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1
CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
Yearbook Practicum II
Revision Date: 7/20/2018
Submitted by: Devin Ryan-Pullen and Heather Whalin
2
Table of Contents: Course Overview Pg. 3
Pacing Chart Pg. 4
Unit #1 There Is No “I” In Team Overview At-a-Glance Pg. 5
Unit #1 There Is No “I” In Team Targeted Instructional Planning to Address Central Unit Standards Pg. 7
Unit #2 High School Yearbook Production Overview At-a-Glance Pg. 9
Unit #2 High School Yearbook Production Targeted Instructional Planning to Address Central Unit Standards Pg. 12
Unit #3 Why Do We Need a Theme? Overview At-a-Glance Pg. 13
Unit #3 Why Do We Need a Theme? Targeted Instructional Planning to Address Central Unit Standards Pg. 16
Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Overview At-a-Glance Pg. 17
Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Targeted Instructional Planning to Address Central
Unit Standards
Pg. 20
Unit #5 Photography- We All Are Great At Taking Selfies Overview At-a-Glance Pg. 21
Unit #5 Photography- We All Are Great At Taking Selfies Targeted Instructional Planning to Address Central Unit Standards Pg. 24
Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Overview At-a-Glance Pg. 25
Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Targeted Instructional Planning to Address Central Unit Standards Pg. 28
Unit #7 Business and Marketing Overview At-a-Glance Pg. 30
Unit #7 Business and Marketing Targeted Instructional Planning to Address Central Unit Standards Pg. 33
3
Yearbook Practicum I Course Overview
In this course, students communicate in a variety of forms for a variety of audiences and purposes. Yearbook is journalistic in nature and allows
students to participate in the production of the school yearbook. Students in this course are required to learn the basics of yearbook journalism
including layout design, theme, coverage, copywriting, graphic design, photography, finance, and advertising. Students are expected to plan, draft,
and complete written and/or visual compositions on a regular basis, carefully examining their copy for clarity, engaging language and the correct
use of the conventions and mechanics of written English. Students will learn the importance of working as a team to complete tasks successfully
and on time. Individual responsibility is essential toward completion of assignments for deadlines. Students will also have the opportunity to
accept leadership positions and develop new skills as they build the yearbook.
Primary Resource(s)
Textbooks
Title: Yearbook Adviser Guide E-files – http://www.ybguidebook.com/2018/
Publisher: Jostens, Inc. Copyright: 2018
Title: Jostens Yearbook Avenue – http://www.yearbookavenue.com
Publisher: Jostens, Inc. Copyright: 2018
Supplemental Materials (including various level of texts at each grade level)
https://www.schooljournalism.org/ http://jea.org/wp/ http://cspa.columbia.edu/
http://mediashift.org/ http://studentpress.org/nspa/ https://photoshopcafe.com/
https://members.kelbyone.com/webcast/ https://create.adobe.com/ https://www.yearbooklove.com/
4
Pacing Chart
Unit # & Title Pacing (must equal 165
days for full-year
or 83 days for
half-year course) Unit 1 – There Is No “I” In Team Producing a yearbook takes a total team effort. Deadlines quickly approach during the most inopportune times. It takes a dedicated staff to produce a
yearbook that the consumer wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks
and to see what can be accomplished by working as a unit and not just as individuals.
10 days
Unit 2 – High School Yearbook Production Students will support and promote the significance of a high school yearbook and strategize ways to make the importance of purchasing a yearbook relevant
to the consumer. As second year students, they will provide insight to Yearbook and Production I students. All yearbook terms will be taught during this unit,
along with what makes an award-winning publication.
15 days
Unit 3 – Why Do We Need a Theme? Without a clear and well-defined theme, a yearbook can seem like a bunch of pictures with captions and not a cohesive history of the year. Students will
support the development of a theme for the current yearbook including developing a theme packaging for the yearbook and designing the cover.
*This unit will be applied throughout the production of the yearbook and for the remainder of the course
30 days
Unit 4 – Academics, Activities, Athletics, Events: How Do We Cover It All? The goal of any yearbook is to be a historical chronicle of the year. Students will be “yearbook ambassadors” and support the importance of featuring every
student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff meets the “three times” rule.
*This unit will be applied throughout the production of the yearbook and for the remainder of the course
30 days
Unit 5 – Photography – We All Are Great At Taking Selfies Technology today has a camera readily available. Students will continue to learn the basics of photography, the rule of thirds, using Adobe Photoshop, and
how creative photographs enhance the image of the yearbook and provide appeal to potential buyers.
*This unit will be applied throughout the production of the yearbook and for the remainder of the course
30 days
Unit 6 – Yearbook Layout Design - Yearbook Avenue 101 Effective design is an important editing function. Since design involves creativity, its role as an editing function is often overlooked. More than an artist, a
yearbook designer is a strategic thinker whose job is to package content so that it is read. If the designer is successful, the reader focuses on the content, not
the design. In this unit, students will continue to learn the role of effective layout designs, how to plan content, how to write a ladder, content layout and its
purpose to tell a story, and the role of visual and verbal elements. Students will also learn to write meaningful copy to help tell the story of the year. Students
will be exposed to graphic design through the industry’s top software (InDesign, Photoshop, and Yearbook Avenue).
*This unit will be applied throughout the production of the yearbook and for the remainder of the course
35 days
Unit 7- Business and Marketing Students will become accustomed to all the business aspects of the yearbook including advertisements, cost production, sales, and revenue. Students will be
proficient in ad sales, promotion, and keeping the record of books sold.
