Review Article
Goal:
Students will understand the function of product reviews as well as how to compose their own.
1. Students will discuss how to create a product review.
2. Students will understand how to incorporate details into their own product review.
3. Students will copy and understand how to write various types of reviews: Product, Movie, Book, Website, Television and Restaurant.
Assignment:
1. Students will select topics for REVIEW WRITING
3. Students will begin gathering background information for their review article
Rough Drafts are due on Monday, 1/17
Assignment 2:
Please correct your last article by 1/12 or 1/13.
Turn it in to www.turnitin.com
Make sure all edited copies are placed on the front desk by the end of the period each day.
You will receive up to 30 points for your rewrite.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Thursday, December 23, 2010
Tuesday, December 21, 2010
Intro to reviews
Tuesday and Wednesday:
Reviews
Opening Activity:
Think of your favorite Christmas present. Write a brief paragraph discussing why you like this item. Include some of its features. Discuss how it works. Cite five reasons someone should buy this product.
Goal:
Students will understand the function of product reviews as well as how to compose their own.
1. Students will be introduced to the basic rules of review writing.
2. Students will discuss how to create a product review.
3. Students will understand how to incorporate details into their own product review.
4. Students will explore the greatest type of review: The INFOMERCIAL
Assignment:
1. Students will complete the writing activity listed above
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Reviews
Opening Activity:
Think of your favorite Christmas present. Write a brief paragraph discussing why you like this item. Include some of its features. Discuss how it works. Cite five reasons someone should buy this product.
Goal:
Students will understand the function of product reviews as well as how to compose their own.
1. Students will be introduced to the basic rules of review writing.
2. Students will discuss how to create a product review.
3. Students will understand how to incorporate details into their own product review.
4. Students will explore the greatest type of review: The INFOMERCIAL
Assignment:
1. Students will complete the writing activity listed above
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, December 20, 2010
News Package 2
12/20 Goal: Students will learn about reporting the news and creating news packages
Wednesday, 12/22:
complete initial treatments
*These must be approved by Mrs. Christian before you go on to the dry rehearsal
Friday,-Dry rehearsal AND work on Formal script/ storyboard
*there must be at least 3 people in a group for a dry rehearsal/ oral run through
-Please add suggestions and predict problematic areas in the production
-Make necessary changes
-Set up appointments to film
Projects will be due after the holiday
The following dates are TBA
_____- Turn in scripts after second dry rehearsal (Turn in scripts at the end of the period)
________- _____: Film days
-Please drop your video as soon as you return from filming each day
-You must sign out a camera even if you are using it during specified periods throughout the school day.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Wednesday, 12/22:
complete initial treatments
*These must be approved by Mrs. Christian before you go on to the dry rehearsal
Friday,-Dry rehearsal AND work on Formal script/ storyboard
*there must be at least 3 people in a group for a dry rehearsal/ oral run through
-Please add suggestions and predict problematic areas in the production
-Make necessary changes
-Set up appointments to film
Projects will be due after the holiday
The following dates are TBA
_____- Turn in scripts after second dry rehearsal (Turn in scripts at the end of the period)
________- _____: Film days
-Please drop your video as soon as you return from filming each day
-You must sign out a camera even if you are using it during specified periods throughout the school day.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, December 13, 2010
Monday, 12/13 -Thursday, 12/16: Work on rough drafts
Friday, 12/17- Articles are due....NO EXCUSES!!!!!
III. DAILY READINGS:
READ A NEWS ARTICLE IN THE TIMES LEADER.
NOTE THREE NEWSWORTHY EVENTS TO TALK ABOUT ON FRIDAY.
http://www.bhslit.blogspot.com/
(Each Thursday over the next two weeks - 12/9 and 12/16, you will submit 1 entry that will incorporate two news events from the week.)
1. State the news event
2. Tell how you feel about it
3. Tell why it is important
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
Your Comment
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Friday, 12/17- Articles are due....NO EXCUSES!!!!!
III. DAILY READINGS:
READ A NEWS ARTICLE IN THE TIMES LEADER.
NOTE THREE NEWSWORTHY EVENTS TO TALK ABOUT ON FRIDAY.
http://www.bhslit.blogspot.com/
(Each Thursday over the next two weeks - 12/9 and 12/16, you will submit 1 entry that will incorporate two news events from the week.)
1. State the news event
2. Tell how you feel about it
3. Tell why it is important
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
Your Comment
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Thursday, December 02, 2010
New Articles
New Articles
12/3-12/17
Objective: Students will begin a new article
Students will brainstorm ideas
Students will begin the research and the interview process
I. DAILY ASSIGNMENTS:
Friday, 12/3- Brainstorm and assign articles
Monday12/6-Friday, 12/10- Create interview questions. Turn them in before the end of the period
Friday, 12/10: Begin to finalize research and interviews
Complete interviews must be turned in by the end of class.
Monday, 12/13 -Thursday, 12/16: Work on rough drafts
Friday, 12/17- Articles are due....NO EXCUSES!!!!!
III. DAILY READINGS:
READ A NEWS ARTICLE IN THE TIMES LEADER.
NOTE THREE NEWSWORTHY EVENTS TO TALK ABOUT ON FRIDAY.
http://www.bhslit.blogspot.com/
(Each Thursday over the next two weeks - 12/9 and 12/16, you will submit 1 entry that will incorporate two news events from the week.)
1. State the news event
2. Tell how you feel about it
3. Tell why it is important
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
Your Comment
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
12/3-12/17
Objective: Students will begin a new article
Students will brainstorm ideas
Students will begin the research and the interview process
I. DAILY ASSIGNMENTS:
Friday, 12/3- Brainstorm and assign articles
Monday12/6-Friday, 12/10- Create interview questions. Turn them in before the end of the period
Friday, 12/10: Begin to finalize research and interviews
Complete interviews must be turned in by the end of class.
Monday, 12/13 -Thursday, 12/16: Work on rough drafts
Friday, 12/17- Articles are due....NO EXCUSES!!!!!
III. DAILY READINGS:
READ A NEWS ARTICLE IN THE TIMES LEADER.
NOTE THREE NEWSWORTHY EVENTS TO TALK ABOUT ON FRIDAY.
http://www.bhslit.blogspot.com/
(Each Thursday over the next two weeks - 12/9 and 12/16, you will submit 1 entry that will incorporate two news events from the week.)
1. State the news event
2. Tell how you feel about it
3. Tell why it is important
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
Your Comment
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Wednesday, December 01, 2010
First Amendment Quiz
Libel and First Amendment Test
Wednesday, 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. Students can protest as long as they do it (In the first amendment, what word tells how) ________________.
11. Define Libel:
12. Read the statement: "Sticks and stones can break your bones, but words can never hurt you."
(This statement came from the PowerPoint on Libel)
If you were applying this statement to your high school newspaper, would this statement prove true? Please give specific examples to support your answer.
13. Discuss the rules for taking photographs in private and in public.
14. After discussing the role of the media over the last two weeks, your class concluded that the media has tremendous power. How does the media influence society? Does the media cross the line?
Wednesday, 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. Students can protest as long as they do it (In the first amendment, what word tells how) ________________.
11. Define Libel:
12. Read the statement: "Sticks and stones can break your bones, but words can never hurt you."
(This statement came from the PowerPoint on Libel)
If you were applying this statement to your high school newspaper, would this statement prove true? Please give specific examples to support your answer.
13. Discuss the rules for taking photographs in private and in public.
14. After discussing the role of the media over the last two weeks, your class concluded that the media has tremendous power. How does the media influence society? Does the media cross the line?
Wednesday, November 24, 2010
The First Amendment
Tuesday - Wednesday
11/30-12/1
GOALS:
1. Students will discuss several situations concerning FIRST AMENDMENT RIGHTS.
3. Students will be presented with situations that are clarified through the First Amendment
Press Freedom Quiz:
https://www.splc.org/quiz/quiz3pressfreedom.asp
The First Amendment Quiz:
https://www.splc.org/quiz/quiz2.asp
Reporters privilege quiz:
https://www.splc.org/quiz/quiz3privilege.asp
REMINDER: FIRST AMENDMENT TEST ON THURSDAY. (Study the online quizzes, your notes and the notes on the blog )
**You do have to write the FIRST AMENDMENT
Standard -1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
11/30-12/1
GOALS:
1. Students will discuss several situations concerning FIRST AMENDMENT RIGHTS.
3. Students will be presented with situations that are clarified through the First Amendment
Press Freedom Quiz:
https://www.splc.org/quiz/quiz3pressfreedom.asp
The First Amendment Quiz:
https://www.splc.org/quiz/quiz2.asp
Reporters privilege quiz:
https://www.splc.org/quiz/quiz3privilege.asp
REMINDER: FIRST AMENDMENT TEST ON THURSDAY. (Study the online quizzes, your notes and the notes on the blog )
**You do have to write the FIRST AMENDMENT
Standard -1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
Friday, November 19, 2010
scavenger
Students will conduct an interview scavenger hunt:
Provide correct attribution for each answer (Name, grade)
1. Talk to 3 people with unique pets.
~be able to tell how long they have that pet, why they have that pet, etc.
2. Find 3 people who have met or had an experience with famous people.
3. Find someone who has an educational military experience that they can share or ask a math teacher what their favorite aspect of math.
4. Go up to 3 people you have never met and learn about their study habits. Different ones.
5. Find out what the best place in the high school is to hang out. (Ask several students)
6.Find where the best place in Berwick to hang out is. (Ask several students)
7. 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!!)
8. Ask one of our administrators and find out what their favorite meal in our cafeteria is.
9. 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.
10. 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!
Provide correct attribution for each answer (Name, grade)
1. Talk to 3 people with unique pets.
~be able to tell how long they have that pet, why they have that pet, etc.
2. Find 3 people who have met or had an experience with famous people.
3. Find someone who has an educational military experience that they can share or ask a math teacher what their favorite aspect of math.
4. Go up to 3 people you have never met and learn about their study habits. Different ones.
5. Find out what the best place in the high school is to hang out. (Ask several students)
6.Find where the best place in Berwick to hang out is. (Ask several students)
7. 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!!)
8. Ask one of our administrators and find out what their favorite meal in our cafeteria is.
9. 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.
10. 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!
Ethical Decisions in Journalism
Ethical Decisions in Journalism
Nov 19
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.
-Students will review works by photo journalist, Gary Fabiano
http://www.garyfabiano.com/Artist.asp?ArtistID=14952&Akey=YXPRY2JP
Standard -1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
Nov 19
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.
-Students will review works by photo journalist, Gary Fabiano
http://www.garyfabiano.com/Artist.asp?ArtistID=14952&Akey=YXPRY2JP
Standard -1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
Thursday, November 18, 2010
The Tinker story is 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
Libel
PowerPoints:
Let's talk about Libel:
PowerPoint Presentation
http://www.splc.org/presentations/
click on the following links:
Libel Law:
Libel & Privacy
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Know The Student Law:
http://www.splc.org/knowyourrights/legalresearch.asp?id=3
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
Standard -
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
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
Libel
PowerPoints:
Let's talk about Libel:
PowerPoint Presentation
http://www.splc.org/presentations/
click on the following links:
Libel Law:
Libel & Privacy
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Know The Student Law:
http://www.splc.org/knowyourrights/legalresearch.asp?id=3
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
Standard -
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Wednesday, November 17, 2010
Freedom of Speech
The First Amendment: Freedom of Speech
Short Summary: 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…
The Full Hazelwood case:
http://mycooljournalism.blogspot.com/2009/11/hazlewood-case-summary-and-terms.html
Review : How to tell the difference between what law a newspaper falls under.
