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.
April 28th, 2014
4/28/14
In Class:
Field trip to Lefthand Canyon to examine, research, and reflect on remaining Boulder Flood damage 7 months later; practiced photojournalism.
photojournalism: the use of images to convey stories or information.
-> rule of thirds
-> interesting/unique subject
-> use of angles/lines
-> use of color and contrast
-> light & exposure
Exit ticket: When will you turn in a journalist assignment?
Homework:
Catch up on missing work.
Complete a T-chart like the one below to begin compiling data for Boulder Flood story.
In Class:
Field trip to Lefthand Canyon to examine, research, and reflect on remaining Boulder Flood damage 7 months later; practiced photojournalism.photojournalism: the use of images to convey stories or information.
-> rule of thirds
-> interesting/unique subject
-> use of angles/lines
-> use of color and contrast
-> light & exposure
Exit ticket: When will you turn in a journalist assignment?
Homework:
Catch up on missing work.
Complete a T-chart like the one below to begin compiling data for Boulder Flood story.
Monday, April 21, 2014
April 21st, 2014
4/21/14
In Class:
Warm-up-- Quiz yourself on the following terms:
* inverted pyramid (IC cone)
* journalism
* microblogging
* lede
* medium (media)
* news element
* news value
* interview techniques
Housekeeping:
- Although there will be ACT testing on Wednesday morning, this class will still meet as scheduled. Be sure to bring all materials necessary to prepping, writing, and revising your journalist assignments.
- All of your warmups will be collected on Wednesday. After Wednesday's warm-up, you should have 8 total.
Distributed and reviewed missing work reports.
Students worked independently on...
... Journalist assignments.
... Missing work.
... Missing warm-ups.
Exit ticket: What did you get done in class today?
Homework:
Work on your journalist assignments! Two due by Thursday @ noon.
Catch up on missing work and warm-up activities.
In Class:
Warm-up-- Quiz yourself on the following terms:
* inverted pyramid (IC cone)
* journalism
* microblogging
* lede
* medium (media)
* news element
* news value
* interview techniques
Housekeeping:
- Although there will be ACT testing on Wednesday morning, this class will still meet as scheduled. Be sure to bring all materials necessary to prepping, writing, and revising your journalist assignments.
- All of your warmups will be collected on Wednesday. After Wednesday's warm-up, you should have 8 total.
Distributed and reviewed missing work reports.
Students worked independently on...
... Journalist assignments.
... Missing work.
... Missing warm-ups.
Exit ticket: What did you get done in class today?
Homework:
Work on your journalist assignments! Two due by Thursday @ noon.
Catch up on missing work and warm-up activities.
Thursday, April 17, 2014
April 16th, 2014
4/16/14
In Class:
Warm-up-- Does the article utilize proper inverted pyramid style? Which of the eight news values does it appeal to the most?
As a class, reviewed the six news elements: who, what, when, where, why, and how. To practice the process of imagining stories in this framework, we viewed "The Sore Problem of Prosthetic Limbs" by David Sengeh and collaboratively organized details based on the six elements and inverted pyramid style (see right).
Independently, each student chose a TED talk (preferably one with a story behind it) and used the graphic organizer to identify and sequence details in the process of re-imagining a story:
In Class:
Warm-up-- Does the article utilize proper inverted pyramid style? Which of the eight news values does it appeal to the most?
As a class, reviewed the six news elements: who, what, when, where, why, and how. To practice the process of imagining stories in this framework, we viewed "The Sore Problem of Prosthetic Limbs" by David Sengeh and collaboratively organized details based on the six elements and inverted pyramid style (see right).
Independently, each student chose a TED talk (preferably one with a story behind it) and used the graphic organizer to identify and sequence details in the process of re-imagining a story:
Independently, students began reading Chapter 2 (part 2) of Producing Online News, "Online News is Still News."
Exit ticket: Define 'medium.'
Homework:
Complete guided notes for "Online News is Still News."
3 Tweets for Monday.
Work on Journalist Assignments!
Catch up on missing work.
Monday, April 14, 2014
April 14th, 2014
4/14/14
In Class:
Warm-up-- Using one of the three articles in the handout, organize important details and information in the graphic organizer:
Review -- Interview Techniques and Practices
As a class, we recalled important interview practices:
- Identify SOAP - Prepare diligently
- Listen carefully - Utilize quotes!
Independently, each student watched an interview of his or her choice on the Big Think YouTube channel and reflected on the following questions:
* Identify the SOAP of this interview.
