May 8/9
Today we used the podcast planning worksheets that we finished last class to write our first draft of the script. Students had the entire block to finish their scripts. They will be due at the end of the block next class period.
Today we used the podcast planning worksheets that we finished last class to write our first draft of the script. Students had the entire block to finish their scripts. They will be due at the end of the block next class period.
May 6/7
Today we started the class with a quick recap of podcast requirements and outlining a segment. Students were given the class period to plan their final projects. Students should start with a guiding question, and create an outline that organizes how they will present their information. The outline and planning sheet was due at the end of the block.
Today we started the class with a quick recap of podcast requirements and outlining a segment. Students were given the class period to plan their final projects. Students should start with a guiding question, and create an outline that organizes how they will present their information. The outline and planning sheet was due at the end of the block.
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May 2/3
Today Ms. Richards was out of town! Students were given time to make up any missing work from this semester. We will continue working on our final project when I return.
Today Ms. Richards was out of town! Students were given time to make up any missing work from this semester. We will continue working on our final project when I return.
April 30/May 1
Today we started talking about our final project for our podcast unit. The second podcast students will be working on should focus on an essential question of their choice. Students needed to have their topics and essential questions approved by me before they left class.
Today we started talking about our final project for our podcast unit. The second podcast students will be working on should focus on an essential question of their choice. Students needed to have their topics and essential questions approved by me before they left class.
Podcast Project Introduction | |
File Size: | 132 kb |
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April 26/29
Today we finished recording our "This I Believe" podcasts. Again, students not recording should finish the Podcast Research worksheet while waiting to record.
Today we finished recording our "This I Believe" podcasts. Again, students not recording should finish the Podcast Research worksheet while waiting to record.
April 24/25
Today we spent the first few minutes of class self-evaluating our first podcast scripts. Then we peer edited and put the finishing touches on the scripts. Students took turns recording in the "Recording Booth". When not recording, students should complete the podcast webquest.
Today we spent the first few minutes of class self-evaluating our first podcast scripts. Then we peer edited and put the finishing touches on the scripts. Students took turns recording in the "Recording Booth". When not recording, students should complete the podcast webquest.
Podcast Research Assignment | |
File Size: | 48 kb |
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April 22/23
Today students completed their drafts of "This I Believe" pieces. Drafts were due at the end of the block. We will edit and record our first podcasts next class.
Today students completed their drafts of "This I Believe" pieces. Drafts were due at the end of the block. We will edit and record our first podcasts next class.
April 17/18
Today we continued with our first podcast topic, "This i Believe". We reviewed the purpose of these type of essays and practiced some thesis writing. We also looked at a format that students can use to structure their piece, and the different ways you can support your belief statement. Students had the last 40 minutes to type or write their first draft.
Today we continued with our first podcast topic, "This i Believe". We reviewed the purpose of these type of essays and practiced some thesis writing. We also looked at a format that students can use to structure their piece, and the different ways you can support your belief statement. Students had the last 40 minutes to type or write their first draft.
This I Believe Instructions | |
File Size: | 110 kb |
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April 15/16
Today we looked at our first podcast topic, "This I Believe". I introduced the idea of a "This I Believe" essay to the class. We listened together to an NPR podcast of a "This I Believe" essay and then students read an example of their own. They needed to note what the topic of the essay was, as well as what elements are used to support their belief. Students brainstormed ideas for their own "This I Believe" podcast, creating a list of five things they believe strongly in.
Today we looked at our first podcast topic, "This I Believe". I introduced the idea of a "This I Believe" essay to the class. We listened together to an NPR podcast of a "This I Believe" essay and then students read an example of their own. They needed to note what the topic of the essay was, as well as what elements are used to support their belief. Students brainstormed ideas for their own "This I Believe" podcast, creating a list of five things they believe strongly in.
April 11/12
Today we continued working on looking at elements of good storytelling. Students were given time to finish up their narratives they began last class. Then, they partnered up with another student and took turns reading their narratives aloud. Their partner should fill out the last box in their charts of storytelling notes, identifying elements of effective storytelling in the narrative. After finishing, we spend some time turning in our news broadcasts for students who have not yet done that.
