Monday, December 08, 2008

NEWS ARTICLES, QUIZZES AND READINGS

12/8-12/19
Objective: Students will begin a new article
Students will brainstorm ideas
Students will begin the research and the interview process

DAILY ASSIGNMENTS:
Monday, 12/8- Brainstorm and assign articles
Tuesday, 12/9- Create interview questions. Turn them in before the end of the period
Wednesday, 12/10- Friday, 12/12: Research and complete interviews
Friday, 12/12: Complete interviews must be turned in by 3:00

Monday, 12/15 -Wednesday, 12/17: Work on rough drafts
Friday, 12/19- Articles are due....NO EXCUSES!!!!!

DAILY QUIZZES:
http://www.newsroom101.com/
Complete exercises 36-40
36: Monday, 12/8
37: Tuesday, 12/9
38: Wednesday, 12/10
39: Thursday, 12/11
40: Friday, 12/12

TEST: MONDAY: 12/15



DAILY READINGS:

READ A NEWS ARTICLE IN THE TIMES LEADER.
NOTE THREE NEWSWORTHY EVENTS TO TALK ABOUT ON FRIDAY.

1. Classroom Account: (click below)
http://classroom.nytimes.com


2. Account number: 200276996

3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.


1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Tuesday, December 02, 2008

Libel and First Amendment Test

Tuesday, Dec. 2

WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER.

GOOD LUCK !
1. How does the First Amendment begin?
A. "Four score and seven years ago...."
B. "When, in the course of human events...."
C. "Freedom of speech and of the press shall not be abridged...."
D. "Congress shall make no law...."

2. The Bill of Rights is:
A. The first ten amendments to the U.S. Constitution.
B. The statement police must read to you when you are arrested.
C. The opening paragraph of the Declaration of Independence.
D. The Preamble to the U.S. Constitution.

3.The First Amendment protects students while at school.
A. True
B. False

4.Which of the following is not a right explicitly protected by the First Amendment?
A. Press
B. Privacy
C. Assembly
D. Religion

5. Which of the following categories of speech is never protected by the First Amendment?
A. Indecent speech on the Internet
B. Four-letter words
C. Obscenity
D. Nudity

6. The First Amendment protects a person's right to burn the American flag as a form of political protest?
A. True
B. False

7. Bart is ticked off. To make time for more standardized testing, the public school he attends has decided to reduce recess to three minutes a day. To protest the school's decision, he publishes a one-page flyer that says "Recess Rules! Standardized Testing Drools." As he has seen many other community activists do before, he takes his flyers to the town square, where he peacefully offers copies to passerby. Which of the following acts probably violates his First Amendment rights?
A. A police officer politely orders Bart to stop distribution and go home
B. A local merchant, an ardent support of standardized testing, angrily rips the flyers out of Bart's hands and shreds them
C. Bart's mother, embarrassed by the all the hullabaloo, confiscates the flyers and grounds him for two weeks
D. All of the above

8. The U.S. Supreme Court has recognized that the First Amendment protects public school students while in school. Neither "students nor teachers," the Court said, "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." From which famous Supreme Court case did that language first come?
A. New York Times v. Sullivan
B. Tinker v. Des Moines Indep. School District
C. Hazelwood School District v. Kuhlmeier
D. Roe v. Wade

9. The Student Times is publishing a story about Leopard O'Shay, America's newest singing sensation, which includes a review of his latest CD, Spots Unplugged. As the Times feature editor, you'd like to use a photo of the rock star to illustrate your story. Unfortunately, O'Shay has just begun a World Tour and the chance of your photographers getting a shot of him in person is nil. What is your safest legal option?
A. Scan the cover art from Spots Unplugged.
B. Find a Leopard O'Shay fan site on the Internet and download a photo from there.
C. Use the photo of O'Shay that ran on last month's cover of Rolling Stone magazine.
D. Call O'Shay's record company and ask their publicity department to send you a photo to use with your story.

10. Write the First Amendment:

11. Define Libel:

Monday, November 24, 2008

Photo Journalism Ethical Consideration 2

December 2-8
Legal Considerations in Photojournalism

Here are some potentially troublesome situations you might encounter. Discuss what you think is the correct answer legally and discuss how you personally might handle it.


1. If you take pictures of someone in their home with a hidden camera, could you be sued for invasion of privacy? (yes)
2. Is it legal for you to photograph a celebrity walking along a city street, even if they don't want to be photographed? (yes, because it's a public street)
3. If you photograph Ricky Martin driving down the street in a new BMW, could BMW use one of your pictures in an advertisement? (no, they need written permission)
4. You are editor of a feature magazine, and you need a picture of some troubled teens to illustrate a story. Your photographer goes by the high school and shoots some pictures of some teens waiting outside for their rides. You print one of the pictures, only to find out later that these were some of the school's top scholars. Could they sue you successfully? (yes, because you potentially hurt their reputations)
5. , You take a picture of woman with her dress blowing up, showing her undergarments underneath. Although her face is not visible, her children are next to her. Since she was in public view, can your editor run it without fear of being sued? (no, she could successfully prove that the photo was embarrassing but not newsworthy)
6. You're at the hospital visiting a sick friend and have a chance to get a photo of a local celebrity being wheeled into the X-ray room. This would be of great interest to your readers. You take the pictures and turn one into your editor. Can she legally run it? (no, the law protects people privacy in hospitals -- she would need written permission to run it)
7. . You see a bad car accident and begin taking photos immediately, of the smashed cars, of the victims being tended to and put into the ambulance, etc. The police at the scene order you to stop. As a representative of the media, can you legally continue? (yes) If so, are there any limits to what you can shoot? (you cannot take pictures of a victim in an ambulance)
8. From the street, you photograph two teen-agers kissing on a front porch. Even if you did not ask their permission, can your editor legally run it? (yes, legally it's OK since anything on a public street is fair game, but ethically you might decide against it)
9. . There has been a bad fire in someone's home, and you want to take pictures inside the house. The owner is not home, and the police and firefighters do not object. Do you, as a representative of the media, have a right to enter the house, or would you be trespassing? (you have a right to enter the house and take pictures)
10. You're shopping in a grocery store and witness a woman cut by a broken pickle jar. She sees your camera and asks you to photograph her wound. Can you legally take a picture? (yes) What if the manager sees you and asks you to stop? (you must stop since you're on their private property) What if the manager demands you turn your film over to her? (you don't have to -- that's your property)


_____________________________________________________________________________

Ethical Considerations in Photojournalism

Pair 1

Photographer: You are working with a reporter on a story about a coach who holds some national records for weightlifting. You still need a shot of him working out, so you arrange to meet him at the gym and take pictures of him lifting weights just as he normally does. Make an argument for running your photo.

Photo editor: Do you run this set-up photo? Why or why not?

