journalism & production - city of burlington public school ... 7 through 12... · journalism...

1

CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT

CURRICULUM

Journalism & Production

Revision Date: June 29, 2018

Submitted by: Bryan Miller

2

Table of Contents: Course Overview 3

Pacing Chart 4

Unit #1 Journalism in America Overview At-a-Glance 5

Unit #1 Journalism in America Targeted Instructional Planning to Address Central Unit Standards 9

Unit #2 Law and Ethics Overview At-a-Glance 12

Unit #2 Law and Ethics Targeted Instructional Planning to Address Central Unit Standards 15

Unit #3 Journalism Writing, Interviewing, Headlines and Captions Overview At-a-Glance 18

Unit #3 Journalism Writing, Interviewing, Headlines and Captions Targeted Instructional Planning to

Address Central Unit Standards

21

Unit #4 Feature, Opinion, Review and Sports Writing Overview At-a-Glance 23

Unit #4 Feature, Opinion, Review and Sports Writing Targeted Instructional Planning to Address Central

Unit Standards

26

Unit #5 Online Publications Overview At-a-Glance 29

Unit #5 Online Publications Instructional Planning to Address Central Unit Standards 32

Unit #6 Photojournalism Overview At-a-Glance 34

Unit #6 Photojournalism Instructional Planning to Address Central Unit Standards 37

3

Course Overview In this course, students will study the skills needed become a journalist. This includes an understanding of the fundamental importance

of journalists throughout history, as well as has a clear understanding of the various laws and amendments that provide essential

freedoms to journalists that permit them the capability to report events without prejudice or bias. This course will also offer students

the capability to think critically about local and global events, using this knowledge to develop thoughtful and detailed articles

regarding different topics.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,

reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully

prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure

that students will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Textbooks

Title: Journalism: Who, What, When, Where, Why and How

Publisher: Pearson Copyright: 2005

Supplemental Materials (including various level of texts at each grade level)

2018 AP Stylebook

Capote, Truman – In Cold Blood

Bernstein, Carl and Bob Woodward – All the President’s Men

Blundell, William E. – The Art and Craft of Feature Writing

Houston, Brant, et al. – The Investigative Reporter’s Handbook

4

Pacing Chart Unit # & Title Pacing

(must equal 165 days for full-

year or 83 days for

half-year course) Unit 1 – Journalism in America

Examine the evolution of journalism and the role of journalists over the years, focusing on specific moments in

history the introduction of the Penny Press, to current media and online journalism trends.

20 Days

Unit 2 – Law and Ethics

Examine the fundamentals of American Journalism – the history of the First Amendment, as well as the ethical

standards journalists are held to.

20 Days

Unit 3 – Journalism Writing, Interviewing, Headlines and Captions

Examine the basic concept of journalism writing, appropriate interview techniques. Also, examine the

importance of headlines and captions as a way to entice readers.

15 Days

Unit 4 – Feature, Opinion, Review and Sports Writing

Examines the vast forms of journalistic writing that include comparing and contrasting the differences between

Hard News and Feature Writing, the differences and similarities between an editorial and review articles, as

well as the differences between game and feature stories.

45 Days

Unit 5 – Online Publications

Examine the various forms of online publications ranging from blogging to podcasting and their influence on

our society.

40 Days

Unit 6 – Photojournalism

Examine the basic tenets of good photography including composition, lighting, and other important concepts

in relation to photojournalism. Students will also discuss importance of ethics involved in photography and the

use of images in their publications and apply such knowledge to their selection and use of images and

photography.

25 Days

5

Unit 1 Overview At-a-Glance Unit #1 – Journalism in America

Unit Description:

In this unit, students will examine the evolution of journalism and the role journalists have played over the years. During this time, the teacher will

focus on important events that have pushed the profession forward, but also individuals that have pushed the boundaries in their everlasting pursuit of

the truth.

Essential Skills:

Support the argument using relevant evidence

Read closely to determine what the text says explicitly and to make logical inferences and relevant connections

Cite specific textual evidence when writing or speaking to support conclusions drawn from text

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

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

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression

Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,

including but not limited to, the questions asked, the sources used and the author’s perspective

Articulate a defensible claim or thesis


Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data

Trace the evolution of journalism in the United States

Identify key events that have shaped, elevated, and set boundaries on the journalism profession

Research technological advancements that have transformed the field of journalism

Identify career opportunities available in the field of journalism

Assess the impact that landmark Supreme Court decisions has had on the field of journalism

6

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:

NJSLSA.R1, NJSLSA.R10, NJSLSA.W2, NJSLSA.W4, NJSLSA.W7

NJSLSA.SL1, NJSLSA.SL2

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-12.1, W.11-12.3, W.11-12.5,

SL.11-12.3, SL.11-12.4, 6.1.12.A.7.b, 6.1.12.D.7.b, 6.1.12.D.12.e,

6.1.12.A.14.b, 6.1.12.A.14.f, 6.1.12.A.16.a, 6.2.12.D.2.e

Unit Details

Modifications for Special Education Students, English Language

Learners, Students at Risk of Failure, and Gifted Students- Modify

instructional approach and/or assignments and evaluations as needed

based for students with IEPs, 504s, ELLs and gifted and talented

students including but not limited to:

Extended time

Teacher modeling

Differentiated written and verbal responses

Chunking of lessons

Differentiated homework - small group learning

Enrichment activities / Independent Study

Preferential seating

Additional graphic organizers and outlines for crafting writing

assignments

Audio versions of texts

Integration of higher order thinking processes, creative and critical

thinking activities, problem-solving, and open-ended tasks

Higher level direct questioning

Opportunities for cross curricular activities

Flipped Classroom

Small cooperative groups

Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can

better understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to create

projects and products as examples of mastery in each unit.

