October 28-November 3, 1996

react vocab

Have your students define the words... find them in react... use as many as possible in a short story or a newspaper-style piece... and select five of the words and identify the sections of the newspaper where they would most likely be used.

ask anything... (page 3)

Discuss vegetarianism and nutrition with your students: Is anyone a vegetarian? Why supporters of animal rights... drawn to a healthy diet free of animal fats... believe that vegetables are environmentally friendly foods, using less land and fewer resources than cattle and other meat sources? What is a healthy vegetarian diet? (Plenty of fresh fruit, fresh vegetables, leafy greens, whole grains and legumes.)

Have the vegetarians in your class prepare presentations supporting their lifestyle choice why they stopped eating meat... how they convinced their parents it was OK... what resources they use to design healthy veggie meals (including newspaper clips). Have them prepare some vegetarian dishes and bring them in for the class to sample.

Have the meat-eaters in your class prepare presentations supporting their lifestyle choice why meat is important in their diet... why they couldn t give up cheeseburgers and pepperoni pizzas... what meat dishes are important to them and their families (supported by newspaper clips).

Vote in the react poll. This week s question: Should teens have after-school jobs? (page 3)

 Conduct this poll in your class... calculate the percentages... and also ask who has an after-school job. Discuss: What do you learn from an after- school job responsibility, punctuality, money-management, treating bosses and customers with respect, learning who is successful and why?

 Have your students interview a local business person-- someone featured in the newspaper or who advertises in the newspaper-- about: the importance of customer service; what teens can learn from an after-school job; how an early work experience impacted him/her. Upon completion of the interviews, students should write newspaper-style feature pieces.

 Have your students scan the newspaper and identify what they do spend money on (movies, concerts, computer games, sporting events)... and what they would like to spend money on someday (cars, computers, trips). Then have them read the newspaper s classified section and identify potential after-school jobs, noting personal likes/dislikes and strengths/weaknesses... and discuss interviewing skills.

Is this house haunted? (page 4)

 Have your students write a ghostly tale... a scientific piece proving or disproving the existence of ghosts... a fictional newspaper-style interview of a ghost who reflects on a historical event that took place in your town/city/state as reported in the newspaper (past or present).

news now... fighting paint with paint (page 5)

 Have your students find newspaper stories focusing on community beautification needs and local environmental problems and challenge them to tackle it. Have them develop a plan; organize fundraisers; coordinate volunteers; alert the media; elicit school and community support; etc.

everyday heroes... colorblind (page 6)

 Discuss with your students: Definitions racism, discrimination, multi-culturalism, diversity, ethnicity, prejudice, stereotypes. Has anyone experienced/witnessed racial tension/violence... and/or discrimination/ prejudice? What was the cause and effect of the situation? How did it make you feel? Why? Why do some people categorize others by race or ethnic groups? Is it important to learn about other racial or ethnic groups? Why?

 Turning to the newspaper, have your students identify articles reporting on racially-motivated conflicts/violence... and/or discrimination/prejudice. What was the cause and effect of the situation? Have your students offer thoughtful solutions for these situations.

no way out (page 8)

 If Max s story inspires your students who are also overcoming the problems and pressures of life... encourage them to share their stories with react. We ll publish some of these responses in an upcoming issue. Write: react/pressures, 711 Third Ave., New York, NY 10017.

 Max writes in his journal when he feels stressed out and it helps put his life and his world in perspective. Encourage your students to keep journals, writing about: feelings, emotions, problems, events, success, relationships, experiences, dreams, hopes, goals... and issues that concern them as reflected in the newspaper.

 Have your students follow issues in the newspaper-- that truly affect them personally, emotionally or intellectually--- and write an opinion piece about the issue a newspaper-style editorial or opinion column. Discuss: Is it easier to express yourself verbally or in writing? Why?

the sports page... a higher goal (page 12)

 Tim says it was tempting to come out early for big bucks instead of getting up early for class. Discuss the concept of decision making with your students: What is the biggest decision you have made or need to make? Do you tackle tough decisions head-on by weighing the pros & cons? Why? Analyze Tim s decision and list the pros & cons of each side completing his senior year or entering the NBA draft.

 Have your students scan the newspaper and list decisions made... and decision makers. Examples world leader and international relations/human rights/economic mandates... athlete and action taken during a game... business person and management/administrative procedure... police officer/firefighter and rescue efforts... community activists and organizational support... etc. How did these people make their decisions? Did they appear to consider all options and people involved? Compare and contrast these people and their decisions.

around the world... throughout react

 Have your students list all of the cities, states and countries noted in this week's issue of react and plot them on maps. Students should then refer to the newspaper's weather map -- list the temperatures for each -- and determine the percentage difference between the lowest and highest temperature. Concerning the U.S. references, have your students identify the city/state furthest from yours... and plan a road trip -- calculate miles, determine the best route, list what to pack for the weather they may experience, etc.