RUTHERFORD PUBLIC SCHOOLS LANGUAGE ARTS LITERACY JOURNALISM

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1 Language Arts Literacy Journalism RUTHERFORD PUBLIC SCHOOLS LANGUAGE ARTS LITERACY JOURNALISM 2012

2 Language Arts Literacy - Journalism 1 INTRODUCTION A course in journalism is in part the study of a tangible product created by journalists. Because there is no rigid body of traditional knowledge for the journalism teacher to impart to the student and because the practice of journalism changes daily, what is important for the student is maximum exposure to the various ways working journalists effectively communicate with their audience. Since journalism is the record of daily activities, concerns for the many forms and means through which a changing society communicates mean that this course, in both theory and practice, is a laboratory for the student to examine, analyze, and experiment with the various forms of mass communication. As journalism gives reality to written expression, it becomes an effective means of teaching that composition is the root of most journalistic expression. As it is sociological in nature, journalism implies an actual communication of ideas. This course in journalism, thus, is an adventure with life, interactions with society, and language. This curriculum adheres to the Common Core State Standards for Language Arts Literacy. NEW JERSEY COMMON CORE STATE STANDARDS Langauge Arts Literacy Grades 9-12 The Common Core State Standards for Language Arts Literacy Grades 9-12 can be found at Due to the nature of the elective, not all sections of the standards are covered. COURSE OUTLINE A. HISTORY, TECHNIQUE, AND WRITING 1. Journalism in the world and America a. First Amendment b. Yellow Journalism c. Penny Press 2. The essential elements of journalism 3. Grammar a. Modifiers b. Qualifiers c. Abstractions d. Journalese

3 Language Arts Literacy - Journalism 2 4. Techniques ` a. Inverted Pyramid b. Q.A.D. c. Second-hand reporting d. 5 W/1 H e. GOSS 5. Quotes a. Short b. Long B. THE POWER OF THE PRESS 1. Recognizing and understanding opinion 2. Sorting facts and opinions 3. Slanting news 4. Propaganda 5. Right of privacy 6. Censorship and confidentiality of information a. Ethics b. Libel laws c. Copyright d. Influence of advertisers e. Influence of viewers/readers 7. Freedom of the student press C. MASS COMMUNICATION OF NEWS 1. The communication process 2. Mass communication and mass media 3. Functions of mass communication 4. News magazine format 5. Newspaper vs. broadcast D. WRITING THE NEWS LEAD 1. Lead summary 2. Building the lead 3. Dividing the lead 4. Capturing reader interest with the lead E. NEW AGE JOURNALISM 1. Investigative Reporting a. Watergate b. Beat writing c. Confidentiality

4 Language Arts Literacy - Journalism 3 2. Journalistic Integrity a. Reporting the truth and only the truth b. Stephen Glass c. Jayson Blair d. Skinning the cat technique e. Layout editing f. Proofreading g. Putting together a newspaper PROFICIENCY LEVELS Journalism is a course designed for students in grades who have an interest in print media and newspaper reporting. METHODS OF ASSESSMENT A. Student progress and achievements are assessed through a variety of evaluative techniques that include, but are not limited to, the following items: 1. Teacher critique 2. Peer constructive criticism 3. Written and oral self-evaluation 5. Written or taped interviews 6. Split script cohesiveness 7. Quality of production directions 8. Quarterly production of newspaper B. Teacher/Curriculum Assessment will be conducted according to the following statement: The subject teacher(s) and the supervisor of Language Arts Literacy will be in contact throughout the academic year concerning curriculum assessment. The teacher(s) is encouraged to make suggestions for change and improvement at any time. The supervisor will also request an annual meeting or written review from the subject teacher(s) about the curriculum, soliciting suggestions for modifications, especially with regard to meeting the course objectives that include the Common Core Standards for Language Arts Literacy. GROUPING Journalism is heterogeneously grouped classes; therefore, no level placement criteria apply to this course. ARTICULATION/SCOPE & SEQUENCE/TIME FRAME Journalism is a half-year elective and open to 10 th, 11 th, and 12 th grade students. It is strongly suggested that students also complete coursework in Web Page Design.

5 Language Arts Literacy - Journalism 4 RESOURCES A. Interviews Students are encouraged to use local individuals, parents, and organizations to obtain interviews that can enhance the curriculum with the approval of the administration. B. Technology Journalism students are expected to use technological equipment in order to produce a full newspaper production: design, layout, editing. C. Supplies/Materials D. Texts Journalism students must have abundant access to print media and the Internet. DVDs on various aspects of journalism are used with teacher discretion. Some titles that may be used are All the President s Men, Shattered Glass, and biographies of Walter Cronkite, Stephen Crane and Bob Woodward and Carl Bernstein. Journalism Today - Ferguson and Patten, 2005, National Textbook Co. E. Supplemental Readings Supplemental readings for Journalism may consist of newly published works, and articles from the Associated Press and newspapers around the country. Teacher(s) and students should use their discretion in selecting works. Titles can be ordered upon request when the course is assessed annually by the teacher(s) and the supervisor of Language Arts Literacy. F. Technology Journalism students are expected to use technological equipment in order to produce a full newspaper, from design, to layout, to editing. METHODOLOGIES A wide variety of methodologies will be used in Journalism. They apply not only to the nature of the course but also to the heterogeneously grouped class population. The following are suggestions, not limits, as to how a teacher can instruct and facilitate learning: 1. Cooperative learning 2. Differentiated instruction 3. Workshop approach 4. Individualized assignments 5. Whole class instruction 6. Peer-to-peer instruction 7. Technology-aided instruction

6 Language Arts Literacy - Journalism 5 SUGGESTED ACTIVITIES 1. Write sample interviews on a variety of topics and roleplay with class. 2. Construct, develop, and publish quarterly editions of the school newspaper. 3. Write articles about historical events. 4. Study historical importance and foundation of news writing and compare/contrast with how it has changed today. 5. Create oral presentations based on peer-to-peer interviewing. INTERDISCIPLINARY CONNECTIONS Journalism is linked to Web Page Design and has virtually unlimited possibilities for interdisciplinary connections. Visual and practical arts can be involved with Adobe In Design. PROFESSIONAL DEVELOPMENT The teacher(s) will continue to improve her/his expertise through participation in a variety of professional development opportunities as provided by the Board of Education and other organizations. Updating one s knowledge of teaching strategies for Journalism will be a primary goal of professional development for the teacher(s). It is strongly suggested that the teacher(s) have a background in journalism, whether as a reporter, advisor to a school newspaper, or undergraduate or graduate courses in the field. CURRICULUM MAP September/ February October/ March November/ April December/ May January/ June History, Technique, and Writing Ethics, Journalistic Integrity Layout Editing New Age Journalism Final Exam/ Article