Pair 2

Photographer: A baby left in a locked car died from the heat. You heard about it on a police scanner and were able to get a picture of the policeman taking the baby out of the car.

Photo editor: Do you run this as a warning to other parents? Why or why not?

Pair 3

Photographer: A fire escape collapses during a fire, plunging a woman to her death. A child who also falls miraculously survived.You get a picture of them in mid-air, just as the fire escape gives way. The photo is a potential Pulitzer Prize winner.

Photo editor: Do you run this photo of a woman falling to her death? Why or why not?

Pair 4

Photographer: A woman takes off her clothes in protest of being denied entrance to a building. You get a picture of her protest.

Photo editor: Do you run this photo of a nude woman? Why or why not?

Pair 5

Photographer: During a news conference, an important political figure makes an obscene gesture at some hecklers in the crowd. You take the picture and turn it into your editor.

Photo editor: This is definitely newsworthy but potentially offensive. Do you run it? Why or why not?

Pair 6

Photographer: A man notifies the press that a newsworthy event will be taking place at a certain time and location. He makes a statement protesting a government action, then douses himself with gasoline and lights a match. You get some dramatic pictures of the event, potential prize winners.

Photo editor: Should you run the picture because it's newsworthy or deny the protester the publicity he was seeking? Explain your decision.

Pair 7

Photographer: You photograph a family grieving over their son who drowned in a local canal. You capture them at the moment the authorities unzip the body bag for them to make identification of him.

Photo editor: Do you run this to urge other families to be cautious or respect the privacy of their grief?

Pair 8

Photographer: You photograph two students exchanging money and a bag of something. You realize this would be a great photo to go with a story your staff is doing on drugs on campus.

Photo editor: Do you run this? Why or why not?

Teacher Survey:

cff.psu.edu/survey

ID # is 0650148

Ethical Decisions in Journalism

Nov 25
Students will be presented with situations of libel and libelous photography. They will justify is situations are printable in a newspaper or must be held back.

*Please see the last two previous blogs

-Students will review works by photo journalist, Gary Fabiano
http://www.garyfabiano.com/Artist.asp?ArtistID=14952&Akey=YXPRY2JP

Monday, November 17, 2008

Libel

PowerPoints:

Let's talk about Libel:
PowerPoint Presentation

Law of the Student Press

Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp


Begin into the Tinker story why you have liberties at the school house door.
Three students in Des Moines, Iowa decided to protest the Vietnam War in 1965 by wearing black armbands to school. The school learned of their plans and made a rule prohibiting black arm bands. They were told to take them off when they refused, they were suspended.
Students and their parents sued the school district. Four years later, in 1969, in a landmark decision the court ruled that students were permitted to their First Amendment rights as long as they did not cause a substantial disruption of or material interference with school activities. Administrator must demonstrate facts in order for a legal censorship to hold up in court. This case paved the way for uncensored school newspapers until 1985.
Tinker says that a newspaper may not be censored if the story or the research for the story is not causing a disruption to the school
Procedure Three:

Break students up into groups.
Hand students scenarios of real court cases taken from "Law of the Student Press." Group must determine which was determined as a censorship and which case wasn’t. Students must read their scenario to the class and give their opinion and why.
Procedure Four:

Bring students back into class.
Have students read an article that was censored from the Hazelwood case.
Read the scenario from Hazelwood and ask the class if they believe this should be censored.
Why or why not?
Is there anything wrong with these articles that you feel could cause a disruption?
Procedure Five: The Hazelwood Case

In 1983 students at Hazelwood East High School in St. Louis were shocked when they received their paper back and found two stories missing. One had been about teenage pregnancies and had featured anonymous students in the high school. The other had been about divorces and how it affects teenagers. The past adviser (who had just left the district) had started a tradition of giving the principal the newspaper as a common courtesy before it went to press. The principal had been concerned about the articles -- thinking they were too revealing and did not fully cover the stories. (Did not interview all needed sources etc.) He cut the stories without telling the students or the new adviser. His first claims were that the stories were “too sensitive” and that the topic of divorce was inappropriate for high school students. In court he claimed that the girls in the pregnancy story were easily identifiable, that students were sexually active, and that the parents did not respond. In the divorce story he did not like the reference that the father that was gone all the time.
The newspaper decided to sue based on Tinker. The case made it to the Supreme Court. In a defeat to student journalists, the court sided with the school and drew up new rules for censorship from the school.
The court decided that if the following were true...
The newspaper must be an open forum of public expression. (Newspapers must have an editorial policy proclaiming they are an open forum.
Public open forum means that any student may write a letter and have it published. Any student or teacher may request to have a guest column.)
Students must have the final say in content about the paper.
Papers should not be given to administration before going to print. (This is how the students in Hazelwood got in trouble.)
... then Tinker applies: The school may only censor when they feel that it will disturb the learning process.) If there is a written school policy then the newspaper cannot be under prior review by the school!
If paper does not proclaim itself an open forum, then it is subject to prior review.
Schools must still justify why they censored material and why it is not educationally fit. Papers must be careful to be grammatically correct, research correct sources, not use vulgar words, have balanced reporting, etc…
Procedure Six:

Review with students over how to tell the difference between what law a newspaper falls under.
Assessment:

The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.



Have students look up Libel and Privacy Law
http://www.rcfp.org/handbook/viewpage.cgi


Additional Websites for related research include:
Why is freedom of speech and press important?
http://www.freedomforum.org/about/today.asp


http://www.rcfp.org/


Overview of First Amendment Law (Review sites)
http://www.aclu.org/library/pbp10.htm
l
http://www.law.cornell.edu/topics/first_amendment.html


http://supreme.lp.findlaw.com/constitution/amendment01/06.html

Wednesday, November 12, 2008

Access NY Times

1. Classroom Account: (click below)
http://classroom.nytimes.com

2. Account number: 200276996

3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.

**See yesterday's blog for daily work

Monday, November 10, 2008

Quotes R Us

Quiz:

http://www.newsroom101.com/

Monday: Quiz 32
Tuesday: Quiz 33

Daily Reading:
Read the Times Leader

Goal: Students will review quotation rules
Students will practice using quotation rules

Monday:
1. Workbook: Pg. 97
Exercise 1: A-C
Exercise 3: complete entire exercise

We will review these exercises in class

Tuesday:
2. Quiz
Students will find two examples for the following quotes:

Label each and include page numbers type:

Direct
Partial
Split
Paraphrased

Students will highlight all punctuation including quotation marks.

