Journalism

LANGUAGE ARTS CURRICULUM Journalism Course Descriptions

JOURNALISM I

In this course, students will learn to read, write, and think critically. The course will provide students with opportunities to understand and practice print journalism. Students will focus on writing, layout, headline writing, publication, advertising, and copyediting. Contributing to the school newspaper and yearbook will provide students with authentic learning experiences in InDesign and other forms of technology. Students will earn Learning-Through-Service hours for the production of the high school’s historical publication.

JOURNALISM II

In this course, students will advance their abilities to read, write, and think critically. The course will provide students with opportunities to develop a deeper understanding of print journalism and authentic application of publication skills. Students will focus on writing, photography, layout, headline writing, publication, advertising, and copy-editing. Contributing to the school newspaper and yearbook will provide students with authentic learning experiences in InDesign and other forms of technology. Students will also earn Learning-Through-Service hours for the production of the high school’s historic publication.

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LANGUAGE ARTS CURRICULUM Journalism I and II: Reading and Responding

Objectives:

Students read, comprehend and respond in individual, literal, critical and evaluative ways to literacy, informational and persuasive texts in multimedia formats. Students use appropriate strategies before, during and after reading in order to construct a meaning. Students interpret, analyze and evaluate text in order to extend understanding and appreciation. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. Students communicate with others to create interpretations of written, oral and visual texts. Students recognize and appreciate that contemporary and classical literature has shaped human thought. Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

Essential Questions: What are the ways to improve production design for a particular publication? How can an effective headline make or break a story? In which ways does the quality of copyediting affect the quality of writing in a publication? How might a basic mastery of layout and design be further improved by the use of software? In terms of production, how does conventional print journalism differ from other forms of media? When producing a trade publication, what other design elements must be taken into account to meet a successful deadline? In broadcast journalism, how does the correlation between print and visual production contribute to a successful broadcast? What elements must a publication take into account when soliciting and approving of advertisers?

Grade Level Expectations

(These are based upon the Connecticut Standards for Language Arts 9-12. Bold items represent the power standards that will be emphasized in this grade level.)

Forming a General Understanding

Independently activate prior knowledge, establish purposes for reading and adjust the purposes while reading Independently determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies Select and organize relevant information from text to summarize Make and justify inferences from explicit and or implicit information.

Develop journalistic vocabulary through listening, speaking, reading and writing. Instructional Strategies Evidence of Learning

 Mini- lessons  Teacher modeling  Teacher/student conferences  Guided reading  Small group discussions  Independent reading  Yearbooks Text  Yearbook

Photographs  Yearbook Layouts  Newspaper Text  Newspaper

Photographs  Newspaper

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LANGUAGE ARTS CURRICULUM Journalism I and II: Reading and Responding

Grade Level Expectations

(These are based upon the Connecticut Standards for Language Arts 9-12. Bold items represent the power standards that will be emphasized in this grade level.) Use content vocabulary appropriately and accurately (math, music, science, social studies, etc.). Identify, use and analyze text structures. Developing Interpretation Generate and respond to questions about the text. Interpret information that is implied in a text.

Distinguish between fact and opinion.

Respond to the ideas of others and recognize the validity of differing views..

Discuss and respond to texts by making text-to-self, text-to-text and text-to world connections.

Choose a variety of genres to read for personal enjoyment. Persuade listeners about judgments and opinions of works read, written and

viewed. Compare/contrast and evaluate ideas and issues across contemporary texts.

Create responses to texts and examine each work’s contributions to an understanding of human experience across cultures. Analyze and evaluate the basic beliefs, perspectives, biases, and assumptions underlying an author’s work.

create responses to non-fiction texts and examine contributions to an understanding of human experience across cultures. Evaluate the effectiveness of the choices that reporters and photographers make. Evaluate electronic and visual sources for accuracy and bias. Examining Content and Structure Identify the various conventions within journalism and apply this understanding to the evaluation of non-fiction text Explain and explore their own and others’ aesthetic reactions to texts

Explain and explore their own and others’ aesthetic reactions to texts.

Instructional Strategies Evidence of Learning

 Shared reading  Sustained silent reading  Note taking  Journal responses  Flexible groupings  Written reading reflections  Multimedia presentation  Focused lectures  Guest speakers  Workshops  Yearbook ladders

Layouts  Multimedia presentations

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LANGUAGE ARTS CURRICULUM Journalism I and II: Written and Oral Expression

Objectives:

Students use descriptive, narrative, expository, and persuasive modes. Students prepare, publish and/or present work appropriate to audience, purpose and task. Students use knowledge of their language and culture to improve competency in English. Students speak and write using standard language structures and diction appropriate to audience and task. Students use standard English for composing and revising written text.

