December 6/7
Today we continued our discussion on editorials. We reviewed the seven steps to writing a persuasive editorial article. We then looked at a student sample editorial "Guns in the Hands of the Blind is a Shot in the Dark". Students were given time to find and label each step of writing an editorial. When they finished, students completed proposals for their final editorial article.
Today we continued our discussion on editorials. We reviewed the seven steps to writing a persuasive editorial article. We then looked at a student sample editorial "Guns in the Hands of the Blind is a Shot in the Dark". Students were given time to find and label each step of writing an editorial. When they finished, students completed proposals for their final editorial article.
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December 4/5
Today we began out last article for the semester: Editorials. We began the class by brainstorming topics (both on a school level and on a global level) and discussing the different stances that people take on these issues. We took some notes on the style and purpose of editorials. Students then looked at examples of editorials and answered questions about their purpose and style.
Today we began out last article for the semester: Editorials. We began the class by brainstorming topics (both on a school level and on a global level) and discussing the different stances that people take on these issues. We took some notes on the style and purpose of editorials. Students then looked at examples of editorials and answered questions about their purpose and style.
November 30/December 3
Today we edited our articles with a partner. Partners should review each other's articles to look for any errors in spelling, grammar or content. Together, partners should come up with a headline for their articles. Students had the rest of the block to type their final drafts. They were due at the end of the block.
Today we edited our articles with a partner. Partners should review each other's articles to look for any errors in spelling, grammar or content. Together, partners should come up with a headline for their articles. Students had the rest of the block to type their final drafts. They were due at the end of the block.
November 28/29
Today was the last day for writing our first drafts of the personal profile articles. These will be due at the beginning of next class. Be prepared to copy edit these articles, create headlines and type up your final draft.
Today was the last day for writing our first drafts of the personal profile articles. These will be due at the beginning of next class. Be prepared to copy edit these articles, create headlines and type up your final draft.
November 26/27
Today we continued writing our personal profile articles. Students used Chrome Books to type up their first drafts. If you still didn't bring your interview in after the break, you received a zero for today's work.
Today we continued writing our personal profile articles. Students used Chrome Books to type up their first drafts. If you still didn't bring your interview in after the break, you received a zero for today's work.
November 21-23
Enjoy your Thanksgiving Break!!
Enjoy your Thanksgiving Break!!
November 19/20
Today, we began writing our personal profile articles. We discussed good ways to start the article and students could use a graphic organizer to help organize their thoughts. If students did not have their interviews completed, there was an alternate assignment to complete to make up some of the points lost for not having their interviews.
Today, we began writing our personal profile articles. We discussed good ways to start the article and students could use a graphic organizer to help organize their thoughts. If students did not have their interviews completed, there was an alternate assignment to complete to make up some of the points lost for not having their interviews.
Alternate Assignment | |
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November 15/16
We had a snow day on the 15th! On Friday, we finished up the film in 8th hour, since B day students were a little behind A day students. Your interviews are due next class period!
We had a snow day on the 15th! On Friday, we finished up the film in 8th hour, since B day students were a little behind A day students. Your interviews are due next class period!
November 13/14
Today we finished the film Good Night, and Good Luck. Students that were not complete with their list of questions finished them during the film. Remember! Your interview are due November 15 (A Day) or November 16 (B Day). Students that come to class without their interviews complete, will be given an alternate writing assignment.
Today we finished the film Good Night, and Good Luck. Students that were not complete with their list of questions finished them during the film. Remember! Your interview are due November 15 (A Day) or November 16 (B Day). Students that come to class without their interviews complete, will be given an alternate writing assignment.
November 9/12
Today we created our final list of questions for our interview. Then we began watching Good Night, and Good Luck, a film that portrays the political watchdog function of the press during McCarthyism. You interviews will be due on November 15 for A Day classes and November 16 for B Day classes. These interviews are needed to start writing our articles, so don't forget to complete them!
Today we created our final list of questions for our interview. Then we began watching Good Night, and Good Luck, a film that portrays the political watchdog function of the press during McCarthyism. You interviews will be due on November 15 for A Day classes and November 16 for B Day classes. These interviews are needed to start writing our articles, so don't forget to complete them!
