Review Assignment

 

Review Articles and Presentations

Review Article
 Bell Ringer:
Monday: Watch : How to write a movie review

Tuesday: Watch: How to write a book review

 Review Article: Product, Book, Website, Video Game, TV,  Movie, or Restaurant (Select one)

Goal:

Students will understand the function of reviews as well as how to compose their own.

1. Students will discuss how to create a review.
2. Students will understand how to incorporate details into their own product review.
3. Students will understand how to write various types of reviews: Product, Movie, Book, Website, Television and Restaurant.


Assignment:

1. Monday and Tuesday- Intro to Research and Background Research

a. PLANNING DAYS

B. STUDENTS WILL RESEARCH THEIR THREE IDEAS AND SELECT THEIR FAVORITE

-Google your choice

-suggested places for reviews:

www.rottentomatoes.com

www.imdb.com

NO WICKIPEDIA OR WIKI BLOGS

C. STUDENTS WILL COMPLETE THE REVIEW PLANNING SHEET FOR EACH OF THEIR THREE IDEAS: DUE ON Monday, 12/21

Turn your work in to Google Classroom by the end of the period.

  TV SHOW REVIEW PLANNING SHEET

  MOVIE REVIEW PLANNING SHEET

  PRODUCT/ GAME/ APP/ WEBSITE REVIEW PLANNING SHEET

D. ONCE THE REVIEW SHEET IS COMPLETE, STUDENTS WILL BEGIN THEIR ROUGH DRAFTS

ii. PARAGRAPH/ BACKGROUND/CITING/ AVOIDING PLAGIARISM
 (Citing Information)
http://bhscomp11.blogspot.com/2010/11/research-paper-information.html

- Students will begin gathering background information for their review article
2.FRIDAY/ MONDAY- Complete research on topic and begin rough draft
A. Each student should research and write a paragraph on their research/ background facts for their   
     review article
B. The paragraph should include:
    The product/ object being reviewed
    At least three websites where they can find information
    Details about the object being reviewed

 3. Students will continue to work on rough drafts ( Thursday and Friday, 1/9-1/10)



Rough Drafts are due at the end of the period on WEDNESDAY, 12/23 BEFORE VACATION (turn them in to www.turnitin.com)

PRESENTATIONS- AFTER THE HOLIDAY

Presentations: You should be working on your presentation starting 1/6- When you are not working on your article


Rough Drafts are due to www.turnitin.com

II. Presentations:
PowerPoint



Students will create presentations between Monday, 1/6- Wednesday, 1/15.
Students will present their projects on Thursday, 1/16 and Friday, 1/17

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.
-Must follow 6x6 rule

 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

Intro to Reviews

 

Intro to Review Articles

Goal:

Students will understand the function of product reviews as well as how to compose their own.

Monday, 12/07/20

Music- albums and artist
Television- new shows
Movies- Current movies, titles, actors
Book- Title, author, genre
Video game/ system - type and features
Play-Title, actors, genre
Product- Name, cost, where sold
Website- address, purpose
Restaurant - Name, type of food, prices, atmosphere


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

Monday,12/7/20

 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
Tuesday, 12/8-Friday, 12/11
Notes, Discussions and Infomercials

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

Book Reviews

Movie Reviews- Sample review: Saving Mr. Banks

Music Reviews

Play Reviews

Restaurant Reviews

Product Reviews- Ronco;   Magic Bullet

Website Reviews

Television Reviews

4. Students will discuss and take notes on the various types of reviews
5. Students will watch and evaluate product infomercials
6. Students will discuss different review styles and infomercial approaches


Next week: Propaganda in advertising





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

Direct, Partial, and Paraphrased Quotes.

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- November 16- Identify the three types of quotations

First we will define / identify each type of quote 

Direct Quotations

Direct quotations involve incorporating another person's exact words into your own writing.

