Newspaper Month Content and Essential Questions Skills ...

Centerville High School

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Newspaper Teacher: Shelley Newman Month Content and Essential Questions Skills Lesson Examples and

Assessments August 2008

A. Staff Job Descriptions EQ: What role do I play in the production of this year's school newspaper? EQ: What responsibilities are required of me in this class? B. Ad Sales EQ: Why are ad sales important to the production of a newspaper? EQ: What is the ad sale procedure?

A. Students are introduced to their staff roles and responsibilities. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Introduced • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Introduced A. Students spend the remainder of the month becoming developed in their roles and responsibilities. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed B. Students are made aware of the importance of ad sales to the production of a school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Introduced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Introduced • JRN.7.4.a development of the copy, Introduced • JRN.7.4.b format (print, online, or media), and Introduced • JRN.7.4.c distribution systems. Introduced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Introduced B. Students are made aware of the ad sales procedure.

A. Students are given a staff handbook on the first day of class. This handbook explains the roles and responsibilities of each staff member. Students are then responsible for adhering to the roles and responsibilities required of them. B. The ad sales procedure is also explained in the staff handbook. Students will learn selling do's and don'ts, and they will be given a list of possible business contacts. Afterwards, each student will be responsible for selling a set amount of advertisements by the assigned September deadline. The number of ads each student is responsible for selling will vary each school year depending on the paper specifications and the number of students in the class.

Newman Newspaper Centerville High School


Month Content and Essential Questions Skills Lesson Examples and Assessments

C. Journalistic Writing EQ: How is journalistic writing different from the type of writing done in an English class? EQ: How does journalistic writing differ from one section of the newspaper to another?

B. Students put the ad sales procedure into action by selling ads. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Developed C. Students learn the basics of writing news stories, news leads, and news headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Introduced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Introduced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Introduced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Introduced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Introduced • JRN.4.6.a short, focused sentences and paragraphs, Introduced • JRN.4.6.b varied word usage and descriptive vocabulary, Introduced • JRN.4.6.c active voice verbs, and Introduced • JRN.4.6.d specific word choice to avoid jargon and vague language. Introduced • Indicator JRN.4.7 Use language effectively to establish a specific

C. Students will spend the majority of this first month being introduced to journalistic writing, which is quite different from the writing students are asked to do in an English class. Practice exercises in class, as well as out of class, will be shared, discussed, and graded. C. Students will also be asked to participate in writing exercises that focus on the differences in journalistic writing from one section of the newspaper to another. For example, students might be asked to take one topic and write a news, feature, AND opinion story over that one subject. The focus and the tone of all three pieces should be quite different, even though they are all about the same topic. These, too, will be shared, discussed, and graded.




tone. Introduced • Indicator JRN.5.1 Write news stories that: Introduced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Introduced • JRN.5.1.b use a variety of creative leads. Introduced • JRN.5.1.c contain adequate information from credible sources. Introduced • JRN.5.1.d narrate events accurately including their significance to the audience. Introduced • JRN.5.1.e include appropriate quotations and proper attribution. Introduced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Introduced • JRN.5.1.g cite sources of information correctly. Introduced • JRN.5.1.h follow standard journalistic language and format conventions. Introduced C. Students practice writing news stories, news leads, and news headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Developed • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Developed • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Developed • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Developed • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Developed • JRN.4.6.a short, focused sentences and paragraphs, Developed • JRN.4.6.b varied word usage and descriptive vocabulary, Developed • JRN.4.6.c active voice verbs, and Developed • JRN.4.6.d specific word choice to avoid jargon and vague language. Developed • Indicator JRN.4.7 Use language effectively to establish a specific




tone. Developed • Indicator JRN.5.1 Write news stories that: Developed • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Developed • JRN.5.1.b use a variety of creative leads. Developed • JRN.5.1.c contain adequate information from credible sources. Developed • JRN.5.1.d narrate events accurately including their significance to the audience. Developed • JRN.5.1.e include appropriate quotations and proper attribution. Developed • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Developed • JRN.5.1.g cite sources of information correctly. Developed • JRN.5.1.h follow standard journalistic language and format conventions. Developed C. Students learn the basics of writing feature stories, feature leads, and feature headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Introduced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Introduced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Introduced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Introduced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Introduced • JRN.4.6.a short, focused sentences and paragraphs, Introduced • JRN.4.6.b varied word usage and descriptive vocabulary, Introduced • JRN.4.6.c active voice verbs, and Introduced • JRN.4.6.d specific word choice to avoid jargon and vague language. Introduced • Indicator JRN.4.7 Use language effectively to establish a specific




tone. Introduced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Introduced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Introduced • JRN.5.2.b use a variety of creative leads. Introduced • JRN.5.2.c contain adequate information from credible sources. Introduced • JRN.5.2.d narrate events accurately including their significance to the audience. Introduced • JRN.5.2.e include appropriate quotations and proper attribution. Introduced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Introduced • JRN.5.2.g cite sources of information correctly. Introduced • JRN.5.2.h follow standard journalistic language and format conventions. Introduced • Indicator JRN.5.3 Write in-depth issue features that: Introduced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Introduced • JRN.5.3.b are adequately researched and use a variety of leads. Introduced • JRN.5.3.c explore the personal significance of an experience Introduced • JRN.5.3.d use appropriate quotations and provide proper attribution. Introduced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Introduced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Introduced • JRN.5.3.g cite sources of information using the correct form for attribution. Introduced • JRN.5.3.h follow standard journalistic language and format conventions. Introduced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Introduced C. Students practice writing feature stories, feature leads, and feature




headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Developed • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Developed • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Developed • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Developed • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Developed • JRN.4.6.a short, focused sentences and paragraphs, Developed • JRN.4.6.b varied word usage and descriptive vocabulary, Developed • JRN.4.6.c active voice verbs, and Developed • JRN.4.6.d specific word choice to avoid jargon and vague language. Developed • Indicator JRN.4.7 Use language effectively to establish a specific tone. Developed • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Developed • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Developed • JRN.5.2.b use a variety of creative leads. Developed • JRN.5.2.c contain adequate information from credible sources. Developed • JRN.5.2.d narrate events accurately including their significance to the audience. Developed • JRN.5.2.e include appropriate quotations and proper attribution. Developed • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Developed • JRN.5.2.g cite sources of information correctly. Developed • JRN.5.2.h follow standard journalistic language and format conventions. Developed




