Monroe Township Schools€¦ · listening, speaking, reading, and writing skills in a variety of cooperative and collaborative learning situations. A successful high school Journalism

Monroe Township Schools

Curriculum Management System

Journalism I Grades 9-11

July 2006 * For adoption by all regular education programs Board Approved: August 2006

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6&7 National and State Standards Page 8 Scope and Sequence Page 9-11 Goals/Objectives/Instructional Tools/Activities Pages 12-41 Benchmarks Page 42 Appendix Page 43

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintenden Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Ms. Carol Haring Mr. Joseph Homoki

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Gina Antoniello Mr. George Leonard

Mr. Alex Malvone 3

Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writer’s Name: Ms. Sandy Appel - Bubnowski Supervisor’s Name: Ms. Elizabeth Aaron K-12 Language Arts Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals. 5

INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The Goal of The Monroe Township High School Language Arts Journalism I program is to enhance student’s ability to integrate

listening, speaking, reading, and writing skills in a variety of cooperative and collaborative learning situations. A successful high school Journalism program integrates critical thinking and communication by asking students to synthesize a

wide range of skills and knowledge into a published document. This includes instruction in and practice of the support skills underlying each of the processes. We believe students learn journalistic skills, style, thinking, and communication by immersion in authentic problem-based learning situations. Students learn the skills and knowledge of the field through hands-on participation in a variety of activities and events. Subject matter is fused with students’ life experiences and societal issues. We believe students should analyze past news stories and synthesize the relevance to the world today.

Journalism I emphasizes a wide regard for the truth, insists on accuracy and balance in coverage and development of written

news stories, and reflect society through varied points of view. Reading, reporting, and writing about the news expects students to function as professionally as possible in the role as purveyors of culture, of values, of education and ethics. By the time the year long Journalism I course is completed students are expected to express themselves in all of the written and rhetorical modes and to conduct independent research. Students will gain more confidence in their individual Language Arts abilities , while at the same time, become more informed citizens and leaders.

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Educational Goals Having completed the Journalism I course students will be able to

ws reporting

cation policies places on the national, local, and school publications

the history of newspapers to the rights and responsibilites of journalists. With an emphasis on reporting and riting, ethics and law, style and editing, and the different types of news stories, this course draws on the student’s basic literary skills as the foundation of

sibility. As students learn how society disseminates nformation and how we use it at the center of our lives. They will begin with Basic English Language Literacy Skills and work towards improving these skills to

erent ts

: • Communicate using a variety of media forms • Present a cogent and concise message • Analyze past and present news stories • Act ethically and responsibly • Understand the different types of ne • Utilize different types of research strategies • Improve Basic English language literacy skills • Identify the various legal restrictions district publi • Become more informed citizens and leaders Journalism I covers journalism fundamentals fromwjournalism. Students will read, analyze and respond to different past and present local/national/world events with the understanding of the historical, social and political context of each story. This course reiforces speaking, listening, viewing and writing skills. Students will read, analyze and respond to diverse examples of news stories with fairness and responibetter develop written stories that exemplify great reporting and diverse coverage that benefits the readers. Students will understand the news and the difftypes of news reporting. They will read stories written by both award winning student and professional journalists to gain a deeper understanding of the elemenof journalistic style and the necessity for in-depth reporting. Students will be required to conduct independent research in order to gain a more insightful understanding of journalism.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Language Arts Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Language Arts were revised in 2004. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Language Arts may also be found at: http://www.nj.gov/njded/cccs/s3_lal.htm

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http://www.nj.gov/njded/cccs/s3_lal.htm

Journalism I

Scope and Sequence

Quarter I I. Defining Journalism, It’s Laws, Ethics, Policy

a. Definition of News b. Hard News and Soft News c. Connecting Facts, Interests and the Audience d. Ten Elements of News/Immediacy & Timeliness e. News is Different from Other Forms of Writing/ AP Journalistic Style f. Rights and Responsibilities of Journalists/ The First Amendment/ Tinker vs. Des Moines/ Hazelwood vs. Kuhlmeier/ Bethel Schools vs. Fraser/ Written Publication Policy of The Monroe Township Board of Education.

II. A Brief History of American Journalism a. Early printing b. The Role of Radio and T.V. c. Influences of Magazines d. Newspapers in the Early 20th Century e. Newspapers Today/ Present Challenge f. Tabloids vs. Broadsheet Newspaper

III. Gathering News: Getting the Story a. A Beat System and How it Works b. Primary Versus Secondary Sources c. Other Contacts and Information Sources d. The Interview e. Online/ Group Discussions/Opinion Polls

IV. Writing News Leads a. The Five W’s: Who, what, when, where, why,( sometimes for

how); the major questioned answered in the lead of a well- written news story.

b. Avoiding Plagiarism c. The News Summary Lead d. The Modified News Lead and the Nut Graph e. The Vignette Lead f. Other Choices for the Lead

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Quarter II

V. Writing the News Story a. The Inverted Pyramid Form b. The Modified Inverted Pyramid c. Attribution and Quotes d. Becoming a Better News Writer: Recognizing Weak vs. Better e. Checklist for Writing a Good News Story f. Study the following different types of News Stories: briefs, crime stories, accident/disaster stories and crisis coverage.