Communication and collaboration is crucial for student success

as learners. Throughout this curriculum, students must be able to

communicate deep understanding through open-ended responses

(both orally and in writing). In addition, students are often

required to work collaboratively with their peers, which promotes

the ability to succeed in the area of social cooperative work,

increases communication skills, and promotes leadership and

responsibility.

Students must be information literate, i.e. they must be able to

find and use information effectively, in order to succeed in class

as learning activities require independent research of relevant

information outside of the provided textbook and/or resources.

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media modes,

genres, and formats.

Students must be able to use technology as a tool in order to

research, organize, evaluate, and communicate information.

7

Assessments- including benchmarks, formative, summative, and

alternative assessments

Unit Benchmark Assessments

Entrance/Exit Ticket

Comparison Essays w/ Textual Evidence

Online Activities

Written and Verbal Comprehension Questions

Research Project Presentations

Creative Interpretations of Unit Material

Quizzes

Presentations

Concept maps

Quick checks for understanding

Independent/group project rubrics, checklists, and evaluation

sheets

Suggested Interdisciplinary Activities for this Unit

Career Education: Students will complete an online resume for a

journalist, research education needed, different possible experiences, and

average salary.

Health/PE: Research the development of sports journalism and broadcast

over time and participate in a class discussion.

Math: Create a graph depicting the costs of publishing and purchasing a

newspaper since its inception.

Social Studies: Create a false Linkedin account for a famous journalist,

using research completed in class to fill in all needed gaps.

Science: Research advancements in technology and present on how they

have transformed the newspaper industry.

Technical Subjects: Examine the schematics of the first Penny Press and

determine what materials and tools would be needed to invent the

machine.

World Languages: Compare and contrast major historical events from

various countries, focusing on the point of view of the writer.

Art: Participate in a gallery walk evaluating the evolution of political

cartoons in journalism of the course of American history.

8

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should

include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor

for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for

all students.

Leveled Supplemental Materials and Media/School Library

Resources

Scaffolded informational text

Scholastic Leveled Readings

Facts on File

Pulitzer: A Life in Politics, Print, and Power – James McGrath

Morris

Capote: A Biography – Gerald Clarke

Ten Days in a Madhouse – Nellie Bly

Various primary sources and articles at different levels are available online at:

Newsela - https://newsela.com/

The Learning Network: Teaching and Learning with the New York Times

ReadWriteThink.org

Tweentribune.com

Americanpressinstitute.org

Schooljournalism.org

Integration of the Technology Standard

8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

Utilize online platforms such as Weebly, Wix, BackChannel

Chat, Today’s Meet, and Google Apps to collaborate on group

projects

Utilize Microsoft and or Google programs to complete various

assessments using spreadsheets, documents and publishing tools.

Utilize media tools to create podcasts or multimedia

presentations.

Utilize online websites for research, webquest, publishing, and

assessment

View various media and video sources

https://newsela.com/

9

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.R1. Read closely to

determine what the text says

explicitly and to make logical

inferences and relevant connections

from it; cite specific textual

evidence when writing or speaking

to support conclusions drawn from

the text.

NJSLSA.R10. Read and

comprehend complex literary and

informational texts independently

and proficiently with scaffolding as

needed.

Teacher will teach specific dates

and events important to the

history of journalism

Students will compare and

contrast earlier news articles to

today focusing on details

provided and tone of the author

Students will complete close

reading activities on essential

topics in journalism such as the

invention of the Penny Press, the

biography of Joseph Pulitzer,

etc.

Teacher will present a brief

background presentation on

“Yellow Journalism”

Students will complete an online

assignment on “Yellow

Journalism,” further developing

their basic knowledge of the

subject

Teacher will review and use the

5 W’s of Journalism to ensure

their use throughout the course

Students will take notes on the

dates provided to them and be

capable of explaining the

significance of each date

Students will complete multiple

Venn diagrams comparing and

contrasting past and present

news articles

Students will complete

numerous close reading

activities, following the standard

guidelines set forth by the

teacher and using proper

symbols

Students will take notes on

“Yellow Journalism” and be

capable of explaining its

significance to journalism

Students will complete a

webquest in which they will be

required to add to their

knowledge on “Yellow

Journalism”

Students will take notes on the 5

W’s, detailing clear examples of

Quizzes

Entrance slips

Presentations

Venn Diagrams


Questioning

Class Discussions

Small Group Discussions

Teacher Observations

Independent/group project

rubrics, checklists, and

evaluation sheets

Completed Daily Activities

Regular Notebook Checks

Exit Tickets

10

Students will break down a

current event by identifying the

5 W’s

Teacher will present current and

relevant news websites that

students should reference

throughout the year

each W and making personal

connections

Students will complete a graphic

organizer detailing each of the 5

W’s from the article of their

choice

Students will review the online

document throughout the year

NJSLSA.W2. Write

informative/explanatory texts to

examine and convey complex ideas

and information clearly and

accurately through the effective

selection, organization, and analysis

of content.

