2 pre-visit activity - one hour social studies language...

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KEYS TO LEARNING

What is a Bureau?

Objectives• ThestudentwillrecognizeboththeGeorgiastatecapitolbuildinginAtlanta,andtheUnitedStates

CapitolbuildinginWashington,D.C.

• ThestudentswilllocatethecapitalsofGeorgiaandWashingtononamap.

• Thestudentswilllearnabouttheconceptof“bureaus”andhowthelocationofthesebureausworldwidehelpsCNNtodeliverthenews.

Materials• OutlinemapoftheUnitedStates.Onecanbeprintedfrom:Worksheet #1

• Computer,orequipmentavailabletodisplaypicturesofbothAtlantaandWashingtonCapitolbuildings.Worksheet #2

• CNNWorldwideBureauMapWorksheet #3

• Largesheetofbulletinboardpaper(about6feetlong)

• Displaytheanchorbookmarksinyourclassroom.ToobtainthesebookmarksdepictingtheCNNanchors,besuretoaskforthemwhenyoumakeyourreservation.

grade 2 pre-visit activity - one hoursOcial studies + language arts


KEYS TO LEARNING

What is a Bureau?

PrOcedure1. RemindstudentsthatthefieldtriptoCNNis

comingupsoon.Ifyouhaveaccesstoatelevisionintheclassroom,showafewminutesofaCNNprogram.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.

2. ExplaintostudentsthatCNNisaworldwidenewsnetwork.Thatmeansthattheyneedtohaveofficesinplacesallovertheworldtohelpthemgatherthenewsasithappens.Theseofficesarecalled“bureaus.”Tellstudentsthatthedefinitionofbureauis“anofficeofalargeorganizationthathasaspecificjob.”Ask students what they think the duty of the CNN bureaus would be?(Togatherandreportthenewshappeninginthatareaorregion.)

3. PrintoutonecopyoftheCNNWorldwideBureauMapforeverytwostudents,Worksheet #2 andpointouttostudentsthenumerousoffices,orbureaus,thatareneededbyCNNtodeliverup-to-the-minutenewsaboutthingsthathappeneverywhereintheworld.Ask students to name the continents that have a CNN bureau.(Reviewoffirstgradestandard.)

4. TellstudentsthattodayyouaregoingtotalkabouttheheadquartersofCNNinAtlanta,andtheCNNbureauinWashington,D.C.

5. GiveoneOutlineMapoftheUnitedStates,Worksheet #1 toeachgroupoftwostudents.Onalargemap,showstudentswhereAtlanta,theGeorgiastatecapital,islocated.AskeachgrouptomakeareddottoshowwhereAtlantaislocatedontheirownmap.ShowstudentswhereWashington,D.C.islocated.AskeachgrouptodrawabluedotwhereWashington,D.C.islocatedontheirmap.

6. Showstudentsthetwoimages,oneoftheGeorgiacapitolbuildinginAtlanta,andoneoftheU.S.CapitolinWashington,D.C..

Social StudieS standards

ss2cg4 Thestudentwilldemonstrateknowledgeofthestateandnationalcapitolbuildingsbyidentifyingthemfrompictures,andcapitalsoftheUnitedStatesofAmerica(Washington,D.C.)andthestateofGeorgia(Atlanta)bylocatingthemonappropriatemaps.

ela2lsv1 Thestudentusesoralandvisualstrategiestocommunicate.Thestudent:

d.Listenstoandviewsavarietyofmediatoacquireinformation.

e.Increasesvocabularytoreflectagrowingrangeofinterestsandknowledge.

KEYS TO LEARNINGgrade 2 pre-visit activity - one hoursOcial studies + language arts


KEYS TO LEARNING

What is a Bureau?

Ask students if they can figure out which capitol building is in Atlanta, and which is in Washington, D.C. (Hint:TheGeorgiastatecapitolhasagolddome.)

