yearbook

evidence when writing or speaking to support conclusions drawn from the text. || * I can read and interpret announcements, emails, board briefs, etc. to determine whether story ideas can be gleaned from them. I can properly attribute to these sources when necessary. and ideas. || * I can interpret yearbook theme copy to determine whether or not it effectively gets a message across to a broad audience. meanings, and analyze how specific word choices shape meaning or tone. || * I can work as writing coaches in maestro groups to analyze the stories written by students in the class. Do an exercise in which students look for the feature story's best and worst sentences. Analyze why the best one is so good. Rewrite the worst one in at least two different ways. [writing coach handouts from Candace Bowen?] || (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. || * I can read stories from different sections of the book to see how they utilize language differently. How does a sports section story differ from a club or academic or student life story? || well as in words. || * I can analyze stories from the district website, from news sources like the New York Times or USA Today, and from various web sources, to determine whether or not localized stories could be written. approaches the authors take. || * I can read stories from two different sources and compare them. says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || * I can read novels such as the ones from this list 25 terrific novels for journalism students or shorter pieces such as those by Twain or Hemingway and determine implied and explicit meaning. development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. || * I can read novels such as the ones from the list above or shorter pieces such as those by Twain, Hemingway etc. to summarize and understand meaning of the text. relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). || * I can write about and discuss author choice and how it relates to meaning, using pieces from the lists above or pieces of comparable quality. including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) || * I can discuss and write about author's language choice and how it affects meaning, using pieces from the lists above or pieces of comparable quality. || a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. || * I can discuss and write about author's language choice and how it affects meaning, using pieces from the lists above or pieces of comparable quality. || directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). || * I can read novels such as the ones from this list 25 terrific novels for journalism students or shorter pieces such as those by Twain or Hemingway and determine point of view and how it affects implied and explicit meaning. || production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) || * Using one Shakespeare play and one American play, I can write a review in which I compare multiple interpretations of a story, drama or poem and how the versions interpret the source text. || foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. || * I can, using pieces from the lists above or pieces of comparable quality, chose two pieces from different time periods and discuss and write about how they address similar issues related to the field of journalism. || dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. || * I can read and synthesize difficult and challenging primary sources such as data-based texts, court opinions and quantitative governmental reports. says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || * I can read and interpret announcements, emails, board briefs, etc. to determine whether story ideas can be gleaned from them. I can properly attribute to these sources when necessary. over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. || * I can interpret yearbook theme copy to determine whether or not it effectively gets a message across to a broad audience. I can do this for our yearbook's theme, and analyze the theme copy in other yearbooks to increase my awareness of the effectiveness of theme copy. [have a theme copy analysis PDF] || individuals, ideas, or events interact and develop over the course of the 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 (e.g., how Madison defines faction in Federalist No. 10). || * I can work as writing coaches in maestro groups to analyze the stories written by students in the class. Do an exercise in which students look for the feature story's best and worst sentences. Analyze why the best one is so good. Rewrite the worst one in at least two different ways. [writing coach handouts from Candace Bowen?] || her exposition or argument, including whether the structure makes points clear, convincing, and engaging. || * I can read stories from different sections of the book to see how they utilize language differently. How does a sports section story differ from a club or academic or student life story? || particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. || * I can comprehend why a particular writer might use first person effectively in a yearbook story. media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. || * I can analyze stories from the district website, from news sources like the New York Times or USA Today, and from various web sources, to determine whether or not localized stories could be written. [lesson on localizing from NY Times] || application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). ||  || documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. ||  || 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. || * I can look at archived material (newspaper clippings, old yearbooks) for story ideas. || and sufficient evidence. || I can create a semester-ending reflection in which I justify earning a particular grade in the publication class. This can be part of a portfolio in which the student explores a question such as "What did I learn in yearbook?" || through the effective selection, organization, and analysis of content. || * I can study caption writing techniques. and well-structured event sequences. || * I can cover events at school and report on them in engaging ways. || purpose, and audience. || * I can understand when different organizational structures are useful to a story's effectiveness. Chronological, delayed-lead, inverted pyramid, etc. || understanding of the subject under investigation. || * I can investigate stories using a variety of means. source, and integrate the information while avoiding