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
Sunday, October 31, 2010
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
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