Writing your first article

9/19-9/23
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.
Students will read an article from today's New York Times:

9/19 - Read and discuss Select a lead and second paragraph from the NEWS SECTION
of today's New York Times (see the sign on information below)
9/20- Find a meaningful quote on the first three pages of the NY Times. Be sure to write the quote, tell why it is meaningful, and include the page number

-Be sure to tell how they work together and how they fit the INVERTED PYRAMID STYLE
New York Times
http://eedition.nytimes.com/

Class ID and password 200276996

9/21-

9/22-

9/23-
Goal:
Students will conduct their first interviews
Students will conduct the first stages of NEWS WRITING
Sudents will learn to evaluate and eliminate unnecessary information from their information gathering process

Monday, 9/19 - Students will complete a workbook exercise to review lead writing
1. Complete and correct your planning sheets
2. Make sure your first interview (s) are complete
3. Turn both into www.turnitin.com BY THE END OF THE PERIOD!!!!

TUESDAY, 9/20
1. Students will compose rough drafts
**each day you will turn your work into http://www.turnitin.com/

WEDNESDAY, 9/21
1. Students will practice lead writing on the Smart Board
2. Students will continue writing their rough drafts
3. All interviews should be finalized

Workbook: Page 57 - Ex 4 2. Students will begin their rough drafts- Each day students will turn their work into http://www.turnitin.com/ so I can monitor your progress

Thursday, 9/22
1. Students will be introduced to peer editing
2. Students will review 4 articles.
3. Articles must be proofed
4. Each time, you will read the article aloud to the person who wrote it
5. Each person who wrote the article will read his/her work to one of the proofers aloud
(Yep, you will hear your essay 3 times, and you will read it once)

Friday, 9/23
1. Students will finish proofing
2. Students will correct mistakes
3. Students will turn in finalized packets and score sheets
4. Students will upload their work to http://www.turnitin.com/

Closure Activity:
Using the comment link below, each day you will indicate any problems or questions you have concerning your article

(Be sure to write your name first!) stories
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
Posted by journalism1 at Monday, September 20, 2010 0 comments

9/15-9/16
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.
Students will read an article from today's New York Times:

9/15 and 9/16- Read and discuss a lead and second paragraph from the NEWS SECTION
of today's New York Times (see the sign on information below)

-Be sure to tell how they work together and how they fit the INVERTED PYRAMID STYLE
New York Times
http://eedition.nytimes.com/

Goal:
Students will conduct their first interviews
Students will conduct the first stages of NEWS WRITING
Sudents will learn to evaluate and eliminate unnecessary information from their information gathering process


PLAN:
1. Students will continue with the interview process
2. The class will continue to evaluate leads and the inverted pyramid style learned on Tuesday and Wednesday
3. Class activity: Using the New York Times and Times Leader, Students will evaluate AP leads and second summary paragraphs
4. Students will read pgs132- 136 (Silently) in their Journalism Today textbooks
5. Students will complete the following assignments:
Friday: Exercise 3 pg 55 - workbook
**DO NOT WRITE IN THE WORKBOOKS!! Lined paper is in the front of the room
6. Turn in your workbook answers to the teacher. There will be a folder on my desk!!!!

Outside of Class:

Students will conduct interviews for their first articles
**All finalized interviews must be organized, typed and turned in to http://www.turnitin.com/
by Friday, 9/16
-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


At the end of each class, students will have 10-15 minutes to work on their articles

LOOKING AHEAD: TUESDAY, 9/20
Compose rough drafts
**each day you will turn your work into http://www.turnitin.com/

I would like to monitor your progress.

Closure Activity:
Thursday, 9/15- Discuss your progress on your article
Friday, 9/16- What are the most important details that you will need to include in your lead?

(Be sure to write your name first!) stories
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
Posted by journalism1 at Monday, September 20, 2010 0 comments

9/13- 9/14
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.
Tuesday, 9/13- High School Journalism Victory
Wednesday, 9/14- Vegas Schools Go Door to Door

Goal:
Students will understand the elements of lead writing
Students will understand the inverted pyramid structure
Students will learn how to write the traditional AP,or summary, lead
Students will conduct their first interviews

PLAN:
1. Students will read pgs126 - 135 and pg 145 in their JT textbooks

2. Students will review and take notes from two worksheets:
A. The Inverted Pyramid
B. The News Story

3. Students will complete the following assignments:
Exercise 3 pg 55 - workbook Exercise 4 pg 57 - workbook

Outside of Class:
Students will turn in their planning sheets to http://www.turnitin.com/ by Wednesday, 9/14
Students will conduct interviews for their first articles
**All finalized interviews must be organized, typed and turned in to http://www.turnitin.com/
by Friday, 9/16
-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


At the end of each class, students will have 10-15 minutes to work on their articles

LOOKING AHEAD: TUESDAY, 9/20
Compose rough drafts
**each day you will turn your work into http://www.turnitin.com/

I would like to monitor your progress.

