Review Ch. 2 terms and functions
Work on articles and powerpoints
Wednesday, September 30, 2009
Thursday, September 24, 2009
Agenda Week 9/22--9/24 Ch. 1
Tuesday--Review vocabulary and terms for Ch. 1 History of journalism
Thursday--Quiz Ch. 1
Continue work on first articles--due end of class, edit articles, place in queue for Sotacrat & Chronicle
Work on History of Journalism powerpoints
Thursday--Quiz Ch. 1
Continue work on first articles--due end of class, edit articles, place in queue for Sotacrat & Chronicle
Work on History of Journalism powerpoints
Friday, September 18, 2009
Monday, September 14, 2009
Agenda Sept. 14
1. Work on History of journalism projects
2. Work on ARTICLE #1 for the newspaper
3. Journalism powerpoint website:
http://languagearts.pppst.com/journalism.html
2. Work on ARTICLE #1 for the newspaper
3. Journalism powerpoint website:
http://languagearts.pppst.com/journalism.html
Thursday, September 10, 2009
History of Journalism Project
Directions (read carefully):
Pick a partner in your class and select one of the topics listed below to complete for a major grade in the History of Journalism Unit. Proposals are due at the end of class today.
PLEASE FILL OUT THIS FORM
You and your partner will also receive credit for daily logs which you must fill out at the end of each class. The log will be placed into your journalism folder and should be called "history project daily log". The log entries will count as a separate grade from Apresentation you will make. A brief summary of work done that day and a description of what you will do the next day will need to be written into the log.
Projects will be presented in October to the class orally by using a PowerPoint, video or website(s) presentation. Your presentation must not be read to the class, so avoid putting text on your presentation media and use visual and acoustic items to augment what you say in class.
1. Printers: Find out about famous journalists (at least 3) that devoted themselves to improving the print industry. Show and discuss the progression of printing through the years. How have techniques changed and what impact did each change have on the newspaper industry? Tips – Johannes Gutenberg, Ben Franklin, Letterpress, Offset Printing.
2. Reporters were sometimes found to be “radical” in different periods of history. Look at people like Martin Luther, Horace Greeley, John Upton Sinclair, Sam Adams and others who used their journalistic skills to fight for people’s rights. See “Muckraking.”
3. Discuss the concept of libel and slander vs. the truth and how the John Peter Zenger trial and its outcome is important today. What types of cases have happened recently that reflect the same concepts?
4. Coverage of politicians’ private affairs – How does the media handle cover personal situations in politicians’ lives? How have they done this in the past and what has the development has occurred?
5. Examine the history of the papers owned and run by Joseph Pulitzer and WilliamRandolph Hurst during the period from 1895 to 1905. How sensational can reporters write without becoming a “yellow journalist”?
6. Beginning with the area of the “Penny Press,” going through today, discuss the cost newspaper subscriptions and the evolution of advertising. How does advertising help finance production costs? How much revenue is generated today vs. years ago? How does the industry decide on the price of the ads?
7. Stunt Journalism – Does it take reporters engaging in “dangerous” acts to get stories and to make it in the field? Ideas: look at someone like Nellie Bly and compare her to the people and type of reporting today which is similar. How has it made a difference in society?
8. Compare coverage of the Civil War vs. Vietnam War and Desert Storm. Show how reporting and photography has played a major role in shaping the public’s opinions of U.S. involvement. How has reporting changed over the last 100 years? Where do reporters, called correspondents, get their information?
9. Trace the course of the woman’s involvement in journalism from the colonial days to the present time. Use the Anne Catherine Green story as a basis as well as others Fanny Fern, Margaret Fuller, Middy Morgan, Jane Grey Swisshelm, Winifred Black (Annie Laurie), Bessie Bramble, Margherita Arlina Hamm, Julie Hayes Percy, etc. Find some current successes and compare stories. What has made them so successful?
