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Great Ways to Teach Any Day’s Times

NYT Topic PageIllustration by Kevin O’Callaghan; photograph by MYKO Photography Illustration from the Times Topic Page on The New York Times

Warm-up activities, curriculum extensions, skill builders, literacy games, substitute lessons, or just for fun: this collection of reusable activity sheets in PDF format is one-stop shopping for all of these purposes and more.

Each idea below can be used with any day’s edition of The New York Times. Where necessary, an activity includes separate directions to the teacher, though most are self-explanatory enough to be handed directly to students.

Graphic Organizers
Games and Fun
Discussion Starters
Word Play
Maps


Graphic Organizers

  • Around the World With Different Currencies
    Chart for figuring out the values of various nations’ currencies
    Teacher | Student
  • Branching Out
    Organizer for collecting Times articles about each of the three branches of the U.S. government
    Teacher | Student
  • Connecting The New York Times to Your World
    Students reflect on how a Times article relates to their lives, experiences and learning
    Student
  • Debatable Issues
    Chart for listing arguments on two sides of a controversial issue covered in The Times
    Student
  • Fact/Question/Response Chart
    Students note facts from a Times article, then pose questions and personal responses
    Student
  • Identifying Cause and Effect
    Organizer for noting the causes and effects of an event covered in The Times
    Teacher | Student
  • K/W/L Chart
    Students note what they know and want to know on a topic, and then record what they learned after reading a Times article
    Student
  • Multiple Points of View
    Organizer for identifying up to four points of view on a single topic covered in The Times
    Teacher| Student
  • New York Times Vocabulary Log
    A chart for developing vocabulary using words in The Times
    Student

  • The One-Pager
    Students create a one-page reaction to a Times article by pulling out a quote, posing a question and illustrating an aspect of the story
    Student
  • Problem-Solution
    Students list both the problems and the solutions suggested in a Times article about a particular issue; they then brainstorm their own additions to both lists.
    Student
  • Telling a Times Story
    Students create storyboards with captioned “scenes” corresponding to events in a Times article
    Teacher| Student
  • Venn Diagram
    Classic Venn diagram for comparing two topics, issues, etc. covered in The Times
    Student
  • Lab Experiment
    A template for stating the purpose and hypothesis of an experiment; explaining the procedure; recording, analyzing and discussing results; and drawing conclusions.
    Student


Games and Fun

  • Grammar, Punctuation, Spelling and Usage Bingo
    Students play Bingo to find examples of language usage in The Times.
    Student
  • Mix and Match: A Contest to Match Headlines to Their Articles
    A news literacy game for students to try to identify which headlines correspond to which articles
    Teacher| Student
  • The New York Times Scavenger Hunt
    A news literacy game for students to “hunt” through any edition of The Times
    Teacher| Student
  • Page 1 Bingo
    Students play Bingo by identifying and analyzing aspects of the front page of any day’s Times
    Student
  • Page One Meeting
    Students use a list of Times articles to determine which are most important and deserve front-page placement
    Teacher | Student
  • Picking Stocks Using The New York Times
    Students create mock stock portfolios for, and practice investing in, leading companies covered in The Times
    Teacher | Student
  • Postcards
    Students write a mock postcard to and/or from a subject in a Times article
    Student
  • Punctuate This!
    Students “scrub” punctuation marks out of a Times article, then put the needed marks into a partner’s “scrubbed” article
    Teacher | Student
  • Saying What’s Unsaid
    Students add speech and thought bubbles to New York Times photographs
    Teacher | Student
  • Science, Health and Technology Bingo
    Students play Bingo to identify information in science, technolgy and health articles in any day’s Times
    Teacher | Student
  • The Shapes of The Times
    Simple geometry activity in which students find circles, squares, rectangles and triangles in the pages of The Times
    Teacher|Student
  • Telling a Times Story
    Students create storyboards with captioned “scenes” corresponding to events in a Times article
    Teacher|Student
  • What’s in a Name?
    Students rewrite the titles of arts and entertainment vehicles and then play a game
    Teacher|Student
  • Weathering the Storm With The New York Times
    Students use the forecast in the paper to create weather-related PSA’s
    Teacher|Student
  • World History Bingo
    Students play Bingo to see how the Global History standards can be met by reading The Times
    Student


