2. Have students select one photograph of a sports figure. Depending upon the photos carried in the newspaper, the selected figure could be an athlete, a coach or referee, a sportscaster, a team owner or an athlete’s parent(s). Individuals or small groups of students might decide on different types of sports figures.
Divide the class into four groups. Given the class’ identification of these and other standards, have each group of students create a new sport, either serious or zany. They are to name the sport and suggest names for some of the teams, giving the cities in which they are hosted. Is this sport co-ed? The explanation of the new sport should include a descriptive section for each of the elements identified.
Preparation for working with SPORTS might include having students consider the different types of team sports and individual sports. Which sports are considered “spectator sports?” Which are largely participated in without observers? Before students look at the SPORTS section, how many examples can be listed for these categories? This could be a whole class or small group activity. The SPORTS section can then be scanned to verify and to add to the lists.
Have students use the SPORTS section headings (for example, Basketball, College Football, Baseball) to categorize the names of all the teams found within the SPORTS section. Use the chart in the reproducible to compile data (What’s in a Team Name? #1).
Unlike most other sections of the paper, SPORTS is seasonal. Write the names of the twelve months across the board and work with the class to chart the months spanned by each major sport — baseball, football, basketball, golf. What sport(s)is(are) currently “in season?” Which sports occur all year long?
Have students brainstorm some persuasive strategies. Students should use the entire SPORTS section to generate and/or illustrate a strategy; include copies of Monday Morning from Monday’s Post. What parts of this 2003 addition to SPORTS meets this criteria? A few examples follow.
The exercises in this section focus students’ attention on specific features of the SPORTS section. A general overview of this portion of the newspaper, would help students—especially young learners— understand the language of sports, its symbols and how they serve to connect with the curriculum.