THE EAGLE'S EYE
Check out: http://ahseagleseye.wordpress.com/
If you are a member of the Attleboro High School's newspaper staff, then you are in the right place. If not, feel free to browse anyway. Welcome to the 2015-2016 school year. On this site you will find super links which include: wonderful student newspapers, sources for information, sites that will improve your grammar and increase your writing abilities, and college information. Prepare yourself for a fun-filled trimester/year and be ready to let your imagination soar. BUT remember, "Only the facts, ma'am, only the facts!" Please share this information with your parents and family members.
*****OBJECTIVE**********IN GOOD TASTE**********ACCURATE*****
Required by first Monday of the trimester:
An "Under Fire" journal for writing ideas - (this can be a stenographer's book or a phone app); USB/flash drive/cloud site, and a 2-inch three ring binder to keep handouts, something to take notes on (can be phone app) and assignments in.
If you are interested in writing for a local newspaper on top of the Eagle's Eye please make an appointment to see me and we'll discuss the possibilities and opportunities.
Textbook: Journalism Today is online at http://glencoe.mcgraw-hill.com/sites/0078616166/student_view0/online_student_edition.html. Please bookmark the site and use it often. In order to use the chapters, click on the chapter assigned, do not click on the entire book. Try playing the "activities."
Group assignments are posted here, so check the site, especially if you miss a class for any reason.
Collins Writing (AHS Writing Program) will be used in all writing assignments. Be familiar with Type I (generate and capture ideas), Type II (content understanding checkoff), Type III (FCAs included for feedback), Type IV (Peer editing), and Type V (publishable material) writing. You will be focusing on Type V for all final articles. One Objective and two FCAs will be included at the top of every article (except Picks, Beats, and "Blue Pride Opinion"). NOTE"Blue Pride Opinion" is new this year and will be coordinated by the senior editors on a biweekly basis. The FCAs chosen should apply to your article and to your skill repertoire. Choose wisely. There is a list of them in the "Journalism" folder or below. Please open and "save as" to your own folder on the Journalism drive or copy and paste from the list below. Read the instructions carefully.
You are to check in with your editor at least twice a week; make arrangements with your editor. For example, it might be good to check in on Monday to review assignments for the week and Thursday to see what needs to be finalized by Friday. Editors will keep logs of your work and deadlines.
Pre-test. (First Friday) See link at the bottom of this website. Everyone, should take the appropriate Pre-test on Friday of the first week.
Assignment #1: Read through the syllabus and complete the assignment.
Homework for the first week of school:
Journalism I: Assignment #2: Begin thinking about writing a review. It could be a review of a book, CD, movie, restaurant, video game, local band, store, college, or place (special summer place?).
1. Make a list of your favorite ideas for at least three of the above.
2. Look up slander and libel online or in the Journalism textbook. Define them and have a working knowledge of each. Begin a definitions section in your notebook and make these definitions your first entries.
Journalism II and Indep. Journalism.
Assignments: Draw ideas from the following lists.
A. Write an article of your choice, but one that covers something happening in and around AHS. (CTE; new or retiring teacher; dual enrollment; TeachPoint from a student/parent perspective; musical/drama events; sports)
B. Write an article on any of the following topics or write a college review of a school you have visited (can also be sent to Teenink). Be sure to do the appropriate research and include lots of facts! Read college reviews online at http://www.teenink.com/college_guide/college_reviews/ before writing one.
1. What advice would you give to incoming freshmen re school, relationships, after school activities?
2. What is your favorite school morning breakfast? Why? Why is breakfast nutritionally healthy? What are the benefits of eating before school? Are there special apps that encourage eating breakfast?
3. What types of reward systems work for grades, chores, good behavior? At what point, if any, do they become counterproductive or insignificant? What is or was your favorite reward system? Make a suggestion as to a change in grades from A-F to something else. Research the idea.
4. How does cell phone technology continue to change? How do you access different options? How many messages do teens on average usually receive per day? What percentage of a teen's messages are text messages vs voice messages? What about Instagrams, etc? Which type of cell phone do you prefer? Why? Which company works best in this area? What's the most cost-effective program? What are great apps you use every day? What are the best "free" apps? Why? Best game apps?
5. Why are fluorescent light bulbs used at AHS? How are fluorescent light bulbs recycled? Why is it important to do so? Why are fluorescent light bulbs better than incandescent light bulbs? How much mercury is in a fluorescent light bulb? Is it toxic? Does there have to be a certain amount of mercury to be dangerous? How much mercury will harm someone and how could it affect a person?
6. What advice would you give someone about driving "safe" rather than "skillfully"? What are the facts re teen driving deaths?