NJSLSA.W4. Produce clear and

coherent writing in which the

development, organization, and

style are appropriate to task,

purpose, and audience.

NJSLSA.W7. Conduct short as

well as more sustained research

projects, utilizing an inquiry-based

research process, based on focused

questions, demonstrating

understanding of the subject under

investigation.

Teacher will present the basic

format of a news article

Teacher will explain the

fundamentals of collaborate

work

Teacher will provide notes on

peer editing, common editorial

symbols, and teacher engineered

checklists to ensure thorough

reviews

Student will produce various

forms of writing which include:

current events, daily/weekly

journal reflections, detailed

notes, and short analytical

responses

Teacher will review ways to

conduct a research project and

provide a rubric for the students

to follow


proper format of a news article

Students will complete a sample

article to ensure understanding

of format

Students will participate in a

writer’s workshop peer revision

and editing that allows students

the opportunity to voice their

opinions to classmates

Students will upload their

completed work to their online

folder and shared with their

teacher for review

Students will completed graphic

organizers that can be used when

completing a research project

Students will complete a mock

works cited page that shows

understanding of the concept

Quizzes

Entrance slips

Presentations

Venn Diagrams


Questioning

Class Discussions



Independent/group project

rubrics, checklists, and

evaluation sheets



Newspaper articles

Exit Tickets

11

Teacher will review how to

properly cite a source, so

students can properly credit

where their information is found

NJSLSA.SL1. 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.

NJSLSA.SL2. Integrate and

evaluate information presented in

diverse media and formats,

including visually, quantitatively,

and orally.

Students and teacher will led

discussions on any significant

topic within the unit

Students will collaborate in

small groups in order to better

understand the importance of

opinion

Students will complete a short

presentation on any number of

concepts (current events,

important historical events,

important historical journalists,

etc.)

Collaborative note- taking and

think/pair/share evaluation that

allow for easy collaboration

among class

Quick check to ensue students

are grasping the concept and are

participating in discussion

Teacher designed rubrics for

short and long presentation

Presentations

Teacher-made rubrics


Class Discussions





Oral Presentations

Exit Tickets

12

Unit 2 Overview At-a-Glance Unit #2 – Law and Ethics

Unit Description:

In this unit, students will examine the fundamentals of American Journalism – the history of the First Amendment, as well as the ethical standards

journalists are held to.

Essential Skills:















Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience

Evaluate the liberties protected under the First Amendment

Identify and assess the ethical standards journalist are held to

Trace the impact of the First Amendment on various cases that impacted fields of journalism and media

Compare ethical standards in the United States to other countries

13


Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

NJSLSA.R8, NJSLSA.R9, NJSLSA.R10

NJSLSA.W1, NJSLSA.W6, NJSLSA.W7, NJSLSA.W8,

NJSLSA.SL1, NJSLSA.SL4

Supporting Unit Standards- This unit will also include activities aligned with

the following standards:

NJSLSA.R2, NJSLSA.R3, NJSLSA.R4, RI.11-12.2, RI.11-12.3, RI.11-12.4,

W.11-12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 6.1.12.A.2.a

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Extended time

Teacher modeling


Chunking of lessons




Additional graphic organizers and outlines for crafting

writing assignments


Integration of higher order thinking processes, creative and

critical thinking activities, problem-solving, and open-

ended tasks



Flipped Classroom


Integration of 21st century skills through NJSLS 9 and Career Education:

Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can better

understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on

the part of the students. They are required to create projects and products

as examples of mastery in each unit.

Communication and collaboration is crucial for student success as

learners. Throughout this curriculum, students must be able to

communicate deep understanding through open-ended responses (both

orally and in writing). In addition, students are often required to work

collaboratively with their peers, which promotes the ability to succeed in

the area of social cooperative work, increases communication skills, and

promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and

use information effectively, in order to succeed in class as learning

activities require independent research of relevant information outside of

the provided textbook and/or resources.

Learning and assessment activities support the push to make students

media literate, as they are often required to analyze, evaluate, and create

messages in a wide variety of media modes, genres, and formats.

Students must be able to use technology as a tool in order to research,

organize, evaluate, and communicate information.

14

Assessments- including benchmarks, formative, summative,

and alternative assessments

Initial Unit Benchmark Assessment

End of Unit Benchmark Assessment



Online Activities




Quizzes

Entrance slips

Presentations


Career Education: Research the judicial system and come up with a career path

for a lawyer

Health/PE: Identify various ways that different groups have organized to protest

or exercise their First Amendment rights.

Math: Complete a graphic organizer focusing on the most common ethical

dilemmas people face.

Social Studies: Review famous First Amendment case files and discuss their

impact on society.

Science: Create an infographic illustrating how technology has influenced First

Amendment rights.

Technical Subjects: Use Word to create a pamphlet depicting all the different

libel and ethical laws

World Languages: Identify and discuss the laws around the world concerning

freedom of speech.

Arts: Create a collage depicting the rights provided through the First

Amendment.

Unit Resources




all students.


Resources


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2

15



Facts on File

Various primary sources and articles at different levels are available online at:



ReadWriteThink.org

Tweentribune.com



Court cases:

New York Times Co. v. Sullivan (1964)

Harte-Hanks Communications v. Connaughton (1989)

Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s

Meet, and Google Apps to collaborate on group projects



Utilize media tools to create podcasts or multimedia presentations.

