Libel

Libel

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

Goal:
Students will explore the various elements of 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:

Scholastic Press Law II - School of Journalism

Let's talk about Libel:
PowerPoint Quizzes
http://www.splc.org/presentations/

click on the following links:
Libel Law:
Libel & Privacy

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


Know The Student Law:
http://www.splc.org/knowyourrights/legalresearch.asp?id=3

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


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


http://www.rcfp.org/


Overview of First Amendment Law (Review sites)
http://www.aclu.org/library/pbp10.htm

l
http://www.law.cornell.edu/topics/first_amendment.html



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


Standard -
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Intro to the First Amendment

Intro to the First Amendment

**Tomorrow is First Amendment Day!  Get ready to recite!

Wednesday

Bell Ringer:

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

:

Thurs and Fri
You will read one news articles from Today's Headlines. You must respond to one of the articles each day. There is a comment

Your Name

Article Title

Date

Page/ section

Goal: Students will be introduced to the First Amendment

 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

History and the First Amendment - Information

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

 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

FACTS	Students enrolled in the Journalism II class at Hazelwood East High School were responsible for writing and editing the school's paper The Spectrum. Two of the articles submitted for publication in the final edition of the paper contained stories on divorce and teenage pregnancy. The divorce article featured a story about a girl who blamed her father's actions for her parents' divorce. The teenage pregnancy article featured stories in which pregnant students at Hazelwood East shared their experiences. To ensure their privacy, the girls' names were changed in the article. The school principal felt that the subjects of these two articles were inappropriate. He concluded that journalistic fairness required that the father in the divorce article be informed of the story and be given an opportunity to comment. He also stated his concerns that simply changing the names of the girls in the teenage pregnancy article may not be sufficient to protect their anonymity and that this topic may not be suitable for the younger students. As a result, he prohibited these articles from being published in the paper. Because there was no time to edit the paper if it were to go to press before the end of the school year, entire pages were eliminated. The student journalists then brought suit to the U.S. District Court for the Eastern District of Missouri, alleging that their First Amendment rights to freedom of speech had been violated. The U.S. District Court concluded that they were not. The students appealed to the U.S. Court of Appeals for the Eighth Circuit, which reversed the ruling, stating that the students' rights had been violated. The school appealed to the U.S. Supreme Court, which granted certiorari.
PROCEDURE	Eighth Circuit
ISSUES	Does the decision of a principal to prohibit the publishing of certain articles, which he deems inappropriate, in the school newspaper violate the student journalists' First Amendment right of freedom of speech?
REASONING	The U.S. Supreme Court held that the principal's actions did not violate the students' free speech rights. The Court noted that the paper was sponsored by the school and, as such, the school had a legitimate interest in preventing the publication of articles that it deemed inappropriate and that might appear to have the imprimatur of the school. Specifically, the Court noted that the paper was not intended as a public forum in which everyone could share views; rather, it was a limited forum for journalism students to write articles pursuant to the requirements of their Journalism II class, and subject to appropriate editing by the school. Key Points to Remember The First Amendment protects the right to freedom of speech. The Spectrum was written by students in the Journalism II course as part of the requirements of that course. The articles in question were about divorce and teenage pregnancy. The subjects of both of these stories were students at Hazelwood East High School. The divorce article featured a story in which a girl blamed her father's actions for her parents' divorce, but the author did not adhere to journalistic standards by informing the father of the story and giving him an opportunity to respond. Although their names were changed, the principal was concerned that students may be able to recognize the identity of the girls who were interviewed for the pregnancy article.

Hazelwood Case

Summary cases
Tinker Case Summary

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 evaluatethe quality of material produced 

Practice

Confusing Words

HOMONYMS

Amendment I

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.

PART 1

Homonyms

Goal: Students will be able to understand and identify homonyms

Homonyms are words that sound the same but have different meanings and spellings. The following table lists words that people commonly confuse. Become familiar with these words so you can be ready to correct homonym-related spelling errors. It’s also a good idea to pay attention to the words you most commonly confuse; you may even keep a running list of these words

Confusing Homonyms

Their, There and They're

Two, Too and To

Your and You're

Passed and Past

List of Confusing Homonyms:

http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48

I. There, Their and They're(Lesson)

Their, There, They're

Their = possessive pronoun:

They will get their books.

There = that place:

My house is over there. (This is a place word, and so it contains the word here.)

They're = contraction for they are:

They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)

Click on the link below for more information / another lesson:

http://www.wikihow.com/Use-There%2C-Their-and-They%27re

Practice using There, Their and They're

http://webschool.wash.k12.ut.us/language/lessons/there.html

Write 2 sentences for each form of 'there'

Complete the worksheet:

The Three Little Pigs

II. Your and You're(Lesson)

1.Recognize that "you're" is the contraction for "you are."

