Poyen School
Poyen School Curriculum K - 12 2007-2008

Language Arts - Journalism


Goal 1

    Freedom of press
The learner will be able to define the meaning and the limitation on the freedom of the press 1) First Amendment 2) Fourteenth Amendment 3) Legal Precedents 4) Pending issues.
Strand Bloom's Scope Hours Source
Law & Ethics Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; R.11; Journalism Goals 1.1
Instructional Resources
- Journalism Today, Ch 2 [Textbook].  1st amendment page 37; Tinker Decision Hazelwood - Read and discuss importance
- Journalism Today, WS EX, 2,1 [Textbook].  Meeting Ethical and Legal Responsibilities
  
    legal restrictions
The learner will be able to identify the various legal restrictions placed on the press and electronic media 1) Defamation : Libel/Slander 2) Copyright/Fair use 3) Plagiarism 4) Obscenity 5) Invasion of Privacy 6) District Publication Policy.
Strand Bloom's Scope Hours Source
Law & Ethics Master 1.0 Arkansas Language Arts Frameworks OV 1,2, 3,; R. 9, 11; IR 12; Journalism Goals 1.2
Instructional Resources
- Journalism Today, ch 2; page 26 - 54 [Textbook].  Definition page 53; page 53 Critical thinking 2 - 6; Role Playing: use question in # 2.
  
    Sense of responsibility
The learner will be able to exhibit a sense of responsibility that accompanies the right of a free press by examining the code of ethics.
Strand Bloom's Scope Hours Source
Law & Ethics Master 1.0 Arkansas Language Arts Frameworks OV 1,2, 3,' R9, 11; IR 12; Journalism Goals1.3
Instructional Resources
- Journalism Today, Ch 2 pag 26; Ethical & Legal Responsibilities [Textbook].  
- Journalism Today, Page 541: Appendix: read & discuss [Textbook].  Code of Ethics
- Activity, Analysis [Teaching Strategies].  Examine critically the Journalists' Code of Ethics
- Activity, Synthesis [Teaching Strategies].  Write and Editorial Policy for Poyen High School. See example page 544
  

Goal 2

    role of media
The learner will be able to evaluate the role that the media has played and now plays in a democratic society.
Strand Bloom's Scope Hours Source
History Master 1.0 Arkansas Language Arts Frameworks OV 1,2,3; R 9; IR 12; Journalism Goals 2.1
Instructional Resources
- Activities, Research [Activities].  Research the history of a newspaper in your area. Was it ever affiliated with a political party? Who owns the paper? Add additional questions. Use handout for Activities: Research Assignments
- Journalism Today, Chapter 1: pages 1 - 22 [Textbook].  
  
    American Journalism
The learner will be able to survey the major events in the development of American journalism.
Strand Bloom's Scope Hours Source
History Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; R 9; Journalism Goals 2.2
Instructional Resources
- Journalism Today, Ch 1: [Textbook].  
- Activities, Time Line [Activities].  
- Activities, WS Activity 1.1, 1.2 [Activities].  
- Activities, Overhead: Model 1.1, 1.2 [Activities].  Communications History I & II
- Video, History of Dev. of Transistor [Video].  AETN: 60 min. May show only part. Students take notes. Questions and discuss.
  

Goal 3

    Cooperative learning
The learner will be able to practice cooperative learning and collaboration through various assignments.
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks OV 1. 2, 3, Journalism Goals 3.1
Instructional Resources
- Journalism Today, Ch 4: Page 95 [Textbook].  Evaluate why teamwork is necessary for newspaper production. Use model 4.1: Staff Organization. Will use collaboration on in-depth report chaper 9.
- Activity, 4.2: Scavenger Hunt [Teaching Strategies].  Use anywhere in Section 2: Gathering news. Work in groups. I have 4 sets of questions.
  