15 days
5
Unit 1 Overview At-a-Glance Unit #1 – There Is No “I” In Team
Unit Description:
In this unit, the yearbook staff will work on team-building exercises to learn that it takes a dedicated staff to produce a yearbook that the consumer
wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks and to see what can
be accomplished by working as a unit and not just as individuals.
Essential Skills:
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
● Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally
● Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate
● Identify the skills needed to work collaboratively to complete tasks
● Assess the importance of teamwork in school and beyond
● Communicate effectively to complete tasks and accomplish goals
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.SL1; NJSLSA.SL4-6
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
SL.11-12.1., SL.11-12.2., SL.11-12.4-.6
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
● Extended time
● Enrichment activities /Independent Study
● Preferential seating
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can better understand
the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the
part of the students. They are required to create projects and products as
examples of mastery in each unit.
6
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines for
crafting writing assignments
● Audio versions of texts
● Integration of higher order thinking processes,
creative and critical thinking activities, problem-
solving, and open-ended tasks
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
Communication and collaboration is crucial for student success as learners.
Throughout this curriculum, students must be able to communicate deep
understanding through open ended responses (both orally and in writing). In
addition, students are often required to work collaboratively with their peers,
which promotes the ability to succeed in the area of social cooperative work,
increases communication skills, and promotes leadership and responsibility.
Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class.
Learning and assessment activities support the push to make students media
literate, as they are often required to analyze, evaluate, and create messages in
a wide variety of media modes, genres, and formats.
Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in both
content and teamwork efforts, and measuring productivity and accountability
through independent and group assignment completion.
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Test and quizzes
● Oral/written assessments
● Exit Tickets
● Teacher / Peer rubrics
● Yearbook Portfolio/Notebook
● Mid Deadline Evaluations
● Final Deadline Assessment
Suggested Interdisciplinary Activities for this Unit
Career Education: Research companies that utilize team building activities and
discuss the impact.
Health/PE: Participate in team building activities incorporating physical challenges
Math: Participate in team building activities that incorporate mathematical problem
solving.
Social Studies: Work in groups to research the evolution of teambuilding in the
workplace.
Science: Complete a close read on “The New Science of Building Great Teams,” and
discuss the new focus on teambuilding and the creation of teambuilding activities.
Technical Subjects: Presenting findings through audio/visual means and graphic
design.
7
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, PowerPoints, and Lessons
● Previous publications of the Heirloom
● Online team building activities
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
● Regularly utilize 1 to 1 device to complete activities in and out of
the classroom
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit
Standard and Student
Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.SL1. Prepare
for and participate
effectively in a range of
conversations and
collaborations with
diverse partners,
building on others’
ideas and expressing
their own clearly and
persuasively.
Establish a community atmosphere for the
classroom
Provide a common experience among peers
Allow students to feel more comfortable in
group settings
Require students to develop communication
skills through conversations
Encourage students to learn academic content
with and from one another
Collaborative note-taking and
think/pair/share evaluation
Team-building activities
Small and large group discussions
Create roles for each staff member based
on essential skills
Collaborate in teams to accomplish tasks
Student and teacher
generated rubrics
Yearbook Staff Notebook
rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips NJSLSA.SL4. Present
information, findings,
Teach intrapersonal skills organically
Set expectations of respect and shared learning
Collaborative note-taking and
think/pair/share evaluation
8
and supporting
evidence such that
listeners can follow the
line of reasoning and
the organization,
development, and style
are appropriate to task,
purpose, and audience.
Teach the importance of including as much
detail as possible as it pertains to scholastic
publications
Allow for academic learning and review in a
more engaging manner
Team-building activities
Small and large group discussions
Create roles for each staff member based
on essential skills
Collaborate in teams to accomplish tasks
Create Yearbook Staff notebook
Visual Representations
Tests and Quizzes
Google Forms
NJSLSA.SL5. Make
strategic use of digital
media and visual
displays of data to
express information
and enhance
understanding of
presentations.
Model strategies to communicate (Google suite,
Yearbook Avenue comments) paperlessly
Teach students to build layouts that tell the
story the wish to tell
Model fonts and color palettes that both
successfully and unsuccessfully contribute to a
story
Utilize virtual sticky notes to leave
feedback on staff members’ pages
Utilize collaborative Google docs to track
and update coverage reports
Utilize collaborative Google docs to
document interview questions and quotes
NJSLSA.SL6. Adapt
speech to a variety of
contexts and
communicative tasks,
demonstrating
command of formal
English when indicated
or appropriate.
Establish habits of using formal English when
speaking and writing in class
Establish a safe environment so students feel
empowered to share ideas
Establish a staff that approaches the yearbook
as a team rather than individuals
Create Yearbook Staff notebook
Team Building Activities
Small and large group discussions
Collaborate in teams to accomplish tasks
9
Unit 2 Overview At-a-Glance Unit #2 –High School Yearbook Production
Unit Description:
In this unit, students will support and promote the significance of a high school yearbook and strategize ways to make the importance of purchasing a
yearbook relevant to the consumer. As second year students, they will provide insight to Yearbook and Production I students. All yearbook terms will
be taught during this unit, along with what makes an award-winning publication.
