The Woodlands Secondary School

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					                                      Mississauga Secondary School
                                               Yearbook Course
                               Statement of Expectations to Students and Parents
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Department: Interdisciplinary                                Course Type: Grade 11 Media/ Grade 12 Interdisciplinary Studies
Course Title: Yearbook                                       School: Mississauga Secondary School
Credit Value: 1 credit
District: Peel District School Board


Course Overview

IDC 4U0

Rationale

This course is intended to encourage students to develop and demonstrate the skills of journalism, communications and
publishing. The course is closely related to the real-world experience of meeting deadlines by creating a product intended for sale
to a target market. Students in this course will be required to demonstrate the use of concepts, ideas and activities that will help
them in their future endeavours. Through their involvement in the production of a yearbook, students must demonstrate:

Personal Responsibility (manifesting ownership of the task of creating a yearbook)

Motivation (engaging in real-world experiences and compiling information about related careers)

Co-Operation (sharing economic and physical resources in a team project)

Participation (operating in a school environment in a project designed to reflect that environment)


General Expectations

Students will:
        Examine different types of print communication
        Practice the skills of investigative journalism in specific case studies, producing articles for a school yearbook
        Operate a digital camera in the production of actual still photographs for a school yearbook
        Critique and design various visual materials available in different media and produced for the yearbook
        Demonstrate interpersonal skills in practicing group dynamics as part of a team project
        Analyze and explain the contributions of various persons and groups within the school
        Produce articles, schedules, journals, agendas and other specific written tasks through word-processing and desktop
         publishing resources
        Co-operate with others while demonstrating responsibility, team work, commitment, journalistic integrity and accuracy
        Meet deadlines for specific assignments undertaken
        Produce computer graphics using various software packages

Skill Acquisition

Personal Skills:              1.        Co-operates with others
                              2.        Demonstrates personal responsibility
                              3.        Demonstrates punctuality
                              4.        Respects others in all social interactions
                              5.        Exhibits determination
                              6.        Helps others to complete tasks
                              7.        Manages time well, both in class and out of class
                              8.        Meets requirements in a reliable fashion


Reporting Skills              1.        Researches information from all available news sources
                              2.        Schedules and plans interviews in advance, having previously prepared questions and
                                        potential supplementary questions
                              3.       Uses effective interviewing skills, suitably engaging the subject(s) being interviewed
                                       while making them feel comfortable
                              4.       Writes notes from interviews and files them in an organized way
                              5.       Asks supplementary questions
                              6.       Writes articles as soon as possible after interviewing
                              7.       Demonstrates appropriate time management: does not wait until the last minute to submit
                                       work, and does not waste time in class


Writing Skills                1.       Writes articles with correct spelling, punctuation and grammar
                              2.       Uses styles from books and other resources
                              3.       Employs proof-reading symbols to edit work of peers
                              4.       Writes articles with a variety of lead styles
                              5.       Analyzes and demonstrates appropriate journalism story structures
                              6.       Integrates transitions, such as quotes, as unifying elements in stories
                              7.       Avoids obvious statements and redundancies in written articles
                              8.       Answers “Why?” questions raised in headlines, subtitles and captions
                              9.       Uses active rather than passive verbs to write as clearly, directly and simply as possible
                              10.      Integrates specifics into headlines
                              11.      Rewrites stories as necessary
                              12.      Meets deadlines for submission


Design Skills                 1.       Analyzes and appraises the impact of basic design in a variety of media
                              2.       Outlines the type of photographs to be used
                              3.       Selects photos for inclusion well before deadline
                              4.       Designs spread layouts in creative ways
                              5.       Cooperates with colleagues and editors in developing spread designs
                              6.       Prepares material for computer in a competent, creative and attractive manner


Editing Skills                1.       Employs editorial judgment in selecting articles
                              2.       Proofreads and corrects copy in a consistent, thorough manner
                              3.       Cooperates with others in reading and editing colleague’s copy
                              4.       Demonstrates integrity in checking facts, determining accuracy and eliminating
                                       editorializing from stories
                              5.       Ensures that no student appears more than twice throughout the entire book in candid
                                       spreads


Administrative Skills         1.       Participates actively in planning sessions
                              2.       Assists in maintaining a work in progress book
                              3.       Drafts agendas, assists in planning deadlines, anticipates and solves problems


Professional Development               1.        Analyzes magazines and newspapers on a regular basis
                                       2.        Analyzes other yearbooks
                                       3.        Analyzes professional journalism as shown in trade magazines
                                       4.        Attends workshops and other meetings


Course of Study

The following six units of study will be covered in the Yearbook Journalism course:

     1.          Conceptualizing the Yearbook – Thematic Development and Ladder Diagram
     2.          Defining Student Roles for the Yearbook – Section Editors etc.
     3.          Photography
     4.          Layout and Design – Yearbook Avenue On-line Creation Tool
     5.          Reporting and Copy Writing
     6.          Photoshop


Evaluation
Evaluation is based on the four Ministry achievement categories of Knowledge and Understanding, Thinking/ Inquiry,
Communication and Application.

A single evaluation may include one or more of the following categories for which a mark will be entered. The nature of the
achievement categories and recommended percentage breakdown for each are:




              ACHIEVEMENT CATEGORIES                                               MARK DISTRIBUTION

 Knowledge and Understanding
          Assignments                                                                          15
          Tests
 Thinking/ Inquiry
          Self-evaluations (journals, etc.)
          Planning for the yearbook (ladder diagram, section
           layout choice)                                                                       20
          Research
          Organizing yearbook spreads
          Brainstorming sheets
 Communication
          Written articles
          Conveying theme
          Photojournalism                                                                      15
          Group work and section development
 Application/ Creation
          Book layout design
          Photography (composition)                                                            20
          Graphic design
 Summative Final Formal Evaluation
          Reflections and Recommendations                                                      10
          Final Production                                                                     20

 TOTAL                                                                                         100



Due Dates for Assignments

For major assignments a final due date will be given by the teacher. This date represents the ABSOLUTE DEADLINE – the
LAST POSSIBLE DATE that the assignment can be accepted. The assignment can be handed in on any date PRIOR to the final
due date but NOT AFTER unless a negotiated later date is created by the teacher and the individual student. This is very
important because the yearbook journalism course is so focused around deadline submission.


Attendance and Assignments

REGULAR ATTENDANCE provides the best possible chance for success. If you are absent for legitimate reasons, YOU are
expected to do the reading/ homework assigned. On your first day back at school, it is YOUR RESPONSIBILITY to ask your
teacher about any assignments or tests that were missed. Arrangements must be made by you and the teacher for an ABSOLUTE
DEADLINE for ANY missed work. This is YOUR responsibility.

If you are aware that you will be away for any reason, including but not limited to a family vacation or medical concern, you
must inform your teacher AS SOON AS POSSIBLE. For example, if you are given an ABSOLUTE DEADLINE that spans
two weeks for a final assignment, and you know that you will be away, tell your teacher. At that point an arrangement for an
alternative absolute deadline can be established.

				
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