10. From woodcuts to zinc etchings, to photoengraving, follow the transition fromillustrating the text to selecting action-filled photographs to carry the message to the story. Show how photography can be as powerful as the headline and story. Discuss the impact photos have made on history.
11. How has motion photography developed? Trace the development from daguerreotype to current formats including Beta, VHS, SVHS, Hi 8, and DV. What is the current format most movies run in? What format are most television broadcasts run in? What is ahead in terms of going digital? What will be involved? In the historical perspective include the daguerreotype, and contributions people like Joseph Platear, Eadweard Muybridge, August and Luis Lumiere, Edison, Thomas Aramat made. How did the motion picture industry develop?
12. After examining the First Amendment and the Hazelwood Case, look for ways in which student rights differ from those of the public press, and ways that they are the same. How can student publications remain independent of the school administration’s desire to use publications as a public relations tool? Should that be the purpose of student journalism? Use the ACLU and Freedom Forum as sources to investigate.
13. Since “The Yellow Kid” began in 1896, trace the changes an evolution of the nature of comic strips. Why are some humorous, some adventurous; why are some self-contained in one day, and some continuing stories? What purposes do comic strips serve?
14. Trace the lines of communication that went up across America from the telegraph to the telephone and radio stations. Show how the discovery of waves in the air led to broadcast journalism where sound could come into homes and eventually into cars. What was impact of Samuel Morse’s invention? How did each new invention or discovery change the way we communicate? Discuss AM and FM frequencies. How have Bill Clinton’s radio broadcasts affected the public in comparison to Roosevelt’s “fireside chats” when he was in office?
15. How did David Sarnoff’s discovery of the television set off a phase of coverage in the media? From NBC, CBS and NBC networks to stations like CNN how does the explosion of news available to Americans throughout the world affect the public’s views of coverage?
16. Technology, faxes, satellites, home computers and Internet access have caused a technological surge in the past 10 years. Investigate the pros and cons of the industry. In what ways have they improved communication in personal and business? Include specifics on programs, Internet, and other technology. Discuss the development of the technological age.
17. Music and music videos have made a huge impact on the youth of America. Show how forms of music have changed over the past 50 years in equipment, as well as the variety of content available. What change in the music industry took place when MTV aired? How has MTV changed from the original format? Trace the history. Don’t forget to touch on ratings and censorship within the music industry.
18. Minorities have often had difficulties breaking into the media industry historically. Research and discuss historically minorities who have made it in the industry. What challenges did they face? How were they able to break into the industry when so many tried to shove them out? What was it about the people who were successful that helped them to made it? Did they have any advantages?
19. How and why does the media work as a “watch dog” or society? How has investigative reporting helped the “betterment” of America? Discuss what influence the book, “The Jungle,” and stories such as “Watergate” have done to impact and better society. Include examples of current journalists doing similar things .
20. Choose your own project that explores the history of journalism (Your proposal needs approval).
Pick a partner in your class and select one of the topics listed below to complete for a major grade in the History of Journalism Unit. Proposals are due at the end of class today.
PLEASE FILL OUT THIS FORM
You and your partner will also receive credit for daily logs which you must fill out at the end of each class. The log will be placed into your journalism folder and should be called "history project daily log". The log entries will count as a separate grade from Apresentation you will make. A brief summary of work done that day and a description of what you will do the next day will need to be written into the log.
Projects will be presented in October to the class orally by using a PowerPoint, video or website(s) presentation. Your presentation must not be read to the class, so avoid putting text on your presentation media and use visual and acoustic items to augment what you say in class.
1. Printers: Find out about famous journalists (at least 3) that devoted themselves to improving the print industry. Show and discuss the progression of printing through the years. How have techniques changed and what impact did each change have on the newspaper industry? Tips – Johannes Gutenberg, Ben Franklin, Letterpress, Offset Printing.