November 7/8
Today we prepared for our first interviews. We reviewed some tips for an effective interview and practiced our annotating skills on a handout of interview strategies. Then we discussed the difference between open/closed questioning and leading questions. We practiced fixing closed/leading questions. The last part of class was spent reviewing the proposals written last class and finalizing our list of questions for the interview.
Today we prepared for our first interviews. We reviewed some tips for an effective interview and practiced our annotating skills on a handout of interview strategies. Then we discussed the difference between open/closed questioning and leading questions. We practiced fixing closed/leading questions. The last part of class was spent reviewing the proposals written last class and finalizing our list of questions for the interview.
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November 5/6
Today, I introduced our class's next article. We will be writing personal profile stories. I explained what a personal profile is and what will be included in the stories. Students were to complete a proposal sheet for their article, where they outlined who they will be interviewing for the story, why they believe this person is newsworthy, and brainstormed ideas for additional interview subjects and possible interview questions. I will approve the proposals by next class.
Today, I introduced our class's next article. We will be writing personal profile stories. I explained what a personal profile is and what will be included in the stories. Students were to complete a proposal sheet for their article, where they outlined who they will be interviewing for the story, why they believe this person is newsworthy, and brainstormed ideas for additional interview subjects and possible interview questions. I will approve the proposals by next class.
Personal Profile Proposal Sheet | |
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November 1/2
Today we discussed the role of interviewing in news reporting -- why it's important and what goes in to preparing for an interview. Students also reviewed the difference between direct and indirect quotes. Students broke up into groups of 2-3, and read through an article on Arnie Duncan (former Secretary of Education under President Obama). Their assignment was to find all the quotes in the article and identify them as direct or indirect quotations. After they identified all the quotes, they took part in a "reverse interview", where they created a question they believed would have elicited that quote. We briefly discussed their next article at the end of class.
Today we discussed the role of interviewing in news reporting -- why it's important and what goes in to preparing for an interview. Students also reviewed the difference between direct and indirect quotes. Students broke up into groups of 2-3, and read through an article on Arnie Duncan (former Secretary of Education under President Obama). Their assignment was to find all the quotes in the article and identify them as direct or indirect quotations. After they identified all the quotes, they took part in a "reverse interview", where they created a question they believed would have elicited that quote. We briefly discussed their next article at the end of class.
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October 30/31
Today we edited the articles we wrote last week. Students were to trade articles with a partner and, using the copy editing skills we have been working on, edit the article. Students then rewrote the final draft of their articles, typed them and submitted them to me on Google Docs.
Today we edited the articles we wrote last week. Students were to trade articles with a partner and, using the copy editing skills we have been working on, edit the article. Students then rewrote the final draft of their articles, typed them and submitted them to me on Google Docs.
October 26/29
Today we practiced the inverted pyramid some more, since students were confused about structuring their news story. We completed the packet, ordering sentences from an article in order of importance and writing the article using the inverted pyramid style of writing.
Today we practiced the inverted pyramid some more, since students were confused about structuring their news story. We completed the packet, ordering sentences from an article in order of importance and writing the article using the inverted pyramid style of writing.
Extra Inverted Pyramid Practice | |
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October 24/25
Today we reviewed inverted pyramid again, just to really get it! Then we took some notes on copy editing. We reviewed the point of copy editing, common rules from the AP Style Book and common editing marks. Students were broken into groups to edit a paragraph of a news article. Then students from each group shared their edits of the article. Next class, we will use these editing skills to edit each other's articles.
Today we reviewed inverted pyramid again, just to really get it! Then we took some notes on copy editing. We reviewed the point of copy editing, common rules from the AP Style Book and common editing marks. Students were broken into groups to edit a paragraph of a news article. Then students from each group shared their edits of the article. Next class, we will use these editing skills to edit each other's articles.
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October 22/23
Today we reviewed the inverted pyramid style of news writing. We also discussed ledes again, and practiced writing ledes from the 5 Ws. Then we practiced applying the inverted pyramid style of writing. Students were to pick a newsworthy event from their own life to cover. They should write a short three paragraph article about their event. The article should include: a lede, the body, and the tail.
Today we reviewed the inverted pyramid style of news writing. We also discussed ledes again, and practiced writing ledes from the 5 Ws. Then we practiced applying the inverted pyramid style of writing. Students were to pick a newsworthy event from their own life to cover. They should write a short three paragraph article about their event. The article should include: a lede, the body, and the tail.
