East Penn School District Secondary Curriculum
A Planned Course Statement for Journalism I
Course # 100 Grade(s) 9, 10, 11, 12
Department: English
Length of Period (mins.) 40 Total Clock Hours: 120
Periods per Cycle: 6 Length of Course (yrs.) 1.0
Type of Offering: required elective
Credit: 1.0
Adopted:
Developed by:
Joseph F. Pirro Stuart Speicher Lisa Baron
5/22/2006 9:22 AM Description of Course
Course Title: Journalism I - #100
Description: With an emphasis on print journalism, students develop the traits typical and essential of all beginning reporters and writers as they develop an increasing awareness of their world through a mixture of instruction and production tied to the planning and writing of news briefs, feature spotlights, sports shorts, and informal opinion polls.
Goals: 1. Students should be able to improve their general planning, research, writing, and communication skills to the point that their journalistic training helps in all academic endeavors and aspects of life. 2. Students should learn to become more organized and logical thinkers, while increasing their sense of objectivity. Students should be able to distinguish between news and feature stories, the two major umbrella groups in print journalism. 3. Students should learn that reporting and writing about others is as important or more important than writing about themselves. 4. Students should learn to appreciate the opportunity to exercise their freedom of speech by regularly publishing. 5. Students should become comfortable working with other class members in a team-oriented environment.
Requirements: The course is reporting-project based. During the course, students jointly or independently plan and produce reporting notes and shorter news, feature, sports and opinion stories. Students generate one original story idea per week. They take on and complete one contribution for each issue of The Stinger or other related student publications. They use designated computer labs for word processing at least a half dozen times per month, and are expected to consider making application for a full-time staff position on The Stinger. Attendance on field trips to state or national conventions is optional, but encouraged. There is no prerequisite.
Text/Primary Source Materials: Daily reading of The Morning Call The Stinger Guidebook, Journalism III Class, 1997 Adams, Julian and Stratton, Kenneth. Press Time. Prentice-Hall Inc., Englewood, NJ, 1985. Fedler, Fred. Reporting for the Print Media. Harcourt Brace Jovanovich: San Diego, CA, 1984. Mencher, Fred. News Reporting and Writing. Willam C. Brown Publishers: Dubuque, IA, 1987. Various teacher-designed example and planning packets, coversheets, articles from major metropolitan papers Guest speakers – professional journalists, media members
Secondary Source Materials: Blundell, William E. The Art and Craft of Feature Writing. Plume Printing, New York, 1988. Fischer, Heinz-Dietrich. Sports Journalism at its Best. Nelson-Hall Publishers, Chicago, 1995. French, Christopher, W. The Associated Press Stylebook and Libel Manual. Addison-Wesley Publishing Co., Inc., Reading, MA, 1987. Hawthorne, Bobby. The Coverage of Interscholastic Sports. American Student Press Institute, Norman, OK, 1989.
5/22/2006 9:22 AM Jungblut, Joseph A. How to Conduct a High School Poll. The George H. Gallup International Institute, Princeton, NJ, 1996. Sloan, Wm. David & Anderson, Laird B. Pulitzer Prize editorials. Iowa State University Press, Ames, IA, 1997. Smith, Helen F. Scholastic Newspaper Fundamentals. Columbia Scholastic Press Association, New York, 1997. Strunk, William Jr. and White, E. B. The Elements of Style. Macmillan Publishing Co., New York, 1979. Zinsser, William. On Writing Well. Harper & Row, New York, 1985.
Periodicals: “Adviser Update,” The Dow Jones Newspaper Fund “American Journalism Review” “C:JET” (Communication: Journalism Education Today) “Columbia Journalism Review” “Quill & Scroll” Magazine The East Penn Press The Morning Call The Stinger, Back Issues “The Quill” “Student Press Law Center Report” “Student Press Review,” Columbia Scholastic Press Association “Writer’s Digest” Competing Lehigh Valley, state, regional, and national exchange student newspapers and web sites
Topics Considered: Newsroom organization What is News? The Elements of News Interviewing Notetaking Skills Beat Reporting Lead Writing, Rotating Rewrites Story Shapes – Inverted Pyramid, Perfect Circle, In-depth Story Reporting – Accuracy Quotations & Attribution News Style Conciseness & Brevity & FOG Index Association Press Style
5/22/2006 9:22 AM Key to Levels of Achievement (Listed with each learning objective)
Awareness (A): Students are introduced to concepts, forms, and patterns.