* What sort of questions does the interviewer ask? (Provide at least 2 examples)
* How does the use of video affect the use of quotes?
* What do you think makes this video interesting and newsworthy?
Recapped/reviewed as a class; students submitted responses.
As a class, read and discussed “In High School and Alone in a Homeless Shelter” from the New York Times. Remember, profiles are not just relegated to celebrities or scholars; they portray the personality of anyone with a story.
As a full class, we developed questions to guide interviews with fellow students, such as:
* Where were you born? What is your heritage?
* What is your family like?
* What are your hopes & dreams?
* What do you do with your free time? What are your hobbies and interests?
...etc.
In pairs designated by the instructor, students interviewed each other, identify important information, and synthesized the information into a ~150 to 200-word profile.
Exit Ticket: What are the four most important guidelines to interviewing? (See notes from 4/9)
Homework:
Finish in-class interview assignment.
In Class:
Warm-up-- Using one of the three articles in the handout, organize important details and information in the graphic organizer:
Review -- Interview Techniques and Practices
As a class, we recalled important interview practices:
- Identify SOAP - Prepare diligently
- Listen carefully - Utilize quotes!
Independently, each student watched an interview of his or her choice on the Big Think YouTube channel and reflected on the following questions:
* Identify the SOAP of this interview.
* What sort of questions does the interviewer ask? (Provide at least 2 examples)
* How does the use of video affect the use of quotes?
* What do you think makes this video interesting and newsworthy?
Recapped/reviewed as a class; students submitted responses.
As a class, read and discussed “In High School and Alone in a Homeless Shelter” from the New York Times. Remember, profiles are not just relegated to celebrities or scholars; they portray the personality of anyone with a story.
As a full class, we developed questions to guide interviews with fellow students, such as:
* Where were you born? What is your heritage?
* What is your family like?
* What are your hopes & dreams?
* What do you do with your free time? What are your hobbies and interests?
...etc.
In pairs designated by the instructor, students interviewed each other, identify important information, and synthesized the information into a ~150 to 200-word profile.
Exit Ticket: What are the four most important guidelines to interviewing? (See notes from 4/9)
Homework:
Finish in-class interview assignment.
Wednesday, April 9, 2014
April 9th, 2014
4/9/14
In Class:
Warm-up-- Think about a film, TV show, or (storytelling) song that you have seen recently. Write a newspaper article using a strong lede and the inverted pyramid (ice-cream cone) to tell the story.
Lecture in Interview Techniques
First, you must identify SOAP:
Subject-- What or who is the piece about?
Occasion-- What inspires or prompts the piece?
*News peg: What makes this subject newsworthy?
Audience-- Who is this piece intended for? Who would be interested in reading it?
Purpose-- What is the desired effect of publishing this piece?
The two genres of purpose guiding interviews are for news interview or profile.
news interview: the purpose is to gather information to explain an idea, event, or situation in the news. profile: the focus is on an individual, usually incorporating a news peg. [This is the style you will be using for your journalist assignments.]
Key elements of a profile:
* Person’s background (birth, upbringing, education, occupation)
* Anecdotes (stories) involving the subject
* Quotes!
* Reporter observations
* Comments from associated people
* News peg
Four Guiding Principles for Any Interview:
1. Prepare carefully: research, devise a tentative theme, prepare questions and/or question topics, and anticipate responses.
2. Establish a ‘productive’ relationship with the source.
3. Ask questions that are relevant and encourage candid, open talking (open-ended and follow-up questions).
4. Listen and watch attentively: “Great reporters are great listeners.” Use quotes for communication and credibility.
As a class, we read "Stephen Pinker: Human Nature's Pathologist" and inferred the approach Carl Zimmer took in his interview process.
Independently, students practiced interview preparation techniques:
* Identify a personal hero of yours that you would like to interview.
* Research basic background info. (birth, upbringing, occupation, education, & newsworthiness)
* Write 10 open-ended interview questions.
* Write a potential (anticipated) response for each question.
(See right).
Exit ticket: What does SOAP stand for?
Homework:
Finish your hypothetical interview preparation assignment.
3+ tweets due by Monday.
In Class:
Warm-up-- Think about a film, TV show, or (storytelling) song that you have seen recently. Write a newspaper article using a strong lede and the inverted pyramid (ice-cream cone) to tell the story.
Lecture in Interview Techniques
First, you must identify SOAP:
Subject-- What or who is the piece about?