Article Writing Instructions | |
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October 15/16
We began our News Writing and Reporting unit today with some notes about news writing styles and the "inverted pyramid" method of writing an article. We applied this to a news story about a vehicle crash. Students had to determine the 5Ws (What, Who, When, Where, Why) and write a good lede for the article. Students then chose an article from today's headlines, in groups they cut out the different parts of the article and placed them in the correct spot on the inverted pyramid chart.
We began our News Writing and Reporting unit today with some notes about news writing styles and the "inverted pyramid" method of writing an article. We applied this to a news story about a vehicle crash. Students had to determine the 5Ws (What, Who, When, Where, Why) and write a good lede for the article. Students then chose an article from today's headlines, in groups they cut out the different parts of the article and placed them in the correct spot on the inverted pyramid chart.
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October 11/12
Today we viewed our PowToon videos in class. Students should have turned them in to me BEFORE the beginning of class today. They should also put their written explanations of their events in their folders. At the end of class, we took some notes on our new unit: News Writing and Reporting.
Today we viewed our PowToon videos in class. Students should have turned them in to me BEFORE the beginning of class today. They should also put their written explanations of their events in their folders. At the end of class, we took some notes on our new unit: News Writing and Reporting.
October 9/10
Today we continued to work on our PowToon videos. I have extended the deadline, since we needed extra time to compete them. They will be due next class period. The videos MUST be turned in by the end of the day today so we can view them on Thursday/Friday (October 11/12).
Today we continued to work on our PowToon videos. I have extended the deadline, since we needed extra time to compete them. They will be due next class period. The videos MUST be turned in by the end of the day today so we can view them on Thursday/Friday (October 11/12).
October 5/8
Today we continued to work on our PowToon videos.
Today we continued to work on our PowToon videos.
October 3/4
Today we continued to work on our PowToon videos. Next class will be the last class time to finish these videos. Remember, the video is only PART of what you will turn in. You will also need to supply a written explanation of each event and why it is considered newsworthy.
Today we continued to work on our PowToon videos. Next class will be the last class time to finish these videos. Remember, the video is only PART of what you will turn in. You will also need to supply a written explanation of each event and why it is considered newsworthy.
October 1/2
Today we continued to work on our PowToon videos. These will be due at the end of class on Friday/Monday.
Today we continued to work on our PowToon videos. These will be due at the end of class on Friday/Monday.
September 28/29
Today we began our final project for the media literacy unit. We reviewed digital media and the components that make an event newsworthy (timeliness, significance, proximity, prominence, human interest). Students created a PowToon account where they will make a video outlining 5-7 of the most newsworthy events of 2018. We began to brainstorm events to include in our presentations and started creating the videos.
Today we began our final project for the media literacy unit. We reviewed digital media and the components that make an event newsworthy (timeliness, significance, proximity, prominence, human interest). Students created a PowToon account where they will make a video outlining 5-7 of the most newsworthy events of 2018. We began to brainstorm events to include in our presentations and started creating the videos.
A Year in Review Assignment Sheet | |
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September 25/26
Today we began discussing digital media and how the rise of the internet and social media has changed media consumption habits. We had a short debate about social media in class. Then students were to read an article that detailed how news has changed in the media age. We also practiced our copy editing skills, by editing tweets.
Today we began discussing digital media and how the rise of the internet and social media has changed media consumption habits. We had a short debate about social media in class. Then students were to read an article that detailed how news has changed in the media age. We also practiced our copy editing skills, by editing tweets.
September 21/24
We continued looking at the differences between opinion writing and objective reporting. We looked at a news article and a news blog (opinion piece) dealing with the same current event topic. Student were to compare and contrast the two pieces. Afterwards, students wrote a short opinion piece of their own (about any topic they wish) as an exit ticket.
We continued looking at the differences between opinion writing and objective reporting. We looked at a news article and a news blog (opinion piece) dealing with the same current event topic. Student were to compare and contrast the two pieces. Afterwards, students wrote a short opinion piece of their own (about any topic they wish) as an exit ticket.
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September 19/20
Today we looked at the difference between opinion writing and objective news reporting. We created definitions for: fact, opinion, and informed opinion. Students read an article about school uniforms and recorded the instances of facts and informed opinions in the article. Students also practiced summarizing the facts of the article and created their own informed opinion. We also previewed news blogs and news articles reviewing the same subject. These, we will continue talking about next class.