plagiarism. ||  || single sitting or a day or two) for a range of tasks, purposes, and audiences. ||   || using valid reasoning and relevant and sufficient evidence. || * I can write a letter of intent in which I explain why I'm qualified for a leadership position on staff. claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. || * I can create a portfolio in which I include an explanation of my "journalistic life" most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. ||   || sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ||   || the norms and conventions of the discipline in which they are writing. ||  || the argument presented. ||  || concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ||  || that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. ||  || facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. ||  || of the text, create cohesion, and clarify the relationships among complex ideas and concepts. ||  || metaphor, simile, and analogy to manage the complexity of the topic. ||  || the norms and conventions of the discipline in which they are writing. || * I can practice writing objectively in each of the pieces I complete. the information or explanation presented (e.g., articulating implications or the significance of the topic). || * I can wrap up a story in the most effective way. effective technique, well-chosen details, and well-structured event sequences. ||  || observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. ||  || and multiple plot lines, to develop experiences, events, and/or characters. ||  || another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). || * I can determine when a chronological story (or chronological coverage) might be appropriate. I can utilizing blind leads to enhance the suspense of a particular story. || convey a vivid picture of the experiences, events, setting, and/or characters. || * I can use specific diction to best tell my story. observed, or resolved over the course of the narrative. ||  || and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) || * I can write in inverted-pyramid style for clarity and coherence. rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.) || * I can rewrite stories multiple times and see the piece's progression. I can share this work with peers, editors, and the adviser for suggestions on content and structure. individual or shared writing products in response to ongoing feedback, including new arguments or information. || * I can use InDesign and Photoshop to create a publication. (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. || * I can generate stories and alternative forms of coverage that tell the story of the year. Use a variety of writing styles to most effectively get the point across. || using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. || * I can utilize multiple sources to tell an objective story from various viewpoints. reflection, and research. ||  || knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). ||  || and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). ||  || revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. || * I can revisit earlier stories and add clarity. building on others’ ideas and expressing their own clearly and persuasively. || * I can work effectively in a group setting. orally. || * I can work with others to gather information for stories, sidebars and infographics. I can gather interview material to be used in a variety of finished formats. || organization, development, and style are appropriate to task, purpose, and audience. || * I can utilize elements of CRAP (Contrast, Repetition, Alignment, Proximity) design to most effectively get visual messages to the reader. of presentations. || * I can utilize social media to promote the yearbook and to find potential sources. indicated or appropriate. || * I can sell advertising to members of the community and business owners. one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. || * I can work effectively in a group setting. study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. || * I can brainstorm as an individual before group brainstorming sessions. set clear goals and deadlines, and establish individual roles as needed. || * I can be part of the process of setting up idea session guidelines. reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. || * I can help set up group norms that will facilitate hearing opinions from all members of the staff. || and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. || * I can respond when put in situations where opposing viewpoints are present. media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. || * I can work with others to gather information for stories, sidebars and infographics. assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. || * I can listen to speakers during caption writing exercise. [include it here]. and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. || * Utilize elements of CRAP (Contrast, Repetition, Alignment, Proximity) design to most effectively get visual messages to the reader. interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. || * I can utilize social media to promote the yearbook and to find potential sources. of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) || * I can sell advertising to members of the community and business owners. writing. ||  || choices for meaning or style, and to comprehend more fully when reading or listening. ||   || analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ||   || reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression ||   || usage when writing or speaking. || Proofread stories for accuracy. Take periodic AP Style quizzes [put links to quizzes here] || over time, and is sometimes contested. || Utilize AP style in most cases but realize that a staff manual is important for consistency (eg "Do we use titles before teachers' names?") || Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. || * I can understand how the AP Style Manual works and consult it when necessary. || punctuation, and spelling when writing. ||  || different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. || * I can choose language, style and voice appropriate for the type of story and audience. for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. ||   || phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. || * I can practice headline writing using puns and allusions. || word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ||  || meanings or parts of speech (e.g., conceive, conception, conceivable). ||  || glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. ||   || (e.g., by checking the inferred meaning in context or in a dictionary). ||   || nuances in word meanings. ||   || their role in the text. ||   || phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. || * I can use journalistic jargon including lead, attribution, cutline, bastard measure, pica, spread, etc. || > Commonly Misused Words > Ten Commonly Misused Words PPT use strategies to improve expression in conventional language. || * I can recognize and interpret variations from standard English in interview segments so the audience has proper context for a source's quote. redundancy. || * I can use language that is precise and direct to eliminate redundancy or wordiness. scriptwriting - mipa 2011.pdf Diction PowerPoint.ppt = =