• Indicator JRN.5.3 Write in-depth issue features that: Developed • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Developed • JRN.5.3.b are adequately researched and use a variety of leads. Developed • JRN.5.3.c explore the personal significance of an experience Developed • JRN.5.3.d use appropriate quotations and provide proper attribution. Developed • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Developed • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Developed • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Developed • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Developed C. Students learn the basics of writing opinion stories, opinion leads, and opinion headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Introduced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Introduced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Introduced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Introduced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Introduced • JRN.4.6.a short, focused sentences and paragraphs, Introduced • JRN.4.6.b varied word usage and descriptive vocabulary, Introduced




• JRN.4.6.c active voice verbs, and Introduced • JRN.4.6.d specific word choice to avoid jargon and vague language. Introduced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Introduced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Introduced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Introduced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Introduced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Introduced • JRN.5.4.d compare the new work to previous work. Introduced • JRN.5.4.e describe audience reaction. Introduced • JRN.5.4.f use appropriate quotations and provide proper attribution. Introduced • JRN.5.4.g follow standard journalistic language and format conventions. Introduced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Introduced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Introduced • JRN.5.5.b are adequately researched and use a variety of creative leads. Introduced • JRN.5.5.c explore the personal significance of an experience. Introduced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Introduced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Introduced • JRN.5.5.f use appropriate quotations and provide proper attribution. Introduced • JRN.5.5.g cite sources of information using the correct form for attribution. Introduced • JRN.5.5.h follow standard journalistic language and format conventions. Introduced • Indicator JRN.5.6 Use varied and extended or technical and scientific




vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Introduced C. Students practice writing opinion stories, opinion leads, and opinion headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Developed • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Developed • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Developed • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Developed • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Developed • JRN.4.6.a short, focused sentences and paragraphs, Developed • JRN.4.6.b varied word usage and descriptive vocabulary, Developed • JRN.4.6.c active voice verbs, and Developed • JRN.4.6.d specific word choice to avoid jargon and vague language. Developed • Indicator JRN.4.7 Use language effectively to establish a specific tone. Developed • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Developed • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Developed • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Developed • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Developed • JRN.5.4.d compare the new work to previous work. Developed • JRN.5.4.e describe audience reaction. Developed • JRN.5.4.f use appropriate quotations and provide proper attribution. Developed




• JRN.5.4.g follow standard journalistic language and format conventions. Developed • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Developed • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Developed • JRN.5.5.b are adequately researched and use a variety of creative leads. Developed • JRN.5.5.c explore the personal significance of an experience. Developed • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Developed • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Developed • JRN.5.5.h follow standard journalistic language and format conventions. Developed • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Developed C. Students learn the basics of writing sports stories, sports leads, and sports headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Introduced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Introduced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Introduced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Introduced • Indicator JRN.4.6 Select and use an appropriate journalistic style for




writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Introduced • JRN.4.6.a short, focused sentences and paragraphs, Introduced • JRN.4.6.b varied word usage and descriptive vocabulary, Introduced • JRN.4.6.c active voice verbs, and Introduced • JRN.4.6.d specific word choice to avoid jargon and vague language. Introduced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Introduced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Introduced C. Students practice writing sports stories, sports leads, and sports headlines. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Developed • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Developed • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Developed • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Developed • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Developed • JRN.4.6.a short, focused sentences and paragraphs, Developed • JRN.4.6.b varied word usage and descriptive vocabulary, Developed • JRN.4.6.c active voice verbs, and Developed • JRN.4.6.d specific word choice to avoid jargon and vague language. Developed • Indicator JRN.4.7 Use language effectively to establish a specific tone. Developed • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Developed




C. Students learn the basics of interviewing and writing the interview story. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Introduced • JRN.4.3.a researching background information, Introduced • JRN.4.3.b formulating questions that elicit valuable information, Introduced • JRN.4.3.c observing and recording details during the interview, Introduced • JRN.4.3.d effectively concluding the interview, Introduced • JRN.4.3.e double-checking information before writing the story, and Introduced • JRN.4.3.f keeping dated notes or interview records on file. Introduced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Introduced C. Students practice their interviewing skills and writing interviews. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Developed • JRN.4.3.a researching background information, Developed • JRN.4.3.b formulating questions that elicit valuable information, Developed • JRN.4.3.c observing and recording details during the interview, Developed • JRN.4.3.d effectively concluding the interview, Developed • JRN.4.3.e double-checking information before writing the story, and Developed • JRN.4.3.f keeping dated notes or interview records on file. Developed • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Developed • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that




D. Desktop Publishing EQ: How is the school newspaper produced on the computer? EQ: What rules of design need to be adhered to by the staff?

includes: Developed • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Developed • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Developed • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Developed • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Developed • JRN.4.6.a short, focused sentences and paragraphs, Developed • JRN.4.6.b varied word usage and descriptive vocabulary, Developed • JRN.4.6.c active voice verbs, and Developed • JRN.4.6.d specific word choice to avoid jargon and vague language. Developed • Indicator JRN.4.7 Use language effectively to establish a specific tone. Developed D. Students are introduced to the technology and computer programs that are used to create the newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Introduced • JRN.6.3.a signature, Introduced • JRN.6.3.b dummying, Introduced • JRN.6.3.c ladder, Introduced • JRN.6.3.d font, and Introduced • JRN.6.3.e graphics. Introduced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Introduced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Introduced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Introduced • JRN.6.6.a media convergence, Introduced • JRN.6.6.b Internet and evolving technologies, Introduced

D. Students will be introduced to the desktop publishing program PageMaker, and they will receive practice at using PageMaker (as well as demonstrate their understanding of newspaper design) by typing some of their practice writing exercises and placing them onto mock newspaper pages. These mock newspaper pages will then be shared, discussed, and graded.