Essential Skills: ● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
● Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed
● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
how an author uses and refines the meaning of a key term or terms over the course of a text
● Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem
● Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content
● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate
● Identify the steps needed to create a yearbook
● Identify the needs of the yearbook market and what is necessary to sell a yearbook
● Assess the resources needed to select and create a yearbook that is relevant to students and the community
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.L6; NJSLSA.8.1.B, NJSLSA.8.1.C; NJSLSA.8.1.D
Supporting Unit Standards- This unit will also include activities
aligned with the following standards: NJSLSA.SL1-2; NJSLSA.SL5-6;
NJSLSA.L6.; W.11-12.7; RI.11-12.4; RI.11-12.7; CPR9; CPR11
10
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments
and evaluations as needed based for students with IEPs, 504s,
ELLs and gifted and talented students including but not limited
to:
● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines for crafting
writing assignments
● Audio versions of texts
● Integration of higher order thinking processes, creative
and critical thinking activities, problem-solving, and
open-ended tasks
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can better
understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on
the part of the students. They are required to create projects and products
as examples of mastery in each unit.
Communication and collaboration is crucial for student success as learners.
Throughout this curriculum, students must be able to communicate deep
understanding through open ended responses (both orally and in writing).
In addition, students are often required to work collaboratively with their
peers, which promotes the ability to succeed in the area of social
cooperative work, increases communication skills, and promotes
leadership and responsibility.
Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class.
Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in
both content and teamwork efforts, and measuring productivity and
accountability through independent and group assignment completion.
Assessments- including benchmarks, formative, summative,
and alternative assessments
● Test and quizzes
● Oral/written assessments
● Exit Tickets
● Teacher / Peer rubrics
● Yearbook Portfolio/Notebook
● Mid Deadline Evaluations
● Final Deadline Assessment
Suggested Interdisciplinary Activities for this Unit
Career Education: Take leadership roles within the class to assist in guiding new
students and beginning the process of designing the yearbook.
Math: Create a budget for the yearbook complete with a loss, “breakeven”, and
profit scenarios.
Social Studies: Research how print media has evolved from the 1990’s through
the 2000’s.
11
Science: Identify and discuss the science of photography and how photographs
impact print media.
Math: Create a budget for the yearbook complete with a loss, “breakeven”, and
profit scenarios.
Technical Subjects: Host weekly Google Classroom collaborations to support key
concepts for the week.
Art: Participate in a gallery walk of different yearbook layouts and designs.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, Presentations, and Lessons
● Articles related to careers in print media
● Magazines for layout design
● Previous publications of the Heirloom
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,
8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
● Regularly utilize 1 to 1 device to complete activities in and out of
the classroom
12
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.L6. Acquire and use
accurately a range of general
academic and domain-specific
words and phrases sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level; demonstrate
independence in gathering
vocabulary knowledge when
encountering an unknown term
important to comprehension or
expression.
Teach yearbook specific terms using
multimedia presentations
Model domain-specific terminology
using approachable texts (magazines,
newspapers), both print and online
Collaborative note-taking and
think/pair/share evaluation
Small and large group discussions
Create and collaborate on a Google
Doc for yearbook terms
Student and teacher
generated rubrics
Vocabulary quizzes
(online and print)
Yearbook Staff
Notebook rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual Representations
NJSLSA.8.1.B. Creativity and
Innovation: Students
demonstrate creative thinking,
construct knowledge and develop
innovative products and process
using technology.
Explore past editions of the Heirloom
Provide students with current Look
Book to encourage creative thinking
Model effective and ineffective layout
designs
Online collaboration of what “worked”
and why
Develop vision boards for the 2018-
2019 Heirloom
Research and share innovative ideas for
the upcoming publication
NJSLSA.8.1.C. Communication
and Collaboration: Students use
digital media and environments to
communicate and work
collaboratively, including at a
distance, to support individual
larning and contribute to the
learning of others.
Teach skills necessary for each roll on
a yearbook staff
Discuss jobs related on online and
print media
Analyze the past two years of sales to
determine trends and how to address
slowing sales
Collaborative note-taking and
think/pair/share evaluation
Small and large group discussions
Online skill quiz to determine staff
rolls
Research skills necessary for yearbook
staff members
13
Teach a yearbook budget and cost of
print for each publication
Research jobs related to both online
and print media
Create/add to yearbook staff notebook
NJSLSA.8.1.D. Digital
Citizenship: Students understand
human, cultural, and societal
issues related to technology and
practice legal and ethical
behavior.
Teach students the legal responsibility
involved with print media
Explore consequences (within our
school and schools at large) for
violating these legal responsibilities
Examine ethics as it relates to a school
community
Update yearbook notebook with
responsibilities
Create presentation of school districts
who violated the legal responsibilities
Participate in group discussion
regarding ethical scenarios
Unit 3 Overview At-a-Glance Unit #3 – Why Do We Need a Theme?
Unit Description:
In this unit, students will support the development of a clear and well-defined theme. Without it, a yearbook can seem like a bunch of pictures with
captions and not a cohesive history of the year. Students will support identifying the concept of theme packaging the yearbook and designing the
cover. Through collaboration, the staff will develop a theme that encompasses and captures the school community and design a cover to convey the
theme.
Essential Skills: ● Develop a clear, well-defined theme
● Gather relevant information for multiple authoritative print and digital sources
● Create a visual representation of the theme for the cover art
● Utilize technology to research, plan, and create a theme for the yearbook
● Conduct short as well as more sustained research to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
14
● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.W3; NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2;
RI.11-12.3; W.11-12.1; W.11-12.3; CPR9; CPR11
Unit Details
Modifications for Special Education Students,
English Language Learners, Students at Risk of
Failure, and Gifted Students- Modify instructional
approach and/or assignments and evaluations as
needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not
limited to:
● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual
lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines
for crafting writing assignments
● Audio versions of texts
● Integration of higher order thinking
processes, creative and critical thinking
activities, problem-solving, and open-ended
tasks
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and
global awareness.
