The answers to the questions that arise for them as they read the article. Next, explain to students that they will be investigating these uncertainties by creating a hypertext-annotated version of the article that provides contextual information to readers so that they can easily find out Next, have students take a look at their copy of the article and highlight or circle any things, people, events, locations, or ideas mentioned in the article whose meaning they are still unsure about.Īfter all students have had the opportunity to identify moments in the article that raise uncertainties for them, ask them to share things from the article that they still don’t understand. Write their comments on the board in the “We know” column. Title the first column “We know” and title the second column “We still don’t know.” Ask students to volunteer what they understandĪbout the article’s topic after reading. State Department – History and OverviewĪctivity | Make two columns on the board.Multimedia Feature: Proposed Security Council Resolution on Syria.Check It Out: Verifying Information and Sources in News Coverage.RELATED RESOURCES From The Learning Network What made this article challenging to read? What would help you understand it better?.What does it mean that the article is identified as a “news analysis” piece? What made this article interesting to read? Did it engage your interest in the topic?.

What is the Obama administration afraid will happen next in Syria? What leads them to believe that these things might happen in the future?.What actions taken by the United Nations Security Council have troubled the Obama administration? Why is the administration troubled?.What does the Obama administration find troubling about the situation in Syria?.Questions | For discussion and reading comprehension: Read the entire article with your class, using the questions below. State Hillary Rodham Clinton called the veto a “travesty.” On Sunday, the Obama administration sought to get beyond the veto by Russia and China a day earlier of a Security Council resolution backing an Arab League plan for a political settlement in Syria. To push President Bashar al-Assad out of power.ĭoing so without the force of a United Nations Security Council resolution, though, could mean having to look the other way as other countries arm the Syrian opposition, providing a recipe for all-out civil war,

The Obama administration, dismayed by the escalating violence in Syria and the blocking of tougher action against the Syrian government by Russia and China over the weekend, vowed Sunday to “redouble efforts” Or unfamiliar references (substitute in another article as desired or appropriate for your curriculum): Related | The article “Solution on Syria Remains Elusive for White House” examines how the Obama administration is handling its relationship with Syria given the violence there and is an example of an article that some students might find to be a demanding read due to lack of context Reading or watching more complex news stories? How can people who work in media make the news more accessible to young people?

Ask: Did any trends emerge? What do they think would help them read and/or watch the news more regularly? What would help them not get lost when

What, if anything – kinds of features in newspapers and on newspaper Web sites, school activities, and so on – would encourage you to follow the news more closely?Īfter students have completed the questionnaire, discuss their answers.

Do you ever look up information when you’re reading or watching a news story? If so, what resources do you use?.

When you lack background knowledge for a news story, do you tend to try to find out more or stop reading or watching the story?.

How often do you encounter a news item that contains unfamiliar references that hinder your interest in or understanding of the story?.

How often do you read the newspaper (in either print or online) or watch the news?.

Warm-Up | Give students the following five-question questionnaire about their news habits: Materials | Computers with Internet access. They also reflect on what the news media can do to engage more readers. Overview | What do you do when you read a news article, but don’t understand it? How can news coverage be made more accessible for teenagers and other readers? In this lesson, students createĪnnotated versions of Times articles using reliable and engaging materials, to facilitate greater interest and understanding. Teaching ideas based on New York Times content.

Example of an annotated article