1. Quotation marks always come in pairs. Do not open a quotation and fail to close it at the end of the quoted material.
2. Capitalize the first letter of a direct quote when the quoted material is a complete sentence.

   Mr. Johnson, who was working in his field that morning, said, "The alien spaceship appeared right before my own two eyes."

Partial Quotations

A partial quotation is one that does not constitute a complete thought or is a complete thought has been incorporated into a framing sentence. Capitalization and punctuation depend on circumstances, as shown in these examples.

1.
 His comment left me wondering whether I’d be “invited to resign”, as he had put it.

Direct Example:

Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."

Paraphrased Example: 

Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.

Paraphrasing

Paraphrasing means formulating someone else’s ideas in your own words. To paraphrase a source, you have to rewrite a passage without changing the meaning of the original text.

Paraphrasing is an alternative to quoting, where you copy someone’s exact words and put them in quotation marks. In academic writing, it’s usually better to paraphrase instead of quoting, because it shows that you have understood the source and makes your work more original.

Every time you paraphrase, it’s important to cite the source. You also have to be careful not to use wording that is too similar to the original. Otherwise, you could be at risk of committing plagiarism.

Putting it into your own words

Paraphrasing example

Original passage

“The number of foreign and domestic tourists in the Netherlands rose above 42 million in 2017, an increase of 9% and the sharpest growth rate since 2006, the national statistics office CBS reported on Wednesday” (DutchNews.nl, 2018).

Paraphrased version

According to the national statistics office, the Netherlands experienced dramatic growth in tourist numbers in 2017. More than 42 million tourists travelled to or within the Netherlands that year, representing a 9% increase—the steepest in 12 years (DutchNews.nl, 2018).

We will refer to today's Press Enterprise to identify the three types of quotes

-Read and locate

-Bread into groups and fill out FINDING DIRECT, PARTIAL, AND PARAPHRASED QUOTATION WORKSHEET

-Turn the worksheet into Google Classroom.

Tuesday -Step 2: Go over the rules for quotations.

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

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

Thursday: 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

QUOTATION RULES
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 it 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.


Tuesday:   Class Assignment: 

You will need to write the following assignment on a Google Doc and turn it in to Google Classroom:

Closure Activity:
Monday-  evaluate the quote you located in today's Press Enterprise
Tuesday What is the purpose of a direct quote in a newspaper
Wednesday - 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

NEWS ARTICLE:

 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 IN GOOGLE CLASSROOM BY THE END OF CLASS ON FRIDAY, 10/3
4. Students will create questions and interview.
2. Try to implement the tips mentioned on 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

Timeline:  
, - Create Interview Questions/ complete interview questions...That means actually interviewing
                        COMPLETE YOUR PLANNING SHEET AND TURN IT IN TO GOOGLE CLASSROOM BY THE END OF CLASS TOMORROW, 10/3t

-Finalize your actual interviews:  FRIDAY, 10/10
Turn in notes
Rewrite/ organize notes
Begin Rough Draft

Monday,10/13  Rough Draft Due
Peer Editing Day

Grammarly and peer editing on 
Wednesday, 10/10 - Work on Final Draft
Turn papers in to www.turnitin.com



 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

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

Interviewing

 

Out of the Comfort Zone

9/28

Title: Out of the Comfort Zone

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:  We will review notes and PowerPoint

Conducting an interview can be very nerve wrecking. The interviewer may be nervous about asking the right questions, the location, dress etc. Phone interviews can be just as tricky, since there is no face-to-face communication or body language to rely on. So if you're pursuing a career in journalism here are tips for journalism students on conducting a successful interview.


TIPS:
The best thing to do when interviewing a source is to act naturally. An interview does not have to happen in a formal, suited atmosphere. An interview is just a talk with someone about a specific topic. But instead of merely hearing, the reporter is listening and writing down the pertinent details. Reporters must keep their opinions to themselves.