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING = || Yearbook ||
 * **Key Ideas and Details** ||  ||
 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
 * I can determine when follow-up interviews should be conducted based on information obtained from primary sources Board Briefs ||
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
 * I can do this for our yearbook's theme, and analyze the theme copy in other yearbooks to increase my awareness of the effectiveness of theme copy.[[file:theme analysis.pdf]] ||
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. || * I can read and analyze journalistic stories that would be appropriate for yearbook publication, particularly personality profiles. I can analyze and utilize techniques such as "Finding the Gravedigger", as suggested by Jimmy Breslin. [[file:find the gravedigger Breslin JFK story.pdf]][[file:Feeling the Loss of Freddie Spaniolo.pdf]][[file:Dreams in the Dark at the Drive-Through Window.pdf]] ||
 * **Craft and Structure** ||  ||
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
 * 6. Assess how point of view or purpose shapes the content and style of a text. || * I can comprehend why a particular writer might use first person effectively in a yearbook story.
 * I understand places where first person accounts from non-staff members might be more effective than third person sourced stories. ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * [[file:finding story ideas using NYtimes.pdf]] ||
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. ||  ||
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
 * I can analyze how two different yearbooks might cover the same story (Homecoming, sports injuries, NHS community service hours, tattoos, etc). ||
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. Read and comprehend complex literary and informational texts independently and proficiently. || * I can look at archived material (newspaper clippings, old yearbooks) for story ideas. ||
 * =Reading Standards for Literature= || NOTE: Possible ways to incorporate literature in the classroom include as part of a summer reading assignment; as part of an independent, choice reading assignment during the school year or as part of a literature circle assignment (click here for more information on lit. circles) throughout the year. ||
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * I can read fiction and understand what kind of archetypes are being presented and what lessons the author is trying to convey.
 * For example, I may analyze fairy tales and consider which of the seven basic plots are being employed. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32"]] The Seven Basic Plots.ppt
 * I may demonstrate my understanding of the seven basic plots by finding examples of these in yearbook stories.
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32"]] jwplots and news.doc ||
 * 2. Determine two or more themes or central ideas of a text and analyze their
 * I can present an unbiased account of what happened in a piece of fiction.
 * For example, I may write a news story to demonstrate my understanding of what happened in a fairy tale.
 * Assignment: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32"]] jwTWISTED TALES.docx
 * Student sample: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32"]] Student sample.docx ||
 * 3. Analyze the impact of the author’s choices regarding how to develop and
 * For example, I may consider the setting, plot and/or characters in fairy tales and discuss how the outcome would be different if the author made different choices. ||
 * **Craft and Structure** ||  ||
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 5. Analyze how an author’s choices concerning how to structure specific parts of
 * 6. Analyze a case in which grasping point of view requires distinguishing what is
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 8. (Not applicable to literature) ||  ||
 * 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * I can explore a genre such as literary non-fiction to understand an advanced writing technique such as utilizing fictional or creative strategies in a work of non-fiction. Some examples of literary journalism texts may include: "In Cold Blood,""All Over but the Shoutin',""The Electric Kool-Aid Acid Test," and "The Last American Man." ||
 * =Reading Standards for Informational Text= ||  ||
 * **Key Ideas and Details** ||  ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * I can determine when follow-up interviews should be conducted based on information obtained from primary sources [here we need a link to a set school board meeting minutes; write down story ideas from it.] ||
 * 2. Determine two or more central ideas of a text and analyze their development
 * 3. Analyze a complex set of ideas or sequence of events and explain how specific
 * **Craft and Structure** ||  ||
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * 5. Analyze and evaluate the effectiveness of the structure an author uses in his or
 * 6. Determine an author’s point of view or purpose in a text in which the rhetoric is
 * I understand places where first person accounts from non-staff members might be more effective than third person sourced stories. ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate multiple sources of information presented in different
 * 7. Integrate and evaluate multiple sources of information presented in different
 * 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
 * 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING = ||  ||
 * **Text Types and Purposes** ||  ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
 * I will understand the importance of concise writing.