• JRN.6.6.c podcasts and blogs, and Introduced • JRN.6.6.d satellite communications. Introduced D. Students practice using the technology and computer programs that are used to create the newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Developed • JRN.6.3.a signature, Developed • JRN.6.3.b dummying, Developed • JRN.6.3.c ladder, Developed • JRN.6.3.d font, and Developed • JRN.6.3.e graphics. Developed • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Developed • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Developed • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Developed • JRN.6.6.a media convergence, Developed • JRN.6.6.b Internet and evolving technologies, Developed • JRN.6.6.c podcasts and blogs, and Developed • JRN.6.6.d satellite communications. Developed D. Students are introduced to the rules of newspaper design. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Introduced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Introduced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Introduced • JRN.6.3.a signature, Introduced • JRN.6.3.b dummying, Introduced • JRN.6.3.c ladder, Introduced • JRN.6.3.d font, and Introduced




E. Photography EQ: How is a good, quality photo defined? EQ: What do I need to do to take a good, quality photo?

• JRN.6.3.e graphics. Introduced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Introduced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Introduced D. Students demonstrate their knowledge of newspaper design. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Developed • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Developed • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Developed • JRN.6.3.a signature, Developed • JRN.6.3.b dummying, Developed • JRN.6.3.c ladder, Developed • JRN.6.3.d font, and Developed • JRN.6.3.e graphics. Developed • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Developed • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Developed E. Students are introduced to the do's and don'ts of photography and are asked to then demonstrate their knowledge of this subject area. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Developed

E. Likewise, students will be introduced to photography and to the Photoshop computer program. Staff members will receive practice at taking pictures, manipulating them in Photoshop, and placing them onto mock newspaper pages. These mock newspaper pages and the individual photos themselves will be shared, discussed, and graded.




September 2008

A. Finishing Ad Sales EQ: What effect have our ad sales had on the production of our newspaper? EQ: What is the next step in ad sales? What do we do with the ads we have sold? B. The Brainstorming Process

A. Students finalize their ad sales. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced A. Students use the appropriate technology and computer programs to design and create the ads that were sold. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Developed • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Developed • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Developed • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Developed • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Developed • JRN.6.6.a media convergence, Developed • JRN.6.6.b Internet and evolving technologies, Developed • JRN.6.6.c podcasts and blogs, and Developed • JRN.6.6.d satellite communications. Developed B. Students are introduced to the brainstorming process. This includes

A. With ad sales coming to an end this month, students will be graded based on the percentage of their advertising quota that was met by the assigned deadline. A. Students will be expected to create ads that are visually appealing to both the advertiser and to the individuals receiving/reading the newspaper. The ads will be graded based on such things as deadline completion, photo/art quality, design, accuracy, composition/grammar, etc. B. Chapter 3 of our Journalism Today




EQ: How do we decide what to put into our newspaper? EQ: What is the "Who Cares?" method, and what does it mean for something to be "newsworthy"?

answering the following questions: What is news? What does it mean for something to be newsworthy? What is the "Who Cares?" method? IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Introduced • JRN.3.1.a importance or amount of space or time, Introduced • JRN.3.1.b proximity or nearness, Introduced • JRN.3.1.c timeliness or immediacy, Introduced • JRN.3.1.d prominence or names, Introduced • JRN.3.1.e conflict, consequence, or impact, Introduced • JRN.3.1.f variety, Introduced • JRN.3.1.g human interest, or Introduced • JRN.3.1.h humor. Introduced • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Introduced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Introduced B. Students brainstorm for the first issue of the newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Developed • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Developed

book does an excellent job of defining what makes the news and what events should be deemed as "newsworthy." It discusses such things as news judgement, timeliness, proximity, prominence, consequence, human interest, conflict, etc. As a class, we take a detailed look at this chapter; We then apply our understanding to the actual brainstorming process. B. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. B. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. B. Students may also have other various graded assignments over this topic. For example, they may be asked to examine the front page of a local newspaper and identify all the news elements on it. They would then be asked to type a response explaining what they have discovered about the news judgment of the paper. B. Another example might be that students would write a brief summary of a newspaper's front-page stories and then ask ten students to rate the stories in order of importance. Staff members would be asked to type a response explaining and analyzing their results.




C. Creating the Newspaper EQ: How do we take everything we have learned (and are learning) and turn it into a quality publication? EQ: What is the production schedule for this month?

C. Students create the school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and

C. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography.




captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about




life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Reinforced • JRN.5.5.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format




D. The Editing Process EQ: What is the editing process? EQ: Why is the editing process important?

conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced D. Students are introduced to the editing process and are made aware of the importance of editing. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Introduced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Introduced • Indicator JRN.4.10 Revise and edit copy to ensure effective,

D. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.)




E. The Revision Process EQ: What is the revision process? EQ: Why is it important to thoroughly, accurately, and correctly revise?

grammatically correct communication using appropriate proofreading or copy editing symbols. Introduced D. Students participate in the editing process. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Developed • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Developed • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Developed E. Students are introduced to the revision process and are made aware of the importance of correctly, accurately, and thoroughly revising their work. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Introduced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Introduced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Introduced E. Students participate in the revision process. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective,

The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. E. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality.




F. Paper Analysis EQ: What makes a good newspaper? EQ: What are we doing well, and what can we do to improve?

grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced F. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed

F. After the completion of each issue, our staff will have at least one day where we look at and analyze the news as it is found in various sources. This includes a self analysis of our own school paper. Although most analysis is done together as a group in class, there are some occasions where this might be assigned as an individual and graded assignment.




G. Building a Portfolio EQ: Why is it important to have a portfolio that showcases the work I have done this year? EQ: What elements make a good portfolio?

• Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed G. Students will begin to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed

G. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to begin building a portfolio that they will turn in for a grade at the end of the school year.




• JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed

October 2008

A. Creating the Newspaper EQ: How do we take everything we have learned (and are learning) and turn it into a quality publication? EQ: What is the production schedule for this month?

