beginning+journalism

evidence when writing or speaking to support conclusions drawn from the text. || * I can read informational text about court cases and/or journalistic law and ethics and present findings in writing or speech. >> and ideas. || * I can read feature articles and identify the angle and analyze how anecdotes, sources and quotes, as well as background research, support the angle.
 * = = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING = ||= **Beginning Journalism** ||
 * **Key Ideas and Details** || "Hiroshima" materials (relates to many of the reading standards): [[file:Questions to Consider.pdf]][[file:Publication of Hiroshima in The New Yorker.mht]][[file:On This Day August 6 - NYTimes_com.mht]][[file:Literature Project - Hiroshima Character Analysis.mht]][[file:Hiroshima Study Guide.docx]][[file:Hiroshima Background, Images, Trivia, and Facts – Juggle_com.mht]][[file:crwhiroshima_handout.pdf]] ||
 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]] [[file:pppresslawprimer.pps]] [[file:pppressfreedom.pps]]
 * SPLC's Top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Legal and ethical responsibilities PPT and activity: [[file:Chapter Two Presentation.pptx]][[file:Functions of Journalist worksheet.docx]]
 * Libel explanation, law skits, act out the 1st Amendment, cyberbullying and free speech article and questions: [[file:LIBEL explanation and defenses.doc]][[file:LAW SKITS.doc]][[file:a beginning of yearACT OUT THE 1ST AMENDMENT.doc]][[file:cyberbullying and free speech article and ques..doc]]
 * Guide to ethical decision making and other ethics documents: [[file:Questions to guide your ethical decision.doc]][[file:Newspaper ethics.doc]][[file:Ethics for photos for newspaper.doc]][[file:ethics cases online.doc]][[file:EthicsSurvey.pdf]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers
 * I can read literature about journalism and alayze such things as meaning, tone, purpose and syntax.
 * Understanding voice in magazine advertising: [[file:Adwers - Voice.pptx]]
 * I can use recent studies and research to add facts to articles.
 * I can read informational pieces to support arguments and find primary sources in journalistic writing, such as opinion writing.
 * I can read informational texts and respond to questions, such as this story about how Photoshop is changing the world of photography: [[file:IsSeeingBelievingArticle.pdf]][[file:IsSeeingBelieving?s.pdf]] ||
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
 * Read NY Times article, "Immigrants Take to U.S. Streets in Show of Strength” and analyze angle: http://learning.blogs.nytimes.com/2006/05/04/whats-your-angle/
 * Read Susan Orlean's "The American Man at Age Ten" and respond to these questions: [[file:jwLiterary Journalism.doc]]
 * I can read opinion articles to find the overall structure, as well as the argument, counterargument and rebuttal.
 * I can consume various forms of media, both written and visual, and respond to them analytically.
 * I can use professional media, such as "The Free Press" or "The Detroit News," as models for leads, sources, indirect/direct quotes, and structure: [[file:NewsScavengerHunt.ppt]][[file:ArticleSources.doc]] [[file:Scavenger Hunt.doc]] [[file:Sports Article Analysis.doc]] ||
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. || * I can use studies and interviews to write in-depth features.
 * I can analyze journalistic films, such as "Shattered Glass," "State of Play" and "All the President's Men" to understand characterization, setting and theme.
 * Movie guide for "All the President's Men" [[file:AllthePresMen.pdf]]
 * Movie guide for "Good Night and Good Luck" [[file:goodnightandgoodluck.pdf]]
 * Movie guide for "Quiz Show" [[file:Quiz Show Analyze This.doc]]
 * Movie guide and assignments for "Shattered Glass" [[file:Shattered Glass.doc]][[file:Impromptu on Shattered Glass.doc]][[file:adam penenberg's story on stephen glass.doc]][[file:Important Quotations from Shattered Glass.docx]]
 * I can analyze narrative journalism works, such as "Hiroshima," "Friday Night Lights" and "Into Thin Air" to understand characterization, setting and theme.
 * "Hiroshima" materials: [[file:Questions to Consider.pdf]][[file:Publication of Hiroshima in The New Yorker.mht]][[file:On This Day August 6 - NYTimes_com.mht]][[file:Literature Project - Hiroshima Character Analysis.mht]][[file:Hiroshima Study Guide.docx]][[file:Hiroshima Background, Images, Trivia, and Facts – Juggle_com.mht]][[file:crwhiroshima_handout.pdf]] ||

meanings, and analyze how specific word choices shape meaning or tone. || * I can look at recent articles, studies, research, interviews to relate details to an audience. (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. || * I can analyze how a single newsworthy event can be covered in a multitude of ways, such as straight news, feature and opinion. the relevance and sufficiency of the evidence. || * I can, during the editing process, analyze and editorial or informational feature for compelling arguments and validity of claims.