Closure Activity:
Wednesday, 9/13, -, please respond to the following-
Aside from verbal responses, how can you gather information about your subject?

Thursday, 9/14- Using the comment link on today's blog: List three topics for possible

(Be sure to write your name first!) stories
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
Posted by journalism1 at Monday, September 20, 2010 0 comments

9/12
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.
9/12- Read an article from the front page of today's New York Times (see the sign on information below:
New York Times
http://eedition.nytimes.com/


And entering the following to log on:

Classroom username: 200276996
Classroom password: 200276996

Students will create interview questions
ASSIGNMENT:
1.Students will select their first topic
2. Students will research the background of their topic
3. Students will fill in their planning sheet
4. Students will create questions and interview.
2. Try to implement the tips mentioned on 9/1 blog
3. Get to know your subject
4. Enjoy! (Remember to smile!)

HELPFUL Link:
Guidelines for interviewing: http://www.hsj.org/Journalism_101/index.cfm?requestAction=goMenuContent&menu_id=7&CmsPagesID=257


Closure Activity:
.
9/12- Evaluate your questions. Will you be able to establish background information on your topic?


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

Create interview questions

9/6 - 9/7

Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.
Tuesday, 9/6 - Wildfires destroy dozens
Wednesday, 9/7- Moon Bible for Sale

New York Times
http://eedition.nytimes.com

And entering the following to log on:

Classroom username: 200276996
Classroom password: 200276996

Students will create interview questions
ASSIGNMENT:
1.Students will select their first topic
2. Students will research the background of their topic
3. Students will fill in their planning sheet
4. Students will create questions and interview.
2. Try to implement the tips mentioned on 9/1 blog
3. Get to know your subject
4. Enjoy! (Remember to smile!)

HELPFUL Link:
Guidelines for interviewing: http://www.hsj.org/Journalism_101/index.cfm?requestAction=goMenuContent&menu_id=7&CmsPagesID=257


Closure Activity:
.
9/6- Evaluate your questions. Will you be able to establish background information on your topic?
9/7 -How is your interview process going?

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

Out of the Comfort Zone

9/2
Title: Out of the Comfort Zone
Bell Ringer:
Read the following article and comment on it in your daily notebook.
Daily Reading - 9/1 -Giving Back to His School

Goals for Understanding:
• Essential Questions
o What are the differences between open and closed questions?
o How do I begin an interview?
o What is the importance of prepared questions?
o Why is it important to be a good listener when interviewing?

• Critical Engagement Questions
o Before the interview why is research important?
o Why is preparing generic questions before the interview important?
o How does active listening lead to a better interview?
o Why do you take notes during the interview?
Objective Summary: 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

NOTES:

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, para language (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!)

HELPFUL Link:
Guidelines for interviewing: http://www.hsj.org/Journalism_101/index.cfm?requestAction=goMenuContent&menu_id=7&CmsPagesID=257

Closure Activity: Tell the difference between an open-ended and a closed-ended question.

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

New York Times

New York Times Subscription Information.

Classroom Account number: 200276996

1. This is also how students will gain access:

Type into your Internet Browser: https://webmail.berwicksd.org/owa/redir.aspx?C=5d28dc7a7a4b434896955e86f93ccc64&URL=http%3a%2f%2feedition.nytimes.com%2f

At the log in screen, under Current Customers, use your Classroom Account Number as Username and Password:

Username: 200276996 Password: 200276996

Then Click on LOG IN.

When you get to the Classroom Subscription screen, click on the newspaper image to launch the Replica Edition.

2. On the Classroom Subscription screen, we have links to a variety of resources and engaging activities using The New York Times, under For Students and For Teachers. Please explore them!

3. GIVE YOUR STUDENTS THE ACCESS INSTRUCTIONS AND YOUR CLASSROOM ACCOUNT NUMBER SO THEY CAN USE THE REPLICA EDITION. You may share these instructions with all of your students and they may access the Replica Edition from school or home.