This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS

Transcription

1 CURRICULUM FOR INTRODUCTION TO JOURNALISM GRADES 9 & 10

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy The Board acknowledges the following who contributed to the preparation of this curriculum. Kimberly Sharrock-Shaw Sonia Saadeh Subject/Course Title: Date of Board Adoptions: Introduction to Journalism September 18, 2012 Grades 9-12

3 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: English Unit Title: Gaining Perspective, Gaining Control Target Course/Grade Level: Introduction to Journalism II, Grades 9-10 Unit Summary: Students will create a sense of teamwork and responsibility, understand staff job descriptions, a reporter s duty, the purpose of publishing a school newspaper, the necessity of timelines and deadlines, student s rights on a student press and how to handle controversial and sensitive issues in a student press. Approximate Length of Unit: 3 weeks Primary interdisciplinary connections: Technology, Social Studies LEARNING TARGETS Standards: Reading Standards for Informational Text 6 12 Speaking and Listening Standards 9-10 Content Strand: R.IT R.IT SL Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 for specific expectations.) 21 st Century Life and Career Skills: E.4 Explain why some uses of media are unethical F.1 Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home, school, and community F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom F.2 Explain how rules, laws, and safety practices protect individual rights in the global workplace F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

4 Unit Understandings: Students will understand that... the newspaper production is a student press that operates like any other print media business organization. the timelines and deadlines set must be strictly adhered to in order for the product to reach publication. each staff member plays a crucial role and it is vital that each staff member understands the product, its goals and the staff s rights and responsibilities. Unit Essential Questions How can a class operate as a team to meet its goals? What are the rules for working together to meet team goals? What kinds of timelines and deadlines are necessary to produce a group project? How do the roles of advisors, editors, designers, photographers, writers, etc. work together to produce a student publication? Knowledge and Skills: Students will know... the meaning of a student press and other journalistic terms such as libel, copyright, trademark, etc. the findings of relevant court rulings such as Hazelwood and Tinker. the structure and job descriptions of a student press staff. Students will be able to... apply journalistic terms to their discussions and analysis of print media publications understand the production s goals, timelines and deadlines in order to establish individual roles and responsibilities. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Performance Tasks: Work collaboratively to establish team unity. Role play different positions on a newspaper staff. Critique players and provide commentary. Other Evidence: Quiz on journalistic terms, legal findings and newspaper production information. Worksheets. Classroom discussion/socratic seminars. Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Class discussion, both whole group and smaller break-out groups. Oral presentations. Use visual media to explore concepts in journalism. RESOURCES Teacher Resources: Journalism textbook Press Time Newspapers Handouts from School Newspaper Adviser s Survival Guide Equipment Needed: Computer and Internet access

5 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: English Unit Title: News Writing Workshop Target Course/Grade Level: Introduction to Journalism II, Grades 9-10 Unit Summary: Students will develop a journalistic sense of weighing, choosing and valuing words that lead to well-written, well-chosen and well researched stories. Students will write everything from editorials to sports and will learn guidelines for getting the most out of interviews and adapting stories to a student press. Students will explore newspapers and magazines to examine writing styles, topics and trends in print journalism. Approximate Length of Unit: 5 weeks Primary interdisciplinary connections: Technology, Social Studies LEARNING TARGETS Standards: Reading Standards for Informational Text 6 12 Writing Standards 6-12 Speaking and Listening Standards 6-12 Content Strand: R.IT R.IT W W Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

6 SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 for specific expectations.) 21 st Century Life and Career Skills: B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences A.21 Employ technological tools to expedite workflow. Unit Understandings: Students will understand that... a story must be deemed newsworthy before it goes to print. community and world issues are relevant to a student press. national and world issues bring the world closer to a community. asking the right and wrong questions can affect an interview. accurately quoting sources is vital to the integrity of a student press. Unit Essential Questions What makes a story newsworthy? How can community and world issues be localized for a student press? What are the 5W s and H and what value do they bring to an interview? Why is it necessary to quote in newspaper writing? Knowledge and Skills: Students will know... the importance of national, community and world issues to a student press. how to localize a national or world issue. how to prepare questions for an interview and successfully conduct an interview. how to properly quote sources and use quoted information in a written news story. Students will be able to... conduct interviews by asking the right questions. properly quote sources in a written story. decipher which national and world issues can be localized for a student press. determine whether a story is newsworthy. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Performance Tasks: Presentation: Research a national or world issue that can be localized for a student press. Presentation should focus on the issue itself, its relevance to a student press and a plan for writing an article that localizes the issue. Oral presentation to class. Writing: one of each style of newspaper writing: sports article, editorial, feature story and a column. Each article must contain a headline, a by-line, a lead paragraph and must answer the 5W s and H. Article should be typed, contain words and submitted in column format. Other Evidence: Role play: interviewing process. Quiz on grammar including the use of pronouns and adjectives, vocabulary and punctuation. Worksheets on active vs. passive voice, diction, point of view, first vs. third person, direct and indirect quotes. Classroom discussion/socratic seminars.