Utilize online websites for research, webquest, publishing, and assessment

View various media and video sources including: Shattered Glass, The

Post, and The Falling Man documentary




Activities




NJSLSA.R8. Delineate and

evaluate the argument and specific

claims in a text, including the

validity of the reasoning as well as

the relevance and sufficiency of the

evidence.

NJSLSA.R9. Analyze and reflect

on how two or more texts address

similar themes or topics in order to

build knowledge or to compare the

approaches the authors take.

Teacher will review historical

significance of the First

Amendment and its relation to

journalism

Students will examine media and

libel laws and their inherent

connection to journalism

Teacher will define the concept

of ethics and the topic of ethical

journalism


topic of the First Amendment

and it’s significant to journalism

Students will review and reflect

on the various libel and ethical

laws

Students will complete visual aid

depicting the definition and

provide examples of ethics

Quizzes

Entrance slips

Presentations

Venn Diagrams


Questioning

Class Discussions



Independent/group project rubrics,

checklists, and evaluation sheets


16

NJSLSA.R10. Read and

comprehend complex literary and

informational texts independently

and proficiently with scaffolding as

needed.

Students will complete varied

reading assignments on the topic

of bias and its impact on news

reporting

Students will complete close

reading activities on essential

topics in journalism such as the

First Amendment, bias and

plagiarism

Students will make personal

connections to have a bias on

any topic

Students will complete a close

reading activity that focus on

bias, plagiarism and the First

Amendment



Exit Tickets

NJSLSA.W1. Write arguments to

support claims in an analysis of

substantive topics or texts, using

valid reasoning and relevant and

sufficient evidence.

NJSLSA.W6. Use technology,

including the Internet, to produce

and publish writing and to interact

and collaborate with others.

NJSLSA.W7. Conduct short as

well as more sustained research

projects, utilizing an inquiry-based

research process, based on focused



investigation.

NJSLSA.W8. Gather relevant

information from multiple print and

digital sources, assess the

credibility and accuracy of each

source, and integrate the

Students will examine and

reflect on individual case studies

that connect with the unit and

the topics of libel, bias and the

First Amendment

Teacher will provide examples

(print and/or electronic) of

arguments which utilize valid

reasoning, logical arguments and

relevant and sufficient support

Teacher will provide examples

(print and/or electronic) of

arguments which do not utilize

valid reasoning, logical

arguments and/or relevant &

sufficient support

Students will examine rights of

other cultures without the right

of free speech and compare them

to those that do

Students will make written

connections to each of the

following topics: libel, bias and

the First Amendment

Students will complete station

work in order to discuss how the

reasoning of the arguments are

valid or invalid

Students will research various

countries without the right of

free speech and complete a

graphic organizer comparing

them with countries that do

Students will complete an

analytical essay that examines

their own thoughts and feelings

on plagiarism

Students will complete a short

game determining if an example

is plagiarism or it is not

Quizzes

Entrance slips

Presentations

Venn Diagrams


Questioning

Class Discussions







Exit Tickets

DBQ Essay

Newspaper Articles

17

information while avoiding

plagiarism.

Teacher will define the word

“plagiarism” and the social and

professional impact of

performing the act

Teacher will provide a list that

clearly dictates what is

considered plagiarism and what

is not


participate effectively in a range of

conversations and collaborations

with diverse partners, building on

others’ ideas and expressing their


NJSLSA.SL4. Present information,

findings, and supporting evidence

such that listeners can follow the

line of reasoning and the

organization, development, and



Student and teacher led

discussions that include any and

all topics included in this unit

Small group collaborative

activities that allow for students

the opportunity to listen and

respond to each other’s thoughts

and feelings


think/pair/share evaluation forms

that provide an idea of what was

discussed


short and long presentation that

can be used to assess student

output and interaction

Presentations



Class Discussions





Oral Presentations

Exit Tickets

18

Unit 3 Overview At-a-Glance Unit #3 – Journalism Writing, Interviewing, Headlines and Captions

Unit Description:

In this unit, the class examines the basic concept of journalism writing, appropriate interview techniques. Also, examine the importance of headlines

and captions as a way to entice readers.

Essential Skills:

















Identify the skills necessary to be a successful journalist

Identify the various parts of a newspaper

Evaluate the importance of headlines and captions in writing news articles

Acquire the skills necessary to capture audience’s attention to news stories

19




NJSLSA.R1, NJSLSA.R4, NJSLSA.W1, NJSLSA.W4, NJSLSA.SL1



NJSLSA.R2, NJSLSA.3, NJSLSA.W2, NJSLSA.W3, NJSLSA. W5,

NJSLSA.SL2, NJSLSA.SL3, RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-

12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 9.3.12.AR‐JB.1,

9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and

Gifted Students- Modify instructional approach and/or

assignments and evaluations as needed based for students with

IEPs, 504s, ELLs and gifted and talented students including

but not limited to:

Extended time

Teacher modeling


Chunking of lessons




Additional graphic organizers and outlines for crafting

writing assignments


Integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and

open-ended tasks



Flipped Classroom


Integration of 21st century skills through NJSLS 9 and Career Education:

Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can better

understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the

part of the students. They are required to create projects and products as

examples of mastery in each unit.

