1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section and possible print (C+P) the news.

2. Ask students if they believe the same piece of news published by different newspapers is written the same way. Why/ Why not?

3.  Ask students what possible differences they think could be found (tenses, vocabulary, punctuation, capitalization, etc.).

4. Tell students they are going to read about the same piece of news in two different newspapers.

5. Show the first (news) headline and ask students to read it, help with the vocabulary but do not tell them what the headline is about.

6. Ask students to copy the headline in their notebooks and once they identify at least subject + verb, ask them to answer these questions,

a)       What’s a different way to say ‘Opening Day’?

b)       What sport are they talking about?

c)       Describe the photograph.

7. Invite students to work in pairs and discuss their answers (a) The first day of, b) baseball, c) a crowd (pictures of)

8. Show the next headline, about the same event and ask students to answer these questions,

a)       What is a ‘ballgame’?

b)       What is a virtual crowd?

9. Ask students to compare them both and write down their conclusions.

10. This is the second part of the activity that started in the previous session, comparing the same piece of news published by different newspapers. In that session, there were two pieces of news about the same. Here there will be a third newspaper publishing the same.

11. Tell students that after working with a piece of news published in two different newspapers, they are going to read a third one to finish the activity of comparing.

12. Project the headline and ask students to read it. Then, ask them to think why it says ‘Remember baseball?’  Encourage students to find the irony implied in the question and discuss it.

13. Ask students to work in groups of 3, draw a table, and write down how they are different in terms of vocabulary, grammar, etc.

·       Headline 1   

·       Headline 2   

·       Headline 3

6. Invite students to share their tables with the class.

1. Download the files in the “MaterialesEducativosDigitales” section and make photocopies for students.

The first page will be used in this session, while page 2 will be used in the next session.

2. The first page is divided into students A and B so when you make the copies, cut them and distribute them at random.

3. The instruction is going to be the same for both A and B parts.

4. Tell students they have 6 headlines each for them to read and analyze in terms of possible double meaning. Use the first example in A to model the activity,  “POLICE SHOOT MAN WITH KNIFE”, does it mean that the man shot had a knife in his hand? Can you shoot somebody with a knife?. Wait for reactions.

5. Do the first example in B, “LOCAL HIGH SCHOOL  DROPOUTS CUT IN HALF”,  Does it mean that now the local highschool dropouts are only 50% or that the dropout was cut in half?

6. Ask the student to write the double meanings they find. Monitor and offer help with grammar and vocabulary as needed.

7. Ask students A to form groups of three and compare their sentences, and the same as for students B.

8. Invite groups to share their answers.

9. This is the second part of the activity that started in the previous session and students will use page 2 of this file.

10. Ask students to read some of the headlines and double meanings that probably were not checked in the last class.

11. Distribute the worksheet and tell students they are going to read the headlines and write a headline for each one.

12. Suggest students to underline the WHAT, WHERE, WHEN, HOW pieces of information given to identify the important information.

13. Ask students to work in pairs and decide on the headline, write it, and exchange it with another group.

14. Invite students to read some of their headlines and compare how similar they are or how different.

1. Download the files in the “Materiales Educativos Digitales” section and make photocopies for students.

2. This file has 3 pages, you will need the first two for this session.

3. Write on the board this headline and ask students how many different ways to say it they can think of, “ HEAVY STORM LEAVES PROVOKES BLACKOUT” and write some of those sentences.

4. Write on the board this headline and ask students how many different ways to say it they can think of, “ HEAVY STORM LEAVES PROVOKES BLACKOUT” and write  some of those sentences.

5. Distribute the first page of the handout and read about the advantages and disadvantages of PRINT (only), leave the rest of the information for later in the next session.

6. Distribute the second-page COMPARING NEWS FORMATS and tell students this is good practice to read the same piece of news from two different media: print and online.

7. Ask students to read the news and help with grammar and vocabulary as needed. Is it the same piece of news?

6. Invite students to answer the questions at the bottom of the news in pairs.

8. Invite students to share their answers with the class.

9. This is the third page of the file to be used in this session.

10. Distribute the worksheet and ask students to use the same two news they worked with in the previous session to complete the table.

11. Read the questions and clarify meaning.

12. Invite students to work in pairs to do the activity and leave the TV column, newscast, empty so some of the questions about TV can be skipped.

13. Ask students to check their answers with another pair.