Students will create two original examples of each type of quote. Highlight each punctuation mark in the original examples

AP RULES AND LEARNING ABOUT OTHERS

Wednesday - Friday

You will complete the following AP writing rule exercises.

http://www.newsroom101.com/NR_exercises/AP1/

A, B, C (Monday, Tuesday and Wednesday)

Daily Reading:
Read the Times Leader.
Read two AP articles each day and write a brief summary (turn them in for 20pts.)
-include pg. number and headline.
Goal: Students will become familiar with AP rules for writing

1. Students will complete the three exercises Wed, Thurs and Fri.
2. Students will take notes on the new rules
3. There will be a quiz on Thursday on the AP Style Rules

Students will conduct an interview scavenger hunt:


-Talk to 3 people with unique pets.
~be able to tell how long they have that pet, why they have that pet, etc.
-Find 3 people who have met or had an experience with famous people.
-Find someone who has an educational military experience that they can share or ask a math teacher what their favorite aspect of math.
-Go up to 3 people you have never met and learn about their study habits. Different ones.
-Find out what the best place in the high school is to hang out. (Ask several people)
-Find where the best place in Berwick to hang out is. (Ask several people)
-Find someone with a fascinating college story to inspire others to go to college from a teacher or dual enrollment high school student (Keep your story rated PG....Mrs. Christian will be reading!!)
-Ask one of our administrators and find out what their favorite meal in our cafeteria is.
-Ask 10 students the following questions: What is your fav. pizza place in Berwick ?
and What pizza topping would you like to order, but are afraid to try.
-Learn a dream / goal of a student you never met


You must talk to different people. Your answers must be from DIFFERENT PEOPLE!!

Have fun! Interview parameter is limited to BHS!

Monday, November 03, 2008

Monday- Friday

Daily Quiz:

http://www.newsroom101.com/

Monday: Quiz 25-28
Tuesday: 29
Wednesday: 30
Thursday: 31

Friday: Review Quiz (Yep, it's a big quiz!!)

Daily Reading:
Monday:
Read two stories in today's Times Leader

Tuesday:
Read two news stories in today's Times Leader

Wednesday: Times Leader

Thursday: Times Leader

Friday: Times leader

Goal: Students will finalize their interviews
Students will write rough drafts
Students will peer edit their articles
Students will finalize their articles and turn them in by Friday

Daily Quotation worksheet
-Students will complete a quotation worksheet each day to practice their quoting skills
-Test on Friday

Monday: Worksheet
Tuesday: http://www.primaryresources.co.uk/online/speechmarks.htm
Wednesday: http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
Thursday: http://teacher.scholastic.com/ACTIVITIES/writing/worksheet_1.asp?topic=

Sunday, November 02, 2008

Quotation rules

Quotation Marks
Brought to you by the Purdue University Online Writing Lab

For additional information on quoting sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing. For practice using quotation marks, try the separate exercise (and check your answers with the Answer Key). For more information on writing research papers and citing sources, see our extensive research paper workshop.




--------------------------------------------------------------------------------


Quotation Marks with Direct and Indirect Quotations
Quoting Prose
Direct quotations are another person's exact words--either spoken or in print--incorporated into your own writing.

Use a set of quotation marks to enclose each direct quotation included in your writing.
Use a capital letter with the first word of a direct quotation of a whole sentence. Do not use a capital letter with the first word of a direct quotation of part of a sentence.
If the quotation is interrupted and then continues in your sentence, do not capitalize the second part of the quotation.
Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."

Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.

"He likes to talk about football," she said, "especially when the Super Bowl is coming up."




Indirect quotations are not exact words but rather rephrasings or summaries of another person's words. Do not use quotation marks for indirect quotations.

According to their statement to the local papers, the Allens refuse to use pesticide because of potential water pollution.


Below are some further explanations and examples of how to integrate quoted prose into your own writing.

Quotation within a quotation
Use single quotation marks for a quotation enclosed inside another quotation. For example:

The agricultural reporter for the newspaper explained, "When I talked to the Allens last week, they said, 'We refuse to use that pesticide.' "


Omitted words in a quotation
If you leave words out of a quotation, use an ellipsis mark to indicate the omitted words. If you need to insert something within a quotation, use a pair of brackets to enclose the addition. For example:

full quotation
The welfare agency representative said, "We are unable to help every family that we'd like to help because we don't have the funds to do so."

omitted material with ellipsis
The welfare agency representative said, "We are unable to help every family . . . because we don't have the funds to do so."

added material with brackets
The welfare agency representative explained that they are "unable to help every family that [they would] like to help."


Block quotations
A quotation that extends more than four typed lines on a page should be indented one inch from the left margin (the equivalent of two half-inch paragraph indentations). Maintain double spacing as in the main text, and do not use quotation marks for the block quotation.

Quoting Poetry
Short quotations
When you quote a single line of poetry, write it like any other short quotation. Two lines can be run into your text with a slash mark to indicate the end of the first line. Use quotation marks.

In his poem "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall, / That sends the frozen-ground-swell under it."


Long quotations
If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations also, for emphasis. Quote the poem line by line as it appears on the original page, and do not use quotation marks. Indent one inch from the left margin.

In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:


Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense.

Writing Dialogue
Write each person's spoken words, however brief, as a separate paragraph. Use commas to set off dialogue tags such as "she said" or "he explained." Closely related narrative prose can be included in a paragraph with dialogue. If one person's speech goes on for more than one paragraph, use quotation marks to open the speech and at the beginning--but not the end--of each new paragraph in the speech. To close the speech, use quotation marks at the end of the final paragraph.

Quotation Marks for Titles of Minor Works and Parts of Wholes
Use quotation marks for:

titles of short or minor works, such as songs, short stories, essays, short poems, one-act plays, and other literary works that are shorter than a three-act play or a complete book.
titles of parts of larger works, such as chapters in books; articles in newspapers, magazines, journals, or other periodical publications; and episodes of television and radio series.
Use underlining or italics for titles of major works or of works that contain smaller segments such as books; plays of three or more acts; newspapers, magazines, journals, or other periodical publications; films; and television and radio series.

Do not use quotation marks for referring to the Bible or other sacred texts or to legal documents.

Quotation Marks for Words
Use quotation marks to indicate words used ironically, with reservations, or in some unusual way.

The great march of "progress" has left millions impoverished and hungry.


For words used as words themselves or for technical or unfamiliar terms used for the first time (and defined), use italics.

The English word nuance comes from a Middle French word meaning "shades of color."

The use of chiasmus, or the inversion of syntactic elements in parallel phrases, can create rhetorically powerful expressions.


Punctuation with Quotation Marks
Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependent clause, for example, "He asked," "She stated," "According to Bronson," or "As Shakespeare wrote." Use a colon to introduce a quotation after an independent clause.

As D. H. Nachas explains, "The gestures used for greeting others differ greatly from one culture to another."

D. H. Nachas explains cultural differences in greeting customs: "Touching is not a universal sign of greeting. While members of European cultures meet and shake hands as a gesture of greeting, members of Asian cultures bow to indicate respect."


Put commas and periods within closing quotation marks, except when a parenthetical reference follows the quotation.

He said, "I may forget your name, but I never remember a face."

History is stained with blood spilled in the name of "civilization."

Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (27).


Put colons and semicolons outside closing quotation marks.

Williams described the experiment as "a definitive step forward"; other scientists disagreed.

Benedetto emphasizes three elements of what she calls her "Olympic journey": family support, personal commitment, and great coaching.


Put a dash, question mark, or exclamation point within closing quotation marks when the punctuation applies to the quotation itself and outside when it applies to the whole sentence.

Philip asked, "Do you need this book?"

Does Dr. Lim always say to her students, "You must work harder"?

Sharon shouted enthusiastically, "We won! We won!"

I can't believe you actually like that song, "If You Wanna Be My Lover"!


Unnecessary Quotation Marks
Do not put quotation marks around the titles of your essays.
Do not use quotation marks for common nicknames, bits of humor, technical terms that readers are likely to know, and trite or well-known expressions.
You can practice these rules by doing the accompanying exercise.
http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html

Thursday, October 30, 2008

Daily Quiz:

http://www.newsroom101.com/

Thurs: quiz 28

Monday: QUIZ (25-28)


Daily Reading:

Thurs:
Brotherly Love as Phillies Win World Series
Brain Doesn't Lie: Mapping Love and Hate

Friday:
Pick up a copy of the Times Leader and read it
-Please take it with you and be sure to read 3 news articles over the weekend

Goal: Students will work on their research and interviews


1. Thursday and Friday - students will work on research and interviewing

-Students should compile, organize and evaluate all notes before Monday


2. Monday- Quotation worksheet (Quiz on Thursday, 11/6)

Wednesday, October 29, 2008

http://www.newsroom101.com/
Quiz 27

Daily Readings:
Can the Gov't Really Save Auto Industry?
Men Not So Macho Against the Flu

Goal: Students will review various ways of quoting

1. Students will read about partial quotes in their text
2. Students will continue to interview
3. Interviews and research is due on Monday.....NO EXCUSES!

Tuesday, October 28, 2008

Daily Quiz:

http://www.newsroom101.com/

Take quiz #26
Daily Reading:
Secret Service Details Obama Threats

Steps:

Finish going over quotations in the text.

Work on new articles.



1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

Monday, October 27, 2008

10/27/08 (Monday)
Daily Quiz:

Take quiz #25

http://www.newsroom101.com/

Daily Reading:
T-Minus 8: Candidates Hit Key Battlegrounds


Goal: Students will be able to effectively use quotations.

Journalism Today pages 168-177

Step 1: Go over the rules for quotations.

Step 2: Read sections contained within pages 168-177 explaining the use of quotations.

Step 3: Go over examples on the Polyboard


1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

Tuesday, October 21, 2008

Article Process

Daily Quiz:

http://www.newsroom101.com/

Tuesday:
Take quiz #22
Wednesday:
Take quiz #23
Thursday:
Take quiz #24


Test on Friday
**Study


Daily Reading:
Tuesday, October 21, 2007

Where Can GM Get Cash to Buy Chrysler?
Obama Takes Time Off for Ill Grandmother

Wednesday and Thursday
Students will pick up a copy of the Times Leader
-Students will read 3 news stories that are of LOCAL INTEREST
-Students will turn in summarized paragraphs for each article on Friday
-One summary for each story
-Tell why it contains proximity

Tuesday:
Students will research article topic and create interview questions
Students will also create a generalized outline for their article

Wednesday:
Students will have their questions approved by Mrs. Christian
Students will begin to interview and organize their notes
Students will continue writing their rough draft

Thursday:
Students will continue to interview and organize their notes
Students will continue writing their rough draft

Friday:
Students will work on their rough drafts


Steps:

Draft article

Begin any interviews
Begin writing articles assigned Friday
Academic Content Standards:

1.2.11B - use and understand a variety of media and evaluate the quality of material produced

1.5.11C - Write with a distinctive focus

Monday, October 20, 2008

Article

Daily Quiz:

Take quiz #22

http://www.newsroom101.com/


Daily Reading:
Bad Economy Your Biggest Christmas Gift?
UK Releases UFO Files, Mysteries Remain
Goal: Students will be assigned and begin working on, their next article.

Steps:

Students will complete newsroom 101 quiz for a grade.
Students will complete the daily reading
Students will begin the writing process for their next article.
A. Create initial interview questions 25pts.
B. Background research
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

Thursday, October 16, 2008

Selecting a topic

10/16, 10/17
Quiz
http://www.newsroom101.com/

quiz 21 Thursday
Test : 19-21 Friday

Daily Reading:
Thursday:
Global Markets Follow Dow Down the Tubes
Millions of Flu Vaccines May Go Unused

Friday:
Red Sox Stay Alive in Historic Rally
When the Going Gets Tough, Go Mining?!

Goal: Students will review the three article topics selected
Students will discuss article angles

Students will begin to make a plan for their next article

1. We will meet as a class to discuss angles and options
2. Students will be assigned their next articles and deadlines

Wednesday, October 15, 2008

Brainstorming Day

www.newsroom101.com

Quiz 20

Daily Reading:
7 Germ-Resistant Gadgets and Gizmos
Hurricane Omar Headed for U.S. Islands

Goal: Students will brainstorm story ideas and evaluate their news worthiness

1. Students will make a list of three possible topics
2. Students will make a list of people to interview for each article
(Specific names....not "student" or " teacher"
3. Students will create a list of angles for each article


Content Standards:
1.5.11 A. Write with a sharp, distinct focus.
1.5.11 B. Write using well-developed content appropriate for the topic.

Monday, October 13, 2008

More Practice

Tuesday, October 14, 2008

www.newsroom101.com
Take quiz 19

Daily Reading:
Obama Pitches Middle Class Rescue Plan

Text Messaging Elephants Alert Rangers

Goal: Students will write a practice news article

Turn to pages 91-92 in the workbook
Read exercises 14 and 15
Select 1 exercise and write the entire article
A. Outline the details to organize them
B. Use the Inverted Pyramid style
C. Be sure to have at least one quote in each article.
D. Please turn in the work you have completed.

If time allows, continue to review articles in other HS newspapers across America. Look for creative story ideas.....Remember, we will be assigning new articles in the near future.