7. Ask students why people who work for CNN would need to know where the capitol buildings in these two cities are located.(Importantnewsismadebypeoplewhoworkinthesebuildings.)

8. InterestingfactsabouttheWashington,D.C.bureau:

a. About400peopleworkintheWashington,DCbureau.

b. PeoplewhoworkattheWashington,D.C.bureauusuallyeatattheirdesk,butsometimestheyhaveabureau-widebreakfastsorevenahotdoglunch.Ittakes25poundsofpancakemixtofeedthemall!

c. PeoplewhoworkattheWashington,D.C.Bureaugettoworkbycar,trainandsometimesevenbyairplane.

d. TheWashington,D.C.bureauhasviewsoftheU.S.Capitol–but,becauseofthewaycamerasworkandthepositionofthebureau,mostofthesetsusebackdropsratherthantherealthing.

grade 2 pre-visit activity - one hoursOcial studies + language arts

PrOcedure (cOn’t)


KEYS TO LEARNING

What is a Bureau?grade 2 pre-visit activity - one hoursOcial studies + language arts

PrOcedure (cOn’t)9. Discusswithstudentseventsthatcouldbecoveredby

CNNateithertheAtlantaorWashington,D.C.offices.(i.e.nationalorstateelections,billsthatarebeingdiscussed,severeweather,etc.)AskstudentstoprepareamuralrepresentingonenewseventthatCNNmightcoverineitherAtlanta,orWashington,D.C.Thiscanbedoneindividuallyoringroups.Theactivitycanbedonetogetheratonetime,orinthemorningsasstudentsarriveatschool.Studentswillneedalargesheetofbulletinboardpapereithertapedtothewall,oronalargetabletocompletethisactivity.Postinthehallwiththecaption:“TodayintheNews!”

assessMent• ShowpicturesoftheGeorgiacapitolandU.S.Capitol

buildings.Askstudentstotellwhichiswhichandgivecluestheycanusetotellthedifference.

• CheckgrouppaperstomakesurethelocationsofAtlantaandWashington,D.C.arecorrectlyidentified.

• Lookoverpicturesdrawnbystudentsonthemuraltocheckforunderstandingofconcepts.

gifted cOnnectiOnAskyourgiftedstudentstolistentothenewsforonehourandlistallofthecitiesandcountiesthatarereferencedinthathourbroadcast.Advisory: Pre-screen current news content to determine if it is age-appropriate for your students.Whenyourstudentsbringtheirlistsbacktoclass,askthemtofindthelocationofthecitiesmentionedonamap.

clOsing

Askstudentstogiveadefinitionoftheword“bureau.”AskstudentswhybureausareimportanttoCNN.Remindstudentstolistencarefullyonthe Inside CNN Studio Tourtolearnmoreaboutbureaus.


KEYS TO LEARNING

u.s.a. MapContinentalgrade 2 sOcial studies + language artsworksheet 1


KEYS TO LEARNING

Capitolsgrade 2 sOcial studies + language artsworksheet 2 A


KEYS TO LEARNING

Capitolsgrade 2 sOcial studies + language artsworksheet 2 B


KEYS TO LEARNING

Cnn WorlDWiDeBureau Mapgrade 2 sOcial studies + language artsworksheet 3


grade 2 pre-visit activity - 20 minuteslanguage arts

KEYS TO LEARNING

Capitol or Capital?

Objectives• Studentswilllearnthatcapitolandcapitalare

homophones.

• Studentswilllearnamnemonictorememberhowtouseandspellcapitolandcapitalcorrectly.

Materials• Onesetof2wordcards(onindexcards)foreach

student-“capitol,”writtenononecard,and“capital”writtenontheothercard.Worksheet #5

• PictureoftheGeorgiaStateCapitolbuildingWorksheet #2A & 2B

• AprintedcopyofmnemonicpoemforeachchildWorksheet #6

• Oneyellowandoneorangecrayonforeachstudent

PrOcedure1. Writethewords“capital”and“capitol”on

theboard.