7. Once you have a driver's license, what essentials should be in the car? How often should the oil be changed? How often should you check your tires and how do you do it? How do you know how much air should be in the tires? Is the front weight different from the back? What is the average weight for regular tires? Why should there be a different weight in the summer than winter? (check with Automotive department) Should everyone know how to change a tire? When should you not change a tire? When should windshield wipers be replaced? How far can you go on a gallon of gas? How much does it cost to fill your tank today, a year ago? How many gallons are in the average vehicle tank? How do you calculate miles per gallon?
8. How do you organize your music? What genres of music do most teens prefer? Be sure to define any genre that is not widely known. Where do you find your music? Do you buy it, download without permission, go to iTunes, Soundcloud? Which instruments do you prefer in a band? Local bands?
9. What was your favorite place to visit during the summer? Why? How often did you go? Where is it and how do you get there if it's local? What is the average cost, if any?
10. What is the cheapest entertainment available for teens? Include the 5 Ws for the top five (who can go, place, what can be done there, times open, how to get there, why go, cost).
11. College Review, but only if you actually went to the school and toured it.
12. How would you save money throughout the school system if you had the power? If you had the authority, how would you raise money for projects at AHS (new windows, renovated bathrooms, technology upgrades, etc)? What changes would you like to make at AHS if you could? Why? Talk to your peers and collect lots of quotes. This is a great "Opinions from Blue Pride Way" idea.
13. How do you originally learn? Consider the many teachers you've had; which teaching methods did he/she/they use that best motivated you to learn? What's your learning style? (verbal, visual, musical/auditory, kinaesthetic/physical, logical/mathematical, social, solitary, combo)
14. Dunkin' Donuts vs Honey Dew Donuts: best product, best prices, newest items, best drink? Could do the same thing for Coke vs Pepsi or water vs types of seltzer.
15. Why is the Earth now considered "flat"? Do the research and inform your peers about their world!
16. What would be your all-time favorite high school schedule (number of courses, time in each class, length of day, etc).
17. "Opinions from Blue Pride Way" questions (used to be Man on the Street articles). Create a great question. Question your peers, write down their answers and take their pictures ... choose the best nine and lay out in a Word document.
18. Your choice of article, but pitch it to an editor and the teacher first.
19. Do some research into the presidential campaign. Write an informative article or an opinion. Make sure the facts are correct.
20. Check out politifact.com or factcheck.org and share top checked facts.
21. Go to http://www.pewresearch.org/ for up-to-date news and issues around the globe.
ARTICLES TO BE ASSIGNED BY SENIOR EDITORS OVER THE FIRST TWO WEEKS OF each trimester (dependent on the trimester):
Editors will divide and conquer!
New and retiring Staff including CTE, administrators
(Mrs. Edmonds is retiring June 2016.)
Sports for the season
CTE shop updates
New SPED arrangements/issues/staff/programs/Best Buddies
Music, drama updates
Anything that is new at AHS
HIGHLY SUGGESTED ARTICLES:
*Annual Road-race (Oct.)
*Summer School follow-up (see assistant principals: Sept. and May/June)
*Night School (See: Mrs. Cameron anytime)
*Credit Recovery (See Mrs. Little on the balcony: anytime)
*College reviews (anytime ... but you must have visited the school personally!)
*Club updates (anytime)
*Cool student/teacher accomplishments (anytime)
*MCAS (English, math and science), PSAT, SAT, AP exams. An article with dates would be helpful.
*College - the difference between early decisions and early action; financial aid: grants, work study, & loans; FAFSA
MORE ARTICLE IDEAS
* 2-year colleges vs 4-year colleges
* Free college?
* Financial earnings: Diploma vs. Degree
* Homework estimates: grade level times how many minutes per night
* SSR (to be continued? and by whom?) Benefits?
* MCAS data: Interview assistant principal/s.
Trimester I articles: sports, college applications, music, theater, holidays (Halloween, Rosh Hashanah, Columbus Day, Thanksgiving.)
Trimester 2 articles: Hanukkah, Christmas, New Year's Eve, Valentine's Day, St. Patrick's Day, Feb. break, finals, winter sports, Music Concert, etc)
Trimester III articles: Graduation, proms, sports, blood drive, MCAS, sports fees.
* CTE News (see CTE Director or other CTE teachers)
Life is 10 percent what happens to us and 90 percent how we respond to it. How do you respond?
Mastery Objectives in this class use Bloom's Taxonomy including knowledge (K), comprehension (C), application (APP), analysis (A), synthesis (S), and evaluation (E) skills.
