Articles and Presentations

Review 2
Review article 2
(Citing Information)
http://bhscomp11.blogspot.com/2010/11/research-paper-information.html


Review Article: Product, Book, Website, Video game, or restaurant (Select one)

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 Complete Rough Drafts on January 2, 2013 (Wed.)
2. Thursday, 1/3. Peer edit drafts
3. Friday, 1/4 turn in final drafts


Rough Drafts are due to www.turnitin.com

II. Presentations:
PowerPoint
Bell Ringer:

Each day, students will pick up the Times Leader and comment on the following:
Find an AP Article – Give a summary about the lead and second paragraph. Also, tell if they follow the inverted pyramid format

Students will create presentations between Monday, 1/7- Wednesday, 1/9.
Students will present their projects on Thursday, 1/10 and Friday, 1/11

Presentation Requirements
Review Presentations
Goal: Students will present their PowerPoint on their chosen topic
Students will display elements of understanding a review

- Presentations

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


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


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

Closure Activity: Evaluate your progress on this project

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

Review 2

Review article 2
(Citing Information)
http://bhscomp11.blogspot.com/2010/11/research-paper-information.html



Review Article: Product, Book, Website, Video game, or restaurant (Select one)

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 Monday, 12/17 and begin research.

2. Tuesday - Complete research on topic and begin rough draft

- Students will begin gathering background information for their review article

3. Students will begin rough drafts ( Wednesday through Friday, 12/19 -12/21)



Rough Drafts are due upon return from vacation(turn them in to www.turnitin.com)

4. Peer edits- TBA
5. Final drafts - TBA

Presentations:





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

Reviews part 2

Review article part 2

http://bhscomp11.blogspot.com/2010/11/research-paper-information.html

Wednesday, 12/5- Your Lead and Second Paragraph are due by the end of the period...NOT THE END OF THE DAY.

Be sure to turn your first two paragraphs in to www.turnitin.com
by the end of the period.

This will be graded for 25 points today.



Review Article: Movie, Music, Book, TV (Select one)

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 Monday, 12/3 and begin research.

2. Tuesday - Complete research on topic and begin rough draft

- Students will begin gathering background information for their review article

3. Students will begin rough drafts ( Wednesday through Friday, 12/5 -12/7)



Rough Drafts are due on Monday, 12/10 (turn them in to www.turnitin.com)

4. Peer edits- 12/11

5. Final drafts - Wednesday, 12/12





We will conduct presentations Thursday and Friday - 12/13 and 12/14

Free to Tweet Scholarship
http://www.newseum.org/blogs/1forall/ads/print/freetotweet2012/freetotweet_tweet_10.87x10.5.pdf
http://1forall.us/




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

Reviews Part 1

Review articles Part 1


Thursday and Friday:

Reviews
Complete 1 quiz a day.   There will be a graded quiz on Friday.
Bell Ringer: (http://www.newsroom101.com/)
Tuesday, 11/27 -Newsroom 6
Wedensday, 11/28- Newsroom 7
Thursday, 11/29- Newsroom 8
Friday, 11/30 - Test

Friday- test on 6-8

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

Tuesday, 11/27


Activity:

Think of the favorite item / gadget you have purchased / own (Ipod, Iphone, etc). 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.

Assignment:

1. Students will complete the writing activity listed above

Teacher/ students will discuss the importance of details in writing

2. Students will go over a basic PowerPoint explaining the general purpose of a review article

Wednesday - Friday
3. Students will be introduced to the different types of review articles:

Book Reviews

Movie Reviews

Music Reviews

Play Reviews

Restaurant Reviews

Product Reviews

Website Reviews

Television Reviews

4. Students will discuss and take notes on the various types of reviews





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

Test

Libel and First Amendment Test

**Remember to turn in your scavenger hunt papers by the end of the period today.


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 document that says "Recess Rules! Standardized Testing Drools." As he has seen many other community activists do before, he takes his flyer 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 papers out of Bart's hands and shreds them

C. Bart's mother, embarrassed by the all the hullabaloo, confiscates the documents 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. At what age does the First Amendment protect the speech of an individual?