2. Askstudentstoreadeachword.Explaintostudentsthateachwordsoundsthesame,buthasadifferentmeaning.Theyarecalledhomophones.

3. Passoutthemnemonicpoemtoeachchild.Worksheet #4 Readthepoemtogether.Bringstudentsattentiontothefactthattheletter“a”incapitalisunderlined,asisthe“a”intheword“all”.Thisisatricktohelpthemrememberthatcapitalwithan“a”meansthecity.Askstudentstocolorthewordcapitalwithayellowcrayon.

4. Bringstudents’attentiontotheunderlined“o”intheword“capitol”aswellastheunderlined“o”intheword“dome”.Mostcapitolbuildingshaveadome,(showtheGeorgiastatecapitolbuilding).Byrememberingthatmostcapitolbuildingshaveadome,thiswillhelpstudentsrememberhowtospellthewordcorrectly.Askstudentstocolortheword“capitol”withtheorangecrayon.

language artS standards

ela2r2 Thestudentdemonstratestheabilitytoreadorallywithspeed,accuracy,andexpression.Thestudent

c.Readsfamiliartextwithexpression.

ela2r3 Thestudentacquiresandusesgradelevelwordstocommunicateeffectively.Thestudent:

c.Recognizesandusestheappropriateusagesofhomophones,homographs,antonyms,andsynonyms.


5. Readthepoemagain.Ask students to read the poem with expression to a buddy sitting beside them.Notetheexclamationmarkattheendofthepoem.

6. Nextpassoutasetofwordcardswiththewords“Capitol”and“capital”onthemtoeachchild.Ask students to hold up the correct spelling of the word as you say the following sentences:

a. Washington,D.C.isthecapitalofournation.

b. AfieldtriptotheGeorgiastatecapitolbuildingisalotoffun.

c. TheCapitolbuildinginWashington,D.C.isbeautiful.

d. AtlantaisthecapitalofGeorgia.

assessMentUsethewordcardactivitytoassessyourstudents’understandingofthehomophone.

clOsingAsk students to list other homophones they have learned about in class. Write these words on the board. Ask students to give the definition of a homophone.(Wordsthatsoundalikebuthavedifferentmeanings).

PrOcedure (cOn’t)

KEYS TO LEARNING

Capitol or Capital? grade 2 pre-visit activity - 20 minuteslanguage arts


KEYS TO LEARNING

VoCaBulary WorD CarDs grade 2 language artsworksheet 5

Capitol capital

capital Capitol

Capitol capital

capital Capitol


KEYS TO LEARNING

MneMoniC poeMKEYS TO LEARNING

grade 2 language artsworksheet 6


KEYS TO LEARNING

Quiet on the set!grade 2 post-visit activity - two days, one hour each day or one afternoon of about two hourssOcial studies + language arts

Objectives• Studentswillexperiencetheneedtomakechoicesbecausegoodsarescarce.

• Studentswillexperiencetheactivitiesofbothaproducerandaconsumer.

Materials• Boxes,material,paint,posterboardandvariousotheritemsthatmaybeusefulinmakinga

miniaturetelevisionnewsset.Studentsmaywishtobringsomeofthesethingsfromhomeandcandecideonthatoncegroupsareformed.

PrOcedure1. ReviewwithstudentswhatwaslearnedontheInsideCNNStudioTour.Besuretodiscussthe

newsdeskthatyousawonthetour.(Displaypictureaboveonyourcomputerorprintitout)Discusswhatitemsareneededforanewsset.(Desk,chair(s),cameras,teleprompter(s),avarietyofvisualtechnology)

2. Ask students to think about all of the things they noticed on their tour. Ask students if CNN is a producer, a consumer, or both.(Both)Ask what things they consume.(CNNbuyscameras,computers,desks,chairsetc.)Ask students what CNN produces.(anewsbroadcast).Ask if a news broadcast is a good or a service.(Aservice)


KEYS TO LEARNING

Quiet on the set!