Other cases:
http://www.splc.org/newsflash.asp?id=1987
http://www.splc.org/wordpress/?p=308
http://www.splc.org/newsflash.asp?id=1987
Assessment:
The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.
Students will 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
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
Short Summary: 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…
The Full Hazelwood case:
http://mycooljournalism.blogspot.com/2009/11/hazlewood-case-summary-and-terms.html
Review : How to tell the difference between what law a newspaper falls under.
Other cases:
http://www.splc.org/newsflash.asp?id=1987
http://www.splc.org/wordpress/?p=308
http://www.splc.org/newsflash.asp?id=1987
Assessment:
The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.
Students will 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
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
Thursday, November 04, 2010
11/8-11/12
Monday - Friday, 11/8-11/12
**Mrs. Ryman will keep track of the work done each day.
1. -Students will learn about Sports Writing
2. Please read chapter 12 in the Journalism Today Text: Writing Sports Stories
3. Read pages 260-273 aloud with the class. Please point out the important ideas in each section.
4. Read pages 149-150 in the workbook
5. Students should take notes
6. After you read the chapter, please complete the following workbook exercises. (Collect them as students finish them)
7. To review the chapter, students should work in groups.
8. Go over Exercise 1. Pg 151-153
9. Exercises 7, 8, and 9: pgs 162-164 (Students can use the Internet to figure out the answers)
10. Exercise 6 pg 161
Standard -
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
**Mrs. Ryman will keep track of the work done each day.
1. -Students will learn about Sports Writing
2. Please read chapter 12 in the Journalism Today Text: Writing Sports Stories
3. Read pages 260-273 aloud with the class. Please point out the important ideas in each section.
4. Read pages 149-150 in the workbook
5. Students should take notes
6. After you read the chapter, please complete the following workbook exercises. (Collect them as students finish them)
7. To review the chapter, students should work in groups.
8. Go over Exercise 1. Pg 151-153
9. Exercises 7, 8, and 9: pgs 162-164 (Students can use the Internet to figure out the answers)
10. Exercise 6 pg 161
Standard -
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, November 01, 2010
Our Rights
First Amendment 1
First Amendment Link:
http://www.firstamendmentschools.org/resources/lessonplans.aspx
First Principles:
First Principles
The First Amendment applies to all Americans. Our nation affirms the truth of inalienable rights for all, working for more than 200 years to make the ideals expressed in the First Amendment a reality in the lives of all Americans. These rights were so important to early citizens and their leaders, many states refused to ratify the Constitution of the United States without the promise of amendments that would protect individual rights.
Here are some “First Principles” to help you to interpret these eloquent 45 words and understand how they influence our daily lives.
1. The First Amendment affirms the freedom of the individual.
American government is based upon the concept that all human beings are born with certain rights or freedoms. The First Amendment guards these rights by prohibiting the government from denying citizens their rights. The government does not give us our rights. Its role is to guard the rights that we already have.
We, as individuals, have freedom of conscience. Religious liberty, or freedom of conscience, protects the beliefs of everyone, not just those of recognized faith communities. We are free to worship —or not to worship — as we choose. The government may not tell us what church, synagogue, mosque or temple to attend or whether, where and how we should pray.
As individuals, our ideas and beliefs are our own. We are free to develop and express our thoughts. Through our free press, we have access to a vast range of information. We may criticize our government if we see fit to do so. Judgments about ideas are for individuals to make, not for government to decree.
The First Amendment guarantees we may associate with people and join groups of our own choosing. We may ask or lobby the government to correct certain wrongs or support our beliefs.
2. Free expression is the foundation — the cornerstone — of democracy.
The First Amendment is based on the premise that people who can freely share information (especially about their government) will be informed and able to make sound choices about what leaders to elect, what forms of government they want, what laws to enact. The freedom to exchange information about the government enables people to seek alternatives to bad government.
3. The First Amendment tells the government to keep its “hands off” our religion, our ideas, our ability to express ourselves.
“Congress shall make no law …” means that as far as possible the government may not interfere with our fundamental rights. The government may not pass laws that take away our First Amendment freedoms or that force us to express ideas — including religious beliefs — that we do not embrace. But the First Amendment is not absolute.
“No law” does not mean “absolutely no law.” For instance, human sacrifice cannot be permitted in the name of freedom of conscience. The Supreme Court has affirmed that some limits must be placed on our freedoms. The government, for example, may regulate the time, place and manner, but not regulate solely on the basis of the content of our beliefs, ideas, and expressions. We may need to hold a permit before we march in support of a particular cause, but we should not have to worry about the government telling us we have no right to believe in that cause or express that idea.
4. Other people have rights, too.
The First Amendment is based upon the conviction that all human beings have inalienable rights. Our commitment to rights is inseparably linked to our civic responsibility to guard those rights for all others.
When faced with unpopular views or unrefined speech, members of the public may ask, “Why doesn't the government do something about that?” The answer? Neither government nor a majority of the public has the authority to stop an unpopular idea.
Because the First Amendment belongs to everyone — to each individual — it encourages us to respect the right of others to hold their viewpoints and religious beliefs. The First Amendment protects minority viewpoints and helps us to understand that limiting the rights of some people may eventually limit the rights of all.
5. When rights collide, government must balance them.
Sometimes the government plays a role in balancing our rights. When two rights collide, tension and controversy may result. What happens, for example, when a person's right to a fair trial conflicts with our right to learn if a fair trial is actually taking place through accounts reported in our free press? What happens when an individual’s right to personal privacy conflicts with the free flow of information? The government (through the courts) may make decisions that protect both rights to the fullest extent possible.
In addition to knowing where government officials draw the line when regulating expression, it is important to understand who may and may not control what we say or write or perform.
Public school administrators are government officials and, like city officials, have both power and limits regarding regulation of expression. Although students do not give up their First Amendment rights when they come to school, the United States Supreme Court has determined that school officials may restrict students’ rights if the administrators determine that exercising those rights would interfere with the school’s mission of educating its students. However, as government officials, they may not control or censor expression to the degree that a private organization or family might. The First Amendment does not apply to private school officials.
6. The First Amendment helps us make choices.
In the “marketplace of ideas,” we may choose which views to support and which ones to reject. When all ideas are allowed to flourish, we — as individuals — may decide what ideas and concepts to question, embrace or reject.
First Amendment advocates say it best: The antidote to distasteful or hateful speech is not censorship, but more speech.
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
First Amendment Link:
http://www.firstamendmentschools.org/resources/lessonplans.aspx
First Principles:
First Principles
The First Amendment applies to all Americans. Our nation affirms the truth of inalienable rights for all, working for more than 200 years to make the ideals expressed in the First Amendment a reality in the lives of all Americans. These rights were so important to early citizens and their leaders, many states refused to ratify the Constitution of the United States without the promise of amendments that would protect individual rights.
Here are some “First Principles” to help you to interpret these eloquent 45 words and understand how they influence our daily lives.
1. The First Amendment affirms the freedom of the individual.
American government is based upon the concept that all human beings are born with certain rights or freedoms. The First Amendment guards these rights by prohibiting the government from denying citizens their rights. The government does not give us our rights. Its role is to guard the rights that we already have.
We, as individuals, have freedom of conscience. Religious liberty, or freedom of conscience, protects the beliefs of everyone, not just those of recognized faith communities. We are free to worship —or not to worship — as we choose. The government may not tell us what church, synagogue, mosque or temple to attend or whether, where and how we should pray.
As individuals, our ideas and beliefs are our own. We are free to develop and express our thoughts. Through our free press, we have access to a vast range of information. We may criticize our government if we see fit to do so. Judgments about ideas are for individuals to make, not for government to decree.
The First Amendment guarantees we may associate with people and join groups of our own choosing. We may ask or lobby the government to correct certain wrongs or support our beliefs.
2. Free expression is the foundation — the cornerstone — of democracy.
The First Amendment is based on the premise that people who can freely share information (especially about their government) will be informed and able to make sound choices about what leaders to elect, what forms of government they want, what laws to enact. The freedom to exchange information about the government enables people to seek alternatives to bad government.
3. The First Amendment tells the government to keep its “hands off” our religion, our ideas, our ability to express ourselves.
“Congress shall make no law …” means that as far as possible the government may not interfere with our fundamental rights. The government may not pass laws that take away our First Amendment freedoms or that force us to express ideas — including religious beliefs — that we do not embrace. But the First Amendment is not absolute.
“No law” does not mean “absolutely no law.” For instance, human sacrifice cannot be permitted in the name of freedom of conscience. The Supreme Court has affirmed that some limits must be placed on our freedoms. The government, for example, may regulate the time, place and manner, but not regulate solely on the basis of the content of our beliefs, ideas, and expressions. We may need to hold a permit before we march in support of a particular cause, but we should not have to worry about the government telling us we have no right to believe in that cause or express that idea.
4. Other people have rights, too.
The First Amendment is based upon the conviction that all human beings have inalienable rights. Our commitment to rights is inseparably linked to our civic responsibility to guard those rights for all others.
When faced with unpopular views or unrefined speech, members of the public may ask, “Why doesn't the government do something about that?” The answer? Neither government nor a majority of the public has the authority to stop an unpopular idea.
Because the First Amendment belongs to everyone — to each individual — it encourages us to respect the right of others to hold their viewpoints and religious beliefs. The First Amendment protects minority viewpoints and helps us to understand that limiting the rights of some people may eventually limit the rights of all.
5. When rights collide, government must balance them.
Sometimes the government plays a role in balancing our rights. When two rights collide, tension and controversy may result. What happens, for example, when a person's right to a fair trial conflicts with our right to learn if a fair trial is actually taking place through accounts reported in our free press? What happens when an individual’s right to personal privacy conflicts with the free flow of information? The government (through the courts) may make decisions that protect both rights to the fullest extent possible.
In addition to knowing where government officials draw the line when regulating expression, it is important to understand who may and may not control what we say or write or perform.
Public school administrators are government officials and, like city officials, have both power and limits regarding regulation of expression. Although students do not give up their First Amendment rights when they come to school, the United States Supreme Court has determined that school officials may restrict students’ rights if the administrators determine that exercising those rights would interfere with the school’s mission of educating its students. However, as government officials, they may not control or censor expression to the degree that a private organization or family might. The First Amendment does not apply to private school officials.
6. The First Amendment helps us make choices.
In the “marketplace of ideas,” we may choose which views to support and which ones to reject. When all ideas are allowed to flourish, we — as individuals — may decide what ideas and concepts to question, embrace or reject.
First Amendment advocates say it best: The antidote to distasteful or hateful speech is not censorship, but more speech.
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
Sunday, October 31, 2010
Regulating the Media
Create media regulations
Monday, 11/1/10
Daily Quiz:
http://www.newsroom101.com/
Quiz 24
Project
Monday, we will discuss the role of the media. We all agree that the media is extremely invasive and invades the lives of many. We will also discuss how certain detail and information is disseminated that shouldn't be...ex. the Georgia Olympic bombing.