A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based




writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible

on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each




sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced

business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




• JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy,




B. Paper Analysis EQ: What makes a good newspaper? EQ: What are we doing well, and what can we do to improve?

enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed

B. After the completion of each issue, our staff will have at least one day where we look at and analyze the news as it is found in various sources. This includes a self analysis of our own school paper. Although most analysis is done together as a group in class, there are some occasions where this might be assigned as an individual and graded assignment.




• JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed




C. Building a Portfolio EQ: What should I add to my portfolio this month? EQ: What might future employers like to see from me/know about me? D. Press Law EQ: Have we been acting within our legal limits? EQ: What are our rights as student journalists?

• JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students will continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed D. Students are introduced to press law matters. IN_Academic_Standards English/Language Arts (2006) : Journalism • Standard 2 Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States. Introduced • Indicator JRN.2.1 Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness. Introduced • Indicator JRN.2.2 Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press. Introduced • Indicator JRN.2.3 Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes: Introduced • JRN.2.3.a Tinker v. Des Moines Independent Community School District (1969), Introduced • JRN.2.3.b Bethel v. Fraser (1986), Introduced • JRN.2.3.c Hazelwood School District v. Kuhlmeier (1988), Introduced

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year. D. Students begin learning, discussing, and debating legal and ethical matters related to student journalism. The unit is divided into four separate lessons, the majority of which take place in class as a large, circle group. Included in this unit are video clips from the movie The People Versus Larry Flint. D. Assessments for this unit come in the form of handouts, worksheets, researched case studies, and quizzes/tests.




• JRN.2.3.d Morse v. Frederick (2007), and Introduced • JRN.2.3.e other significant or recent decisions. Introduced • Example: Example: Read Free Speech 3.0: Student Expression in the Digital Age from the McCormick Tribune Foundation and discuss First Amendment issues about freedom of speech in high schools. Introduced • Indicator JRN.2.4 Apply the legal boundaries and concepts affecting journalism to scholastic journalism. Introduced • JRN.2.4.a Censorship: removing of material by an authority Introduced • JRN.2.4.b Copyright: giving exclusive rights to material a person has written or created Introduced • JRN.2.4.c Libel and slander: printing or presenting a falsehood that damages another’s reputation Introduced • JRN.2.4.d Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose Introduced • JRN.2.4.e Prior review: reviewing prior to publication for purposes of approval or rejection Introduced • JRN.2.4.f Retraction: correcting something printed or said in the most timely fashion Introduced • JRN.2.4.g Student expression: voicing ideas and opinions in school environments Introduced • Example: Example: Read about journalism law cases online (such as those at bailiwick.lib.uiowa.edu/journalism/mediaLaw/), discuss the cases, and then explore legal questions typical of high school concerns such as: Is it appropriate to remove a title from a book list because a parent objects? (censorship) What are the guidelines, such as how much and proper credit, for using copyrighted and non-copyrighted work? (copyright) How much evidence is needed to guard against printing a falsehood about students, teachers, or administrators? (libel) Is it ever appropriate to print offensive language if those words are used in a quote from an interviewee? (obscenity/vulgarity) What is the best way to communicate with school officials about content? (prior review) Is it appropriate to bury a retraction in the least noticed place even if it is made in a timely fashion? (retraction) What types of slogans and statements are not considered within legal boundaries for a school environment? (student expression) Introduced • Indicator JRN.2.5 Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing: Introduced • JRN.2.5.a Confidentiality: assuring secrecy for information Introduced • JRN.2.5.b Fabrication: inventing stories or accounts Introduced • JRN.2.5.c Photo-manipulation: portraying false visual




information Introduced • JRN.2.5.d Off-the-record remarks: agreeing comments are not for publication Introduced • JRN.2.5.e Plagiarism: using another person’s work as one’s own Introduced • JRN.2.5.f Anonymous sources: using an unnamed source Introduced • Example: Example: Read journalism ethics cases online (such as those at www.journalism.indiana.edu/Ethics/), discuss the cases, and then explore the ethical issues in light of current events both nationally and locally. Explain how journalists can avoid pitfalls of the profession as they search for interesting and engaging material. Introduced • Indicator JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as: Introduced • JRN.2.6.a American Society of Newspaper Editors, Introduced • JRN.2.6.b The Poynter Institute for Media Studies, or Introduced • JRN.2.6.c Society of Professional Journalists. Introduced • Indicator JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported. Introduced • Indicator JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as: Introduced • JRN.2.8.a Indiana High School Press Association (IHSPA), Introduced • JRN.2.8.b Journalism Education Association (JEA), or Introduced • JRN.2.8.c National School Press Association (NSPA). Introduced

November 2008


A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded.




unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or

A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough




copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper

draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed




• JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a





publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found





C. Building a Portfolio EQ: What should I add to my portfolio this month? EQ: What might future employers like to see from me/know about me?

in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year.




D. Press Law EQ: Have we been acting within our legal limits? EQ: What are our rights as student journalists?

D. Students continue and finish their exploration of press law matters. IN_Academic_Standards English/Language Arts (2006) : Journalism • Standard 2 Students understand and apply knowledge of legal and ethical principles related to the functioning of a free and independent press in the United States. Introduced • Indicator JRN.2.1 Compare and contrast the rights, the responsibilities, and the role played by a free, independent press in a democratic society to maintain accuracy, balance, fairness, objectivity, and truthfulness. Introduced • Indicator JRN.2.2 Analyze how the First Amendment, the Bill of Rights, and the Indiana State Constitution along with federal and state case law affect the rights and responsibilities of the press. Introduced • Indicator JRN.2.3 Describe the impact of key Supreme Court decisions affecting student expression and the student press that includes: Introduced • JRN.2.3.a Tinker v. Des Moines Independent Community School District (1969), Introduced • JRN.2.3.b Bethel v. Fraser (1986), Introduced • JRN.2.3.c Hazelwood School District v. Kuhlmeier (1988), Introduced • JRN.2.3.d Morse v. Frederick (2007), and Introduced • JRN.2.3.e other significant or recent decisions. Introduced • Example: Example: Read Free Speech 3.0: Student Expression in the Digital Age from the McCormick Tribune Foundation and discuss First Amendment issues about freedom of speech in high schools. Introduced • Indicator JRN.2.4 Apply the legal boundaries and concepts affecting journalism to scholastic journalism. Introduced • JRN.2.4.a Censorship: removing of material by an authority Introduced • JRN.2.4.b Copyright: giving exclusive rights to material a person has written or created Introduced • JRN.2.4.c Libel and slander: printing or presenting a falsehood that damages another’s reputation Introduced • JRN.2.4.d Obscenity and vulgar language: using material that offends community standards and lacks serious artistic purpose Introduced • JRN.2.4.e Prior review: reviewing prior to publication for purposes of approval or rejection Introduced • JRN.2.4.f Retraction: correcting something printed or said in the most