 * [exercise on writing concise?] ||
 * 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
 * **Production and Distribution of Writing** ||  ||
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || * I can work with editors on the revision process.
 * I can understand the importance of coaching writers and taking criticism. ||
 * 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. || * I can incorporate social media into promotion and sales efforts, as well as to write effective teasers for the yearbook content itself.
 * I can utilize Google Docs as part of the story submission and editing process. ||
 * **Research to Build and Present Knowledge** ||  ||
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * I can conduct background research to make myself more knowledgeable in my subject matter.
 * I can develop interviewing techniques that produce quality stories and a wide range of responses. ||
 * 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
 * 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ||  ||
 * **Range of Writing** ||  ||
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * =Writing Standards= ||  ||
 * **Text Types and Purposes** ||  ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * I can perform a self-evaluation at the end of each semester, justifying why I have earned a particular grade. ||
 * a. Introduce precise, knowledgeable claim(s), establish the significance of the
 * Journalist of the Year forms ||
 * b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
 * c. Use words, phrases, and clauses as well as varied syntax to link the major
 * d. Establish and maintain a formal style and objective tone while attending to
 * e. Provide a concluding statement or section that follows from and supports
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * a. Introduce a topic; organize complex ideas, concepts, and information so
 * b. Develop the topic thoroughly by selecting the most significant and relevant
 * c. Use appropriate and varied transitions and syntax to link the major sections
 * d. Use precise language, domain-specific vocabulary, and techniques such as
 * e. Establish and maintain a formal style and objective tone while attending to
 * I can recognize when a formal or more creative style might be called for. ||
 * f. Provide a concluding statement or section that follows from and supports
 * I can utilize different types of conclusions based on the story written. ||
 * 3. Write narratives to develop real or imagined experiences or events using
 * 3. Write narratives to develop real or imagined experiences or events using
 * a. Engage and orient the reader by setting out a problem, situation, or
 * b. Use narrative techniques, such as dialogue, pacing, description, reflection,
 * c. Use a variety of techniques to sequence events so that they build on one
 * d. Use precise words and phrases, telling details, and sensory language to
 * I can use details and sensory language to allow readers to visualize the story and feel as if they were present.
 * [[file:yearbook writing.ppt]] ||
 * e. Provide a conclusion that follows from and reflects on what is experienced,
 * **Production and Distribution of Writing** ||  ||
 * 4. Produce clear and coherent writing in which the development, organization,
 * 4. Produce clear and coherent writing in which the development, organization,
 * I can recognize when a feature-writing approach may be more effective.
 * I can understand that the structure of my story should be dictated by the content, as opposed to the other way around. ||
 * 5. Develop and strengthen writing as needed by planning, revising, editing,
 * I can use a maestro form [attach here] to plan my approach to each story. ||
 * 6. Use technology, including the Internet, to produce, publish, and update
 * I can upload pages to a printer for publishing.
 * I understand how to make and use PDFs. ||
 * **Research to Build and Present Knowledge** ||  ||
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 8. Gather relevant information from multiple authoritative print and digital sources,
 * I can understand that not every source will give me valuable information.
 * I can learn when a source is providing background information and when that source is providing quotable material. ||
 * 9. Draw evidence from literary or informational texts to support analysis,
 * a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
 * b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
 * **Range of Writing** ||  ||
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * I can work with others to determine my writing's effectiveness. ||
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING = ||  ||
 * **Comprehension and Collaboration** ||  ||
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * I can communicate my concerns and goals to those working in my section.