Today, we are going to create a list of 10 rules to regulate the media (What they cover, how they cover a story, what they print/ broadcast, and the extent of their coverage)
1. You may work in groups of 2 or 3
2. You must type your rules in MS Word
3. You must explain each rule and indicate regulations and stipulations/ conditions that must be met.
4. Your final draft should contain the name of each group member.
5. The final copy must be turned in to http://www.turnitin.com/
by the end of the period.
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, 11/1/10
Daily Quiz:
http://www.newsroom101.com/
Quiz 24
Project
Monday, we will discuss the role of the media. We all agree that the media is extremely invasive and invades the lives of many. We will also discuss how certain detail and information is disseminated that shouldn't be...ex. the Georgia Olympic bombing.
Today, we are going to create a list of 10 rules to regulate the media (What they cover, how they cover a story, what they print/ broadcast, and the extent of their coverage)
1. You may work in groups of 2 or 3
2. You must type your rules in MS Word
3. You must explain each rule and indicate regulations and stipulations/ conditions that must be met.
4. Your final draft should contain the name of each group member.
5. The final copy must be turned in to http://www.turnitin.com/
by the end of the period.
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
Friday, October 29, 2010
History of the First Amendment
2. History of the First Amendment
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
First Amendment to the U.S. Constitution
A Brief History of the Bill of Rights
and the First Amendment
The first ten amendments to the Constitution of the United States became known as the Bill of Rights because they contained freedoms that Americans held to be their inalienable rights. So important were these rights that several states insisted on a promise of amendments guaranteeing individual rights before they would ratify the Constitution.
The Bill of Rights, ratified in 1791, was the result of more than a century of experience with rights in America and many centuries before that in England. The major British precursors to the Bill of Rights are:
The Magna Carta (1215). In 1215, a group of English barons, tired of heavy taxes and arbitrary actions by the king, forced King John to sign the Magna Carta (Latin for “great charter”). It guaranteed such fundamental rights as trial by jury and due process of law, a requirement that government be fair in its actions. Originally, these rights applied only to noblemen, but over time they were extended to all English people. The Magna Carta established the principle that the monarch's power is not absolute.
Petition of Right (1628). The monarchs of England did not always respect the Magna Carta in the 400 years that followed its signing. Parliament, the English legislature, gradually grew in influence. In 1628, Parliament refused to approve more taxes until King Charles I signed the Petition of Right, which prohibited the monarch from arresting people unlawfully and housing troops in private homes without the owners’ consent.
Bill of Rights (1689). Before William and Mary could take the British throne, a condition of their rule was agreement to an act of Parliament in 1689 known as the Bill of Rights. It guaranteed the right of British subjects to petition the king and to bear arms. It prohibited excessive bails and fines and cruel and unusual punishment. This British Bill of Rights protected far fewer individual rights than the American Bill of Rights adopted a century later. Also, the British Bill of Rights was a statute, part of everyday lawmaking — and could be changed easily — rather than America’s constitutional amendments, part of the most important, most fundamental legal document of the land.
Rights were crucial to America’s founding. Because their rights in England were threatened, many future Americans left their homeland to form new colonies in a strange land. And because their rights were threatened, the colonists declared independence from England and created a new nation to secure those rights.
Although early Americans built on their English heritage when developing rights in the new land, many colonies before 1689 had laws that far exceeded the scope of the English Bill of Rights. Rhode Island, established in 1636, was the first American colony to recognize freedom of conscience. In 1641, Massachusetts Bay enacted the Massachusetts Body of Liberties, the first detailed protection of rights in America. Maryland was founded as a haven for Catholics, but its citizens extended the right of religious toleration (1649) to other Christians as well.
In June 1776, Virginia adopted a new constitution, prefaced by a declaration of rights including many that would later appear in the U.S. Bill of Rights. The Virginia Declaration of Rights, served as a model for eight of the 12 other states that adopted new constitutions during the revolutionary period.
While the new state governments protected individual rights, the Articles of Confederation, the first constitution of the United States, did not. The weak national government under the Articles of Confederation created many problems. In 1787, these problems finally led to a convention to draft a new charter for the national government, the Constitution of the United States. Lack of a bill of rights became the main reason many people opposed the Constitution.
When New Hampshire became the necessary ninth state to ratify it, the Constitution went into effect on June 21, 1788. Ratification was achieved only through the promise of amendments to protect individual rights. Congressional debates over the Bill of Rights drafted by James Madison, then a U.S. representative from Virginia, were, in Madison’s words, “extremely difficult and fatiguing.” Members of Congress challenged each other to duels at one passionate point in the debates. Congress submitted a bill of rights with 12 amendments to the states for ratification in September 1789. Two were not ratified: one changing the apportionment of Congress and the other forbidding congressional pay raises to take effect until after the next election. (This latter amendment was ratified in 1992 as the 27th Amendment to the Constitution.)
On Dec. 15, 1791, Virginia ratified the 10 amendments. This satisfied the requirement of approval by three-fourths of the states, and the Bill of Rights became part of the law of the land.
Originally the Bill of Rights only limited the national government and did not apply to the states. But after the fourteenth Amendment was ratified in 1868, the Supreme Court began applying the provisions of the Bill of Rights — one by one — to the states. In 1925, the Supreme Court ruled that no state or local government could deny its citizens free-speech and free-press rights protected by the First Amendment.
Often considered the most important amendment in the Bill of Rights, the First Amendment protects rights essential to democratic government and those rights Americans hold most dear: freedom of religion, of speech, of the press, of assembly and of petition.
Excerpts from The Bill of Rights: A User's Guide (Linda Monk, Close Up Foundation, 1991) included in this brief history of the First Amendment are reprinted with permission of the Close Up Foundation.
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
First Amendment to the U.S. Constitution
A Brief History of the Bill of Rights
and the First Amendment
The first ten amendments to the Constitution of the United States became known as the Bill of Rights because they contained freedoms that Americans held to be their inalienable rights. So important were these rights that several states insisted on a promise of amendments guaranteeing individual rights before they would ratify the Constitution.
The Bill of Rights, ratified in 1791, was the result of more than a century of experience with rights in America and many centuries before that in England. The major British precursors to the Bill of Rights are:
The Magna Carta (1215). In 1215, a group of English barons, tired of heavy taxes and arbitrary actions by the king, forced King John to sign the Magna Carta (Latin for “great charter”). It guaranteed such fundamental rights as trial by jury and due process of law, a requirement that government be fair in its actions. Originally, these rights applied only to noblemen, but over time they were extended to all English people. The Magna Carta established the principle that the monarch's power is not absolute.
Petition of Right (1628). The monarchs of England did not always respect the Magna Carta in the 400 years that followed its signing. Parliament, the English legislature, gradually grew in influence. In 1628, Parliament refused to approve more taxes until King Charles I signed the Petition of Right, which prohibited the monarch from arresting people unlawfully and housing troops in private homes without the owners’ consent.
Bill of Rights (1689). Before William and Mary could take the British throne, a condition of their rule was agreement to an act of Parliament in 1689 known as the Bill of Rights. It guaranteed the right of British subjects to petition the king and to bear arms. It prohibited excessive bails and fines and cruel and unusual punishment. This British Bill of Rights protected far fewer individual rights than the American Bill of Rights adopted a century later. Also, the British Bill of Rights was a statute, part of everyday lawmaking — and could be changed easily — rather than America’s constitutional amendments, part of the most important, most fundamental legal document of the land.
Rights were crucial to America’s founding. Because their rights in England were threatened, many future Americans left their homeland to form new colonies in a strange land. And because their rights were threatened, the colonists declared independence from England and created a new nation to secure those rights.
Although early Americans built on their English heritage when developing rights in the new land, many colonies before 1689 had laws that far exceeded the scope of the English Bill of Rights. Rhode Island, established in 1636, was the first American colony to recognize freedom of conscience. In 1641, Massachusetts Bay enacted the Massachusetts Body of Liberties, the first detailed protection of rights in America. Maryland was founded as a haven for Catholics, but its citizens extended the right of religious toleration (1649) to other Christians as well.
In June 1776, Virginia adopted a new constitution, prefaced by a declaration of rights including many that would later appear in the U.S. Bill of Rights. The Virginia Declaration of Rights, served as a model for eight of the 12 other states that adopted new constitutions during the revolutionary period.
While the new state governments protected individual rights, the Articles of Confederation, the first constitution of the United States, did not. The weak national government under the Articles of Confederation created many problems. In 1787, these problems finally led to a convention to draft a new charter for the national government, the Constitution of the United States. Lack of a bill of rights became the main reason many people opposed the Constitution.
When New Hampshire became the necessary ninth state to ratify it, the Constitution went into effect on June 21, 1788. Ratification was achieved only through the promise of amendments to protect individual rights. Congressional debates over the Bill of Rights drafted by James Madison, then a U.S. representative from Virginia, were, in Madison’s words, “extremely difficult and fatiguing.” Members of Congress challenged each other to duels at one passionate point in the debates. Congress submitted a bill of rights with 12 amendments to the states for ratification in September 1789. Two were not ratified: one changing the apportionment of Congress and the other forbidding congressional pay raises to take effect until after the next election. (This latter amendment was ratified in 1992 as the 27th Amendment to the Constitution.)
On Dec. 15, 1791, Virginia ratified the 10 amendments. This satisfied the requirement of approval by three-fourths of the states, and the Bill of Rights became part of the law of the land.
Originally the Bill of Rights only limited the national government and did not apply to the states. But after the fourteenth Amendment was ratified in 1868, the Supreme Court began applying the provisions of the Bill of Rights — one by one — to the states. In 1925, the Supreme Court ruled that no state or local government could deny its citizens free-speech and free-press rights protected by the First Amendment.
Often considered the most important amendment in the Bill of Rights, the First Amendment protects rights essential to democratic government and those rights Americans hold most dear: freedom of religion, of speech, of the press, of assembly and of petition.
Excerpts from The Bill of Rights: A User's Guide (Linda Monk, Close Up Foundation, 1991) included in this brief history of the First Amendment are reprinted with permission of the Close Up Foundation.