D. Students continue to learn, discuss, and debate legal and ethical matters related to student journalism. The unit is divided into four separate lessons, the majority of which take place in class as a large, circle group. Included in this unit are video clips from the movie The People versus Larry Flint. D. Assessments for this unit come in the form of handouts, worksheets, researched case studies, and quizzes/tests.




timely fashion Introduced • JRN.2.4.g Student expression: voicing ideas and opinions in school environments Introduced • Example: Example: Read about journalism law cases online (such as those at bailiwick.lib.uiowa.edu/journalism/mediaLaw/), discuss the cases, and then explore legal questions typical of high school concerns such as: Is it appropriate to remove a title from a book list because a parent objects? (censorship) What are the guidelines, such as how much and proper credit, for using copyrighted and non-copyrighted work? (copyright) How much evidence is needed to guard against printing a falsehood about students, teachers, or administrators? (libel) Is it ever appropriate to print offensive language if those words are used in a quote from an interviewee? (obscenity/vulgarity) What is the best way to communicate with school officials about content? (prior review) Is it appropriate to bury a retraction in the least noticed place even if it is made in a timely fashion? (retraction) What types of slogans and statements are not considered within legal boundaries for a school environment? (student expression) Introduced • Indicator JRN.2.5 Identify essential ethical principles supporting the integrity of journalists in their work or signaling misuse of ethics in their work, which include recognizing: Introduced • JRN.2.5.a Confidentiality: assuring secrecy for information Introduced • JRN.2.5.b Fabrication: inventing stories or accounts Introduced • JRN.2.5.c Photo-manipulation: portraying false visual information Introduced • JRN.2.5.d Off-the-record remarks: agreeing comments are not for publication Introduced • JRN.2.5.e Plagiarism: using another person’s work as one’s own Introduced • JRN.2.5.f Anonymous sources: using an unnamed source Introduced • Example: Example: Read journalism ethics cases online (such as those at www.journalism.indiana.edu/Ethics/), discuss the cases, and then explore the ethical issues in light of current events both nationally and locally. Explain how journalists can avoid pitfalls of the profession as they search for interesting and engaging material. Introduced • Indicator JRN.2.6 Analyze ethical guidelines or codes of ethics and explain how or why they are an integral part of standards from professional organizations, such as: Introduced • JRN.2.6.a American Society of Newspaper Editors, Introduced • JRN.2.6.b The Poynter Institute for Media Studies, or Introduced • JRN.2.6.c Society of Professional Journalists. Introduced




E. Looking to the Future EQ: How might the skills I have learned in newspaper class turn into a future career? EQ: What journalism-related careers are out there, and what are they like?

• Indicator JRN.2.7 Analyze case studies or examples and evaluate how ethical responsibilities and principles affect reporting and the credibility (the belief that what someone says is true) of what is reported. Introduced • Indicator JRN.2.8 Compare and contrast ethical guidelines in the standards or mission statements followed by professional organizations with those from student organizations, such as: Introduced • JRN.2.8.a Indiana High School Press Association (IHSPA), Introduced • JRN.2.8.b Journalism Education Association (JEA), or Introduced • JRN.2.8.c National School Press Association (NSPA). Introduced E. Students are introduced to journalism-related careers/college courses of study. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.6 Analyze the career paths of noted and recent journalists, what made each a distinctive contributor to the field, and how this information could guide a career path. Introduced • Indicator JRN.7.7 Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area. Introduced E. Students participate in a project that allows them to experience another area of journalism other than newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special

E. Students are divided into groups, and each group is responsible for developing an advertising campaign to accompany a designated product. The ad campaign must meet a detailed list of criteria, including target audience analysis and various advertisements for radio, television, and magazines. A panel of judges (consisting of teachers, administrators, and students) will evaluate each group's presentation. E. Students will be introduced to the ad campaign project this month. However, they will not actually present it until the end of next month.




occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced




• JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced




• Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced




• JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for




attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed




• JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed • Indicator JRN.7.7 Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced

December 2008


A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed,




• JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced

and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final




• JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format

time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written




B. Paper Analysis EQ: What makes a good newspaper?

messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific

B. After the completion of each issue, our staff will have at least one day where we look at and analyze the news as it is found in various sources. This includes a self analysis of our own




EQ: What are we doing well, and what can we do to improve?

issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed

school paper. Although most analysis is done together as a group in class, there are some occasions where this might be assigned as an individual and graded assignment.




C. Building a Portfolio EQ: What should I add to my portfolio this month? EQ: What might future employers like to see from me/know about me? D. Looking to the Future EQ: How might the skills I have learned in newspaper class turn into a future career?

• Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed D. Students participate in a project that allows them to experience another area of journalism other than newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year. D. Students will complete and present the ad campaign project that they began last month.




EQ: What journalism-related careers are out there, and what are they like?

• JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news




stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced




• Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced




• JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced




• JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.1 Analyze and evaluate leadership models used by




media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced • Indicator JRN.7.7 Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area. Developed

January 2009


A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded.




• Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective,

A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to




grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced

press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




• JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper




attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced





• Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed






• Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year.




D. Looking Back in Time EQ: How have publications changed throughout the years? EQ: What is the significance of these changes?