 * As a student in a leadership position, I can effectively persuade other students in the class to put forth maximum effort.
 * I can teach new students what they need to know to not feel overwhelmed in the class.
 * As a new student, I can work with my section editor and others. I can bring up questions and issues when necessary. ||
 * 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. || * I can listen to speakers during caption writing exercise. [include it here].
 * I can attend a school district board meeting and evaluate speaker effectiveness in connection to stories that might be yearbook-worthy. ||
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * CRAP PowerPoint: [[file:A quick intro to.ppt]]
 * I can understand different types of spread design, including column, grid, and modular. ||
 * 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
 * I can incorporate a Facebook and Twitter presence into the promotions of the book. ||
 * 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
 * I can act, dress, and speak professionally to present the significance of the yearbook to adults.
 * I can meet with the administration to make sure that they view the staff as professionally as possible. ||
 * =Speaking and Listening Standards= ||  ||
 * **Comprehension and Collaboration** ||  ||
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * I can communicate my concerns and goals to those working in my section.
 * As a student in a leadership position, I can effectively persuade other students in the class to put forth maximum effort.
 * I can teach new students what they need to know to not feel overwhelmed in the class.
 * As a new student, I can work with my section editor and others. I can bring up questions and issues when necessary. ||
 * a. Come to discussions prepared, having read and researched material under
 * I can appreciate a diverse set of ideas and can recognize that often "good" ideas are born from "bad" ones. ||
 * b. Work with peers to promote civil, democratic discussions and decisionmaking,
 * I can respect the viewpoints of others and take part in brainstorming sessions that foster an environment where all of the views of others are respected. ||
 * c. Propel conversations by posing and responding to questions that probe
 * d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
 * I can understand how to resolve conflict with my peers, my editors, and my adviser.
 * I can study methods by which the staff will promote a collegial atmosphere and work together, but I'll also understand that staff members will sometimes need to agree to disagree. ||
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 2. Integrate multiple sources of information presented in diverse formats and
 * I can gather interview material to be used in a variety of finished formats. ||
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
 * I can attend a school district board meeting and evaluate speaker effectiveness in connection to stories that might be yearbook-worthy. ||
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * I can understand different types of spread design, including column, grid, and modular.
 * I can present a theme package idea to the rest of the class
 * [put theme package explanation here] ||
 * 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
 * I can incorporate a Facebook and Twitter presence into the promotions of the book. ||
 * 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
 * I can act, dress, and speak professionally to present the significance of the yearbook to adults.
 * I can meet with the administration to make sure that they view the staff as professionally as possible. ||
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE = ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ||  ||
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ||  ||
 * 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
 * =Language Standards= ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and
 * 1. Demonstrate command of the conventions of standard English grammar and
 * a. Apply the understanding that usage is a matter of convention, can change
 * b. Resolve issues of complex or contested usage, consulting references (e.g.,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * a. Observe hyphenation conventions. ||  ||
 * b. Spell correctly. ||  ||
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in
 * 3. Apply knowledge of language to understand how language functions in
 * I can use dialogue and dialect appropriate for the story and the audience.
 * I can examine the difference between journalistic writing and writing for the English classroom. ||
 * a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
 * b. Identify and correctly use patterns of word changes that indicate different
 * c. Consult general and specialized reference materials (e.g., dictionaries,
 * d. Verify the preliminary determination of the meaning of a word or phrase
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
 * b. Analyze nuances in the meaning of words with similar denotations. ||  ||
 * 6. Acquire and use accurately general academic and domain-specific words and
 * 6. Acquire and use accurately general academic and domain-specific words and
 * = LANGUAGE PROGRESSIVE SKILLS BY GRADE = ||  ||
 * Subject-verb agreement || * I can write and edit using complete sentences that are grammatically correct. []
 * Subject Verb Agreement
 * 10 Subject Verb Agreement Rules
 * Grammar Girl: Subject Verb Agreement ||
 * Pronoun-antecedent agreement || * I can write and edit stories using complete sentences that are grammatically correct.