Today we continued working on looking at elements of good storytelling. Students were given time to finish up their narratives they began last class. Then, they partnered up with another student and took turns reading their narratives aloud. Their partner should fill out the last box in their charts of storytelling notes, identifying elements of effective storytelling in the narrative. After finishing, we spend some time turning in our news broadcasts for students who have not yet done that.
April 9/10
Today we continued on with our podcasting unit. We will focus on the storytelling aspect of podcasts. We started out by reviewing a list of elements that make a story engaging and interesting to the reader and came up with examples. Then we listened to three podcast segments and identified elements of good story telling that we could hear in them. Afterwards we applied what we learned about storytelling to a short narrative of our own. We will be using these narratives for next class.
Today we continued on with our podcasting unit. We will focus on the storytelling aspect of podcasts. We started out by reviewing a list of elements that make a story engaging and interesting to the reader and came up with examples. Then we listened to three podcast segments and identified elements of good story telling that we could hear in them. Afterwards we applied what we learned about storytelling to a short narrative of our own. We will be using these narratives for next class.
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April 5/8
Today we began our final unit of the year: podcasting! We started with a quick discussion of what we already know about podcasts (we've listened to a few in class, so you should be at least a little familiar with them!). Then we discussed the different ways that podcasts can present information by listening to clips from podcasts and filling out notes about the production elements. At the end of class, we tied podcasts to journalism by annotation and responding to LA Times article How podcasts are being used by journalists and how they are changing journalism.
Today we began our final unit of the year: podcasting! We started with a quick discussion of what we already know about podcasts (we've listened to a few in class, so you should be at least a little familiar with them!). Then we discussed the different ways that podcasts can present information by listening to clips from podcasts and filling out notes about the production elements. At the end of class, we tied podcasts to journalism by annotation and responding to LA Times article How podcasts are being used by journalists and how they are changing journalism.
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April 3/4
Today was the final day we had to edit our videos together. At the beginning of the class, students were to complete a self/group evaluation form to assess how well the group worked together to complete the project. After that, students had the rest of the block to finish their videos. When complete, students should send me the wevideo link to their broadcast.
Today was the final day we had to edit our videos together. At the beginning of the class, students were to complete a self/group evaluation form to assess how well the group worked together to complete the project. After that, students had the rest of the block to finish their videos. When complete, students should send me the wevideo link to their broadcast.
Peer evaluation | |
File Size: | 14 kb |
File Type: | docx |
April 1/2
Today we used Wevideo.com to edit together our videos (adobe spark did not want to work with Google drive!). The final project will be due at the end of the next class period.
Today we used Wevideo.com to edit together our videos (adobe spark did not want to work with Google drive!). The final project will be due at the end of the next class period.
March 15/18
Filming Day 5: Today was our last day of filming! Yay! We had some time at the beginning of class to create our weather visual aids and then we filmed the last spot for our broadcasts. Afterwards, each group signed up for an adobe spark account. This is the online software we will use to edit our footage together starting next class.
Filming Day 5: Today was our last day of filming! Yay! We had some time at the beginning of class to create our weather visual aids and then we filmed the last spot for our broadcasts. Afterwards, each group signed up for an adobe spark account. This is the online software we will use to edit our footage together starting next class.
March 13/14
Filming Day 4: Today we filmed our "on-site" reports. Students were able to go to locations to film their own stories. Make sure to keep your press passes with you at all times and do not disturb other classes.
Filming Day 4: Today we filmed our "on-site" reports. Students were able to go to locations to film their own stories. Make sure to keep your press passes with you at all times and do not disturb other classes.
March 11/12
Filming Day 3: Today we filmed the sports report of our broadcast.
Filming Day 3: Today we filmed the sports report of our broadcast.
March 7/8
Filming Day 2: Today we filmed the first stories for our broadcast.
Filming Day 2: Today we filmed the first stories for our broadcast.
March 5/6
Today we began filming the first part of our broadcast projects! Anchor parts were filmed today. Next class, we will move on to the first story.