 * **Craft and Structure** ||  ||
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * I can examine samples of journalistic stories to explore authors' tone and voice and how word choice conveys meaning.
 * Diction: [[file:Diction PowerPoint.ppt]] ||
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
 * I can take a standard feature story and rewrite it in an alternate style, for example Brady Dennis' 300-word stories (i.e. After the Sky Fell). ||
 * 6. Assess how point of view or purpose shapes the content and style of a text. || * I can review notes from interviews to determine the best angle of a story to write an article. [|What's Your Angle]
 * I can explore various columnists viewpoints on a specific subject (including actual event coverage of 9/11, Hurricane Katrina, etc.) and analyze reasons why distinctions might exist.
 * I can examine different approaches to the same topic, such as a column and a feature story, and evaluate the effectiveness of each approach.
 * Sample column about the Hoyts: [[file:Rick Reilly Column Sample.pdf]]
 * Sample news and feature articles about the Hoyts: Team Hoyt ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. || * I can incorporate and synthesize multiple forms of media, including online graphics, blogs, podcasts, infographics, charts and video to demonstrate comprehension of subject matter. ||
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
 * I can analyze an editorial or informational feature for compelling argument and validity of claims (PISA Test).
 * I can identify and understand persuasive appeals (logos, ethos and pathos) and when to apply them, for example Logos, Ethos and Pathos Prezi with advertisements. ||
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. || * I can look at different news organizations and compare coverage from multiple viewpoints, such as the cultural difference between CNN and Al-Jazeera or the political difference between Fox News and MSNBC. ||

>> >> 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 informational text about court cases and/or journalistic law and ethics and present findings in writing or speech. >> >> 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 read feature articles and identify the angle and analyze how anecdotes, sources and quotes, as well as background research, support the angle. individuals, ideas, or events interact and develop over the course of the text. || * I can analyze journalistic films, such as "Shattered Glass," "State of Play" and "All the President's Men" to understand characterization, setting and theme. 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 write thorough reviews on new artists/authors and analyze lyrics for rhetorical devices and literary terms. her exposition or argument, including whether the structure makes points clear, convincing, and engaging. || * I can write reviews on new artists/authors and prove why or why not his or her argument is convincing to readers. particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. || * I can write reviews on new artists/authors/film makers to explain to potential readers and viewers the purpose of a text. media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. || * I can use interviews and primary sources to write in-depth articles. 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). || * I can apply First Amendment rights in the classroom/newspaper. 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. || * I can read and analyze the First Amendment and see how it is used today in student press rights. 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 read and synthesize difficult and challenging primary sources such as data-based texts, court opinions and quantitative governmental reports. >> >> and sufficient evidence. || •I can write the following opinion stories to comment on and criticize current events and trends: editorials, bylined opinion articles, reviews and pro/con columns. through the effective selection, organization, and analysis of content. || * I can write news stories, features, and sports stories to analyze current events and trends. >> and well-structured event sequences. || •I can write a column. •I can write personality profile. •I can write a human interest feature. •I can write a how-to feature. •I can use anecdotal leads. Leads: Review: Magazine-style assignment: Using description and detail:  || purpose, and audience. || •I can develop an organizational work flow. •I can conduct editor conferences with writers to determine the most effective way to tell a story. •I can brainstorm coverage and content for the audience. Observation assignment: •I can analyze the demographics of the school's student body. •I can decide when to write news versus feature to best tell a story to an audience. || •I can determine the best and most appropriate format in which to tell a story. •I can write the same story in different formats including alts, news and feature format. || •I can use online formats such as blogs, web sites, Facebook etc. to publish finished stories. •I can use design programs such as InDesign, Photoshop and Illustrator to publish a newspaper. understanding of the subject under investigation. || * I can write articles which use differing lengths and numbers of sources to tell the story most