Learning (L): Students are involved in a sequence of steps and practice activities which involved further development and allow evaluation of process.
Understanding (U): Students demonstrate ability to apply acquired concepts and skills to individual assignments and projects on an independent level.
Reinforcement (R): Students maintain and broaden understanding of concepts and skills to accomplish tasks at a greater level of sophistication.
5/22/2006 9:22 AM Course Objectives – Journalism I Page 1 Unit Num Objective Level Content Evaluation Standard Defining 1 Students will acquire an U • Textbook (reading, writing, class • Written and oral presentations 1.1.11 B Communication understanding of mankind’s need discussion) on a selected date in the 1.1.11 G for communication and identify • Historical survey – timeline in history of communications 1.2.11 A ways in which communication important dates in • Test 1.4.11 B has been develop and refined. communication’s history 1.5.11 B • Independent Study – the examination of an impacting date in the history of communication The Power of the 2 Students will appreciate and U • Textbook (reading, writing, class • Test 1.1.11 B Press and Journalism comprehend the historical power, discussion) • Written report on a famous 1.2.11 A Ethics responsibility, strengths and • Historical survey journalist 1.4.11 B weaknesses of a free, democratic − First Amendment • Book report on the outside 1.5.11 B press. − communications law historical reading (submitted 1.6.11 C − famous journalists by the end of the first marking 1.8.11 A − libel and slander law period) • Position of Modern Press − privacy vs. Right to know − types of media − modern journalists • Independent Study – independent reading of a book of historical/bibliographical importance of journalism/mass media The Newspaper and 3 Students will accept exposure to U • Textbook (reading, writing, class • Test 1.1.11 A Periodicals an overview of print, broadcast, discussion) • Library research hunt project 1.8.11 B and on-line journalism as well as • Brief history of emphasizing the use of the develop an understanding of the newspapers/magazines Internet and computer continuing purpose and − famous publishers/editors resources responsibility of a free and − famous newspapers democratic press. − famous magazines − famous reporters − famous photojournalists • Basic newspaper/magazine terms • The modern publication − staff organization − types of newspapers/magazines − public responsibility – accuracy, propaganda, advertising • Group library visit
5/22/2006 9:22 AM Course Objectives – Journalism I Page 2 Unit Num Objective Level Content Evaluation Standard 4 Students will be informed about U • Daily reading and analysis of • Written and oral presentations 1.1.11 A and explore current events in the articles from The Morning Call on various types of print 1.8.11 B news. journalism, broadcast, or online journalism News: What is it? 5 Students will develop an U • Textbook (reading, writing, class • Various reporting assignments 1.1.11 A understanding of what makes a discussion) • Check of daily newspaper 1.1.11 B topic newsworthy and begin − eight elements of news news worthiness analysis 1.2.11 A developing keen news judgment worthiness (from proximity • One-week beat watch check 1.6.11 E skills. to humor) • Check of student-generated − characteristics of good story idea list reporters • Class check of the • Daily newspapers (analysis) – development of reporter-like self and class examination of the skills, such as note taking and elements of news stories on a listening daily basis • Preparation of questions for • Environment (self-awareness)- guest speakers emphasis on keeping all senses alert to news • Identifying news ideas • Beat reporting • Class discussion/brainstorming activities • Guest speaker – local newspaper reporter or editor • News story focus 6 Students will cultivate their own R • Textbook (reading, writing, class • Various reporting assignments 1.5.11 A list of school-based news story discussion) • Check of daily newspaper 1.6.11 E ideas. − eight elements of news news worthiness analysis 1.8.11 A worthiness (from proximity • One-week beat watch check to humor) • Check of student-generated − characteristics of good story idea list reporters • Class