Communication and collaboration is crucial for student success as learners.

Throughout this curriculum, students must be able to communicate deep

understanding through open-ended responses (both orally and in writing).

In addition, students are often required to work collaboratively with their

peers, which promotes the ability to succeed in the area of social

cooperative work, increases communication skills, and promotes leadership

and responsibility.

Students must be information literate, i.e. they must be able to find and use

information effectively, in order to succeed in class as learning activities

require independent research of relevant information outside of the

provided textbook and/or resources.

Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages

in a wide variety of media modes, genres, and formats.

Students must be able to use technology as a tool in order to research,

organize, evaluate, and communicate information.

20

Assessments- including benchmarks, formative,

summative, and alternative assessments



Online Activities




Homework and notebook evaluation rubrics


PARCC/NJSLS holistic rubrics

Essay and open-ended responses included on unit tests

Independent/group project rubrics, checklists, and

evaluation sheets

DBQ Essay


Career Education: Research a famous journalist known for their interview

questions and identify what their education and experiences were to gain the skills

necessary to be successful.

Health/PE: Identify and discuss the physiological effects of being interviewed on

the human body.

Math: Students view an interview, note the types of questions the interviewer

asked, determine the percentage of each type used, and assess the success of the

interview.

Social Studies: View famous Presidential Debates focusing on questions asked and

answers given.

Science: Students will research the impact of body language on interviewing skills.

World Languages: Examine linguistic differences between various cultures and

relate how these differences can affect an interview.

Arts: Complete a taped interview with a parent or sibling and provide feedback on

how the interview went and how it could have been improved.

Unit Resources




all students.

Leveled Supplemental Materials and Media/School

Library Resources



Facts on File


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2



21

Journalistic Writing: Building the Skills, Honing the

Craft – Robert M. Knight

Writing and Reporting News: A Coaching Method –

Carol Rich

Various primary sources and articles at different levels

are available online at:



ReadWriteThink.org

Tweentribune.com



Utilize Microsoft and or Google programs to complete various assessments

using spreadsheets, documents and publishing tools.




Utilize online newspaper platform for publishing articles


Student Learning Objective Suggested Instructional Activities Suggested Student Output Formative Assessments



NJSLSA.R1. Read closely to

determine what the text says

explicitly and to make logical

inferences and relevant

connections from it; cite

specific textual evidence when

writing or speaking to support

conclusions drawn from the

text.

NJSLSA.R4. Interpret words

and phrases as they are used in

a text, including determining

technical, connotative, and

figurative meanings, and

analyze how specific word

Teacher will provide students details

on what is required of journalists

when they write an article

Teacher will break down the

different types of questions used

when completing an interview

Students will read various articles

written by local papers

Students will read transcripts of

various famous interviews

throughout the years

Students will take notes on the topic of

journalism writing

Students will develop a sample of each

form on their own to help teacher

assess understanding of the concept

Students will complete a close reading

activity that focuses on types of

questions posed and examine the

interviewees answers

Students will debate on what is a good

headline and what is a bad headline

Quizzes

Entrance slips

Presentations

Venn Diagrams


Class Discussions







Exit Tickets


22

choices shape meaning or

tone.

Class will examine style and

reasoning behind using a proper

header and caption

Teacher will review the basic AP

Style used by all professional

journalists

Students will take notes on the basic

AP Style in order to use the notes

when writing

NJSLSA.W1. Write

arguments to support claims in

an analysis of substantive

topics or texts, using valid

reasoning and relevant and


NJSLSA.W4. Produce clear

and coherent writing in which

the development, organization,

and style are appropriate to

task, purpose, and audience.

Students will develop headlines

based on current events within the

school

Students will create captions based

upon pictures provided to them by

their teacher

Students will work independently or

within a small group to develop

interview questions focused on

specific topics

Students will complete a brief

interview activity with a classmate to

further develop skills needed to

complete a thorough interview

Completed headline activity based on

current school events that grab readers

attention while conveying the basic

idea of the topic

Captions that give the viewer an

understanding of what is being viewed

Thoroughly developed interview

questions and possible answers

A completed Q&A with a classmate

discussing any number of possible

topics provided to students by teacher

Quizzes

Entrance slips

Presentations


Essay and open-ended responses

Class Discussions



Independent/group projects



Exit Tickets

Newspaper articles

DBQ Essay


participate effectively in a

range of conversations and

collaborations with diverse

partners, building on others’

ideas and expressing their own

clearly and persuasively.

Student and teacher led discussions

that include any and all topics

included in this unit

Small group collaborative activities

that allow for students the

opportunity to listen and respond to

each other’s thoughts and feelings


think/pair/share evaluation forms that

provide an idea of what was discussed

Teacher designed rubrics for short and

long presentation that can be used to

assess student output and interaction

Presentations



Class Discussions




Exit Tickets

23

Unit 4 Overview At-a-Glance

Unit #4 – Feature, Opinion, Review and Sports Writing

Unit Description:

In this unit, the class examines the vast forms of journalistic writing that include comparing and contrasting the differences between Hard News and

Feature Writing, the differences and similarities between an editorial and review articles, as well as the differences between game and feature stories.