Preparing for the interview
Don't go to an interview unprepared. Check newspaper files and the library for information on your subject or the topic. Have some information in your head before you start. For example, if you are interviewing a person who sells furs and is annoyed by animal rights pickets, it might be interesting to know if this person has a dog or a cat.
Have your questions ready. Don't expect your news source to tell you voluntarily what you want to know. Your questions, although you may stray from them, help you organize your thoughts. They also will remind you to get all the answers you want.

Make an appointment. You can't go into a busy office and get 30 minutes of his or her time unless you first set up an appointment. Then make sure you arrive on time.

Dress properly. Be prepared and show respect for the source.

Take three things with you on every assignment: a pencil, a piece of paper; and a grain of salt. Be a bit skeptical, don't believe everything you're told.


Conducting the interview
Introduce yourself and the publication for which you are writing.
Look your subject in the eye. Don't be so busy taking notes that all the source sees are your flying fingers and the top of your head. It makes some people nervous to see every word being written down.

Often, the first question to ask is how to spell the individual's name. Don't rely on the spelling you've seen somewhere else because it could be wrong. A misspelled name is definitely the first way to lose credibility.

Pronounce the name of the respondent correctly and use it from time to time during the interview.

Double-check the dates and the spelling of names. Even a name like Smith can be spelled differently. Don't ever be afraid to ask what you might fear is a silly question.

Start with easy, sociable questions to relax the person you're interviewing. Save the tough questions for later. Avoid questions that appear to have predetermined answers. Don't let your opinions determine the focus of your questioning.

Ask open-ended questions that invite a lengthy answer and can bring out anecdotes and opinions: ``How did you react?'' or ''Why do you think that happened?'' Try to take down as many direct quotes as possible.

Don't ask questions that let your source give one-word answers.

Don't ask negative questions. That is, don't say,''No news, yet?'' Don't make it easy for your subject to say ''no.''

Let the interviewee know you know something about him or her. This is called priming the interviewee. It goes like this: Mr. Jones, I understand you appeared in a movie about the takeover by people under 30. Do you believe this could actually happen?

Accept all facts and other data professionally. Do not argue or show undue shock or surprise.

Have a note-taking system. For example, write ''rr'' for railroad.

Avoid promising to print remarks a certain way.

Do not promise to let the interviewee read the story before it is published.

Leave the door open for another talk. Ask the subject if he or she would mind if you made contact later personally or by phone for a follow-up. Get a phone number where the source can be reached later. End the interview by making sure you have a phone number to contact the source later for further facts or clarification. If you use a tape recorder; don't depend on it. Batteries run down and tape recorders can malfunction. Take notes, even if you're using a tape recorder.


Taking notes
Some kind of shorthand is a must. Most reporters use some form of shortened writing, such as ''w/o'' for without or ''inc'' for incomplete. Initials can stand for titles and symbols can be used to refer to organizations.

Set apart direct quotes with circles, quotation marks, stars or underlining. Taking notes on one side of the paper or pad makes their rearrangement to fit story structure easier.

Listen carefully. Don't note unimportant details.

Ask for the spellings on all names and titles. It is better to ask now than to have to call back to get them. Or worse, to get them wrong in the story.

Get direct quotations, especially on the main points.

Observe details about your source and surroundings, and write down your impressions.

Concentrate on what you are seeing and hearing. Immediately after an interview, review and supplement your notes. Arrange your notes in order of importance.

It is unnecessary to write complete sentences unless you wish to get a direct quote in its entirety.

Write down specific information you cannot trust to memory: ages, names, addresses, statistics, sums of money. Try to get biographical information where needed and look for newspaper clips and other material which may be used for background information.

Do not be afraid to double-check unclear information even if you must make a follow-up call to do so.

Exciting writing is built on exciting anecdotes, so the interviewer is always listening for them. A really sharp interviewer also listens for clues to experiences that could make lively anecdotes. Then the interviewer directs the subject to ''give me an example'' or ''tell me about a time when that actually happened.''