2. Reporters were sometimes found to be “radical” in different periods of history. Look at people like Martin Luther, Horace Greeley, John Upton Sinclair, Sam Adams and others who used their journalistic skills to fight for people’s rights. See “Muckraking.”
3. Discuss the concept of libel and slander vs. the truth and how the John Peter Zenger trial and its outcome is important today. What types of cases have happened recently that reflect the same concepts?
4. Coverage of politicians’ private affairs – How does the media handle cover personal situations in politicians’ lives? How have they done this in the past and what has the development has occurred?
5. Examine the history of the papers owned and run by Joseph Pulitzer and WilliamRandolph Hurst during the period from 1895 to 1905. How sensational can reporters write without becoming a “yellow journalist”?
6. Beginning with the area of the “Penny Press,” going through today, discuss the cost newspaper subscriptions and the evolution of advertising. How does advertising help finance production costs? How much revenue is generated today vs. years ago? How does the industry decide on the price of the ads?
7. Stunt Journalism – Does it take reporters engaging in “dangerous” acts to get stories and to make it in the field? Ideas: look at someone like Nellie Bly and compare her to the people and type of reporting today which is similar. How has it made a difference in society?
8. Compare coverage of the Civil War vs. Vietnam War and Desert Storm. Show how reporting and photography has played a major role in shaping the public’s opinions of U.S. involvement. How has reporting changed over the last 100 years? Where do reporters, called correspondents, get their information?
9. Trace the course of the woman’s involvement in journalism from the colonial days to the present time. Use the Anne Catherine Green story as a basis as well as others Fanny Fern, Margaret Fuller, Middy Morgan, Jane Grey Swisshelm, Winifred Black (Annie Laurie), Bessie Bramble, Margherita Arlina Hamm, Julie Hayes Percy, etc. Find some current successes and compare stories. What has made them so successful?
10. From woodcuts to zinc etchings, to photoengraving, follow the transition fromillustrating the text to selecting action-filled photographs to carry the message to the story. Show how photography can be as powerful as the headline and story. Discuss the impact photos have made on history.
11. How has motion photography developed? Trace the development from daguerreotype to current formats including Beta, VHS, SVHS, Hi 8, and DV. What is the current format most movies run in? What format are most television broadcasts run in? What is ahead in terms of going digital? What will be involved? In the historical perspective include the daguerreotype, and contributions people like Joseph Platear, Eadweard Muybridge, August and Luis Lumiere, Edison, Thomas Aramat made. How did the motion picture industry develop?
12. After examining the First Amendment and the Hazelwood Case, look for ways in which student rights differ from those of the public press, and ways that they are the same. How can student publications remain independent of the school administration’s desire to use publications as a public relations tool? Should that be the purpose of student journalism? Use the ACLU and Freedom Forum as sources to investigate.
13. Since “The Yellow Kid” began in 1896, trace the changes an evolution of the nature of comic strips. Why are some humorous, some adventurous; why are some self-contained in one day, and some continuing stories? What purposes do comic strips serve?
14. Trace the lines of communication that went up across America from the telegraph to the telephone and radio stations. Show how the discovery of waves in the air led to broadcast journalism where sound could come into homes and eventually into cars. What was impact of Samuel Morse’s invention? How did each new invention or discovery change the way we communicate? Discuss AM and FM frequencies. How have Bill Clinton’s radio broadcasts affected the public in comparison to Roosevelt’s “fireside chats” when he was in office?
15. How did David Sarnoff’s discovery of the television set off a phase of coverage in the media? From NBC, CBS and NBC networks to stations like CNN how does the explosion of news available to Americans throughout the world affect the public’s views of coverage?
16. Technology, faxes, satellites, home computers and Internet access have caused a technological surge in the past 10 years. Investigate the pros and cons of the industry. In what ways have they improved communication in personal and business? Include specifics on programs, Internet, and other technology. Discuss the development of the technological age.