Practice Quotes
quiz: www.newsroom101.com
Goals: Students will practice using quotes
Practice Exercises
Ex. 1
http://www.grammarbook.com/grammar_quiz/question_marks_1.asp
Ex. 2
http://highered.mcgraw-hill.com/sites/0072873469/student_view0/avoiding_plagiarism_tutorial/using_quotations_marks/quotation_mark_quiz.html
Ex 2B
http://www.harcourtschool.com/activity/language_arts/goforgold/content_builder/dswmedia/g5c32/nadia.htm
Ex. 3
http://www.quia.com/jq/86640.html
Ex.4
http://www.proprofs.com/quiz-school/story.php?title=Section-M-Other-uses-Quotation-Marks-quiz
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
Goals: Students will practice using quotes
Practice Exercises
Ex. 1
http://www.grammarbook.com/grammar_quiz/question_marks_1.asp
Ex. 2
http://highered.mcgraw-hill.com/sites/0072873469/student_view0/avoiding_plagiarism_tutorial/using_quotations_marks/quotation_mark_quiz.html
Ex 2B
http://www.harcourtschool.com/activity/language_arts/goforgold/content_builder/dswmedia/g5c32/nadia.htm
Ex. 3
http://www.quia.com/jq/86640.html
Ex.4
http://www.proprofs.com/quiz-school/story.php?title=Section-M-Other-uses-Quotation-Marks-quiz
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 28, 2010
Spelling/ Synonym Review
Daily Quiz:
http://www.newsroom101.com/
Thursday: Take quizzes 22-23
* Test on Friday
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
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
http://www.newsroom101.com/
Thursday: Take quizzes 22-23
* Test on Friday
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
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
Tuesday, October 26, 2010
Daily Reading
Wednesday, 10/27/10
Daily Quiz:
http://www.newsroom101.com/
Wednesday: Take quizzes 22-23
* Test on Friday
Goal: Students will read and evaluate news articles
1. Get a copy of the Times Leader
2. Read the AP articles
3. Comment on THREE of them
4. Write two paragraphs for each article
5. Submit it to the comment section on the blog
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Daily Quiz:
http://www.newsroom101.com/
Wednesday: Take quizzes 22-23
* Test on Friday
Goal: Students will read and evaluate news articles
1. Get a copy of the Times Leader
2. Read the AP articles
3. Comment on THREE of them
4. Write two paragraphs for each article
5. Submit it to the comment section on the blog
There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Final Drafts
Daily Reading:
Pick up the Times Leader and read two news stories
Daily quiz:
http://www.newsroom101.com/
Tuesday: Quiz 22
Goal: Students will turn in their final drafts to http://www.turnitin.com/
1. Students will complete their final drafts
2. ALL articles must be turned in by the END of the period
3. Make sure you article is proofed 3 times
-Read your article aloud to a class member, and mark awkward areas
-Have two classmates read your article aloud to you. They should mark mistakes.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Pick up the Times Leader and read two news stories
Daily quiz:
http://www.newsroom101.com/
Tuesday: Quiz 22
Goal: Students will turn in their final drafts to http://www.turnitin.com/
1. Students will complete their final drafts
2. ALL articles must be turned in by the END of the period
3. Make sure you article is proofed 3 times
-Read your article aloud to a class member, and mark awkward areas
-Have two classmates read your article aloud to you. They should mark mistakes.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Thursday, October 21, 2010
Goal:
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles by Friday. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
NEWS ARTICLE #2
MONDAY, 10/18-WEDNESDAY, 10/20-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)
**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.
**All leads and second paragraphs must be checked by Mrs. Christian
THURSDAY, 10/21 - FINAL DRAFTS AND PACKETS ARE DUE
PLANNING SHEET:
Information List (All areas must be filled out and turned in by the end of the period)
1: Topic:
2: Indicate the specific angle for your topic
3. List the people you intend to interview, and list the reason for their importance after their name
4. Background information on your topic
5.Create 5 general interview questions
6.Create 6 Specific questions for each person interviewed- three of these may NOT be repeated. You must LIST the names of these people and indicate their connection to your story
7.List resources / people that can help you find background information on your topic
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles by Friday. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
NEWS ARTICLE #2
MONDAY, 10/18-WEDNESDAY, 10/20-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)
**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.
**All leads and second paragraphs must be checked by Mrs. Christian
THURSDAY, 10/21 - FINAL DRAFTS AND PACKETS ARE DUE
PLANNING SHEET:
Information List (All areas must be filled out and turned in by the end of the period)
1: Topic:
2: Indicate the specific angle for your topic
3. List the people you intend to interview, and list the reason for their importance after their name
4. Background information on your topic
5.Create 5 general interview questions
6.Create 6 Specific questions for each person interviewed- three of these may NOT be repeated. You must LIST the names of these people and indicate their connection to your story
7.List resources / people that can help you find background information on your topic
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Tuesday, October 19, 2010
GOAL: Students will finish their rough drafts
Rough Drafts are due TODAY
Please turn your rough draft in to http://www.turnitin.com/
Also, REMEMBER to submit your weekly blog by Friday.
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles by Friday. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
Rough Drafts are due TODAY
Please turn your rough draft in to http://www.turnitin.com/
Also, REMEMBER to submit your weekly blog by Friday.
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles by Friday. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium
Monday, October 11, 2010
Monday, 10/11 - FRIDAY, 10/22
Goal: Students will begin writing interview questions
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft
Daily Quiz:
http://www.newsroom101.com/
Monday: Test on Journalism Toolbox (13-15) and Quotation marks
http://mycooljournalism.blogspot.com/2009/10/quotation-mark-quiz.html
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles each day. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
NEWS ARTICLE #2
Monday, 10/11- Students will select a topic for their news story
Tuesday, 10/12- Students will create interview questions.
Tuesday , 10/12-Friday, 10/15-Students will interview
ALL INITIAL QUESTION WILL BE TURNED IN TO http://www.turnitin.com/ (Please submit your questions to the entry entitled: INTERVIEW QUESTIONS)
Friday, 10/15-initial interviews due by 2:40- If they are not turned in, points will be deducted
ALL QUESTIONS AND ANSWERS WILL BE TURNED IN TO http://www.turnitin.com/
(Please submit your questions to the entry entitled: QUESTIONS/ ANSWERS)
MONDAY, 10/18-WEDNESDAY, 10/20-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)
**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.
**All leads and second paragraphs must be checked by Mrs. Christian
THURSDAY, 10/21 - FINAL RAFTS AND PACKETS ARE DUE
PLANNING SHEET:
Information List (All areas must be filled out and turned in by the end of the period)
1: Topic:
2: Indicate the specific angle for your topic
3. List the people you intend to interview, and list the reason for their importance after their name
4. Background information on your topic
5.Create 5 general interview questions
6.Create 6 Specific questions for each person interviewed- three of these may NOT be repeated. You must LIST the names of these people and indicate their connection to your story
7.List resources / people that can help you find background information on your topic
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Goal: Students will begin writing interview questions
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft
Daily Quiz:
http://www.newsroom101.com/
Monday: Test on Journalism Toolbox (13-15) and Quotation marks
http://mycooljournalism.blogspot.com/2009/10/quotation-mark-quiz.html
Daily Readings:
Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles each day. There is a comment box at the bottom of the blog. Please be sure to type the following information:
Your Name
Article Title
Date
Page/ section
NEWS ARTICLE #2
Monday, 10/11- Students will select a topic for their news story
Tuesday, 10/12- Students will create interview questions.
Tuesday , 10/12-Friday, 10/15-Students will interview
ALL INITIAL QUESTION WILL BE TURNED IN TO http://www.turnitin.com/ (Please submit your questions to the entry entitled: INTERVIEW QUESTIONS)
Friday, 10/15-initial interviews due by 2:40- If they are not turned in, points will be deducted
ALL QUESTIONS AND ANSWERS WILL BE TURNED IN TO http://www.turnitin.com/
(Please submit your questions to the entry entitled: QUESTIONS/ ANSWERS)
MONDAY, 10/18-WEDNESDAY, 10/20-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)
**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.
**All leads and second paragraphs must be checked by Mrs. Christian
THURSDAY, 10/21 - FINAL RAFTS AND PACKETS ARE DUE
PLANNING SHEET:
Information List (All areas must be filled out and turned in by the end of the period)
1: Topic:
2: Indicate the specific angle for your topic
3. List the people you intend to interview, and list the reason for their importance after their name
4. Background information on your topic
5.Create 5 general interview questions
6.Create 6 Specific questions for each person interviewed- three of these may NOT be repeated. You must LIST the names of these people and indicate their connection to your story
7.List resources / people that can help you find background information on your topic
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Thursday, October 07, 2010
Friday
Friday:
Goal: Students will be able to evaluate quotations
Daily Quiz:
http://www.newsroom101.com/
Friday- review 13-15
Monday: Test on Journalism toolbox and Quotation marks
Daily Reading:
Scientist: UFOs to Bring 'Great Events' to Earth
Report: Pakistan Spy Agency Urging Taliban to Fight U.S
http://online.wsj.com/article/SB10001424052748704689804575536241251361592.html?mod=WSJ_hpp_MIDDLETopStories
-Be sure to include your full name and period number.
-Be sure to write a paragraph for EACH article
-Use the comment link below
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
Goal: Students will be able to evaluate quotations
Daily Quiz:
http://www.newsroom101.com/
Friday- review 13-15
Monday: Test on Journalism toolbox and Quotation marks
Daily Reading:
Scientist: UFOs to Bring 'Great Events' to Earth
Report: Pakistan Spy Agency Urging Taliban to Fight U.S
http://online.wsj.com/article/SB10001424052748704689804575536241251361592.html?mod=WSJ_hpp_MIDDLETopStories
Students will read the articles and respond to them using the comment link below.
1. You will discuss the lead and its relativity to the rest of the article.
-Be sure to include your full name and period number.
-Be sure to write a paragraph for EACH article
-Use the comment link below
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 04, 2010
Goal: Students will be able to effectively use quotations
Daily Quiz:
http://www.newsroom101.com/
Tuesday: 14
Wednesday 15
Thursday - review 13-15
Friday: Test
Daily Reading:
Thursday: Toy gun leads to boy's expulsion
Assignment:
1. Read pages 174-178 in the Journalism Today textbook (Students should read aloud and take notes)
2. Complete exercises 3 and 4 in the workbook (pgs 102-105)- Go over answers with teacher
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
Daily Quiz:
http://www.newsroom101.com/
Tuesday: 14
Wednesday 15
Thursday - review 13-15
Friday: Test
Daily Reading:
Thursday: Toy gun leads to boy's expulsion
Assignment:
1. Read pages 174-178 in the Journalism Today textbook (Students should read aloud and take notes)
2. Complete exercises 3 and 4 in the workbook (pgs 102-105)- Go over answers with teacher
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
Sunday, October 03, 2010
Quotes
Daily Quiz:
Monday: 13
Tuesday: 14
Wednesday 15
Thursday - review 13-15
Friday: Test
Daily Readings:
Monday: TRAVEL ALERT: What Should Students Abroad Do?
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. Use quotation marks to enclose titles of short works, such as short stories, essays, newspaper articles and magazine articles.
2. Use quotation marks to enclose unfamiliar slang and other unusual for original expressions
A once-popular expression was "zounds."
3. In dialogue: begin a new paragraph and use a new set of quotation marks every time the speaker changes:
"Are you going to the zoo?" I asked.
"Well," he said. "I want to take my children to the museum."
"Why?" I asked. "Tuesday is free admission day at the zoo."
"I will," he said, "join you at the zoo on Tuesday."
4. Said Whom?
Is is Smith said or said Smith? That is a little wrinkle in the ways of attribution. Here is the solution:
If all the writer wants to do is tell ho said what, then the construction is "Smith said." For example:
I love journalism class," Smith said.
However, if the writer wants to tell a bit about smith besides his or her name, you should state it this way:
I love journalism class," said Smith, whose mother is the journalism teacher.
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: 13
Tuesday: 14
Wednesday 15
Thursday - review 13-15
Friday: Test
Daily Readings:
Monday: TRAVEL ALERT: What Should Students Abroad Do?
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. Use quotation marks to enclose titles of short works, such as short stories, essays, newspaper articles and magazine articles.
2. Use quotation marks to enclose unfamiliar slang and other unusual for original expressions
A once-popular expression was "zounds."
3. In dialogue: begin a new paragraph and use a new set of quotation marks every time the speaker changes:
"Are you going to the zoo?" I asked.
"Well," he said. "I want to take my children to the museum."
"Why?" I asked. "Tuesday is free admission day at the zoo."