Monday, October 06, 2008

Practice, Practice, Practice

10/6 - 10/10

Journalism Toolbox Quiz:

http://www.newsroom101.com/

Monday: 15
Tuesday: 16
Wednesday: 17
Thursday: 18
**Quiz 15-18 on Friday

Daily Reading:
Monday:
Americans' Financial Pain Is All in the Family
Tuesday:
Can McCain Pull Off October Surprise?
Wednesday:
Fact Check: How Truthful Were They?
School Cheaters Increasingly Tech Savvy
Thursday:
Mars Mission in Jeopardy
Friday:
Former Finnish Prez Wins Nobel Peace Prize

**Period 3 must turn in their DAILY READING ENTRIES ON FRIDAY (100 PTS.)

Goal: Students will continue to study lead writing
Students will explore story ideas
Students will discuss the "importance" of topics

Assignments:
Monday:
Complete Workbook (49-54)Exercise 1: A-J
Exercise 3: A-J

-We will check and discuss at the end of class

Tuesday:
Complete Workbook Exercises 4 and 5 (57-61) Complete all questions
Review Exercises
**1 will be graded as a quiz

Wednesday:
Basic rule review
1. Practice spelling
2. Synonyms

-game type review

Thursday and Friday:
Students will explore other high school newspapers for story ideas.
http://www.highschooljournalism.org/Students/Students.cfm?id=21&mode=bystate

Friday, October 03, 2008

Complete Articles

Friday

NO QUIZ

TURN IN YOUR NEWS JOURNALS

All Students should complete their articles and turn them in to Mrs. Christian.

1. Score Sheet
2. Final Draft (no markings)
3. Peer Edited Copy
4. Interviews

Congratulations!! You completed your first assignment.

Monday, September 29, 2008

Complete copy

Goal: Students will write their first news article
Students will focus on strong leads and second paragraphs

Journalism Toolbox Quizzes
http://www.newsroom101.com/

Monday:Take Quizzes 15 and 16 AGAIN!!
Tuesday: Quizzes 15 and 16
Wednesday: Quiz 17
Thursday: Quizzes- 15-17
Friday: Test

Daily Readings:
Monday:
Poll: Obama Beat McCain in First Debate
High-Tech Strategies for the Energy Crisis
Tuesday:
Hubble telescope fails; NASA to delay shuttle
Wednesday:
The Bottom Line on Offshore Drilling
Germ-Mobile: Your Car as Petri Dish?
Thursday:
How to Tell if Your Sick Kid is Faking It
Friday:

Monday and Tuesday- Students will complete their rough drafts
Tuesday and Wednesday-Re interview if you need more info.
Tuesday and Wednesday- peer edit 3 other articles
Thursday- Final Drafts are due- NO EXCUSES!!

FRIDAY-Student Evaluations

Monday, September 22, 2008

Interviews and rough drafts

9/22-9/25


Daily Quiz:

http://www.newsroom101.com/

Monday: Graded Quiz
Tuesday: 15
Wednesday:16

Daily Readings:
Monday: Top Story: Banking On It: Investment Houses Change Status to Stay Afloat
Tuesday:
Top Story: Wall Strett Jitters: Bailout Could Cost Too Much, Not Work
Wednesday: Doctors Warn Against Texting and Walking

Goal: Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft

Monday- Initial interviews due by 3:00 - If they are not turned in, points will be deducted
Tuesday - Wednesday: Students will organize info and begin rough drafts

**All leads and second paragraphs must be checked by Mrs. Christian

Mon - Wed:
Using their text, students will evaluate sample leads

Rough draft check on Wednesday

Have a wonderful time at fair!

Monday, September 15, 2008

Writing Leads

Monday 9/15 - Monday,, 9/22

1. Today we will complete Journalists Toolbox practice quiz 10
http://www.newsroom101.com/
Mon: Quiz 10
Tues.: Quiz 11
Wed.: Quiz 12
Thurs: Quiz 13
Friday: Quiz 14
Monday, 9/22: Test 10-14

Daily Readings:
Monday
After Ike, Crews Rescue Nearly 2,000
No Stupid Pet Trick: Dog Dials 911
Joe Who? Biden Lost in Palin's Shadow

Tuesday:
Wall St. Braces for Huge Job Losses

Wednesday:
Otherworldly: Planet Circling Distant Sun

Thursday:
DWT: Driving While Texting a Danger

Friday:
Welcome to the World's Largest Gold Vault

You Can Own a Piece of Yankee Stadium


Goal: Students will become familiar with writing interview questions
Students will become familiar with the process/ formula for writing leads

Friday:
After the quiz and daily readings, students should work on research and interviewing. 3 students may go to a study hall or the library. Please see the teacher for a pass.

Monday is the final day for initial interviews

Students will review leads
1. Students will continue to explore LEADS

2. Wednesday: Review LEAD samples in the Journalism Today Text (p,132-139)

3. Wednesday: Complete Workbook ( 49-59)Exercises 1 A-J

Interviews:
Students will write and create interview questions for at least four interviews.
-The questions must vary between interviews
-The students must select a variety of people to interview
(All must be connected to the topic)
-All questions must be approved by Mrs. Christian before they begin their interviews.
-Interviews will take place between Wednesday and Friday.
-All completed interviews will be checked on Monday, 9/22 (GRADED)
-During the interview process, students will research their topics and
organize their data.
**People to interview: Any person connected to your topic (teachers, parents, Berwick residents or business owners, friends, coaches, etc.)


1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Thursday, September 11, 2008

Writing Leads

Friday, 9/12/08

Daily Quiz
www.newsroom101.com

QUIZ DAY!! Good luck!

Daily Readings:

Goal: Students will begin to organize and write leads

Students will continue reading the chapter on Leads....in Journalism Today text
Students will complete the workbook assignments on Thursday's blog

Have a great weekend!!

Learning to write a news story

Learning to write a news story
Daily Quiz
www.newsroom101.com
Quiz 9

**Test Tomorrow

Daily Reading
Top Story: Seven Years Later, Nation Pauses for Solemn 9-11 Remembrance

Goal: Students will become familiarized with the INVERTED PYRAMID style of writing
Students will discuss the various elements in a news story

1. Read: Pages 123-139 in the Journalism Today text

2. Go over worksheet on the inverted pyramid

Discuss strong and weak leads by using examples from pages 132-135

1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

Wednesday, September 10, 2008

Inverted Pyramid

Wednesday, 9/10
Daily Quiz:
http://www.newsroom101.com/

Daily reading:

We're Still Here: Atom Smasher Fires Up
Does Thinking Make Us Fatter?

OBJECTIVE: Understand the inverted pyramid structure.
Understand the elements of lead writing

1. Students will continue to discuss and take notes on news writing
2. Students will review example leads and begin to discuss story ideas


I. Review workbook exercises 1 and 2 from Tuesday, 9/9

II.Learning to write a news story

1. Read: Pages 123-139 in the Journalism Today text

2. Go over worksheet on the inverted pyramid

Discuss strong and weak leads by using examples from pages 132-135

Monday, September 08, 2008

Determining what is news

Tuesday, 9/9

DAILY QUIZ :
http://www.newsroom101.com/

Quiz 7

Daily Readings:
Flying Fish Breaks Arkansas Teen's Jaw
Bears: It's Not Easy Being Green

Students will complete and turn in all workbook assignments:

Workbook:
Read pages : 21-22
Complete exercises 1 and 2

(Students will complete exercise 1 in a group and the class will discuss their findings)

1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

What is news?