***Please choose one personal Mastery Objective from either the categorized or noncategorized lists below for every day you are in class, and then copy and paste it to your article assignment. HINT: You might want to copy and paste all of the Mastery Objectives to a Word document and save it to your personal folder, just in case the Internet is down (it does happen).***
Non-categorized Mastery Objectives
(A) 1. Students will be able to (SWBAT) read and critique a hard news article by highlighting only the main points, then using the highlighted words summarize the article to improve their note-taking skills.
(A) 2. SWBAT analyze a hard news article by using direct quotes to support their opinion in a Type 3.
(E) 3. SWBAT to revise their work independently to meet their deadline of ___________, in order to complete their assignment.
(E) 4. SWBAT edit and assess another student's article by using the AP Stylebook and the Eagle's Eye style.
(A) 5. SWBAT examine the need for appropriate headlines by giving their articles a thoughtful title after brainstorming with their editor or a peer.
(APP) 6. SWBAT write catchy captions to compliment their choice of picture in their article.
(A) 7. SWBAT analyze the use of attributions by using them appropriately and making sure every picture or photo has a complete one.
(S) 8. SWBAT compile closed and open questions for an interview in order to write an interview article or a Q and A.
(APP) 9. SWBAT conduct an interview using self-generated questions and taking notes.
(APP) 10. SWBAT write an article using the notes taken during an interview.
(E) 11. SWBAT follow-up on missing information in an article by returning to their source and reinterviewing them.
(A) 12. SWBAT peer edit using a class/editor generated list of common mistakes.
(C) 13. SWBAT brainstorm/identify topics for the school newspaper and keep a running list for future articles.
(C) 14. SWBAT brainstorm/identify opinions that could be sent to the city's newspaper, The Sun Chronicle.
(A) 15. SWBAT research and compare other high school newspapers using http://www.schooljournalism.org in order to find topics of current interest.
(A) 16. SWBAT proof at least two uploads of the current online Eagle's Eye looking for typographical, factual, and style errors.
(A) 17. SWBAT critique the newspaper's overall content and appeal to the reader by designing a rubric to meet good journalism specifications.
(A) and (E) 18. SWBAT write, edit, and revise their articles for publication as a Type 5.
(A) and (S) 19. SWBAT research information on a timely topic in order to prepare information and write an article that is unique.
(APP) and (E) 20. SWBAT write a review of a book, movie, video game, restaurant, special place, or television show including their own opinion without using "I" or "you."
(C) 21. SWBAT discuss current events in small or large groups after researching major newspaper front pages online.
(A) 22. SWBAT to analyze news agencies' choice of news coverage after researching at least four online.
(A) 23. SWBAT critique what the major news agencies think is important by giving examples from their research to others in their peer groups.
(K) and (E) 24. SWBAT to self-proof for errors in style by using the AP Stylebook.
(K) and (APP) 25. SWBAT crop, lighten, or darken pictures they took with the digital camera to enhance their article.
(A) 26. SWBAT take a number of pictures and choose the best one based on visual display and balance after appropriate cropping, lightening, or darkening for the article.
Categorized Mastery Objectives
(K) Students will be able to define and list examples of closed ended and open ended questions.
(C) Students will be able to explain the need for both closed and open ended questions.
(APP) Students will be able to demonstrate their knowledge by interviewing a classmate using 20 made-up questions (1/4 closed).
(A) Students will be able to compare and contrast the answers to their questions to find out which ones gave more information.
(S) Students will be able to create a basic list of closed and open ended questions, which can be used in any interview.
(K) Students will be able to write a feature article after an interview.
(K) Students will be able to write either a feature article after an interview or a "Q and A" based on their information.
(S)(E) Students will be able to critique a final article based on an interview by designing a rubric.
WRITING and EDITING
(K) (APP) Students will be able to state the 5 Ws and use them to gather facts for an article.
(K) Students will be able to analyze the inverted pyramid structure to identify key concepts within the journalistic style of writing.
(APP) Students will be able to use the inverted pyramid style of writing to complete news and feature articles.
(APP) Students will be able to use the Associated Press Stylebook to distinguish and identify a journalistic writing style for their work.
(K) (APP) (S) Students will be able to write rough drafts for all articles attempted.
(K) (APP) (A) Students will be able to revise their articles based on an editor's comments and corrections, and their own research.
(K) (APP) (S) Students will be able to write news articles or features after researching the "facts" and interviewing the appropriate cross section of individuals.
(A) Students will be able to analyze their notes after an interview to structure their articles.
(S) Editors will be able to develop a list of mistakes to check for as they edit their mentee's work.
(APP) Students will be able to apply their knowledge of the high school and the educational world in their articles by including appropriate "facts."
(E) Students will be able to edit a mentee's work by judging its quality based on the Eagle's Eye standards of writing and the Associated Press Stylebook .