check of the • Daily newspapers (analysis) – development of reporter-like self and class examination of the skills, such as note taking and elements of news stories on a listening daily basis • Preparation of questions for • Environment (self-awareness)- guest speakers emphasis on keeping all senses alert to news • Identifying news ideas • Beat reporting • Class discussion/brainstorming activities 5/22/2006 9:22 AM Course Objectives – Journalism I Page 3 Unit Num Objective Level Content Evaluation Standard activities • Guest speaker – local newspaper reporter or editor 7 Students will begin to understand L • Textbook (reading, writing, class • Various reporting assignments 1.1.11 A news and develop and strengthen discussion) • Check of daily newspaper 1.1.11 D the traits of all good reporters. − eight elements of news news worthiness analysis 1.3.11 F worthiness (from proximity • One-week beat watch check 1.6.11 B to humor) • Check of student-generated − characteristics of good story idea list reporters • Class check of the • Daily newspapers (analysis) – development of reporter-like self and class examination of the skills, such as note taking and elements of news stories on a listening daily basis • Preparation of questions for • Environment (self-awareness)- guest speakers emphasis on keeping all senses alert to news • Identifying news ideas • Beat reporting • Class discussion/brainstorming activities • Guest speaker – local newspaper reporter or editor News Reporting and 8 Students will plan, then conduct R • Textbook/handouts/folder • Test 1.6.11 E Writing interviews of relevant people • Interviewing/polls • Ongoing evaluation of first 1.8.11 A sources in preparation for the • Writing leads leads and then full stories writing of a hard news story • Elements (5 W’s and How) generated from student news related to the school learning • Story organization – inverted conferences environment. pyramid • Review of the success of • Quotations and attribution student-to-relevant people • Style source interview − brevity • Check of various exercises − simplicity related to leads (some based − avoid passive voice on analysis of the daily • Associated press style newspaper) • Daily newspapers • News writing style − evaluate stories for leads and • Series of quizzes organization − news conferences − peer editing techniques − blackboard editing displays 9 Students will conduct a study R • Textbook/handouts/folder • Test 1.1.11 A poll, then write a poll story based 1.1.11 D on the results of their survey. 5/22/2006 9:22 AM Course Objectives – Journalism I Page 4 Unit Num Objective Level Content Evaluation Standard poll, then write a poll story based • Interviewing/polls • Ongoing evaluation of first 1.1.11 D on the results of their survey. • Writing leads leads and then full stories 1.6.11 A • Elements (5 W’s and How) generated from student news 1.8.11 A • Story organization – inverted conferences 1.8.11 B pyramid • Review of the success of 1.8.11 C • Quotations and attribution student-to-relevant people • Style source interview − brevity • Poll survey is graded − simplicity • Check of various exercises − avoid passive voice related to leads (some based • Associated press style on analysis of the daily • Daily newspapers newspaper) − evaluate stories for leads and • News writing style organization • Series of quizzes − news conferences − peer editing techniques − blackboard editing displays 10 Students will put to use an L • Textbook/handouts/folder • Test 1.1.11 D understanding of essential • Interviewing/polls • Ongoing evaluation of first 1.4.11 B question-words to be able to write • Writing leads leads and then full stories solid story leads. • Elements (5 W’s and How) generated from student news • Story organization – inverted conferences pyramid • Review of the success of • Quotations and attribution student-to-relevant people • Style source interview − brevity • Poll survey is graded − simplicity • Check of various exercises − avoid passive voice related to leads (some based • Associated press style on analysis of the daily • Daily newspapers newspaper) − evaluate stories for leads and • News writing style organization • Series of quizzes − news conferences − peer editing techniques − blackboard editing displays