• JRN.7.8.e recognition, awards, certificates, or testimonies. Developed D. Students are introduced to the history, growth, change, and development of various media. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.1.1 Define the function of an independent press in a free society and explain how the media in the United States and other free societies differ from the public media in non-free societies and have done so from Colonial times. Introduced • Indicator JRN.1.2 Explain the role of the free press, such as the publication of the Federalist Papers, in the passage of the Constitution of the United States of America and in the eventual addition of the Bill of Rights. Introduced • Indicator JRN.1.3 Explain the impact of the First Amendment and important events on the development of freedom of speech and an independent press in the United States that includes: Introduced • JRN.1.3.a 1690 1st newspaper in America (Publick Occurrences, Both Forreign and Domestick), Introduced • JRN.1.3.b 1721 James Franklin exercises the privilege of editorial independence (The New England Courant), Introduced • JRN.1.3.c 1798 Sedition Act, Introduced • JRN.1.3.d 1841 Horace Greeley introduces the editorial page, Introduced • JRN.1.3.e 1887 Nellie Bly joins Pulitzer’s newspaper New York World Introduced • JRN.1.3.f 1905 Robert S. Abbott founds Chicago Defender, Introduced • JRN.1.3.g 1931 case of Near v. Minnesota, Introduced • JRN.1.3.h 1951 Edward R. Murrow pioneers television news, Introduced • JRN.1.3.i 1966 Freedom of Information Act, Introduced • JRN.1.3.j 1971 New York Times publishes the Pentagon Papers, Introduced • JRN.1.3.k 1980 1st online newspaper (Columbus Dispatch) Introduced • JRN.1.3.l 1991 World Wide Web expands online news and information, and Introduced • JRN.1.3.m other significant or recent events. Introduced • Example: Example: Create a timeline that traces the development of the

D. Chapter 1 of our Journalism Today book does an excellent job of introducing the history of American media. As a class, we will take a detailed look at this chapter; Afterwards, students will be assigned small assignments where they are asked to demonstrate their knowledge of this unit. For example, they may be asked to create a timeline in which they trace the development of the independent press and the accelerating movement toward mass communication.




E. Choosing Next Year's Staff EQ: Who will be selected to be on

independent press and the accelerating movement toward mass communication. Developed • Indicator JRN.1.4 Explain how having a free press contributed to the development of our republic and the preservation of democratic principles. Introduced • Indicator JRN.1.5 Evaluate the impact of significant individuals and their roles in the development of an independent press in the history of American print and non-print journalism, including (in the 1700s) Benjamin Franklin, John Peter Zenger, (in the 1800s) Sara Josepha Hale, Horace Greeley, Frederick Douglass, Nellie Bly, Joseph Pulitzer, William Randolph Hearst, (in the 1900s) Robert S. Abbott, Margaret Bourke-White, Henry Luce, Malcolm Muir, Ernie Pyle, Walter Winchell, Edward R. Murrow, and William S. Paley Introduced • Indicator JRN.1.6 Identify and describe significant trends in the development of journalism from the introduction of the Gutenberg press to today that include: Introduced • JRN.1.6.a from 1446 to 1800 (newspapers, books, magazines), Introduced • JRN.1.6.b Industrial Revolution advances (telegraph, telephone, phonograph, photography, radio, television), and Introduced • JRN.1.6.c recent technological innovations (cable, digital, satellite, cellular). Introduced • Indicator JRN.1.7 Explain how new technologies (online newspapers using media convergence, email, blogs, podcasts, wikis and Wikipedia, talk radio, digital cameras, PDAs, interactive video Web sites, interactive video cell phones) have affected the dissemination of information in the United States. Introduced • Example: Example: Discuss how new technologies have resulted in the decline in the number of newspapers published and newspaper reading by the general public and how various media have become the dominant form of information delivery. Developed • Indicator JRN.1.8 Explain how new technologies are affecting the events or dissemination of information in non-free societies, such as some countries in the Middle East, Africa, or Asia. Introduced E. Students will participate in the selection of next year's staff, leaders, and organization. IN_Academic_Standards

E. With registration for next year's classes fast approaching, staff applications and selections will need to




next year's staff, and what criteria will be used to select these individuals? EQ: What leadership roles will be needed next year, and who will best fill these roles?

English/Language Arts (2006) : Journalism • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Reinforced

be made this month. This includes the choosing of editor positions. This also includes the evaluation of our newspaper organization and process and a discussion of any changes that will need to be made for the following year.

February 2009


A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away.




• JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced

All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a




• JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced

copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




• JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of





audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in





local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed




C. Building a Portfolio EQ: What should I add to my portfolio this month? EQ: What might future employers like to see from me/know about me? D. Looking to the Future EQ: What journalism-related careers are out there, and what are they like? EQ: What are the differences between printing the news and broadcasting the news?

• Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed D. Students participate in a project that allows them to experience another area of journalism other than newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year. D. Students are divided into groups, and each group is responsible for creating a 15 minute news broadcast (similar to the Channel One news program we watch each morning) OR creating a 15 minute web-cast. The broadcast must meet a detailed list of criteria which will be shared with the students prior to beginning the project. A panel of judges (consisting of teachers, administrators, and students) will evaluate each group's final product. D. Students will be introduced to the project this month. However, they will not actually present it until the end of next month.




news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable

D. As part of the students' introduction to this project, they will watch video clips from the Robert Redford movie Up Close and Personal and from the Nick. kids show I-Carly.




information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and




captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about




life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format




conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed




• Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced • Indicator JRN.7.7 Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area. Developed

March 2009


A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate




gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced

pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-




• JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts,

Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online





publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed

B. After the completion of each issue, our staff will have at least one day where we look at and analyze the news as it is found in various sources. This includes a self analysis of our own school paper. Although most analysis is done together as a group in class,




• JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed

there are some occasions where this might be assigned as an individual and graded assignment.




C. Building a Portfolio EQ: What should I add to my portfolio this month? EQ: What might future employers like to see from me/know about me? D. Looking to the Future EQ: What journalism-related careers are out there, and what are they like? EQ: What are the differences between printing the news and

• Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed D. Students participate in a project that allows them to experience another area of journalism other than newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due at the end of the school year. D. Students will complete and present the broadcast project that they began last month.




broadcasting the news? • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of




newspaper and non-print media stories. Developed • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced




• Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced




• Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced




• JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by




state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced • Indicator JRN.7.7 Compare and contrast different areas of journalism (print, broadcast, Internet and new technologies, public relations and business, education) and explore educational requirements or work experiences necessary to pursue a career in each area. Developed

April 2009 A. Creating the Newspaper EQ: How do we take everything we have learned (and are learning) and turn it into a quality publication? EQ: What is the production schedule for this month?