Lessons integrate a focus on civic literacy so that student can better understand the
rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the part of
the students. They are required to create projects and products as examples of mastery
in each unit.
Communication and collaboration are crucial for student success as learners.
Throughout this curriculum, students must be able to communicate deep
understanding through open ended responses (both orally and in writing). In addition,
students are often required to work collaboratively with their peers, which promotes
the ability to succeed in the area of social cooperative work, increases communication
skills, and promotes leadership and responsibility.
Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class.
Learning and assessment activities support the push to make students media literate,
as they are often required to analyze, evaluate, and create messages in a wide variety
of media modes, genres, and formats.
Activities help develop life and career skills in all students by requiring initiative and
self-direction, supporting social and cross-cultural skills in both content and
15
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
teamwork efforts, and measuring productivity and accountability through independent
and group assignment completion.
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Theme development rubric
● Test and quizzes
● Oral/written assessments
● Exit Tickets
● Cover Art rubric
● Yearbook Portfolio/Notebook
Suggested Interdisciplinary Activities for this Unit
Health/PE: Outline a central theme for PE for your current year.
English Language Arts/Literacy: Identify at least 3 themes covered in the units of study for
junior/senior ELA classes.
Social Studies: Compile four current events articles and develop an overarching theme that
unifies them.
Technical Subjects: Use the computer and graphic design programs to develop artwork that
supports the yearbook’s selected theme.
World Languages: Research and compare themes in yearbooks from other countries.
Arts: Research a body of work from a specific time period and define the theme of the work.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, Powerpoints, and Lessons
● Previous publications of the Heirloom
● Online periodicals and news articles: Ebsco Host, Newsela.
TweenTribune, etc.
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,
8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to develop and design a yearbook theme
16
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects,
Tasks, Evaluations, &
Rubrics)
NJSLSA.W6. Use technology,
including the Internet, to
produce and publish writing
and to interact and collaborate
with others.
Provide students with digital resources that
identify forms of written textual activities
geared towards specific elements of online
publications
Model proper uses for online collaboration
and writing
Detail steps to produce, edit, peer review
and complete a final draft of all written
work on an online medium
Students will collaborate and submit work
via Google
Students will utilize Google Apps to
discuss and propose ideas regarding the
theme of the yearbook
Students will produce, edit, peer review
and complete final drafts of all written
work on an online medium
Student and teacher
generated rubrics
Yearbook Staff
Notebook rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual
Representations
NJSLSA.8.1.B. Creativity and
Innovation: Students
demonstrate creative thinking,
construct knowledge and
develop innovative products
and process using technology.
Teach the components of a basic theme
Dissect components of a theme using
previous Heirlooms
Model good theme development vs bad
theme development
Analyze theme from last year and how it
was represented throughout the yearbook
Create online list of what makes our school
unique
Create a theme based on our school
community
NJSLSA.8.1.C.
Communication and
Collaboration: Students use
digital media and environments
to communicate and work
collaboratively, including at a
distance, to support individual
learning and contribute to the
learning of others.
Review strategies for developing a theme
Analyze magazine layouts and how
elements are represented both visually and
verbally
Develop visual and verbal elements to
represent theme
Add new definitions and ideas to online
yearbook notebook
17
NJSLSA.8.1.D. Digital
Citizenship: Students
understand human, cultural,
and societal issues related to
technology and practice legal
and ethical behavior.
Analyze what makes our school “unique”
and distinguishes it from other schools
Discuss the importance of capturing the
school’s personality
Create a cover design that represents the
theme and uniqueness of the school
community
Develop an encompassing theme and cover
art that captures the personality of the
school and the community
Unit 4 Overview At-a-Glance Unit #4 – Academics, Activities, Athletics, Events: How Do We Cover It All?
Unit Description:
In this unit, students will support the purpose of any yearbook is to be a historical chronicle of the year. Students will be “yearbook ambassadors”,
and discuss the importance of featuring every student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff meets
the “three times” rule.
Essential Skills: ● Utilize the tagging feature in Yearbook Avenue to insure accuracy of coverage
● Understanding the scope of the yearbook for all students, not just for a select few
● Use organizational strategies to communicate with staff members in a timely and accurate manner
● Utilize technology to research, plan, and create yearbook sections
● Conduct short as well as more sustained research to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
18
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.W3; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-
12.1; W.11-12.3; CPR9; CPR11
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students with
IEPs, 504s, ELLs and gifted and talented students including
but not limited to:
● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines for crafting
writing assignments
● Audio versions of texts
● Integration of higher order thinking processes,
creative and critical thinking activities, problem-
solving, and open-ended tasks
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can better
understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the
part of the students. They are required to create projects and products as
examples of mastery in each unit.
Communication and collaboration are crucial for student success as
learners. Throughout this curriculum, students must be able to communicate
deep understanding through open ended responses (both orally and in
writing). In addition, students are often required to work collaboratively
with their peers, which promotes the ability to succeed in the area of social
cooperative work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class.
Learning and assessment activities support the push to make students media
literate, as they are often required to analyze, evaluate, and create messages
in a wide variety of media modes, genres, and formats.
Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in
both content and teamwork efforts, and measuring productivity and
accountability through independent and group assignment completion.
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Coverage development collaboration
● Test and quizzes
Suggested Interdisciplinary Activities for this Unit
Career Education: Identify the steps to running a proper staff meeting and apply
the concepts to yearbook staff meetings.
19
● Oral/written assessments
● Exit Tickets
● Yearbook Portfolio/Notebook
Health/PE: Develop the athletics section of the yearbook and determine how each
team will be presented in the overall layout.