17. Music and music videos have made a huge impact on the youth of America. Show how forms of music have changed over the past 50 years in equipment, as well as the variety of content available. What change in the music industry took place when MTV aired? How has MTV changed from the original format? Trace the history. Don’t forget to touch on ratings and censorship within the music industry.
18. Minorities have often had difficulties breaking into the media industry historically. Research and discuss historically minorities who have made it in the industry. What challenges did they face? How were they able to break into the industry when so many tried to shove them out? What was it about the people who were successful that helped them to made it? Did they have any advantages?
19. How and why does the media work as a “watch dog” or society? How has investigative reporting helped the “betterment” of America? Discuss what influence the book, “The Jungle,” and stories such as “Watergate” have done to impact and better society. Include examples of current journalists doing similar things .
20. Choose your own project that explores the history of journalism (Your proposal needs approval).
Tuesday, September 8, 2009
Tues. Sept 8 Agenda
Go over staff positions
Fill out staff application
Read transcript of Obama's speech to students
Post a response to the speech and the controversy .
Fill out staff application
Read transcript of Obama's speech to students
Post a response to the speech and the controversy .
Thursday, September 3, 2009
Agenda Thursday, Sept. 3 Sotacrat & Chronicle
Welcome to Creative Journalism!
We're going to start right away with writing articles for the Sotacrat and Chronicle online.
First, we're going to visit last year's newspaper and look it over. Lots of work to do to make it successful this year and keep it going.
Next, we're going to take a look at the ASNE national edition and get some ideas for our own newspaper from that.
Let's begin to generate ideas for articles and start writing. Post them as comments to this post.
Next class, we'll try to build our staff. So, start thinking about what role you want to play on our SOTA school newspaper online. We'll talk about staff positions and the different sections of the newspaper and what they do.
We're going to start right away with writing articles for the Sotacrat and Chronicle online.
First, we're going to visit last year's newspaper and look it over. Lots of work to do to make it successful this year and keep it going.
Next, we're going to take a look at the ASNE national edition and get some ideas for our own newspaper from that.
Let's begin to generate ideas for articles and start writing. Post them as comments to this post.
Next class, we'll try to build our staff. So, start thinking about what role you want to play on our SOTA school newspaper online. We'll talk about staff positions and the different sections of the newspaper and what they do.
Pick Your Own Story
PICK YOUR OWN STORY
There are hundreds of stories all around you. Every person, every school, every community has a story to tell. Just keep Who, What, Where, When and Why in mind as you start off with a great lead, tell the story — maybe throwing in a quote or two — and finish off with an eye-catching headline. To make a REALLY great story, use a photo or a graphic.
To start you thinking, here are some of the stories recently turned in by 4th grade students for their newspaper:
Be Smart! Don't Start Smoking
Is Pluto Really a Planet?
Construction in Our Community
Help Save Asthma Sufferers
The Best Grandmother
People Like Ice-skating
Horseback Riding Dangers
The Funniest Teacher in School
What is a Twin?
The Secrets of Soccer
What It's Like to Be in Middle School
Don't Do Drugs
Sounds of Wind Instruments
A New Teacher
Dangerous Reptiles
Kids' Right to Vote
Harry Potter
Do Students Have Too Much Homework?
A Hero in Our Midst
Nintendo's Next Game
The Best Book Fair
Halloween Safety Rules
The Vice Principal Talks about School
My New Baby Sister
Online Safety
Homemade Costumes
Kids for President
Taking a Look at Space
Homeless (A True Story)
What It's Like to Be a High Schooler
Being the Oldest
What's Your Favorite Sport?
Why is P.E. a Popular Subject?
Abby Wambach: A Great Soccer Player
Where is Celion Dion Now?
What Boys and Girls Like to Wear
Chorus Concert
Going for the Gold
School Clubs
Department News
Give you an idea? Cool. Let's write a newspaper story!
