5/21/14
In Class:
Warm-up-- Reflect on the progress you've made this block, particularly in regard to the syllabus goals and agreement you set up on the first day of class.
Students worked independently to finish Journalist Assignments, catch up on missing work, and compile & submit warmups.
Exit ticket: Tell me something I don't know about you.
Homework:
Have a rejuvenating break!
Wednesday, May 21, 2014
Monday, May 19, 2014
May 19th, 2014
5/19/14
In Class:
Warm-up-- Write a brief profile (~50 words) on a person whom you admire. Use a strong lede (hook) and note important information first.
Final exam review.
Final exam.
Independent work time:
* Journalist Assignments.
* Missing work/warm-ups.
Exit ticket: Note your progress on remaining requirements (Journalist Assignments, missing work, warm-ups, final exam).
Homework:
Work on Journalist Assignments.
Catch up on any missing work or warm-ups.
In Class:
Warm-up-- Write a brief profile (~50 words) on a person whom you admire. Use a strong lede (hook) and note important information first.
Final exam review.
Final exam.
Independent work time:
* Journalist Assignments.
* Missing work/warm-ups.
Exit ticket: Note your progress on remaining requirements (Journalist Assignments, missing work, warm-ups, final exam).
Homework:
Work on Journalist Assignments.
Catch up on any missing work or warm-ups.
Wednesday, May 14, 2014
May 14th, 2014
5/14/14
In Class:
Warm-up-- Using either the Boulder Daily Camera or the Longmont Times Call online, find one article that demonstrates either the news value of novelty or the news value of emotional appeal. Copy down the title, author, and one line from the story that exemplifies the news value.
Guest speakers Gil Asakawa and April Nowicki from University of Colorado's Society for Professional Journalist (CUSPJ) spoke regarding their experiences in the field of journalism and potential careers in the field.
Students spent remaining class time working on the following tasks:
* Review study guide for final "exam," next Monday.
* Catch up on missing work/warm-ups.
* Work on Journalist Assignments.
Exit ticket: Write down the homework you will do this weekend.
Homework:
Review study guide for final "exam," next Monday.
Catch up on missing work/warm-ups.
Work on Journalist Assignments.
In Class:
Warm-up-- Using either the Boulder Daily Camera or the Longmont Times Call online, find one article that demonstrates either the news value of novelty or the news value of emotional appeal. Copy down the title, author, and one line from the story that exemplifies the news value.
Guest speakers Gil Asakawa and April Nowicki from University of Colorado's Society for Professional Journalist (CUSPJ) spoke regarding their experiences in the field of journalism and potential careers in the field.
Students spent remaining class time working on the following tasks:
* Review study guide for final "exam," next Monday.
* Catch up on missing work/warm-ups.
* Work on Journalist Assignments.
Exit ticket: Write down the homework you will do this weekend.
Homework:
Review study guide for final "exam," next Monday.
Catch up on missing work/warm-ups.
Work on Journalist Assignments.
Monday, May 12, 2014
May 12th, 2014
5/12/14
In Class:
Warm-up-- Using one of the following hypothetical situations, write a story using a strong lede and the inverted pyramid style:
* You won the lottery!
* Your ideal, unlimited, no-holds-barred birthday celebration
* The best concert you could ever imagine
Housekeeping: Reviewed missing work reports and returned graded work.
As a class, we read "Putting Twitter's World to Use" by Claire Cain Miller. We discussed how Twitter is not just an avenue of inane record-keeping, but also a means of communicating and connecting, of documenting important information and advertising causes. Then, practiced by investigating the hashtag #boulderflood.
Students used the remainder of class to work independently on the following assignments:
* Read "Journalism is About People, Not Technology" from JournalismNext, and answer the questions on the handout.
* Catch up on missing work.
* Work on Journalist Assignments.
Exit ticket: Define multimedia.
Homework:
Finish "Journalism is About People, Not Technology" reading and questions.
Write at least three questions for our CU Journalism guest speaker next class.
Catch up on missing work.
Work on Journalist Assignments.