Finding anecdotes
An anecdote is a small story. So, anecdotes can become stories within your larger story. Often, an anecdote will illustrate something about the interviewee such as his or her loyalty, bravery, persistence or a quality which a ''title story'' can illustrate. These must be carefully ''mined.''


Watch your subject
Observe non-verbals -- body gestures, facial expressions, para language (the way something is said), artifacts (what the person is wearing), movement -- of the interviewee. About 70 percent of total communication is non-verbal. Thus, if you are to tell the complete story, you must provide the reader with the complete story.


Study the environment
Bulletin boards, desk tops, pictures on the wall, file cabinets, etc. How does the sunlight stream into the room? And how does all this relate to the interviewee? Avoid using description just for the sake of description.


Post-interview interview
Some interviewees are masters at ''pulling the wool'' over reporters' eyes. So, be ready to check statements or figures with other sources. You should not take everything at face value. You should be a bit skeptical. Remember: ''If your mother says she loves you, check it out!''

ASSIGNMENT:
1. Call up your questions and interview.
2. Try to implement the tips mentioned above
3. Get to know your subject
4. Enjoy! (Remember to smile!)

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

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

1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced1.5.11.B- Write using well-developed content appropriate for the topic1.5.11.C- Write with controlled and/ or subtle organization

newsroom lessons

https://www.schooljournalism.org/reporting-and-interviewing-lessons/

Broadcast journalism

https://www.slideserve.com/robin-mitchell/intro-to-broadcast-journalism

Leads and Writing our first news story (Practice)

 1. Wed/ Thurs-

1. In class, we will go over your Lead Quiz

2. Next, we will write our first practice article

4. There is a packet in your Google Classroom (pages 69-95) You only need to complete 1 page for this assignment:  Page 91

5. Please complete the exercise on page 91.  You are going to write a news story using the details from that page (Exercise 13)

6. Write your story on a Word or Google Doc. and turn it in to Google Classroom

7. Use the inverted pyramid style

(Begin with a lead, transition to the second paragraph..which will expand/ explain the lead.  

Make sure your use the most important info in the beginning and filter the less important throughout the end of the article

Include a quote, and eliminate any unessential detail that may not be needed in the article)

8. Turn it in to Google Classroom by the end of class on Thursday.  It is graded.

Writing our first leads

 In Google Classroom, there is an assignment entitled:  Writing Leads:  Lesson 1

We will complete this exercise in class.

Friday:  We will continue to write leads on Friday

M/ T (9/17-9/18) Students will receive their first practice article....exciting!!!!!

Leads

 1. Complete the assigned homeword

HMK:  Located in Google Classroom.  Due:  Friday, 9/4

Read the Press Enterprise from Sept 2.

A. Find 5 stories.

B. Complete the corresponding LEAD worksheet to identify the 5 W's  and H in each

C. Turn it in to Google Classroom before class on Friday, 9/4

2. continue discussing the set up of the inverted pyramid for news writing.

3. Review pages 49-52 in class (these workbook pages are in your Google Classroom)

-If we do not finish in class, please finish them on your virtual day.

Leads and the Inverted Pyramid

 1. Review the Lead and Inverted Pyramid PowerPoint in Google Classroom

2. Review leads in the Press Enterprise for Sept 1.

HMK:  Located in Google Classroom.  Due:  Friday, 9/4

Read the Press Enterprise from Sept 2.

A. Find 5 stories.

B. Complete the corresponding LEAD worksheet to identify the 5 W's  and H in each

C. Turn it in to Google Classroom before class on Friday

Yesterday's post

http://mycooljournalism.blogspot.com/2020/08/what-is-news.html

What is news?