Daily Quiz:
www.newsroom101.com

Quiz 6

Daily Readings:
Poll: McCain Pulls Ahead of Obama

Mean Serena Wins U.S. Open

Top Story: Angry Ike Batters Cuba, Expected to Hit Florida on Tuesday

Objectives: To measure news values by audience interest and need To recognize the classic elements of news: Timeliness, proximity, prominence, consequence, human interest and conflict To know how to generate ideas by brainstorming


1. Students will read pages 59-69 in Journalism Today text .
(We will discuss the pages as we read)

1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

Thursday, September 04, 2008

The Value of News

Thursday and Friday (9/4 & 9/5)
Daily Quiz:

Thursday - Practice quiz 5
Friday- Graded Quiz
http://www.newsroom101.com/


*There will be a Quiz on Friday, 9/5 (lessons 1-5...STUDY!!)


DAILY READINGS :
Thursday, 9/4

Palin: Bad Parent or Conservative Feminist?

Ready or Not? Boys Becoming Baby Daddies
Friday, 9/5
Gadgets: http://abcnews.go.com/Technology/SmartHome/story?id=5591114&page=1


Objectives: To measure news values by audience interest and need To recognize the classic elements of news: Timeliness, proximity, prominence, consequence, human interest and conflict To know how to generate ideas by brainstorming




1. Students will read pages 59-69 in Journalism Today text for homework.
(We will review the readings on Thursday in class)

2. Workbook:
Read pages : 21-22
Complete exercises 1 and 2

(Students will complete exercise 1 in a group and the class will discuss their findings)

1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

Wednesday, September 03, 2008

Goal: Students will learn initial interviewing skills

Daily Readings:
Meghan McCain Defends Bristol Palin
Too Fat to Execute? http://abcnews.go.com/TheLaw/wireStory?id=5707609

Daily Quiz: Quiz 4

http://www.newsroom101.com/

(Graded Quiz on Friday - 1-5)

1. Students will complete their first interviews and organize their notes
2. Students will be introduced to leads

Leads:


Understand the inverted pyramid structure

Understand the elements of lead writing

1. Read: Pages 126-132 in the Journalism Today text

2. Go over worksheet on the inverted pyramid

Discuss strong and weak leads by using examples from pages 132-135


1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

Tuesday, September 02, 2008

Writing Sample

Goal: Students will organize their information and write several paragraphs on their subject

Objective: Students will create a writing sample utilizing their organizational and fact finding skills

1. Today we will complete Journalists Toolbox Quiz 3
http://www.newsroom101.com/

2. Daily Readings:
Billion-Dollar Storm: Gustav's Destruction
Chocolate Lovers Pained by Candy Changes

4. Students will work on their "sample writing" paragraphs.
All papers must be turned in by the end of the period.


1.5.11.C- Write with controlled and/ or subtle organization

Friday, August 29, 2008

Daily Quiz
Go to: http://www.newsroom101.c0m/

Take newsroom quiz 2

Daily Readings:
Running for President? Mind Your Body
90-Minute Math Tests for Kindergartners?


Goals:
Students will explore the interviewing process.
Students will conduct and organize an informal interview
Students and teacher will discuss interview techniuqes

1. Students will continue working on the interview assignment from Tuesday, 8/28 (See Blog)

Thursday, August 28, 2008

Interviewing

Today we will complete Journalists Toolbox Quiz 1
(MAKE SURE IT IS QUIZ 1 NOT 1-5)
http://www.longleaf.net/newsroom101

Daily Reading: None

Objective: To introduce students to the field of news writing

Goal: To explore natural instincts during an interview

1. Students will finish interviewing their partner
2. Students will take notes during the interview
3. Students will return to their seats with their completed interviews
4. A quiz will be passed out to each student
-The students must provide three answers for each question.
-One will be a true answer; the other two will be made up.

EX. What is your first name?
A. Mary B. Theresa C. Stephanie (The correct answer is B. Theresa)

5. Once the answers are filled in, students will give the quiz to their partners

We will then see how well our original interviews worked.

Daily Readings:



1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization -

Wednesday, August 27, 2008

Welcome to Journalism I

The purpose of this class is to discover the truth, express your voice, and share your discoveries with others through the medium of print journalism.

This year, we will be exploring many aspects of print journalism and its influence on society.
Students will begin by taking a walk back into history to learn about the foundation of journalism.

During this journey, we will be dealing with many of the following topics:
-Journalism History
-The First Amendment
-Libel-Famous contributors to the world of journalism
-Modern journalists: Dan Rather, Anderson Cooper, Barbara Walters, Katie Couric. Next we will learn to write news stories, ask questions, expand facts and inform others, investigate our community/ country/ world

This is going to be a great year for young journalists...Remember, it is an election year...



Daily Readings:



Resources:

The following is a working list of valuable resources for you to use during the year

http://www.newsroom101.com/

http://webmail.berwicksd.org/exchweb/bin/redir.asp?
http:/writesite.org/default.htm

Welcome to Journalism I. The purpose of this class is to discover the truth, express your voice, and share your discoveries with others through the medium of print journalism.This year, we will be exploring many aspects of print journalism and its influence on society.Students will begin by taking a walk back into history to learn about the foundation of journalism. During this journey, we will be dealing with many of the following topics:-Journalism History-The First Amendment-Libel-Famous contributors to the world of journalism-Modern journalists: Dan Rather, Anderson Cooper, Barbara Walters, Katie Couric. Next we will learn to write news stories, ask questions, expand facts and inform others, investigate our community/ country/ world. This is going to be a great year for young journalists...Remember, it is an election year...

Daily Readings:
Pom Poms, Cheers... and Broken Bones?
Resources:The following is a working list of valuable resources for you to use during the year

http://http://www.newsroom101.com/.https://webmail.berwicksd.org/exchweb/bin/redir.asp?URL=http://www.writesite.org/default.htmTextbook

Journalism Today by Donald L. Fergueson, Jim Patten, Bradley Wilson
1.2.11.B -Use and understand a variety of media

Grading:
-All assignments must be turned in on time
-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependant on your contributions.
-All assignments will be graded.
(Partial homework or classwork assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)

Textbook
Journalism Today
by Donald L. Fergueson
Jim Patten Bradley Wilson

1.2.11.B -Use and understand a variety of media

Tuesday, May 20, 2008

Power Point Presentations

Objective: Students will create a Power Point Presentation featuring a famous journalist or a person who has made significant contributions to the media (Print, Film, Radio, etc.)

Wednesday, May 21: Students will research famous journalists.