7 Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Class discussion, both whole group and smaller break-out groups. Oral presentations. Use visual media to explore concepts in journalism. RESOURCES Teacher Resources: Journalism textbook Press Time Newspapers Handouts from School Newspaper Adviser s Survival Guide Equipment Needed: Computer and Internet access

8 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area English Unit Title: Newspaper Layout: The Sense Behind the Style Target Course/Grade Level: Introduction to Journalism II, Grades 9-10 Unit Summary: Students will design reader friendly layouts, learn and understand the guidelines for laying out a newspaper, focus on attractive vs. unattractive standards such as writing effective headlines and avoiding layout pitfalls. Students will understand the double duty of a good photograph: planning and the view through the camera. Students will learn how to effectively edit a photo for maximum effect. Students will learn the basics of advertising as applicable to a student press. Approximate Length of Unit: 5 weeks Primary interdisciplinary connections: Technology, Social Studies LEARNING TARGETS Standards: Reading Standards for Informational Text 6 12 Writing Standards 6-12 Speaking and Listening Standards 6 12 Language Standards 6 12 Content Strand: RI W Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W W SL Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grades on page 54.) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

9 d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL L Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 for specific expectations.) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 21 st Century Life and Career Skills: B F A A.29 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Employ technological tools to expedite workflow. Employ computer operations applications to manage work Unit Understandings: Students will understand that... style is very important to the end product. there are specific guidelines and standards for creating an attractive, reader-friendly newspaper. photographs have a specific purpose and should add to (not detract from) the article s content and claims. advertising in a student press should be selectively and appropriately chosen. Unit Essential Questions What are some ways a newspaper can get a reader s attention? What are the guidelines and standards for laying out an attractive newspaper? How does the design of a paper affect its readability? What purposes do photos serve in a newspaper article? How can a poorly placed photo be detrimental to the article? Why is advertising necessary for a student press? Knowledge and Skills: Students will know... what is considered attractive and unattractive by newspaper standards. what constitutes a rich photo? that content is the most important element of a newspaper article. what is appropriate advertising for a student press. Students will be able to... design and layout a newspaper. create a dummy newspaper layout from cover to cover. decipher between a poor photograph and a rich photograph. select and design advertising for local businesses. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Performance Tasks: Advertising Project: Select two local businesses and using the business logo and information, design an advertisement for each. One advertisement should be timely and the other should be continuous. Design: using articles written in Unit Two, students will design and create Rahway High School newsletters that incorporate articles, photographs and advertisements, using journalistic style.

10 Other Evidence: Role play: advertising solicitation. Quiz on photography basics. Worksheets on headlining, layout design, advertising, etc. Classroom discussion/socratic seminars. Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Class discussion, both whole group and smaller break-out groups. Oral presentations. Use visual media to explore concepts in journalism. RESOURCES Teacher Resources: Journalism textbook Press Time Newspapers Handouts from School Newspaper Adviser s Survival Guide Equipment Needed: Computer and Internet access

11 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: English Unit Title: Managing to Find Time, Finding Time to Manage Target Course/Grade Level: Introduction to Journalism II, Grades 9-10 Unit Summary: Students will learn how to create a system specific for a school newsroom including dealing with space issues, keeping the student press staff posted on newspaper progress, deciphering what information needs to be saved and what can be deleted. Students will learn and understand the mission statement for the Journalism II course. Approximate Length of Unit: 2 weeks Primary interdisciplinary connections: Technology and Social Studies LEARNING TARGETS Standards: Reading Standards for Informational Text 6 12 Writing Standards 6-12 Speaking and Listening Standards 6-12 Content Strand: R.IT R.IT W W Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

12 SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 for specific expectations.) 21 st Century Life and Career Skills: B F F A.21 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. Employ technological tools to expedite workflow. Unit Understandings: Students will understand that... a student press operation has specific spatial needs for maximum success. an individual s actions and attitudes affect the team dynamic. the Introduction to Journalism course provides foundation for success in the Journalism II course. Unit Essential Questions How important is individual space in a team atmosphere? What are the spatial demands for a student press? What are the goals and mission of the Journalism II course? Knowledge and Skills: Students will know... that planning and preparing for action is a necessary component to creating a newspaper. that not every aspect of the pre-planning stage needs to be saved. every member of the staff is responsible for communicating their progress and the progress of the newspaper. that what is learned in the Introduction to Journalism course will be useful in the Journalism II course. Students will be able to... maximize working space for effective production. plan and organize a newsroom system. communicate effectively with newspaper colleagues. EVIDENCE OF LEARNING Assessment What evidence will be collected and deemed acceptable to show that students truly understand? Performance Tasks: Reflective journal: students will write a 2 3 page reflection of the newsletter created for this course. Other Evidence: Worksheet: self-checking critique. Classroom discussion/socratic seminars. Learning Activities What differentiated learning experiences and instruction will enable all students to achieve the desired results? Class discussion, both whole group and smaller break-out groups. Oral presentations. Use visual media to explore concepts in journalism.

13 RESOURCES Teacher Resources: Journalism textbook Press Time Newspapers Handouts from School Newspaper Adviser s Survival Guide Equipment Needed: Computer and Internet access