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)

A. If you were applying this statement to your high school newspaper, would this statement prove true?





B. Please give specific examples to support your answer.





13. Discuss the rules for taking photographs in A. private and B. in public.







14. Discuss two places where you are legally not allowed to take photographs.

A. B.



15. Does the Hazelwood decision require school officials to censor student media? Explain.









16. List THREE freedoms provided by the First Amendment.

A. B. C.



17. A. After discussing the role of the media over the last two weeks, your class concluded that the media has tremendous power.

B. How does the media influence society?

C. Does the media cross the line?

Journalism Scavenger Hunt

Students will conduct an interview scavenger hunt:




Due: Tuesday, 11/20
**However, the first ten turned in will receive 10 special bonus points



Provide correct attribution for each answer (Name, grade or position)

1. Talk to 3 people with unique pets.

~ tell A. What the pet is  B.  how long they had the pet  C. why they have that pet, etc.

2. Find 2 people who have a unique hobby or talent.
3. Find a math teacher and find out what is their favorite color.
4. Go up to 3 people you have never met and learn about their study habits. Different ones.
A. List the study habit
B. Tell how it helps them

5. Find out what the best place in the high school is to hang out. (Ask six students - two from each grade)

6.Find where the best place in Berwick to hang out is. (Ask six students - two from each grade)


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 FIVE teachers or administrators the following: what is their favorite meal in our cafeteria

9. Ask 10 students the following questions: What is your fav. pizza place in Berwick ?

9 B. Ash those 10 students the following: What pizza topping would you like to order, but are afraid to try.

10. Learn a dream / goal of a student you never met

11. Ask a History or Science teacher what their favorite aspect of their subject

12. Find a person who met or had an encounter with a famous person..


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



Have fun! Interview parameter is limited to BHS!

Photo Journalism Ethics day 2

11/14
Bell Ringer:
What were your thoughts about yesterday's photo display? How does the First Amendment Apply to them?
(Use the comment box below)


Legal Considerations in Photojournalism

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


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


_____________________________________________________________________________

Ethical Considerations in Photojournalism

Pair 1

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

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

Pair 2

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

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

Pair 3

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

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

Pair 4

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

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

Pair 5

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

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

Pair 6

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

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

Pair 7

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

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

Pair 8

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

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

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

Ethical Decisions in Journalism part 1

PhotoJournalism

Ethical Decisions in Journalism

Nov

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 a photojournalist



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

Libel

Bell Ringer: Can you publish any article in your school newspaper? Why or Why not?

Goal:
Students will be introduced to the FIRST AMENDMENT
Students will study the ethical principles of journalism
Students will recognize and discuss some major criticism of the press
Students will understands libel/ malice laws and what defenses journalists have
Students will be familiar with major court rulings regarding the scholastic press


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:
www.splc.org/presentations/pplibellaw.pps


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


EXTRA ASSIGNMENT: SCAVENGER HUNT Due Next Friday, 11/4
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

Intro to First Amendment for 11/5

Thursday and Friday

Bell Ringer:
Daily Readings:

Wednesday: you will read one 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

Goal: Students will be introduced to the First Amendment

History and the First Amendment - Information

Thursday Bell Ringer:

(In your notebooks, answer the following question) Why do people feel the need to express themselves as individuals?

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.

Our Rights

Wednesday - Friday

Goal:
Students will be introduced to the FIRST AMENDMENT
Students will study the ethical principles of journalism
Students will recognize and discuss some major criticism of the press
Students will understands libel/ malice laws and what defenses journalists have
Students will be familiar with major court rulings regarding the scholastic press

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.

Court CASES

Link:

The Tinker Case

Hazelwood Case

Summary cases

1.2.11B - 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
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

Finalize article 2

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



NEWS ARTICLE #2

Tuesday, 10/30 - Final EDITING DAY

Wednesday, 10/31 - Articles are due
1. Students will have the class to finalize their articles
-All articles must be peer edited by three classmates
-All students must ALSO read their essay to another student
2. All articles must be placed into proper packets
A. (top) Score Sheet
B. Finished article
C. Edited Article
D. Interviews
Wednesday, 10/31-

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

News Article 2

Goal:

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

Bell Ringer:
Daily Readings:

Each day, you will read one 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 #2Monday, 10/22 - Students will continue to interview and organize interview answers