(E) Students (editors) will be able to recommend suggestions to their mentees to improve the quality of their articles based on editor brainstorming meetings and their own past experience and learning.
(E) Students (editors) will be able to critique rough drafts until the work is a Type IV.
(E) Students (editors) will be able to critique final articles with an eye to ensure Type V quality.
(K) (APP) Students will be able to write Type V articles for publication in the school newspaper and The Sun Chronicle's "The Page."
(APP) Students will be able to meet deadlines by completing their assigned individual work both in class and for homework.
(A) (K) (APP) Students will be able to research articles from every angle possible, including several balanced sources.
(APP) (E) Students will be able to write a PICK for The Sun Chronicle by recommending a favorite book, movie, place, website, restaurant, game, CD, etc. (possibly obsolete as of Sept. 2014)
(K) Students will be able to use the digital camera or their smart phones to take photos to enhance their articles.
(APP) Students will be able to use Photoshop editing tools to crop, lighten, darken, enlarge, etc. their photos before placing them into an article.
(APP) Students will be able to save photos to the appropriate format - jpeg.
(APP) Students will be able to resize photos for inclusion in the newspaper.
(K) Students will be able to move and/or copy articles and photos to separate files/folders.
(C) Students will be able to explain the need for "appropriate" photos in a newspaper.
(APP) Students will be able to demonstrate their knowledge of an "appropriate" photo by taking a variety for different topics and then comparing them.
(S) Students will be able to create a class rubric to analyze the quality of photos.
(A) Students will be able to analyze the quality of their photos based on a class rubric.
(E) Students (editors) will be able to justify which photos are superior in quality and content based on the class rubric and their own experience and learning.
(APP) (K) (S) Students will be able to write appropriate captions for their photos.
(K) Students will be able to include the correct attribution for every photo or picture.
(K) Students will be able to highlight the major facts in a news article.
(K) SWBAT list the "5 Ws and how" in any major news article and be able to explain why these are always near the top of the article.
(C) Students will be able to summarize the main idea of a news article in a Type II.
(E) Students will be able to critique a news article by stating their opinion and supporting it with factual details from the article.
(K) Students will be able to use the online layout software Word Press.
(APP) (S) SWBAT upload appropriate articles and link them using Word Press.
(APP) Students will be able to upload photos, icons, pictures/photos, captions, attributions, indexes, photo galleries, headlines, bylines, page numbers, and banners.
(APP) SWBAT to tag an article with at least five tags.
(A) Students will be able to compare and analyze uploaded articles on the Eagle's Eye to their peer's.
(S) Students will be able to create a one-two page layout using Word Press .
(A) (E) Students will be able to proofread articles for mistakes, making corrections prior to uploading.
(A) (E) Students will be able to compare and contrast other school newspapers online (see links) and make suggestions as to how to enhance the Eagle's Eye .
(A) (E) Students will be able to analyze and evaluate the overall content and "look" of the school newspaper website by making suggestions to improve future editions.
(S) Students (Indep. J) will be able to create and organize an online portfolio of "clippings" throughout the course.
(A) (K) (APP) Students will be able to consult with their editor for advice, direction, and guidance while working up ideas, researching articles, or writing the final articles.
(S) (K) (APP) Students (Editors) will be able to consult with their peers to formulate and create mini-lessons based on errors seen in their mentees' writings.
(K) (APP) Editors will be able to create 10-question style quizzes.
(C) Students will be able to explain why an article should be timely.
(K) (C) Students will be able to define and explain the differences between slander and libel.
(K) (APP) Students will be able to demonstrate their knowledge of "style" by using correct punctuation marks and capitalization in their articles.
(K) (APP) Students will be able to demonstrate their knowledge of "style" by using correct grammar in their articles.
(K) (APP) Students will be able to demonstrate their knowledge of "style" by using AP specified abbreviations in their articles.
(K) (APP) Students will be able to demonstrate their knowledge of "style" by using appropriate AP rules in their articles.
(APP) (E) Students will be able to self-proof their own work based on the Eagle's Eye "style" (see handout).
(APP) Students will be able to apply discrimination "skills" to their articles.
(K) (A) (E) Students will be able to read, interpret, analyze, and share their opinions regarding Opinion/Letter to the Editor articles in any newspaper.
(K) (A) (E) Students will be able to read, interpret, analyze, and share their opinions regarding Journalism magazine articles.
(E) Students will be able to peer edit/critique articles for publication.
(APP) Students will be able to work independently to complete articles/layout/research/interviews in a timely fashion.
(K) (APP) Students will be able to use e-mail techniques to send photos and articles to The Sun Chronicle or another newspaper.
(K) (APP) Students will be able to use e-mail techniques to CC the teacher when sending photos/articles/or anything else to any outside individual, newspaper or company.
