BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH DEPARTMENT JOURNALISM: YEARBOOK #ENY0034 Curriculum Guide September 2013 Mrs. Judith Rattner, Superintendent Mrs. Patricia Qualshie, Assistant Superintendent Mrs. Laurie Scott, District Supervisor Developed by: Jennifer Aragona This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student s Individualized Educational Plan (IEP). Approved by the Berkeley Heights Board of Education at the regular meeting held on 9/26/13.
TABLE OF CONTENTS Page Vision Statement...1 Mission Statement...2 Course Proficiencies...3 Course Objectives...3 Student Proficiencies...5 Methods of Evaluation...7 Course Outline/Student Objectives...8 Resources/Activities Guide...13 Resources for Students...13 Resources for Teacher...13
VISION STATEMENT Yearbook Journalism is a full year English department elective that provides students with working knowledge of journalistic writing, design and photography. Students demonstrate their proficiency in these areas through the production of Governor Livingston s yearbook, The Claymore. The course has no prerequisites and is designed for all levels of students in grades 9-12 who have an interest in journalism and publishing. The scope and sequence of coursework is differentiated to meet the needs of the students at various levels of proficiency. In addition, the curriculum is designed to meet New Jersey s Common Core Standards in the areas of English/Language Arts, Technology, Visual and Performing Arts, and 21 st Century Life & Careers. Novice students devote the first marking period to the study of basic copy writing, design, and photography. Once novice students demonstrate proficiency in these areas, they are assigned to a section of the yearbook and produce pages under the guidance of a section editor. During yearbook production, students are encouraged to strengthen time management and organizational skills through mandatory assignments. Returning students act as editors and team leaders, beginning work on yearbook production at the start of the course. Independent projects and student-teacher conferences held throughout the course further deepen their understanding of the craft of journalism. Berkeley Heights Public Schools 1
MISSION STATEMENT The mission of the Yearbook Journalism course is to provide students with foundational skills in journalistic writing, design and photography. The course also seeks to strengthen students organization, time management, and leadership abilities. This mission is accomplished by: Exposing students to models of strong journalism and current design trends through the evaluation of magazines, newspapers, and catalogs. Providing instruction in basic design, copy writing, and photography. The use of desktop publishing software to edit photos and design layouts. Completion of timelines, progress reports, self-evaluations and student-teacher conferences to strengthen organization and time-management. Production of Governor Livingston High School s Yearbook, The Claymore. Berkeley Heights Public Schools 2
COURSE PROFICIENCIES COURSE OBJECTIVES 1. To organize and plan the creation of a high school yearbook. (, ; 9.1/8, A.4; 9.1/12,C.5) A. Create and develop a theme for the yearbook and incorporate this theme both verbally and visually throughout the book. B. Create a ladder and production schedule in order to meet the plant deadlines necessary for timely printing of the yearbook. 2. To examine the basic elements of yearbook layout and design, and to apply this information in the production of the Claymore. (1.3/12,D.1; 1.3/12,D.4;,) A. Apply the selected theme to design of cover, theme pages, dividers and content spreads. B. Understand column design, and apply this method to layout creation. C. Understand grid design and apply this method to layout creation. D. Analyze the visual impact of typography and graphic elements. E. Understand the purpose of white space as a design element and apply this understanding to the creation of clean and organized layout. 3. To conduct research and interviews and report this material in various forms of journalistic writing. (L.11-12.1, L.11-12.2, L.11-12.3,W.11-12.a,b,c,d,e,f, SL.11-12.1a, SL.11-12.1d, SL11-12.2) A. Prepare for an interview by conducting research, selecting sources, and preparing both open and close ended questions. B. Conduct interviews before, during and after an event and compile accurate interview notes. C. Select a unique angle for a feature story. D. Write effective leads, body copy, captions, headlines, and secondary coverage packages which are journalistically sound. 4. To practice the skills of photography pertaining to the yearbook. (,;1.3/12,D.1; 1.3/12,D.4) A. Understand the rules of composition and apply this knowledge in order to take candid shots with strong visual impact. B. Understand aperture, shutter speed and ISO and apply this knowledge in order to take properly exposed photographs in a variety of settings. Berkeley Heights Public Schools 3