Tuesday, 10/23 -completed 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)

**Remember, once you have your interviews, you may start writing your rough drafts
***Even if you don't have all of your interviews completed on any of the days, work on background info and rough draft
Closure Activity:
Make sure your turn in the proper info. each day to http://www.turnitin.com/

Tuesday, 10/22-Wednesday, 10/23-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, 10/24-Peer editing day
Friday, 10/25 - Final EDITING DAY

Monday, 10/28 - Articles are due

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

Article 2

Friday, 10/12

Article 2
Goal:
Brainstorm topics for their next article
Students will plan their articles via “Organization Sheet” (See top right corner of blog
Students will begin writing interview questions
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft

NEWS ARTICLE #2
Friday, 10/12- Students will brainstorm ideas for their next articles and begin planning sheets

Monday, 10/15 - Students will create interview questions and turn in their planning sheets

Tuesday, 10/16- Students will continue to interview and organize interview answers

Tuesday, 10/16 -completed 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)

**Remember, once you have your interviews, you may start writing your rough drafts
***Even if you don't have all of your interviews completed on any of the days, work on background info and rough draft
Closure Activity:

**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


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

Practice

Thursday: Practice
Today, we are going to work on a little practice.....
Symbols in Writing
Punctuation Marks
Parts of spch
helping verbs
Homonyms
Common Words

Friday Practice:
More Homonyms 2
More 3 letter words
2 words, same 5 letters
Ends in B
Sports Teams
States

Censorship Of the Internet
www.google.com
www.wikipedia

Quotes

10/4- 10/6
Bell Ringer: Read the following activity and respond to it in your notebook.
Please follow the proper form.

Monday- Students will be given articles and asked to find an interesting direct quote in an AP article
http://www.newseum.org/todaysfrontpages/hr.asp?fpVname=AL_DD&ref_pge=gal&b_pge=1
Tuesday - Wednesday -Get a copy of today's Times Leader- locate a direct, partial and paraphrased quote- include pg # and title
http://www.newseum.org/todaysfrontpages/hr.asp?fpVname=AK_ADN&ref_pge=gal&b_pge=1
Goal: Students will be able to effectively use quotations.
Students will UNDERSTAND THE NEED FOR PRECISION IN QUOTES
STUDENTS WILL KNOW THE APPROPRIATE USES OF DIRECT, PARTIAL, AND PARAPHRASED QUOTES
STUDENTS WILL KNOW HOW TO HANDLE ATTRIBUTION

Journalism Today pages 168-177

Key Terms: Direct Quotations, Partial Quotations, Paraphrased Quotes, Attribution

Monday -Step 1: Go over the rules for quotations.

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

Tuesday Step 3:
Finish Reading and Discussion of Chapter 8
Complete the following Worksheets
Attribution
Quoting and Paraphrasing

Wednesday: Step 4: Review the main points: See below
Go over examples in the workbook
Page 99- Ex 1 B and D
Page 102- Ex 3 A -J

REVIEW: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.

Closure Activity:
Wednesday- RE- evaluate the quote you located in today's Times Leader
Thursday- What is the purpose of a direct quote in a newspaper
Friday- Why do we use partial, paraphrased and direct quotes?


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

Correcting articles and writing leads

Correcting articles and writing leads
Monday - Wednesday, 101-10/3
Goal: Students will correct their final article
Students will review lead writing

Bell Ringer:
Monday: Quiz: On a separate sheet of paper with your name at the top:
1. Name the 5 W's and H
2. Where do these elements belong in a news story?

Tuesday: Write a lead to tell students about Pink and Denim day.

Here are the details:
Students council is sponsoring Pink and Denim day on Friday, October 5th.  Students are encouraged to donate $1 during their lunch periods.  They will receive an ice cream sundae served by student council members.  Teachers can also participate.  Their cost is $5.  Everyone is encouraged to wear pink and denim for the "Pink Out" day to fight breast cancer.

Post your leads using the comment link below.


Wednesday:  What is the most important information in the following paragraph:

Write the most important facts on a sep. sheet of paper.