VI. Writing Specialty Stories a. Health Writing b. Death Coverage c. Advance Stories d. Follow-Up Story e. Speech Stories f. Civic or Public Journalism/ Poll Stories

VII. Writing Feature Stories a. The Feature Story Idea b. The Feature-Writing Process c. Elements of Feature Writing d. Feature Story Types e. Human Interest Story f. Informative Feature Story g. Other Types of Features

VIII. Writing Sports a. Writing the Sports Story b. The Difference Between Sports Slang and Sports Language c. Sports Cliches d. Developing a Sports Story with Statistics e. Types of Sports Stories: Advance Story ,Trend Story, Sports News Story, Sports Feature Story, f. Feature Leads for Sports Stories

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Quarter III

IX. Recognizing and writing different types of Editorial and Opinion Columns a. Advocacy Editorial b. Problem-Solution Editorial c. Commendation Editorial d. Brief Editorial Comment e. Editorial Short f. Editorial Cartoon

X. Headlines and Cutlines a. Primary Headline, Secondary Headline, Sub-Headline b. Design Styles: kicket, wicker, hammet, tripod c. Getting the Words to Fit on the Page

XI. Getting Started/ Design for School Publications a. Full Page Coverage b. Double Trucks c. Beyond the Double Truck d. Special Issues e Understanding Typography and Production g. Type Terms:

• Categories, or Races, of Type • Choosing Type • Type Contrast and Creativity • Type Consistency • Production • School Publication’s In-Design Layout System

XII. Writing the In-Depth story a. Sources; Published vs. Anonymous b. Layering Information c. The need for accuracy d. Adherence to AP style journalistic writing style e. Adherence to School Publication’s In-Design Layout System

Quarter IV XIII. Covering Entertainment a. Writing the Advance Story b. Writing the Review c. Writing the Column d. Writing the Feature

XIV. Using Journalism Style a. Capitalization b. Abbreviations c. Numbers d. Punctuation e. Italics f. Spelling g. Screening Sexist Expressions h. Marital Status, Appearance, Sexual Stereotypes i. Race or Ethnic Language

XV. Editing Copy : Coaching Writers ( the process) a. Coaching Writers

• Planning Stage • Collecting Stage • Writing Stage

b. Editing Copy • Body Organization and Flow • Editor/Writer Collaboration

c. Editing Reporting • Fact Check/ Clarity and Conciseness/ Details

XVI. Newspaper Production a. plan, produce and deliver a four page school news publication

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Topic: Defining Journalism, It’s Laws, Ethics, Policy Curriculum Management System

Grade Level/Subject: Grades 9-12/Journalism I

Goal 1: The student will be able to understand the elements of broadsheet news, and the meaning of the limitations of freedom of the press according to the First Amendment.

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0 Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

1.1. read and understand the following literary elements of journalism: ( 3.1.10G.1-5 )

• Immediacy or timliness • Proximity or nearness • Consequence or impact • Prominence • Drama • Oddity or unusualness • Conflict • Provocative • Emotions and instincts • Progress

1.2 identify the various legal restrictions defamation (libel/slander) places on the press.

What are the differences between what is and is not reported in the news? What are the differences between hard news and soft news? What is the essential connection between the written news facts and the reading audience? How is news writing different than all other styles of writing? What is the definition and the meaning of the First Amendment of the United States Constitution? Summative Assessment :( for goals 1-16) • During the school year the Journalism I

students will develop a portfolio which will include: 1) Personal written responses to newspaper,

magazine, and electronic news stories. 2) All process writing leading to the

completion of a news story. 3) All process writing leading to the

completion of a published news story. • During the school year students will apply

• After reading and discussing chapter 1 of the text Scholastic Journalism, copies of local and national daily newspapers will be read and discussed. Have students identify the elements of the news found in each page 1 story. Assessment: Class will discuss each element as it is listed on the chalk board.

• As a class, list five major hard news events and five major soft news events from the past 10 years found in newspapers’ on-line data bases. Assessment: Students will discuss how each of these events could again be a page 1 newspaper story.

• As a class, list all the events that occurred during the past week in school. Determine which events are newsworthy and why? Rank the events from the most to the least newsworthy. Assessment: Create a poster color-coding the news events that are the most and the least newsworthy.

• The class will read a copy of the most recent Student Press Law Center Report and give a small group oral presentation on censorship cases affecting secondary schools since the Hazelwood case. Assessment: Oral Presentation Rubric

• Class will analyze a newspaper and determine if any articles, cartoons, captions, headlines, or photographs that might border on obscenity, libel, or invasion of privacy. Assessment: Discuss your findings in class.

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Topic: Defining Journalism, It’s Laws, Ethics, Policy Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 1: The student will be able to understand the elements of broadsheet news, and the meaning of the limitations of freedom of the press according to the First Amendment.

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Cumulative Progress Indicators (CPI's) The student will be able to:



knowledge of language structure, language conventions, media techniques, figurative language to develop, produce, publish and distribute a four page school newspaper.

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Topic: History and Evolution of Newspapers Curriculum Management System


Goal 2: The student will be able to understand the history and evolution of newspapers.

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2.1. describe the differences between newspapers created in the 1940s and newspapers created today (3.1.9-12A. 1-3.