Discussion Starters

  • The 5 W’s and an H
    Students summarize the answers to the questions Who? What? Where? When? Why? How? about a Times article
    Student
  • Around the Globe With The New York Times
    A world map, labeled by region (not continent), for identifying where Times coverage is focused
    Teacher|Student
  • Censoring the Press
    Chart for identifying articles published in The Times that would be censored in other countries
    Teacher|Student
  • Connecting The New York Times to Your World
    Students reflect on how a Times article relates to their lives, experiences and learning
    Student
  • Culture Shot
    Students clip and write about a Times photo that represents a “snapshot” of American culture
    Teacher|Student
  • Debatable Issues
    Chart for listing arguments on two sides of a controversial issue covered in The Times
    Student
  • Fact/Question/Response Chart
    Students note facts from a Times article, then pose questions and personal responses
    Student
  • Identifying Cause and Effect
    Organizer for noting the causes and effects of an event covered in The Times
    Teacher | Student
  • K/W/L Chart
    Students note what they know and want to know on a topic, and then record what they learned after reading a Times article
    Student
  • Multiple Points of View
    Organizer for identifying up to four points of view on a single topic covered in The Times
    Teacher| Student
  • New York Times Reading Log
    Students read a Times article and then record what they learned and what it means to them
    Student
  • The One-Pager
    Students create a one-page reaction to a Times article by pulling out a quote, posing a question and illustrating an aspect of the story
    Student
  • One-Question Interview
    Students interview classmates or others on a topic related to a Times article, then draw conclusions
    Teacher|Student
  • Problem-Solution
    Students list both the problems and the solutions suggested in a Times article about a particular issue; they then brainstorm their own additions to both lists.
    Student
  • Reading Hard News With a Soft Touch
    Students generate feature article ideas based on hard news stories in The Times
    Teacher|Student
  • Supporting Opinions With Facts
    Students pull viewpoints and supporting facts from a Times opinion article, then develop a counterpoint
    Teacher|Student


Word Play

  • A Graph Is Worth a Thousand Words, or At Least 50
    Students write a textual explanation of a graph clipped from The Times
    Teacher|Student
  • A Graphic Interpretation
    Students use data provided in a Times article to create a graph or chart
    Teacher|Student
  • Let It Flow!
    Students try to put paragraphs cut from a Times opinion piece back into the correct sequence
    Teacher|Student
  • List, Group, Label
    Students sort a list of words pulled from a Times article by discerning patterns and word associations, then guessing the topic of the article
    Teacher|Student
  • New York Times Vocabulary Log
    A chart for developing vocabulary using words in The Times
    Student
  • Play-By-Play Sports Descriptions
    A writing activity based on descriptive language in a Times sports article
    Teacher|Student
  • Punctuate This!
    Students “scrub” punctuation marks out of a Times article, then put the needed marks into a partner’s “scrubbed” article
    Teacher | Student
  • Saying What’s Unsaid
    Students add speech and thought bubbles to New York Times photographs
    Teacher | Student
  • What’s in a Name?
    Students rewrite the titles of arts and entertainment vehicles and then play a game
    Teacher|Student


Maps

  • Map of Africa
    Unlabeled map for geography, history, current events, etc.
    Student
  • Map of Asia
    Unlabeled map for geography, history, current events, etc.
    Student
  • Map of Europe
    Unlabeled map for geography, history, current events, etc.
    Student
  • Map of Latin America
    Unlabeled map for geography, history, current events, etc.
    Student
  • Map of the Middle East
    Unlabeled map for geography, history, current events, etc.
    Student
  • Map of the United States
    Map with state labels for geography, history, current events, etc.
    Student
  • Map of the World
    Unlabeled map for geography, history, current events, etc.
    Student

And One More…

The Decade That Was: 50 Fill-Ins
A game to help you remember some key people, events, issues and inventions from the first decade of the 21st century, through filling in the blanks in sentences from Times reporting on key stories.