COURSE PROFICIENCIES (continued) 4. To practice the skills of photography pertaining to the yearbook. (,;1.3/12 D.1; 1.3/12,D.4) continued C. Learn to properly use a digital SLR and manipulate various manual settings including shutter speed, aperture and ISO. D. Photograph school events outside of school hours including athletic games, school sponsored events, club meetings, and performances. E. Use Adobe Photoshop CS3 to process digital photos by altering image size, resolution, color, saturation and brightness, along with a variety of other editing techniques. 5. To recognize that there are ethical codes and laws that must be followed while creating a yearbook. (8.1.12, D.2; 9.4/12, C.57; 9.4/12,C.(2).5) A. Define and identify examples of plagiarism, falsification and libel and understand their implications for student journalists and publications such as The Claymore. B. Examine the Copyright Law of 1976 and later judgments that affect student journalists. C. Become familiar with the rights provided to student journalists in the First Amendment. Berkeley Heights Public Schools 4
STUDENT PROFICIENCIES The student will be able to: 1. Identify, describe, evaluate, and synthesize the central ideas in informational texts. (RI.11-12.7) 2. Select appropriate electronic media for research and evaluate the quality of the information received. (9.4/12, C.57) 3. Apply information gained from several sources to foster an argument or advance a position. (SL.11-12.2) 4. Review and edit work for spelling, usage, clarity and fluency. (W.11-12.5) 5. Use the computer and word processing software to compose, revise, edit and publish a piece. (W.11-12.6) 6. Write different types of feature stories for publication. (W.11-12.2) 7. Use primary and secondary sources in yearbook articles to support claims. (W.11-12.2) 8. Identify an audience for a piece of writing and choose appropriate language for that audience. (W.11-12.2) 9. Write strong leads in order to draw the reader s attention. (W.11-12.2) 10. Use graphic elements to reflect the theme on double page spreads. (1.3/12, D.1) 11. Present and support a point of view in discussions with other staff members in order to determine coverage and content. (SL.11-12.1d) 12. Apply appropriate technology (edesign, Adobe Photoshop, Digital Cameras) in order to produce yearbook pages. (, ) 13. Produce and edit layouts in different formats using desktop publishing software. (, ) 14. Evaluate how a yearbook reflects the values of a specific time period and group of people. (1.3/12, D.4) 15. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (,D.2) Berkeley Heights Public Schools 5
STUDENT PROFICIENCIES (continued) 16. Demonstrate teamwork and leadership skills that include student participation in real world applications of career and technical education skills. (9.1/12, C.5) 17. Communicate effectively in a variety of setting with a diverse group of people. (SL.11-12.1.d) Berkeley Heights Public Schools 6
METHODS OF EVALUATION 1. Teacher observation 2. Student-Teacher Conferences 3. Self-Evaluations 4. Quizzes 5. Homework and Class Work 6. Deadlines (timely submission of materials for plant deadlines) 7. Double Page Spreads (yearbook production) 8. Final Project (Portfolio) Berkeley Heights Public Schools 7
SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES The student will be able to: NJ Core Curriculum Strands & Standards/ Indicators Grade RL/11-12 RI/11-12 1/3/12 5 7 D.4 Course Outline/Student Objectives I. Historical Overview Of Yearbook (2 Weeks) A. Explain the Five Functions of a Yearbook B. Show How Yearbooks Reflect the time period of their publication. C. Evaluate the previous editions of The Claymore, and compare and contrast these with yearbooks from across the country, in order to set goals for the current yearbook. II. The Physical Structure of a Yearbook (3 Weeks) A. Identify the parts of a yearbook (cover, title page, endsheets, theme pages, dividers, colophon). B Explain how a yearbook is divided into flats and signatures and evaluate how this affects printing timelines. C. Show how the four process colors create all color content in the yearbook. D. Identify the information to be included on a title page, theme pages and colophon. RL/11-12 9.1/12 5 C.4 C.5 9.2/12 B.1 B.6 III. IV. Planning the Yearbook (Ladder) (3 Weeks) A. Develop a ladder diagram that indicates the content of spreads, flats and signatures for the entire yearbook. B. Evaluate how the placement of content within signatures impacts the staff s ability to meet printing deadlines. C. Understand the consequences of missing a plant deadline on the printing and distribution of the yearbook. D. Explain the formula for determining the number of passages necessary for class portraits. The Sources Of Funding to Pay for the Yearbook (2 Weeks) A. Describe the three primary sources of income that fund the production of the yearbook. B. List the steps to a successful marketing campaign. C. Compare and contrast yearbook ad sales with that of yearbook sales. D. Determine the price for the yearbook and advertising space by evaluating previous yearbook sales, current productions costs, and current economic trends. Berkeley Heights Public Schools 8