(APP) Students will be able to describe a speaker with enough clarity in order to use the details in an article.
(C) (APP) (S) Students will be able to intelligently question a speaker by researching the speaker or his/her subject beforehand and compiling detailed queries from thorough notetaking.
(C) (APP) Students will be able to clarify questions from a speaker after listening to their presentation by using notes taken during the speech.
Mastery Objectives and FCAs of Journalism
All articles MUST have one Mastery Objective (see above) and 2 FCAs at the top left under the Type of Writing, i.e Type 3, or 4. One of the bold ones from below MUST always be included (please bold it on your paper). The first draft of the article is a Type 3 to be edited by your editor; all other drafts until the final one are Type 4s.
The date should be at the top right. The number of the article should be below it. The title of the article is in bold, centered (using the icons), and in Font size 14. Your byline should be centered under the title, in font size 9 and NOT bold.
Type 5 writing (your final copy) should only have “Type 5” typed at the top left and the article number on the right, then the picture/photo with the caption and attribution you want used with your story, then the title and byline centered at the top of the page, then the article.
A final Type 5 should be double spaced and not justified. Create a folder with the topic of your article in the J drive "To be Uploaded" folder. Drop the article and the photo/s (JPEG) in that folder. Then tell a senior editor you have finished it.
Note: a photo is one the journalist takes (much preferred!). A picture is copied from another source.
1. Proper names spelled correctly and capitalized + Spelling and grammar check used
2. Proper sentence structure including end punctuation. No exclamations unless in a quote.
3. Proper abbreviations by journalistic standards
4. Proper paragraph structure. No more than two or three sentences per paragraph; quotes usually have their own paragraph.
5. Captivating title - not too long, and no articles (a, an, the)
6. Proper format: justification, font sizes, font type, double space, title and byline centered
7. Objective and factual
8. At least three quotes from varied sources. Always use “said.”
9. Subject/Verb agreement
10. Proper use of word processing icons
11. Fluid transitions
12. Tense agreement
13. Pronoun-antecedent agreement
14. Information that informs or is of interest to the reader
15. Appropriate vocabulary, even in quotations. (No “gots,” “suck,” “swears,” or “says.”
16. Eye-catching lead that covers who, what, where, when, and why (5 Ws)
17. Supporting details that cover ALL angles of the story
18. Supporting quotes from various sources (at least 3 depending on length of article)
19. Self made complementary pictures
20. Proper attributions for pictures (not Google)
21. Captions that explain the photo/picture without being wordy
22. Proper punctuation, especially with quotes
23. Quote placement + correct use of quotation marks
24. Correct use of homonyms: whether/weather, you’re/your, its/it’s, witch/which, too/to/two, one/won, they’re/their/there etc.
25. Correct use of colons, semi-colons, dashes, hyphens
26. Varied sentence beginnings
27. Complete sentences (no run-ons or fragments)
28. No personal pronouns
29. Just the facts (no editorializing), all the facts that can be found
30. Appropriate use of modifiers. Writer must stay objective at all times.
31. No fragments
32. No clichés
33. Proper use of “who” and “that”
34. Correct capitalization, especially re quotations
35. Inverted pyramid writing style (most important first, least important or background details should be last)
36. No repetition of ideas
37. Logical order (most recent info first)
38. AP (Associated Press) Stylebook followed
40. Remember the reading audience (i.e. “The Place” vs. the student body)
41. Adequate sources (i.e. student, principal, teacher, dean, security)
42. Proper apostrophe usage. (plural versus possessive)
March 27, 2016
Left of paper:
Mastery Objective:(A) (E) Students will be able to proofread articles for mistakes, making corrections prior to uploading. (from above)
#12 Tense agreement (from above)
#11 Information that informs or is of interest to the reader
#8 At least three quotes from varied sources. Always use “said.”
Right of paper:
Summer Blues (Font 14 bold)
By: Craig Bonin (font 9)
The summer of 2006 was one of jazz, excitement and travel for the newest band to hit the charts. SummerTime rose from the dead to stardom almost overnight as fans happily followed its rise through Twitter and Facebook.
Don't forget to indent every paragraph and double space. Everything MUST be TYPED! Do not add extra spaces at the end of a sentence. Eliminate any extra lines between paragraphs.
THE AVERAGE DAY
Enter the class and pick up a newspaper.
Read the assigned article/s or if a "free read" day, choose two-three articles of interest and read closely (this means with a pen or pencil in your hand).
Class discussion led by teacher or senior editors.
Work on articles independently: plan, write up questions, discuss ideas with your editor/teacher, interview, write the rough draft, edit the RD, finalize the article for publishing (type 5), take a photo (much preferable over something off the internet), edit the photo, edit peer articles if an editor, upload articles, tweet the article.