In Class:
Warm-up-- Using one of the following hypothetical situations, write a story using a strong lede and the inverted pyramid style:
* You won the lottery!
* Your ideal, unlimited, no-holds-barred birthday celebration
* The best concert you could ever imagine
Housekeeping: Reviewed missing work reports and returned graded work.
As a class, we read "Putting Twitter's World to Use" by Claire Cain Miller. We discussed how Twitter is not just an avenue of inane record-keeping, but also a means of communicating and connecting, of documenting important information and advertising causes. Then, practiced by investigating the hashtag #boulderflood.
On Twitter…
v
Click the “Search” button in the top right
(magnifying glass)
v
Search the hashtag #boulderflood
v
Copy three or more tweets/retweets to a separate
sheet of paper
o
From between 9/13/13 and 12/31/13
o
Demonstrates the use of Twitter to
support/communicate with/connect flood victims
On Instagram…
v
Click the “Explore” button the bottom panel
(compass rose)
v
In the search bar, choose the “Hashtags” tab and
search #boulderflood
v
Find three or more photos and copy down the user’s
handle and time since post.
o
Represents, reflects on, or documents the flood Students used the remainder of class to work independently on the following assignments:
* Read "Journalism is About People, Not Technology" from JournalismNext, and answer the questions on the handout.
* Catch up on missing work.
* Work on Journalist Assignments.
Exit ticket: Define multimedia.
Homework:
Finish "Journalism is About People, Not Technology" reading and questions.
Write at least three questions for our CU Journalism guest speaker next class.
Catch up on missing work.
Work on Journalist Assignments.
Thursday, May 8, 2014
May 7th, 2014
5/7/14
In Class:
Warm-up-- Write three ledes about significant events from the last 5 years of your life.
As a class, read and discussed "Writing for audio journalism," an excerpt from "10 Basics of audio journalism" from the University of Tennessee, focusing on the four Cs of broadcast journalism.
In pairs, students organized their thoughts and information on the Colorado floods for broadcast journalism using the graphic organizer to the right. Then, each pair recorded their reflections and data from personal and global experiences using iPads.
As a class, we checked in regarding the journalist assignments. Please stay on top of these as the block draws to a close!
Exit ticket: What is one thing you are looking forward to?
Homework:
Tweets due Monday.
Work on Journalist Assignments!
In Class:
Warm-up-- Write three ledes about significant events from the last 5 years of your life.
As a class, read and discussed "Writing for audio journalism," an excerpt from "10 Basics of audio journalism" from the University of Tennessee, focusing on the four Cs of broadcast journalism.
In pairs, students organized their thoughts and information on the Colorado floods for broadcast journalism using the graphic organizer to the right. Then, each pair recorded their reflections and data from personal and global experiences using iPads.
As a class, we checked in regarding the journalist assignments. Please stay on top of these as the block draws to a close!
Exit ticket: What is one thing you are looking forward to?
Homework:
Tweets due Monday.
Work on Journalist Assignments!
Monday, May 5, 2014
May 5th, 2014
5/5/14
In Class:
Warm-up-- Using any online news source, find an article that demonstrates at least four of the eight traditional news values. Copy down the headline, author, and publication date.
Mini-Lesson in Audio Journalism
multimedia: the use of multiple avenues to convey information. *Most news sources use multimedia in today's day and age.*
-> photojournalism -> audio journalism -> videography -> written word
audiojournalism: the use of sound recording (interviews, quotes/sound bites, voiceover, ambient/environmental sound, music) to enhance journalistic communication.
Independently, each student found and listened to an NPR story of his or her choice, then filling out the graphic organizer to the side and answering the following three questions:
* How does the use of audio help enhance your understanding?
* Which of the following was used? -- interviews, quotes/sound bites, voiceover, ambient/environmental sound, music
* What other media would improve your understanding of this story?
Students worked independently on the following activities:
- Read "What is it?: Audio Journalism" from Journalism Next, 2nd ed., by Mark Briggs. To demonstrate understanding, write a 5-sentence summary of the reading.
- Finish T-chart and flood notes.
- Work on journalist assignments and other missing work.
Exit ticket: Define photojournalism.