 * Pronoun Agreement
 * Grammar Girl: Pronoun and Antecedents ||
 * Choose words and phrases for effect || * I can use words that evoke a specific emotion in the viewer.
 * I can pay attention to diction while writing scripts for broadcast news[[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32"]] Diction PowerPoint.ppt
 * Using Strong Verbs
 * Determining your audience
 * Grammar Girl: Word Choice
 * Grammar Girl: Word Choice List ||
 * Use complete sentences, recognizing and correcting inappropriate fragments or run-ons || * I can write and edit stories using complete sentences that are grammatically correct.
 * Run-On Sentences
 * Avoiding Comma Splices game
 * Avoiding Comma Splices Game 2
 * Repairing Run On Sentences Game
 * Run-On Sentence Game
 * Fragments
 * Fragments Quiz
 * Grammar Girl: Run-On Sentences
 * Grammar Girl: Fragment Sentences ||
 * Correctly use frequently confused words (to/too/two, their/they're/there) || * I can write stories that are not only read correctly, but can also be easily transferred to another medium such as web delivery.
 * I can write and edit stories using complete sentences that are grammatically correct.
 * Broadcast Writing Tips
 * Broadcast Writing Tips
 * Grammar Girl: Funny Homophones
 * Grammar Girl: Affect vs. Effect ||
 * Choose punctuation for effect || * I can use punctuation, particularly ellipses, commas, and semicolons for a pause in a sentence, to highlight important points.
 * Types of Sentences
 * Grammar Girl: Punctuation Tips ||
 * Recognize and correct inappropriate shifts in verb tense || * I can write and edit stories using complete sentences that are grammatically correct, paying particular attention to verb tense agreement.
 * Revising Techniques
 * Grammar Girl: Is it ok to switch verb tenses? ||
 * Recognize and correct inappropriate shifts in pronoun number and person || * I can write and edit stories using complete sentences that are grammatically correct and that follow correct pronoun, number and person agreement.
 * Revising Techniques
 * Grammar Girl: Pronoun and Antecedents ||
 * Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). || * I can be specific in writing, using clear words to describe and show viewers the story.
 * Revising Techniques
 * Purdue Owl: Using Pronouns Clearly ||
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Grammar Girl: Grammar tips ||
 * Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. || * I can write and edit stories using complete sentences that are grammatically correct.
 * Cool, Cool Commas lesson
 * Comma Sense
 * Grammar Girl: Comma Splice
 * Grammar Girl: Parentheses, Brackets and Braces
 * Grammar Girl: Dashes, Parentheses and Commas ||
 * Vary sentence patterns for meaning, reader/listener interest, and style.‡ || * I can vary sentence pattern and word choice to keep my viewers and listeners attention and interest.
 * 6 Ways to add variety to your sentences
 * Variety in Sentence Structure ||
 * Maintain consistency in style and tone. || * I can stick with a consistent style and tone in my writing and presentation to my audience.
 * Grammar Girl: Understanding Voice and Tone ||
 * Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. || * I can write and edit news scripts using complete sentences that are grammatically correct and do not use any dangling or misplaced modifiers. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.presentationml.presentation.png width="32" height="32"]] Misplaced and Dangling Modifiers.pptx
 * All About Modifiers
 * Grammar Girl: Misplaced Modifiers ||
 * Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
 * Using Concise Language
 * Eliminating Wordiness Quiz
 * Writing Concise Sentences Quiz Game
 * Rewriting Bloated Sentence Quiz Game
 * Revising Redundancy
 * Grammar Girl: Wordiness and Idioms
 * Grammar Girl: Are you annoyingly redundant? ||
 * Recognize and correct inappropriate shifts in verb voice and mood. || * I can write and edit stories using appropriate use of verbs, voice and mood.
 * I can use active voice in my writing and avoid passive voice.
 * Grammar Basics, including Active vs. Passive
 * Passive and Active
 * Grammar Girl: Active vs. Passive Voice ||
 * Use parallel structure. || * I can use parallel structure in my writing.
 * Grammar Girl: False Series
 * Parallel Structure videos & resources
 * Parallel Structure packet ||