Social StudieS standards

ss1e1 Thestudentwillidentifygoodsthatpeoplemake,andservicesthatpeopleprovideforeachother.

ss1e2 Thestudentwillexplainthatpeoplehavetomakechoicesaboutgoodsandservicesbecauseofscarcity.

ss1e3Thestudentwilldescribehowpeoplearebothproducersandconsumers.

grade 2 post-visit activity - two days, one hour each day or one afternoon of about two hourssOcial studies + language arts

PrOcedure (cOn’t)3. Tellstudentsthattheyaregoingtohavethe

opportunitytogetintogroupsandmaketheirownminiaturenewsstudioset.Whentheyfinishtheset,theywillbeusingittoproducea“news”program.Askstudentstolistthethingstheymightliketoincludeintheirnewssetandwritetheseontheboard.

4. Dividetheclassintofourgroups.Eachgroupwillmaketheirownpuppetshow“news”set.

5. Askgroupstotalkabouthowtheywillmaketheirsetbeforetheybegin.Allpeopleinthegroupmustbeallowedtogivetheiropinion.

6. Givegroupsadesignatedtimetocompletetheirset.Whenfinished,askeachgrouptoexplainwhattheyincludedintheirsetandwhyitwasincluded.

clOsingAskstudentshowtheywereconsumersandproducersduringthisactivity.(Producers,becausetheyweremakingasettheywilluselater;consumers,becausetheywereusingproductstocompletetheset.)Askstudentstotellwheretheproductscamefromthatwereusedtomaketheset.Forexample,wereboxesusedthatwereoriginallymadebyfoodproducers?Askstudentsiftheyhadtomakechoicesaboutwhattouseduetothescarcityofproducts.Askstudentswhatchoicestheyneededtomake.Didtheyneedtogiveanythingupthattheywouldhaveliketohaveused?

assessMentAssesshowstudentsworkedtogethertomakethesetandhowwelltheywereabletoacceptthefactthatchoicesmustbemadewhenproductsarescarce.


grade 2 post-visit activity - 60-90 minuteslanguage arts + sOcial studies

KEYS TO LEARNING

We Were there!

Objectives• Studentswillworktogethertoproduceawritten

scriptfora“news”program.

• Studentswillpresenttheirnewsprogramtoanotherclassintheformofapuppetshow.

Materials• Videocamera(optional)

• Studentdeskstouseateachbureaulocationthroughouttheroom

• Setofanchorfiguresorpuppetstobethe“anchors”ofthebroadcast,Worksheet #4 andstickstoattachtoanchorfigures.

• Anysetmaterialsusedtocreatethe“news”setfromthepost-visitsocialstudiesactivity.

• Constructionpaperortagboard

PrOcedure1. Tellstudentsthattheyaregoingtoproducetheir

own“news”programforCRN(ClassRoomNews)basedontheirexperiencesduringtheCNNfieldtrip.Theywillbeusingthesetsmadeinthepost-visitsocialstudiesactivityaswellastheCRNanchorfiguresWorksheet #4 topresenttheirnewsstory.

2. Getintothesamegroupschosentocreatethe“news”setsinthesocialstudiespost-visitactivity.Eachgroupshouldsetuptheirnews“bureau”indifferentareasoftheclassroom.Eachgroupwillhaveanassignednewsstorytocreate:

a. Headquarters-Thisgroupofstudentswillopentheprogramandwillberesponsiblefortransitionstoeachbureauastheyarereadytoreport.Thisgroupwillexplainwhatthenewsprogramisabout(thefieldtrip)andmightevenhaveashortinterviewwiththeteachertofindoutwhythetripwasimportant.