    Management skills
The learner will be able to practice organizational and time management skills necessary to meet production schedules.
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks OV 1,2, 3,; Journalism Goals 3.2
Instructional Resources
- Journalism Today, ch 4 [Textbook].  This will be an on-going skill for all stories. Demonstrate ability to organize time to schedule interviews, write, edit, and publish to meet deadlines.
  
    Leadership skills
The learner will be able to recognize and apply organizational and leadership skills appropriate to the roles of media production.
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, Journalism Goals 3.3
Instructional Resources
- Journalism Today, Chapter 4: page 82 [Textbook].  Page 95: 1. Define media jobs listed. 2. Critical thinking questions in text.
  
    Plan for financing
The learner will be able to formulate a plan for financing media production (s).
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks Journalism Goals 3.4
Instructional Resources
- Journalism Today, Chapter 17: Handling Finances page 408 [Textbook].  Determine cost of paper, copying, etc. Brainstorm for ideas to finance paper. Subscription, ads, fundraiser, etc. Collaborate with annual staff to learn cost of annual, price of ads, and other revenue.
- Journalism Today, Activities [Textbook].  17.1: Benefits of Advertising; 17. 2: Readers Survey; 17.3: Presenting Survey Results; 17. 4: Children and Advertising; 17.6: Usint Classifieds; 17.9: Design ads of different types; 17.10
  
    Circulation
The learner will be able to formulate a plan to maximize the circulation of the media.
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3 Journalism Goals 3.5
Instructional Resources
- Journalism Today, Chapter 17, page 408 [Textbook].  Use marketing survey page 412-413 and adapt to Poyen School. Brainstorm for information on best time and method of distributing paper.
  
    Careers in journalism
The learner will be able to explore careers in journalism.
Strand Bloom's Scope Hours Source
Management & Organization Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, ; R 9; IR 12; Journalism Goals 3.6
Instructional Resources
- Activity, Choose a career [Teaching Strategies].  Explain what skills and education would be necessary in a short report.
- Journalism Today, Examine Career profiles [Textbook].  Journalism Professor page 25; Media Lawyer page 55; Executive Editory page 81 & 97; Columnist page 117; Managing Editor page 151; Reporter page 185; White House Correspondent page 205; Investigative Reporter page 223; Art/Technology Coordinator page 259; Feature Writer page 281; Sports Reporter page 301; Editorial Cartoonist page 331; Graphic Designer page 373; TV Anchor page 393; Public Relations Executive page 407; Advertising Director page 433; Photo Editor page 457; Newspaper Publisist and Editor page 479; Electronic Journalist page 503
  

Goal 4

    Principles of Publishing
The learner will be able to demonstrate understanding of the principles of publishing through design using available technologies 1) Word Processing 2) Photo Editing 3) Desktop Publishing.
Strand Bloom's Scope Hours Source
Design & Production Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; R 9; IR 12; Journalism Goals 4.1
Instructional Resources
- Journalism Today, Chapter 1): personal newsletter: teacher made [Textbook].  Page 482: Desktop publishing; page 495: Digital Imaging; Photo Editing: Photo Lab program or Adobe. Show how to resize, change contrast, etc. for photos in layout. Publish newsletter using instructions on handout.
  
    Design Principles
The learner will be able to recognize and apply basic design principles and their elements as they relate to media production.
Strand Bloom's Scope Hours Source
Design & Production Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, R 9 , IR 12; Journalism Goals 4.2
Instructional Resources
- Journalism Today, Ch 10: page 224 [Textbook].  Activity 10.1: Page elements: clip examples: (nameplate, byline) and label.
- Journalism Today, Page 258 [Textbook].  What makes a well designed web site? Find, download, and bring to class. Write evaluation based on good design elements.
  
    Design trends
The learner will be able to examine and incorporate current design trends into selected media.
Strand Bloom's Scope Hours Source
Design & Production Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, ; R 10; Journalism Goals 4.3
Instructional Resources
- Journalism Today, Chapter 10: Page 224: Design & layout [Textbook].  
- Journalism Today, Page 257: [Textbook].  Collect samples of different typefaces. Clip samples of graphics listed (Example: pull quotes, type shadowed) Find examples of good and bad page design.
  