Some Examples:

1). Walter Cronkite -- American -- Former CBS anchorman, but before that he covered WW-2 and the Nuremberg Trials.
2). Wilfred Burchett -- Australian-- Covered WW-2 in the Pacific, first journalist into Hiroshima and did story on A-Bomb. Covered Socialist countries for British newspapers. Accused of being a Communist because of the slant in his reports.
3). Peter Arnett -- New Zealand born and now an American -- worked for AP in Vietnam and around the world then for CNN. Covered both Iraq Wars.
4). David Halbertam -- American -- Covered Vietnam.
5). Neil Sheehan -- American -- Covered Vietnam for either AP or UPI.
6). Chestor Wilmot -- Australian -- Covered WW-2 in the Middle East, Europe and New Guinea.

Filmmakers and photographers --

1) - Frank Capa -- Famous photo was the Spanish Republican soldier as he was shot.
2) - George Silk -- Australian -- Famous photo was a "Fuzzy Wuzzy Angel" guiding an Australian soldier along a track.

3) - Damien Parer -- Australian -- Covered WW-2 in the Middle East and New Guinea for Australia then worked with Movietone News and was killed covering fighting in the Pacific.
4) - Neil Davis -- Australian -- Covered Vietnam and the rest of the world first for Visnews then NBC. Killed in Thailand covering a coup.

May, 22 (Thurs.)- May, 28 (Wed.): Collect research and create Power Point: Continue to work on organization of project and presentation


Thursday and Friday: (May 29 and May 30): Power Point Presentations
The Seniors, Shea and Jessie will present their projects.
The rest of the class will follow. Any student who does not complete their project during these days will finish it on final exam day, 6/4

Students must present:
1. A well-known person and discuss why they are well-known
2. Students must incorporate research facts that discuss their person and his/ her contributions
3. A visual presentation will accompany the presentation
-Power Point, collage, or creative visual project

(Remember, YOU MUST PUT EFFORT INTO YOUR VISUAL!!)

Students will present their Power Point Project utilizing the Smart board

Click the link below to view rubric for this project:
Power Point Project Rubric
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1474890&


Requirements:
-Students will create a 10 slide presentation (This does not include your title page or your works cited page at the end of the presentation)
-Presentations should be 3 minutes long (Min.)
-Presentations must be creative.
*The slides should be creative and contain a theme
*Students should present their material in a creative manner (EX. Dress like their
character,bring information to pass out to the class, create an overview sheet for the class, play music or
video clips)


Restrictions:
-You may not read from note cards or your slides during your presentation
-Your slides must be creative.......More than a photo or a group of words
-You may use 3 small note cards during your presentation; however, you may not read from the cards.

Friday, May 16, 2008

News Schedule

5/16- Introduce video specifications/ story board
5/19 - 5/20- Video tape
5/21-5/22- Video Edit days

5/23-We will begin our Power Point Presentations

Tuesday, May 06, 2008

News segment

Students will create a news package to correlate with their news story.

1. Students will come up with a topic for a news story: No doubles
2.Students will create interview questions and conduct interviews by Friday, May 9
3.Students will organize and write their stories.
4. Final Drafts will be due on Friday, May 16

5. While conducting the interview process, students will select two topics from their group and work on a news story for video.

6. May 6-May 14, students will work on scripts and video outtakes.

7. Final news video date TBA

Monday, May 05, 2008

Music Intro

May 1 - May 5
Students will learn how to import and incorporate sound into their projects

May 6- Viewing day.

Wednesday, April 23, 2008

Group Project

Perspective:

Goal: Students will learn to recognize various perspective changes in video.

1. Students will gather into 4 groups
2. Students will create a concept paragraph and initial "working" script
3. Students will create a scene that can be interpreted three different ways
4. Students will incorporate various music changes.
5. Students will create three short videos 30 seconds- 1:30
6. Each will be the EXACT video
7. Each will have different music
8. Students may select two transitions to use in their productions
9. Students will edit and manipulate video to showcase the selected perspectives.

Paragraphs are due: Wednesday, April 23
-One member from each group will explain their concepts to the class and discuss video ideas

Thursday, April 24: Working scripts are due
Thursday, April 24-Friday, April 25- Video days (Filming)
Monday, April 28- Wednesday, April 30- Edit and export days
*All videos should be exported by April 30. Create a folder entitled "Perspective Project"
and save all work in this folder
*Final scripts are due (typed) on April 30.
**There will be two unannounced graded "Check" days

Have fun and be creative!!

Tuesday, April 22, 2008

Video Viewing Day

Today you will watch the videos that were created last week.

So, sit back and relax. We are going to watch your productions

Monday, April 14, 2008

Video project 1

We will work with Adobe Premiere

Students will review
Making cuts
Transitions
Video Effects
Focusing on Audio

Goal: Students will create their own 15 second video
-total time: 18 seconds including the 3 seconds of black in the beginning of the video
-
Tuesday: Storyboards and Scripts

Tuesday: Video Footage
Wednesday- Friday- Edit and export
(Music must be included)
Friday- Students will learn to export the videos
We will view several completed projects in class

Specifics
1. Place 3 sec. of black on line 1
2. video fades in on line 2
3. You may use music, from my folder
4. Your footage is in a folder in Journalism 1 named "dropped video"
5. Your video may not exceed 18 seconds with the black video
6. You must export into your folder for this project
7. You need to use at least 2 titles and 1 transition
8. Please make sure you have no jumpy clips and your video contains the theme: My Journalism class
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced

Friday, April 11, 2008

Title / Theme Project


Today, you will create a 6 title project


*Your titles must include a theme

**Your first 2 titles must be placed on lines 1 A and 1 B

***They must be separated by a transition (use transition rule: cover all transitions with video)


****They must fade in / out just like the project we did yesterday. (see board or photo above on blog)


*****If you use music, be sure to fade in / out and cut it off at the end of your titles


Good Luck!!


We will watch your projects on Monday!


******Have a great weekend!!

Monday, April 07, 2008

Video Intro

JT Quiz : Monday-66; Tuesday-67; Wednesday-68; Thursday-69; Friday-70

The quiz will be on Monday

http://www.newsroom101.com/

Daily Reading:

Be sure to pick up the daily Times Leader. Take it with you and read it!!

Goal: Students will experiment with initial steps of Adobe Premiere

Students will learn about:
Rubber bands
Transitions
Time lines
Format
Importing
Stills
Frames
Clips
Saving
Titles

Friday, April 04, 2008

Video Intro

JT Quiz 62-65

www.newsroom101.com

Daily Readings:

Take a Times Leader and read it

Today we will continue to introduce Adobe Premiere

Wednesday, April 02, 2008

video Intro

4/2 and 4/3
Daily JT Quiz: 4/2-#64
4/3-#65

http://www.newsroom101.com/

**FRIDAY- Test on JT

Daily Readings:
Torture Memo: No Rights for Terrorists

Study: 'Fat-ism' Is Bigger Than Racism

Dems Tout Main Street Over Wall Street
Video Intro

Using the Smart Board, students will review all aspects of the Adobe Premiere introduction.

