Honors Print Media II

Course Description

Participants in this course will have a major responsibility in the actual production of both the student publications of the school newspaper and the yearbook. Students taking this course will perfect their journalism and design skills while taking on a leadership role. From the inception of the theme, to the editing, delivery of feedback, and revision process, students in this course will have their imprint on nearly every element of the book and the staff assembling it. Students will participate in regional and state-level competitions and receive critical feedback from professionals. Due to the independent assignments and responsibility of meeting said deadlines, students need initiative and strong organizational skills. Consistent and reliable attendance is a must for this course.

*Students will be responsible for events outside of school hours to attend, photograph, and interview as part of their grade.

Course Big Ideas

Recognize that comprehensive storytelling is written and visual.
Understand the design process and the necessity for consistency in design.
Understand the need for consistency in messaging and advertising.
Recognize that stories can be told in a variety of ways.
Being an editor comes with great responsibility and soft skill management.

Course Essential Questions

What and who determines the news and what is consumed in the media?
How do writers use storytelling techniques to capture their audience?
How can photography enhance a story or tell its own?
In what ways can community involvement and engagement enhance a publication?
What moral and ethical guidelines help determine our consumption of the news?
What aspects of leadership create an effective team?

Course Competencies

Compare & Contrast
Reasoning
Error Analysis
Contextualization
Time Management
Communication
Analyzing Perspective

Course Assessments

Spread Template Design
Yearbook Spread Submissions
Newspaper Writing Samples
Yearbook Advertisement Videos
Business Sponsorships
Page revisions and editing

Course Units

Unit 1: Ethics and Responsibilities

Standards

PA Core ELA Standards:
Reading Informational Text

CC.1.2.11–12.I Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.
CC.1.2.11–12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Speaking and Listening

CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11–12.E Adapt speech to a variety of contexts and tasks.
CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content.

Read and comprehend the 1st Amendment of the Bill of Rights.
Determine the impact of landmark U.S Supreme Court Cases on students (Tinker vs. Des Moines, Hazelwood vs. Kuhlmeier, Morse v. Frederick, Bethel v. Fraser).
Create a list of rights/ responsibilities of CYHS student journalists.
Analyze and evaluate scenarios to determine the protections of student journalists.
Illustrate the crowdsourcing and fact-checking process.

Unit Essential Questions

Lesson Essential Questions

What protections are guaranteed to U.S citizens by the First Amendment of the U.S Constitution?
How have landmark court decisions protected student journalists and influenced reporting?
What protections are afforded to the private citizen while crowdsourcing as a reporter?
How does the story of “Jimmy’s World” by Janet Cooke, remain relevant today?

CC.1.4.11-12.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.11-12.B Write with a sharp, distinct focus, identifying topic, task, and audience.
CC.1.4.11-12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition.
- Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.11-12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CC.1.4.11-12.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CC.1.4.11-12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Know

Lead Writing.
AP Style/ Conventions.
Primary organization formulas (LQTQ/ Inverted Pyramid).
Difference between primary and secondary sources.
The difference between the most important vs. least important facts while reporting.
Process for determining credible and accurate source material.
The organization of writing contributes to effective storytelling.
Careful research and selection of source material establishes credibility.
Basic elements of storytelling.

Understanding/Key Learning

Do

Write a basic lead and other creative leads.
Apply AP style correctly (punctuation, word choice, capitalization rules, numbers, etc.).
Reorganize and assemble a story using both primary organization formulas (LQTQ/ Inverted pyramid).
Write a basic news story using both primary organization formulas (LQTQ/ Inverted pyramid).
Compose a list of sources for a variety of story topics.
Identify and select appropriate sources to support a variety of story topics.
Evaluate the effectiveness of a source and its contribution to a story.
Write an effective photo caption.

Unit Essential Questions

Lesson Essential Questions

What determines the news?
How is the news gathered?
How can the selection of sources impact reporting effectively, truthfully, and accurately?
How do AP style and conventions create consistency in reporting?
In what ways can lead writing effectively introduce a story?
To what extent does the written organization of a story influence the audience’s experience?
How can photography and caption writing enhance a written story?

CC.1.4.11-12.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.11-12.B Write with a sharp, distinct focus, identifying topic, task, and audience.
CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition.
Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.
CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.11-12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening

CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11-12.C Integrate multiple sources of information presented in diverse formats and media (visually), in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
CC.1.5.-11-12.F Make strategic use of digital media in presentations to add interest and enhance understanding of finding, reasoning, and evidence.

CC.1.5.11-12.G Demonstrate command of the conventions of standard English when speaking on Grades 11-12 level and content.

Photo Caption
Primary Source
Secondary Source
Ap Style
Subject
Worm’s-eye view
Leading Lines
Angle
Bird’s-eye view
Center of Visual
Interest (CVI)
Composition
Cropping
Format
Perspective
Photo Assignment
Photojournalism
Photo editing
Rule of thirds
Sequence
Sizing
Framing
Noise
Repetition of patterns (RoP)
Wide shot
Close-up shot
Artistic shot

CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CC.1.5.11-12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.
CC.1.5.11–12.E Adapt speech to a variety of contexts and tasks.
CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content.