2.2. identify the differences between tabloids and broadsheet newspapers (3.1.9-12.G. 1-5)

2.3. explain how newspaper production changed with the printing press

• What is the difference between newspapers created in the 1940s and newspapers created today?

• What is the difference between tabloids vs. broadsheet newspapers?

• How has newspaper production changed? • What are some of the ethical guidelines that

challenge the modern reporter?

• Distribute copies of a current newspaper to students. Once they have scanned the paper, show them a transparency of a newspaper from the 1940s. ( Use a search engine to find a version of your local newspaper from the Internet). Have students discuss the differences. Make sure to point out art/photo usage, headline display, color, and grid structure differences.

Assessment: Describe the difference between newspapers

created in the 1940s and newspapers created today in a short-answer essay.

• Distribute both tabloids vs. broadsheet format newspapers to students. Once they have scanned the papers, have students each write down three differences they see. Then, lead a class discussion about the differences. Make sure to pint out size, headlines, colors, photographs, numbers of stories on a page and content differences.

Assessment: Give students a copy of a tabloid and a broadsheet from the same day and the same area. Have students, in groups, chart the stories and the coverage given to the top news stories. Each group should make a presentation of its findings and give the reasons behind the differences.

• Download a copy of the Society of Professional Journalist Code of Ethics at www.spj.org/ethics-code.asp. Read and discuss. Then present real life situations and have students make decisions in small groups on the ethics involved. Each group should be prepared to say how the decision was made.

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http://www.spj.org/ethics-code.asp

http://www.spj.org/ethics-code.asp

Topic: History and Evolution of Newspapers Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 2: The student will be able to understand the history and evolution of newspapers.

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Assessment: The student will write an essay about the ethical standards he/she expects the national/local/school newspapers to uphold. (Rubric)

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Topic: Gathering News: Getting the Story : Writing the Story Curriculum Management System


Goal 3: The student will be able to conduct effective and credible research by using the Internet, carry out a one – on – one interview or group discussion and administer and present opinion research.

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3.1. check the credibility of a web site by conducting research on issues and interests by generalizing ideas and questions, and by posing problems. (3.5.12A.1-3)

3.2. prepare for a one – on – one

interview and use proper conduct for an interview by adjusting their use of the spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.( 3.3.12B.1-7)

3.3. hold an organized group

discussion by developing an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, and social roles. ( 3.3.12B 1-7.3.4.12A1-3)

3.4. conduct a poll and put it

together in a quick and easy to read format.

• How can a reporter distinguish what makes a credible on-line source from a non-credible source?

• What are the best questions to ask when conducting an interview? What emotional response was captured in the interview?

• What are the best questions to ask when conducting an organized group discussion?

• What are the different ways an opinion poll or survey can be conducted?

• What is the pyramid style of journalistic writing? What are the five W’s and ‘H?’ that are answered in a lead of a well – written news story?

• Each student will be given a list of both credible sites and sites lacking credibility. Instruct students to find one credible site and make a list of why that site is credible. Also, instruct students to find one site that lacks credibility and have them make a list of qualities that make the site not credible.

Assessment: Conduct a class discussion of how to tell the difference. Find three Web sites that you think are credible for a story on “No Child Left Behind Act.” Assessment: Provide link (via e-mail) or url as well as rationale in writing. 1-3 paragraphs per site. Why are they credible? • Students will select one well-known person mentioned in

the newspaper as a person they will interview. Have the students research that person and determine: Subject’s job credential’s and job title. Personal background. Professional background.

Assessment: Conduct a mock interview with a fellow student about a

recent school event he/she was involved in and use proper conduct for an interview. Rubric.

• Divide the class into five groups. Each group will be given a profile. Group one will be low income, group two will be high income, group three will represent ethnic minorities and group four will represent women. The

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Topic: Gathering News: Getting the Story : Writing the Story Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I


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3.5. recognize, write, and evaluate various journalistic styles.( 3.2.12B.1)

class will be presented with a few topics from the day’s newspapers. Each group will discuss the topics from the point of view of their given group.

Assessment: Each student will select one topic in the newspaper. After selecting a topic each student will lead a three to four minute class discussion, acting as the moderator of a focus group. Rubric. • Each student will choose a topic in the newspaper and

use it to form a close-ended question. Once the students have found a topic, they will make small ballots asking opinions on this topic with answer options of ‘ yes ‘ or ‘ no ‘ and ‘ indifferent’ from 35 students.

Assessment: After ballots are returned, students will compile the

information and report on their findings by making a graph.

• Select one news story from page 1 of your city paper that

has a news summary lead. Identify which one of the “five W’s and H” that begins the story. Rewrite the lead five times, with a different one of the five W’s and H as the opener. Which one, including the original, do you think emphasizes the most important angle or feature? Which one features the most timely angle? Which one is the least important and why?

Topic: Gathering News: Getting the Story : Writing the Story Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I


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Assessment: Class discussion and collect all written responses. Grading

rubric.

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Topic: Writing News Leads Curriculum Management System


Goal 4: The student will be able to understand the basic components of news stories and how to write them.