language artS standards

ela2lsv1 Thestudentusesoralandvisual

strategiestocommunicate.Thestudent

b.Beginstouseorallanguagefordifferentpurposes:toinform,topersuade,andtoentertain.

ela2r2 Thestudentdemonstratesthe

abilitytoreadorallywithspeed,accuracy,andexpression.Thestudent

b.Appliesletter-soundknowledgetodecodequicklyandaccurately.

c.Automaticallyrecognizesadditionalhighfrequencyandfamiliarwordswithintexts.

d.Readsfamiliartextwithexpression.

ela2r3 Thestudentacquiresanduses

grade-levelwordstocommunicateeffectively.Thestudent

a.Readsavarietyoftextsandusesnewwordsinoralandwrittenlanguage.

ela2W2 Thestudentbeginstowriteinavarietyofgenres,includingnarrative,informational,persuasive,andresponsetoliterature.



KEYS TO LEARNING

We Were there!

b. GrouptwoistheCNNCenterInformationBureau.ThisgroupisresponsiblefortellingviewersaboutwhereCNNislocated,aswellasashortreportonwhatwaslocatedwithinthebuilding.

c. GroupthreeistheTourInformationBureau.ThisgroupwillreportonwhatwaslearnedandseenduringtheInsideCNNStudioTour.

d. GroupfouristheLunch/BusInformationBureau.ThisgroupwillreportonlunchtimeexperiencessuchaswhereitwasconductedandanyinterestingthingsthathappenedduringlunchatCNN,aswellasinformationaboutthebustriptoCNN.

3. Eachbureau’sjobistoworktogethertocreateascriptabouttheirassignedtopicthatwilllastabouttwominutes.Remindstudentsthatiftheywishtousechartsorpictures,thereisconstructionpaperortagboardavailabletomakethem.Studentsshouldusepuppetsorfigurestopresentthenewsstoryasa“puppet”show.RemindstudentsthatnotallpeoplewhoareinvolvedinproducingthenewsatCNNareoncamera.Infact,mostworkbehindthescenes.Studentsmaywishtodividetheirtalentsinthenewsproductionbetweenwriters,graphics(chartorpicture)producers,and(thevoicesbehind)thepuppets(whowillneedtoreadthenewswithexpression).Remindstudentsthattheywillbechoosingoneortwopeopletoactuallypresenttheshowatatime.Youmaywishtodotheshowacoupleoftimesinordertogivemorestudentstheopportunitytoplaythe“Anchor.”

4. Presentyour“news”programtoanothersecondgradeclass.

l.a. standards (con’t)

ela2W2 Critical Component:Thestudentproducesinformationalwritingthat:

a.Capturesareader’sinterest.

b.Beginstosustainafocusedtopic.

c.Includestheappropriatepurpose,expectations,andlengthfortheaudienceandgenre.

d.Addsfactsanddetails.

f.Usesgraphicfeatures(charts,tables,graphs).

h.Developsasenseofclosure.

PrOcedure (cOn’t)

CNN, CNN Student News and HLN Anchors: Carl Azuz, Robin Meade, Wolf Blitzer, and Anderson Cooper.



KEYS TO LEARNING

We Were there!

gifted cOnnectiOnAskgiftedstudentstousethepuppetsorfigurestoproducea“CRN”newsprogramaboutsomethingthatisgoingoninyourcityorstate.Studentsmustresearchthetopic,writeascriptandpresentthenewstotheclass.

clOsingAskstudentstodiscusswhattheylearnedaboutputtingonanewsprogramfromtoday’sactivity.Askstudentsiftheymightlikeajobsomedaythatwouldinvolveworkingatanewsnetwork.

assessMent1. Assessyourstudents’abilitytoworktogetheringroups

toproduceanewsreport.

2. Assessthewrittenscriptproducedbyeachgroup.


grade 2 sOcial studies + language artsworksheet 4

KEYS TO LEARNING

We Were there!

2 pre-visit activity - one hour social studies language...

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