Randolph High School Journalism I Past Paper PDF

Randolph Township Schools Randolph High School Journalism I “Journalism is the first rough draft of history.” —Philip L. Graham Humanities Department...

Randolph Township Schools Randolph High School Journalism I “Journalism is the first rough draft of history.” —Philip L. Graham Humanities Department Benjamin Horwitz, Supervisor Curriculum Committee Janice Finnell Rivka Miller Michelle Thomas Curriculum Developed: July 2016 Date of Board Approval: TBA EDUCATION EXHIBIT 11 – 8/16/16  Randolph Township Schools Department of Humanities Journalism I Table of Contents Section Page(s) Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 6 APPENDIX A 46 EDUCATION EXHIBIT 11 – 8/16/16  Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972 EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe:  The needs of the child come first.  Mutual respect and trust are the cornerstones of a learning community.  The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members.  A successful learning community communicates honestly and openly in a non-threatening environment.  Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways.  Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences.  Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth. EDUCATION EXHIBIT 11 – 8/16/16  Randolph Township Schools Department of Humanities Studies Journalism I Introduction Journalism I is the first year of the two-year journalism program. It provides a general introduction to the field of journalism and helps students acquire basic journalism skills. This class focuses on the process of newsgathering and writing in four core forms of journalism—news, sports, features, and editorials—suitable for both print and online publications. Units of study include the ABCs of Reporting, Understanding Bias and Angle, The High School Newsroom, Media Law and Ethics, and Online Reporting. Students also learn effective interviewing and reporting techniques, how to proofread and edit accurately, and the art of collaboration and peer review. This course also explores general topics and issues related to the field, including responsible reporting, First Amendment rights, the history of American journalism, newsroom structure, citizenship reporting, and other modern-day trends. Students will be able and encouraged to submit articles to Ram-Page, the school newspaper. This course will not only introduce students to these components of journalism, but also provide them with knowledge and skills that will have a real-life application beyond the classroom. The New Jersey State Common Core Content Standards for English Language Arts, the Core Curriculum Content Standards for Social Studies, the New Jersey Student Learning Standards: 21st Century Life and Careers, New Jersey’s Technology Standards, and the standards and goals established by the Randolph Township Board of Education will guide the course. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Journalism I SUGGESTED TIME UNIT CONTENT - UNIT OF STUDY ALLOTMENT NUMBER 6 weeks I The ABCs of Reporting 3 weeks II Writing Across the Discipline 5 weeks III The History of Journalism in America 4 weeks IV Understanding News: Bias and Angle 5 weeks V The High School Newsroom 4 weeks VI Media Law and Ethics 4 weeks VII Online Reporting 5 weeks VIII Public Relations and Marketing 36 weeks is the average EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT I: The ABCs of Reporting TRANSFER: Students will be able to conduct research, analyze current events, and produce a piece of writing that conforms to journalistic standards. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex ideas, concepts, and Reporters must understand the basic elements of information clearly and accurately what constitutes newsworthiness including through the effective selection, What is news? organization, and analysis of content. timeliness, conflict, emotional impact, proximity, W.9-10.4: Produce clear and coherent novelty, and prominence. writing in which the development, organization, and style are appropriate to The basic tenets of journalism, including the task, purpose, and audience. ABCs of journalism (accuracy, brevity, clarity) W.9-10.6: Use technology, including the Internet, to produce, taking advantage of and the 5Ws, 1H approach to writing (who, what, How do key elements of journalism affect our technology’s capacity to link to other when, where, why, how), impact the readers’ reading of the news? information and to display information. understanding of current events and guide W.9-10.8: Gather relevant information reporters in their writing of news. from multiple authoritative print and digital sources, using advanced searched effectively; assess the usefulness of each Reporters write their stories based on four source in answering the research question; integrate information into the components (news lead, engine paragraph, body, How does the organization of an article text selectively to maintain the flow of ideas, avoiding plagiarism and following and conclusion) in order to best facilitate the impact writers and readers? a standard format for citation. reader’s understanding of a current event. EDUCATION EXHIBIT 11 – 8/16/16  Reporters must be adept at all aspects of the W.9-10.9: Draw evidence from literary or informational texts to support reporting process, as they may overlap: finding analysis, reflection, and research stories, doing background research, writing Why is the reporting process more circular W.11-12.6: Use technology, including interview questions, conducting interviews, taking than linear? the Internet, to produce, publish, and update individual or shared writing notes, attributing quotes, following up, and What skills are required to be a good reporter? products in response to ongoing working with an editor to create balanced and feedback, including new arguments or information. truthful articles. RI.9-10.2: Determine a central idea of a text and analyze its development over the The definition of being a successful reporter course of the text, including how it varies depending on the type of publication— Why are there different definitions of emerges and is shaped and refined by specific details; provide an objective tabloid versus broadsheet, for example—and successful reporting? summary of the text. intended audience. RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an KNOWLEDGE SKILLS author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Students will know: Students will be able to: SL.9-10.1: Initiate and participate in a Using the 5Ws, 1H approach to journalism is a Create a clear and concise opening paragraph range of collaborative discussions (one- successful way to create a news lead. (“news lead”). on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly The basic tenets of journalism include the ABCs Analyze news articles that successfully and persuasively. of reporting. incorporate the ABCs. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, The basic four-part structure of a news article Produce a clear and concise news story that orally) evaluating the credibility and provides necessary organization for the writer and includes the four components of story structure. accuracy of each source. reader. SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when Research a topic and organize information from indicated or appropriate. EDUCATION EXHIBIT 11 – 8/16/16  An inverted pyramid structure ensures that the most important to least important. L.11-12.1: Demonstrate command of the conventions of standard English most important information in a news story is in grammar and usage when writing or speaking. the lead and that it becomes progressively less important as the story unfolds. L.11-12.2: Demonstrate command of the conventions of standard English Gather information for a news story and follow capitalization, punctuation, and spelling News gathering and reporting is a non-linear, all of the necessary steps, including when writing. circular process. interviewing a classmate, writing the story, (21CLC) 9.3.12.AR-JB.2: Demonstrate following up with the classmate to make any writing processes used in journalism and broadcasting. necessary edits, and submitting the story for publication in Ram-Page or on a local news site. KEY TERMS: Headline, lead, engine/nut graph, body, conclusion, accuracy, brevity, clarity, news, attribution, story, fair, accurate, balanced, ABCs of journalism, 5Ws and 1H, e full disclosure, breaking news, catastrophe coverage, timeliness, conflict, emotional impact, proximity, novelty, prominence ASSESSMENT EVIDENCE: Students will show their learning by: Writing reflective journals on the tenets of journalism. Creating a clear and concise story that successfully incorporates the following techniques: 5Ws and 1H, ABCs, four-part structure, and inverted pyramid. KEY LEARNING EVENTS AND INSTRUCTION: Read and annotate news articles to determine how successfully they incorporate the key elements of journalistic writing. Evaluate the organization of an article and assess the top-to-bottom flow of information; label the elements; create an EDUCATION EXHIBIT 11 – 8/16/16  article that follows the format. RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit I: The ABCs of Reporting SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT The ABCs of Reporting Newseum.org 6 Weeks News story structural techniques Basic tenets of journalism Americanpressinstitute.org Self-reflection Current events Highered.mheducation.com (Inside Reporting) Pulitzercenter.org hsj.org and poynter.org activities Time Magazine’s 9/11 coverage: http://www.time.com/time/covers/1101020909/in dex.html Profile of Bill Biggart, journalist killed taking photos at Ground Zero on 9/11: https://www.youtube.com/watch?v=g81GShWsx 78 EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT II: Writing Across the Discipline TRANSFER: Using knowledge of journalistic disciplines, students will be able to tailor their writing to suit the specific genre for which they are writing. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex Sports writers must not show partisanship for the ideas, concepts, and information clearly and accurately through the effective sport and know the elements of a great sports selection, organization, and analysis of How can a sports writer create a balanced story story, which include the use of active verbs, the content. about a sporting event? absence of clichés, and an interpretation of a What makes a great sports story? W.9-10.4: Produce clear and coherent sporting event, not just a play-by-play reporting writing in which the development, organization, and style are appropriate to of it. task, purpose, and audience. W.9-10.6: Use technology, including the Feature writing may be the most creative form of Internet, to produce, taking advantage of journalism because it encourages the use of technology’s capacity to link to other information and to display information. literary devices as well as plot, characterization, Why should features incorporate more creative and other elements of storytelling because they elements than news stories? W.9-10.8: Gather relevant information from multiple authoritative print and help paint a complete picture for the reader of the digital sources, using advanced searched effectively; assess the usefulness of each subject or topic. EDUCATION EXHIBIT 11 – 8/16/16 source in answering the research question; The editorial pages are the one section in which integrate information into the text selectively to maintain the flow of ideas, news organizations and columnists are Why should editorials be separate from other avoiding plagiarism and following a standard format for citation. encouraged to convey their opinion on a news sections in a news source? topic. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. A profile is an in-depth article on a notable person that addresses not only what makes W.11-12.2: Write What makes a profile strong? informative/explanatory texts to examine him/her newsworthy but also his/her personal and convey complex ideas, concepts, and information clearly and accurately side in a creative and compelling way. through the effective selection, organization, and analysis of content. W.11-12.3: Write narratives to develop KNOWLEDGE SKILLS real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Students will know: Students will be able to: W.11-12.5: Develop and strengthen Commonly used sports clichés and the Identify commonly used sports clichés. writing as needed by planning, revising, editing, rewriting, or trying a new importance of original phrasing. approach, focusing on addressing what is Create original phrasing in place of clichés. most significant for a specific purpose and audience. Objectivity in sports writing means being neutral Craft a sports piece that demonstrates objectivity. W.11-12.6: Use technology, including the Internet, to produce, publish, and update in the coverage of a sporting event. individual or shared writing products in response to ongoing feedback, including new arguments or information. Feature stories incorporate elements of Write a quality feature story that successfully RI.9-10.2: Determine a central idea of a storytelling such as characterization and plot (as implements the proper stylistic and content text and analyze its development over the course of the text, including how it opposed to the pyramid structure). elements. emerges and is shaped and refined by specific details; provide an objective summary of the text. Editorial writing utilizes the “we” voice to Analyze and generate an editorial that expresses RI.11-12.4: Determine the meaning of express the opinion of a news organization as opinion and uses a point-counterpoint technique. words and phrases as they are used in a well as the opposing view. text, including figurative, connotative, and EDUCATION EXHIBIT 11 – 8/16/16 technical meanings; analyze how an Create two separate columns arguing both sides of author uses and refines the meaning of a key term or terms over the course of a text an editorial worthy topic. (e.g., how Madison defines faction in Federalist No. 10). Profiles focus on noteworthy individuals and Select and interview a subject and write a RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including highlight their contributions to society as well as publishable profile on a noteworthy member of the application of constitutional principles and use of legal reasoning (e.g., in U.S. personal triumphs and tribulations. the Randolph High School or local community. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy KEY TERMS: (e.g., The Federalist, presidential addresses). Features, profiles, editorials, characterization, plot, editorial “we” voice, soft news, SL.9-10.1: Initiate and participate in a range of collaborative discussions (one- “evergreen,” cliché, sports slang, column, on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, subjective and objective writing, point- texts, and issues, building on others’ ideas counterpoint and expressing their own clearly and persuasively. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and EDUCATION EXHIBIT 11 – 8/16/16 broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Selecting a topic that suits one of the disciplines (sports, feature, profile, editorial) and writing a fully realized piece that is suitable for publication in Ram-Page. KEY LEARNING EVENTS AND INSTRUCTION: Students will read and annotate selected professional samples in each genre in order to understand the difference between creating a superior piece and a mediocre one. Full-class discussions on the structure of different pieces of writing. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit II: Writing Across the Discipline SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT Writing Across the Discipline Editorial archives for The New York Times: 3 Weeks Writing sports stories topics.nytimes.com/top/opinion/editorialsandope Writing feature stories d/editorials/index.html Writing profile stories Writing for the editorial page Roundup of great feature articles: Opinion versus news writing theatlantic.com/entertainment/archive/2011/05/n Current events early-100-fantastic-pieces-of- journalism/238230/ sportsjournalism.org/site-archive/ EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT III: The History of Journalism in America TRANSFER: Students will be able to analyze key historical events and their impact on modern day journalism. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex Freedom of the press impacts other ideas, concepts, and information clearly and accurately through the effective Constitutional freedoms, benefits reporters and What would be the impact on society if selection, organization, and analysis of civilians alike, and is essential for the freedom of the press did not exist? content. dissemination of information. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to The introduction of the newspaper provided the How has the introduction of the newspaper task, purpose, and audience. American people with a more convenient and impacted American culture? W.9-10.6: Use technology, including the accessible way of learning about current events. Internet, to produce, taking advantage of technology’s capacity to link to other The history of newspapers allows us to reflect Why is it important to study the history of information and to display information. on societal trends in the sharing of news and news delivery? W.9-10.8: Gather relevant information from multiple authoritative print and other information. How do changes in news delivery reflect digital sources, using advanced searched societal changes? effectively; assess the usefulness of each source in answering the research question; integrate information into the text Throughout history, journalists have taken risks selectively to maintain the flow of ideas, avoiding plagiarism and following a that have impacted future journalists and Why do journalists take risks? standard format for citation. consumers of news. EDUCATION EXHIBIT 11 – 8/16/16 W.9-10.9: Draw evidence from literary or informational texts to support analysis, KNOWLEDGE SKILLS reflection, and research. W.11-12.2: Write informative/explanatory texts to examine and convey complex Students will know: Students will be able to: ideas, concepts, and information clearly The contents and significance of the First Identify and explain how freedom of the press is and accurately through the effective selection, organization, and analysis of Amendment and how it applies to the one the five basic freedoms guaranteed by the content. professional press and high school journalists. First Amendment to the U.S. Constitution (in W.11-12.5: Develop and strengthen addition to religion, speech, assembly, and writing as needed by planning, revising, editing, rewriting, or trying a new petition). approach, focusing on addressing what is most significant for a specific purpose and audience. A basic timeline of American journalism and Create a timeline of American journalism and W.11-12.6: Use technology, including the how its history connects and builds upon itself— analyze how prior events impact later events. Internet, to produce, publish, and update individual or shared writing products in for example, how America’s first newspaper, response to ongoing feedback, including Publick Occurrences, founded in 1690, led to new arguments or information. the creation of the Boston News-Letter in 1704. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it The contributions that significant journalists Research past journalists and analyze the impact emerges and is shaped and refined by specific details; provide an objective have made globally throughout history from they have had on society. summary of the text. Nelly Bly (a late-nineteenth century pioneer in RI.11-12.4: Determine the meaning of investigative journalism) to Julian Assange words and phrases as they are used in a text, including figurative, connotative, and (started Wikileaks in 2006). technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text How standards of journalistic writing have Compare and contrast the styles of journalistic (e.g., how Madison defines faction in Federalist No. 10). changed throughout America’s history; for writing over the course of America’s history and example, standards loosened with the advent of how they reflect society. RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including tabloid journalism with New York’s Daily News the application of constitutional principles and use of legal reasoning (e.g., in U.S. in 1919. Supreme Court majority opinions and EDUCATION EXHIBIT 11 – 8/16/16 dissents) and the premises, purposes, and KEY TERMS: arguments in works of public advocacy (e.g., The Federalist, presidential First Amendment, freedom of the press, addresses). Constitution, American Revolution, Linotype RI.11-12.9: Analyze seventeenth-, and letterpress printing, Golden Age of eighteenth-, and nineteenth-century foundational U.S. documents of historical journalism, muckrakers, yellow journalism, and literary significance (including The Declaration of Independence, the tabloids, television, Watergate, mercantile Preamble to the Constitution, the Bill of papers, penny papers, photojournalism, Internet, Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and Publick Occurrences, telegraph rhetorical features. SL.9-10.1: Initiate and participate in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (SS) 6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration EDUCATION EXHIBIT 11 – 8/16/16 of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world. (SS) 6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time. (SS) 6.1.12.A.3.g: Determine the extent to which state and local issues, the press, the rise of interest-group politics, and the rise of party politics impacted the development of democratic institutions and practices. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Creating a timeline of American journalism. Researching a significant journalist in the history of American journalism and producing a clear and coherent research paper on that topic. KEY LEARNING EVENTS AND INSTRUCTION: Students will role-play a significant journalist from history and do a presentation on that journalist’s background and writing. Compare and contrast the styles of journalistic writing—including word use, formality, and levels of accuracy—over the course of America’s history and how they reflect society. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit III: The History of Journalism in America SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT The History of Journalism in America History of Journalism museum exhibit: 5 Weeks First Amendment newseum.org Tabloid journalism Societal influence First Amendment Center: Advances in technology firstamendmentcenter.org/tag/high-school- newspaper; 1forall.us/teach-the-first- amendment/ EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT IV: Understanding News: Bias and Angle TRANSFER: Students will be able to evaluate and reduce biases in their writing. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex ideas, concepts, and information clearly and Though news corporations are meant to be accurately through the effective selection, organization, and analysis of content. objective, there is always bias involved, whether knowingly or not, in how news is delivered Why is bias unavoidable in news? W.9-10.4: Produce clear and coherent writing in which the development, because of societal and other influences on organization, and style are appropriate to task, purpose, and audience. human beings. W.9-10.6: Use technology, including the Bias can be positive because it helps journalists Internet, to produce, taking advantage of technology’s capacity to link to other construct an understandable narrative for the information and to display information. Can bias ever be good in a news story? reader by enabling them to weed out information W.9-10.8: Gather relevant information that detracts from the story line. from multiple authoritative print and digital sources, using advanced searched effectively; assess the usefulness of each It is important to readers that news be objective source in answering the research question; because reading the “whole” story, both point integrate information into the text selectively to maintain the flow of ideas, Why is it important to readers that news be and counterpoint, enables them to have a clear avoiding plagiarism and following a objective? standard format for citation. understanding of the issue at hand so that they can form an educated opinion on the topic. EDUCATION EXHIBIT 11 – 8/16/16 W.9-10.9: Draw evidence from literary or The information that the journalist chooses to informational texts to support analysis, reflection, and research. include in a story reveals bias because the How is the journalist’s selection of information W.11-12.2: Write informative/explanatory journalist may also be excluding information biased? texts to examine and convey complex that would balance the story but potentially ideas, concepts, and information clearly and accurately through the effective detract from his or her narrative angle. selection, organization, and analysis of content. W.11-12.3: Write narratives to develop KNOWLEDGE SKILLS real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Students will know: Students will be able to: W.11-12.5: Develop and strengthen Bias is a slanted presentation of information Identify the bias in an article. writing as needed by planning, revising, editing, rewriting, or trying a new meant to satisfy the predominant view of a approach, focusing on addressing what is publication’s readership in order to maintain or Explore coverage of the same news story by most significant for a specific purpose and audience. increase circulation and advertising sales. different news organizations that appeal to a variety of readerships to evaluate evidence of W.11-12.6: Use technology, including the Internet, to produce, publish, and update bias. individual or shared writing products in response to ongoing feedback, including new arguments or information. A news angle is the way writers slant their Identify a writer’s news angle. RI.9-10.2: Determine a central idea of a pieces to meet their objective. text and analyze its development over the course of the text, including how it emerges and is shaped and refined by The news angle is the most important aspect of Evaluate the reporter’s and news organization’s specific details; provide an objective summary of the text. the news story because it focuses the narrative “spin” in an article and its headline in order to and displays a reporter’s understanding of identify the probable demographic of the RI.11-12.4: Determine the meaning of words and phrases as they are used in a his/her audience. readership. text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term Communications firms often feed stories to news Collaborate with peers to write the same news or terms over the course of a text (e.g., how Madison defines faction in Federalist outlets and may influence a reporter’s level of story from different angles in order to address No. 10). bias. various readerships. EDUCATION EXHIBIT 11 – 8/16/16 SL.9-10.1: Initiate and participate in a Reangle an existing news story in order to satisfy range of collaborative discussions (one-on- one, in groups, and teacher-led) with a specific readership. diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and KEY TERMS: persuasively. Bias, angle, spin, objectivity, spin control, SL.9-10.2: Integrate multiple sources of readership, target audience, communications information presented in diverse media or formats (e.g., visually, quantitatively, firms, subjectivity, censorship, prejudice, orally) evaluating the credibility and accuracy of each source. sexism, slant SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Writing the same news story from different angles to satisfy various readerships. KEY LEARNING EVENTS AND INSTRUCTION: Working in small groups, students will be assigned specific angles to use in order to rewrite the same basic news story for various readerships. Groups will read, assess, and reflect on each other’s stories and then present their results and findings to the class. EDUCATION EXHIBIT 11 – 8/16/16  Students will evaluate a variety of news sources—including word choice, narrative focus, and headline—to determine the degree of bias and probable editorial reasoning behind it. Working in small groups, students will receive a various articles from two different news sources. Students must read each of the articles and create two piles to identify which articles would appear in the same news source, and students must explain their reasoning for their piles and address a potential target audience for each. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit IV: Understanding News: Bias and Angle SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT Understanding News: Bias and Angle American Journalism Review: 4 Weeks Biases http://ajr.org/2015/04/28/how-the-media- Societal influences covered-baltimore-riots/ Relationship between reporter/news organization Columbia Journalism Review: and readership http://www.cjr.org/behind_the_news/bias_study_ falls_437_percent_s.php EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT V: The High School Newsroom TRANSFER: Students will be able to identify and analyze the hierarchy of a workplace, especially as it applies to a publishing environment. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex Newsgathering is a complex step-by-step process ideas, concepts, and information clearly and accurately through the effective that involves the reporter as well as a hierarchy selection, organization, and analysis of Why is the process of newsgathering so of publishing professionals who perform various content. complex? functions to ensure the highest possible level of W.9-10.4: Produce clear and coherent accuracy. writing in which the development, organization, and style are appropriate to task, purpose, and audience. The structure of a newsroom is designed as a How does the structure of a newsroom series of checkpoints in order to ensure that copy W.9-10.6: Use technology, including the enhance reporters’ abilities to do their job? Internet, to produce, taking advantage of is published free of factual errors and falsehoods. technology’s capacity to link to other information and to display information. The newsroom has its own distinct jargon that is W.9-10.8: Gather relevant information How does “journalism speak” reflect the necessary for the successful functioning of this from multiple authoritative print and culture of the newsroom? digital sources, using advanced searched unique environment. EDUCATION EXHIBIT 11 – 8/16/16 effectively; assess the usefulness of each All newsrooms, including those at high schools, source in answering the research question; integrate information into the text must adapt in response to their publishing Why is the high school newsroom different selectively to maintain the flow of ideas, avoiding plagiarism and following a environment, staff, readership, and available from the professional newsroom? standard format for citation. resources in order to be relevant and successful. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. KNOWLEDGE SKILLS W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective Students will know: Students will be able to: selection, organization, and analysis of content. Commonly used jargon and its function in the Identify, explain, and utilize newsroom jargon. newsroom. W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen Every person in a newsroom has a unique role in Identify and explain the roles and details, and well-structured event sequences. the newsgathering and editing process designed responsibilities of staff in a newsroom. to streamline the publishing operation. W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is In order to successfully produce an article for the Observe and analyze the Ram-Page editorial most significant for a specific purpose and high school newspaper, students must take into process. audience. consideration the publishing environment and W.11-12.6: Use technology, including the available resources. Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. A news, sports, or feature story must meet all of Produce an appropriate news, sports, or feature the specifications of an editor and/or publisher in story and submit it for publication in Ram-Page. RI.9-10.2: Determine a central idea of a text and analyze its development over the order to make it acceptable for publication. course of the text, including how it emerges and is shaped and refined by specific details; provide an objective To create deadline-driven stories, reporters rely summary of the text. Identify the tools necessary to complete on an ensemble of tools of the trade that range deadline-driven stories under the structure of a SL.9-10.1: Initiate and participate in a from being accurate in their writing and using range of collaborative discussions (one- newsroom. EDUCATION EXHIBIT 11 – 8/16/16 on-one, in groups, and teacher-led) with proper story structure to working with editors diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and other newsroom staffers as needed through and expressing their own clearly and persuasively. the final production of their articles. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, KEY TERMS: orally) evaluating the credibility and accuracy of each source. Newsroom, byline, dateline, lead, quote, SL.9-10.6: Adapt speech to a variety of attribution, flag, edition, infographic, deck, text, contexts and tasks, demonstrating jump or jumpline, cutline, teaser, wire story, command of formal English when indicated or appropriate. mugshot, art, centerpiece, index, kill, copy, deadline, off the record, logo L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Analyzing the functions of the Ram-Page newsroom by attending an editing session and completing a written assignment as a follow-up based on their findings. Submitting a completed article for Ram-Page then analyzing and reflecting on the changes Ram-Page staff made to their copy in order to publish it. KEY LEARNING EVENTS AND INSTRUCTION: Work as a group to identify and assess the roles and responsibilities of staff in a newsroom. Create a mock mini-newsroom, using the proper newsroom jargon and following the correct procedure to see copy from EDUCATION EXHIBIT 11 – 8/16/16  the initial writing stage through final publication. RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit V: The High School Newsroom SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT The High School Newsroom View and critique “All the President’s Men” 5 Weeks Collaboration and hierarchy http://www.imdb.com/title/tt0074119/ Editorial process Article production NYTimes blog on rights and responsibilities: http://learning.blogs.nytimes.com/2011/08/22/st udent-journalism-a-guide-to-rights-and- responsibilities/?_r=0 EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT VI: Media Law and Ethics TRANSFER: Students will be able to identify and analyze current ethical issues in journalism and be able to apply this knowledge to the ethics of other professions. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex ideas, concepts, and information clearly A code of ethics helps reporters to maintain and accurately through the effective fairness, accuracy, and honesty in reporting, Why should reporters adhere to a code of selection, organization, and analysis of content. while simultaneously avoiding the “7 Deadly ethics? Sins” of ethical reporting. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to American journalists face myriad challenges and In what ways do governments around the world task, purpose, and audience. risks when reporting abroad because of constrict, or even violate, American journalists’ W.9-10.6: Use technology, including the governments’ varying definitions of what right to freedom of the press in order to censor, Internet, to produce, taking advantage of constitutes freedom of the press. control, or restrict the dissemination of technology’s capacity to link to other information and to display information. information? EDUCATION EXHIBIT 11 – 8/16/16  Because publishers have a wide range of goals W.9-10.8: Gather relevant information from multiple authoritative print and and values, they also interpret journalistic ethics digital sources, using advanced searched Why is the definition of journalistic ethics so effectively; assess the usefulness of each differently, and it is the responsibility of the debatable? source in answering the research question; consumer to consider the source of information integrate information into the text selectively to maintain the flow of ideas, and its likely ethical standards. avoiding plagiarism and following a standard format for citation. Publications manipulate material in order to cater What is an acceptable level of alteration of text W.9-10.9: Draw evidence from literary or to a specific audience, which serves their own informational texts to support analysis, and/or photos to suit the needs of a publication? reflection, and research. needs and purposes. W.11-12.2: Write Reporters must, at all times, be factual, truthful, informative/explanatory texts to examine and convey complex ideas, concepts, and and accurate in their news stories to produce Why is it the reporter’s responsibility to be information clearly and accurately through the effective selection, unbiased, complete news stories in order to balanced and truthful? organization, and analysis of content. maintain a trusting audience. W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is KNOWLEDGE SKILLS most significant for a specific purpose and audience. W.11-12.6: Use technology, including the Students will know: Students will be able to: Internet, to produce, publish, and update individual or shared writing products in The “7 Deadly Sins” of ethical reporting include Identify, explain, and avoid committing the “7 response to ongoing feedback, including deception, conflict of interest, bias, fabrication, Deadly Sins” of ethical reporting. new arguments or information. theft, burning a source, and plagiarism. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it Freedom of the press means journalists have the Define and discuss freedom of the press and its emerges and is shaped and refined by specific details; provide an objective right to report the news and express their importance in not only journalism, but also summary of the text. opinions without fear of censorship or reprisal by American society as a whole. RI.11-12.4: Determine the meaning of the government. words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an The Society of Professional Journalists (SPJ) has Create a student journalist’s code of ethics for the EDUCATION EXHIBIT 11 – 8/16/16 author uses and refines the meaning of a its own code of ethics (seek truth and report it, duration of the Journalism I course. key term or terms over the course of a text (e.g., how Madison defines faction in minimize harm, act independently/avoid conflict Federalist No. 10). of interest, and be accountable and transparent) RI.11-12.8: Delineate and evaluate the that reporters must follow, no matter the reasoning in seminal U.S. texts, including the application of constitutional principles surrounding circumstances, in order to produce and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and quality and accurate news. dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential The meaning of terms such as libel, slander, Identify and define the following terms—libel addresses). invasion of privacy, and freedom of the press is versus slander, invasion of privacy, and freedom RI.11-12.9: Analyze seventeenth-, essential to executing the duties of a journalist of the press—and study their application in actual eighteenth-, and nineteenth-century foundational U.S. documents of historical properly. journalism case studies. and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Breaches of ethics in the field of journalism Research, report on, and discuss a journalism Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and occur regularly because the need for increased ethics case study either selected individually or rhetorical features. advertising, sales, and readership often trumps as assigned by the teacher. SL.9-10.1: Initiate and participate in a the objective presentation of news. range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas KEY TERMS: and expressing their own clearly and Freedom of the press, ethics, media law, code of persuasively. ethics, libel, invasion of privacy, conflict of SL.9-10.2: Integrate multiple sources of interest, deception, fabrication, theft, burning a information presented in diverse media or formats (e.g., visually, quantitatively, source, plagiarism, photoshop, sic, “7 Deadly orally) evaluating the credibility and accuracy of each source. Sins” of ethical reporting, slander, intellectual property, copyright, federal shield law, patriot SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating act, fact-checking, catastrophe coverage command of formal English when indicated or appropriate. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. EDUCATION EXHIBIT 11 – 8/16/16 L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (SS) 6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world. (SS) 6.1.12.D.2.b: Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Writing a research paper and presenting an ethics case study involving a “disgraced journalist” in media (print, online, or broadcast journalism) for group discussion. KEY LEARNING EVENTS AND INSTRUCTION: Media Ethics Stations: Students receive examples of ethics cases, and they must independently determine what is and is not ethical, from photoshop to textual content. “7 Deadly Sins” Intensive Study and Analysis: Students read various news articles, identify the “sins” as they appear, and explain why it falls under that “sin.” EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit VI: Media Law and Ethics SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT Media Law and Ethics Media ethics case studies 4 Weeks “7 Deadly Sins” Freedom of the press View and critique Shattered Glass (2003) Libel laws Codes of ethics landing.adobe.com/en/na/products/creative- cloud/69308-real-or-photoshop/ (25 Years of Photoshop) spj.org/shieldlaw-faq.asp journalism.nyu.edu/publishing/ethics- handbook/privacy-vs-the-publics-right-to-know/ judiciary.house.gov/issue/usa-freedom-act/ SPJ Code of Ethics (textbook Appendix EDUCATION EXHIBIT 11 – 8/16/16  Document A, page 557) RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT VII: Online Reporting TRANSFER: Students will have a greater understanding of digital environments and be able to produce material that is suitable for modern-day communication. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS W.9-10.2: Write informative/ explanatory text to examine and convey complex The advantages of online reporting include being ideas, concepts, and information clearly and accurately through the effective able to get news immediately; however, because Why might online reporting be preferable to selection, organization, and analysis of of the speed of its delivery, that news may print? content. contain inaccuracies. W.9-10.4: Produce clear and coherent writing in which the development, Online news sites have taken a toll on print organization, and style are appropriate to How has online reporting supplanted the need task, purpose, and audience. publications because the former allows for faster for print publications? W.9-10.6: Use technology, including the and cheaper delivery of the news to consumers. Internet, to produce, taking advantage of technology’s capacity to link to other Online news sites have the benefit of publishing Why are there differences between online information and to display information. content as needed with unlimited space and a 24- news sites and printed newspapers? EDUCATION EXHIBIT 11 – 8/16/16 W.9-10.8: Gather relevant information hour news cycle rather than adhering to space from multiple authoritative print and digital sources, using advanced searched restrictions and daily, weekly, or even monthly effectively; assess the usefulness of each source in answering the research question; deadlines for printed newspapers. integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a Social networking has helped usher in the new standard format for citation. age of citizen journalism, where anyone can How has social networking changed the face W.9-10.9: Draw evidence from literary or create and deliver news content to a targeted of news? informational texts to support analysis, reflection, and research. readership. W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly KNOWLEDGE SKILLS and accurately through the effective selection, organization, and analysis of content. Students will know: Students will be able to: W.11-12.3: Write narratives to develop real or imagined experiences or events Online news has threatened the print news Consider and discuss what direction the print using effective technique, well-chosen business because it adheres to a twenty-four- medium