Occasion-- What inspires or prompts the piece?
*News peg: What makes this subject newsworthy?
Audience-- Who is this piece intended for? Who would be interested in reading it?
Purpose-- What is the desired effect of publishing this piece?
The two genres of purpose guiding interviews are for news interview or profile.
news interview: the purpose is to gather information to explain an idea, event, or situation in the news. profile: the focus is on an individual, usually incorporating a news peg. [This is the style you will be using for your journalist assignments.]
Key elements of a profile:
* Person’s background (birth, upbringing, education, occupation)
* Anecdotes (stories) involving the subject
* Quotes!
* Reporter observations
* Comments from associated people
* News peg
Four Guiding Principles for Any Interview:
1. Prepare carefully: research, devise a tentative theme, prepare questions and/or question topics, and anticipate responses.
2. Establish a ‘productive’ relationship with the source.
3. Ask questions that are relevant and encourage candid, open talking (open-ended and follow-up questions).
4. Listen and watch attentively: “Great reporters are great listeners.” Use quotes for communication and credibility.
As a class, we read "Stephen Pinker: Human Nature's Pathologist" and inferred the approach Carl Zimmer took in his interview process.
Independently, students practiced interview preparation techniques:
* Identify a personal hero of yours that you would like to interview.
* Research basic background info. (birth, upbringing, occupation, education, & newsworthiness)
* Write 10 open-ended interview questions.
* Write a potential (anticipated) response for each question.
(See right).
Exit ticket: What does SOAP stand for?
Homework:
Finish your hypothetical interview preparation assignment.
3+ tweets due by Monday.
Monday, April 7, 2014
April 7th, 2014
4/7/14
In Class:
Warm-up-- Write three individual ledes for activities you did this weekend.
Introduced and reviewed ongoing Journalist Assignments.
Instruction on The Inverted Pyramid (Ice Cream Cone) Style of Journalistic Writing
While most writing starts with basics and builds toward a big point, journalism starts with a lede, then fills in the details after. This is a style known as the inverted pyramid--or 'ice cream cone.'
As a class, we read “Not Much Violence, Lots of Votes to Count” to identify inverted pyramid style, using the worksheet “Identifying the Inverted Pyramid.” Then, students broke into pairs and sequenced “Taking a Look at Heroin Abuse in Colorado” based on inverted pyramid style. They either a) identified one line as a lede, b) combined two-three lines as a lede, or c) wrote their own lede.
Finally, using the worksheet “Practicing the Inverted Pyramid,” students began to write a story (~150 words) that demonstrates the ice-cream-cone style.
Exit Ticket: Define 'microblogging.'
Homework:
Finish your personal Inverted Pyramid story.
In Class:
Warm-up-- Write three individual ledes for activities you did this weekend.
Introduced and reviewed ongoing Journalist Assignments.
Instruction on The Inverted Pyramid (Ice Cream Cone) Style of Journalistic Writing
While most writing starts with basics and builds toward a big point, journalism starts with a lede, then fills in the details after. This is a style known as the inverted pyramid--or 'ice cream cone.'
As a class, we read “Not Much Violence, Lots of Votes to Count” to identify inverted pyramid style, using the worksheet “Identifying the Inverted Pyramid.” Then, students broke into pairs and sequenced “Taking a Look at Heroin Abuse in Colorado” based on inverted pyramid style. They either a) identified one line as a lede, b) combined two-three lines as a lede, or c) wrote their own lede.
Finally, using the worksheet “Practicing the Inverted Pyramid,” students began to write a story (~150 words) that demonstrates the ice-cream-cone style.
Exit Ticket: Define 'microblogging.'
Homework:
Finish your personal Inverted Pyramid story.
Journalist Assignments -- Journalism in New Media
Journalist
Assignments – Journalism in New Media
Due dates: Two assignments due by April 24th,
2014, at noon
All assignments completed by May 21st,
2014, at 5 PM
Note:
You must complete all four assignments to earn credit in this course.
In order to demonstrate
your developing knowledge of journalistic writing style and techniques, you
will complete a total of four assignments. You should imagine yourself as a
reporter, utilizing the same practices and fulfilling the same purpose.
Since your writing will be
published through Boulder Prep media, like a blog or community newspaper, you
will need to complete at least one revision of each article.
Journalist
Assignment #1
Your
first assignment is to conduct an interview with and write a profile on a
current student or graduate of Boulder Prep. Use interview techniques that you
learn in class, and consider particularly the following questions:
-
What brought you to Boulder Prep? Where were you before you arrived? What
inspired you to come here?