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4.1. write using the Inverted Pyramid Form. ( 3.2.12D.1-2)

4.2. write using the Modified Pyramid Form and Attribution and Quotes. (3.2.12D.1-2)

4.3. explain the importance of writing concisely and accurately.( 3.3.12D.1-8)

4.4. identify and write four different types of news stories. ( 3.1.12G.1 .3.2.12D.1)

• What is the Inverted Pyramid Form of writing? • What is the Modified Pyramid Form of

Writing? • What is attributing the sources of facts and

opinions in a news story? • Why is it important to write concisely and

present the most important information first?

• Before class, the teacher should select and photocopy one or more news stories from the city newspaper. Then, the original story should be cut into single paragraphs. Ask students to reassemble the story according to how they think it appeared in the paper.

Assessment: Compare their restructuring of the story to the original story

as it was published. • To reinforce the need for attribution for direct and indirect

quotes, and attributive verbs, the teacher should give each student a photocopy of the same news story from the city paper. Each student should circle each attribution.

Assessment: Class discussion of the use of direct and indirect quotes in

the story. • Ask the class to write a brief description of any event.

This can be a sport’s event, a made-up crime story or even something as trivial as something that happened to them that day in school. Discuss and give examples of how to write concise sentences. Have the students peer edit for spelling, grammar, and punctuation errors. They should rewrite sentences to be more concise.

Assessment: Collect final story and grade according to AP Stylebook

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Topic: Writing News Leads Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 4: The student will be able to understand the basic components of news stories and how to write them.

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Rubric. • Write a 250-300 word news story about one event you

participated in during the last six months. The event could be school or non-school related. It should be written in the third person, not first person. The inverted or non inverted pyramid form should be used. It should conform to all news story guidelines and style. Remember, this is a news story, not an opinion piece.

Assessment: AP Stylebook and News Guidelines Rubric.

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Topic: Writing Specialty Stories Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 5: The student will be able to employ a wide range of writing strategies to communicate with different audiences for a variety of purposes.

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5.1. identify and write seven different types of specialty news stories.(3.2.12A.3-5.3.2.12B.1-5).

• How does a reporter write a compelling health-related issue to his/her news audience?

• What are the ethical guidelines that reporters must follow in publicizing an obituary?

• What is an advance story? • What style of journalistic writing is best for a

follow up story? • Why is detailed note- taking essential before

writing the speech story? • How do public journalists work “to frame”

issues in ways to promote understanding and compromise, rather than hostility and intolerance?

• Why is choosing and phrasing questions for a poll survey tricky?

• Clip and mount a health story from a major daily newspaper. Make a list of the specific terms or medical – related phrases that are used. Free write a personal opinion about what the writer did to make them clear to the public? Was each of the phrases made clear? What could the writer have done to make the story clearer?

Assessment: Class discussion. Minimum 200 word Health News Story. • Write your own obituary. Assessment: Adherence to ethical guidelines rubric. • Clip and mount an example of a well-written advance

story and a well written follow- up story from your daily newspaper.

Assessment: Opposite each example make a list of the good story qualities that each example illustrates. Class discussion. • Cover a speech at a school assembly or a public

meeting in your community. Write the story and submit your notes and the finished story.

Assessment: Completed story. AP Stylebook Rubric. • In class, discuss several controversial school issues that

Topic: Writing Specialty Stories Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 5: The student will be able to employ a wide range of writing strategies to communicate with different audiences for a variety of purposes.

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may lend themselves to a poll or survey. Divide into small groups. Each group should discuss one issue, develop a questionnaire, pretest the questions and revise them before use. Using an appropriate school directory to decide upon the number of students ( and/or teachers) to be polled o give valid results, each group should conduct its poll. Results of the poll should be shared by the group; members of each group will write their individual stories. Stories should be discussed within the group.

Assessment: News Story Rubric. Publication in school newspaper.

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Topic: Writing Feature Stories Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 6: The student will be able to identify characteristics, types of feature stories, and a variety of ways to write and tell a feature story.

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6.1. describe characteristics of a feature story, such as subject matter, rules and style.(3.2.12B.1-10.3.2.12C.1-8)

6.2. list and describe types of features story, feature story ideas, and identify types of story leads.( 3.2.12B.1-10)

6.3. Understand how to write a feature story.(3.2.12B.1-2)

6.4. Write a feature story. (3.2.12D.1-2)

• What are the four characteristics of the feature story?

• What are the types of newsworthy feature stories?

• What are the styles of the features story? • What style of writing is most effective for the

features story?

• Collect feature sections from diverse newspapers, such as a community paper, a national paper or local city paper. Take the collection to the classroom and distribute the sections to the students. Instruct them to look at feature articles offered in a paper. If they don’t see anything they like, they can pass the paper to another student. Each person should have a full feature to look through. Have the students read each article and list the type of feature stories they see, as well as writing techniques used and what they like about an article on a sheet of paper. Have the class move their desks into a circle and instruct each person to share two feature stories with the class. Each person should read the title, tell what the article is about, what type of feature it is, writing style or techniques noted and what they like about each article. After students share, the instructor can begin a discussion about this experience. Students free write their responses to the following questions:

How do writers handle particular subjects? Any trends? Similarities? What commonalities exist in style? Students share their responses. Assessment: Test: Questions and short answer response. • Students will list five topics for informative pieces. List

five persons who would be excellent subjects for personality sketches or profiles.