Math: Use a spreadsheet to chart the various activities and events that need to be
represented in the yearbook and calculate how much space each item will need to
take up in the publication.
Social Studies: Research current events for the school year and determine with
events should be placed in the yearbook.
Technical Subjects: Use various online resources to collaborate and create various
portions of the yearbook to be inserted into the yearbook program platform.
World Languages: Interview students from various countries to see what they
would be interested in seeing in the yearbook to include all students.
Arts: Design artwork to be used at the beginning of each section of the yearbook.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, PowerPoints, and Lessons
● Previous publications of the Heirloom
● Online periodicals and news articles: Ebsco Host, Newsela.
TweenTribune, etc.
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,
8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
Regularly utilize 1 to 1 device to complete activities in and out of
the classroom
20
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning
Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.W6. Use
technology, including the
Internet, to produce and
publish writing and to
interact and collaborate with
others.
Provide students with digital resources
that identify forms of written textual
activities geared towards specific
elements of online publications
Model proper uses for online
collaboration and writing
Detail steps to produce, edit, peer review
and complete a final draft of all written
work on an online medium
Students will collaborate and submit work
via Google
Students will utilize Google Apps to
discuss and propose ideas regarding the
theme of the yearbook
Students will produce, edit, peer review
and complete final drafts of all written
work on an online medium
Student and teacher
generated rubrics
Yearbook Staff Notebook
rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual Representations
NJSLSA.8.1.B. Creativity
and Innovation: Students
demonstrate creative
thinking, construct
knowledge and develop
innovative products and
process using technology.
Explore past editions of the Heirloom
Provide students with current Look Book
to encourage creative thinking
Provide updated Genesis student lists
Review Google Docs/Sheets for
collaboration
Ambassador report
Develop updated coverage spreadsheets
2018-2019 Heirloom
Research and share innovative coverage
ideas for the upcoming publication
Yearbook Staff Notebook
rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual Representations
NJSLSA.8.1.C.
Communication and
Collaboration: Students use
digital media and
environments to
communicate and work
collaboratively, including at
a distance, to support
individual learning and
Teach students the functionality of
ReplayIt
Discuss clubs, activities, and
organizations within the school that
require coverage
Teach students Google Forms
Individually sign up ten students to
ReplayIt
Identify members of each organization and
forge partnerships to increase coverage
opportunities
Teacher generated rubrics
Vocabulary quizzes (online
and print)
Yearbook Staff Notebook
rubric
Peer / Self Evaluations
Admit/Exit Slips
21
contribute to the learning of
others.
Design a Google Form for soliciting
feedback from staff for coverage
opportunities
Create/add to yearbook staff notebook
NJSLSA.8.1.D. Digital
Citizenship: Students
understand human, cultural,
and societal issues related to
technology and practice legal
and ethical behavior.
Teach students the legal responsibility
involved with print media
Review the rigorous checks photos
uploaded to ReplayIt must pass
Teach what to look for in an appropriate
photo
Explore consequences (within our school
and schools at large) for violating these
legal responsibilities
Update yearbook notebook with
photography responsibilities
Respond to selected photographs in terms
of why it would or would not pass our
“checks”
Participate in group discussion regarding
inappropriate photographs
Teacher generated rubrics
Vocabulary quizzes (online
and print)
Yearbook Staff Notebook
rubric
Peer / Self Evaluations
Admit/Exit Slips -Yearbook
Photojournalism project
Unit 5 Overview At-a-Glance Unit #5 – Photography - We All Are Great At Taking Selfies
Unit Description:
Technology today has a camera readily available. Students will continue to learn the basics of photography, the rule of thirds, using
Adobe Photoshop, and how creative photographs enhance the image of the yearbook and provide appeal to potential buyers.
Essential Skills: ● Maximize the functionality of the handheld camera
● Utilize lighting to enhance a photo
● Seek to capture unexpected moments
● Use photos to tell a bigger story
● Find opportunities through creative photography to cover more students on more occasions ● Use organizational strategies to communicate with staff members in a timely and accurate manner
22
● Utilize technology to research, plan, and create yearbook sections
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
Standards Addressed within this Unit Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W3; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-
12.1; W.11-12.3; CPR9; CPR11
Unit Details
Modifications for Special Education Students,
English Language Learners, Students at Risk of
Failure, and Gifted Students- Modify instructional
approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted
and talented students including but not limited to: ● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines for
crafting writing assignments
● Audio versions of texts
● Integration of higher order thinking processes,
creative and critical thinking activities, problem-
solving, and open-ended tasks
Integration of 21st century skills through NJSLS 9 and Career Education:
● Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
● Learning incorporates skills focusing on financial, economic, business, and
entrepreneurial literacy.
● Lessons integrate a focus on civic literacy so that students can better
understand the rights and obligations of citizenship.
● Communication and collaboration is crucial for student success as learners.
Throughout this curriculum, students must be able to communicate deep
understanding through open ended responses (both orally and in writing). In
addition, students are often required to work collaboratively with their peers,
which promotes the ability to succeed in the area of social cooperative work,
increases communication skills, and promotes leadership and responsibility.
● Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class.
● Learning and assessment activities support the push to make students media
literate, as they are often required to analyze, evaluate, and create messages in
a wide variety of media modes, genres, and formats.
● Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in both
23
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
content and teamwork efforts, and measuring productivity and accountability
through independent and group assignment completion.
Assessments- including benchmarks, formative,
summative, and alternative assessments
● Photo Portfolio
● Completion of Coverage Assignments
● Personal Defense
● Completion of Assigned Pages
Suggested Interdisciplinary Activities for this Unit
Career Education: Create a brochure examining the various career opportunities there
are in the field of photography.