- How long have you been at our school?
-
What are your passions and interests (both academic and personal)?
-
What has been your best academic experience here? What has been your favorite
non-academic experience?
- What do you think is your biggest contribution to
Boulder Prep?
- What would you improve about our school?
Journalist
Assignment #2
Your
second assignment is to write a report on a field trip you will attend this
block. This can be any field trip or after school activity, but it must during
Block IV (not a prior experience). The purpose of this assignment is to explore
how extracurricular activities enhance the Boulder Prep experience, so be
certain to consider how this trip improved a) your academics, b) your
relationship to the BP community, and/or c) your investment in school. You
should ask Rachel, the lead staff on the field trip, and your peers for
contributions, too. *Please take at least one photo on the field trip you write about.* Consider the following questions:
- What field trip did you attend? Why did you choose to
go for this particular event?
-
What did you gain from attending this trip? (New knowledge, new understanding,
new relationships, etc.)
- How was this experience designed to enhance your BP
experience? Did it work?
- Is this a field trip that other schools might
implement? How is it unique to our school?
Journalist
Assignment #3
Your
third assignment is to conduct an interview with and write a profile on a
current member of the Boulder Prep faculty. Use interview techniques that you
learn in class, and consider particularly the following questions:
- How did you start teaching at Boulder Prep? What
brought you here?
- What are your personal and professional passions? How
do you apply those at school?
- What is your academic and professional background?
-
What has been your best experience here?
- What do you think is your biggest contribution to
Boulder Prep?
- What would you improve about our school?
Journalist
Assignment #4
Your
fourth assignment is to write a reflection/op-ed on a course or intensive you
have taken (or are taking) at Boulder Prep. As you know, our school focuses on
alternative curriculum that still prepares you for college and the ‘real
world’; choose a course that you probably wouldn’t find in a traditional high
school environment. Consider the following questions:
- What makes this course unique? How is it relevant to
your learning?
- What was your favorite project, activity, topic, or
focus?
- How did the teacher help you connect with the material?
- How have you/will you apply the knowledge and skills
from this course in the future?
- How might you improve this course for future blocks?
You will earn credit for
each of these assignments by completing final drafts which demonstrate
competence with journalistic style, including strong ledes, use of the inverted
pyramid, and thorough reporting and analysis.
Tips for success:
·
Start
considering your topics for each assignment as soon as possible, especially assignment
#3. The sooner you know what you will write about, the longer you will have to
investigate, analyze, write, and revise.
·
Ask for help,
whether it comes from Shane, a peer, or a trusted adult. While these are your assignments to complete, no journalist
should write in isolation.
·
Be as thorough
as possible. Use additional questions (besides the ones I’ve provided you) to
guide your research, especially when interviewing people.
Wednesday, April 2, 2014
April 2nd, 2014
4/2/14
In Class:
Warm-up-- Write a status update for yourself for each of the following times this week:
Monday morning, Monday at lunch, Monday evening, Tuesday morning, Tuesday at lunch, Tuesday evening, and right now.
Using Colorado Newspapers in Education, each student found three articles that interested her; then, she copied down the first two sentences from those articles. In journalism, these sentences are called the lede.
lede: a concise, engaging introductory sentence (or two) to ‘hook’ the reader.
- give the readers the main point
- give the readers a reason to keep reading
…in as few words possible. (Typically, 35 words maximum is a good rule-of-thumb.)
This connects to microblogging because the author needs to engage the reader as quickly and meaningfully as possible.
What goes in a lede? Who, what, when, where, why, and how:
Ex.: While painting his house yesterday, a Boulder man was injured when he fell off an old, rickety ladder that shattered beneath him.
Who: a man
What: was injured
When: yesterday
Where: his house in Boulder
Why: because the ladder was old and rickety
How: the ladder shattered beneath him.
Independently, each student identified (as best she could) the 5 Ws and H of each lede she copied earlier.
For the remainder of class, students worked independently on:
* “Online News is Still News” & guided notes
* Microblogging submissions.
Exit ticket: Define 'journalism.'
Homework:
Finish "Online News is Still News" Guided Notes.
Write 3+ tweets for the mircroblogging assignment.
In Class:
Warm-up-- Write a status update for yourself for each of the following times this week:
Monday morning, Monday at lunch, Monday evening, Tuesday morning, Tuesday at lunch, Tuesday evening, and right now.