effectively. source, and integrate the information while avoiding plagiarism. || •I can conduct effective interviews using journalistic standards. •I can cite sources (both direct and indirect) for information presented. •I can properly attribute sources using journalistic style. •I can learn copyright and fair-use law. [|Copyright law] || single sitting or a day or two) for a range of tasks, purposes, and audiences. || •I can write in a variety of journalistic styles, fulfilling various staff roles. •I can write different types of stories under a variety of deadlines. •I can write for a variety of journalistic purposes including articles, headlines and cutlines. •I can write a column over the period of a trimester, semester or school year. •I can reflect on the strengths and weaknesses of a newspaper after it is printed. using valid reasoning and relevant and sufficient evidence. || * I can write the following opinion stories to comment on and criticize current events and trends: editorials, bylined opinion articles, reviews and pro/con columns. 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 begin an opinion piece by stating my stance in the first paragraph, present solid examples to support my stance, and address and provide a rebuttal for counterarguments. || 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. || * I can sell my position with facts, logic and examples. || 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. || * I can present my case in a logical order and include the opposing side. || the norms and conventions of the discipline in which they are writing. || * I can keep my article short and to-the-point. || the argument presented. || * I can use a clincher to end articles. concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. || * I can write news stories, features, and sports stories to analyze current events and trends. >> 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. || Using literary devices: || the norms and conventions of the discipline in which they are writing. ||  || the information or explanation presented (e.g., articulating implications or the significance of the topic). ||  || effective technique, well-chosen details, and well-structured event sequences. || * I can write a column. 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). ||  || convey a vivid picture of the experiences, events, setting, and/or characters. || Verbal and visual voice: || 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 develop an organizational work flow. •I can conduct editor conferences with writers to determine the most effective way to tell a story. •I can brainstorm coverage and content for the audience. Observation assignment: •I can analyze the demographics of the school's student body. •I can decide when to write news versus feature to best tell a story to an audience. || 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 incorporate peer editing in to the writing process. •I can determine the best and most appropriate format in which to tell a story. •I can write the same story in different formats including alts, news and feature format. || individual or shared writing products in response to ongoing feedback, including new arguments or information. || •I can use technology such as GoogleDocs to collaborate on the editing process of stories. Photojournalist research assignment including GoogleDocs Presentation: •I can use online formats such as blogs, web sites, Facebook etc. to publish finished stories. •I can use design programs such as InDesign, Photoshop and Illustrator to publish a newspaper. *I can use iMovie to create a Photo Story: || (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 write articles which use differing lengths and numbers of sources to tell the story most effectively. 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. || * When conducting research, I can understand the difference between good and bad sources whether they be interviews or electronic sources. reflection, and research. || * I can use informational texts to support interviewees statements. 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 write in a variety of journalistic styles, fulfilling various staff roles. •I can write different types of stories under a variety of deadlines. •I can write for a variety of journalistic purposes including articles, headlines and cutlines. •I can write a column over the period of a trimester, semester or school year. •I can reflect on the strengths and weaknesses of a newspaper after it is printed. >>
 * **Range of Reading and Level of Text Complexity** ||  ||
 * 10. Read and comprehend complex literary and informational texts independently and proficiently. || * I can read and synthesize difficult and challenging primary sources such as data-based texts, court opinions and quantitative governmental reports.
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]][[file:pppresslawprimer.pps]][[file:pppressfreedom.pps]]
 * SPLC's Top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers
 * 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 Literature= || *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 ([[file:Book project - JRN.doc]]) or as part of a literature circle assignment ( click here for more information on lit. circles ) throughout the year.