2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."

3.As you write a sentence, ask whether you want to indicate possession. If so use "your."

4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.

5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."

Click below for additional info/ lesson:

http://www.wikihow.com/Use-You%27re-and-Your

Practice using Your and You're:

http://english-zone.com/verbs/your1.html

Complete the following:

Write six sentences using your and you're. (Both words must be used in each sentence)III. Two, Too and To

(Lesson)

To, Too, Two

To = preposition, or first part of the infinitive form of a verb:

They went to the lake to swim.

Too = very, also:

I was too tired to continue. I was hungry, too.

Two = the number 2:

Two students scored below passing on the exam.

Practice using Two, Too and To:

http://www.quia.com/pop/1000.html?AP_rand=183145000

Complete the following:
Write a paragraph using each form of TO 3x

There will be a quiz using all of the information presented on this blog.

III. Passed and Past

(Lesson)

Short Intro:

Past is an adjective meaning "before now." It is also a noun meaning "the time before now."

Yesterday is part of the past; let's think about today.

Xena regrets her past.

Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."

Xena passed this way yesterday.

Xena passed Gabrielle some nut bread.

I didn't have enough points to bid, so I passed.

Some people also use it euphemistically for death:

My grandfather passed (or passed away) last year.

PASSED

The form passed is the past participle of the verb to pass.

Pass can be used transitively:

I passed the church on my way to the store.

or intransitively:

He passed through life without a care.

Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?

The form passed is the past participle of the verb to pass.

PAST

The word past can be used as an adjective:

Don’t hold grudges for past offenses.

as an adverb:

I thought he would stop, but he just ran past.

and as a preposition:

How does the food always get past the bib?

The word past can be used as an adjective:

Don’t hold grudges for past offenses.

Extended Lesson:

http://www.dailywritingtips.com/passed-vs-past/

or

http://www.towson.edu/ows/past.htm

Practice using Passed and Past:

http://www.towson.edu/ows/exercisepast.htm

Complete the following: (write the correct choice)

The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.

You must use both forms in your paragraph.

MORE HOMONYMS:

http://www.cooper.com/alan/homonym_list.html

Closure:

More Homonyms 2

1.5.11C- Write with controlled organization

1.5.11D- Write with a command of the stylistic aspects of composition

PART 2

Practice

Bell Ringer:  Find an interesting quote on "Front Pages" today

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

Monday/ Tuesday 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

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_______________________________________________________________

PART 3

Journalism Scavenger Hunt

Students will conduct an interview scavenger hunt:


Due: Tuesday, 12/15
**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 time of year and why.

4. Go up to 3 people you have never met and learn about their favorite apps. Different ones.
A. List the apps
B. Tell how it helps them or why they like them

5. Find out what is the best day of the week and why.

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

7. What is the name of our Superintendent?

Where is he from?

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 science or math teacher  this question:  If you could be one historical figure or literary character,  who would it be and why?

12. Ask 10 people which they prefer....Hamburgers or Cheeseburgers

-List their names, 

-List their grades or job title

13. How many spaces do we have in our student parking lot behind the Middle School?

15. Ask five students (who are not in your grade) what time they get up in the morning.

List the name, grade and time

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

Article 2

Article 2

TUESDAY, 11/24- TURN IN ROUGH DRAFT TO WWW.TURNITN.COM
ALSO, COMPLETE THREE EXERCISES ON WWW.STUDYISLAND.COM

Link to planning sheet:
Link 1
http://mycooljournalism.blogspot.com/2013/07/name-review-planning-sheet-1.html

Link 2
http://mycooljournalism.blogspot.com/2011/12/main-side-article-planning-sheet.html

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

Tuesday, 11/17- Students will brainstorm ideas for their next articles and begin planning sheets

Tuesday, 11/25 - Students will create interview questions and turn in their planning sheets

11/18-11/24- Students will continue to interview and organize interview answers

Friday, 11/21-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

 (50 points)

Goal: Students will write a practice news article

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

E. Must be typed and turned in to www.turnitin.com

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

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 Exercises

Complete the following lead exercises in the workbook: Journalism Today

Lead exercises
Ex. 1 :  pages 49-52
Ex 3 :  Pages 55-56
Ex 4 : Pages 57-58
Ex 5:  Pages 59-62


Write out the story:
Ex 17: Page 93

Please complete all work on lined paper
Turn in your work by the end of the period

Layout

Layout

Opening - Bell Ringer:
Look at today's front page of the The Press Enterprise

LAYOUT:
Students will set up a 5 column IN-Design program
Students will layout two articles with headlines.