Using Colorado Newspapers in Education, each student found three articles that interested her; then, she copied down the first two sentences from those articles. In journalism, these sentences are called the lede.
lede: a concise, engaging introductory sentence (or two) to ‘hook’ the reader.
- give the readers the main point
- give the readers a reason to keep reading
…in as few words possible. (Typically, 35 words maximum is a good rule-of-thumb.)
This connects to microblogging because the author needs to engage the reader as quickly and meaningfully as possible.
What goes in a lede? Who, what, when, where, why, and how:
Ex.: While painting his house yesterday, a Boulder man was injured when he fell off an old, rickety ladder that shattered beneath him.
Who: a man
What: was injured
When: yesterday
Where: his house in Boulder
Why: because the ladder was old and rickety
How: the ladder shattered beneath him.
Independently, each student identified (as best she could) the 5 Ws and H of each lede she copied earlier.
For the remainder of class, students worked independently on:
* “Online News is Still News” & guided notes
* Microblogging submissions.
Exit ticket: Define 'journalism.'
Homework:
Finish "Online News is Still News" Guided Notes.
Write 3+ tweets for the mircroblogging assignment.
March 31st, 2014
3/31/14
In Class:
Warm-up-- Tell the story of a significant even that has occurred in your life in the past six months. Use as much detail and explanation as you can. How has this event influenced other parts of your life?
Each student set up a binder with four sections: Warm-ups, Notes & In-Class Activities, Assignments, and Handouts & Readings.
Introductory Lecture: What is Journalism?
* Using a technique known as crowdsourcing, our class generated a definition of journalism as it applies to our modern age.
journalism: a field responsible for investigating & reporting accurate & relevant information to the public.
* Journalism is essential to our society because it helps people communicate, keeps powers like government and business in check, and creates a common understanding of our society.
* What media can be utilized for journalism?
medium (pl. media): an analog or digital avenue for communicating information.
As a rapidly evolving field, journalism increasingly uses more and more different media, including technological media.
- newspaper - TV - radio - Internet news sites - Podcasts - Blogs
- Facebook - Twitter - Instagram - Compilation news (e.g., Huffington Post)
Today's focus: Microblogging
microblogging: a broadcast medium utilizing ultra-brief posts (microposts) to convey or document information. (The most common form of microblogging is known as Twitter.)
* Microblogging can be oriented as informational, thematic, or commercial.
* Key terms: post [tweet], repost [retweet], reply, hashtag, handle, mention, follow.
* Introduced ongoing Microblogging Assignment.
Reviewed syllabus and class expectations.
Exit ticket: Complete the following statement--"If I do one thing to be successful this block, it will be..."
Homework:
Complete last page of syllabus by Wednesday.
Read "Online News is Still News" and complete corresponding guided notes by Monday.
Write three or more tweets by Monday.
In Class:
Warm-up-- Tell the story of a significant even that has occurred in your life in the past six months. Use as much detail and explanation as you can. How has this event influenced other parts of your life?
Each student set up a binder with four sections: Warm-ups, Notes & In-Class Activities, Assignments, and Handouts & Readings.
Introductory Lecture: What is Journalism?
* Using a technique known as crowdsourcing, our class generated a definition of journalism as it applies to our modern age.
journalism: a field responsible for investigating & reporting accurate & relevant information to the public.
* Journalism is essential to our society because it helps people communicate, keeps powers like government and business in check, and creates a common understanding of our society.
* What media can be utilized for journalism?
medium (pl. media): an analog or digital avenue for communicating information.
As a rapidly evolving field, journalism increasingly uses more and more different media, including technological media.
- newspaper - TV - radio - Internet news sites - Podcasts - Blogs
- Facebook - Twitter - Instagram - Compilation news (e.g., Huffington Post)
Today's focus: Microblogging
microblogging: a broadcast medium utilizing ultra-brief posts (microposts) to convey or document information. (The most common form of microblogging is known as Twitter.)
* Microblogging can be oriented as informational, thematic, or commercial.
* Key terms: post [tweet], repost [retweet], reply, hashtag, handle, mention, follow.
* Introduced ongoing Microblogging Assignment.
Reviewed syllabus and class expectations.
Exit ticket: Complete the following statement--"If I do one thing to be successful this block, it will be..."
Homework:
Complete last page of syllabus by Wednesday.
Read "Online News is Still News" and complete corresponding guided notes by Monday.
Write three or more tweets by Monday.
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