On This Day

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Welcome to The Learning Network Blog!

The Learning Network provides teaching and learning materials and ideas based on New York Times content.

Teachers can use or adapt our lessons across subject areas and levels. Students can respond to our Opinion questions, take our News Quizzes, learn the Word of the Day, try our Test Yourself questions, complete a Fill-In or read our Poetry Pairings.

Join the conversation by commenting on any post. We'd love to hear what you think!

Lesson Plans by Category

Comments of the Moment

“ I personally don't know if I would want to see the photos, but I know I don't want more disruption in our country over conspiracies. ”
— Lindsay
Should Obama Have Released the Photos of Bin Laden's Body?
“ Some people are annoying when they think they are not pretty or handsome. They think they are UGLY. But they are not! They have beautiful inside of themselves. ”
— Louise A.
What Annoys You?
“ Of course we all want to see them and feel entitled to see them. No one shielded our eyes when human bodies were flying out of the trade center and hitting the streets of lower manhattan at terminal velocity. No one hid the videos of reporters having their heads sawed off from our eyes either. Our sensitivity isn't in question because the man in question, Osama bin laden stole my generations innocence.”
— Bryan
Should Obama Have Released the Photos of Bin Laden's Body?
“ Al Qaeda HAS put videos of our troops having their heads cut off. Bin Laden has killed countless people for no reason other than to spread hate for over twelve years. I think the American people have earned the right to see this killers dead corpse. ”
— David
Should Obama Have Released the Photos of Bin Laden's Body?
“ The photos should be released, however I don't think this is the right moment.It should be waited a certain period of time until the whole torment of the moment passes and after that posted in silence without making any fuzz about it. If posted now, it would make people go crazy, his admirers would worship him maybe, would transform him into a hero .”
— Sonia
Should Obama Have Released the Photos of Bin Laden's Body?
“ No pictures necessary to convince me that Osama was taken down. Don't believe in the conspiracy theories doing the rounds.”
— Satrajit
Should Obama Have Released the Photos of Bin Laden's Body?
“ The most valuable possession I keep with me is a baby picture with my mom and dad in the Philippines. My mom and dad seperated when I was little probably not too far after the picture. This is the only picture of us as a family...”
— TV
What Possessions Does Your Family Treasure?
“ Well, on my tenth birthday my mom gave me as a gift a musical box that contained six silver hearts. They were enscribed each a different word. One said "always', another "love", and another "forever". Then it would repeat on the next 3 hearts. The melody the box plays always calms me down whenever I would get sad. Also another thing that made me love this box was what it read in the front: "Don't ever forget that I love you more each day". I hope to pass this musical box to my daughter one day, and eventually start a tradition.”
— alexis
What Possessions Does Your Family Treasure?
“ When I heard that Osama Bin Laden was killed, I had to google his name because I was young when 911 occurred so I didn't know who he was. When I heard the president's speech I agreed with everything that he said, especially that "justice has been served". This man murdered many people, even the innocent. I believe that this doesn't make us safer from terrorism. I'm afraid that his followers will try to cause harm to the United States again.”
— Angie
What Is Your Reaction to the Death of Osama bin Laden?
“ I really don't care, I mean, I was way too young for it to effect me, and well, I didn't lose anyone during it either... I understand how people can be relieved about it and I don't mind, I mean, I'm glad they're finally getting some justice, but it's just news that'll die down in a while.”
— Denis M
What Is Your Reaction to the Death of Osama bin Laden?
“ "...we believe that being literate means being able to read images as well as text..." Yes, yes! Especially being able to read images (and text) thoughtfully and critically. I think a Multimedia of the Week feature is a great idea.”
— Heather B.
Manny in High School: A Slide Show That Tells a Slugger's Story