11 Students will organize and L • Textbook/handouts/folder • Test structure stories based on the • Interviewing/polls • Ongoing evaluation of first inverted pyramid. • Writing leads leads and then full stories • Elements (5 W’s and How) generated from student news • Story organization – inverted conferences pyramid 5/22/2006 9:22 AM Course Objectives – Journalism I Page 5 Unit Num Objective Level Content Evaluation Standard pyramid • Review of the success of • Quotations and attribution student-to-relevant people • Style source interview − brevity • Poll survey is graded − simplicity • Check of various exercises − avoid passive voice related to leads (some based • Associated press style on analysis of the daily • Daily newspapers newspaper) − evaluate stories for leads and • News writing style organization • Series of quizzes − news conferences − peer editing techniques − blackboard editing displays 12 Students will write a simple news L • Direct vs. indirect quotes • Use of individual rubrics for story which explores the 5 W’s: • Avoiding clichés each type of news story the obituary • Monitoring editorializing written throughout the year 13 Students will insert quotations L • Textbook/handout/folder • Test 1.6.11 A into their stories and distinguish • Interviewing/polls • Ongoing evaluation of first 1.6.11 C when attribution is needed. • Writing leads leads and then full stories 1.6.11 E • Elements (5 W’s and How) generated from student news • Story organization – inverted conferences pyramid • Review of the success of • Quotations and attribution student-to-relevant people • Style source interview − brevity • Poll survey is graded − simplicity • Check of various exercises − avoid passive voice related to leads (some based − transitional words on analysis of the daily − logical links newspaper) • Associated press style • News writing style • Daily newspapers • Series of quizzes − evaluate stories for leads and organization − news conferences − peer editing techniques − blackboard editing displays 14 Students will improve their own U • Textbook/handouts/folder • Test 1.1.11 A and classmate’s writing according • Interviewing/polls • Ongoing evaluation of first 1.1.11 D to the principles of news writing • Writing leads leads and then full stories 1.3.11 F style and A.P. style. • Elements (5 W’s and How) generated from student news 1.4.11 B • Story organization – inverted conferences 1.5.11 A pyramid • Review of the success of 1.5.11 B student-to-relevant people source interview 5/22/2006 9:22 AM Course Objectives – Journalism I Page 6 Unit Num Objective Level Content Evaluation Standard • Quotations and attribution student-to-relevant people 1.5.11 C • Style source interview 1.5.11 D − brevity • Poll survey is graded 1.5.11 E − simplicity • Check of various exercises 1.8.11 A − avoid passive voice related to leads (some based 1.8.11 B − avoiding editorializing on analysis of the daily 1.8.11 C − avoiding clichés newspaper) • Associated press style • News writing style • Daily newspapers • Series of quizzes − evaluate stories for leads and organization − news conferences − peer editing techniques − blackboard editing displays • Copy editing symbols 15 Students will develop and present R • Textbook/handouts/folder • Test 1.6.11 A their own news conference to the • Interviewing/polls • Ongoing evaluation of first 1.6.11 B class. • Writing leads leads and then full stories 1.6.11 C • Elements (5 W’s and How) generated from student news • Story organization – inverted conferences pyramid • Review of the success of • Quotations and attribution student-to-relevant people • Style source interview − brevity • Poll survey is graded − simplicity • Check of various exercises − avoid passive voice related to leads (some based − avoiding editorializing on analysis of the daily − avoiding clichés newspaper) • Associated press style • News writing style • Daily newspapers • Series of quizzes − evaluate stories for leads and organization − news conferences − peer editing techniques − blackboard editing displays Writing the Sports 16 Students will learn about and U • Handouts • Students receive story grades 1.1.11 A Story write each of the following types • Examples provided for: on each of the news story 1.1.11 D of news stories: − brights types: 1.4.11 B • Brights − round-ups − brights 1.6.11 E • Round-ups − follow-ups − round-ups 1.8.11 A • Follow-ups − sidebars − follow-ups 1.8.11 B • Sidebars − briefs − sidebars 1.8.11 C