Finish your work for homework.
In down/spare time complete the Quia Java activities: "Journalism Vocabulary" and "Newspaper Parts." See below for links.
Day 1-4: SWBAT discuss the requirements for the Journalism course (I, II, Indep.) after quietly reading and taking notes on their syllabus.
News You Can Use Overview (current events)
Journalism Today online and in back of classroom
Senior Editors: Create DataBase mentee log; include self on it.
Intro. to computers (email/passwords/website) Check with OIT if not available.
Editors' meeting; menteee assignments
List of possible articles generated by class.
Interview intro (open vs. closed ended questions)
Closing (Acrostics for "Journalism") in pairs.
Set up Quia passwords for every student.
Homework: Make a list of 15 interview questions, including 5 closed, to ask one of your peers.
Day 5: SWBAT show how much knowledge they have of Journalism lingo and rules by taking a Pre-test.
Paired questions (re closed and open ended questions for the interview)
Pre-test using Quia passwords.
Set up e-mail with teacher for Quia (send your email to the teacher ... see syllabus)
In pairs write a recipe for rules to be careful of during Journalism. Include ingredients, how much to use, and directions. (led by editors)
HMWK: Critically read Chapter 1 from Journalism Today online. Do question/s 1 and, 6 on page 23 or at the end of the chapter.
Senior Editors: Critically read Chapter 9 "Doing In-Depth Reporting." Do questions 1, 5, and 8) (http://glencoe.mcgraw-hill.com/sites/0078616166/student_view0/online_student_edition.html).
Day 4: SWBAT differentiate between open and closed questions, create interview questions, understand what a Q & A is and the difference between it and a regular interview article, and understand "follow up" questioning techniques.
Lecture by teacher and senior editors: open/closed question, Q&A, interview techniques, follow-up interview techniques
Student work - Question creation: Using the questions students made for homework, they should pair up and ask a partner the questions. Five more questions should be added to their list. Answers should be written down. Students should NOT be with someone they already know, unless it's unavoidable.
Paired training: In pairs students will formulate their interview technique/s and be prepared to "introduce" their partner to the class using the answers to their questions.
Day 5-6: SWBAT use their knowledge of closed and open ended questions to conduct interviews, introduce their partner to the class, then write up a Q and A for their interviewee.
Pair work for final prep (10 minutes on Tuesday)
Introductions over the rest of Tuesday and Wednesday
HMWK: List three possible article topics that you would be interested in exploring. Due Thursday.
Day 7: SWBAT compile a list of article topics, discuss what facts are needed, what angles are possible, who to interview, and how to write that first paragraph.
Mini-lesson (10-15 minutes) re doing the research for an article and reminder of the definitions of libel and slander.
Small-group work: In small groups led by an editor, students will use their pre-made lists to brainstorm at least 10 possible topics to write articles about. At least half must have something to do with AHS. The group will together create a list of whom to interview and what the best angle to write the article from would be.
Everyone: Sharing of topics on easel. (Editor led)
Questions and answers about finding out accurate information for an article.
Homework: Ji and JII: Choose three specific topics you will research for first articles. List who to see and from what angle you will write the articles.
Senior Editors: do the assignment by writing up a list of Dos and Don'ts for first and second year (trimester) students based on your previous experience.
JI and JII HMWK due in one week: Critically read Chapter 2 from Journalism Today online. Summarize the following cases and explain the impact on Journalism students in Massachusetts. "Hazelwood School district v. Cathy Kuhlmeier," and "Tinker v. Des Moines Independent School District." Be able to give two examples of "slander" and "libel" that are current. Look these up online. Do question/s 1 on page 53 or at the end of the chapter.
Senior Editors Homework: Write your first RD. It should be ready for proofing on the next Monday.
Day 8: SWBAT understand the News You Can Use assignments by completing two.
Mini-Lesson: Review of the 5 Ws
Students will read through The Sun Chronicle for 15 minutes. They will then orally discuss their favorite article and explain why it was so good. They should use the 5Ws as they explain their choices.
The teacher will assign two articles from the newspaper and students will write down the 5Ws for each, then summarize (1 paragraph) the article, then give their opinion about the article (2 good paragraphs). Opinion should always be longer than summaries. Students can use the computer to type these if the printer is available, otherwise, they should be handwritten. Final assignments should be turned into the senior editors to be checked for accuracy.
If additional time, JI and JII students can work on their homework assigned on Thursday, which is due Monday.