Essential Skills:

















Identify the various types of journalistic writing

Compare and contrast the features of various types of news writing

Assess the importance of each style of writing

Create various types of news article focusing on different styles of journalistic writing


24



NJSLSA.R4, NJSLSA.W1, NJSLSA.W4, NJSLSA.W5, NJSLSA.SL1,

NJSLSA.SL4



R1.11-12.3, R1.11-12.5, W.11-12.2, W.11-12.3, SL.11-12.2, SL.11-12.3,

9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4

Unit Details






Extended time

Teacher modeling


Chunking of lessons





assignments


Integration of higher order thinking processes, creative and

critical thinking activities, problem-solving, and open-ended tasks



Flipped Classroom



Education:








Communication and collaboration is crucial for student success as

learners. Throughout this curriculum, students must be able to






responsibility.

Students must be information literate, i.e. they must be able to find

and use information effectively, in order to succeed in class as

learning activities require independent research of relevant

information outside of the provided textbook and/or resources.





Students must be able to use technology as a tool in order to

research, organize, evaluate, and communicate information.

25




Online Activities



Homework and notebook evaluation rubrics



Essay and open-ended responses included on unit tests

Independent/group project rubrics, checklists, and evaluation

sheets

DBQ Essay

Exit ticket


Career Education: Research requirements needed to be a sports analyst.

Health/PE: Complete a mock interview with a famous sports athlete.

Math: Examine the website Rotten Tomatoes and examine how the

website uses percentages to determine whether a movie is fresh or not.

Social Studies: Review past news feature articles on past subjects

(presidential campaigns, world events, etc.).

Science: Read a feature article from a popular science related magazine

and examine the details provided.

Technical Subjects: Use Microsoft Presentation to create a

positive/negative ad for a movie, music album, or television show.

World Languages: Examine articles written around the county.

Arts: Complete a critique of a local artist, focusing on their art as a whole

compared to related artists.

Unit Resources




all students.

Leveled Supplemental Materials and Media/School

Library Resources



Facts on File

The Great Movies – Roger Ebert


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1



Utilize Microsoft and or Google programs to complete various assessments using

spreadsheets, documents and publishing tools.

26

The Best American Sports Writing 2017 -

Howard Bryant Various primary sources and articles at different

levels are available online at:



ReadWriteThink.org

Tweentribune.com

Americanpressinstitute.orgSchooljournalism.org




Utilize online newspaper platform for publishing articles




Activities




NJSLSA.R4. Interpret words

and phrases as they are used

in a text, including

determining technical,

connotative, and figurative

meanings, and analyze how

specific word choices shape

meaning or tone.

NJSLSA.R9. Analyze and

reflect on how two or more

texts address similar themes

or topics in order to build

knowledge or to compare the


Teacher will present notes on

feature, opinion, review and

sports writing

Teacher will summarize what

each category and provide

examples of each

Students will research current

events that fall within feature,

opinion, review and sport

writing


reading activity on each of the

four categories within this unit


feature, opinion, review and sports

writing

Students will find current examples of

feature, opinion, review and sports

writing from a credible online source

Students will complete a close reading

activity that focuses on mood and tone

within each of their found articles


organizer identifying specific words,

phrases and nuances of each type of

article

Quizzes

Entrance slips

Presentations

Venn Diagrams


Class Discussions







Exit Tickets


27

Students will analyze the

specific writing style for each

category

NJSLSA.W1. Write

arguments to support claims

in an analysis of substantive

topics or texts, using valid

reasoning and relevant and


NJSLSA.W4. Produce clear

and coherent writing in which

the development,

organization, and style are

appropriate to task, purpose,

and audience.

NJSLSA.W5. Develop and

strengthen writing as needed

by planning, revising, editing,

rewriting, or trying a new

approach.

Teacher will provide a step-by-

step how-to on news article

writing

Class will mimic previously read

articles and create a new article

on a similar topic

Students will complete an

individual article for each

category

Students will peer edit each

other’s work in order to better

their own writing

Students will reedit and resubmit

articles using the information

provided to them from their

peers


news writing

Students will submit an article similar in

tone to that of one previously read

Students will complete an article for each

category that is peer reviewed and edited

before submission

Students will complete a peer editing

sheet that will be attached to the draft

read

Students will reedit and resubmit articles

based on teacher feedback and

requirements

Quizzes

Entrance slips

Presentations


Essay and open-ended responses

Class Discussions






Exit Tickets

Newspaper articles

DBQ Essay

NJSLSA.SL1. Prepare for

and participate effectively in

a range of conversations and

collaborations with diverse

partners, building on others’

ideas and expressing their


NJSLSA.SL4. Present

information, findings, and

supporting evidence such that

Class will discuss specific

details of the different categories

of news writing

Students will collaborate in

small groups to peer edit and

discuss different topics

Students will collaborate in pairs

to determine what local and

global events are newsworthy

Students will participate in class

discussions and record guided notes

Groups will work in small groups,

completing peer editing checklist

Pairs will take notes on local and global

events provided with explanation of

importance

Presentations



Class Discussions




Exit Tickets

28

listeners can follow the line

of reasoning and the

organization, development,

and style are appropriate to

task, purpose, and audience.

Students will collaborate one-on-

one with teacher to enhance their

writing

Teacher will assess student’s

comprehension of the various types of

writing through discussion and article

review

29

Unit 5 Overview At-a-Glance

Unit #5 – Online Publications

Unit Description:

In this unit, the class examines online publications and the move in journalism towards various digital mediums. In addition, this unit will focus on

looking at how technology has influenced the world of journalism and what the implication of new types of journalism mean for this field.