Topic: Writing Feature Stories Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 6: The student will be able to identify characteristics, types of feature stories, and a variety of ways to write and tell a feature story.

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Assessment: Across from each topic and person indicate the reasons why

each would make an interesting story. • Collect different toys or other items to use for this

activity, such as chattering teeth or Slinkies. Before writing, the teacher will describe the item and see if students can guess what the item is. Their turn! Have each student write a description about his or her item. They need to write a visual representation of an object that makes the reader visualize the item. After the student has written a paragraph to describe his or her sensory item, have some volunteers read their descriptions.

Assessment: Students guess which item is being described. This will show

students how important descriptive writing is in feature writing.

• Students will write a feature story for the high school

newspaper. Assessment: Consideration for publication.

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Topic: Writing Sports Stories Curriculum Management System


Goal 7: The student will be able to identify and analyze the different forms of sports writing and the elements that characterize them.

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7.1. list the elements of a sports lead and be able to identify them.( 3.2.12B.1-10)

7.2. identify a sports story 7.3. identify a game results story

from a newspaper. (3.1.12G.1)

7.4. identify a sports profile story 7.5. identify a sports opinion

story ( 3.1.12G.1-13)

• What are the main elements of sports writing? • What are the four types of sports stories? • How can a writer inform the reading audience

using game results? • What is the purpose of a sports profile story? • What is the difference between a sports news

story and a sports opinion piece?

• Have students work in groups and consider the sports pages of different newspapers. Have each group cut out the leads from 4-6 different sports action stories.

Assessment: Identify the five W’s of the leads. • Have the students use the daily paper and find the

following; scores for the most recent New Jersey team’s or NBA game, tournament play outcome for any sports season, score and leading scorer of the high school or nearby rival school.

Assessment: Evaluate and discuss the game results. Brainstorm strategies for leads. • Interview a high school athlete. After student has

gathered the facts and transcribed the interview decide how to best present the sports profile.

Assessment: Interview questions and answers. Transcription of interview. Draft of profile sports piece. • Before class, find a variety of profile/opinion/game

results/sports news pieces (10-15). Begin the lesson by showing examples of what a profile/opinion/game results/sports news piece is and then show a variety of examples on non profile/opinion/game results/sports

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Topic: Writing Sports Stories Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 7: The student will be able to identify and analyze the different forms of sports writing and the elements that characterize them.

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news stories to the class, asking the students to identify what type each story is.

Assessment: Student written responses. • Each student will write a 350-400 word sports piece

adhering to the AP Stylebook and guidelines of sports writing.

Assessment: Final sports piece. AP Stylebook Rubric and Sports Writing

Rubric. Consideration for publication in school newspaper.

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Topic: Writing Editorial and Opinion Pieces Curriculum Management System


Goal 8: The student will be able to effectively write and express opinions in a newspaper.

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8.1. define the seven terms of editorial/opinion columns and conduct research to discover the major political philosophy of the area. (3.2.12B.1.3.1.12H.1-5)

8.2. write an editorial policy given the political history of an area.( 3.2.12 B.1)

8.3. after forming an opinion on a given subject, and being shown examples of columns and editorials, students will write a personal column.

8.4. After observing examples, students will form a policy on letters to the editor. (3.2.12D.1-4).

8.5. will write a movie and /or book review after following illustrations.

• What are the seven journalistic terms of editorial/opinion writing?

• What potential influence does editorials and student/staff opinions have on their audience?

• What are the types of editorials and opinion pieces?

• How is a topic selected for an editorial/opinion piece?

• What is an editorial policy? • What are the guidelines an editorial/opinion

piece must follow?

• Write a brief definition for each of these terms: Column, editorial, editorial page, editorial policy, masterhead, point – counterpoint, subjective writing.

Research and answer the following questions: What is the major political philosophy of the Area/school? Document all the research you have done. Find three editorials policies from newspapers in your city/county area. Free write the differences/similarities in each. Assessment: Student discussion of findings. Submission of documented research. Free write of differences/similarities found in each newspaper’s editorials. In groups, write an editorial policy for the student newspaper. Adherence to AP Stylebook and Editorial/Opinion Rubric.

• Compare the editorial pages of the local newspaper, the Wall Street Journal, and the USA Today. What are the differences/similarities? Is there more than one page used? Chart a graph and write a brief analysis of the differences and similarities found.

Assessment: Analyze three editorial policies ( 1 from daily paper & 2 from

online newspapers). What is the political history behind each?

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Topic: Writing Editorial and Opinion Pieces Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 8: The student will be able to effectively write and express opinions in a newspaper.

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• With your school, community and peers in mind, write a list of ten editorial shorts. Half of your list should be commendations ( “ thumbs up”), and half should be negative criticism(“ thumbs down”).

Assessment: Class presentations.

• Read a review from the local newspaper and write a summary of the review. Read same review from a national newspaper. Write a summary of the review and how it is different from the local newspaper.

Assessment: Write a 350 + compare/contrast response of the two reviews.

• Watch any two chosen movies independently and write an opinion movie review.

Assessment: A completed 350+ word movie review that adheres to AP

Stylebook and Writing Movie Review Guidelines. Consideration for student newspaper publication.