will take in the future. details, and well-structured event sequences. hour news cycle and is more easily accessible. W.11-12.5: Develop and strengthen writing as needed by planning, revising, Advances in technology have a profound effect Track and analyze recent trends in online editing, rewriting, or trying a new approach, focusing on addressing what is on the delivery of news because people have reporting based on major technological most significant for a specific purpose and audience. access to news through their smartphones at any advancements such as the smartphone, place or time. multimedia capability, and social media. W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in Online reporting can be a threat to delivering Compete with classmates to write a truthful and response to ongoing feedback, including new arguments or information. truthful and accurate news because of accurate article on a breaking news topic as competition and speed of news delivery. quickly as possible in order to be the first RI.9-10.2: Determine a central idea of a text and analyze its development over the reporter to get published. course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. KEY TERMS: EDUCATION EXHIBIT 11 – 8/16/16  Citizen journalism, print publication, online SL.9-10.1: Initiate and participate in a range of collaborative discussions (one- reporting, consumers, multimedia, smartphone, on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, social media texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (T) 8.1.12.D.1: Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. (T) 8.1.12.D.2: Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of personal information. (T) 8.1.12.D.3: Compare and contrast policies on filtering and censorship both locally and globally. (T) 8.1.12.D.5: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, EDUCATION EXHIBIT 11 – 8/16/16 lifelong learning, and career needs. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Researching, writing, and submitting an online news story to a local news organization. Analyze the 24-hour news cycle that goes hand-in-hand with online reporting. KEY LEARNING EVENTS AND INSTRUCTION: With a partner, students will compare and contrast an online and a print version of an article written on the same news topic. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit VII: Online Reporting SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT Online Reporting Online news agencies such as: CNN.com, 4 Weeks Writing for online news organizations buzzfeed.com, and TAPintoRandolph.net Similarities and differences between online and print articles Social networking sites such as: Twitter, Societal influences Facebook, and YouTube Print news such as: The New York Times, The New York Post, and Randolph Reporter EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I UNIT VIII: Public Relations, Marketing, and Advertising TRANSFER: Students will be able to create a successful marketing, advertising, or public relations campaign and recognize how these disciplines influence their lives and choices. STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS RI.11-12.1: Cite strong and thorough Public relations, marketing, and advertising textual evidence to support analysis of what the text says explicitly as well as create positive images for clients, enabling them How often do public relations, marketing, and inferences drawn from the text, including determining where the text leaves matters to promote brands and sell products that impact advertising distort the truth in order to please a uncertain. not only the economy but also our society in client? RI.11-12.2: Determine two or more general. central ideas of a text and analyze their development over the course of the text, including how they interact and build on Unlike in journalism, public relations, marketing, one another to provide a complex How do public relations, marketing, and analysis; provide an objective summary of and advertising concern target audiences with advertising work together to impact the media the text. both positive and negative messages in order to and society? create revenue for the media and corporations. EDUCATION EXHIBIT 11 – 8/16/16 RI.11-12.3: Analyze a complex set of It is imperative that public relations, marketing, ideas or sequence of events and explain how specific individuals, ideas, or events and advertising teams remain current with interact and develop over the course of the In what ways have public relations, marketing, text. advances in technology and society in order to and advertising evolved over time? efficiently and successfully reach their target RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author audience. uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Public relations, marketing, and media outlets conduct research to create relevant content and How and why do we become the targeted RI.11-12.6: Determine an author's point of view or purpose in a text in which the campaigns for their target audiences and audience of public relations, marketing, and rhetoric is particularly effective, analyzing how style and content contribute to the “publics” in order to generate a better income, media campaigns? power, persuasiveness or beauty of the image, or product. text. RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., KNOWLEDGE SKILLS visually, quantitatively) as well as in words in order to address a question or solve a problem. Students will know: Students will be able to: W.11-12.1: Write arguments to support Clients hire public relations, marketing, and Plan an effective public relations, marketing, or claims in an analysis of substantive topics or texts, using valid reasoning and advertising firms to create, improve, or change advertising campaign. relevant and sufficient evidence. the image for their products or themselves. W.11-12.2: Write Create a marketing strategy and media kit/deck informative/explanatory texts to examine and convey complex ideas, concepts, and for said campaign. information clearly and accurately through the effective selection, organization, and analysis of content. One main difference between PR, marketing, and Assess the differences and similarities between W.11-12.4 Produce clear and coherent advertising and journalism is that bias and public relations, marketing, and advertising and writing in which the development, bending of the truth are standard practices in PR, journalism. organization, and style are appropriate to task, purpose, and audience. marketing, and advertising, whereas in most W.11-12.5: Develop and strengthen news organizations, barring tabloids, objectivity writing as needed by planning, revising, is valued. editing, rewriting, or trying a new EDUCATION EXHIBIT 11 – 8/16/16 approach, focusing on addressing what is most significant for a specific purpose and audience. Public relations, marketing, advertising, and Research the similarities and differences in how W.11-12.6: Use technology, including the journalism are all communications fields that the same content is handled by public relations, Internet, to produce, publish, and update present the same basic information in vastly marketing, and advertising firms versus a news individual or shared writing products in response to ongoing feedback, including different ways to satisfy the needs of their clients organization. new arguments or information. and readership. W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated A press release contains journalistic details Read a press release and identify what question) or solve