5/22/2006 9:22 AM Course Objectives – Journalism I Page 7 Unit Num Objective Level Content Evaluation Standard • Briefs • Daily newspaper: Students find − briefs examples on their own of: • Various homework − brights assignments based on the − round-ups above story types − follow-ups − sidebars − briefs • In-class writing periods • Sharing successful student ideas/writing • Teacher/student conference Specialized Feature 17 Students will distinguish between L • How to write feature stories • Students are required to 1.1.11 A Writing news stories and feature stories. (stressing the difference from submit proposals an stories on 1.1.11 D news) these three topics: 1.4.11 B • Lecture − student feature 1.4.11 C − feature writing techniques − teacher feature − spool structure − community feature − perfect circle • Other points will be assigned • Class discussion for the completion of • Textbook/handout/examples of: homework or class work • news features assignments on any of the − obituaries various feature types, but − reviews/criticism especially: − lifestyle/cultural − obituaries − foreign affairs − reviews − politics • Sharing of successful student − business affairs ideas/writing − science/environment/health • Daily review of feature stories • Peer editing techniques in newspapers 18 Students will become familiar U • How to write feature stories • Students are required to 1.1.11 A with all of the various types of (stressing the difference from submit proposals an stories on 1.3.11 F feature stories in a daily news) these three topics: 1.6.11 B newspaper. • Lecture − student feature − feature writing techniques − teacher feature − spool structure − community feature − perfect circle • Other points will be assigned • Class discussion for the completion of • Textbook/handout/examples of: homework or class work • news features assignments on any of the − obituaries various feature types, but − reviews/criticism especially: − lifestyle/cultural − obituaries
5/22/2006 9:22 AM Course Objectives – Journalism I Page 8 Unit Num Objective Level Content Evaluation Standard − foreign affairs − reviews − politics • Sharing of successful student − business affairs ideas/writing − science/environment/health • Daily review of feature stories • Peer editing techniques in newspapers 19 Students will develop a flair for R • How to write feature stories • Students are required to 1.1.11 A developing, researching, (stressing the difference from submit proposals an stories on 1.1.11 D interviewing, and writing feature news) these three topics: 1.2.11 A stories. • Lecture − student feature 1.4.11 B − feature writing techniques − teacher feature 1.4.11 C − spool structure − community feature 1.6.11 A − perfect circle • Other points will be assigned 1.6.11 B • Class discussion for the completion of • Textbook/handout/examples of: homework or class work • news features assignments on any of the − obituaries various feature types, but − reviews/criticism especially: − lifestyle/cultural − obituaries − foreign affairs − reviews − politics • Sharing of successful student − business affairs ideas/writing − science/environment/health • Daily review of feature stories • Peer editing techniques in newspapers Opinion Writing 20 Students will appreciate the L • Textbook handouts/examples of: • Students receive separate 1.1.11 A opportunity to exercise their − letter to the editor grades for each of the 1.2.11 A freedom of speech in opinion − op-eds/perspectives following: 1.3.11 F writing. − columns − letter to the editor 1.4.11 C − editorials − op-eds/perspectives 1.5.11 A • Group discussion of the strengths − columns 1.5.11 B and weaknesses of − editorials 1.5.11 C teacher=chosen option pieces • Written and oral evaluations of 1.5.11 D • Generate editorial ideas professional editorial writing 1.5.11 E • In-class writing periods • Specific rubrics for all writing 1.6.11 E • Student-teacher conferencing assignments • Sharing of successful student opinion writing • Study of an editorial writer’s life 21 Students will pick a current • Textbook handouts/examples of: • Students receive separate 1.1.11 A events topics and write letters to − letter to the editor grades for each of the 1.2.11 A the editor. − op-eds/perspectives following: 1.3.11 F − columns − letter to the editor 1.4.11 C − editorials − op-eds/perspectives 1.5.11 A