There are hundreds of stories all around you. Every person, every school, every community has a story to tell. Just keep Who, What, Where, When and Why in mind as you start off with a great lead, tell the story — maybe throwing in a quote or two — and finish off with an eye-catching headline. To make a REALLY great story, use a photo or a graphic.
To start you thinking, here are some of the stories recently turned in by 4th grade students for their newspaper:
Be Smart! Don't Start Smoking
Is Pluto Really a Planet?
Construction in Our Community
Help Save Asthma Sufferers
The Best Grandmother
People Like Ice-skating
Horseback Riding Dangers
The Funniest Teacher in School
What is a Twin?
The Secrets of Soccer
What It's Like to Be in Middle School
Don't Do Drugs
Sounds of Wind Instruments
A New Teacher
Dangerous Reptiles
Kids' Right to Vote
Harry Potter
Do Students Have Too Much Homework?
A Hero in Our Midst
Nintendo's Next Game
The Best Book Fair
Halloween Safety Rules
The Vice Principal Talks about School
My New Baby Sister
Online Safety
Homemade Costumes
Kids for President
Taking a Look at Space
Homeless (A True Story)
What It's Like to Be a High Schooler
Being the Oldest
What's Your Favorite Sport?
Why is P.E. a Popular Subject?
Abby Wambach: A Great Soccer Player
Where is Celion Dion Now?
What Boys and Girls Like to Wear
Chorus Concert
Going for the Gold
School Clubs
Department News
Give you an idea? Cool. Let's write a newspaper story!
Journalism vocabulary
Newspaper Vocabulary
(Adapted from TAJE Journalism Curriculum Guide & Newspaper Curriculum Guide )
* 5W'S & H The essentials of any story: who, what, when, where, why, and how
* ADVERTSING Space in a publication sold to other businesses; display ads usually contain headlines, illustrations, copy, a call for action and information to identify the business
* ALIGNMENT Refers to the justification of text at its margins; left, right, centered, justified
* BEAT A specific area assigned to a reporter for regular coverage
* BOLD Type which appears darker than surrounding type of the same family; used for emphasis
* BY-LINE Indicates who wrote the story; often includes the writer's title
* CAPTION The portion of the layout which explains what is happening in a photograph. Also called cutlines. Often includes a photo credit.
* COLUMN A vertical division of layout which aids in giving structure to a page
* DOMINANT The largest photograph on a layout
* EDITOR Has overall responsibility for the publication
* EDITORIAL A type of story which serves to express an opinion and encourage the reader to take some action
* ETHICS A standard of conduct based on moral beliefs
* FACT A statement that can be proven. Not an opinion
* FEATURE A story written with some interpretation that goes beyond just reporting the facts
* FLAG The name of the paper that usually appears at the top of page one
* GRAPHICS The use of lines, screens, boxes, large initial letters etc. to enhance a design by breaking up areas
* GRID SYSTEM A system of layout in which the page is divided into small units which are filled in
* HAMMER A form of headline consisting of a few very large words over a smaller subheadline
* HEADLINE Large type designed to summarize a story and grab the reader's attention
* HUMAN INTEREST An element of news that includes people or events with which the audience can identify; stories that are just interesting
* INTERVIEW A question and answer session between a reporter and source to get information for a story
* INVERTED PYRAMID A style of writing most commonly applied to news stories in which the most important facts appear early in the story and less important facts later in the story
* KICKER A short (one or two word) statement at the beginning of a caption that serves to grab the reader's attention
* LEAD The beginning of the story which serves to summarize the story and/or grab the reader's attention
* LIBEL Written defamation; damaging false statements against another person or institution that are in writing or are spoken from a written script
* NEWS Information delivered about an event shortly after it has occurred
* OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the writer
* OPINION A statement which cannot be proven.
* QUOTATION A statement make by another person included in a published story. A direct quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.