Essential Skills:

















Assess how point of view or purpose shapes the content and style of a text.

Utilize technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Create blogs, podcasts, and other types of digital journalism

30




NJSLSA.5, NJSLSA.6, NJSLSA.W3, NJSLSA.6, NJSLSA.SL4



NJSLSA.R2, NJSLSA.R3, NJSLSA.R4, NJSLSA.W1, NJSLSA.W2,

NJSLSA.SL5, RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-12.1, W.11-

12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4

Unit Details




based for students with IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

Extended time

Teacher modeling


Chunking of lessons





assignments






Flipped Classroom



Education:












required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative

work, increases communication skills, and promotes leadership

and responsibility.


find and use information effectively, in order to succeed in class.





Activities help develop life and career skills in all students by

requiring initiative and self-direction, supporting social and

cross-cultural skills in both content and teamwork efforts, and

31

measuring productivity and accountability through independent

and group assignment completion.




Online Activities



Quizzes


Discussions

Observations

Blogs

Podcast

Digital newspaper articles



Career Education: Research YouTube personalities and yearly revenue

based on their channel.

Health/PE: Review online blogs about health and fitness.

Math: Graph viewership of popular online bloggers and present finding

to the class.

Science: Identify equipment and skills required to work in online

publications.

Social Studies: Create an illustrated timeline on the evolution of digital

journalism in the United States.

Technical Subjects: Using an online website, create a blog or podcast

catered towards specific student interests.

World Languages: Review popular foreign digital newspaper websites

and compare them to popular sites in the United States.

Arts: Design a logo and tagline for a possible online blog.

Unit Resources




all students.


Resources




8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1



32

Facts on File

How to Blog for a Profit: Without Selling your Soul –

Ruth Soukup

Podcasting for Dummies – Tee Morris, Chuck Tomasi,

et al.

Various primary sources and articles at different levels are

available online at:



ReadWriteThink.org

Tweentribune.com






View various media and video sources.

Utilize online newspaper platform for publishing articles.

Produce and edit various types of digital journalism (blogs, podcasts,

videos).



Suggested Instructional Activities Suggested Student Output Formative Assessments



NJSLSA.R5. Analyze the

structure of texts, including how

specific sentences, paragraphs,

and larger portions of the text

(e.g., a section, chapter, scene,

or stanza) relate to each other

and the whole.

NJSLSA.R6. Assess how point

of view or purpose shapes the

content and style of a text.

Teacher will present an overview on

blogging, focusing on purpose and

details of the different topics

Teacher will discuss the concept of

online podcasting and discuss its

connections to journalism

Students will review different types of

online blogs and other online news or

opinion-based websites provided by

the teacher

Students will complete a short survey

on what interests them to better

determine which topic they will write

on

Students will take notes on the topic

of feature, opinion, review and

sports writing

Students will research popular

podcasts on their phone or mobile

devices, finding 2-3 that would

interest them and explain why

Students will complete an online

scavenger hunt throughout a

number of blogs chosen by the

teacher

Students will complete and submit a

brief survey of interests

Quizzes

Entrance/exit slips

Presentations


Group Discussions


Project rubrics, checklists, and

evaluation sheets


Exit Tickets


33

NJSLSA.W3. Write narratives

to develop real or imagined

experiences or events using

effective technique, well-chosen

details, and well-structured

event sequences.

NJSLSA.W6. Use technology,

including the Internet, to

produce and publish writing and

to interact and collaborate with

others.

Students will develop their own online

blogs based upon a predetermined

topic of interest using any number of

online blogging websites such as

blogger.com or weebly.com

Students will update their blog with

short written assignments on a

daily/weekly basis

Students will complete online blog

utilizing any one of the common

blogging websites such as

blogger.com or weebly.com

Students will complete

daily/weekly articles written

throughout the unit that are

reviewed and graded by teacher

Entrance slips






Exit Tickets

Newspaper articles

Blogs

Podcasts

NJSLSA.SL4. Present

information, findings, and

supporting evidence such that

listeners can follow the line of

reasoning and the organization,

development, and style are

appropriate to task, purpose, and

audience.

Students will present their blogs to the

class, explaining their decision-making

processes when designing their

websites and providing examples of

some of their completed online

writings

Class will complete an audience

checklist that will be provided to the

presenter to enhance their work

Students will present their blogs to

the class. Teacher will assess effort

on final product. Students will

assess presentation of work.

Students will complete a checklist.

Presentations



Class Discussions




Exit Tickets

34

Unit 6 Overview At-a-Glance Unit #6 – Photojournalism

Unit Description:

Examine the basic tenets of good photography including composition, lighting, and other important concepts in relation to photojournalism. Students

will also discuss importance of ethics involved in photography and the use of images in their publications and apply such knowledge to their

selection and use of images and photography.

Essential Skills:

















Assess how point of view or purpose shapes the content and style of a text.

