journalism - pen argyl area school district · the basic types of news writing beginning journalism...

JOURNALISM

for

PEN ARGYL AREA SCHOOL DISTRICT 501 West Laurel Avenue

Pen Argyl, Pennsylvania 18072

Prepared by

Spring Shank Spring 2018

Journalism Curriculum

Table of Contents

INTRODUCTION/COURSE BACKGROUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

ESSENTIAL OUTCOME AND RELATED STANDARDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

CONTENT AND INSTRUCTIONAL ACTIVITIES

Unit 1 History of American Media. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit 2 Meeting Ethical and Legal Responsibilities. . . . . . . . . . . . . . . . . . 7 Unit 3 Organizing the Staff to Capture News. . . . . . . . . . . . . . . . . . . . . . . 8 Unit 4 Production. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Unit 5 Making the Interview Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Unit 6 Writing News Story Leads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Unit 7 Writing News Stories and Headlines . . . . . . . . . . . . . . . . . . . . . . . 12 Unit 8 Photography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit 9 In-depth Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Unit 10 Design and Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Unit 11 Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

SPECIAL EDUCATION ADAPTATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20


INTRODUCTION General Statement:

The primary goal of the beginning journalism course is to provide students with the necessary writing, computer, and interpersonal skills required to produce a school newspaper. The journalism elective is geared primarily toward publishing the school newspaper, The Green Echo. The class offers beginning journalism students an overview of the basic types of news writing

Beginning journalism students learn the basic types of news writing: news, feature, opinion, and sports. After practicing interviewing skills, they establish a news “beat” and help to decide each issue’s content. Students also learn layout and design skills, write headlines and photo captions, and are introduced to desktop publishing through the InDesign program.

As this course is offered to students to take multiple times throughout the course of their academic careers, assignments are scaffolded for those with the background knowledge to become advanced or expert learners.

In addition to developing skills in writing and computer design, students will learn social and verbal skills through interviewing; personal and social ethics and good citizenship through the formulation and practice of publication and reporter standards; skills of synthesis and analytical thinking through the research and writing of news stories and editorials; and organizational and management skills through the production of a publication.

Since the class is also a production course, design editing, and desktop publishing skills are emphasized. Students must be reliable, self-motivated, deadline-oriented, and able to work well with others in a laboratory setting.

Students use their journalism skills to work in teams to plan and produce The Green Echo. Along with the required courses in Pen Argyl’s high school English program, the journalism sequence revisits the standards students meet in eighth and eleventh-grade.


ESSENTIAL OUTCOME AND RELATED STANDARDS

I. Objectives

a. Students will write various articles, include reviews, features, hard news,

opinion pieces, profiles, international and national news pieces, and sports.

b. Students will proofread, edit and organize articles for newsworthiness,

timeliness, and quality of writing for creation of The Green Echo.

c. Editorial staff members will create layouts, combine pictures and graphics,

and complete the issue for publication each month.

d. Students will learn effective practices in photography, specifically for news

outlets including headshots, profiles, action shots, and sports shots.

e. Students will discussion current events, news outlets, fake news, and issues

relevant to media, student journalism, and free speech.

f. Students will discuss and investigate the importance of media in politics,

expression, reputation, justice, election cycles, and social movements.

II. Standards

a. 1.1.11D Identify, describe, evaluate and synthesize the essential ideas in text.

Assess those reading strategies that were most effective in learning from a

variety of texts.

b. 1.1.11F Understand the meaning of and apply key vocabulary across the

various subject areas

c. 1.2.11A Read and understand essential content of informational texts and

documents in all academic areas.

d. 1.4.11 B. Write complex informational pieces.

e. 1.4.11 C. Write persuasive pieces.

f. 1.5.11 A. Write with a sharp, distinct focus.

g. 1.5.11 B. Write using well-developed content appropriate for the topic.

h. 1.5.11 C. Write with controlled and/or subtle organization.

i. 1.5.11 D. Write with a command of the stylistic aspects of composition.

j. 1.5.11 E. Revise writing to improve style, word choice, sentence variety and

subtlety of meaning after rethinking how questions of purpose, audience and

genre have been addressed.

k. 1.5.11 F. Edit writing using the conventions of language.

l. 1.5.11 G. Present and/or defend written work for publication when

appropriate.

m. 1.6.11A Listen to others.