REMINDER: JI and JII HMWK due Monday, Sept. 15: Critically read Chapter 2 from Journalism Today online. Summarize the following cases and explain the impact on Journalism students in Massachusetts. "Hazelwood School district v. Cathy Kuhlmeier," and "Tinker v. Des Moines Independent School District." Be able to give two examples of "slander" and "libel" that are current. Look these up online. Do question/s 1 on page 53 or at the end of the chapter.
Senior Editors Homework: Write your first RD. It should be ready for proofing by the following Monday.
Day 9: SWBAT use their knowledge of closed and open ended questions to conduct an interview of the teacher or other assigned individual and then write the first two paragraphs of an article using the information gathered.
News You Can Use (Slander/libel focus)
Write opening paragraph for article on Joe based on class notes.
Individual discussion with teacher/editor re first article.
Day 10 - SWBAT differentiate and judge among opening paragraphs and prepare a detailed list of attributes for use in a first paragraph.
News You Can Use
Share opening paragraphs in small editor led groups. Decide which was best and why.
Large group reflection re opening paragraphs
Easel: list attributes of good opening paragraph.
Share editor's recipes re journalism rules constantly broken.
Reverse acrostic for top ten or so rules from recipes.
Homework: work on Article 1
Senior Editors: Article review
Day 11 - SWBAT identify journalism writing rules in newspaper articles based on a class list and create a PowerPoint slide to demonstrate their understanding of the Top Ten.
News You Can Use: Sum/Op and 5 Ws.
Share acrostics; make a PowerPoint slide using pictures to illustrate the concepts.
Post on the Journalism wall
In small groups led by an eidtor, share 10 possible topics to write articles about. At least half must have something to do with AHS. In each group make a "Top 5" list to share with the rest of the class.
Sharing of topics on easel.
Begin homework in class:
Editors: Type up a list of more detailed rules you believe are the most important to follow for your personal groups (add to the "aggravated lists from earlier in the week). Collaborate with the other editors and add/delete rules. Make copies for the J1 students. Then go over them in your mentee group.
J1 students: Find three articles from the newspaper (can be online) and highlight the important facts. Connect at least three "rules" to each article. Bring in the articles. Mark the ''5 Ws and how: Who, what, where, when and why.
Day 12- SWBAT analyze an article for the ''5 Ws and how by sharing one of their chosen articles with a small group.
Review of 5Ws and how
Explanation of inverted pyramid
Small group re 5 Ws led by editors
Editors: Begin first article
J1 students: Text re Chapter 5 "Making the Interview Work"
Unit goals: *Know how to conduct an "effective" interview, *know how to research and structure questions, *be familiar with notetaking and tape recorders, *understand the strengths and limitations of e-mail/over Internet interviews, *have a lsit of stock questions in your tool box, *understand what "off the record" means and what to do, * be able to decide whether to write up the interview or use a Q and A technique.
Read pages 98-114
Make a bullet list of no more than 5 items per section as your notes.
do #5 on page 115.
Day 13 - SWBAT compose three questions for The Sun Chronicle staff based on their reading from Chapter 5.
Intro to day's activities
JI: Finish reading Chapter 5 and work on Question 5. Once your questions are written, have an editor check them, then revise. Be sure to make most of them open ended. Turn the edited version of your questions in to the teacher. Keep this list in your notes after it is returned to you.
Editors: Check in with mentee database, edit first article (see list on door) and send in PICS to Ken.
Speakers: Ken Ross from The Sun Chronicle
Homework: Write a half page on what you learned about Ken's job and the opportunities the newspaper offers to high school students.
Day 14 - SWBAT analyze media law and the sacredness of the First Amendment.
Mini-lesson on media law; review of the First Amendment
Research the following organizations online: JEA, Student Press Law Center, Freedom Forum, Pointer's, and High School Journalism.
Write a summary of each and list three interesting facts you found out at each site.
Homework: Research Massachusettes student laws. Print out the information, highlight the most important parts that affect you as a high school journalist. Write a personal opinion about these rights.
Day 15 - SWBAT identify and illustrate the classic elements of news after reading Chapter 3.
Intro to day's activities
JI: Read Chapter 3 (pgs. 58-79). Focus on these Key Concepts: how the definition of news has changed, the influence of USA Today, the measurement of news values by audience interest and need, the elements of news, brainstorming to generate ideas, and the basics of polls. Record up tp five bullets for ech section in your ntoes.
Do: Put Key Terms into a "definition notebook" (question #1 on pg. 79) and complete questions 2, 3, 4e, 5, and 7. You may do 3, 4e, and 7 in a small group of 2-3.
Editors: Work on individual articles. Check mentees' interview questions so they can edit. Be ready to lead your mentees in a group discussion around question 8 and 11 on page 80 in the text on Wed.
Homework: Finish reading and questions for homework using Journalism Today online.