Today we began filming the first part of our broadcast projects! Anchor parts were filmed today. Next class, we will move on to the first story.
March 1/4
We finished watching "The Help". We will begin to film the anchor parts of our broadcast next class period.
We finished watching "The Help". We will begin to film the anchor parts of our broadcast next class period.
February 27/28
Today we watched "The Help" to take a bit of a break before we start filming next week.
Today we watched "The Help" to take a bit of a break before we start filming next week.
February 25/26
Today we finished typing and writing note cards, since many groups needed more time to finish typing. Final drafts were due at the end of the hour no exceptions. We will work on preproduction and rehearsing and being filming Friday/Monday for B and A day classes respectfully.
Today we finished typing and writing note cards, since many groups needed more time to finish typing. Final drafts were due at the end of the hour no exceptions. We will work on preproduction and rehearsing and being filming Friday/Monday for B and A day classes respectfully.
February 21/22
Today we typed up the final draft to our entire script. Use the template below to type on and share with me at [email protected]
Students who were not typing, were to create note cards for when we start filming next week.
Today we typed up the final draft to our entire script. Use the template below to type on and share with me at [email protected]
Students who were not typing, were to create note cards for when we start filming next week.
Script Template | |
File Size: | 6 kb |
File Type: | docx |
February 19/20
Today we completed the last element to our script, the weather report. Each group should complete their weather report using the script given. Students should also create a visual aid for their weather report that includes maps for local and national weather, as well as a seven-day forecast.
Today we completed the last element to our script, the weather report. Each group should complete their weather report using the script given. Students should also create a visual aid for their weather report that includes maps for local and national weather, as well as a seven-day forecast.
February 13/14
Today we continued working on scripts. Students were responsible for completing their second story. This story is their "on-site" report. Students should follow the script to organize their story and then put it in correct script writing format.
Today we continued working on scripts. Students were responsible for completing their second story. This story is their "on-site" report. Students should follow the script to organize their story and then put it in correct script writing format.
February 11/12
Today we took a bit of a break from reading. Students had 20 minutes to complete the scripts for their lead story and their sports report. Then we looked at some vocal exercises that help news broadcasters make the most of their voice. We watched a short clip of NPR reporter Jessica Hansen walking her NPR colleagues through three different vocal exercises. Then, each student used chrome books to record a video of themselves on flipgrid.com going through the vocal exercises.
Today we took a bit of a break from reading. Students had 20 minutes to complete the scripts for their lead story and their sports report. Then we looked at some vocal exercises that help news broadcasters make the most of their voice. We watched a short clip of NPR reporter Jessica Hansen walking her NPR colleagues through three different vocal exercises. Then, each student used chrome books to record a video of themselves on flipgrid.com going through the vocal exercises.
February 6/7
Today students who were not complete with their lead stories needed to complete those. We also moved on to the sports report. Students will have a little time to finish these parts of the script for next class, and then we will take a little break from writing! Whew!
Today students who were not complete with their lead stories needed to complete those. We also moved on to the sports report. Students will have a little time to finish these parts of the script for next class, and then we will take a little break from writing! Whew!
Sports Report Script | |
File Size: | 65 kb |
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February 4/5
Today, students used their proposals to write their introductions and lead stories for their broadcasts. Students were given a graphic organizer to help them to organize their thoughts in a professional manner. Students are not locked into this format, however. They may deviate if they want to. Students did not have to finish their stories today, but they need to finish the first two pages of their packets.
Today, students used their proposals to write their introductions and lead stories for their broadcasts. Students were given a graphic organizer to help them to organize their thoughts in a professional manner. Students are not locked into this format, however. They may deviate if they want to. Students did not have to finish their stories today, but they need to finish the first two pages of their packets.
Intro and Lead Story Script | |
File Size: | 69 kb |
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January 29/February 1
Today, students wrote out proposals for their news stories. Each group is responsible to reporting on two news stories, a sports segment, and a weather report. Students took their brainstorming sheets from our previous class, narrowed their story ideas into 2-3 that they will report on in depth. Proposals must be approved by me before we begin the script writing process.