Math: Create a fractions chart to map out the shutter speed of various cameras then
compare their capabilities.
Social Studies: Participate in a gallery walk of various types of images and determine
how each could be used to enhance a yearbook.
Science: Analyze the behavioral differences in staged vs. candid shots.
Technical Subjects: Use editing software to completely change the presentation of a
photograph.
World Languages: Capture photographs that depict activities or scenery, which is
otherwise unfamiliar.
Arts: Study great photographers in their selected genres.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, PowerPoints, and Lessons
● Previous publications of the Heirloom
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,
8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
24
● Online periodicals and news articles: Ebsco Host, Newsela.
TweenTribune, etc.
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
Regularly utilize 1 to 1 device to complete activities in and out of
the classroom
Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning
Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.W3. Write
narratives to develop real or
imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences.
Model using picture prompts to craft a story
Review the elements of narrative writing
Teach characterization
Draft narratives based on arbitrary
images
Engage in peer review to evaluate
the heart of the story
Mini-narratives in the form of
captions
Narrative stories for athletics
Yearbook Staff
Notebook rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual Representations
Teacher generated
rubrics
Adapted PARCC
Writing rubrics
Student generated
rubrics
Vocabulary quizzes
(online and print)
NJSLSA.8.1.B. Creativity
and Innovation: Students
demonstrate creative
thinking, construct
knowledge and develop
innovative products and
process using technology.
Explore past editions of the Heirloom
Provide students with current Look Book to
encourage creative thinking
Model effective and ineffective layout
designs
Online collaboration of what
“worked” and why
Develop vision boards for the 2018-
2019 Heirloom
Research and share innovative ideas
for the upcoming publication
NJSLSA.8.1.C.
Communication and
Collaboration: Students use
digital media and
environments to
Teach skills necessary for each roll on a
yearbook staff
Discuss jobs related on online and print
media
Collaborative note-taking and
think/pair/share evaluation
Small and large group discussions
25
communicate and work
collaboratively, including at
a distance, to support
individual learning and
contribute to the learning of
others.
Analyze the past two years of sales to
determine trends and how to address
slowing sales
Teach a yearbook budget and cost of print
for each publication
Online skill quiz to determine staff
rolls
Research skills necessary for
yearbook staff members
Research jobs related to both online
and print media
Create/add to yearbook staff
notebook
Photojournalism project
NJSLSA.8.1.D. Digital
Citizenship: Students
understand human, cultural,
and societal issues related to
technology and practice legal
and ethical behavior.
Teach students the legal responsibility
involved with print media
Explore consequences (within our school
and schools at large) for violating these
legal responsibilities
Examine ethics as it relates to a school
community
Update yearbook notebook with
responsibilities
Create presentation of school
districts who violated the legal
responsibilities
Participate in group discussion
regarding ethical scenarios
Unit 6 Overview At-a-Glance Unit #6 – Yearbook Layout Design: Yearbook Avenue 101
Unit Description:
In this unit, students will put into practice what they have learned about layout, visual elements, copy, and a cohesive product that ultimately tells a
story. Furthermore, students will create a product that is both visually and aesthetically pleasing, but more importantly, highly marketable.
Essential Skills: ● Meet deadlines on time-sensitive material
● Multi-task without losing sight of the bottom line
● Revise and edit layouts, copy, images as needed to produce a cohesive product
26
● Conduct short as well as more sustained research to answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W.4; NJSLSA.W.5; NJSLSA.W.6; NJSLSA.8.1.B;
NJSLSA.8.1.C; NJSLSA.8.1.D
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL.4; NJSLSA.SL.5; NJSLSA.SL.6; RI.11-12.2; RI.11-12.3;
W.11-12.1; W.11-12.3; CPR9; CPR11
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students
with IEPs, 504s, ELLs and gifted and talented students
including but not limited to: ● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
Integration of 21st century skills through NJSLS 9 and Career
Education:
● Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
● Learning incorporates skills focusing on financial, economic,
business, and entrepreneurial literacy.
● Lessons integrate a focus on civic literacy so that students can
better understand the rights and obligations of citizenship. ● Communication and collaboration are crucial for student success as
learners. Throughout this curriculum, students must be able to
communicate deep understanding through open ended responses (both
orally and in writing). In addition, students are often required to work
collaboratively with their peers, which promotes the ability to succeed in
27
● Additional graphic organizers and outlines for crafting
writing assignments
● Audio versions of texts
● Integration of higher order thinking processes, creative
and critical thinking activities, problem-solving, and
open-ended tasks
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
the area of social cooperative work, increases communication skills, and
promotes leadership and responsibility.
● Students must be information literate, i.e. they must be able to find and
use information effectively, in order to succeed in class.
● Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
● Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in
both content and teamwork efforts, and measuring productivity and
accountability through independent and group assignment completion.
Assessments- including benchmarks, formative, summative,
and alternative assessments
● Midpoint #1
● Deadline #1
● Midpoint #2
● Deadline #2
● Midpoint #3
● Deadline #3
● Supplement Deadline
Suggested Interdisciplinary Activities for this Unit
Career Education: Research deadline-oriented careers and present finding to the
class.
Health/PE: Participate in class-wide Steps Challenge to cover more events,
students, staff, and provide interviews for completion of the yearbook.
Math: Track percentage completion of sales/coverage of the yearbook and use
data to find new ways to increase sales and promotion of the yearbook.
Science: Examine the psychology of personal coverage vs overall personal high
school experience.
Technical Subjects: Research careers that utilize the skills learned in Yearbook.