 * "Hiroshima" materials (relates to many of the literature standards): [[file:Questions to Consider.pdf]][[file:Publication of Hiroshima in The New Yorker.mht]][[file:On This Day August 6 - NYTimes_com.mht]][[file:Literature Project - Hiroshima Character Analysis.mht]][[file:Hiroshima Study Guide.docx]][[file:Hiroshima Background, Images, Trivia, and Facts – Juggle_com.mht]][[file:crwhiroshima_handout.pdf]] ||
 * **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 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. [[file:The Seven Basic Plots.ppt]]
 * I may demonstrate my understanding of the seven basic plots by finding examples of these in a newspaper. [[file:jwplots and news.doc]]
 * I can read informational texts and respond to questions, such as this story about how Photoshop is changing the world of photography: [[file:IsSeeingBelievingArticle.pdf]][[file:IsSeeingBelieving?s.pdf]] ||
 * 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: [[file:jwTWISTED TALES.docx]]
 * Student sample: [[file: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** || Examining visual and verbal voice (relates to 4-6): [[file:Adwers - Voice.pptx]] ||
 * 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,
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]] [[file:pppresslawprimer.pps]] [[file:pppressfreedom.pps]]
 * SPLC's Top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers
 * 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= || "Hiroshima" materials (relates to many informational text standards): [[file:Questions to Consider.pdf]][[file:Publication of Hiroshima in The New Yorker.mht]][[file:On This Day August 6 - NYTimes_com.mht]][[file:Literature Project - Hiroshima Character Analysis.mht]][[file:Hiroshima Study Guide.docx]][[file:Hiroshima Background, Images, Trivia, and Facts – Juggle_com.mht]][[file:crwhiroshima_handout.pdf]] ||
 * **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
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]] [[file:pppresslawprimer.pps]] [[file:pppressfreedom.pps]]
 * SPLC's top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers
 * I can read informational pieces to support arguments and find primary sources in journalistic writing, such as opinion writing.
 * I can read informational texts and respond to questions, such as this story about how Photoshop is changing the world of photography: [[file:IsSeeingBelievingArticle.pdf]][[file:IsSeeingBelieving?s.pdf]] ||
 * 2. Determine two or more central ideas of a text and analyze their development
 * I can read opinion articles to find the overall structure, as well as the argument, counter argument and rebuttal.
 * I can consume various forms of media, both written and visual, and respond to them analytically.
 * I can use professional media, such as "The Free Press" or "The Detroit News," as models for leads, sources, indirect/direct quotes, and structure: [[file:NewsScavengerHunt.ppt]][[file:ArticleSources.doc]] [[file:Scavenger Hunt.doc]] [[file:Sports Article Analysis.doc]] ||
 * 3. Analyze a complex set of ideas or sequence of events and explain how specific
 * Movie guide for "All the President's Men" [[file:AllthePresMen.pdf]]
 * Movie guide for "Good Night and Good Luck" [[file:goodnightandgoodluck.pdf]]
 * Movie guide for "Quiz Show" [[file:Quiz Show Analyze This.doc]]
 * Movie guide and writing assignment for "Shattered Glass"[[file:Shattered Glass.doc]][[file:Impromptu on Shattered Glass.doc]][[file:adam penenberg's story on stephen glass.doc]][[file:Important Quotations from Shattered Glass.docx]]
 * I can analyze narrative journalism works, such as "Hiroshima," "Friday Night Lights" and "Into Thin Air" to understand characterization, setting and theme. ||
 * **Craft and Structure** || [[file:REVIEW Writing Assignment.doc]][[file:REVIEW OUTLINE.doc]] -Applies to 4, 5, 6 and 7 ||
 * 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,
 * I can examine samples of journalistic stories to explore authors' tone and voice and how word choice conveys meaning.
 * Diction: [[file:Diction PowerPoint.ppt]]
 * Voice: [[file:Adwers - Voice.pptx]]
 * Write thorough reviews on new artists/authors and analyze lyrics for rhetorical devices and literary terms.
 * Edit feature and opinion articles for best use of word choice.
 * Read articles from other high school newspapers to critique and enjoy. ||
 * 5. Analyze and evaluate the effectiveness of the structure an author uses in his or
 * I can edit stories for inverted pyramid.
 * News story activities: [[file:Scenario News Stories.docx]][[file:jw scenario list (2).doc]][[file:News Story Rubric 2011.docx]]
 * I can analyze how a single newsworthy event can be covered in a multitude of ways, such as straight news, feature and opinion.
 * I can take a standard feature story and rewrite it in an alternate style, for example Brady Dennis' 300-word stories (i.e. After the Sky Fell ). ||
 * 6. Determine an author’s point of view or purpose in a text in which the rhetoric is
 * I can edit to ensure no overly dramatic stories are written.
 * I can explore various columnists viewpoints on a specific subject (including actual event coverage of 9/11, Hurricane Katrina, etc.) and analyze reasons why distinctions might exist.
 * I can examine different approaches to the same topic, such as a column and a feature story, and evaluate the effectiveness of each approach.
 * Sample column about the Hoyts: [[file:Rick Reilly Column Sample.pdf]]
 * Sample news and feature articles about the Hoyts: Team Hoyt ||
 * **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
 * I can write reviews on up and coming artists and authors.
 * I can use the classics to compare and contrast how valuable a new piece is to society.
