Covering a Presidential Election

Jane Dodson
William Penn High School
York, Pennsylvania

Objectives:

• Watch televised presidential debate, practicing note-taking skills
• Evaluate two candidates’ views on one teen-related issue
• Write two paragraphs comparing and contrasting the views
• Work in maestro groups to design a package.

Instruction & Activities:

Day 1

• Teacher instruction in note-taking technique – paper divided vertically, half for facts and half for direct quotes.
• View teacher-made videotape of two candidates’ views on one issue. (an example might include the federal debt)
• Students practice note-taking technique
• Review notes in pairs. Compare information captured, accuracy, completeness
• Choose topics. Example: Education, health care, taxes, welfare reform, college aid, economy, morality, national security
• Homework: Two weeks to complete
  • View debate (supply dates, times, networks). Complete note-taking.
  • Research candidates’ views in one print source (magazine or newspaper) and one Internet source.

Day 2 (2 weeks later)

• In small groups compare information with others who studied same issue.
• Review attributes and structure for comparison-contrast writing.
• Model writing assignment using federal debt issue.
• Homework: Write two paragraphs comparing and contrasting the candidates’ views on one issue. Show use of three sources through appropriate and adequate attribution. Complete in two days.

Day 3

• Maestro groups of four will discuss design ideas for package on candidates.
• Complete package planning sheet. Decisions: Art, photos, sidebars, layout

Day 4

• Pairs of students will conference about writings using coaching sheet.
• Homework: Revise and edit writing. Submit next day for evaluation.

Day TBD

• Best package idea designed and printed.
• Students will read complete package and vote based on candidates’ views.
• Editor will write the staff’s endorsement based on results of class election.
• Considerations:
  • Will whole staff work on this project or just a group (i.e. first year students, second year students)?
  • Do all students have access to watch or tape a debate? Teacher sensitivity important here. Teacher could tape all debates so they are available.
  • Prior instruction in attribution and working in a maestro group

Assessment:

• Rubric assessment of writing – state holistic writing rubric maestro sheet from each group.