a problem; narrow or broaden the inquiry when appropriate; framed for a different audience. components are “newsworthy.” synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Write a press release about a current issue. W.11-12.8: Gather relevant information from multiple authoritative print and KEY TERMS: digital sources, using advanced searches effectively; assess the strengths and Public relations, marketing, advertising, revenue, limitations of each source in terms of the targeting, press release, campaign, bias, publics, task, purpose, and audience; integrate information into the text selectively to deck, media kit maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L.11-12.1: Demonstrate command of the EDUCATION EXHIBIT 11 – 8/16/16 conventions of standard English grammar and usage when writing or speaking. L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (21CLC) 9.3.12.AR-JB.2: Demonstrate writing processes used in journalism and broadcasting. ASSESSMENT EVIDENCE: Students will show their learning by: Planning an effective public relations, marketing, or advertising campaign, and creating a marketing strategy and media kit/deck for said campaign. KEY LEARNING EVENTS AND INSTRUCTION: Students will research a specific news event and analyze how coverage was handled differently by a public relations, marketing, or advertising campaign and a news organization. Students will study recent press releases, identify their newsworthy components, and then use these samples to write an original press release about a current issue. EDUCATION EXHIBIT 11 – 8/16/16  RANDOLPH TOWNSHIP SCHOOL DISTRICT Journalism I Unit VIII: Public Relations, Marketing, and Advertising SUGGESTED TIME CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES ALLOTMENT Public Relations, Marketing, and Advertising Online press/media kits 5 Weeks Public relations Marketing Advertising, marketing, and public relations Advertising campaign samples for brands such as Nike, Press release people such as Olympic athletes, and the enhancement of corporate images Randolph Township Schools website publicityinsider.com EDUCATION EXHIBIT 11 – 8/16/16 EDUCATION EXHIBIT 11 – 8/16/16  APPENDIX A Benchmark 1 All student journalists will attend an emergency press conference in the school. The spokesperson will share details of a breaking news event. Students will be assessed for this benchmark in three ways: 1) their preparation for the conference; 2) their participation during the conference; and 3) their completion of a news article immediately following the conclusion of the conference. More specifically, students will be assessed based on the following components: 1. Prior to the press conference: Student journalists will prepare for the press conference in two ways, both of which will be assessed: 1) Perform background research: Research should be two paragraphs in length, typed, and double spaced. 2) Prepare a list of ten questions for the spokesperson, suitable for the press conference. Questions must be typed and double spaced in 12-point type. Students will submit both of these completed tasks at the end of the benchmark period. 2. During the press conference: During the conference, student journalists will be assessed in two ways, on their interviewing and note-taking skills. They will be required to ask a minimum of three questions during the conference, and they must submit their hand-written notes at the end of the conference. Assessment: These two tasks will be assessed based on one or more of the following checklists, as warranted. Interviewing/questioning *Does the journalist ask questions related to the 5Ws and 1H? *Does the journalist ask for proper spelling, when warranted? *Does the journalist request proper attribution information, when warranted? *Do the journalist’s questions show evidence of having prepared for the conference in advance? *Is the journalist asking a hard-hitting question in a respectful way? *Is the journalist asking follow-up questions, when warranted? *Is the journalist showing respect in his or her questioning? Notetaking *Did the journalist take thorough notes of the conference? *Did the journalist check his or her spelling of names, places, etc.? *Did the journalist quote the source correctly? *Was the journalist accurate and clear enough in his or her note-taking to compose a news article? 3. After the press conference: EDUCATION EXHIBIT 11 – 8/16/16  Students will write a news article based on their notes from the press conference, around 150 words in length, which they must type and submit, double spaced, by the end of the benchmark class period. Note: No news articles will be accepted late, after the close of the benchmark class period. The teacher will grade news articles based on the attached rubric. Benchmark points as follows: 1. Background research-25 points. (Full credit for two paragraphs that address all of the questions; partial credit for one or two paragraphs that address only some of the questions; no credit for missing paragraphs or paragraphs that are off topic.) 2. 10 questions-25 points. (Full credit for ten questions that are suitable for the press conference; partial credit for fewer than ten questions that are suitable for the press conference; no credit for missing questions or questions that are off topic.) 3. Interviewing-25 points. (Full credit for asking the source a minimum of three questions that adhere to the checklist above; partial credit for asking the source fewer than three questions that adhere to the checklist; no credit for asking no questions or questions that are unsuitable or off topic.) 4. Notetaking-25 points. (Full credit for accurate, comprehensive, and clear notes; partial credit for notes that are not completely accurate, comprehensive, or clear; no credit for notes that are completely inaccurate, incomprehensive, and unclear.) 5. News article-100 points. (See rubric for credit breakdown.) EDUCATION EXHIBIT 11 – 8/16/16  Benchmark 1: News Writing Rubric Unacceptable 50-59 Poor 60-69 Fair 70-79 Good 80-89 Excellent 90-100 Head, Lead, Head, Lead, and nut Head, Lead and nut graph Head, Lead and nut graph Head, Lead and nut graph are Head, Lead, and nut graph are and Nut graph are non-existent or are weak and contains little contain necessary well-written and contain needed written clearly and without Graph do not relate to story's necessary information. Do information, but are weakly information. Include 5Ws & 1H. error. Includes necessary 5Ws main facts. not address 5Ws & H. Do not composed or awkward. Grab reader attention. Head is & H. Fully engages reader grab reader’s attention. Includes most of essential enticing and contains strong, attention. Head is catchy; Head is mechanical, too long 5Ws & H. Do little to grab active verbs and short, simple makes reader want to jump or short, or vague. Lead reader attention. Head is words. Lead summarizes story's right into story; Distills the trivializes the story. Lead is either slightly long, short, or most important points. Nut essence of the news point of a too broad and/or vague. vague. Lead emphasizes less graph opens with a back-up story; Is positive and specific; important facts or contains quote and attribution and Contains strong, active verbs too many facts. completes most of the 5Ws and and short, simple words 1H. Engages reader Inverted Article lacks any Organizational structure is The article shows the The information follows a Information is deftly organized Pyramid organizational structure. limited. Article is disjointed elements of basic coherent inverted pyramid by importance, and there