Homecoming is fast approaching!!! The theme for this year’s Homecoming is “A Red Carpet Affair.”  The Homecoming crowning ceremony and dance will be held on Saturday, October 13th.  Tickets for the dance will go on sale tomorrow during all three lunches.  Ticket cost is $10.00, or $15.00 at the door.  Guest passes will be available tomorrow in the front office.  All guests MUST have an approved guest pass and a photo ID to attend the dance.  The Homecoming crowning ceremony will being at 7:00 pm – admission cost is $1.00 at the door.  The dance will immediately follow the ceremony.

Procedure:
1. (Monday) Students will review, discuss and correct their news article for pri\nt
2. (Tuesday) We will discuss lead writing.  Class example will be completed together:
Click on the following link:   Writing a Summary Lead

3. Students will review workbook pages: 47-48
4. Students and teacher will discuss leads on page 49
5. In small groups complete d-i on pages 50-51 in the workbook.



Standards:
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
.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

FIRST ARTICLES

Writing your first article

9/17-9/21

Bell Ringer: This activity is to be completed in the comment link.

-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.


9/17-9/18 - No bell Ringers.  Students need the entire period to write their first rough drafts.

9/19- list two transitions you used in your article.
9/20- Comment on one other student article on www.turnitin.com
9/21 - Comment on another student article on www.turnitin.com
Goal:

Students will conduct the first stages of NEWS WRITING

Students will learn to evaluate and eliminate unnecessary information from their information gathering process

PROCEDURE:

Monday, 9/17 - Students will complete a workbook exercise to review lead writing

1. Students will complete the following assignments:

Exercise 3 pg 55 - workbook Exercise 4 pg 57 – workbook

2. Make sure your first interview (s) are complete and MEANINGFUL

3. Turn both into www.turnitin.com BY THE END OF THE PERIOD!!!!



TUESDAY, 9/18

1. Students will compose rough drafts

**each day you will turn your work into http://www.turnitin.com/

2. Students should begin peer editing (Requirement: peer edited by 5 people)

**Two of the five people will read your paper to you aloud. (Yep, you will hear your essay 2 times, and you will read it once)



WEDNESDAY, 9/19

1. Students will turn in their rough drafts after they have been peer edited by 5 people.

2. Rough drafts should be turned in to www.turnitin.com

3. Begin final drafts



Thursday, 9/22

1. Continue working on articles





Friday, 9/23 – Final Drafts due…Packets Due…No EXCEPTIONS

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


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

9/10
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.

Monday, 9/10- In the comment link below, list any problems/ issues with your interviews/ articles
Tuesday, 9/11- List two facts you learned during your interview process
Wednesday, 9/12- Write your lead and post it in the comment
Thursday, 9/13 - High School Journalism Victory
Friday, - 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 conduct interviews for their first articles- Due- 9/12
**All finalized interviews must be organized, typed and turned in to http://www.turnitin.com/
by Thursday, 9/13
-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, 9/18
Compose rough drafts
**each day you will turn your work into http://www.turnitin.com/
***This includes 5 peer edits


I would like to monitor your progress.

Closure Activity:
Wednesday, 9/12, -, please respond to the following-
Aside from verbal responses, how can you gather information about your subject?

Thursday, 9/13- 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

9/4-9/6 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.
Wednesday, 9/5- High School Journalism Victory
Thursday, 9/6 - Vegas Schools Go Door to Door

Friday, 9/7-

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 Thursday, 9/6 Students will conduct interviews for their first articles
**All finalized interviews must be organized, typed and turned in to http://www.turnitin.com/
by Wednesday, 9/12-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: Next week:  Complete Interviews and 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, 9/4, -, please respond to the following-
Aside from verbal responses, how can you gather information about your subject?

Thursday, 9/5- 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

9/23
Title: Out of the Comfort Zone
Bell Ringer:
Read the following article and list any of the 5 w's and H in your response.  Use comment response link below.
Daily Reading - 9/3 -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. Complete your planning sheet.  Create your specific questions for your 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

8/31
Bell Ringer:
-Students will write the SPECIFIC ANGLE/ PURPOSE that will be covered in your article.
Ex.  Cheerleading = general topic
Cheerleaders winning top place at camp and awarded top banana = specific angle

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:
.
8/30- Evaluate the topic you selected
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

Selecting your first topic

8/30
Bell Ringer: This activity is to be completed on the comment link below
-Students will list three ideas for a news story

8/31
Bell Ringer:
-Students will list the people interviewed...INCLUDE their names....and the reasons why you are interviewing them.