1. Using the time line
2. Bins
3. Transitions
4. Rubber bands
5. Cutting video
6. Titles

Goal: Students will learn about the basic elements of video editing. End Result: Students will produce a news story with corresponding video footage.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Monday, March 31, 2008

Complete Review Articles

Review Articles


Monday

we will take the JT quiz #63

Tuesday

we will take the JT quiz #64
http://www.newsroom101.com/



Daily Readings:

Tuesday:

Double-Edged Sword: Do Dueling Dems Give McCain an Edge?

Schools Get Fs for Failing to Graduate Teens

Monday:

Obama Attracts 20K in Clinton Stronghold

Government Watchdogs Who Can Help You

Is Your Dog Depressed, Bored or in Pain?


Goal: Students will complete their articles by Tuesday

*Juniors will turn in their articles when they return from PSSA Testing

1.4.11B Write complex informational pieces

1.5.11A Write with a sharp, distinct focus

Wednesday, March 26, 2008

Review Articles

Review Articles
Today we will take the JT quiz #62

Tuesday- 60
Wednesday-61
Thursday- 62
Friday-Quiz

http://www.newsroom101.com/

Daily Readings:
Thursday, March 26
Candidates' Economic Plans Don't Add Up

Generals Tell Bush Troops Are Exhausted by Iraq Deployments

Wednesday, March 25
Iraqi PM: Put Down Your Weapons; At Least 55 Dead in Iraq Clashes

Obama's Bind: Playing the 'Bargainer'?

Dems Fear Clinton's 'Tonya Harding' Option

Beautiful Women: They Want It All

Pick up a copy of today's Times Leader

Tuesday, March 24
Clinton: I 'Misspoke' on Bosnia Recollection

http://www.philly.com/philly/blogs/phillygossip/Obama_on_WIP_My_grandmothers_a_typical_white_person.html

$2,500 Yankee Tickets Has Fans Crying Foul


Goal: Students will begin a topic for their review articles

1. Students will begin their rough drafts
2. Students will conduct their surveys
3. Students will utilize statistical information in their articles

Tuesday- Thursday: Students will complete surveys, interviews, research and rough drafts
Friday: All surveys are due; Students will peer edit; Students will take a JT quiz
Monday, 3/31- All articles are due

**There will be checks for points throughout the week


1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Tuesday, March 25, 2008

Review Articles

Review Articles
Today we will take the JT quiz #60

http://www.newsroom101.com/

Daily Readings:
Clinton: I 'Misspoke' on Bosnia Recollection

http://www.philly.com/philly/blogs/phillygossip/Obama_on_WIP_My_grandmothers_a_typical_white_person.html

$2,500 Yankee Tickets Has Fans Crying Foul


Goal: Students will begin a topic for their review articles

1. Students will begin their rough drafts
2. Students will conduct their surveys
3. Students will utilize statistical information in their articles

Tuesday- Thursday: Students will complete surveys, interviews, research and rough drafts
Friday: All surveys are due; Students will peer edit; Students will take a JT quiz
Monday, 3/31- All articles are due

**There will be checks for points throughout the week


1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Wednesday, March 19, 2008

Review Articles

Today we will take the JT quiz #59

http://www.newsroom101.com/


Daily Readings:
Cheney Exclusive: Iraq War 'Major Success'

Top Story: Bush Speech Marks 5th Year Anniversary of Iraq War


Goal: Students will begin a topic for their review articles

1. Students will select a topic for approval
2. Students will create an outline of goals/ info. needed in the article
3. Students will create a survey
4. Students must explore their topic over vacation and be ready to write their rough drafts on Tuesday--The day we return from vacation

1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Tuesday, March 18, 2008

Review Articles

JT 59...again

http://www.newsroom101.com/


(Guess which tutorial our quiz will be on tomorrow?)

Daily Readings:
Obama's Race Speech to Stress Moving On

Wii Workout: Shaping Up From the Couch

-Please read both articles. Note the Obama article since we are focusing on the candidates positions

Goal: Students will select a topic for their review articles

1. Students will select a topic for approval
2. Students will create an outline of goals/ info. needed in the article
3. Students will create a survey
4. Students must explore their topic over vacation and be ready to write their rough drafts on Tuesday--The day we return from vacation

1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Monday, March 17, 2008

Summary Articles

JT Quiz 59

www.newsroom101.com

Students should analyze two articles in today’s Time’s Leader. Find one features or review article and one news article. You must indicate the page numbers and titles. All summary articles should be turned in by the end of the period.

Turn in all newspapers and articles at the end of class.

All articles will be graded at 20 points each.

Friday, March 14, 2008

Review Articles

JT Quiz 56-59

www.newsroom101.com

Daily Readings:

Pick up a Times Leader and read about the current election.

Goal: Students will discuss various types of review articles

1. Students will take notes on the various types of review articles
2. Movie, Music, Product, Book, Restaurant

Thursday, March 13, 2008

Discuss presidential candidates and continue review notes

Take JT quiz 58

http://www.newsroom101.com/

Daily Reading:
Clinton Apologizes for Ferraro and Hubby

Bleak Economy Not So Bad for New Grads

Before our lesson--which was pushed back from Tuesday-- we are going to continue with the topic of the presidential candidates.

http://www.wnep.com/Global/link.asp?L=296681

Retake the quiz on the WNEP website. Today, keep your results up on your computers. Let's look at the issues and areas that each candidates supports or opposes.

Goal: Students will discuss various types of review articles

1. Students will take notes on the various types of review articles
2. Movie, Music, Product, Book, Restaurant

Wednesday, March 12, 2008

Take JT quiz 57

http://www.newsroom101.com/

Daily Reading:

Obama Leads But Is Time on Clinton's Side?

Shuttle May Have Been Hit by Debris

Want to Live Longer? Go to School

I will collect the daily reading assignment from yesterday: Read and summarize ONE news story.
Please indicate Page, Title and Section on your sheet before you place it in the folder under the Smart Board.


Goal: Students will discuss various types of review articles

1. Students will take notes on the various types of review articles
2. Movie, Music, Product, Book, Restaurant

Tuesday, March 11, 2008

Review Notes

Take JT quiz 56

http://www.newsroom101.com/

Daily Reading:

Shuttle Mission Gets Spectacular Start Shuttle Mission Gets Spectacular Start

3 U.S. Soldiers Killed in Iraq Bombing

I will collect the daily reading assignment from yesterday: Read and summarize ONE news story.
Please indicate Page, Title and Section on your sheet before you place it in the folder under the Smart Board.


Goal: Students will discuss various types of review articles

1. Students will take notes on the various types of review articles
2. Movie, Music, Product, Book, Restaurant

Final Exam

Layout and Design Checkpoints: make a fold called FINAL EXAM NAME ALL PROJECTS FINAL EXAM Use guidelines to assure even tops and bottoms eve...