A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need




• JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced • JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced

to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off




• Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced

and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. Periodically, students will need to check their finances to make sure that all of their fundraising money is being deposited in a timely manner and that they are still on budget for the things they would like to do with the year's newspaper.




• JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced • JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for




attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced • JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced





B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed • JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that






includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed C. Students continue to build their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students can then use this information to continue building the portfolio that is due next month.




May 2009 A. Creating the Newspaper EQ: How do we take everything we have learned (and are learning) and turn it into a quality publication? EQ: What is the production schedule for this month?

A. Students continue to produce the school newspaper, incorporating the brainstorming process, the writing process, the editing process, the revision process, and the financial process all into one. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.4.1 Discuss ideas for writing with classmates, teachers, other writers, or community members. Reinforced • Indicator JRN.4.2 Identify relevant issues and events of interest to readers through current news analysis, surveys, research reports, statistical data, and interviews with readers. Reinforced • Indicator JRN.4.3 Ask clear interview questions to guide a balanced and unbiased information-gathering process that includes: Reinforced • JRN.4.3.a researching background information, Reinforced • JRN.4.3.b formulating questions that elicit valuable information, Reinforced • JRN.4.3.c observing and recording details during the interview, Reinforced • JRN.4.3.d effectively concluding the interview, Reinforced • JRN.4.3.e double-checking information before writing the story, and Reinforced • JRN.4.3.f keeping dated notes or interview records on file. Reinforced • Indicator JRN.4.4 Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism. Reinforced • Indicator JRN.4.5 Demonstrate knowledge of the structure of journalistic writing (feature stories and columns, news stories, op ed pieces, commentaries) for a variety of print, broadcast and Internet media that includes: Reinforced • JRN.4.5.a the inverted pyramid (lead, most important details, less important details, least important details), Reinforced • JRN.4.5.b narrative storytelling pattern (indirect lead, facts and information, closing), or Reinforced • JRN.4.5.c combinations of the inverted pyramid and narrative storytelling pattern. Reinforced • Indicator JRN.4.6 Select and use an appropriate journalistic style for writing to inform, entertain, persuade, and transmit cultural context and climate that includes: Reinforced • JRN.4.6.a short, focused sentences and paragraphs, Reinforced

A. Students are expected to actively participate in the brainstorming process, which takes place as a large group activity in class. A. Students are expected to come to each brainstorming session with a completed list of ideas. These will be shared with the rest of the class and then collected and graded. A. Students and/or editors will need to decide which businesses have elected to advertise in the current issue of the newspaper. An appropriate amount of space will need to be allotted for these advertisements. Likewise, the students and/or editors will need to make sure that the ads have been correctly and creatively designed, and that they have been placed in their appropriate spots on their appropriate pages. A. Following the brainstorming session, students choose and/or editors assign the stories that need to be completed for the current issue of the newspaper. Staff members are also given the production schedule for the current issue, and they get started with their written assignments right away. All written assignments are expected to adhere to the rules of journalistic writing, and they will be graded based on such. All written assignments are also expected to be typed and correctly placed onto the computer pages




• JRN.4.6.b varied word usage and descriptive vocabulary, Reinforced • JRN.4.6.c active voice verbs, and Reinforced • JRN.4.6.d specific word choice to avoid jargon and vague language. Reinforced • Indicator JRN.4.7 Use language effectively to establish a specific tone. Reinforced • Indicator JRN.4.8 Evaluate and revise the content of copy for meaning, clarity, and purpose. Reinforced • Indicator JRN.4.9 Revise and edit copy to improve sentence variety and style and to enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and journalistic form. Reinforced • Indicator JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols. Reinforced • Indicator JRN.5.1 Write news stories that: Reinforced • JRN.5.1.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.1.b use a variety of creative leads. Reinforced • JRN.5.1.c contain adequate information from credible sources. Reinforced • JRN.5.1.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.1.e include appropriate quotations and proper attribution. Reinforced • JRN.5.1.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.1.g cite sources of information correctly. Reinforced • JRN.5.1.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.2 Write feature stories (human interest, profile/personality, sports, special occasion, humor, sidebars) and columns that: Reinforced • JRN.5.2.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.2.b use a variety of creative leads. Reinforced • JRN.5.2.c contain adequate information from credible sources. Reinforced • JRN.5.2.d narrate events accurately including their significance to the audience. Reinforced • JRN.5.2.e include appropriate quotations and proper

following the journalistic rules of design. This includes the placement of good, quality photos by the assigned deadline. Again, student work will be graded based on the criteria they were given regarding desktop publishing and photography. A. Built into each issue's production schedule are several deadlines. This is to ensure that the paper has been thoroughly edited before going to press. 1.) The first deadline is a rough draft deadline. Each story is printed off and edited by its author. 2.) The second deadline is the editors' deadline. Each story is printed off and edited by the appropriate editors. 3.) The third deadline is the advisor's deadline. Each story is printed off and edited by the advisor. 4.) The fourth deadline is the final deadline. This is when pages are looked over one final time before going to the Palladium-Item to be printed. A. Following each deadline (as listed above), students are required to accurately, thoroughly, and correctly revise their stories. Although the first two deadlines are graded based on completion only, the third and fourth deadlines are based on quality. A. Once the paper has been printed, a copy of that issue, along with a bill, will need to be mailed to each business. A. Students will need to check their




