Journalism Curriculum Maps
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1 Journalism Curriculum Maps Unit of Study: Sports Writing Unit of Study: Writing Feature Stories Unit of Study: Writing News Leads Unit of Study: Writing the News Story
2 Grade: 9-12 Subject: Journalism Unit of Study: Sports Writing Big Idea/Rationale Sports stories are not only play by plays but about people. Sports stories ask the question why? Sports stories go beyond the field. Enduring Understanding (Mastery Objective) Essential Questions (Instructional Objective) Content (Subject Matter) Skills/ Benchmarks (CCSS Standards) Students will be able to identify significant events. Students will be able to use the language of the sport. Students will be able to identify the players. Students will understand statistics. Students will be able to write the story from information gathered. Students will be able to identify the types of news stories, such as the advance story, game story, and sports feature story. What trends are there in sports? How are the teams in my school performing currently? What is at stake? Who did we lose to graduation? Who is up and coming? The news story The New York Times LA W.CCR.1 - [Anchor Standard] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LA W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA W d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. LA W.CCR.4 - [Anchor Standard] - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA W.CCR.5 - [Anchor Standard] - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA W.CCR.6 - [Anchor Standard] - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
3 Materials and Resources Notes LA W.CCR.8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LA W.CCR.10 - [Anchor Standard] - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Scholastic Journalism, Tenth Edition The New York Times, Electronic edition
4 Grade: 9-12 Subject: Journalism Unit of Study: Writing Feature Stories Big Idea/Rationale Feature stories are factual, requiring reporting and interviewing. Feature stories are not filled with the writer s opinion. Feature stories have a beginning, middle and end. The inverted pyramid form is rarely used in feature stories. Enduring Understanding (Mastery Objective) Essential Questions (Instructional Objective) Content (Subject Matter) Skills/ Benchmarks (CCSS Standards) Students will be able to identify feature story ideas. Students will write stories that appeal to the senses through their writing. Students will be able to identify the various types of feature stories, such as profiles, human interest, and informative feature stories. What from the news would make a good feature story? Who do I need to interview? What questions do I need to ask? What details should I include in my story? How will I grab the reader s attention? What quotes will I include? The news story The New York Times LA W.CCR.1 - [Anchor Standard] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LA W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA W d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. LA W.CCR.4 - [Anchor Standard] - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA W.CCR.5 - [Anchor Standard] - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA W.CCR.6 - [Anchor Standard] - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
5 Materials and Resources Notes LA W.CCR.8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LA W.CCR.10 - [Anchor Standard] - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Scholastic Journalism, Tenth Edition The New York Times, Electronic edition
6 Grade: 9-12 Subject: Journalism Unit of Study: Writing News Leads Big Idea/Rationale Analyze how the journalist answers the essential questions of a story in the first paragraph of a story. Analyze how the first paragraph of a story answers the essential questions of Who, What, Where, When, Why, and How. Identify the various types of leads that can be used for a news stories, such as the vignette lead, direct address lead, and direct quotation lead. Demonstrate effective lead paragraphs. Enduring Understanding (Mastery Objective) Students will identify lead paragraphs from disassembled stories. Students will analyze data and write effective lead paragraphs in 4-5 sentences. Students will answer the essential questions of a news story in 4-5 sentences. Students will be able to identify and employ various lead styles. Essential Questions (Instructional Objective) Content (Subject Matter) Skills/ Benchmarks (CCSS Standards) What essential questions of a news story must be answered? What information answers those questions? How can I convey that information in an economy of words? The news story The New York Times Lead paragraphs. LA W.CCR.1 - [Anchor Standard] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LA W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA W d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. LA W.CCR.4 - [Anchor Standard] - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA W.CCR.5 - [Anchor Standard] - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA W.CCR.6 - [Anchor Standard] - Use technology, including the
7 Materials and Resources Notes Internet, to produce and publish writing and to interact and collaborate with others. LA W.CCR.8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LA W.CCR.10 - [Anchor Standard] - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Scholastic Journalism, Tenth Edition The New York Times, Electronic edition
8 Grade: 9-12 Subject: Journalism Unit of Study: Writing the News Story Big Idea/Rationale Introduce to students the inverted pyramid form. Students will understand the proper use of pronouns in the news story. Students will understand attribution. Students will be able to use indirect and direct quotes. Students will be able to use the active voice in their writing. Students will be able to evaluate a news story for structure and accuracy. Enduring Understanding (Mastery Objective) Essential Questions (Instructional Objective) Content (Subject Matter) Skills/ Benchmarks (CCSS Standards) Students will understand how to rank facts from and event. Students will be able to take facts and organize them into a news story using the structure of the inverted pyramid. Students will be able to incorporate quotations, direct and indirect in their story. Students will be able to attribute their sources. Students will be able to write short, effective paragraphs. Students will be able to write stories that have color, emotion and appeal. What important information must be conveyed? Which information is most important? Which information is least important? Who are your sources? What approach will you use for this story? The news story The New York Times LA W.CCR.1 - [Anchor Standard] - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. LA W d - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. LA W b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. LA W d - Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. LA W.CCR.4 - [Anchor Standard] - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA W.CCR.5 - [Anchor Standard] - Develop and strengthen
9 Materials and Resources writing as needed by planning, revising, editing, rewriting, or trying a new approach. LA W.CCR.6 - [Anchor Standard] - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. LA W.CCR.8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LA W.CCR.10 - [Anchor Standard] - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Scholastic Journalism, Tenth Edition, The New York Times, Electronic edition Notes 2011/2012: Critical Thinking/Improved Questioning Initiative Employ elements of Bloom s Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
![8 - [Anchor Standard] - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding](/docs-images/46/21690023/images/page_9.jpg "plagiarism. LA.11-12.W.CCR.")
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