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Topic: Topics for In-Depth Reporting Curriculum Management System

Grade Level/Subject: Grades 9- 12/Journalism I

Goal 9: The student will be able to discern the need for in-depth reporting when complex issues or situations are being discussed and written about.

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9.1. recognize the many forms of in-debth reporting. (3.1.12E.1)

9.2. understand the need to make sure coverage of sensitive topics should be discussed carefully among students, staff members, and administrative staff.

9.3. effectively conduct research in different forms. (3.2.12B.7.10.12D.2)

9.4. Develop and write the in-debth report story. (3.2.12A.1-7)

• What are the forms of in-depth reporting? • How can neutral reporting methods offer more

sensitivity ways of topic coverage? • How much time will the in-depth report take to

complete all research and writing? • How can the reporter build the story around

the information and the significance of the information gathered?

• Create a class poster listing the different forms of in-depth reporting in a column and next to each form write the definition and provide an example found in a local/national newspaper, magazine, or on-line publication.

Assessment: Written clarity of definitions and quality of articles.

• During class changes, lunch periods, and using time before, during and after school for a complete week, make a list of topics that students talk about with each other. Write down all topics, including those that would not, at first, appear to be subjects for stories in the school paper. Bring the list back to class the next week and make a combined list from everyone’s lists.

Assessment: Class discussion answering the following questions:

1. What topics appear most often on the list? 2. What topics have you already covered? 3. What topics should be further discussed?

• Using professional newspapers or magazines, find

examples of three in-depth stories. Find one that begins on the front page ( or cover) and continues somewhere else. Find one story that takes up one page (spread). Find one story that includes a form of visual storytelling. Analyze the stories and answer the following questions:

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Topic: Topics for In-Depth Reporting Curriculum Management System Grade Level/Subject: Grades 9- 12/Journalism I

Goal 9: The student will be able to discern the need for in-depth reporting when complex issues or situations are being discussed and written about.

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1. What is the news value of the story? 2. How many sources were used in the story? 3. What background information appears? 4. What anecdotes and personal information are

included? 5. Are the sources kept separate and logically referred

to? Assessment: Write a 250 word essay answering the five questions. Essay

Writing Rubric.

• Using one of the in-depth story ideas generated in the three exercises above, class will brainstorm for a possible in-depth story topic, headline idea, and visuals to accompany the story. Next, make a list of possible sources and prepare a list of questions to ask the local resources. Next, prepare a list of addition research required. Brainstorm to approximate the amount of time required to complete the research. Class will form small groups and each group will become responsible for assigned research. A deadline for completion of research will be assigned.

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Topic: Headlines and Cutlines Curriculum Management System


Goal 10: The student will be able to recognize the three different types and styles of headlines and four different cutlines.

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10.1. write primary, secondary, and sub headlines. (3.2.12.B.1)

10.2. identify the design styles of headlines, hammers, wickets, kickers, slammers, banners, labels, sidesaddle, and tripods.(3.2.12D.2)

10.3. list and identify the characteristics of different headline types.(3.2.12D.2)

10.4. identify the differences between and write identification, summary information and quote cutlines.(3.2.12B.1-4)

• Why are headlines and cutlines important? • What are the four types of cutlines? • What makes a good cutline? • What should be in a headline? • What are the three types of headlines? • How do I begin writing a headline? • How can I make the headline more visually

appealing?

• Give students a list of ten sentences, three news stories, and three leads from stories. Ask them to write headlines for each. Varying these will give students the chance to create more than just one-line headlines. After discussing in class, give them a list of instructions of how to write primary, secondary, and sub headlines with examples of each. Ask students to create primary headlines for the sentences, sub headlines for the stories, and primary and secondary or the leads.

Assessment: Each student lists the three types of headlines and finds examples of each. • Distribute newspapers to students and discuss the

effectiveness of the headlines on the front page. Organize students into groups and have them rewrite the headlines and present them to the class.

Assessment: Students discuss what makes each headline work and why.

• Take a collection of headlines and discuss the different styles. You may want to use an overhead or power point presentation so that you can analyze samples in class discussion. Type up 15 headlines in different styles, distribute and give students a self quiz.

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Topic: Headlines and Cutlines Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I


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Assessment: Students orally present their answers. This serves as a self

assessment and helps determine to what depth you give additional lectures and examples. • Distribute newspapers to each student. Give them a

list of headline styles to identify in the papers and cut out. Ask them to label the headlines and tell what type each is and how each works with the design of the package. Give the students three articles without headlines. Ask them to create their own headline using the different styles they have learned. Tell students to use a different style for each story. After giving students enough time to complete the activity, assign groups to discuss the headlines. Students should comment on grammar, spelling, design, style, etc.

Assessment: Cut ten examples of headlines from a newspaper. Identify

one of each kind of headline in the 10.

• Ask students to bring in 3-5 headlines they liked the day before from a newspaper. Have students write what they liked about these headlines. After giving them five to ten minutes, divide them in four groups. Groups will select one person to record the group’s discussion and one person to report to the class. Groups are to compile a list of what makes a good headline. When the groups are ready, have the student who is reporting write their responses on the board for discussion. Make sure you add any they may have missed. (Conversational, have verb, present tense, active voice, summarize story,

Topic: Headlines and Cutlines Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I


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attracts attention, and uses short words, etc) Assessment: Group presentations

• Using the daily newspaper, cut out enough photos to hand out two per student. Provide information about the photos from which students can write cutlines.