attribution. Reinforced • JRN.5.2.f describe specific incidents, and actions, with sufficient detail. Reinforced • JRN.5.2.g cite sources of information correctly. Reinforced • JRN.5.2.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.3 Write in-depth issue features that: Reinforced • JRN.5.3.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.3.b are adequately researched and use a variety of leads. Reinforced • JRN.5.3.c explore the personal significance of an experience Reinforced • JRN.5.3.d use appropriate quotations and provide proper attribution. Reinforced • JRN.5.3.e draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.3.f maintain a balance between individual events and more general or abstract ideas. Reinforced • JRN.5.3.g cite sources of information using the correct form for attribution. Developed • JRN.5.3.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.4 Write reviews of art exhibits, musical concerts, theatrical events, books or films that: Reinforced • JRN.5.4.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.4.b use a variety of creative leads and organize material to adequately inform or persuade readers. Reinforced • JRN.5.4.c identify critical elements of the work being reviewed (author, performer, artist, topic, theme, title, location of the event or media, cost). Reinforced • JRN.5.4.d compare the new work to previous work. Reinforced • JRN.5.4.e describe audience reaction. Reinforced • JRN.5.4.f use appropriate quotations and provide proper attribution. Reinforced • JRN.5.4.g follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.5 Write editorials, opinion pieces, or commentaries that: Reinforced

finances to make sure that all of their fundraising money has being deposited and that all finances and business advertising accounts have been finalized.




• JRN.5.5.a use effective headlines (label, sentence, combination) and captions. Reinforced • JRN.5.5.b are adequately researched and use a variety of creative leads. Reinforced • JRN.5.5.c explore the personal significance of an experience. Reinforced • JRN.5.5.d draw comparisons between specific incidents and broader themes related to important beliefs or generalizations about life. Reinforced • JRN.5.5.e maintain a balance between individual events and more general and abstract ideas. Developed • JRN.5.5.f use appropriate quotations and provide proper attribution. Developed • JRN.5.5.g cite sources of information using the correct form for attribution. Reinforced • JRN.5.5.h follow standard journalistic language and format conventions. Reinforced • Indicator JRN.5.6 Use varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences. Reinforced • Indicator JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout. Reinforced • Indicator JRN.6.2 Follow basic rules of newspaper and online publication design related to layout. Reinforced • Indicator JRN.6.3 Design and format features for a variety of publications or media using related terminology that includes: Reinforced • JRN.6.3.a signature, Reinforced • JRN.6.3.b dummying, Reinforced • JRN.6.3.c ladder, Reinforced • JRN.6.3.d font, and Reinforced • JRN.6.3.e graphics. Reinforced • Indicator JRN.6.4 Use photography, art, or graphic art to accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Reinforced • Indicator JRN.6.6 Analyze and use a variety of media formats that include: Reinforced • JRN.6.6.a media convergence, Reinforced





• JRN.6.6.b Internet and evolving technologies, Reinforced • JRN.6.6.c podcasts and blogs, and Reinforced • JRN.6.6.d satellite communications. Reinforced • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Reinforced • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Reinforced • JRN.7.4.a development of the copy, Reinforced • JRN.7.4.b format (print, online, or media), and Reinforced • JRN.7.4.c distribution systems. Reinforced • Indicator JRN.7.5 Create and implement financial plans to support a publication including sales and advertising. Reinforced B. Students are asked to analyze the news found in various sources, including their own school newspaper. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.3.1 Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: Developed • JRN.3.1.a importance or amount of space or time, Developed • JRN.3.1.b proximity or nearness, Developed • JRN.3.1.c timeliness or immediacy, Developed • JRN.3.1.d prominence or names, Developed • JRN.3.1.e conflict, consequence, or impact, Developed • JRN.3.1.f variety, Developed • JRN.3.1.g human interest, or Developed • JRN.3.1.h humor. Developed • Indicator JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for: Developed • JRN.3.2.a accuracy, Developed • JRN.3.2.b balance, Developed • JRN.3.2.c fairness, Developed • JRN.3.2.d proper attribution, and Developed





• JRN.3.2.e truthfulness or credibility. Developed • Indicator JRN.3.3 Analyze and evaluate the essential features of journalistic writing in a variety of news sources for: Developed • JRN.3.3.a brevity and clarity, Developed • JRN.3.3.b content, topics or themes appropriate for the audience, Developed • JRN.3.3.c credible and multiple information sources, Developed • JRN.3.3.d effective use of language, Developed • JRN.3.3.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • JRN.3.3.f structural elements and organization. Developed • Indicator JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes: Developed • JRN.3.4.a appropriateness, Developed • JRN.3.4.b audience and purpose, Developed • JRN.3.4.c information provided or story Developed • JRN.3.4.d quality of work or presentation, Developed • JRN.3.4.e rhetorical strategies (language that focuses a message, such as persuasive words, logical consistency, humor, satire, or other intent signals), and Developed • Indicator JRN.3.5 Compare and contrast coverage of the same news stories in a variety of newspapers or non-print media. Developed • Indicator JRN.3.6 Evaluate the credibility of sources in a variety of newspaper and non-print media stories. Developed • Indicator JRN.7.1 Analyze and evaluate leadership models used by media staffs and organizations. Developed • Indicator JRN.7.2 Identify the rights and responsibilities guaranteed by state and federal governments for media staffs. Developed • Indicator JRN.7.3 Identify and describe economic factors and technological developments that characterize the integration or convergence of media formats that follow style manual guidelines. Developed • Indicator JRN.7.4 Analyze factors affecting the cost of producing a publication that include: Developed • JRN.7.4.a development of the copy, Developed • JRN.7.4.b format (print, online, or media), and Developed • JRN.7.4.c distribution systems. Developed




C. Building a Portfolio EQ: What do I need to do to complete my portfolio this month? EQ: What might future employers like to see from me/know about me?

C. Students finish and submit their portfolios this month. IN_Academic_Standards English/Language Arts (2006) : Journalism • Indicator JRN.7.8 Create portfolios (print or non-print) that include: Developed • JRN.7.8.a personal narrative summary of high school experience, Developed • JRN.7.8.b resumes or career goal statements, Developed • JRN.7.8.c letters of recommendation, Developed • JRN.7.8.d samples of best clips or work, and Developed • JRN.7.8.e recognition, awards, certificates, or testimonies. Developed

C. An awards/recognition ceremony will accompany the production of each issue. This is where the best stories, headlines, and pictures from each section will be highlighed. Students will then use this information to complete their portfolios. C. Students will complete and submit their portfolios for a grade.

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