"I will," he said, "join you at the zoo on Tuesday."
4. Said Whom?
Is is Smith said or said Smith? That is a little wrinkle in the ways of attribution. Here is the solution:
If all the writer wants to do is tell ho said what, then the construction is "Smith said." For example:
I love journalism class," Smith said.
However, if the writer wants to tell a bit about smith besides his or her name, you should state it this way:
I love journalism class," said Smith, whose mother is the journalism teacher.
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, September 28, 2010
Wednesday:
Goal: Students will continue to study lead writing
Students will explore story ideas
Students will discuss the "importance" of topics
Daily Reading:
Students will read the following articles and respond to it using the comment link below.
You will discuss the lead and its relativity to the rest of the article.
Be sure to include your full name and period number.
Reusable Grocery Bags Breed Bacteria KMGH • Denver
100-Year Old Deed May Save Church From Demolition WPTY • Memphis
TOPIC SEARCH:
Students will explore other high school newspapers for story ideas.
http://www.hsj.org/modules/school_news_organizations/index.cfm?requestAction=goHSTeenNewsOrgSearchByState&SchoolType=H&menu_id=6&submenu_id=&module_id=5
1, select a state
2. click on a newspaper
3. read and explore student writing
**Please note: There are hundreds of student newspapers and thousands of articles. If you find a particular newspaper that is different or interesting, please raise your hand and share it with the class. Also, please let us know about interesting topics.
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
Have a safe vacation!!
Goal: Students will continue to study lead writing
Students will explore story ideas
Students will discuss the "importance" of topics
Daily Reading:
Students will read the following articles and respond to it using the comment link below.
You will discuss the lead and its relativity to the rest of the article.
Be sure to include your full name and period number.
Reusable Grocery Bags Breed Bacteria KMGH • Denver
100-Year Old Deed May Save Church From Demolition WPTY • Memphis
TOPIC SEARCH:
Students will explore other high school newspapers for story ideas.
http://www.hsj.org/modules/school_news_organizations/index.cfm?requestAction=goHSTeenNewsOrgSearchByState&SchoolType=H&menu_id=6&submenu_id=&module_id=5
1, select a state
2. click on a newspaper
3. read and explore student writing
**Please note: There are hundreds of student newspapers and thousands of articles. If you find a particular newspaper that is different or interesting, please raise your hand and share it with the class. Also, please let us know about interesting topics.
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
Have a safe vacation!!
Monday, September 27, 2010
Workbook Exercises (leads)
1. Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook (To be Graded as a quiz!!!)
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook (To be Graded as a quiz!!!)
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, September 20, 2010
Writing leads
Monday - Tuesday
Students will learn about lead writing
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
At the end of each class, students will have 10-15 minutes to work on their articles
Wednesday - Thursday: Work on rough drafts
each day you will turn your work into www.turnitin.com
I would like to monitor your progress.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Students will learn about lead writing
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
At the end of each class, students will have 10-15 minutes to work on their articles
Wednesday - Thursday: Work on rough drafts
each day you will turn your work into www.turnitin.com
I would like to monitor your progress.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, September 13, 2010
Article 1
www.newsroom101.com
Monday: Quiz 10
Tuesday: Quiz 11
Wednesday: Quiz 12
Thursday: Quiz 10-12
Friday: Test
Daily Reading:
Monday:
The Olive Garden's Secrets to Success
Students will learn how to write leads
Monday - Tuesday:
Students will conduct interviews for their first articles
**All interviews must be organized, typed and turned in to http://www.turnitin.com/
-Your first set of interviews will count as an actual test grade (100 points)
_Please make sure you include all information discussed: Strong details, background information, several items that could be used for a direct quote, attribution.
Wednesday - Thursday:
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday: Quiz 10
Tuesday: Quiz 11
Wednesday: Quiz 12
Thursday: Quiz 10-12
Friday: Test
Daily Reading:
Monday:
The Olive Garden's Secrets to Success
Students will learn how to write leads
Monday - Tuesday:
Students will conduct interviews for their first articles
**All interviews must be organized, typed and turned in to http://www.turnitin.com/
-Your first set of interviews will count as an actual test grade (100 points)
_Please make sure you include all information discussed: Strong details, background information, several items that could be used for a direct quote, attribution.
Wednesday - Thursday:
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Monday, September 06, 2010
Writing leads
Tuesday, 9/7 - Friday, 9/10
Goal: Students will begin to organize and write interview questions
Students will learn to write leads
Daily Quiz:
Tuesday: Take quiz #7
Wednesday: Quiz 8
Thursday: Quiz 9
Friday Graded Quiz 7-9
http://www.newsroom101.com/
Daily Reading:
Tuesday:
New Zealand Rocked by Powerful 7.4 Quake
Cell Phone Radiation
http://abcnews.go.com/Technology/cell-phone-radiation-top-10-best-worst/story?id=8536621
Wednesday:
http://abcnews.go.com/Technology/homing-pigeon-faster-internet-africa/story?id=8550501
Assignment:
Tuesday:
1. Students will review their assignments for their first stories
2. Students will make interview questions for their first story
3. Students will begin background research on their topic
4. Students will fill out a "Story Organization Sheet"
Wednesday- Thursday:
Students will learn how to write leads
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
Wednesday- Friday:
Students will conduct interviews for their first articles
**All interviews must be organized, typed and turned in to http://www.turnitin.com/
-Your first set of interviews will count as an actual test grade (100 points)
_Please make sure you include all information discussed: Strong details, background information, several items that could be used for a direct quote, attribution.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Tuesday, 9/7 - Friday, 9/10
Goal: Students will begin to organize and write interview questions
Students will learn to write leads
Daily Quiz:
Tuesday: Take quiz #7
Wednesday: Quiz 8
Thursday: Quiz 9
Friday Graded Quiz 7-9
http://www.newsroom101.com/
Daily Reading:
Tuesday:
New Zealand Rocked by Powerful 7.4 Quake
Cell Phone Radiation
http://abcnews.go.com/Technology/cell-phone-radiation-top-10-best-worst/story?id=8536621
Wednesday:
http://abcnews.go.com/Technology/homing-pigeon-faster-internet-africa/story?id=8550501
Assignment:
Tuesday:
1. Students will review their assignments for their first stories
2. Students will make interview questions for their first story
3. Students will begin background research on their topic
4. Students will fill out a "Story Organization Sheet"
Wednesday- Thursday:
Students will learn how to write leads
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks
2 Students will complete the following assignments:
Exercise 3 pg 55 - workbook
Exercise 4 pg 57 - workbook
Wednesday- Friday:
Students will conduct interviews for their first articles
**All interviews must be organized, typed and turned in to http://www.turnitin.com/
-Your first set of interviews will count as an actual test grade (100 points)
_Please make sure you include all information discussed: Strong details, background information, several items that could be used for a direct quote, attribution.
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Sunday, August 29, 2010
Monday, 8/30- Friday, 9/3
Initial Interviews:
Goal: Students will discuss how to conduct an interview
Discuss the difference between open and close ended questions and how open are better.
Students will conduct an interview
Daily Reading: none
Daily Quiz
http://www.newsroom101.com/
Quiz 3 (Monday)
Quiz 4 (Tuesday)
Quiz 5 (Wednesday)
Quiz- 1-5 Review on Thursday
**There will be a graded test on Friday. (Units 1-5)
Conducting an interview can be very nerve wrecking. The interviewer may be nervous about asking the right questions, the location, dress etc. Phone interviews can be just as tricky, since there is no face-to-face communication or body language to rely on. So if you're pursuing a career in journalism here are tips for journalism students on conducting a successful interview.
TIPS:
The best thing to do when interviewing a source is to act naturally. An interview does not have to happen in a formal, suited atmosphere. An interview is just a talk with someone about a specific topic. But instead of merely hearing, the reporter is listening and writing down the pertinent details. Reporters must keep their opinions to themselves.
Preparing for the interview
Don't go to an interview unprepared. Check newspaper files and the library for information on your subject or the topic. Have some information in your head before you start. For example, if you are interviewing a person who sells furs and is annoyed by animal rights pickets, it might be interesting to know if this person has a dog or a cat.
Have your questions ready. Don't expect your news source to tell you voluntarily what you want to know. Your questions, although you may stray from them, help you organize your thoughts. They also will remind you to get all the answers you want.
Make an appointment. You can't go into a busy office and get 30 minutes of his or her time unless you first set up an appointment. Then make sure you arrive on time.
Dress properly. Be prepared and show respect for the source.
Take three things with you on every assignment: a pencil, a piece of paper; and a grain of salt. Be a bit skeptical, don't believe everything you're told.
Conducting the interview
Introduce yourself and the publication for which you are writing.
Look your subject in the eye. Don't be so busy taking notes that all the source sees are your flying fingers and the top of your head. It makes some people nervous to see every word being written down.
Often, the first question to ask is how to spell the individual's name. Don't rely on the spelling you've seen somewhere else because it could be wrong. A misspelled name is definitely the first way to lose credibility.
Pronounce the name of the respondent correctly and use it from time to time during the interview.
Double-check the dates and the spelling of names. Even a name like Smith can be spelled differently. Don't ever be afraid to ask what you might fear is a silly question.
Start with easy, sociable questions to relax the person you're interviewing. Save the tough questions for later. Avoid questions that appear to have predetermined answers. Don't let your opinions determine the focus of your questioning.
Ask open-ended questions that invite a lengthy answer and can bring out anecdotes and opinions: ``How did you react?'' or ''Why do you think that happened?'' Try to take down as many direct quotes as possible.
Don't ask questions that let your source give one-word answers.
Don't ask negative questions. That is, don't say,''No news, yet?'' Don't make it easy for your subject to say ''no.''
Let the interviewee know you know something about him or her. This is called priming the interviewee. It goes like this: Mr. Jones, I understand you appeared in a movie about the takeover by people under 30. Do you believe this could actually happen?
Accept all facts and other data professionally. Do not argue or show undue shock or surprise.
Have a note-taking system. For example, write ''rr'' for railroad.
Avoid promising to print remarks a certain way.
Do not promise to let the interviewee read the story before it is published.
Leave the door open for another talk. Ask the subject if he or she would mind if you made contact later personally or by phone for a follow-up. Get a phone number where the source can be reached later. End the interview by making sure you have a phone number to contact the source later for further facts or clarification. If you use a tape recorder; don't depend on it. Batteries run down and tape recorders can malfunction. Take notes, even if you're using a tape recorder.
Taking notes
Some kind of shorthand is a must. Most reporters use some form of shortened writing, such as ''w/o'' for without or ''inc'' for incomplete. Initials can stand for titles and symbols can be used to refer to organizations.
Set apart direct quotes with circles, quotation marks, stars or underlining. Taking notes on one side of the paper or pad makes their rearrangement to fit story structure easier.
Listen carefully. Don't note unimportant details.
Ask for the spellings on all names and titles. It is better to ask now than to have to call back to get them. Or worse, to get them wrong in the story.
Get direct quotations, especially on the main points.
Observe details about your source and surroundings, and write down your impressions.
Concentrate on what you are seeing and hearing. Immediately after an interview, review and supplement your notes. Arrange your notes in order of importance.
It is unnecessary to write complete sentences unless you wish to get a direct quote in its entirety.
Write down specific information you cannot trust to memory: ages, names, addresses, statistics, sums of money. Try to get biographical information where needed and look for newspaper clips and other material which may be used for background information.