Homework:
Finish 5-sentence summary of "What is it?: Audio Journalism."
Be sure T-chart and flood notes are ready for Wednesday.
In Class:
Warm-up-- Using any online news source, find an article that demonstrates at least four of the eight traditional news values. Copy down the headline, author, and publication date.
Mini-Lesson in Audio Journalism
multimedia: the use of multiple avenues to convey information. *Most news sources use multimedia in today's day and age.*
-> photojournalism -> audio journalism -> videography -> written word
audiojournalism: the use of sound recording (interviews, quotes/sound bites, voiceover, ambient/environmental sound, music) to enhance journalistic communication.
* How does the use of audio help enhance your understanding?
* Which of the following was used? -- interviews, quotes/sound bites, voiceover, ambient/environmental sound, music
* What other media would improve your understanding of this story?
Students worked independently on the following activities:
- Read "What is it?: Audio Journalism" from Journalism Next, 2nd ed., by Mark Briggs. To demonstrate understanding, write a 5-sentence summary of the reading.
- Finish T-chart and flood notes.
- Work on journalist assignments and other missing work.
Exit ticket: Define photojournalism.
Homework:
Finish 5-sentence summary of "What is it?: Audio Journalism."
Be sure T-chart and flood notes are ready for Wednesday.
Wednesday, April 30, 2014
April 30th, 2014
4/30/14
In Class:
Warm-up-- Identify one topic on which you consider yourself an expert. How did you come across this topic? Why are you passionate about it?
Lesson on Opinion-Writing in Journalism
Read "Big Brother is watching" by Erika Stutzman as a class. Using a T-Chart of Fact/Opinion, we identified facts presented in the article and our corresponding opinions.
Read "The Media Has a Woman Problem" by Liza Mundy as a class.
* What is the purpose of writing an opinion article?
* What qualifies someone to write an opinion article?
editorial: article that expresses the opinion of a publication's editors or publishers.
op-ed: article that expresses opinions of a columnist, expert, or well-known person.
letter to the editor: a brief letter or article expressing the opinions of a reader or community member.
-> Typical Structure of an Op-Ed
* Hooke/lede (personal story, blunt statement, news peg, reference to another article)
* Thesis (main argument or idea)
* Supporting details
* Conclusion
* ["To be sure..." section]
Independently, students worked on the following assignments:
- Using the articles provided, reflect on the CO floods. Read at least two articles; take notes that you can turn in to demonstrate your comprehension.
- Missing work, including T-Chart from last class on flood experience and Journalist Assignments.
- Tweets #5.
Exit ticket: Define 'op-ed.'
Homework:
Finish your notes from CO flood articles.
Write three tweets for Monday.
Catch up on any missing work.
In Class:
Warm-up-- Identify one topic on which you consider yourself an expert. How did you come across this topic? Why are you passionate about it?
Lesson on Opinion-Writing in Journalism
Read "Big Brother is watching" by Erika Stutzman as a class. Using a T-Chart of Fact/Opinion, we identified facts presented in the article and our corresponding opinions.
Read "The Media Has a Woman Problem" by Liza Mundy as a class.
* What is the purpose of writing an opinion article?
* What qualifies someone to write an opinion article?
editorial: article that expresses the opinion of a publication's editors or publishers.
op-ed: article that expresses opinions of a columnist, expert, or well-known person.
letter to the editor: a brief letter or article expressing the opinions of a reader or community member.
-> Typical Structure of an Op-Ed
* Hooke/lede (personal story, blunt statement, news peg, reference to another article)
* Thesis (main argument or idea)
* Supporting details
* Conclusion
* ["To be sure..." section]
Independently, students worked on the following assignments:
- Using the articles provided, reflect on the CO floods. Read at least two articles; take notes that you can turn in to demonstrate your comprehension.
- Missing work, including T-Chart from last class on flood experience and Journalist Assignments.
- Tweets #5.
Exit ticket: Define 'op-ed.'
Homework:
Finish your notes from CO flood articles.
Write three tweets for Monday.
Catch up on any missing work.
Subscribe to:
Comments (Atom)