Today we looked at the difference between opinion writing and objective news reporting. We created definitions for: fact, opinion, and informed opinion. Students read an article about school uniforms and recorded the instances of facts and informed opinions in the article. Students also practiced summarizing the facts of the article and created their own informed opinion. We also previewed news blogs and news articles reviewing the same subject. These, we will continue talking about next class.
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September 17/18
Today, we discussed political slant in the news. We reviewed the difference in Conservative and Liberal views and policies. Then we explored The Wall Street Journal's website "Red-Side, Blue-Side" and looked at how hot-button issues are portrayed by people depending on their political beliefs. Then students worked in groups to map out where different news sources fall on the political spectrum.
Today, we discussed political slant in the news. We reviewed the difference in Conservative and Liberal views and policies. Then we explored The Wall Street Journal's website "Red-Side, Blue-Side" and looked at how hot-button issues are portrayed by people depending on their political beliefs. Then students worked in groups to map out where different news sources fall on the political spectrum.
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September 12/13
Today we continued our discussion on bias in the media. Students broke into groups and were given three news articles about the same subject. They read through the article, looking for charged words. They filled in their charts, describing the events of the article using the exact same language that the article uses. Then they need to determine whether each article has left or right bias, or if it falls somewhere in the middle.
Today we continued our discussion on bias in the media. Students broke into groups and were given three news articles about the same subject. They read through the article, looking for charged words. They filled in their charts, describing the events of the article using the exact same language that the article uses. Then they need to determine whether each article has left or right bias, or if it falls somewhere in the middle.
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September 10/11
Today we discussed bias. We read through the handout about bias and summarized each section. We will need these for our next class when we identify slant in news stories.
Today we discussed bias. We read through the handout about bias and summarized each section. We will need these for our next class when we identify slant in news stories.
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September 5/6
Today we continued with our discussion of fake news. We listened to two news segments that discussed the impact of fake news (PBS: Did Fake News Influence the 2016 Election?) and who is the most susceptible to fake news (NPR: “Stanford Study Finds Most Students Vulnerable To Fake News”). We answered questions about each of the news segments. We also looked at a checklist to easily identify fake news and used it to verify news articles we found online. Students were to go to EITHER www.washingtonpost.com OR www.libertywriters.com and complete the checklist. Then identify whether the news was real, or fake.
Today we continued with our discussion of fake news. We listened to two news segments that discussed the impact of fake news (PBS: Did Fake News Influence the 2016 Election?) and who is the most susceptible to fake news (NPR: “Stanford Study Finds Most Students Vulnerable To Fake News”). We answered questions about each of the news segments. We also looked at a checklist to easily identify fake news and used it to verify news articles we found online. Students were to go to EITHER www.washingtonpost.com OR www.libertywriters.com and complete the checklist. Then identify whether the news was real, or fake.
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August 31/September 4
Today, I was not here! (8/31) So we watched the dramatized version of Stephen Glass's story, the movie "Shattered Glass". Finish the viewing guide and turn it in before the end of the hour.
Today, I was not here! (8/31) So we watched the dramatized version of Stephen Glass's story, the movie "Shattered Glass". Finish the viewing guide and turn it in before the end of the hour.
August 29/30
Today we looked at one of the most famous breaches of journalistic ethics, the case of The New Republic's editorial writer, Stephen Glass. Students read through his article "Hack Heaven" and highlight or underline any red flags that might indicate the article is less than truthful. Next, students read the article "Lies, Damn Lies and Fiction" by Forbes Magazine, which uncovered Glass's fabrication of stories. They were to summarize the article, giving three examples of falsehoods told in "Hack Heaven" and explaining what steps were taken to expose the truth. Exit ticket was to review the SJP code of ethics and determine which ones Glass breached.
Today we looked at one of the most famous breaches of journalistic ethics, the case of The New Republic's editorial writer, Stephen Glass. Students read through his article "Hack Heaven" and highlight or underline any red flags that might indicate the article is less than truthful. Next, students read the article "Lies, Damn Lies and Fiction" by Forbes Magazine, which uncovered Glass's fabrication of stories. They were to summarize the article, giving three examples of falsehoods told in "Hack Heaven" and explaining what steps were taken to expose the truth. Exit ticket was to review the SJP code of ethics and determine which ones Glass breached.