“ We (an eighth grade Social Studies teacher and a school librarian ) plan to use the letters to the editor to discuss bin Laden's death. We chose them because they represent broad perspectives and reactions . We hope it will expose students to deeper thinking on this historical event.”
— Sharon Waskow
Teaching Ideas: The Death of Osama bin Laden
“ (1) Freewrite on "war on terrorism". Follow up with a share in groups; then report back as a class, while banking ideas that came up in the freewrite on poster paper. (2) (a) Give students 15-20 events in the "war on terror"... (b) In small groups, ask students to arrange the events in chronological order. (c) Report back to the class, and compare orders -- assemble an agreed upon order on a wall, for future reference. Tell students: 'This list will help shape what we believe is important to think about.' (3) Discussion Questions: What's your opinion of the war on terror? Has it been worth it? Should the US intervene in other countries? When and why? etc. (4) (a) Read "Bin Laden is Dead, Says Obama". Usual reading strategies... (b) Return to discussion questions -- new thoughts? (5) Students can choose topics for further research based on the discussion, or write a personal Op-Ed response to the topic [it would be helpful to read a model Op-Ed first]. ”
— josh
Teaching Ideas: The Death of Osama bin Laden
“ ...as someone who is currently in the middle of one, I wanted to comment to share a little bit about my experience. Taking a gap year has hands down been the best decision that I've ever made. At the age of 18, I'm currently living in my own apartment rent free in Paris, just a ten minutes walk from the Notre Dame. How many of my contemporaries from home can say that they've done something like that? I'm an au pair, doing babysitting for a Parisian family in exchange for an apartment and pocket money, what I've found to be the cheapest way to live in Europe. ”
— Katherine
What Would You Do With a Gap Year?
“ I spent a gap year volunteering at a hospital in rural Zimbabwe and came away forever changed. Fortunately, I had my parents' full support, so that wasn't an issue. At first I was as homesick as can be, but was in too remote a place to change my mind. The experiences I had could fill a book, from medical experience I gained at the hospital to the cultural experience of living with a Zimbabwean family, to the personal learning experience of being the only non-Zimbabwean for many, many miles around. As for its "value" above a college education? The question is almost laughable, It was immeasurably more valuable than another year in the classroom...”
— Matt G
What Would You Do With a Gap Year?
“ I first heard about the news of Osama's death via facebook. I didn't feel anything in regards to his death at first. I was shocked, and that was all. However, as the night progressed, I began to see more and more statuses celebrating the death of Osama. That is where my feelings on this issue began to form... Rejoicing in Osama's death, I feel, is barbaric. Not only does it show a blatant lack of compassion, it also fades the difference between the person rejoicing, and Osama himself. I am not blind. I know that he is the culprit behind terrible atrocities. He instilled fear in the lives of many. But love, love is stronger than fear. ”
— Monique
What Is Your Reaction to the Death of Osama bin Laden?
“ The 9/11 victims and their families now have justice. But al Queda will want justice too.”
— Myria
What Is Your Reaction to the Death of Osama bin Laden?
“ I have mixed feelings about this. I feel like it’s a great accomplishment for America, but at the same time, I'm sickened by all of the joy that a man's death had brought to this country. I feel remorse for the people who had died on 9/11 and I know that he is to blame for that and so much more, but I cannot bring myself to actually feel happiness from another human being's death. Plus now I'm terrified to think how Al Qaeda is going to retaliate.”
— Sam
What Is Your Reaction to the Death of Osama bin Laden?
“ thank you Alla!!! he made us Muslims look bad. Islam is a religion of peace and giving to the poor.”
— Asrar K.
What Is Your Reaction to the Death of Osama bin Laden?

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Katherine Schulten

Katherine Schulten has worked in education for over 25 years as a teacher, school newspaper adviser, literacy consultant, curriculum writer and editor.

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Holly Epstein Ojalvo spent 10 years in the classroom as an award-winning English teacher and student newspaper adviser.