5/22/2006 9:22 AM Course Objectives – Journalism I Page 9 Unit Num Objective Level Content Evaluation Standard • Group discussion of the strengths − columns 1.5.11 B and weaknesses of − editorials 1.5.11 C teacher=chosen option pieces • Written and oral evaluations of 1.5.11 D • Generate editorial ideas professional editorial writing 1.5.11 E • In-class writing periods • Specific rubrics for all writing 1.6.11 E • Student-teacher conferencing assignments • Sharing of successful student opinion writing • Study of an editorial writer’s life 22 Students will see the role of the U • Textbook handouts/examples of: • Students receive separate 1.1.11 D student press, but also the − letter to the editor grades for each of the 1.2.11 A responsibility and importance of − op-eds/perspectives following: 1.4.11 B timeliness. − columns − letter to the editor 1.5.11 A − editorials − op-eds/perspectives 1.5.11 B • Group discussion of the strengths − columns 1.5.11 C and weaknesses of − editorials 1.5.11 D teacher=chosen option pieces • Written and oral evaluations of 1.5.11 E • Generate editorial ideas professional editorial writing 1.8.11 A • In-class writing periods • Specific rubric for column 1.8.11 B • Student-teacher conferencing assignment and sidebar 1.8.11 C • Sharing of successful student opinion writing • Study of an editorial writer’s life 23 Students will pick a current teen U • Textbook handouts/examples of: • Students receive separate 1.1.11 D topic of interest and write a − letter to the editor grades for each of the 1.2.11 A column about it and design a − op-eds/perspectives following: 1.4.11 B sidebar to run with it. − columns − letter to the editor 1.5.11 A − editorials − op-eds/perspectives 1.5.11 B • Group discussion of the strengths − columns 1.5.11 C and weaknesses of − editorials 1.5.11 D teacher=chosen option pieces • Written and oral evaluations of 1.5.11 E • Generate editorial ideas professional editorial writing 1.8.11 A • In-class writing periods • Specific rubric for column 1.8.11 B • Student-teacher conferencing assignment and sidebar 1.8.11 C • Sharing of successful student opinion writing • Study of an editorial writer’s life 24 Students will generate the three R • Textbook handouts/examples of: • Students receive separate 1.1.11 A main types of opinion writing: − letter to the editor grades for each of the 1.1.11 D letter to the editor, column, and − op-eds/perspectives following: 1.2.11 A editorial. − columns − letter to the editor 1.4.11 C − editorials − op-eds/perspectives 1.5.11 A
5/22/2006 9:22 AM Course Objectives – Journalism I Page 10 Unit Num Objective Level Content Evaluation Standard • Group discussion of the strengths − columns 1.5.11 B and weaknesses of − editorials 1.5.11 C teacher=chosen option pieces • Written and oral evaluations of 1.5.11 D • Generate editorial ideas professional editorial writing 1.5.11 E • In-class writing periods • Evaluation of research outline 1.8.11 A • Student-teacher conferencing for debate 1.8.11 B • Sharing of successful student 1.8.11 C opinion writing • Study of an editorial writer’s life 25 Students will pick a controversial R • Textbook handouts/examples of: • Students receive separate 1.6.11 A editorial topic for debate and − letter to the editor grades for each of the 1.6.11 C research the topic in teams of − op-eds/perspectives following: 1.6.11 D three. − columns − letter to the editor 1.6.11 E − editorials − op-eds/perspectives • Group discussion of the strengths − columns and weaknesses of − editorials teacher=chosen option pieces • Written and oral • Generate editorial ideas evaluations of professional • In-class writing periods editorial writing • Student-teacher conferencing • Evaluation of research outline • Sharing of successful student for debate opinion writing • Study of an editorial writer’s life 26 Students will formulate their own R • Textbook handouts/examples of: • Students receive separate 1.6.11 A ideas on editorial policy within − letter to the editor grades for each of the 1.6.11 C the student process. − op-eds/perspectives following: 1.6.11 D − columns − letter