Reminder:  (Look under your class for the assignment reminder)

M/W News Writing Class due 8/26   T/Th News Writing Class (Due 8/27)

Turn in "Fortnite" Article                 Turn in  2 Articles "Fortnite" & 

                                                                "Teen Cell Phone" 

and 5 W/s and H worksheet                Complete a 5 W and H worksheet 

                                                                    for each

**Both classes should submit to their www.turnitin.com account

These will be graded

Both classes are required to meet virtually on Friday, 8/28 Using the following link:

Friday's Meeting link located in Google Classroom: https://meet.google.com/lookup/abpb32pgms

NEW ASSIGNMENT  :

Wednesday/ Thursday Assignment:

Answer the questions:  Who, What, Why, Where, When and How

Objective: To introduce students to the field of news writing

Goal: To explore natural instincts during an interview


Directions:

-In Class ON W/TH:  We will read pages 58-62  

-We will complete two worksheets that can be found in your Google Classroom

Fact vs. Opinion 1 and 

Picking the News Stories for Page 1

Virtual Assignment:  to be completed on Thursday, 8/27. for the M/ W class

                                  to be completed on Monday, 8/31 for the T/ Th class

1. Read Pages -62-67

2. Complete the worksheet located in Google Classroom:

News Judgement On each line, write which element of news applies to the example

3. turn it in before you enter my classroom on Friday.  This will be graded.

Key Terms from reading:

What is news?

Write your definition of "NEWS".

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 Judgment- 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 current.   The newness of facts.Concentrate on advanced items. Not old

Proximity- An element of news that refers to the geographic nearness of a given event to your readers.  Nearness  to your place of publication.  People like to read things that happen in their area.

Consequence- An element of news that refers to the importance of the event.  The greater the consequence, the greater the news value.  Example from book:  It is more important to see that the star quarterback failed a math test before the championship game than  if you failed a math test, why?

Prominence- The n newsworthiness of an individual.  Some names make more news than others, why...because they are more prominent.  Priority...Ex: the governor, movie stars, School Principal....

Human interest story- A story that causes the reader to feel such emotions as sorrow,pity,or amazement.  Ex:  girl trapped in a well, dog mourning a grave, youngest student/ teacher.

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

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

News Writing M/T In-class assignment and T/W virtual homework Intro to News

Each class assignment will be listed together

You will read and respond to the following article: 

 Tues, 8/25 and Wed., 8/26 - Teen finds trouble while texting and walking

Activity 1 (In-Class assignment)

1. Begin by discussing their 4 news stories assigned for homework

A. talk about their stories

B. What aspects of a new story interest them?

C. How do they decide what to watch/ read/ listen to?

D. What is Journalism?

Activity 2 (In-Class Assignment)

What is news?  How do we decide what is news?

The 5 W's and an H

(Who, What, Why, Where , When, and How)

Response: Is this article a reality?  What does this say about our "social networking" generation? (Use at least one quote or example from the article) 

1. Read the Article: 

News Article 1: Watch Out! Texting While Walking Lands Teen in Trouble

2. Answer the questions in green

3. Complete the 5 W's and H worksheet  :  Link

Homework for your Virtual Day:

1. Read the following article on Fortnite

Fortnite Article Link

2. Complete the 5 W's and H Worksheet (Click here)

3. Turn in to Google Classroom before entering my room for your next class.

 

WELCOME

 

Welcome

Semester Requirements:

Opening Activity:  (This will begin next week)

1. On each virtual day you will complete a daily reading

2. You will read and respond to a news article posted on this blog.

Daily Readings:

1. Make a folder in your Journalism 1 folder.  Name it:Daily  (You will save your responses by date)

2. Write the Article title and the date

3. Skip a line

4. Write your Response

5.Responses must be completed in the first 10 minutes of class.  Missing assignments will receive a 0

 Tues, 8/25 and Wed., 8/26 - Teen finds trouble while texting and walking

Response: Is this article a reality?  What does this say about our "social networking" generation?  (Use at least one quote or example from the article)


Welcome 

Welcome to Journalism I

The purpose of this class is to discover the truth, express your voice, and share your discoveries with others through the medium of print journalism.