 * I can incorporate and synthesize multiple forms of media, including online graphics, blogs, podcasts, infographics, charts and video to demonstrate comprehension of subject matter.
 * Visually presenting content to appeal to an audience: [[file:Adwers - Voice.pptx]] ||
 * 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
 * I can analyze an editorial or informational feature for compelling argument and validity of claims ( PISA Test ).
 * I can identify and understand persuasive appeals (logos, ethos and pathos) and when to apply them, for example Logos, Ethos and Pathos Prezi with advertisements. ||
 * 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
 * I can understand major court cases such as Tinker, Hazelwood and Fraiser.
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]] [[file:pppresslawprimer.pps]] [[file:pppressfreedom.pps]]
 * SPLC's top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers[[file:Dean v. Utica.doc]][[file:KatyDeanCaseVocabulary.docx]][[file:KatyDeanCaseVocabularyAnswers.docx]][[file:DeanvUticaQuestions.docx]][[file:DeanvUticaAnswers.docx]] ||
 * **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
 * Court case PPTs: [[file:Court Cases 2010 ppt..pptx]] [[file:pppresslawprimer.pps]] [[file:pppressfreedom.pps]]
 * SPLC's top 10 questions/answers about student press rights: [[file:jwhazelwood.doc]]
 * Dean v. Utica lesson, vocabulary + answers, questions + answers
 * 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." ||
 * = 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
 * Persuasive writing assignments:[[file:ACT Persuasive Essay OUTLINE.doc]][[file:Impromptu on Shattered Glass.doc]][[file:Editorial Outline.doc]][[file:Group Editorial Analysis Sheet.doc]] ||
 * 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
 * Feature story introduction: [[file:aFEATURE STORY INTRO activity.doc]]
 * I can write magazine-style stories based on professionals, such as Susan Orlean: [[file:jwLiterary Journalism.doc]] [[file:Literary interview assignment rubric.docx]] [[file:jwliterary peer edit.doc]]
 * I can use the inverted pyramid or other story organizing techniques to best convey a story.
 * Inverted pyramid sample: [[file:Inverted pyramid sample.doc]]
 * News story activities: [[file:Scenario News Stories.docx]][[file:jw scenario list (2).doc]][[file:News Story Rubric 2011.docx]]
 * I can use alternative story forms, where appropriate.
 * Interviewing for alternative story form: [[file:Little Ideas Guidelines.docx]][[file:LITTLE IDEA RUBRIC.docx]] ||
 * 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,
 * Persuasive writing assignments:[[file:ACT Persuasive Essay OUTLINE.doc]][[file:Impromptu on Shattered Glass.doc]][[file:Editorial Outline.doc]][[file:Group Editorial Analysis Sheet.doc]]
 * 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || •I can incorporate peer editing in to the writing process.
 * 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. || •I can use technology such as GoogleDocs to collaborate on the editing process of stories.
 * I can study online media in order to write better headlines, effectively use interviews and better understand organization, in general: [[file:jwhigh school papers.htm]] [[file:jwnewseum.doc]] [[file:Newseum.docx]] [[file:USAWeekend.docx]]
 * Writing for new media: [|New Media Prezi] ||
 * **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 use multiple sources in articles including interviews, research and eye witness.
 * I can use information from my beat to write news, feature or opinion stories. ||
 * 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
 * Interview tips, question plan sheet, interview quiz: [[file:interview tips-jrn.doc]][[file:Interview Question Plan Sheet.DOC]][[file:Int Ques. Notes.doc]]
 * 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. || •I can conduct background research for a story. ||
 * **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
 * Headline checklist: [[file:v Headline checklist.doc]]
 * To show range of skill set, I can put together a portfolio: [[file:First Semester Portfolio.docx]]
 * Portfolio and resume assignment: [[file:PORTFOLIO EXAM - SPRING.doc]][[file:resume template.dot]][[file:SAMPLE RESUME QUALIFICATION ACTION STATEMENTS.doc]][[file:Sample Accomplishments.doc]]
 * To show range of types of articles, I can put together a newspaper: [[file:JournFinal.doc]] ||
 * =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 write an opinion piece; for example, I can support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * Persuasive writing assignments (applies to a-e):[[file:ACT Persuasive Essay OUTLINE.doc]][[file:Impromptu on Shattered Glass.doc]][[file:Editorial Outline.doc]][[file:Group Editorial Analysis Sheet.doc]] ||
 * a. Introduce precise, knowledgeable claim(s), establish the significance of the
 * 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
 * I can end opinion pieces with a call to action. ||
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * I can write magazine-style stories based on professionals, such as Susan Orlean: [[file:jwLiterary Journalism.doc]] [[file:Literary interview assignment rubric.docx]] [[file:jwliterary peer edit.doc]]
 * I can use the inverted pyramid or other story organizing techniques to best convey a story.