Goal: Students will become familiarized with the tools/ elements of Adobe In-Design 5.0

Checkpoints:

Use guidelines to assure even tops and bottoms
even layout
Layout options:  5 or (2:3)
Headline rules
Bi-Line rules

Options:
Spell Check
Picture box
Photo caption
Size
Gry box 20%
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Practice Articles

Read the New York Times Magazine
http://browndigital.bpc.com/publication/?i=265647#{"issue_id":265647,"page":16}

Review AP articles in Today's Press Enterprise
Go to tvstudio - classes- journalism 1- Press enterprise

Article 1

Writing the Article

Article 1

http://browndigital.bpc.com/publication/?i=265647#{"issue_id":265647,"page":16}UP Front Magazine - New York Times

ASSIGNMENT:

1.Students will work on their news articles

HELPFUL Link:

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

Timeline:

Monday, Re-evaluate interview questions

-Outline article and begin writing

Ask yourself:

Is there substance to my first article?

Tuesday- Wednesday - Rough Drafts
-Evaluate quality of interviews
-Get more interviews if necessary
-Check to see that your article has an angle
-Be sure you have facts not opinions
-Don't assume your readers already know the background of your topic
-Follow all journalism writing rules
Check paper through www.grammarly.com/edu

Then, peer edit.

Wednesday- Peer Editing Day

Thursday  Work on Final Draft
Friday, Turn papers in to www.turnitin.com

Closure Activity:
.
- Each Day you will write a few sentences about your progress/ problems/ or concerns


 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

Article 1

Bellringers
Monday:-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

Tuesday:  List the information that should be in your lead and second paragraph
Wednesday  Tell me how many interviews you have completed.  List the people interviewed and indicate any problems.
ASSIGNMENT:
1.Students will work on their news articles


HELPFUL Link:
Guidelines for interviewing: http://www.hsj.org/Journalism_101/index.cfm?requestAction=goMenuContent&menu_id=7&CmsPagesID=257
Timeline:
Friday, 9/11, Re-evaluate interview questions

-Outline article and begin writing

Ask yourself:

Is there substance to my first article?

9/14-9/16-Monday-Wednesday - Interviews/ Rough Drafts
-Evaluate quality of interviews
-Get more interviews if necessary
-Check to see that your article has an angle
-Be sure you have facts not opinions
-Don't assume your readers already know the background of your topic
-Follow all journalism writing rules
Check paper through www.grammarly.com/edu

Then, peer edit.

Wednesday, 9/16
Turn Interviews  in to www.turnitin.com

Closure Activity:
.
- Each Day you will write a few sentences about your progress/ problems/ or concerns


 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

Intro to Newswriting

Goals:

Students will review all aspects of an articleStudents 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 review chapter highlights and PowerPoint presentation of News

What is news????

 1. Quietly read pages 59-69 in the Journalism Today textbook

2. Outline the chapter -Note each section and relevant facts and terms

3. You will receive 50 points for accurate notes

**Please type your notes and save them.  Print out your work and turn it in at the end of the period

**Students will review several worksheets highlighting the interviewing process

Each day you will be required to complete a closure activity.

1. This is a graded activity

2. You will use your Bell Ringer Sheet

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

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

STUDENTS WILL REVIEW ELEMENTS OF NEWS WRITING

-Students will review the INVERTED PYRAMID

-STUDENTS WILL DISCUSS WRITING RULES

-STUDENTS WILL REVIEW TYPES OF LEADS: TEXTBOOK PAGES 123-144

SUMMARY LEAD:  ACTIVITY LINK

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

What is News?????

INTRO TO NEWS WRITING

Tuesday, 9/1--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.

Wednesday, 9/2 -Bell Ringer:
Write your definition of "NEWS"

Goals:

Students will review all aspects of an articleStudents 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

What is news????

 1. Quietly read pages 59-69 in the Journalism Today textbook

2. Outline the chapter -Note each section and relevant facts and terms

3. You will receive 50 points for accurate notes

**Please type your notes and save them.  Print out your work and turn it in at the end of the period

**Students will review several worksheets highlighting the interviewing process

Each day you will be required to complete a closure activity.

1. This is a graded activity

2. You will use your Bell Ringer Sheet

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

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

STUDENTS WILL REVIEW ELEMENTS OF NEWS WRITING

-Students will review the INVERTED PYRAMID

-STUDENTS WILL DISCUSS WRITING RULES

-STUDENTS WILL REVIEW TYPES OF LEADS: TEXTBOOK PAGES 123-144

SUMMARY LEAD:  ACTIVITY LINK

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