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:
.
8/30- Evaluate the topic you selected
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

Presentations and Inverted Pyramid Intro.

Wednesday, 8/29
Goals:


Students will recognize the elements of news: Timeliness, proximity, prominence, consequence, human interest, and conflict

Students will be able to measure news value by audience interest and need

Students will know how to generate ideas by brainstorming

Students will understand the format of the Inverted Pyramid style of writing
Key Terms;

News Judgement- The knowledge and instinct a reporter calls on to determine whether an event is news

Localization- Writing a regional, national or international story to bring out an local angle

Timeliness- An element of news that has to do with how new or current the event is

Proximity- An element of news that refers to the geographic nearness of a given event to your readers

Consequence- An element of news that refers to the importance of the event. The greater the consequence, the greater the news value

Human interest story- A story that causes the reader to feel such emotions as sorrow,pity,or amazement

Conflict- An element of news that involves tension, surprise, and suspense, and arises with any good news topic-- sports, war, elections

Brainstorming- The art of obtaining many ideas in a short time

Procedure:

1.Students will present their section summaries from the Text- Pages 59-72
2. Students will be introduced to the Inverted Pyramid style of writing
3. Students will receive an Inverted Pyramid worksheet to take notes on
4. Students will review AP articles that follow the Inverted Pyramid



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, 8/28

Bell Ringer:
Answer the following question:
What is news?  How can we tell if a subject is newsworthy?

(Use the comment link below)

Goals:
Students will recognize the elements of news: Timeliness, proximity, prominence, consequence, human interest, and conflict

Students will be able to measure news value by audience interest and need

Students will know how to generate ideas by brainstorming

Key Terms;
News Judgement- The knowledge and instinct a reporter calls on to determine whether an event is news

Localization- Writing a regional, national or international story to bring out an local angle

Timeliness- An element of news that has to do with how new or current the event is

Proximity- An element of news that refers to the geographic nearness of a given event to your readers

Consequence- An element of news that refers to the importance of the event. The greater the consequence, the greater the news value

Human interest story- A story that causes the reader to feel such emotions as sorrow,pity,or amazement

Conflict- An element of news that involves tension, surprise, and suspense, and arises with any good news topic-- sports, war, elections


Brainstorming- The art of obtaining many ideas in a short time
Procedure:
1.Students will continue summarizing sections in the text
2. Students will break up in small groups and read / analyze assigned pages from the text.
3. Students will summarize and organize the key terms and discuss/ present them to the class

Text- Pages 59-72

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

Bell Ringer:


Read the following article:

2 dead, 9 injured in shooting near Empire State Building in Manhattan, police say


How does this article make you feel?  Did the media cross the line?  Why?   **We will finish the quiz before we begin the lesson.   Discuss the organization of this article.
Goals:
Students will recognize the elements of news: Timeliness, proximity, prominence, consequence, human interest, and conflict

Students will be able to measure news value by audience interest and need

Students will know how to generate ideas by brainstorming

Key Terms;
News Judgement- The knowledge and instinct a reporter calls on to determine whether an event is news

Localization- Writing a regional, national or international story to bring out an local angle

Timeliness- An element of news that has to do with how new or current the event is

Proximity- An element of news that refers to the geographic nearness of a given event to your readers

Consequence- An element of news that refers to the importance of the event. The greater the consequence, the greater the news value

Human interest story- A story that causes the reader to feel such emotions as sorrow,pity,or amazement

Conflict- An element of news that involves tension, surprise, and suspense, and arises with any good news topic-- sports, war, elections


Brainstorming- The art of obtaining many ideas in a short time
Procedure:
1.Students will complete initial interview exercise from Thursday, 8/22
2. Students will break up in small groups and read assigned pages from the text.
3. Students will summarize and organize the key terms and discuss/ present them to the class

Text- Pages 59-71

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

Story

Bell Ringer:

Read the following article:

Hippo stuck in swimming pool at South Africa lodge

After you read the article, discuss the  5 W's and H you find in the lead and second paragraph.

Discuss the organization of this article. 