Do not be afraid to double-check unclear information even if you must make a follow-up call to do so.
Exciting writing is built on exciting anecdotes, so the interviewer is always listening for them. A really sharp interviewer also listens for clues to experiences that could make lively anecdotes. Then the interviewer directs the subject to ''give me an example'' or ''tell me about a time when that actually happened.''
Finding anecdotes
An anecdote is a small story. So, anecdotes can become stories within your larger story. Often, an anecdote will illustrate something about the interviewee such as his or her loyalty, bravery, persistence or a quality which a ''title story'' can illustrate. These must be carefully ''mined.''
Watch your subject
Observe non-verbals -- body gestures, facial expressions, paralanguage (the way something is said), artifacts (what the person is wearing), movement -- of the interviewee. About 70 percent of total communication is non-verbal. Thus, if you are to tell the complete story, you must provide the reader with the complete story.
Study the environment
Bulletin boards, desk tops, pictures on the wall, file cabinets, etc. How does the sunlight stream into the room? And how does all this relate to the interviewee? Avoid using description just for the sake of description.
Post-interview interview
Some interviewees are masters at ''pulling the wool'' over reporters' eyes. So, be ready to check statements or figures with other sources. You should not take everything at face value. You should be a bit skeptical. Remember: ''If your mother says she loves you, check it out!''
ASSIGNMENT:
1. Call up your questions and interview.
2. Try to implement the tips mentioned above
3. Get to know your subject
4. Enjoy! (Remember to smile!)
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced1.5.11.B- Write using well-developed content appropriate for the topic1.5.11.C- Write with controlled and/ or subtle organization
Initial Interviews:
Goal: Students will discuss how to conduct an interview
Discuss the difference between open and close ended questions and how open are better.
Students will conduct an interview
Daily Reading: none
Daily Quiz
http://www.newsroom101.com/
Quiz 3 (Monday)
Quiz 4 (Tuesday)
Quiz 5 (Wednesday)
Quiz- 1-5 Review on Thursday
**There will be a graded test on Friday. (Units 1-5)
Conducting an interview can be very nerve wrecking. The interviewer may be nervous about asking the right questions, the location, dress etc. Phone interviews can be just as tricky, since there is no face-to-face communication or body language to rely on. So if you're pursuing a career in journalism here are tips for journalism students on conducting a successful interview.
TIPS:
The best thing to do when interviewing a source is to act naturally. An interview does not have to happen in a formal, suited atmosphere. An interview is just a talk with someone about a specific topic. But instead of merely hearing, the reporter is listening and writing down the pertinent details. Reporters must keep their opinions to themselves.
Preparing for the interview
Don't go to an interview unprepared. Check newspaper files and the library for information on your subject or the topic. Have some information in your head before you start. For example, if you are interviewing a person who sells furs and is annoyed by animal rights pickets, it might be interesting to know if this person has a dog or a cat.
Have your questions ready. Don't expect your news source to tell you voluntarily what you want to know. Your questions, although you may stray from them, help you organize your thoughts. They also will remind you to get all the answers you want.
Make an appointment. You can't go into a busy office and get 30 minutes of his or her time unless you first set up an appointment. Then make sure you arrive on time.
Dress properly. Be prepared and show respect for the source.
Take three things with you on every assignment: a pencil, a piece of paper; and a grain of salt. Be a bit skeptical, don't believe everything you're told.
Conducting the interview
Introduce yourself and the publication for which you are writing.
Look your subject in the eye. Don't be so busy taking notes that all the source sees are your flying fingers and the top of your head. It makes some people nervous to see every word being written down.
Often, the first question to ask is how to spell the individual's name. Don't rely on the spelling you've seen somewhere else because it could be wrong. A misspelled name is definitely the first way to lose credibility.
Pronounce the name of the respondent correctly and use it from time to time during the interview.
Double-check the dates and the spelling of names. Even a name like Smith can be spelled differently. Don't ever be afraid to ask what you might fear is a silly question.
Start with easy, sociable questions to relax the person you're interviewing. Save the tough questions for later. Avoid questions that appear to have predetermined answers. Don't let your opinions determine the focus of your questioning.
Ask open-ended questions that invite a lengthy answer and can bring out anecdotes and opinions: ``How did you react?'' or ''Why do you think that happened?'' Try to take down as many direct quotes as possible.
Don't ask questions that let your source give one-word answers.
Don't ask negative questions. That is, don't say,''No news, yet?'' Don't make it easy for your subject to say ''no.''
Let the interviewee know you know something about him or her. This is called priming the interviewee. It goes like this: Mr. Jones, I understand you appeared in a movie about the takeover by people under 30. Do you believe this could actually happen?
Accept all facts and other data professionally. Do not argue or show undue shock or surprise.
Have a note-taking system. For example, write ''rr'' for railroad.
Avoid promising to print remarks a certain way.
Do not promise to let the interviewee read the story before it is published.
Leave the door open for another talk. Ask the subject if he or she would mind if you made contact later personally or by phone for a follow-up. Get a phone number where the source can be reached later. End the interview by making sure you have a phone number to contact the source later for further facts or clarification. If you use a tape recorder; don't depend on it. Batteries run down and tape recorders can malfunction. Take notes, even if you're using a tape recorder.
Taking notes
Some kind of shorthand is a must. Most reporters use some form of shortened writing, such as ''w/o'' for without or ''inc'' for incomplete. Initials can stand for titles and symbols can be used to refer to organizations.
Set apart direct quotes with circles, quotation marks, stars or underlining. Taking notes on one side of the paper or pad makes their rearrangement to fit story structure easier.
Listen carefully. Don't note unimportant details.
Ask for the spellings on all names and titles. It is better to ask now than to have to call back to get them. Or worse, to get them wrong in the story.
Get direct quotations, especially on the main points.
Observe details about your source and surroundings, and write down your impressions.
Concentrate on what you are seeing and hearing. Immediately after an interview, review and supplement your notes. Arrange your notes in order of importance.
It is unnecessary to write complete sentences unless you wish to get a direct quote in its entirety.
Write down specific information you cannot trust to memory: ages, names, addresses, statistics, sums of money. Try to get biographical information where needed and look for newspaper clips and other material which may be used for background information.
Do not be afraid to double-check unclear information even if you must make a follow-up call to do so.
Exciting writing is built on exciting anecdotes, so the interviewer is always listening for them. A really sharp interviewer also listens for clues to experiences that could make lively anecdotes. Then the interviewer directs the subject to ''give me an example'' or ''tell me about a time when that actually happened.''
Finding anecdotes
An anecdote is a small story. So, anecdotes can become stories within your larger story. Often, an anecdote will illustrate something about the interviewee such as his or her loyalty, bravery, persistence or a quality which a ''title story'' can illustrate. These must be carefully ''mined.''
Watch your subject
Observe non-verbals -- body gestures, facial expressions, paralanguage (the way something is said), artifacts (what the person is wearing), movement -- of the interviewee. About 70 percent of total communication is non-verbal. Thus, if you are to tell the complete story, you must provide the reader with the complete story.
Study the environment
Bulletin boards, desk tops, pictures on the wall, file cabinets, etc. How does the sunlight stream into the room? And how does all this relate to the interviewee? Avoid using description just for the sake of description.
Post-interview interview
Some interviewees are masters at ''pulling the wool'' over reporters' eyes. So, be ready to check statements or figures with other sources. You should not take everything at face value. You should be a bit skeptical. Remember: ''If your mother says she loves you, check it out!''
ASSIGNMENT:
1. Call up your questions and interview.
2. Try to implement the tips mentioned above
3. Get to know your subject
4. Enjoy! (Remember to smile!)
1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced1.5.11.B- Write using well-developed content appropriate for the topic1.5.11.C- Write with controlled and/ or subtle organization
Wednesday, August 25, 2010
Interviewing
August 26-27
Interviewing
Thursday- Quiz 1
Firday- Quiz 2
http://www.longleaf.net/newsroom101
Objective: To introduce students to the field of news writing
Students will learn to sign in to http://www.turnitin.comn/
class ID: 3427979
Goal: To explore natural instincts during an interview
1. Students will create interview questions and begin interviewing their partner
2. Students will conduct an interview
2B. 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
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.
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
Interviewing
Thursday- Quiz 1
Firday- Quiz 2
http://www.longleaf.net/newsroom101
Objective: To introduce students to the field of news writing
Students will learn to sign in to http://www.turnitin.comn/
class ID: 3427979
Goal: To explore natural instincts during an interview
1. Students will create interview questions and begin interviewing their partner
2. Students will conduct an interview
2B. 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
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.
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
Tuesday, August 24, 2010
Welcome
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
Daily Readings:
New York Times:
1. Classroom Account: (click below)
http://classroom.nytimes.com/
2. Account number: 2002769963
3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.
Is the Govt. Scaring You Over Swine Flu?
Cheerleading May Be Riskier Than Thought
http://abcnews.go.com/Health/Fitness/story?id=5574783&page=1
Resources:
Textbook: Journalism Today
by Donald L. Fergueson
Jim Patten
Bradley Wilson
Quizzes
http://www.newsroom101.com/
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!!)
1.2.11.B -Use and understand a variety of media
Journalism I Syllabus
News Writing
077
Contact Information
Instructor: Mrs. Christian
Email Address: tchristian@berwucjsd.org
Web Address: www.mycooljournalism.blogspot.com
Planning Period: Second period
Text and Resource Materials
Required Text: Journalism Today, Donald L. Ferguson, (NTC, 5th Edition)
Course Description:
This year, students will be exploring many aspects of print journalism and its influence on society.
The purpose of this class is to discover the truth, express one’s voice, and share one’s discoveries with others through the medium of print journalism.
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
Daily Readings:
New York Times:
1. Classroom Account: (click below)
http://classroom.nytimes.com/
2. Account number: 2002769963
3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.
Is the Govt. Scaring You Over Swine Flu?
Cheerleading May Be Riskier Than Thought
http://abcnews.go.com/Health/Fitness/story?id=5574783&page=1
Resources:
Textbook: Journalism Today
by Donald L. Fergueson
Jim Patten
Bradley Wilson
Quizzes
http://www.newsroom101.com/
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!!)
1.2.11.B -Use and understand a variety of media
Journalism I Syllabus
News Writing
077
Contact Information
Instructor: Mrs. Christian
Email Address: tchristian@berwucjsd.org
Web Address: www.mycooljournalism.blogspot.com
Planning Period: Second period
Text and Resource Materials
Required Text: Journalism Today, Donald L. Ferguson, (NTC, 5th Edition)
Course Description:
This year, students will be exploring many aspects of print journalism and its influence on society.
The purpose of this class is to discover the truth, express one’s voice, and share one’s discoveries with others through the medium of print journalism.
Prerequisites As stated in the Enrollment Book
PA Academic Standards
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
Learning Objectives Upon completion of the course, the student will be able to:
1. Students will understand how definitions of news have changed over time.
2. Students will read local, national and international newspapers.
3. Students will study basic grammar throughout their written assignments.
2. Students will be able to measure news value by audience, interest and need
3. Students will learn how to conduct an effective interview, including how to research and the questions.
4. Students will understand the basic elements of writing for print media. They will explore lead writing, the inverted pyramid, and AP style. As a result, students will be able to construct various types of news stories, understand its structure, incorporate transitions, appropriate language and research. Students will understand news-story structures other than the inverted pyramid.