Assessment: Students will write the cutline for each photo as an identification, summary, information and quote.

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Topic: Getting Started: Design for School Publications Curriculum Management System


Goal 11: The student will be able to: Consider every design element, decide on the architecture of each page , decide on all secondary elements and understand typography and production.

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11.1 understand the differences between full page coverage, double trucks, and special issues.

11.2 understand and define the terms, categories, and types of typography.

11.3 apply the In-Design Computer Layout System to the school publications.

• What are the elements, principles and types of good design?

• How can defining terms that relate to typography help the designer in choosing and understanding type?

• What are the special considerations for design?

• What are the basic rules of the In-Design Layout Computer Program?

• Take an issue of the local or community newspaper and evaluate its use of the design principles, including balance, rhythm, unity scale, proportion and visual hierarchy.

Assessment: Student response.

• Find examples of each of the six main categories or races of type, including serifs, square or slab serifs, scripts or cursives, novelty and black letter. Cut out an example of each from a newspaper or magazine and label it.

Assessment: Discuss the use of typeface within the context of the publication.

• Look through several copies of exchange

newspapers from other schools. Find examples of pages that are well designed. Write a short paragraph explaining what makes the pages successful and attractive. Find examples of pages that are poorly designed. Write a short paragraph explaining what makes these pages less successful in design.

Assessment: Detail and clarity of paragraphs written in response to

newspaper’s design.

• Have the school newspaper’s layout editor(s) visit the Journalism I classroom and instruct students on

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Topic: Getting Started: Design for School Publications Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 11: The student will be able to: Consider every design element, decide on the architecture of each page , decide on all secondary elements and understand typography and production.

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the basic concepts of the In-Design Computer Layout Program. Have each student begin to layout a page using their own authored news pieces, original photos/drawings.

Assessment: Individual page. Design/Layout Rubric.

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Topic: Writing the In-Depth ,Features ,News, School News Stories for Publication Curriculum Management System


Goal 12: The student will be able to set goals, solve problems, make decisions, assume responsibilities and work cooperatively.

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12.1. write an in-debth, feature, news,or school news story adhering to the journalistic style of writing, AP Stylebook, ethical guidelines and design considerations. (3.2.12A.1-7.3.2B1-12.3.2.12C.1-8.3.2.D.1-8)

• What is the news value of this story? • How many sources will be used in this story? • What background information appears? • What anecdotes and personal information are

included? • Are the sources kept separate and logically

referred to? • Is the reporting accurate and fair? • Does the copy of the news piece adhere to

AP Stylebook rules? • Is the news piece written using present verb

tense and an active voice?

• Students will choose the topic and classification of their individual news piece. The news piece should be a minimum of 500 words and will be considered for publication in the school newspaper.

Assessment: Final newspaper graded using the Journalism Writing Rubric.

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Topic: Covering Entertainment Curriculum Management System


Goal 13: The student will be able to identify the four primary forms of entertainment writing and apply knowledge to the writing of an entertainment story.

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13.1. identify the four primary forms of entertainment writing.(3.2.12A.1-7.3.2.12B.1-13)

13.2. write an advance entertainment story.(3.2.12B.1-13)

13.3. write an enterainment review.(3.2.12B.1-13)

13.4. Write an entertainment column.(3.2.12B.1-13)

13.5. Write an entertainment feature story.(3.2.12B.1-13)

• What are the four primary forms of entertainment writing?

• What is the purpose of the advance entertainment story?

• What is the purpose of the entertainment review?

• What thought provoking commentary can be used in the entertainment column?

• How does the entertainment story enrich the school newspaper?

• Students will gather samples of entertainment writing from Internet resources, local magazines, newspapers, and school/ community calendars and create a poster.

Assessment: Number of samples placed on poster.

• Read a professional review in a popular cultural publication such as “Entertainment Weekly,”“ “Premiere,” “T.V. Guide,” or “Rolling Stone.” Make notes on the reviewers use of opinions backed up by examples. Underline each opinion and its supporting examples in the review. Next, note how the review begins. What other details are provided by the publication to help the reader learn more about the entertainment form being reviewed. For instance, is there an overall rating, a separate listing of a cast, a list of songs from an album or a plot summary? Are these extra details helpful to the readers?

Assessment: Written response to questions.

• Prepare an advance story for an upcoming entertainment event coming to your town. Do research by reading about the event on the Internet or by reading previously written articles about the performers. Localize your story by talking to students in your school who will be attending the event. Prepare a list of questions you could ask them to help you include relevant information in your advance story. Should you supplement the advance

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Topic: Covering Entertainment Curriculum Management System Grade Level/Subject: Grades 9-12/Journalism I

Goal 13: The student will be able to identify the four primary forms of entertainment writing and apply knowledge to the writing of an entertainment story.

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story with an additional story containing information such as the time, date, ticket price, location and location details of the upcoming event? How could you present that?

Assessment: Details of proposal for an advance entertainment story to be considered for publication.

• Write a column about an entertainment issue about

which you are concerned. Begin by doing some research about your topic as background for the writing. Interview other students in your school to get their opinion. Since you’re writing a column you can use the first-person writing form.