Arts: Create and select photography and artwork to enhance articles and sections
of the yearbook.
28
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
● Jostens Yearbook Guides, PowerPoints, and Lessons
● Previous publications of the Heirloom
● Online periodicals and news articles: Ebsco Host, Newsela.
TweenTribune, etc.
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,
8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
● Regularly utilize 1 to 1 device to complete activities in and out of
the classroom
● Utilize Yearbook Avenue to produce the yearbook
Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard
and Student Learning
Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.W4.
Produce clear and coherent
writing in which the
development,
organization, and style are
appropriate to task,
purpose, and audience.
Provide examples (print and/or electronic)
of arguments which utilize valid reasoning,
logical arguments and relevant and
sufficient support
Provide examples (print and/or electronic)
of arguments which do not utilize valid
reasoning, logical arguments and/or relevant
& sufficient support
Develop Captions
Draft stories to make photos come to life
Utilize language, phrases, and writing
style that appeals to the student-body as an
audience
Student and teacher
generated rubrics
Yearbook Staff Notebook
rubric
Peer / Self evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual Representations
Research project rubric
NJSLSA.W5.
Develop and strengthen
writing as needed by
planning, revising, editing,
Teach common errors to avoid in
journalistic writing
Engage in peer review to identify
characteristics of strong copy
29
rewriting, or trying a new
approach.
Review software features to support clean
copy
Model taking constructive criticism and
using it to improve writing
Apply notes from editorial staff to enhance
copy
Utilize spell/grammar checks to produce
clean copy
NJSLSA.W6.
Use technology, including
the Internet, to produce and
publish writing and to
interact and collaborate
with others.
Provide students with a comprehensive
tutorial of Yearbook Avenue
Teach students how to access the
ImageFlow library
Model attention to detail in layout
Engage in a hands-on demonstration of the
software
Teach a partner/group a feature or function
of Yearbook Avenue
Tag photos in Image Library
NJSLSA.8.1.B.
Creativity and
Innovation: Students
demonstrate creative
thinking, construct
knowledge and develop
innovative products and
process using technology.
Explore past editions of the Heirloom
Provide students with current Look Book to
encourage creative thinking
Model effective and ineffective layout
designs
Online collaboration of what “worked”
and why
Develop vision boards for the 2018-2019
Heirloom
Research and share innovative ideas for
the upcoming publication
NJSLSA.8.1.C.
Communication and
Collaboration: Students
use digital media and
environments to
communicate and work
collaboratively, including
at a distance, to support
individual learning and
contribute to the learning
of others.
Teach skills necessary for each roll on a
yearbook staff
Discuss jobs related on online and print
media
Analyze the past two years of sales to
determine trends and how to address
slowing sales
Teach a yearbook budget and cost of print
for each publication
Collaborative note-taking and
think/pair/share evaluation
Small and large group discussions
Online skill quiz to determine staff rolls
Research skills necessary for yearbook
staff members
Research jobs related to both online and
print media
Create/add to yearbook staff notebook
30
NJSLSA.8.1.D. Digital
Citizenship: Students
understand human,
cultural, and societal
issues related to
technology and practice
legal and ethical behavior.
Teach students the legal responsibility
involved with print media
Explore consequences (within our school
and schools at large) for violating these
legal responsibilities
Examine ethics as it relates to a school
community
Update yearbook notebook with
responsibilities
Create presentation of school districts who
violated the legal responsibilities
Participate in group discussion regarding
ethical scenarios
Unit 7 Overview At-a-Glance Unit #7 – Business and Marketing
Unit Description:
In this unit, students will identify key ways to market and promote the school yearbook. In addition, they will gain an understanding of the business
side of creating and selling a product. Students will utilize spreadsheets and other technology tools to monitor budgets in both spending and selling.
Essential Skills:
● Define the yearbook mission
● Identify various mediums for yearbook promotion
● Design videos and other digital promotions to post and increase yearbook sales
● Create posters and flyers that focus on the yearbook theme and content
● Assess resources from the community to assist in funding and promoting yearbooks
● Assess the value of competitions and giveaways to promote sales
● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone
● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
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Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D; 9.3.MK.2;
9.3.MK.4; 9.3.MK.6; 9.3.MK.8
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL.4; NJSLSA.SL.5; NJSLSA.SL.6; RI.11-12.2; RI.11-12.3;
W.11-12.1; W.11-12.3; CPR9; CPR11
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students with
IEPs, 504s, ELLs and gifted and talented students including
but not limited to:
● Extended time
● Enrichment activities /Independent Study
● Preferential seating
● Online visuals and audio for individual lessons
● Pairing students for activities
● Teacher modeling
● Differentiated written and verbal responses
● Additional graphic organizers and outlines for crafting
writing assignments
● Audio versions of texts
● Integration of higher order thinking processes, creative and
critical thinking activities, problem-solving, and open-ended
tasks
● Higher level direct questioning
● Opportunities for cross curricular activities
● Flipped Classroom
● Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Learning incorporates skills focusing on financial, economic, business,
and entrepreneurial literacy.
Lessons integrate a focus on civic literacy so that students can better
understand the rights and obligations of citizenship.
Communication and collaboration is crucial for student success as
learners. Throughout this curriculum, students must be able to
communicate deep understanding through open ended responses (both
orally and in writing). In addition, students are often required to work
collaboratively with their peers, which promotes the ability to succeed in
the area of social cooperative work, increases communication skills, and
promotes leadership and responsibility.
Students must be information literate, i.e. they must be able to find and
use information effectively, in order to succeed in class.
Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
Activities help develop life and career skills in all students by requiring
initiative and self-direction, supporting social and cross-cultural skills in
both content and teamwork efforts, and measuring productivity and
accountability through independent and group assignment completion.
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Assessments- including benchmarks, formative, summative, and
alternative assessments
● Coverage development collaboration
● Test and quizzes
● Oral/written assessments
● Exit Tickets
● Yearbook Portfolio/Notebook
● All Yearbook deadlines
● Promotional materials
Suggested Interdisciplinary Activities for this Unit
Career Education: Identify the business and marketing aspects of creating a
product and selling it.
English Language Arts/Literacy: Complete a close read of “The ultimate
guide to yearbook marketing: How to make your yearbook a sell-out
success.”
Math: Track percentage completion of sales/coverage of the yearbook and
use data to find new ways to increase sales and promotion of the yearbook.
Social Studies: Research successful companies throughout history and
identify strategies they used to promote their business.
Technical Subjects: Create Memes to promote the sale of the yearbook.
Arts: Create a poster to promote the sale of the yearbook.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School
Library Resources
● Jostens Yearbook Guides, Powerpoints, and Lessons
● Previous publications of the Heirloom
● Online team building activities
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1
● Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s
Meet, and Google Apps to collaborate on group activities
● Utilize Google Classroom to collaborate with peers
● Create an online collaborative yearbook notebook
● Use technology to accomplish team building tasks
● Regularly utilize 1 to 1 device to complete activities in and out of the
classroom
● Utilize Yearbook Avenue to produce the yearbook
● Utilize various software to create promotional materials
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Unit #7 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative
Assessments
(Portfolios, Projects,
Tasks, Evaluations, &
Rubrics)
NJSLSA.W6.
Use technology, including the
Internet, to produce and
publish writing and to interact
and collaborate with others.
Provide students with a comprehensive
tutorial of Yearbook Avenue
Teach students how to access the
ImageFlow library
Model attention to detail in layout
Model various ways to promote a product
Teach a partner/group a feature or function
of Yearbook Avenue
Tag photos in Image Library
Create videos and digital promotional
materials
Use computers to publish various promotions
Student and teacher
generated rubrics
Yearbook Staff
Notebook rubric
Peer / Self
evaluations
Discussions
Questioning
Google Classroom
Exit/Admit Slips
Visual
Representations
Research project
rubric
Campaign
DeadlineS
NJSLSA.8.1.B. Creativity
and Innovation: Students
demonstrate creative thinking,
construct knowledge and
develop innovative products
and process using technology.
Explore past editions of the Heirloom
Provide students with current Look Book to
encourage creative thinking
Model effective and ineffective layout
designs
Online collaboration of what “worked” and
why
Develop vision boards for the 2018-2019
Heirloom
Research and share innovative ideas for the
upcoming publication
NJSLSA.8.1.C.
Communication and
Collaboration: Students use
digital media and
environments to communicate
and work collaboratively,
including at a distance, to
support individual learning
and contribute to the learning
of others.
Teach skills necessary for each roll on a
yearbook staff
Discuss jobs related on online and print
media
Analyze the past two years of sales to
determine trends and how to address
slowing sales
Teach a yearbook budget and cost of print
for each publication
Collaborative note-taking and
think/pair/share evaluation
Small and large group discussions
Online skill quiz to determine staff rolls
Research skills necessary for yearbook staff
members
Research jobs related to both online and print
media
Create/add to yearbook staff notebook
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NJSLSA.8.1.D. Digital
Citizenship: Students
understand human, cultural,
and societal issues related to
technology and practice legal
and ethical behavior.
Teach students the legal responsibility
involved with print media
Explore consequences (within our school
and schools at large) for violating these
legal responsibilities
Examine ethics as it relates to a school
community
Update yearbook notebook with
responsibilities
Create presentation of school districts who
violated the legal responsibilities
Participate in group discussion regarding
ethical scenarios
9.3.MK.2.
Implement marketing
research to obtain and
evaluate information for the
creation of a marketing plan.
Teach sales trends from the past five years
Model the marketing strategies employed
by Jostens
Utilize sales goals promotional materials
from Jostens
Brainstorm strategies for increasing sales
within the school
Collaborate to create and maintain deadlines
for promotional campaigns using Google
Suite
Evaluate best practices of other high schools
in marketing and sales efforts
9.3.MK.4.
Plan, monitor and manage the
day‐to‐day activities required
for continued marketing
business operations.
Assign yearbook ambassadors to each
business editor
Teach the Yearbook Avenue coverage tool
to monitor the “3 times rule”
Teach the Yearbook Avenue sales widgets
and reports
Monitor assigned ambassadors by running
coverage reports to ensure students are
featured in the yearbook at least three times
to maximize sales
Run sales reports to encourage non-buyers to
purchase a yearbook
Run sales widgets to monitor goals and
milestones
9.3.MK.6.
Select, monitor and manage
sales and distribution
channels.
Review the online sales management tool
on Yearbook Avenue
Teach students to run sales reports
following each campaign
Collaborate with students to plan YB
distribution event
Enter sales using Yearbook Avenue
Update sales information in Yearbook
Avenue
Run reports to gauge potential for achieving
sales goals following each campaign
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9.3.MK.8.
Obtain, develop, maintain and
improve a product or service
mix in response to market
opportunities.
Teach the correlation between coverage and
sales
Teach students to utilize coverage reports to
drive sales
Model promotional materials developed by
coverage reports to drive sales
Collaborate with ambassadors to increase
coverage
Collaborate with editorial staff to develop
promotional materials (print and online) to
drive sales