RL/11-12 2 5 RL/11-12 9.1/12 9.4/12 1.3/12 5 C.4 C.5 F.2 C.57 D.1 D.4 W/11-12 2.a 2.b 2.c 2.d 2.e 2.f 4 6 V. The Creation of a Yearbook Theme ( 1 Week) A. Define and indentify the purpose of a yearbook theme. B. Explain how a theme can be expressed verbally and visually. C. Understand where and how theme should be incorporated throughout the yearbook through the use of headlines, body copy, layout design, color and graphic elements. VI. Yearbook Coverage and Reporting Skills (2 Weeks) A. Define coverage and content. B. Determine coverage through analysis of previous yearbooks and current student population and interests. C. Define and indentify the purpose of an angle and use angles to focus the content of yearbook spreads. D. Understand the interview process and demonstrate this understanding by conducting research, preparing interview questions, taking detailed notes, and asking follow-up questions. E. Explain the importance of everyday and off-campus coverage, as well as the necessity of covering the before, during and after of an event. VII. Page Layout and Design (3 Weeks) A. Define double page spread. B. Define the term pica and understand how picas are used as a system of measurement. C. Indentify the gutter, margins, and folio of a DPS. D. Identify the six design elements that should be included on every DPS and the order in which they should appear on the page (photos, captions, body copy, headline, graphics, white space). E. Identify and understand the purpose of a dominant photo. F. Define the term bleed and understand when and how to allow a photo to bleed off the page. G. Demonstrate understanding of column design by designing a layout for a DPS. H. Demonstrate understanding of grid design to design a layout for a DPS. I. Demonstrate the use of modular and mosaic layouts. VIII. Writing Yearbook Copy (2 Weeks) A. Understand the effect yearbook copy should always address the 5 W s/h: Who, What, Where, When, Why and How. B. Demonstrate understanding of the purpose and structure of body copy by writing feature stories for practice and publication in the yearbook. C. Identify the equalities of an effective lead and apply this knowledge to their drafts of body copy. Berkeley Heights Public Schools 9
L/11-12 9.4/12 SL/11-12 SL/11-12 9.1/12 9.4/12 L/11-12 W/11-12 1.3/12 7 1.a,b 2.a, b 3.a D.2 C.2.1 1.a 1.d 2 D.2 F.2 C.57 C.2.1 1.a,b 2.a,b 3.a 5 D.1 D.4 D. Distinguish between active voice and passive voice in order to use active voice to write clear and concise copy. E. Define editorializing and explain why the reporter s opinion does not belong in yearbook copy. F. Use correct punctuation and quote attribution to incorporate direct quotes into body copy, captions, or pull quotes. G. Write effective captions and extended captions for yearbook photos using the correct tense and format. H. Begin captions with effective, attention-grabbing lead-ins. I. Explain why body copy is written in the past tense, while captions are written in the present. J. Identify the purpose of a headline and sub-headline and write effective, attention-grabbing headlines for a DPS. XI. Interviewing and Reporting (2 Weeks) A. Prepare for interviews by conducting research, identifying sources, and writing interview questions. B. Compare/Contrast the purpose of open-ended and close-ended questions in order to write effective interview questions. C. Conduct effective interviews by scheduling adequate time, arriving prepared, staying flexible, and engaging interview subjects in meaningful conversation. D. Take detailed and accurate interview notes and understand the importance of requiring sources to sign-off on interview notes. E. Define direct quote and indirect quote and explain why direct quotes are essential to effective reporting. F. Evaluate interview notes in order to select the best angle for a spread, body copy, or mod. X. Copy Editing (2 Weeks) A. Understand the workflow for copy editing (section editor, editor-in-chief, adviser). B. Proofread both their own copy and copy written by peers to check for errors in spelling, punctuation, organization, logic and reporting. C. Review the standard proofreader s marks. XI. Yearbook Typography (1 Week) A. Define typography. B. Evaluate typefaces by comparing and contrasting their visual impact and readability. C. Explain how a typeface can affect the mood of a story. D. Identify the various classifications of typefaces. Berkeley Heights Public Schools 10