This year, we will be exploring many aspects of print journalism and its influence on society.
Students will begin by taking a walk back into history to learn about the foundation of journalism.

During this journey, we will be dealing with many of the following topics:
-Journalism History
-The First Amendment
-Libel-Famous contributors to the world of journalism
-Modern journalists: Dan Rather, Anderson Cooper, Barbara Walters, Katie Couric. Next we will learn to write news stories, ask questions, expand facts and inform others, investigate our community/ country/ world

Daily Readings:
Blog:National News Stories

Press Enterprise

Internet story linked on blog

Resources:
Textbook: Journalism Today
by Donald L. Fergueson
Jim Patten
Bradley Wilson

Assessment:

Tests, Presentations, Articles, and Adobe Projects

Grading:
-All assignments must be turned in on time
-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependant on your contributions.
-All assignments will be graded.
(Partial homework or classwork assignments will receive a "0" with no make-ups)
(You MUST learn to be responsible in this class!!)

Journalism I Syllabus
News Writing
077
Contact Information
Instructor: Mrs. Christian
Email Address: tchristian@berwucjsd.org
Web Address: www.mycooljournalism.blogspot.com
Planning Period: Fourth period
Text and Resource Materials
Required Text: Journalism Today, Donald L. Ferguson, (NTC, 5th Edition)

Course Description:

This year, students will be exploring many aspects of print journalism and its influence on society.
The purpose of this class is to discover the truth, express one’s voice, and share one’s discoveries with others through the medium of print journalism.

*This course will help students build a foundation for writing various types of essays. 

*Students will study Composition/Language Study- essays of various types. 

*Peer Editing Skills 

*Interview and Presentation skills 

Prerequisites As stated in the Enrollment Book

PA Academic Standards
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research

For additional information visit http://www.pde.state.pa.us/

Academic Expectations: 
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions. 

Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties. 

Learning Objectives Upon completion of the course, the student will be able to: 1. Students will understand how definitions of news have changed over time. 
2. Students will read local, national and international newspapers. 
3. Students will study basic grammar throughout their written assignments. 
2. Students will be able to measure news value by audience, interest and need 
3. Students will learn how to conduct an effective interview, including how to research and the questions. 
4. Students will understand the basic elements of writing for print media. They will explore lead writing, the inverted pyramid, and AP style. As a result, students will be able to construct various types of news stories, understand its structure, incorporate transitions, appropriate language and research. Students will understand news-story structures other than the inverted pyramid. 
5. Students will understand the need for precision in quotes. Students will know the appropriate uses of direct quotes, partial quotes and paraphrased quotes. Students will know how to handle attribution. 
6. Students will write the following types of articles: news, features, sports, columns, and editorials. 
7. Students will explore the history of print journalism and its influence on the modern media. 

Course Outline 
**Students will be studying the indicated topics below. However, they will be continually write throughout the year. 

Marking Period One: What is News? Students will be introduced to basic news writing • Measuring news value
• Recognizing classic elements of news; Timeliness, proximity, prominence, consequence, human interest, and conflict
• Learning to generate ideas by brainstorming
• Learning interviewing techniques
• Understanding the elements of lead writing, the inverted pyramid, and AP style
• Students will be able to construct a news story held together with appropriate transitions

*Students will explore the history of journalism

Marking Period Two:

-Libel-Famous contributors to the world of journalism
-Modern journalists: Dan Rather, Anderson Cooper, Barbara Walters, Katie Couric. Next
we will learn to write news stories, ask questions, expand facts and inform others,
investigate our community/ country/ world


Students will explore In-depth reporting
-Students will become familiar with the issues that deserve in-depth treatment by student journalists
-Students will be able to construct in-depth stories by writing an introduction, a nut graph, a body and an ending
-Students will understand the difference between a routine story and and in-depth story