    Content
The learner will be able to plan, evaluate, and revise content for selected media through reporting, writing, editing, photography, layout, and design, etc.
Strand Bloom's Scope Hours Source
Design & Production Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W 4, 5, 6, 7, ; R 9; IR 12; Journalism Goals 4.4
Instructional Resources
- Journalism Today, Ch 9: Doing In-depth reporting [Textbook].  Indentify story in newspaper and compare it to an article on similar topic in a magazine.
- Activity, In-depth story project (teacher made) [Teaching Strategies].  Include: 1. Mainbar 2. Sidebars 3.Infographic 4. photograph. See guidelines for specifics.
  

Goal 5

    Write for audience
The learner will be able to report and write for a variety of audiences and purposes.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1,2 ,3; W 4, 5; Journalism Goals 5.1
Instructional Resources
- Journalism Today, Ch 3 page 58: Deciding what is News [Textbook].  
- Journalism Today, Ch 2 pag 79: Brainstorming for school news [Textbook].  
- Journalism Today, Ch 6 page 79; Choose idea and write story [Textbook].  
  
    Information sources
The learner will be able to locate information sources such as persons, databases, reports, and past interviews; gather background information; and research to prepare for and interview or investigate a topic.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W4; R 10; IR 12; Journalism Goals 5.2
Instructional Resources
- Journalism Today, Ch 1 - 3: page 23, Ch 10 page 24 [Textbook].  Use EBSCO database to find information on people on page 24. Use internet to locate 3 stories from on-line newspaper and compare to print of the same story. Role-play interview after gathering background information on a famous person.
  
    Questions for interview
The learner will be able to plan and write relevant questions for an interview or indepth research.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W4; R9; IR 12; Journalism Goals 5.3
Instructional Resources
- Journalism Today, Ch 5 [Textbook].  Model 5.1, 4.2; Interviewing tips: Activity 5.1 Reporter Evaluation; Activity 5.3 Write story based on interview
  
    Interviews
The learner will be able to gather information through interviews.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2 , 3; W4; R9; IR 12; Journalism Goals 5.4
Instructional Resources
- Journalism Today, Ch. 1: Team Activity page 24 [Textbook].  Work in teams of 3/4. Use questions on page 24 to interview classmates. Compile information adn summarize in a report.
  
    Background information
The learner will be able to evaluate and confirm the validity of background information from a variety of sources such as other qualified persons, books and reports.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W4; R9; IR12; Journalism Goals 5.5
Instructional Resources
- Journalism Today, Ch 8: page 194: Attribution [Textbook].  On going skill. Background information for all news stories should be evaluated. Caution students about internet sources. Look for authoratative sources. Web Addresses ending in ".edu" may be more reliable than ".com"
- Journalism Today, Page 203 [Textbook].  find a story on a speech covered by a daily paper. Underline verbs. Is "said" used most? Keep a log of verbs that professional journalists use.
  
    Leads
The learner will be able to write journalistically sound leads and recognize the most important elements of a story (i.e. who,, what, where, when, why, and how).
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, ; W5, 6, 7; R9; IR 12; Journalism Goals 5.6
Instructional Resources
- Journalism Today, Ch 6: page 126: Writing News Story Leads [Textbook].  Teacher made worksheet: Read 5 top stories: Compater same story from 3 wire services.
- Journalism Today, Activity: 6.4 Write and rewrite leads [Textbook].  Activity 6.2 Summary Leads: Model 6.1: Inverted Pyramid Style. Activity 6.1: 5 W's + H: Teacher made worksheet: International News Stories: find and evaluate on-line stories from around the world. How do leads and general writing styles differ from US? Teacher made worksheet to use with internet.
  