 * News story activities: [[file:Scenario News Stories.docx]][[file:jw scenario list (2).doc]][[file:News Story Rubric 2011.docx]]
 * I can use alternative story forms, where appropriate.
 * Interviewing for alternative story form: [[file:Little Ideas Guidelines.docx]][[file:LITTLE IDEA RUBRIC.docx]] ||
 * 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
 * f. Provide a concluding statement or section that follows from and supports
 * 3. Write narratives to develop real or imagined experiences or events using
 * 3. Write narratives to develop real or imagined experiences or events using
 * I can write personality profile. [[file:Interviewing_for_a_Personality_Profile.ppt]]
 * I can write a human interest feature. [[file:1stDayJourn.doc]]
 * I can write a how-to feature.
 * I can use anecdotal leads.
 * [[file:REVIEW Writing Assignment.doc]][[file:REVIEW OUTLINE.doc]]
 * Understanding a variety of feature story approaches: [[file:FeatureTopics.doc]] ||
 * 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
 * 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,
 * 5. Develop and strengthen writing as needed by planning, revising, editing,
 * 6. Use technology, including the Internet, to produce, publish, and update
 * I can study online media in order to write better headlines, effectively use interviews, better understand organization and learn more about photography: [[file:jwhigh school papers.htm]] [[file:jwnewseum.doc]] [[file:Newseum.docx]] [[file:USAWeekend.docx]][[file:CompPackets.pdf]]
 * Writing for new media: [|New Media Prezi]
 * **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
 * I can use multiple sources in articles including interviews, research and eye witness.
 * I can use information from my beat to write news, feature or opinion stories. ||
 * 8. Gather relevant information from multiple authoritative print and digital sources,
 * Photojournalist research project: [[file:PJResearchAssign.pdf]]
 * I can conduct effective interviews using journalistic standards.
 * I can cite sources (both direct and indirect) for information presented.
 * I can properly attribute sources using journalistic style.
 * I can apply copyright and fair-use law in my writing. [|Copyright law] ||
 * 9. Draw evidence from literary or informational texts to support analysis,
 * I can conduct background research for a story. ||
 * 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
 * To show range, I can put together a portfolio: [[file:First Semester Portfolio.docx]]
 * Portfolio and resume assignment: [[file:PORTFOLIO EXAM - SPRING.doc]][[file:resume template.dot]][[file:SAMPLE RESUME QUALIFICATION ACTION STATEMENTS.doc]][[file:Sample Accomplishments.doc]] ||
 * = 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, building on others’ ideas and expressing their own clearly and persuasively. || * I can work effectively in a group setting.
 * I can communicate my concerns and goals to my peers.
 * As a student in a leadership position, I can effectively persuade other students in the class to put forth maximum effort.
 * As a new student, I can work with my peers and teacher. I can bring up questions and issues when necessary.
 * I can sell advertising: [[file:Ad sales.ppt]][[file:Parent letter - Journalism.pdf]]
 * I can participate in the brainstorming process and conduct interviews with a variety of sources in diverse settings.
 * Brainstorming: [[file:IdeasInfoGathering.doc]]
 * Interviewing: [[file:InterviewNotes.doc]][[file:InterviewAss.doc]]
 * Interviewing for alternative story form: [[file:Little Ideas Guidelines.docx]][[file:LITTLE IDEA RUBRIC.docx]]
 * Interviewing for alternative story form: [[file:Little Ideas Guidelines.docx]][[file:LITTLE IDEA RUBRIC.docx]]
 * I can utilize online organizational spaces, such as Wikis and Wiggio, to effectively collaborate with others.