5. Students will understand the need for precision in quotes. Students will know the appropriate uses of direct quotes, partial quotes and paraphrased quotes. Students will know how to handle attribution.
6. Students will write the following types of articles: news, features, sports, columns, and editorials.
7. Students will explore the history of print journalism and its influence on the modern media.
Course Outline
**Students will be studying the indicated topics below. However, they will be continually write throughout the year.
Marking Period One: What is News? Students will be introduced to basic news writing
• Measuring news value
• Recognizing classic elements of news; Timeliness, proximity, prominence, consequence, human interest, and conflict
• Learning to generate ideas by brainstorming
• Learning interviewing techniques
• Understanding the elements of lead writing, the inverted pyramid, and AP style
• Students will be able to construct a news story held together with appropriate transitions
Marking Period Two:
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
Students will explore In-depth reporting
-Students will become familiar with the issues that deserve in-depth treatment by student journalists
-Students will be able to construct in-depth stories by writing an introduction, a nut graph, a body and an ending
-Students will understand the difference between a routine story and and in-depth story
Marking Period Three: Students will explore Features writing, sports writing and editorials
• Know the difference between a features story and a straight-news story
• Recognize the types of topics often covered in features stories
• Understand the increased, but limited, latitude features writers have compared to straight news writers
• Write feature stories and various types of columns
• Understand the format of sports writing
• Recognize and avoid using trite expressions in sports writing
• Learn to write sports stories without being a cheerleader
• Learn how to write clear and lively pregame, game and post game stories
• Understand the opinion function of a newspaper and the various ways in which it is expressed
• Write editorials for a variety of purposes
• Understand various types of columns
Marking Period Four: Students will explore careers in journalism
Students will learn to write headlines
Explore various careers in journalism
• Explore the media’s influence on society
• Understand various types of headlines and how to write them
• Understand the role of copy editors
• Copy editing will be conducted throughout the year
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
Learning Objectives Upon completion of the course, the student will be able to:
1. Students will understand how definitions of news have changed over time.
2. Students will read local, national and international newspapers.
3. Students will study basic grammar throughout their written assignments.
2. Students will be able to measure news value by audience, interest and need
3. Students will learn how to conduct an effective interview, including how to research and the questions.
4. Students will understand the basic elements of writing for print media. They will explore lead writing, the inverted pyramid, and AP style. As a result, students will be able to construct various types of news stories, understand its structure, incorporate transitions, appropriate language and research. Students will understand news-story structures other than the inverted pyramid.
5. Students will understand the need for precision in quotes. Students will know the appropriate uses of direct quotes, partial quotes and paraphrased quotes. Students will know how to handle attribution.
6. Students will write the following types of articles: news, features, sports, columns, and editorials.
7. Students will explore the history of print journalism and its influence on the modern media.
Course Outline
**Students will be studying the indicated topics below. However, they will be continually write throughout the year.
Marking Period One: What is News? Students will be introduced to basic news writing
• Measuring news value
• Recognizing classic elements of news; Timeliness, proximity, prominence, consequence, human interest, and conflict
• Learning to generate ideas by brainstorming
• Learning interviewing techniques
• Understanding the elements of lead writing, the inverted pyramid, and AP style
• Students will be able to construct a news story held together with appropriate transitions
Marking Period Two:
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
Students will explore In-depth reporting
-Students will become familiar with the issues that deserve in-depth treatment by student journalists
-Students will be able to construct in-depth stories by writing an introduction, a nut graph, a body and an ending
-Students will understand the difference between a routine story and and in-depth story
Marking Period Three: Students will explore Features writing, sports writing and editorials
• Know the difference between a features story and a straight-news story
• Recognize the types of topics often covered in features stories
• Understand the increased, but limited, latitude features writers have compared to straight news writers
• Write feature stories and various types of columns
• Understand the format of sports writing
• Recognize and avoid using trite expressions in sports writing
• Learn to write sports stories without being a cheerleader
• Learn how to write clear and lively pregame, game and post game stories
• Understand the opinion function of a newspaper and the various ways in which it is expressed
• Write editorials for a variety of purposes
• Understand various types of columns
Marking Period Four: Students will explore careers in journalism
Students will learn to write headlines
Explore various careers in journalism
• Explore the media’s influence on society
• Understand various types of headlines and how to write them
• Understand the role of copy editors
• Copy editing will be conducted throughout the year
Assessments: Several forms of assessment will be utilized throughout the year:
Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.
Grading Policy and Classroom Procedures:
Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.
Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.
Grading Policy and Classroom Procedures:
Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.
Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.
Class Expectations:
-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 dependent on your contributions.
-All assignments will be graded.
(Partial homework or class work assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)
-The final exam will be weighted.
-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 dependent on your contributions.
-All assignments will be graded.
(Partial homework or class work assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)
-The final exam will be weighted.
Student expectations
1. Arrive on time.
2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.
3. Be respectful of others.
4. Follow directions the first time they are given.
1. Arrive on time.
2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.
3. Be respectful of others.
4. Follow directions the first time they are given.
Wednesday, May 26, 2010
Final Article
Final
Article Assignment:
Create a news article on your selected journalist. Be sure to include all elements from the requirements list below.
1. Inverted Pyramid style
2. Lead: You should focus on their contribution to the field of journalism
3. Second paragraph that explains the lead
4. One quote....it should be from you. You need to make a comment on the life of the selected journalist that will support your paper and your research.
5. Discuss how their life choices / background impacted their work
6. Organize details from their life
7. Conclusion
A. Use active voice
B. Use third person
(except in direct quotes)
C. Use transitions
D. NO contractions
E. Use proper format
F. Make sure to include ample detail. Be sure your reader understands your topic. Never assume.
E. Proof your paper
**SENIOR FINALS ARE DUE ON FRIDAY, MAY 28TH
**ALL FINALS MUST BE TURNED IN BY FRIDAY, JUNE 4TH
****ALL FINALS MUST BE SUBMITTED TO A FOLDER LABELED "FINAL EXAM" ; FOLDERS SHOULD BE CREATED AND PLACED IN THE TVSTUDIO FOLDER
***IF YOUR FINAL IS NOT IN YOUR FOLDER, YOU WILL NOT RECIEVE CREDIT.
Good luck
These articles are due by the end of the period on final exam day
ALSO, ALL ARTICLES MUST BE TURNED IN TO www.turnitin.com
Article Assignment:
Create a news article on your selected journalist. Be sure to include all elements from the requirements list below.
1. Inverted Pyramid style
2. Lead: You should focus on their contribution to the field of journalism
3. Second paragraph that explains the lead
4. One quote....it should be from you. You need to make a comment on the life of the selected journalist that will support your paper and your research.
5. Discuss how their life choices / background impacted their work
6. Organize details from their life
7. Conclusion
A. Use active voice
B. Use third person
(except in direct quotes)
C. Use transitions
D. NO contractions
E. Use proper format
F. Make sure to include ample detail. Be sure your reader understands your topic. Never assume.
E. Proof your paper
**SENIOR FINALS ARE DUE ON FRIDAY, MAY 28TH
**ALL FINALS MUST BE TURNED IN BY FRIDAY, JUNE 4TH
****ALL FINALS MUST BE SUBMITTED TO A FOLDER LABELED "FINAL EXAM" ; FOLDERS SHOULD BE CREATED AND PLACED IN THE TVSTUDIO FOLDER
***IF YOUR FINAL IS NOT IN YOUR FOLDER, YOU WILL NOT RECIEVE CREDIT.
Good luck
These articles are due by the end of the period on final exam day
ALSO, ALL ARTICLES MUST BE TURNED IN TO www.turnitin.com
Tuesday, May 11, 2010
Thursday, May 06, 2010
Final project part 1
Research and Report on a Famous Journalist
Choose one of the journalists from the list below and create a PowerPoint presentation on his/her life. Be sure to include all elements from the requirements list below.
Journalists:
Christiane Amanpour
Nellie Bly (Elizabeth Cochrane Seaman)
Margaret Bourke-White
Carl Bernstein
Matthew Brady
David Brinkley
Walter Cronkite
Benjamin Franklin
Margaret Fuller
William Randolph Hearst
Elijah Lovejoy
Charles Kuralt
Edward R. Murrow
Ethel Payne
Ernie Pyle
Dan Rather
Jacob Riis
Ida Tarbell
Walter Winchell
Bob Woodward
John Peter Zenger
Ted Turner
Helen Thomas
Walter Cronkite
Ted Koppel
Dan Rather
Barbra Walters
Wolf Blizter
Gloria Borger
Katie Couric
CokieRoberts
Brit Hume
Jim Lehrer
Anderson Cooper
Diane Sawyer
Charlie Savage
Requirements:
1. Your PowerPoint presentation should include the following in a well organized, well written report (in your own words):
• biography of his/her life
• how he/she became a journalist
• highlights of his/her career
• what he/she is known for, remembered for
• include any special pioneering aspects of his/her career
• views he/she held about journalism (and related fields, like photojournalism), politics, war, society, etc.
• other interesting details that make your report complete
• a photo or illustration of your reporter
• snippets of or samples of his/her work (photos, article excerpts, etc.)
• a works cited page: MLA format- use www.noodletools.com to cite your sources (you need a minimum of two sources); this page should be your last slide.
2. As you present your report, be sure that you are not merely reading what is on the slide, but that you are speaking to your audience (that's us) and developing the ideas fully.
3. Do not make your slides difficult to read or see. Use color schemes that are easy on the eye. Do not add too many bells and whistles, but do make your presentation visually appealing. Make the tone of the slide match the tone of your person. (Serious=serious).
4. Save your PowerPoint on tvstudio It's a good idea to make a back up copy.
Specifics:
Must include a minimum of 12 slides (1= intro slide; 12= Works Cited Slide)
2. In text citations on slides
3. follows 6x6 rule
4. Contrasting colors
5. Readable font
6. May use a note card for the presentation
7. Must expand and explain each slide
8. May not read from PowerPoint or note card
9. Strong eye contact
10. Min. 3 minute presentation
11. Must turn in a research notebook
12. Missing requirements will result in an entire grade deduction
Requirements:
1. Research
2. Research notebook
3. PowerPoint
4. Presentation
5. Article
Grading Rubric
Choose one of the journalists from the list below and create a PowerPoint presentation on his/her life. Be sure to include all elements from the requirements list below.
Journalists:
Christiane Amanpour
Nellie Bly (Elizabeth Cochrane Seaman)
Margaret Bourke-White
Carl Bernstein
Matthew Brady
David Brinkley
Walter Cronkite
Benjamin Franklin
Margaret Fuller
William Randolph Hearst
Elijah Lovejoy
Charles Kuralt
Edward R. Murrow
Ethel Payne
Ernie Pyle
Dan Rather
Jacob Riis
Ida Tarbell
Walter Winchell
Bob Woodward
John Peter Zenger
Ted Turner
Helen Thomas
Walter Cronkite
Ted Koppel
Dan Rather
Barbra Walters
Wolf Blizter
Gloria Borger
Katie Couric
CokieRoberts
Brit Hume
Jim Lehrer
Anderson Cooper
Diane Sawyer
Charlie Savage
Requirements:
1. Your PowerPoint presentation should include the following in a well organized, well written report (in your own words):
• biography of his/her life
• how he/she became a journalist
• highlights of his/her career
• what he/she is known for, remembered for
• include any special pioneering aspects of his/her career
• views he/she held about journalism (and related fields, like photojournalism), politics, war, society, etc.