Goals:
Students will recognize the elements of news:  Timeliness, proximity, prominence, consequence, human interest, and conflict
Students will be able to measure news value by audience interest and need
Students will know how to generate ideas by brainstorming

Key Terms;
News Judgement- The knowledge and instinct a reporter calls on to determine whether an event is news

Localization- Writing a regional, national or international story to bring out an local angle

Timeliness- An element of news that has to do with how new or current the event is

Proximity- An element of news that refers to the geographic nearness of a given event to your readers

Consequence- An element of news that refers to the importance of the event.  The greater the consequence, the greater the news value

Human interest story- A story that causes the reader to feel such emotions as sorrow,pity,or amazement

Conflict- An element of news that involves tension, surprise, and suspense, and arises with any good news topic-- sports, war, elections

Brainstorming- The art of obtaining many ideas in a short time

Procedure:
1.Students will complete initial interview exercise from Thursday, 8/22
2. Students will break up in small groups and read assigned pages from the text.
3. Students will summarize and organize the key terms and discuss/ present them to the class
Text- Pages 59-71

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

August 23 Interviewing

OPENING ACTIVITY / BELL RINGER:

Daily Reading:

Thursday, 8/23- Teen Falls in Hole While on Cell Phone
Pet Monkey Bites Girl

Objective: To introduce students to the field of news writing

Goal: To explore natural instincts during an interview

1. Students will create and implement interview questions
2. Students will take notes during the interview
3. Students will return to their seats with their completed interviews
4. A quiz will be passed out to each student

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.

Each day you will be required to complete a closure activity.
1. This is a graded activity
2. You will use the comment link below
3. Be sure to include your FULL NAME, CLASS PERIOD, AND DATE on each entry
4. The entries must be completed on the assigned day
Today's closure: In a few short sentences, please discuss your reaction to interviewing a stranger.

Please respond to the following: Discuss your reaction to the interview.

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

Writing a Summary Lead 1

Writing the Summary Lead:

Directions: Below are the answers to the questions representing the 5 W's and H. From this information, write a summary news lead of approximately 25 words. Remember to put the most important facts first, but don't sacrifice accuracy or reader interest.



_____: a sophomore



_____: Suspended from school



_____: January 30



_____Newton North High School, Newton, Mass.



_____: suspended for the rest of the school year after being charged with possession of a BB gun at school and not carrying proper identification



_____: school administrators confiscated the weapon; met with the student, his father, and youth officer Russell Adam, who filed a criminal report and explained the court procedure to the student and his father



Notes; Assume you're writing for the Feb. 17 issue of the Newton North High School Newspaper

Final Exam Information

GOAL: Create a FEATURE article on your selected journalist. Be sure to include all elements from the requirements list below
Research and Report on a Famous Journalist


Choose one of the journalists from the list below. 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
Oprah Winfrey





Requirements:


1. Your  article 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 the indicated form below or Noodle Tools


Remember to cite your sources (you need a minimum of two sources)


--------------------------------------------------------------------------------
Instructions for writing your last article:
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



Paper format:
1. Your paper should include all of the requirements listed above.
Your article needs to be well-researched
Your article needs to be written in inverted pyramid style
Your article needs to be labeled:
ex: 1. Lead, 2. second paragraph that explains the lead, 3. Indicate any quotes, 4. Indicate most important detail...etc.
3. You must turn in a research notebook


4. Missing requirements will result in an entire grade deduction


5. 12 pt Times New Roman



All of the following items must be turned in in order to receive full credit::


1. Research


2. Research notebook
5. Article

Grading Rubric:  (TO BE POSTED)


FINAL EXAMS WILL BE ACCEPTED ON THE SCHEDULED FINAL EXAM DAY. YOU WILL BE ABLE TO FINALIZE YOUR PAPER DURING THIS TIME.
DATES: 
1. ALL RESEARCH IS DUE BY WEDNESDAY, 5.16
2. OUTLINE IS DUE THURSDAY, 5/17
3.FINAL EXAM IS DUE ON THE FINAL EXAM DATE
Academic Content Standards:

15.1.11A- Write with a distinctive focus.

1.5.11B- Write using well-developed content appropriate for the topic.

1.5.11C- Write with controlled organization