    Quotes
The learner will be able to incoporate direct and indirect quotes into copy.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, ; W6; IR 12 Journalism Goals 5.7
Instructional Resources
- Journalism Today, ch 8: page 186 [Textbook].  Activity 8.1: Attribution; Activity 8.2: Quoting and paraphrasing; Activity 8.3: Covering Speeches; Activity 8.4: Covering meetings
- Journalism Today, page 203 [Textbook].  Tape record an interview. Write story. Evaluate. Ask 5 sources opinion on school issue. Write a story using quotes effectively.
  
    Edit
The learner will be able to edit/rewrite stories for content, grammar, spelling and style using a professional style guide.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3, ; W6; R9; IR 12; Journalism Goals 5.8
Instructional Resources
- Journalism Today, Ch 7. Page 503: Appendix:Stylebook rules [Textbook].  Use any of 20 Style quizzes found at end of notebook for editing practice.
  
    Different forms
The learner will be able to use different forms of journalistic writing such as review, ad copy, columns, news, features, and editorials to inform, entertain, and /or persuade.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W5; R10; IR 12; Journalism Goals 5.9
Instructional Resources
- Journalism Today, Chapter 10 [Textbook].  Personal Newsletter: Each student will plan, research, interview, write and edit their own newsletter. See handout for specifics. Include: 3 news stories with quotes, 1 feature, 1 editorial, 1 editorial cartoon, 1 column, 1 ad, 2 pictures. Use desktop publisher. Newsletter format.
  
    Write objectively
The learner will be able to demonstrate the ability to write objectively.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W 5, 7,; IR 12; Journalism Goals 5.10
Instructional Resources
- Journalism Today, Ch 8: page 203 [Textbook].  This is an on-going skill that should be reflected in all news stories. Ask 5 sources opinions on school issue. Choose authorative sources as well as a variety of students. Interview students you don't know well to keep story balanced.
  
    Elements of news
The learner will be able to demonstrate an understanding of the elements of news (i.e. timeliness, proximity, prominence, consequence, human interest, and conflict).
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W 5; R9; IR 12; Journalism Goals 5.11
Instructional Resources
- Journalism Today, Ch 3, page 58 - 80 [Textbook].  
- Activity, WS 3.2 [Teaching Strategies].  Prioritizing the news. Evaluate which events from a list are most important. Rank
- Activity, WS 3.1 News Judgement [Teaching Strategies].  Analyze and Evaluate stories
- Activity, WS 3.4 Comparing News Judgement [Teaching Strategies].  Evaluate front page from 2 papers using criteria on WS.
- Activity, 4.2 Mapping the news [Teaching Strategies].  Write Headline, By-line, Date-line from 10 on-line newspapers from around the world. Label exact location on map and write a summary sentence for each headline.
  
    Journalistic format
The learner will be able to select the most appropriate journalistic format to present content.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W5; R 9,10, IR 12; Journalism Goals 5.12
Instructional Resources
- Journalism Today, Chapter 10: Personal newsletter [Textbook].  Choose appropriate format for news, feature, editorial, ads, etc. Teacher made instruction.
  
    Captions
The learner will be able to write captions in journalistic style.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3; W 5, 6, 7,; IR 12; Journalism Goals 5.13
Instructional Resources
- Journalism Today, Chapter 10: page 249 [Textbook].  In personal newsletter, write captions following guidelines on page 249: Clip several pictures from magazines. Exchange pictures and write captions.
  
    Headlines
The learner will be able to demonstrate an understanding of the function of headlines through the writing of headlines.
Strand Bloom's Scope Hours Source
Writing Master 1.0 Arkansas Language Arts Frameworks OV 1, 2, 3,; W 5,6,7; IR 12; Journalism Goals 5.14
Instructional Resources
- Journalism Today, Chapter 7 : page 152-183 [Textbook].  Overhead: Model 7.3 Headline Checklist: Model 7.4: Different styles of headlines:; Find 3 headlines and clip from newspaper. Write a brief evaluation and label type.
  

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