* REPORTER Person who researches and generally writes stories assigned by editors
* REVIEW A form of editorial written to comment on a play, movie, piece of music or some other creative work
* SANS SERIF Type with no extension at the letters which is easier to read at large sizes
* SERIF An extension at the end of certain letters which make the type easier to read at text sizes
* SLANDER Spoken defamation; damaging false statements against another person or institution that are spoken
* SPREAD Two facing pages that are designed as one unit
* STAFF BOX A box containing the names of the staff members
* STORY A block of text on a single topic beginning with some form of a lead followed by the body that contains quotations and transitions
* TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic
* TRANSITION The portion of the story which helps the reader move from one point to the next: helps a story flow, adds information, and explains other items in the story
* UNDERLINE A smaller headline set under the main headline that is approximately the same length as the main headline
* WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the other elements on the page
(Adapted from TAJE Journalism Curriculum Guide & Newspaper Curriculum Guide )
* 5W'S & H The essentials of any story: who, what, when, where, why, and how
* ADVERTSING Space in a publication sold to other businesses; display ads usually contain headlines, illustrations, copy, a call for action and information to identify the business
* ALIGNMENT Refers to the justification of text at its margins; left, right, centered, justified
* BEAT A specific area assigned to a reporter for regular coverage
* BOLD Type which appears darker than surrounding type of the same family; used for emphasis
* BY-LINE Indicates who wrote the story; often includes the writer's title
* CAPTION The portion of the layout which explains what is happening in a photograph. Also called cutlines. Often includes a photo credit.
* COLUMN A vertical division of layout which aids in giving structure to a page
* DOMINANT The largest photograph on a layout
* EDITOR Has overall responsibility for the publication
* EDITORIAL A type of story which serves to express an opinion and encourage the reader to take some action
* ETHICS A standard of conduct based on moral beliefs
* FACT A statement that can be proven. Not an opinion
* FEATURE A story written with some interpretation that goes beyond just reporting the facts
* FLAG The name of the paper that usually appears at the top of page one
* GRAPHICS The use of lines, screens, boxes, large initial letters etc. to enhance a design by breaking up areas
* GRID SYSTEM A system of layout in which the page is divided into small units which are filled in
* HAMMER A form of headline consisting of a few very large words over a smaller subheadline
* HEADLINE Large type designed to summarize a story and grab the reader's attention
* HUMAN INTEREST An element of news that includes people or events with which the audience can identify; stories that are just interesting
* INTERVIEW A question and answer session between a reporter and source to get information for a story
* INVERTED PYRAMID A style of writing most commonly applied to news stories in which the most important facts appear early in the story and less important facts later in the story
* KICKER A short (one or two word) statement at the beginning of a caption that serves to grab the reader's attention
* LEAD The beginning of the story which serves to summarize the story and/or grab the reader's attention
* LIBEL Written defamation; damaging false statements against another person or institution that are in writing or are spoken from a written script
* NEWS Information delivered about an event shortly after it has occurred
* OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the writer
* OPINION A statement which cannot be proven.
* QUOTATION A statement make by another person included in a published story. A direct quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.
* REPORTER Person who researches and generally writes stories assigned by editors
* REVIEW A form of editorial written to comment on a play, movie, piece of music or some other creative work
* SANS SERIF Type with no extension at the letters which is easier to read at large sizes
* SERIF An extension at the end of certain letters which make the type easier to read at text sizes
* SLANDER Spoken defamation; damaging false statements against another person or institution that are spoken
* SPREAD Two facing pages that are designed as one unit
* STAFF BOX A box containing the names of the staff members
* STORY A block of text on a single topic beginning with some form of a lead followed by the body that contains quotations and transitions
* TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic
* TRANSITION The portion of the story which helps the reader move from one point to the next: helps a story flow, adds information, and explains other items in the story
* UNDERLINE A smaller headline set under the main headline that is approximately the same length as the main headline
* WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the other elements on the page
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