n. 1.6.11C Speak using skills appropriate to formal speech situations.

o. 1.8.11 A. Select and refine a topic for research.

p. 1.8.11 B. Locate information using appropriate sources and strategies.

q. 1.8.11 C. Organize, summarize and present the main ideas from research


Resources and Equipment

Programs (Industry Standard): Adobe Indesign, Adobe Photoshop

Textbook: Journalism Today

Resources: The Associated Press Stylebook and Briefing on Media Law 2015,

newspapers, online media

Equipment: Digital Cameras, SD cards, Card Readers, laptops


CONTENT AND INSTRUCTIONAL ACTIVITIES Unit 1 The History of American Media

I. Objectives

a. Students will recognize the influence of the media on American life and

discuss the importance of truth and accuracy in media reporting.

b. Students will discuss and investigate the importance of media in politics,

expression, reputation, justice, election cycles, and social movements.

c. Students will discussion current events, news outlets, fake news, and

issues relevant to media, student journalism, and free speech.

II. Activities

a. Application of textbook chapter concepts to short original articles

b. Discussion

c. In-class debates

d. Various reflection activities

III. Remediation

a. Handouts

b. Visual Aids

c. Notes

IV. Enrichment

a. Debate and Discussion: Media Growth and Monopolization

V. Assessment

a. Tests and Quizzes

VI. Resources and Materials

a. Journalism Today textbook

b. Daily issues of newspapers

c. Handouts and Worksheets

d. Various online resources


Unit 2 Meeting Ethical and Legal Responsibilities

I. Objectives

a. Students will identify the qualities of a good reporter.

b. Students will describe the legal and ethical aspects of good journalism

and demonstrate an understanding of these aspects in their work.

c. Students will discuss the responsibilities that accompany press freedom

and understand student journalists’ rights and responsibilities under the

law.

d. Students will define and discuss principles of fairness, accuracy,

objectivity, decency, balance.

e. Students will demonstrate accuracy and objectivity through interviewing

and writing.

II. Activities


b. Brainstorming for story ideas

c. Interviews with sources

III. Remediation a. Visual Aids

b. Extended Time

c. Co-Writing with Other Students

IV. Enrichment

a. Debate and Discussion

b. Editorial Staff Responsibilities

c. Internship Opportunities

V. Assessment

a. Written assignment and Articles



b. AP Style Guide

c. Daily issues of newspapers

d. Exchange papers from other schools

e. Handouts and Worksheets


Unit 3 Organizing the Staff to Capture the News

I. Objectives

a. Students will identify the elements of successful staff organization.

b. Students will apply principles of management and organization to assign

and carry out the various tasks necessary to publish a school newspaper.

c. Students will define editorial structure and staff responsibilities,

demonstrating competence in carrying out their own roles.

d. Students will demonstrate respectful communication between staff

members, as well as other parties.

e. Students will organize calendars, events, communication, and coverage

with staff members, other students, and interested parties to ensure

coverage of events.

II. Activities

a. Staff Discussion

b. Role Assignment

c. Staff Duties and Expectations

d. Staff Listing

III. Remediation a. Co-Writing with Other Students

IV. Enrichment

a. Editorial Staff Responsibilities

b. Internship Opportunities

V. Assessment




b. AP Style Guide





Unit 4 Production

I. Objectives

a. Students will cooperatively create a workable production schedule.

b. Students will develop methods for tracking copy flow.

c. Students will develop attractive page layouts using basic principles of

design

d. Students will master information-gathering techniques necessary to

incorporate and attribute in a story information from various sources.

e. Students will demonstrate skills of analysis and synthesis in preparing

interview questions.

f. Students will plan and participate in a “beat” system that covers all areas

of school life.

I. Activities


b. Weekly Beat Sheet - update on an assigned school activity

c. Brainstorming for story ideas

d. Interviews with sources

e. Copyediting and revision practice, peer editing sessions

f. Drawing layouts - graphic design

g. Writing and typesetting headlines and cutlines

h. Word processing of articles, introduction of desktop publishing program

i. Cropping, editing, and resizing photos and art

j. Creation of layouts using InDesign

II. Remediation a. Visual Aids

b. Extended Time

c. Co-Writing with Other Students

III. Enrichment

a. Photoshop editing, layering, etc.

b. Editorial Staff Responsibilities

c. Internship Opportunities

IV. Assessment


V. Resources and Materials


b. AP Style Guide




Unit 5 Making the Interview Work

I. Objectives

a. Students will identify the elements of successful interviews in terms of

product including questioning, communication, nonverbal

communication, and methods of interviewing.

b. Students will apply principles of interviewing to partners and practice

interviews.

c. Students will recognize and use the verbal and social skills necessary to

conduct interviews.

d. Students will demonstrate specialized listening and writing techniques in

note-taking.

e. Students will identify strategies to incorporating quotes within articles

through specific quoting, question and answer, and summary quoting.