 * Tips on being courteous while asking teachers to interview their students during class: [[file:Asking for an interview.docx]][[file:GettingAnInterview.pptx]]
 * Smartboard review game for beginning journalism: [[file:KooshCh1Trivia.notebook]] ||

orally. || * I can interview diverse sources using multiple media platforms (i.e. face-to-face, press conferences, Skype, telephone, email) and select the information that is most credible and relevant to a particular story. organization, development, and style are appropriate to task, purpose, and audience. || * I can understand the importance of orally reading stories to evaluate and improve style, flow and diction (including utilizing students as writing coaches, conducting read-arounds and conferencing with writers). of presentations. || * Writing for new media: [|New Media Prezi] indicated or appropriate. || * I can modify communication approaches to adapt to varying conversational contexts (for example: knowing that an interview with an administrator may require more formal language than one with a peer). 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 interview diverse sources using multiple media platforms (i.e. face-to-face, press conferences, Skype, telephone, email) and select the information that is most credible and relevant to a particular story. assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. || * I can learn strategies to be better prepared for the interview process including background research. 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. || * I can understand the importance of orally reading stories to evaluate and improve style, flow and diction (including utilizing students as writing coaches, conducting read-arounds and conferencing with writers). interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. || * Writing for new media: [|New Media Prezi] of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) || * I can modify communication approaches to adapt to varying conversational contexts (for example: knowing that an interview with an administrator may require more formal language than one with a peer). || writing. || •I can follow AP style and/or a staff style book when writing articles. • Short article for discussion of standard English conventions. http://www.scientificamerican.com/podcast/episode.cfm?id=is-texting-making-us-bad-spellers-09-09-23 || 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. •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. || analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. || •I can learn the meaning of unknown words in complex texts through context clues and use of a dictionary/Internet Yearbook Vocabulary and quiz: Newspaper page elements: Photography vocabulary and assignment: || || 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 etc. Yearbook Vocabulary and quiz: Newspaper page elements: Photography vocabulary and assignment: Photography and Alternative Copy Vocabulary Summer Portfolio Assignment: || usage when writing or speaking. || •I can write a variety of leads. || over time, and is sometimes contested. || •I can use an AP style book. •I can locate a usage problem and look up information to get the correct usage. || Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. || • I can learn the meaning of unknown words in complex texts by use of a dictionary. || punctuation, and spelling when writing. || • I can use spell check and reference materials to check spelling. • I can decipher when to use standard English rules for spelling, punctuation and capitalization. Discussion Lesson: http://grammar.quickanddirtytips.com/should-we-abandon-standard-spelling.aspx || http://grammar.quickanddirtytips.com/grammar-hyphens.aspx || http://grammar.quickanddirtytips.com/text-messaging-grammar.aspx || 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. •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. •I can write a story for both print and broadcast. || for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. || •I can use different syntax (writing styles) between news and opinion pieces. || phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. || •I can use a dictionary, AP style book, or Internet to look up unknown words and phrases. || word’s position or function in a sentence) as a clue to the meaning of a word or phrase. || •I can learn the meaning of unknown words in complex texts such as a court case through context clues and use of a dictionary/Internet: || 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. || •I can learn the meaning of unknown words in complex texts such as a typography lessons through context clues and use of a dictionary/Internet: || (e.g., by checking the inferred meaning in context or in a dictionary). || || nuances in word meanings. || •I can write headlines using figurative language and play on words. || their role in the text. || •I can understand headlines using figurative language and play on words. || 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 sources to understand an assignment like: a designers dictionary. Yearbook Vocabulary and quiz: Newspaper page elements: Photography and Alternative Copy Vocabulary Summer Portfolio Assignment: || > Subject Verb Agreement > 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 interviews 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. = =
 * 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
 * I can evaluate the appropriateness of interviewing approach based on the source and situation.
 * 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.
 * I can present a photo slideshow: [[file:FINALASSIGNMENT.pdf]] ||
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. || * I can learn strategies to be better prepared for the interview process including background research.
 * I can evaluate a source's rhetorical strategies, understand a source's biases and accurately record quotes.
 * I can attend a school district board meeting and evaluate speaker effectiveness in connection to stories that might be newsworthy. ||
 * **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
 * Considering word choice when writing headlines and decks: [[file:Adwers - Voice.pptx]]
 * I can utilize elements of CRAP (Contrast, Repetition, Alignment, Proximity) design to most effectively get visual messages to the reader.
 * CRAP PowerPoint: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32"]] A quick intro to.ppt
 * I can use iMovie to display photo stories: [[file:DHSGroupPhotoStory.pdf]][[file:PhotoStoryRubric.pdf]]
 * I can understand different types of spread design, including column, grid, and modular.