1.3/12 1.3/12 D.1 D.4 D.1 D.4 XII. XIII. E. Review point size, leading, and X-height features of typography. F. Apply knowledge of typeface to choose appropriate typefaces for yearbook spreads. Graphic Element (3 Weeks) A. Explain the purpose of incorporating graphic elements into a DPS. B. Explain the purpose of a center column. C. Define and identify examples of drop cap, screens, pullouts, corner effects, and rule lines; and incorporate these graphic elements in order to enhance the visual impact and clarity of a DPS. Photography (3 Weeks) A. Define the terms candid and mug shot and understand why the majority of yearbook photos should be candid. B. Define photo composition and apply photo composition rules in order to take visually interesting photographs. C. Define aperture, shutter speed and ISO and apply this knowledge in order to take properly exposed photographs in a variety of settings. D. Use a digital SLR and manipulate manual settings in order to adjust aperture, shutter speed and ISO. 1.3/12 9.4/12 D.1 D.4 D.2 C.57 C.55 XIV. XV. Photo Editing (2 Weeks) A. Demonstrate how to properly upload and organize digital photos on the yearbook drive. B. Use Adobe Phot0shop CS3 to process photographs to be included in the yearbook. C. Define image resolution, DPI (dots per inch), and pixels and apply this knowledge in order to choose high resolution images for the yearbook. D. Understand how color, contrast and density affect the appearance of yearbook photographs. E. Use various tools (crop, magic wand, magnetic lasso, etc.) to create cut-outs, selective color, and other photo effects. Legal Issues Involved in Yearbook Journalism (2 Weeks) A. Define and identify examples of libel, falsification, and plagiarism and understand the precautions a student journalist must take to avoid such ethical pitfalls. B. Define invasion of privacy and compare/contrast the rights of a public figure with a private figure. C. Understand that the yearbook is not subject to prior review and explain the implications this has on the Berkeley Heights Public Schools 11
1.3/12 D.1 D.4 XVI. responsibilities of student journalists on the yearbook. staff. D. Understand and discuss the rights of student journalists outlined in the 1 st amendment and subsequent supreme court decisions. Desktop Publishing (3 Weeks) A. Create layouts using Herff Jones edesign program B. Use edesign to set specifications for sections, folios, photos and text. C. Demonstrate understanding of the editing tools used in page design on edesign. D. Create portrait pages and flow portraits in edesign. E. View and edit the Master List in edesign. Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us Berkeley Heights Public Schools 12
RESOURCES/ACTIVITIES GUIDE Resources for Students: Scholastic Yearbook Fundamentals. Columbia Scholastic Press Association. A classroom set of these books cover all the basic information to create an award winning yearbook. Herff Jones Yearbook Curriculum: 10 student workshops and a teacher s guide that include fact sheets, lessons and practice activities on all aspects of yearbook production (coverage, copywriting, design, photography, business). edesign (www.hjedesign.com): Students use this online publication program to create and submit yearbook pages. This website also includes written and video tutorials to help students review the different aspects of the site. Herff Jones Technical Support. Email and/or toll free phone service that will answer any students technical questions about Herff Jones edesign program. Yearbook Computer Lab. Based in room 106 and funded by yearbook profits. There are 7 Dell desktop computers (2006/2007) and 9 HP laptops (2011) available. The lab also includes new printers, scanners, and two high end digital SLR cameras. Resources for Teacher Herff Jones Publishing Company. As the printer, Herff Jones provides the class with a number of curriculum sources at no additional charge. Herff Jones Adviser Kit. This kit includes a suggested curriculum outline and production schedule for the yearbook, including lesson plans, posters, PowerPoint presentations, and information on book sales, marketing and advertising. Herff Jones Yearbook Discoveries: yearbook creation. This quarterly magazine covers the latest trends in Scholastic Yearbook Fundamentals. Columbia Scholastic Press Association. A CD version of this book is available for the teacher. In addition, a classroom set (20) is available. National Journalism Organizations Links: Journalism Education Association http://www.jea.org/ Columbia Scholastic Press Association http://www.columbia.edu/cu/cspa/ Berkeley Heights Public Schools 13
RESOURCES/ACTIVITIES GUIDE (continued) National Scholastic Press Association http://www.studentpress.org/ High School Journalism http://www.highschooljournalism.org/ Student Press Law Center http://www.studentpress.jour.umn.edu/law.html CRITICAL VOCABULARY LIST Visual Theme Verbal Theme Coverage (Traditional, Umbrella Chronological) Ladder Title Page Endsheets Theme Pages Divider Colophon Signature Flat Double Page Spread Gutter Folio Bleed Dominant Photo Candid Photo Mug Shot White Space Headline Bod Copy Caption Angle Lead Pica Column Design Modular Design Typography Drop Cap Justification Leading X-Height Serif Sans Serif Photo Composition Exposure Aperture Shutter Speed ISO Depth of Field Image Resolution DPI (Dots per Inch) Berkeley Heights Public Schools 14