II. Activities

a. Read and discuss textbook chapters

b. Interview Questions

c. Practice Interviews

d. Interviews with sources

III. Remediation

a. Outlines

b. Visual Aids

c. Extended Time

d. Co-Writing with Other Students

IV. Enrichment

a. Interviews with administration, other community leaders

b. Internship

V. Assessment

a. Interview Questions

b. Written assignment and Articles



b. AP Style Guide





Unit 6 Writing News Leads

I. Objectives

a. Students will learn and master the “news values” that define a story’s

newsworthiness.

b. Students will construct effective leads by experimenting with a

grammatical variety of leads for news stories.

c. Students will identify the 5 W’s of news writing and use them

appropriately in their own stories.

d. Students will write various types of leads and stories mimicking various

possible stories.

II. Activities


b. Textbook practice and discussion exercises for each chapter

c. Application of textbook chapter concepts to short original articles

d. Copyediting and revision practice, peer editing sessions

e. Writing and typesetting headlines and cutlines

f. Word processing of articles, introduction of desktop publishing program

g. Mark-up and critique sessions

III. Remediation a. Outlines

b. Co-Writing

c. Extended Time

IV. Enrichment

a. Varied Article Topics

V. Assessment





b. AP Style Guide





Unit 7 Writing News Stories and Headlines

I. Objectives

a. Students will use knowledgeable writing skills and principles of

newsworthiness to develop the body of a story, including types of articles.

b. Students will write a news story that adheres to facts and avoids

editorializing.

c. Students will follow the inverted pyramid form, presenting facts and

quotations in descending order of importance.

d. Students will identify and incorporate facts and opinions from sources

(people and print) in a news article.

e. Students will demonstrate correct usage of direct and indirect attribution

in news writing.

f. Students will identify and use standard copy editing symbols in editing

copy.

g. Students will familiarize themselves with and follow the AP Stylebook in

preparing copy for submission.

h. Students will become proficient in correcting structural, grammatical, and

style errors in their own work and that of others.

II. Activities

a. Textbook practice and discussion exercises for each chapter

b. Brainstorming for story ideas

c. Interviews with sources

d. Copyediting and revision practice, peer editing sessions

e. Writing and typesetting headlines and cutlines

f. Word processing of articles, introduction of desktop publishing program

g. Distribution

h. Mark-up and critique sessions


b. Visual Aids

c. Extended Time

IV. Enrichment

a. Varied Story Types

V. Assessment





b. AP Style Guide


Unit 8 Photography

I. Objectives

a. Photography practice- angles, lighting, types of shots, etc.

b. Cropping and resizing photos and art

c. Creation of final layouts using InDesign

d. Photoshop design, layering and image manipulation

e. Identify and explain which elements of composition are in a given photo.

• Shoot photos or video using the elements of composition to create a

more effective end product

f. Make sure a photo accurately reflects the content of the story it is paired

with.

II. Activities

a. Students will discuss basic principles of effective photography and

artwork.

b. Students will master photo-editing skills such as placement, cropping and

sizing.

c. The student will use compositional techniques to capture effective and

attractive photos and videos.

d. Students will evaluate the effectiveness, appropriateness and aesthetic

value of photographs found in varying media.

e. Students will identify and explain how a photograph will have an impact

on a particular audience

f. Mark-up and critique sessions


b. Visual Aids

c. Extended Time

IV. Enrichment

a. Photoshop layering

b. Guest Speaker

V. Assessment

a. Photographs


a. Daily issues of newspapers: The Morning Call, The Express Times

b. Exchange papers from other schools

c. Handouts and Worksheets


Unit 9 In-depth Reporting

I. Objectives

a. Students will define and discuss the various types of feature stories.

b. Students will list the purposes of features and their place in different

types of publications.