to the editor 1.6.11 E − editorials − op-eds/perspectives • Group discussion of the strengths − columns and weaknesses of − editorials teacher=chosen option pieces • Written and oral • Generate editorial ideas evaluations of professional • In-class writing periods editorial writing • Student-teacher conferencing • Debate rubric • Sharing of successful student • Editorial rubric opinion writing • Study of an editorial writer’s life 27 Students will use their knowledge R • Textbook handouts/examples of: • Students receive separate gained through debate to write − letter to the editor grades for each of the editorials. − op-eds/perspectives following: − columns − letter to the editor − editorials − op-eds/perspectives
5/22/2006 9:22 AM Course Objectives – Journalism I Page 11 Unit Num Objective Level Content Evaluation Standard • Group discussion of the strengths − columns and weaknesses of − editorials teacher=chosen option pieces • Written and oral • Generate editorial ideas evaluations of professional • In-class writing periods editorial writing • Student-teacher conferencing • Debate rubric • Sharing of successful student • Editorial rubric opinion writing • Study of an editorial writer’s life Student Publications 28 Students will develop and R • Textbook/handouts/examples of: • Separate evaluation of each 1.4.11 B produce an original newspaper. − school newspapers student’s role in the 1.5.11 A − peer written articles development of the 1.5.11 B • In-class writing/editing/layout newspaper. 1.5.11 C developing periods 1.5.11 D • Student-teacher conferencing Note” Publication in the 1.5.11 E • Group discussion of printed/final Journalism I student press or “The 1.8.11 A products after circulation; focus Stinger” is not required, but is 1.8.11 B on the strengths/weaknesses of encouraged in preparation for 1.8.11 C each issue of the student press future coursework in the program.
29 Students will experience the role L • Textbook/handouts/examples of: • Separate evaluation of each 1.6.11 A of the student press. − school newspapers student’s role in the 1.6.11 B − peer written articles development of the 1.6.11 C • In-class writing/editing/layout newspaper. 1.6.11 D developing periods • Student-teacher conferencing Note” Publication in the • Group discussion of printed/final Journalism I student press or “The products after circulation; focus Stinger” is not required, but is on the strengths/weaknesses of encouraged in preparation for each issue of the student press future coursework in the program. 30 Students will understand and U • Textbook/handouts/examples of: • Separate evaluation of 1.4.11 B fulfill the demands of the various − school newspapers each student’s role in the 1.5.11 A roles of the staff organization of a − peer written articles development of the 1.5.11 B school newspaper. • In-class writing/editing/layout newspaper. 1.5.11 C developing periods 1.5.11 D • Student-teacher conferencing Note” Publication in the 1.5.11 E • Group discussion of printed/final Journalism I student press or “The 1.6.11 A products after circulation; focus Stinger” is not required, but is 1.6.11 B on the strengths/weaknesses of encouraged in preparation for 1.6.11 C each issue of the student press future coursework in the program. 1.6.11 D Broadcast Journalism 31 Students will learn to recognize L • Textbook reading (reading, • Production of radio and 1.6.11 A effective patterns of writing, class discussions) – television scripts for 1.6.11 B communication appropriate to the television and radio journalism production 1.6.11 C medium. 5/22/2006 9:22 AM Course Objectives – Journalism I Page 12 Unit Num Objective Level Content Evaluation Standard communication appropriate to the television and radio journalism production 1.6.11 C medium. • Evaluation of daily/weekly • Written report on a famous 1.6.11 D televised journalism programs broadcast journalist 1.6.11 E • Evaluation of radio programs • Test • Study of the responsibilities of the different members of a television/radio production staff • Study of a recognized broadcast journalist’s life 32 Students will become familiar U • Textbook reading (reading, • Production of radio and 1.8.11 A with the variety of careers writing, class discussions) – television scripts for 1.8.11 B available in