Grade Level Expectations Use the appropriate features of expository writing with a focus on:

 checking for coherence  implementing effective topic sentences  using a variety of appropriate introduction and conclusion format  adding elaboration in body paragraphs with relevant textual

evidence, details and examples Determine purpose and audience, and choose an appropriate written, and/or visual format.

Apply the most effective processes to create and present a written and/ or visual piece.

Independently revise texts for organization, elaboration, fluency and clarity with a focus on:

 writing topic sentences using key words or synonyms or ideas from

the lead

 reordering the piece in a way appropriate for the audience and

purpose

 using logical transitions between and within paragraphs to

improve fluency and coherence. Independently research information from multiple sources for a specific purpose. Independently evaluate the validity of primary and secondary sources of information to authenticate research. Publish and/or present final products using InDesign. Instructional Strategies Evidence of Learning

 Mini- lessons  Teacher modeling  Teacher/student conferences  Guided reading  Small group discussions  Independent reading  Shared reading  Sustained silent reading  Note taking  Journal responses  Flexible groupings  Written reading reflections  Multimedia presentation  Focused lectures  Guest speakers  Workshops  Yearbook ladders  Yearbooks Text  Yearbook Photographs  Yearbook Layouts  Newspaper Text  Newspaper Photographs  Newspaper Layouts  Multimedia presentations

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LANGUAGE ARTS CURRICULUM Journalism I and II: Written and Oral Expression

Grade Level Expectations

Recognize and understand variations between language patterns with a focus on tone, syntax, and diction. Use sentence patterns typical of written language to produce text with a focus on improving clarity in phrases and clauses. Evaluate the impact of language as related to audience and purpose.

Recognize the difference between standard and nonstandard English and use language appropriately. Demonstrate proficient use of proper mechanics, usage and spelling skills. Use resources for proofreading and editing Instructional Strategies Evidence of Learning

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LANGUAGE ARTS CURRICULUM Journalism I and II: Resources

Textbooks:

Journalism: Writing for Publication Herff-Jones’ Your Curriculum Series (includes InDesign)

Films:

Control Room Edward R. Murrow DVD series Good Night and Good Luck All the President’s Men (including DVD extras of the history of Watergate) Shattered Glass

Supplemental Materials:

Local newspapers National Geographic The Manual for Scholastic Newspaper Associated Press Stylebook Associated Press Guide to Punctuation Associated Press Guide to News Writing Various weekly periodicals Herff-Jones’ Ideas That Fly series

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LANGUAGE ARTS CURRICULUM Journalism I and II: Matrix of Expectations

All levels of this class share the grade level expectations. The following matrix is a breakdown of the scope and amount of typical writing and literary experiences as well as the shared benchmarks that all teachers of similar classes will implement.

Major Topics, Themes, and Genres Major Assessments

Literature

Journalism I Journalism II Major Topics: Basic publishing terms, differences between journalistic and academic writing, basic types of stories and coverage, interviewing, basic photography, reporting, First Amendment, basic theme planning, basic layout and InDesign skills. Students will read specific text lessons and assigned articles in reference to major topics. Some of those articles should be student-selected with class time given for reading.

Major Topics: Ladder and theme planning, designing publishing templates and spreads, advanced InDesign skills, copyediting, in-depth interviewing and finding stories techniques, advertising (both in and for the yearbook), photography and choosing photographs for publication. Students will read specific text lessons and assigned articles in reference to major topics. Some of those articles should be student-selected with class time given for reading.

Writing

Journalism I

Journalism II

Major Modes and Skills

Modes: descriptive, narrative, expository, and persuasive writing, and photographic reporting. Skills: using standard written English and Associated Press format, evaluating a variety of texts, developing news stories, organizing information, analyzing information, and synthesizing information with in-depth commentary. Newspaper stories Yearbook stories Basic layout with stories and photographs Photography essay

Modes: descriptive, narrative, expository, and persuasive writing, and photographic reporting. Skills: using standard written English and Associated Press format, evaluating a variety of texts, developing news stories, developing theme, organizing information, analyzing information, and synthesizing information with in-depth commentary. Newspaper stories Yearbook stories Theme packet Advanced layout with stories and photographs Photography essay

Major Assessments

Homework Expectations

Journalism I

Journalism II 30 -60 min/ week, depending on the publishing schedule; students are expected to manage long-term assignments independently, based on the publishing schedule.

30 -60 min/ week, depending on the publishing schedule; students are expected to manage long-term assignments independently, based on the publishing schedule.