Utilize technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Identify the steps and tools needed to take and produce good photography

Evaluate ethical issues related to photojournalism and impact published images have on society

Assess the various uses of images in journalism and newspaper publishing

35




NJSLSA.R8, NJSLSA.R 9, NJSLSA.W1, NJSLSA.W2, NJSLSA.W7,

NJSLSA.W8, NJSLSA.SL 4



NJSLSA.R1, NJSLSA.R3, NJSLSA.R4, NJSLSA.W3, NJSLSA.W4,

NJSLSA.W5, NJSLSA.SL1, NJSLSA.SL3, RI.11-12.2, RI.11-12.3,

RI.11-12.4, W.11-12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4,

9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4

Unit Details






Extended time

Teacher modeling


Chunking of lessons





assignments






Flipped Classroom



Education:















responsibility.


find and use information effectively, in order to succeed in class.





Activities help develop life and career skills in all students by

requiring initiative and self-direction, supporting social and

36

cross-cultural skills in both content and teamwork efforts, and

measuring productivity and accountability through independent

and group assignment completion.




Online Activities



Photo Journal

Quizzes

Venn Diagram

Graphic Organizer


Discussions

Observations



Career Education: Create a brochure examining the education needed

and the yearly salary of a photo journalist.

Health/PE: Design a webpage that illustrates healthy lifestyles through

images.

Math: Create a fractions chart to map out the shutter speed of various

cameras then compare their capabilities.

Social Studies: Participate in a gallery walk examining and discussing

famous photographs in history and their impact.

Science: Examine the optic lenses and explain how light helps to change

our perspective.

Technical Subjects: Utilize Google Docs to create a collage of class

pictures taken throughout the unit.

World Languages: Create a PowerPoint presentation that illustrates how

photographers depict other countries around the world.

Arts: Recreate a famous photograph using any number of artistic styles

Unit Resources




all students.


Resources


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1

37



Facts on File

Associate Press Guide to Photojournalism – Brian Horton

Moments: Pulitzer Prize Winning Photographs - Hal Buell

and David Halberstam

Various primary sources and articles at different levels are available

online at:



ReadWriteThink.org

Tweentribune.com


Utilize online platforms such as Weebly, Wix, BackChannel

Chat, Today’s Meet, and Google Apps to collaborate on group

projects



Utilize media tools to create podcasts or multimedia

presentations.

Utilize online websites for research, webquest, publishing, and

assessment

View various media and video sources.

Utilize online newspaper platform for publishing articles.

Produce and edit various types of digital journalism (blogs,

podcasts, videos).




Activities




NJSLSA.R8. Delineate and

evaluate the argument and specific

claims in a text, including the

validity of the reasoning as well as

the relevance and sufficiency of the

evidence.

NJSLSA.R9. Analyze and reflect

on how two or more texts address

similar themes or topics in order to

build knowledge or to compare the


Teacher will teach details of

photojournalism that includes

common vocabulary heard

Students will read and reflect on

the personal interpretations of

different photojournalists and

contrast them

Students will criticize and

various photo blogs and discuss

how each photographer presents

their work


topic of photojournalism


reading activity that focuses on

the different category,

examining details and tone

Student developed review

questions on the various topics

related to photojournalism

Quizzes

Entrance/exit slips

Presentations


Group Discussions


Project rubrics, checklists, and

evaluation sheets


Exit Tickets


38

NJSLSA.W1. Write arguments to

support claims in an analysis of

substantive topics or texts, using

valid reasoning and relevant and


NJSLSA.W2. Write

informative/explanatory texts to

examine and convey complex ideas

and information clearly and

accurately through the effective

selection, organization, and analysis

of content.

NJSLSA.W7. Conduct short as well

as more sustained research projects,

utilizing an inquiry-based research

process, based on focused



investigation.

NJSLSA.W8. Gather relevant

information from multiple print and

digital sources, assess the

credibility and accuracy of each

source, and integrate the

information while avoiding

plagiarism.

Students will compare various

qualities of a good photo

(disturbance, proximity, etc.)

Teacher will teach the rule of

thirds and its importance to

photojournalism

Teacher will relate

photojournalism to news

journalism and debate which is

more influential in society

Class will examine historically

important photos (Tank Man,

Iwo Jima, etc.) and evaluate why

they had such an impact on

society and debate why they are

still relevant today

Students will complete a

carousal of photographs,

reacting to each and making

inferences to why

they are considered so influential

Students will develop an online

portfolio of pictures taken from

around the school and at school

functions that can be

incorporated into the school

news paper

Reflect on completed work in

order to determine how to

improve on quality

Students will complete graphic

organizer detailing each

individual quality

Students will sketch over a

picture using the rule of thirds

Students will complete a Venn

diagram comparing and

contrasting the two

Students will complete a journal

entry examine the social impact

of each photo, reflecting on its

relevance


organizer related to the carousal

Students will completed online

portfolio of pictures taken,

categorized and ready to be

presented

Completed personal reflection

worksheet that has students

evaluate their work

Entrance slips






Exit Tickets

Newspaper articles

Venn Diagram

Graphic organizer

Online Portfolio

Blogs

Podcasts

Webpage

39

NJSLSA.SL4. Present information,

findings, and supporting evidence

such that listeners can follow the

line of reasoning and the

organization, development, and



Present completed research

project on an individual well

known in the field of photo

journalism

Present online photo journal to

class discussing choices made,

and styles used


think/pair/share evaluation forms

that provide an idea of what was

discussed


short and long presentation that

can be used to assess student

output and interaction

Presentations



Class Discussions




Exit Tickets

journalism & production - city of burlington public school ... 7 through 12... · journalism...

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