Marking Period Three: Students will explore Features writing, sports writing and editorials
• Know the difference between a features story and a straight-news story
• Recognize the types of topics often covered in features stories
• Understand the increased, but limited, latitude features writers have compared to straight news writers
• Write feature stories and various types of columns
• Understand the format of sports writing
• Recognize and avoid using trite expressions in sports writing
• Learn to write sports stories without being a cheerleader
• Learn how to write clear and lively pregame, game and post game stories
• Understand the opinion function of a newspaper and the various ways in which it is expressed
• Write editorials for a variety of purposes
• Understand various types of columns



Marking Period Four: Students will explore careers in journalismStudents will learn to write headlines
Explore various careers in journalism
• Explore the media’s influence on society
• Understand various types of headlines and how to write them
• Understand the role of copy editors
• Copy editing will be conducted throughout the year

Assessments: Several forms of assessment will be utilized throughout the year:
Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.
Grading Policy and Classroom Procedures:
Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.

Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.

Class Expectations: 
-All assignments must be turned in on time 
-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependent on your contributions. 
-All assignments will be graded. 
(Partial homework or class work assignments will receive a "0" with no make-ups) 
(You MUST learn to be responsible in this class!!) 
-The final exam will be weighted. 


Student expectations 
1. Arrive on time. 
2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class. 
3. Be respectful of others. 
4. Follow directions the first time they are given. 

Class Rules:

Classroom rules

1.               Wear a mask at all times

2.               Sanitize your area

3.               Books under your chair

4.               No Cell Phones

5.               Bathroom rules: One at a time; Must sign out and in;  Wash your hands

6.               Always sign out if you leave the room for any reason

7.               Drinks on the floor

8.               Sanitizing station outside of room

9.               Manners

10.        Absolutely NO eating in the classroom

11.        Homework must be completed and turned in prior to entering class

12.        Grading

13.        All work must be turned electronically

14.        School rules

15. Always raise your hand

16. One person talks at a time

17.        Be prepared for class

18.        Social distance and Wash your hands

HAVE A BEAUTIFUL YEAR!!!

Homework for Monday, 8/24 (for the M/W class due Monday before you enter my class)

and 

Tuesday, (for the T/Th class 8/25 (for the T/Th class due Tuesday before you enter my class)

and 

*All homework must be submitted electronically 

ASSIGNMENT

Watch, Listen to and / or Read the News Four Different Times 

and Record the Following:

Click on Form (Use this Link)

**The worksheet is also in Google Classroom

_____________________________________________________________

TURNITIN.COM DIRECTIONS

Please turn in to www.turnitin.com

I. HOW TO SUBMIT YOUR ASSIGNMENT:
The assignment must be turned in to www.turnitin.com:

IF YOU ALREADY HAVE A TURNITIN.COM ACOUNT

1. go to www.turnitin.com and sign in
*If you forgot your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.

2. IF you have a turnitin.com account:
A. You must add the class
Class number:25990698
Enrollment Key:  journalism1

3. Upload the Key Point Worksheets to the assignment entitled:
Part1: Key Point Worksheets

 4. Upload the Novel Questions to the assignment entitled:
Novel Questions

IF YOU DO NOT HAVE A TURNITIN.COM ACOUNT

1. Go to www.turnitin.com
2. In the upper right corner, click on CREATE NEW ACCOUNT
3. On this page, scroll down until you see Create a New Account / NEW ENROLLMENT
4. Under New Enrollment, Click on Student

A. You must add the class:

Class number:25990698
Enrollment Key:  journalism1

**You MUST use your district email.  
EX:
23msmith@berwicksd.org
(23 = graduation year,  m= first initial, smith= last name)
You must use YOUR personal information

It will also ask you to make a personal password.  You are responsible for remembering this password.  I do not have access to it.
*If you forget your personal password, just click on Forgot Password.
-turnitin.com will send it to you in your email.