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August 27/28
Today we looked at the ethical code that journalists have to adhere to. We discussed ethical dilemmas and how we approach ethical decision making. We reviewed and annotated (commented on) the Society of Professional Journalists Code of Ethics. We used the Bok's method (attached PowerPoint) to analyze journalistic ethical dilemmas and connect them to elements of the SPJ Code of Ethics.
Today we looked at the ethical code that journalists have to adhere to. We discussed ethical dilemmas and how we approach ethical decision making. We reviewed and annotated (commented on) the Society of Professional Journalists Code of Ethics. We used the Bok's method (attached PowerPoint) to analyze journalistic ethical dilemmas and connect them to elements of the SPJ Code of Ethics.
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August 23/24
Today students had the whole hour to finish their Journalist Profile PowerPoints. They were due at the end of the hour.
Today students had the whole hour to finish their Journalist Profile PowerPoints. They were due at the end of the hour.
August 21/22
Today we took a look at freedom of the press around the world. Students spent the block working on an independent research project in which they profiled a journalist who was targeted with violence. Students were to create a PowerPoint about the life and accomplishments of a journalist of their choice. These PowerPoints were due at the end of the block.
Today we took a look at freedom of the press around the world. Students spent the block working on an independent research project in which they profiled a journalist who was targeted with violence. Students were to create a PowerPoint about the life and accomplishments of a journalist of their choice. These PowerPoints were due at the end of the block.
Journalist Profile PowerPoint | |
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August 17/20
Today we discussed how the freedom of press pertains to student journalists. We discussed the 1969 Supreme Court cases Tinker v. Des Moines and Kuhlmeier v. Hazelwood. Students were to participate in a mock trial activity, where we looked at legal precedent and made a decision when it came to the Kuhlmeier case. After reviewing what decision the real Supreme Court came to, we used both the Tinker and Hazelwood case findings to react to scenarios as principals.
Today we discussed how the freedom of press pertains to student journalists. We discussed the 1969 Supreme Court cases Tinker v. Des Moines and Kuhlmeier v. Hazelwood. Students were to participate in a mock trial activity, where we looked at legal precedent and made a decision when it came to the Kuhlmeier case. After reviewing what decision the real Supreme Court came to, we used both the Tinker and Hazelwood case findings to react to scenarios as principals.
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August 15/16
Today we discussed the first amendment and freedom of the press in the United States. We reviewed the importance of a free press in a democratic society. We looked at the repression of journalists during the Ferguson protests in 2014. We heard a first-hand account of a detained journalist and then read the press conference given by the Missouri Highway Patrol Captain. Students were to look at both sides to answer the question: In 2-3 sentences, tell me whether you think that the need to keep the community safe should interfere with the freedom of press, or if press should never be repressed?
Today we discussed the first amendment and freedom of the press in the United States. We reviewed the importance of a free press in a democratic society. We looked at the repression of journalists during the Ferguson protests in 2014. We heard a first-hand account of a detained journalist and then read the press conference given by the Missouri Highway Patrol Captain. Students were to look at both sides to answer the question: In 2-3 sentences, tell me whether you think that the need to keep the community safe should interfere with the freedom of press, or if press should never be repressed?
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August 13/14
Today we finished up our student profiles. Then we reviewed the main functions of news and media. Students used their notes to identify what category example stories fell under. Homework was to define basic journalistic jargon. These vocabulary lists will be needed for our next class!
Today we finished up our student profiles. Then we reviewed the main functions of news and media. Students used their notes to identify what category example stories fell under. Homework was to define basic journalistic jargon. These vocabulary lists will be needed for our next class!
Journalism Jargon | |
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August 9/10
Introduction to Journalism - We reviewed the syllabus and course expectations for Journalism. We defined news literacy and reviewed the main elements of new literacy. Students spent the last part of class compiling interview questions to create a profile of another student in class. We will finish these student profiles during the next class.
Introduction to Journalism - We reviewed the syllabus and course expectations for Journalism. We defined news literacy and reviewed the main elements of new literacy. Students spent the last part of class compiling interview questions to create a profile of another student in class. We will finish these student profiles during the next class.
journalism_syllabus_2018.pdf | |
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