Today, students wrote out proposals for their news stories. Each group is responsible to reporting on two news stories, a sports segment, and a weather report. Students took their brainstorming sheets from our previous class, narrowed their story ideas into 2-3 that they will report on in depth. Proposals must be approved by me before we begin the script writing process.
January 25/28
Today I introduced our project for this quarter. I gave students an overview of the news broadcast project's requirements and instructions. Students watched an example of a student generated news broadcast to model their own after. The rest of class was a brainstorming session. Students broke up into groups of 4-5, assigned roles and came up with possible stories to report on. We will be working on story proposals next week.
Today I introduced our project for this quarter. I gave students an overview of the news broadcast project's requirements and instructions. Students watched an example of a student generated news broadcast to model their own after. The rest of class was a brainstorming session. Students broke up into groups of 4-5, assigned roles and came up with possible stories to report on. We will be working on story proposals next week.
news_broadcast.pdf | |
File Size: | 250 kb |
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January 23/24
Students had the first 30 minutes of class to perfect/complete their scripts and practice. Groups presented their news segment, to get practice presenting for their upcoming broadcasting project. I will be going over the requirements for that project next class.
Students had the first 30 minutes of class to perfect/complete their scripts and practice. Groups presented their news segment, to get practice presenting for their upcoming broadcasting project. I will be going over the requirements for that project next class.
January 18/22
On Friday, I was out! Students watched the film "All the President's Men", which documents the role of the press in breaking the Watergate scandal. Monday, my eighth block students completed their script writing assignment.
On Friday, I was out! Students watched the film "All the President's Men", which documents the role of the press in breaking the Watergate scandal. Monday, my eighth block students completed their script writing assignment.
January 16/17
Today, we continued our lesson on broadcast script writing. We had a recap over the rules of script writing for broadcast media. Students then broke up into groups of 2-3, to write their own 25-30 second news segment script. Use the handout to get the facts about each story!
Today, we continued our lesson on broadcast script writing. We had a recap over the rules of script writing for broadcast media. Students then broke up into groups of 2-3, to write their own 25-30 second news segment script. Use the handout to get the facts about each story!
January 14/15
Today, we began talking about how to write a script for broadcast journalism. I handed out a guide that give you all the rules for writing scripts. We annotated the packets and reviewed the rules. We then (as a class) wrote a 20-25 second segment for a news broadcast, based on facts about a story. Keep your packets and examples! We will be writing scripts independently next class!
Today, we began talking about how to write a script for broadcast journalism. I handed out a guide that give you all the rules for writing scripts. We annotated the packets and reviewed the rules. We then (as a class) wrote a 20-25 second segment for a news broadcast, based on facts about a story. Keep your packets and examples! We will be writing scripts independently next class!
January 10/11
Today, we continued our unit on broadcast journalism. We reviewed the vocabulary and differences between print and broadcast journalism that we came up with last class. We watched "NBC Nightly News" with Lester Holt and looked at the content of news broadcast stories. Then we watched "CBS with Jeff Glor"to discern a pattern of television news broadcasts.
Today, we continued our unit on broadcast journalism. We reviewed the vocabulary and differences between print and broadcast journalism that we came up with last class. We watched "NBC Nightly News" with Lester Holt and looked at the content of news broadcast stories. Then we watched "CBS with Jeff Glor"to discern a pattern of television news broadcasts.
January 8/9
Welcome back! I hope you had a wonderful and relaxing winter break! Today we introduced our new unit: broadcast journalism. As a class, we compared and contrasted print journalism with broadcast journalism. We also watched a short film that details the history and rise of television broadcasting. Afterwords, students worked in groups to define broadcast journalism jargon and use their definitions to complete a crossword puzzle using the terms.
Welcome back! I hope you had a wonderful and relaxing winter break! Today we introduced our new unit: broadcast journalism. As a class, we compared and contrasted print journalism with broadcast journalism. We also watched a short film that details the history and rise of television broadcasting. Afterwords, students worked in groups to define broadcast journalism jargon and use their definitions to complete a crossword puzzle using the terms.
Broadcast Journalism Vocabulary | |
File Size: | 39 kb |
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