Assessment: 250 + word entertainment column. Graded with

Entertainment Rubric.

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Topic: Using Journalism Style Curriculum Management System


Goal 14: The student will be able to apply the AP Stylebook rules of capitalization, abbreviations, numbers, punctuation, italics, spelling, screening sexual expressions, the usage of race or ethnic language, and documentation of marital status , appearance and sexual stereotypes.

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14.1. apply the rules of AP Stylebook journalistic documentation; mechanics of language.( 3.2.12C.1-10)

• How can reporters remain consistent and brief in their writing styles?

• What are the methods suggested by the Associated Press Stylebook?

• A series of lessons are given to students with the use of an overhead or power point presentation demonstrating examples of the grammatical, spelling ,etc., rules dictated in the AP Stylebook. Students will complete a series of exercises that reinforce rules.

Assessment: Mechanics of Language Test.

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Topic: Editing Copy: Coaching Writers Curriculum Management System


Goal 15: The student will be able to understand the keys to good copy editing and know what questions to ask the writer.

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15.1. understand a writer and a copy editor working together can better help produce stories that people will want.( 3.3.12B.1-4.3.4.12A)

15.2. apply essentaial questions for copy editors to give writers. ( 3.3.12B1-4).

• How can a writer and copy editor work together to produce strong stories?

• What questions can a copy editor ask the writer to coach them through the writing process?

• In pairs, one student will take on the role of copy-editor and the other student will be the writer. The writer will choose one of his/her completed news stories and submit it to the copy-editor for review. Both writer and copy-editor will collaborate to improve the quality of the writing. Corrections should be made and news piece rewritten. After exercise is completed, students switch roles.

Assessment: Copy of original news piece, corrections suggested and

revised news piece. Copy-Editing Rubric.

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Topic: Newspaper Production Curriculum Management System

Grade Level/Subject: 9-12 <Enter Grade Level/Subject>

Goal 16: The student will be able to plan, produce, publish and deliver a four page school newspaper.

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16.1. take on the role of copy editor,section editor,writer/reporter or layout designer to produce a four page school news publication.( 3.2.12A-G)

• Are certain articles likely to increase students’ interest in school?

• Does the publication show evidence of a main philosophy in its format?

• Is it evident that the staff has been conscientious in attempting to present original material?

• Are many areas of the school covered? • Are aspects of National and/or International

news addressed? • Are continuations of articles treated in a

proper fashion? • Do facing pages present an even balance and

design? • Are headlines fully associated with the story

line of the article? • Is effective use made of diagrams,

photographs, tables, and cartoons? • Is correct journalistic grammar used

throughout the publication? • Are typographical errors avoided through the

use of proper proofreading? • Is credit given to authors, reporters, artists,

and photographers through the use of by-lines?

• Each student will take on a role as Copy-Editor, Section Editor, Reporter/Writer or Layout Editor and connect the fundamentals of journalism to print. The classroom will serve as the newsroom and the class will produce a four page news publication.

Assessment: Quality of four page newspaper. Newspaper Publication Rubric.

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Journalism I

COURSE BENCHMARKS

1. The student will be able to understand the elements of broad sheet news, and the meaning of the limitations of freedom of the press

according to the first amendment. 2. The student will be able to trace the history and evolution of newspapers. 3. The student will be able to conduct effective and credible research by using the Internet, carry out a one-on-one interview or group

discussion, and administer and present opinion research. 4. The student will be able to understand the basic components of news stories and how to write them. 5. The student will be able to employ a wide range of writing strategies to communicate with different audiences for a variety of

purposes. 6. The student will be able to identify characteristics and types of feature stories and a variety of ways to write and tell a feature story. 7. The student will be able to recognize and analyze the different forms of sports writing and the elements that characterize them. 8. The student will be able to effectively write and express opinions in a newspaper. 9. The student will be able to discern the need for in-depth reporting when complex issues or situations are being discussed and

written about. 10. The student will be able to recognize the three different types and styles of headlines and identify the four different cutlines. 11. The student will be able to consider every design element, decide on the architecture of a news page, decide on all secondary

elements and understand typography and production. 12. The student will be able to set goals, solve problems, make decisions, assume responsibilities, and work cooperatively. 13. The student will be able to identify the four primary forms of entertainment writing and apply gained knowledge to the writing of an

entertainment story. 14. The student will be able to apply the Associated Press Stylebook rules of capitalization, abbreviations, numbers, punctuation, italics,

spelling, screening sexual expressions, the uses of racial and ethnic language, and documentation of marital status, appearance and sexual stereotypes.

15. The student will be able to understand the key strategies to good copy editing and know what questions to ask the writer . 16. The student will be able to plan, produce, publish and deliver a four page school newspaper.

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Appendix Suggested Readings Text: Rolnicki Tom E., Tate Dow C., Taylor Sherri. Scholastic Journalism Tenth Edition.Blackwell Publishing. 2001 National Newspapers: The New York Times The Wall Street Journal The LA Times Local Newspapers: The Star Ledger The Asbury Park Press The New York Daily News The Times The Princeton Packet Various University and High School news publications.

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Documents

Monroe Township Schools€¦ · listening, speaking, reading, and writing skills in a variety of cooperative and collaborative learning situations. A successful high school Journalism