Senior Editors: Read Chapter 10: Design and Layout. Do questions 1, 5, and 7 (in class).
Day 16 - SWBAT identify and illustrate the classic elements of news after reading Chapter 3.
Intro to day's activities
JI: Continue with previous day's assignment
Editors: In your mentee groups complete "Team Activities" #8 and 11 on pg. 80 in text.
Use another piece of easel paper and make a list of possible topics. Put up on door.
Continue with individual articles. Deadline for first article to be completed is Friday.
Homework: Finish classwork.
Day 17 - SWBAT identify and illustrate the classic elements of news after reading Chapter 3.
Intro to day's activities, turn in homework from Wed., Compile list from group lists, post on double door, complete team actuivities #8 and 11 (pg. 80), independent work...deadlines
Homework: Critically read Chapter 8 "Handling Quotes Fairly and Accurately" in Journalism Today. Do questions 1 and 7.
Day 18 - SWBAT identify and illustrate the classic elements of news after reading Chapter 3.
News You Can Use
Review: Handling fir quotes
Small group work re "speech" homework.
JI: Complete assignments.
Editors: Work independently on deadline RD article
Beats/Picks: choose one on the list or think of one yourself by Monday.
JI: If assignments complete, then begin working on your first PICK
Day 19: SWBAT discuss and illustrate the classic elements of news in a PowerPoint slide.
In small groups discuss the 7 Elements of News and illustrate the one assigned. Each person in the group must do their own reverse acrostic in a PowerPoint slide with lots of color and pictures. Choose the best and post.
JI: Work on Picks.
Editors: Finish RD of first article. Begin second.
Joe and Katelyn: Put plan in place re Mr. Hapenny's class.
Day 20: SWBAT identify the classic elements of news in articles in the newspaper.
Read the newspaper; discuss 7 Elements of News, Complete previous day's work (PPT slides), independent work re Picks and editor's articles.
Day 21: SWBAT identify the parts of a review by creating a class list on easel paper.
Read newspaper. Find any reviews and separate into 5 W's + How. Editor's training re reviews. (Old Eagle's Eye editions on shelf) J1 students: Finish Picks and begin a review. Editors: independent work on current article.
Day 22: SWBAT write a rough draft for a review on a favorite item: movie, book, CD, video game, restaurnat, place, website.
Read newspaper, independent work, teacher/student advisements
Homework Complete review for Friday.
Day 23: SWBAT edit a rough draft for a review on a favorite item: movie, book, CD, video game, restaurnat, place, website.
Read newspaper, independent work, teacher/student advisements
Homework Complete revision for Monday.
Day 24: SWBAT answer a question for The Sun Chronicle and send it in.
Speaker, answer "The Question," independent work.
Day 25: SWBAT work independently revising their current article.
Read newspaper, independent work (Picks and reviews).
Day 26: SWBAT work independently revising their current article.
Read newspaper: find an article that is considered "human interest" and compare with partner. (Count how many human interest articles there are in the first section, in the second section...why the difference? Share your thoughts with your partner.), independent work (Picks and reviews).
Day 27: Students will be able to revise their articles based on an editor's comments and corrections, their teacher's comments and corrections, and their own research.
Read newspaper and find an article that is considered "proximity." Compare with a partner. Independent work (Picks and reviews). Deadline for final is Friday, Oct. 2 for both the Picks and the first review.
Homework: Work on article/s
Senior Editors: Critically read either Chapter 12 or Chapter 13. Read the Career Profile (pg. 301 or 331). Answer one of the questions in the "Follow-Up."
Day 28: Students will be able to finalize their articles based on an editor's comments and corrections, their teacher's comments and corrections, and their own research.
Read newspaper: compare best headline and why with a partner, turn in homework (10 questions re Patriots), turn in permission slip, Independent work (Picks and reviews). Today is deadline...everything must be turned in. If anything is being sent to the SC, then it should have been finalized last Friday unless you have special permission. Be sure to send to Ken and Kathy at The Sun Chronicle and send this morning.
Day 29: Students will be able to
Senior Editors: Read Chapter 18 "Taking and Using Effective Photographs." Be sure to read the Career Profile column on page 457 or at the end of the chapter. Take ten "interesting" shots. Explain how each could be used in a school newspaper. How would you crop each one? How did you enhance each shot? What would the caption be for each shot? what is a Photo Essay? How can these be use in the Eagle's Eye?
News You Can Use (Editor or teacher led discussion)
Mini-lesson (Senior Editor or teacher led)
DON"T FORGET TO CHOOSE A MASTERY OBJECTIVE AND TWO FCAs FROM THE JOURNALISM LISTS FOR EACH ARTICLE WRITTEN INDEPENDENTLY.