broadcast, non- television and radio journalism production 1.8.11 C broadcast, and cable television. • Evaluation of daily/weekly • Written report on a famous televised journalism programs broadcast journalist • Evaluation of radio programs • Test • Study of the responsibilities of the different members of a television/radio production staff • Study of a recognized broadcast journalist’s life 33 Students will develop and R • Textbook reading (reading, • Production of radio and 1.6.11 A produce an original piece of a writing, class discussions) – television scripts for 1.6.11 B type of broadcast journalism. television and radio journalism production 1.6.11 C • Evaluation of daily/weekly • Written report on a famous 1.6.11 D televised journalism programs broadcast journalist 1.6.11 E • Evaluation of radio programs • Test 1.8.11 A • Study of the responsibilities of the 1.8.11 B different members of a 1.8.11 C television/radio production staff • Study of a recognized broadcast journalist’s life 34 Students will compare the U • Textbook reading (reading, • Production of radio and 1.6.11 A advantages and obstacles of writing, class discussions) – television scripts for 1.6.11 B broadcast journalism to the television and radio journalism production 1.6.11 C advantages and obstacles of print • Evaluation of daily/weekly • Written report on a 1.6.11 D journalism. televised journalism programs famous broadcast journalist 1.6.11 E • Evaluation of radio programs • Test • Study of the responsibilities of the different members of a television/radio production staff • Study of a recognized broadcast journalist’s life
5/22/2006 9:22 AM Course Objectives – Journalism I Page 13 Unit Num Objective Level Content Evaluation Standard On-line Journalism 35 Students will accept exposure to A • Handouts (reading, writing, class • Written evaluation of a major 1.6.11 A various types of news reporting discussion) news related web site 1.6.11 B available on the Internet. • Class exploration of news web 1.6.11 C sites: 1.8.11 A • USATODAY.com 1.8.11 B • CNN.com 1.8.11 C • MCALL.com 1.8.11 D • WashingtonPost.com 1.8.11 E • NewYorkTimes.com • MSNBC.com • ABCNEWS.com • Others to be selected by students • Independent study – independent exploration and evaluation of a major news related web site • Internet search for teacher selected news topics 36 Students will compare the A • Handouts (reading, writing, class • Written evaluation of a major 1.1.11 A advantages and obstacles of discussion) news related web site 1.1.11 D Internet Journalism. • Class exploration of news web 1.4.11 B sites: 1.5.11 A • USATODAY.com 1.5.11 B • CNN.com 1.5.11 C • MCALL.com 1.5.11 D • WashingtonPost.com 1.5.11 E • NewYorkTimes.com 1.8.11 A • MSNBC.com 1.8.11 B • ABCNEWS.com 1.8.11 C • Others to be selected by students • Independent study – independent exploration and evaluation of a major news related web site • Internet search for teacher selected news topics 37 Students will identify ways in A • Handouts (reading, writing, class • Written evaluation of a major 1.4.11 B which the Internet is refining discussion) news related web site 1.5.11 A modern • Class exploration of news web 1.5.11 B journalism/communications. sites: 1.5.11 C • USATODAY.com 1.5.11 D • CNN.com 1.5.11 E • MCALL.com 1.8.11 A • WashingtonPost.com 1.8.11 B 1.8.11 C 5/22/2006 9:22 AM Course Objectives – Journalism I Page 14 Unit Num Objective Level Content Evaluation Standard • NewYorkTimes.com 1.8.11 C • MSNBC.com • ABCNEWS.com • Others to be selected by students • Independent study – independent exploration and evaluation of a major news related web site • Internet search for teacher selected news topics On-going Survey of 38 Students will be perceptive to the L • Reviews of daily newspapers, • Occasional quizzes 1.2.11 A Current Events ongoing events concerning the television, and radio reports • Group discussion grades 1.2.11 B media, and then critically respond • Time magazine • Written responses to reports in 1.6.11 A based on the objectives learned • Writer’s Digest magazine news and writing magazines 1.6.11 B through the regular class • High school daily that concern journalism 1.6.11 C curriculum. bulletin/happenings 1.6.11 D • Ethical/legal concerns as they 1.6.11 E develop in the local or national media
5/22/2006 9:22 AM