telegram and Provincial Air Lines for their support in helping to educate our students.
Featured Teachers, March 2006
Exploits Valley High School – Grand Falls-Windsor
As a teacher of creative writing at Exploits Valley high, I have found The Telegram to be an invaluable resource in several projects I undertake with my students.
One writing endeavour involves editorializing. My students are required to express a strong opinion in an editorial format of their construct. With The Telegram in my classroom, students have access to many fine examples from the editorial page of the paper. With such a valuable resource at hand students, easily and readily, make the necessary learning connections and in a short time, are within their own editorials.
Along the same vein, I have students read letters to the Editor and, as a second assignment they are able to pen their own examples of their alternate form of opinionated expression.
Another writing project revolves around a topic I called “Crazy Columns”. Students browse through copies of The Telegram to find articles involving unusual events. Then they create collages of these often entertaining new items for publishing within the classroom setting.
I have also used articles from The Telegram as an effective teaching tool in formulating journalistic reporting.
I commend The Telegram for its commitment to education in this province.
My social studies classes have used The Telegram for research and collages on various topics. The newspapers have been quite useful in the study of advertisements and currents events. Canadian History students have used The Telegram, along with magazines and the Internet, on related topics or ideas for advertising similar to the ideas presented in their text. Some students select The Telegram for reading when they have completed assigned work. Also, other teachers request newspapers for projects that are going on in their classes.
Featured Teachers, April 2006
Ms. Kathy Doiron, Challenging Needs Teacher
Brother Rice Junior High, St. John’s
“What a lot of stuff in the newspaper!!” was a comment that was made, and it speaks volumes.
When the question, “Why do we read the newspaper?” was asked to the Challenging Needs students at Brother Rice Junior High School, the answers were quite evident!!
“Because we like to read together,” answered Andrew.
“To find out about the movies,” said Darrin.
While Sean “Our Weather Forecaster” broadcasts the daily weather to the class. Allyson enjoys discovering what items are on sale in our local stores. Both Bonnie and Chasity delight in discovering and identifying the colors used in the pictures and advertisements. Heather interacts and listens to her classmates attentively as they share the newspaper stories.
The cartoons, comic strips and especially the horoscopes are also a big hit with both the students and the teachers. We all take turns reading and listening to what the future may or may not hold for each person.
One of the hi-lights of this term was when a class bulletin board displayed the 2006 Torino Olympic Games. The class was as proud of our local heroes - Brad, Mike, Jamie, Mark and Russ - as much as all Newfoundlanders put together! Mr. Mulrooney led many discussions of each Olympic Winter sport as we all eagerly awaited the daily medal counts for Canada!!
The availability of this newspaper gives each student opportunities to practice their oral presentation skills in a relaxed environment. The language used in the newspaper, with help, is easy for all students to read and understand. The fact that it includes information from all over the world helps the students to expand their knowledge of other places outside of St. John’s, Newfoundland and Canada. The variety of information makes it easy to incorporate The Telegram into each student’s individualized curriculum, in areas such as functional academics, social skills, recreational, etc. At the end of class each day, each student takes a turn in disposing of the newspapers in our school-wide recycling program.
Featured Teachers, May 2006
Ecole des Grands-Vents, St. John’s
Eileen Jones-Whyte, Directrice-Professeure
The language of instruction at École des Grands-Vents is French, however once students reach Grade 4, they start to study English. The curriculum for the students in the CSFP can be demanding. Although they do not start English until grade 4 and they have fewer hours of English than their counterparts in the Anglophone schools, students at the provincial Francophone schools follow the same curriculum in English as those in the Anglophone schools.
This is where The Telegram comes in. We employ The Telegram in our English classes. The grade 4/5 class have been following the antics of Frannie Fish and her friends. These stories, which appear every Tuesday, are used for reading comprehension. They serve as great starting points for discussions on topics which are important to the students. Just before the May long weekend we read the story of how Jordan juggles his time. It was a story about a fish that organized his time so that he not only had time for his fun things, but also did chores around the house and reviewed his math. This led us to discuss the ways in which the students help out at home. Some were reluctant to add to the discussion, thinking that we were devising a list of things they should do to help at home over the holiday weekend, They soon realized we were just sharing and jumped in with their ideas too. It is great to realize that you are not the only one whose parents expect you to help at home.
Another time the story led us to delve further into the paper so that we could find similar incidents of people helping people in our world. Anything that gets the students interested in reading is a great activity!
We discovered that newspapers are not just about reading and discussing. There are real spatial and sequencing concepts to understand as well. Imagine being 9 years old and being told that you have to return the newspaper in the same condition as you received it in order that another class that day is able to use it! We quickly learned that Section B came after the front section, Section C after Section B and so on. This helped us to understand to put page B9 after B8 and before B10. Then the students had to pay attention to how the paper was folded in order to put it back together again. That was a challenge tantamount to refolding a map! Judging by some of the comments in class, some students felt their own parents could use some help in this skill! We heard comments like “My dad always leaves the newspaper in pieces!”
The class the 4/5s are tidying up the papers for is a split 7, 8 and 9 class. They too have used the newspaper for reading comprehension. Sometimes they pick their own article and resume it. This can be quite a challenging task. There are often a lot of extraneous details to sift through. But we enjoy this challenge and enjoy sharing with the class what we have learned about the world around us.
The favourite activity of all is when the students get to use the newspaper for silent reading time. The only thing missing is the cup of tea and the doughnut!
Featured Teachers, June 2006
Mary Queen of Peace Elementary School, K-6, St. John’s
Grade 4 teachers Charlene White and Rena Hutchings used the paper to follow the serial stories in The Telegram. Students were also encouraged to browse the paper for other articles of interest. The more popular sections with Grade 4 students were Sports and Comics. Ms. White said, "It was excellent that each student had his/her own copy and all of my students enjoyed working with the papers on a regular basis".
Bruce Lane, the learning resources/technology teacher is the NIE Coordinator for the school. In addition, he headed up the school's Think Green Team. This group of Grade 6 students spearheaded the school's recycling program this year and teamed with several community partners including ACE Memorial. As part of their recycling business, they formed a media monitoring team who checked The Telegram daily for ads and articles related to recycling. Items clipped from The Telegram were placed on a bulletin board in the Learning Resource Centre.
The Newspaper In Education program has really enhanced teaching and learning throughout the year in the classrooms at Mary Queen of Peace School.