• other interesting details that make your report complete
• a photo or illustration of your reporter
• snippets of or samples of his/her work (photos, article excerpts, etc.)
• a works cited page: MLA format- use www.noodletools.com to cite your sources (you need a minimum of two sources); this page should be your last slide.
2. As you present your report, be sure that you are not merely reading what is on the slide, but that you are speaking to your audience (that's us) and developing the ideas fully.
3. Do not make your slides difficult to read or see. Use color schemes that are easy on the eye. Do not add too many bells and whistles, but do make your presentation visually appealing. Make the tone of the slide match the tone of your person. (Serious=serious).
4. Save your PowerPoint on tvstudio It's a good idea to make a back up copy.
Specifics:
Must include a minimum of 12 slides (1= intro slide; 12= Works Cited Slide)
2. In text citations on slides
3. follows 6x6 rule
4. Contrasting colors
5. Readable font
6. May use a note card for the presentation
7. Must expand and explain each slide
8. May not read from PowerPoint or note card
9. Strong eye contact
10. Min. 3 minute presentation
11. Must turn in a research notebook
12. Missing requirements will result in an entire grade deduction
Requirements:
1. Research
2. Research notebook
3. PowerPoint
4. Presentation
5. Article
Grading Rubric
Monday, May 03, 2010
Editorial Writing
Editorials
Daily Reading:
Read an editorial article in today's Times Leader; Be ready to discuss it
Daily Quiz:
http://www.newsroom/ 101.com
Monday: 48
Tuesday: 469
Wednesday: 50
Thursday: Review 48-50
Friday: Test
Goal: Students will finalize their editorial articles
**Please turn in all final drafts by the end of the period to http://www.turnitin.com/
Dates:
Monday-: Final Drafts
Tuesday: Discuss/ Debate topics
Wednesday- Thursday: Discuss final exam project
Daily Reading:
Read an editorial article in today's Times Leader; Be ready to discuss it
Daily Quiz:
http://www.newsroom/ 101.com
Monday: 48
Tuesday: 469
Wednesday: 50
Thursday: Review 48-50
Friday: Test
Goal: Students will finalize their editorial articles
**Please turn in all final drafts by the end of the period to http://www.turnitin.com/
Dates:
Monday-: Final Drafts
Tuesday: Discuss/ Debate topics
Wednesday- Thursday: Discuss final exam project
Monday, April 26, 2010
Editorials
Daily Reading:
12 Dead as Tornadoes Cut Through South
http://abcnews.go.com/GMA/wicked-weather-spawns-deadly-tornadoes-destruction-200-miles/story?id=10474792
The 9 Unhealthiest Foods You Can Order at Restaurants
http://abcnews.go.com/Health/WellnessNews/story?id=7739766&page=1
Daily Quiz:
www.newsroom 101.com
Monday: 45
Tuesday: 46
Wednesday: 47
Thursday: Review 45-47
Friday: Test
Goal: Students will begin writing their rough drafts of their editorial articles
**Flow charts and research have been graded.
You may check turnitin.com to see your grades.
(If you didn't turn it in, you received a "0")
Dates:
Monday-Tuesday: Rough Drafts
Wednesday: Peer editing
Thursday: Final Drafts Due
Friday: Discuss/ Debate topics
Daily Reading:
12 Dead as Tornadoes Cut Through South
http://abcnews.go.com/GMA/wicked-weather-spawns-deadly-tornadoes-destruction-200-miles/story?id=10474792
The 9 Unhealthiest Foods You Can Order at Restaurants
http://abcnews.go.com/Health/WellnessNews/story?id=7739766&page=1
Daily Quiz:
www.newsroom 101.com
Monday: 45
Tuesday: 46
Wednesday: 47
Thursday: Review 45-47
Friday: Test
Goal: Students will begin writing their rough drafts of their editorial articles
**Flow charts and research have been graded.
You may check turnitin.com to see your grades.
(If you didn't turn it in, you received a "0")
Dates:
Monday-Tuesday: Rough Drafts
Wednesday: Peer editing
Thursday: Final Drafts Due
Friday: Discuss/ Debate topics
Monday, April 19, 2010
Editorials
Week of April 19, 2010
Daily Quiz:
http://www.newsroom101.com/
Monday: Quiz between 41-44
Today you are allowed to voice your opinion.
Students will be introduced to editorial writing.
Students will view a PowerPoint and discuss the purpose of editorial writing
Students will read the chapter on Editorial Writing from their text.
Students will discuss the various elements of editorial writing
Students will select a topic and create a flow chart to facilitate their editorials
Class Assignments
1. Watch PowerPoint on EDITORIAL WRITING
2. Discuss elements of an editorial
3. Research topics
4. Create organizational flow chart
**Flow chart and research must be turned in to www.turnitin.com by Friday
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
Daily Quiz:
http://www.newsroom101.com/
Monday: Quiz between 41-44
Today you are allowed to voice your opinion.
Students will be introduced to editorial writing.
Students will view a PowerPoint and discuss the purpose of editorial writing
Students will read the chapter on Editorial Writing from their text.
Students will discuss the various elements of editorial writing
Students will select a topic and create a flow chart to facilitate their editorials
Class Assignments
1. Watch PowerPoint on EDITORIAL WRITING
2. Discuss elements of an editorial
3. Research topics
4. Create organizational flow chart
**Flow chart and research must be turned in to www.turnitin.com by Friday
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
Monday, April 12, 2010
Assignments
Daily Quiz:
http://www.newsroom101.com/
Tuesday: Quiz 41
Wednesday: Quiz 42
Thursday: Quiz 43
Friday: Quiz between 41-44
Daily Reading:
Tuesday:
Read the front page and World News sections of Today's Times Leader.
Wednesday- Friday:
Read the front page and World News sections of the Times Leader
Goals: Students will continue writing their FEATURE STORY
Students will peer edit their stories using http://www.turnitin.com/
**If students failed to turn in their articles, they must print out their articles and find classmates to peer edit.
1. Students will continue writing their features story
2. Students will peer edit
3. Students will fix errors and finalize their rough drafts.
4. FINAL DRAFTS ARE DUE ON FRIDAY..........NO EXCUSES!!!!!!
Final Drafts will be due by Wednesday, 4/14
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
http://www.newsroom101.com/
Tuesday: Quiz 41
Wednesday: Quiz 42
Thursday: Quiz 43
Friday: Quiz between 41-44
Daily Reading:
Tuesday:
Read the front page and World News sections of Today's Times Leader.
Wednesday- Friday:
Read the front page and World News sections of the Times Leader
Goals: Students will continue writing their FEATURE STORY
Students will peer edit their stories using http://www.turnitin.com/
**If students failed to turn in their articles, they must print out their articles and find classmates to peer edit.
1. Students will continue writing their features story
2. Students will peer edit
3. Students will fix errors and finalize their rough drafts.
4. FINAL DRAFTS ARE DUE ON FRIDAY..........NO EXCUSES!!!!!!
Final Drafts will be due by Wednesday, 4/14
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Tuesday, April 06, 2010
Features Writing
Daily Quiz:
http://www.newsroom101.com
Tuesday: Quiz 38
Wednesday: Quiz 39
Thursday: Quiz 40
Friday: Quiz between 38-40
Daily Reading:
Tuesday:
W. Virginia Mine Explosion:
http://abcnews.go.com/GMA/West-virginia-mine-explosion-drilling-starts-find-trapped-miners/story?id=10296284
Wednesday: (Please read both articles)
Michael Jackson:
http://abcnews.go.com/GMA/MichaelJackson/gma-exclusive-conrad-murray-lawyer-ed-chernoff-speaks/story?id=10294040
China Races to Save Miners Still Trapped
Goals: Students will begin writing their FEATURE STORY
Students will organize/ outline the format of the story
Students will research and write initial ideas/ brainstorm
1. Students will research their topic on the Internet
2. Students will begin to take notes
3. Students will find people who are relative to their articles and conduct interviews and surveys
4. Students will begin writing their articles
**IF YOU HAVE A QUESTION OR WOULD LIKE ME TO READ A SECTION OF YOUR PAPER, PLEASE SUBMIT YOUR REQUEST TO www.turnitin.com
**There is a link for Wednesday and another for Thursday
Dates: Tuesday. 4/6 - Students may interview
Wednesday and Thursday, 4/7 and 4/8- Students MUST stay in the room and begin writing their articles
Friday, 4/9: Rough Drafts are DUE
Monday, 4/12: - Revisions
Final Drafts will be due on Tuesday, 4/13
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
http://www.newsroom101.com
Tuesday: Quiz 38
Wednesday: Quiz 39
Thursday: Quiz 40
Friday: Quiz between 38-40
Daily Reading:
Tuesday:
W. Virginia Mine Explosion:
http://abcnews.go.com/GMA/West-virginia-mine-explosion-drilling-starts-find-trapped-miners/story?id=10296284
Wednesday: (Please read both articles)
Michael Jackson:
http://abcnews.go.com/GMA/MichaelJackson/gma-exclusive-conrad-murray-lawyer-ed-chernoff-speaks/story?id=10294040
China Races to Save Miners Still Trapped
Goals: Students will begin writing their FEATURE STORY
Students will organize/ outline the format of the story
Students will research and write initial ideas/ brainstorm
1. Students will research their topic on the Internet
2. Students will begin to take notes
3. Students will find people who are relative to their articles and conduct interviews and surveys
4. Students will begin writing their articles
**IF YOU HAVE A QUESTION OR WOULD LIKE ME TO READ A SECTION OF YOUR PAPER, PLEASE SUBMIT YOUR REQUEST TO www.turnitin.com
**There is a link for Wednesday and another for Thursday
Dates: Tuesday. 4/6 - Students may interview
Wednesday and Thursday, 4/7 and 4/8- Students MUST stay in the room and begin writing their articles
Friday, 4/9: Rough Drafts are DUE
Monday, 4/12: - Revisions
Final Drafts will be due on Tuesday, 4/13
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Monday, March 29, 2010
Feature Stories 3/29- 3/31
Daily Quiz:
http://www.newsroom101.com/
Monday: Quiz 36
Tuesday: Quiz 37
Wednesday: TEST Quizzes 35- 37
Daily Reading:
Tuesday: Pick up a copy of today's Times Leader and read the front page.
Goals: Students will select a topic for their FEATURE STORY
Students will organize/ outline the format of the story
Students will research and write initial ideas/ brainstorm
1. Students will select a topic
2. Students will begin to research their topic and take notes
3. Students will find people who are relative to their articles and set up interviews
4. Students will create interview questions
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
http://www.newsroom101.com/
Monday: Quiz 36
Tuesday: Quiz 37
Wednesday: TEST Quizzes 35- 37
Daily Reading:
Tuesday: Pick up a copy of today's Times Leader and read the front page.
Goals: Students will select a topic for their FEATURE STORY
Students will organize/ outline the format of the story
Students will research and write initial ideas/ brainstorm
1. Students will select a topic
2. Students will begin to research their topic and take notes
3. Students will find people who are relative to their articles and set up interviews
4. Students will create interview questions
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
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Final Exam
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