CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION SCHOOL_CASHS COURSE TITLE DEPARTMENT ENGLISH GRADE DATE 1/03 COURSE LENGTH 1YEAR COURSE REVISED ELECTED Yes__ Newspaper Journalism 5 TIME 11-12 LESSON FREQUENCY (PER WEEK) COURSE CREDIT 45 1 COURSE REQUIRED ====================================================================================================== I. MAJOR COURSE OJBECTIVES AND STUDENT PERFORMANCE INDICATORS All Students Will A. Understand the concept of news as it applies to scholastic journalism. 1. 2. 3. 4. 5. 6. 7. 8. Explore the definition and basis of news Distinguish between hard news and soft news Explain how news writing is different from other forms of writing Learn the elements of news journalism and how to modify these elements for a particular audience Distinguish between primary and secondary sources when gathering news Learn how to conduct an interview Learn how to gather information from the Internet Learn what is meant by journalistic style B. Understand the concept of writing a news lead as it applies to scholastic journalism. 1. 2. 3. 4. 5. Learn the history of the news lead Learn how to write the “direct” or “hard news lead” Learn how to write the “modified news lead” Learn how to write the “vignette” lead Explore other choices for news summary leads C. Understand the concept of writing the news story as it applies to scholastic journalism. 1. 2. 3. 4. 5. Demonstrate knowledge of the inverted pyramid form. Demonstrate knowledge of continuity and coherence in writing. Demonstrate knowledge of the modified pyramid form. Distinguish between unattributed and attributed opinion as it applies to editorializing Use specific techniques to improve writing D. Understand how to write specialty stories, feature stories, sports writing, editorials and opinions. 1. 2. 3. Identify what components constitute various news stories Apply specific techniques to writing particular types of stories, editorials and opinions. Demonstrate knowledge by writing articles for the high school newspaper Trojan Times E. Understand what in-depth reporting means and learn how to apply it to scholastic journalism 1. 2. 3. Explore topics for in-depth reporting Write the in-depth story Recognize the need for accuracy F. Understand how to cover entertainment news as it applies to scholastic journalism 1. 2. 3. 4. Learn how to write the advance story Learn how to write the review Learn how to write the column Learn how to write the feature G. Understand the concept of visual storytelling through the use of pictures, graphics, and art. 1. 2. 3. 4. 5. 6. 7. H. Explore the content and composition of photographs Understand the technical parameters of good photographs Use photographs to tell the story Use a digital camera to accompany the news article Use informational graphics to enhance the understanding of a story Explore how illustrations can add to the understanding of a story Write suitable captions to accompany a picture used for publication Understand how to edit copy for publication 1. 2. 3. 4. Learn the basic stages for copy editing Utilize resources needed for copy editing Explore how to edit copy using computers Identify common editing mistakes I. Understand how to write headlines for news articles 1. 2. 3. Identify different kinds of headlines Identify the difference between a “teaser” and a “teller” headline Apply headline construction rules to articles for publication J. Understand ethics for student journalists 1. 2. Define the term “ethics” Explore the First Amendment and media law as it applies to scholastic journalism II. CONTENT OUTLINE AND TIME ALLOCATION Suggested recommendations; alternate pre-approval of projects may be substituted A. Understanding the News 1. Ten elements that make news 2. Difference between facts and opinions 3. Home town versus national news 4. News value of everyday events as it applies to the high school newspaper 5. Gathering news at the high school and throughout the community 6. Interviews 7. Journalistic style Writing News leads 1. History 2. Traditional versus nontraditional 3. News summary leads 4. The 5 W’s and H 5. Modified leads Writing News stories 1. Inverted pyramid style 2. Continuity and coherence 3. Use of pronouns 4. Repetition 5. Use of synonyms 6. Elaboration of details in logical sequence 7. Transitional wording 8. Attribution and quotes 9. Verbose versus concise wording 10. Active voice versus passive voice 11. Cliches 12. Modified inverted pyramid style Writing specialty stories 1. Advance story 2. Follow-up story 3. Poll story 4. Feature story 5. Feature writing process 6. Elements of feature writing 7. Human interest story 8. Difference between sports slang and sports language 9. Developing a sports story with statistics 10. Types of editorials 11. Writing the editorial 12. Writing the opinion column In-depth Reporting 1. Investigating topics 2. Writing the in-depth story Writing entertainment news 1. Advance story 2. Reviews 3. Entertainment column 4. Feature column (3 weeks) B. (2 weeks) C. (8 weeks) D. (8 weeks) E. (2 weeks) F. (2 weeks) G. Including pictures, graphics, and art in publication 1. Center of Interest 2. Rule of third 3. Lead lines 4. Framing 5. Lighting 6. Impact 7. Digital shooting versus traditional shooting 8. Abuse of images 9. Visual storytelling 10. Verbal strategies 11. Informational graphics Editing copy for publication 1. Planning stage 2. Collecting stage 3. Writing stage 4. Resources 5. The lead 6. Body organization and flow 7. Fact check 8. Clarity and conciseness 9. Details 10. Computer copyediting 11. Common editing mistakes Writing headlines for publication 1. Teller/teaser headline 2. One-line headline 3. Two-line headline 4. Three-line headline 5. Deck 6. Hammer 7. Tripod 8. Headline construction rules 9. Feature headlines Journalism ethics 1. Ethics Code 2. Gathering news 3. Writing and editing 4. Model ethics code for high school journalists (2 weeks) H. (4 weeks) I. ( 1 week) J. (2 weeks) III. TEXTS, MATERIALS, AND MAJOR RESOURCES Hinman, Sheryl Lee and Thomas E. Winski. Journalism: Writing for Publication. Rocky River, Ohio: Center for Learning, 2002. Rolnicki, Tom E., C. Dow Tate, and Sherri Taylor. Scholastic Journalism. 10th edition. Ames, Iowa: Iowa State University Press, 2001. IV. PROCEDURES FOR ASSESSMENT OF PA ACADEMIC STANDARDS Teacher designed tests and quizzes Midterm and cumulative exams are designated by District policy Regular homework checks Teacher observation and evaluation of projects Class participation, group discussions, teacher conference Teacher, peer, self-assessment of articles for publication Opportunity for alternative assessment as deemed appropriate by the teacher V. SPECIAL CONDITIONS OR PREREQUISITES Successful completion of English 10 and/or English 11. A genuine interest in writing. Publication of the high school newspaper Trojan Times with the cooperation of the CASHS Business Department VI. COURSE EVALUATION PROCEDURE All courses will be monitored by the department chair and building administrators and revised according to the District’s Revision policy. VII. ACCOMMODATIONS (Describe methods of assistance to students needing additional learning opportunities and/or enrichment activities for students who are capable of advanced work) The needs of the students in the learning support and gifted programs are met through a variety of adaptations, modifications or enrichments to the planned course. If a student has an IEP or a CIEP (Gifted Individual Education Plan), specific strategies and accommodations for that student will be identified in his or her individualized educational plan under the section called specially designed instruction. The learning support and gifted teachers are available to provide classroom teachers with any kind of assistance in providing accommodations.
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