c. Students will recognize the differences between features and straight

news, being able to identify and write both.

d. Students will recognize the different types of editorials.

e. Students will identify material in the school and local environment that

appropriately demonstrates the purposes of editorials.

f. Students will identify and demonstrate the differences between writing

news/features/editorials.

g. Students will recognize the specialized language of various sports and

effectively translate it for the casual sports fan.

h. Students will cover a sports beat, including recording of scores and

records.

i. Students will organize sports stories in reverse chronological order,

emphasizing upcoming events and recent contests

j. Students will practice writing music, film, videogame, or performance

reviews, clearly distinguishing fact from opinion.

k. Students will develop criteria for analyzing arts and the humanities, as a

basis for writing fair and responsible reviews.

I. Activities




d. Brainstorming for story ideas

e. Interviews with sources

f. Copyediting and revision practice, peer editing sessions

g. Writing and typesetting headlines and cutlines

h. Word processing of articles, introduction of desktop publishing program

i. Mark-up and critique sessions

II. Remediation a. Outlines

b. Visual Aids

c. Extended Time

d. Cowriting

III. Enrichment



b. Editorial Staff Positions

c. Editor

IV. Assessment



V. Resources and Materials


b. AP Style Guide





Unit 10 Design and Layout

I. Objectives

a. Students will explore page formats and basic rules of design.

b. Students will recognize the importance of formatting a page or spread

logically so important elements are dominant.

c. Students will demonstrate consistency in designing page layouts, creating

order and organization through the placement of headlines, copy, and art

d. Students will demonstrate understanding of type fonts and sizes in

typesetting body copy and headlines.

e. Students will apply basic rules of headline composition.

f. Students will illustrate the relationship of type size and style to content.

g. Students will identify content and structural requirements of caption

writing

h. Students will practice and master using a word processing program for

writing, editing, and typesetting.

i. Students will practice and master using a desktop publishing system to

design and typeset a publication for camera-ready submission to the

printer.

j. Students will apply design and typesetting principles to page production.

k. Students will print, copy edit, and double-check pages.

II. Activities



c. Drawing dummy layouts - graphic design

d. Writing and typesetting headlines and cutlines

e. Word processing of articles, introduction of desktop publishing program

f. Cropping and resizing photos and art

g. Creation of final layouts using InDesign

h. Mark-up and critique sessions

III. Remediation a. Outlines b. Visual Aids

IV. Enrichment

a. Tiered editing processes

V. Assessment



c. Pages




b. AP Style Guide





Unit 11 Media Literacy

I. Objectives

a. Students will identify the goal of media outlets and analyze message

based on impact, audience, and purpose.

b. Students will examine where people in the U.S. get their news, how news

selection amplifies one’s political views, and how media organizations

decide to cover stories.

c. Students will discover and then discuss media biases and the impact such

biases have on coverage, discussion, viewers, education, and politics.

d. Students will identify the purposes of fake news, as well as decipher fake

news stories from bipartisan, factual pieces.

e. Students will discuss strategies for ending the perpetuation of fake news.

II. Activities




d. Discussion

e. Media Biases activities

f. Fake News activities

III. Remediation

a. Visual Aids

b. Extended Time

c. Video Lessons

IV. Enrichment


V. Assessment




a. Various online media resources

b. Daily issues of newspapers


SPECIAL EDUCATION ADAPTATIONS Modifications incorporating specially designed instruction are appropriate for

students identified as exceptional and included in regular education classes. A student’s grade placement does not necessarily reflect his/her instructional levels. Therefore, adaptations are required as determined by the student’s Individual Education Plan (IEP) Team and written in the IEP. Adaptations may include modifications in curriculum/instruction, including: Supplemental material (educational materials in addition to the regular materials), Replacement material (educational materials in place of the regular materials), Graphic organizers (study guides, skeletal outlines, charts, and/or similar devices), Individual/small group instruction (alternate grouping patterns), Adapted assignments (assignments individualized at student’s level), and Instructional approaches (specific approaches for a variety of learning styles). Adaptations may include modifications in assessment, including: Format (changes to the traditional paper-pencil model of evaluation), Adapted Content (evaluation at the student’s level of instruction), and Performance-based (assessment of a product or a demonstration of skills).

journalism - pen argyl area school district · the basic types of news writing beginning journalism...

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