 * Yearbook Vocabulary and Quiz: [[file:Vocabulary.doc]][[file:vocabulary quiz.pdf]] ||
 * 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
 * I can understand when to effectively chose digital media to convey particular stories.
 * I can record, edit and utilize natural sound to create effective podcasts, photo slideshows with sound, or videos.
 * I can utilize social media to find potential sources.
 * I can incorporate a Facebook and Twitter presence into my reporting. ||
 * 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
 * I can learn about selling advertising to members of the community and business owners.
 * I can act, dress, and speak professionally. ||
 * =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 my peers.
 * As a student in a leadership position, I can effectively persuade other students in the class to put forth maximum effort.
 * As a new student, I can work with my peers and teacher. I can bring up questions and issues when necessary.
 * I can participate in the brainstorming process and conduct interviews with a variety of sources in diverse settings.
 * Brainstorming: [[file:IdeasInfoGathering.doc]]
 * Interviewing: [[file:InterviewNotes.doc]][[file:InterviewAss.doc]]
 * Interviewing for alternative story form: [[file:Little Ideas Guidelines.docx]][[file:LITTLE IDEA RUBRIC.docx]]
 * Tips on being courteous while asking teachers to interview their students during class: [[file:Asking for an interview.docx]][[file:GettingAnInterview.pptx]]
 * Smartboard review game for beginning journalism: [[file:KooshCh1Trivia.notebook]] ||
 * 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 evaluate the appropriateness of interviewing approach based on the source and situation.
 * 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.
 * I can present a photo slideshow: [[file:FINALASSIGNMENT.pdf]] ||
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
 * I can evaluate a source's rhetorical strategies, understand a source's biases and accurately record quotes.
 * I can attend a school district board meeting and evaluate speaker effectiveness in connection to stories that might be newsworthy. ||
 * **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
 * Considering word choice when writing headlines and decks: [[file:Adwers - Voice.pptx]]
 * I can utilize elements of CRAP (Contrast, Repetition, Alignment, Proximity) design to most effectively get visual messages to the reader.
 * CRAP PowerPoint: [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32"]] A quick intro to.ppt
 * I can understand different types of spread design, including column, grid, and modular.
 * Newspaper page elements: [[file:NPpageElements.doc]] ||
 * 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
 * I can understand when to effectively chose digital media to convey particular stories.
 * I can record, edit and utilize natural sound to create effective podcasts, photo slideshows with sound, or videos.
 * I can utilize social media to find potential sources.
 * I can incorporate a Facebook and Twitter presence into my reporting. ||
 * 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
 * I can learn about selling advertising to members of the community and business owners.
 * I can act, dress, and speak professionally. ||
 * = 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. || •I can follow AP style and/or a staff style book when writing articles.
 * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. || •I can follow AP style and/or a staff style book when writing articles.
 * 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. || •I can write creative headlines using figurative language, word relationships while avoided nuances in words.
 * 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. || •I can use hyphens correctly.
 * b. Spell correctly. || • I know why I need to use correct spelling.
 * **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
 * 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. || •I can edit copy to make it short and to the point. ||
 * 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 = || Mervin Block's Writing Tips ||
 * Subject-verb agreement || * I can write and edit articles using complete sentences that are grammatically correct.
 * I can write mostly using Subject-Verb-Object format:
 * Mervin Block's Writing Tips
 * Mervin Block's Writing Tips
 * 10 Subject Verb Agreement Rules
 * Grammar Girl: Subject Verb Agreement ||
 * Pronoun-antecedent agreement || * I can write and edit articles 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 reader.
 * I can pay attention to diction while writing articles.[[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 articles 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 and edit articles that can be easily transferred to another medium such as web delivery.
 * I can write and edit articles using complete sentences that are grammatically correct.
 * Broadcast Writing Tips
 * Grammar Girl: Funny Homophones
 * Grammar Girl: Affect vs. Effect ||
 * Choose punctuation for effect || * I can use punctuation to highlight important points.
 * Types of Sentences
 * Grammar Girl: Punctuation Tips ||
 * Recognize and correct inappropriate shifts in verb tense || * I can write and edit articles 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 articles 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 show readers 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 articles 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 reader's 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.
 * 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 articles 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
 * [[image:http://www.wikispaces.com/i/mime/32/empty.png width="32" height="32"]] Diction PowerPoint.ppt
 * 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 articles 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 ||