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Class overview
Journalism:
ENGLEWOOD HIGH SCHOOL
Ms. Shotts ~ Room 2119
karla_shotts@engschools.net
OFFICE HOURS: 1st hour; before and after school
COURSE DESCRIPTION: Journalism I, 2 and 3 will give training in all the areas of contemporary journalism: media history, law, and ethics; reporting; news, feature, sports, opinion, and entertainment writing; editing; photography; page design and layout; advertising and public relations; and multimedia (broadcast and online) journalism. The course makes you an integral part of the staff for the EHS Pirateer news magazine, http://www.thepirateer.com and the EHS social media accounts. Writing, decision-making, creativity, problem-solving, and professionalism will be strongly emphasized in this class meant to develop real-world skills for future careers in communications.
COURSE PURPOSE: Real and living, journalism influences every area of life. In essence, journalism is the foundation for our democracy and allows us to exist as we do. I hope this course teaches you what happens behind the scenes in the media-crazy society we know – both good and bad. I hope you become better thinkers – never taking anything at face value. And, I hope you appreciate the awesome responsibility and joy that journalism is.
CLASSROOM RULES: As much as it is an individual endeavor at times, journalism is truly about teamwork. Therefore, Respect all others in what is said and done, especially when viewpoints are different from your own; put Effort into every assignment and every word spoken; take Responsibility for your choices and actions, as well as for achieving and learning at the highest level possible.
Beyond that:
No food or drinks – be good to the computers; they are all we have!
Adhere to all the EHS MEDIA Handbook rules and discipline system (ex: cell phones, dress, language, etc.)
Press Passes: The atmosphere here will be somewhat relaxed; ongoing discussions will be necessary; moving around the room is encouraged on newsroom days. Through the use of a Press Pass, you will be able to travel the building during the journalism period on course-related business. But remember, any abuse of this privilege will result in loss of this opportunity, hurting your ability to finish assignments.
LOCAL, STATE AND NATIONAL JOURNALISM ORGANIZATIONS
LOCAL, STATE AND NATIONAL JOURNALISM ORGANIZATIONS
Journalism History-Through the years
Journalism History-Through the years
Lessons below include:
Lessons below include:
AP style, Types of sourcing, Choosing a good story, Lede Writing, Choosing a topic & Ethics, Photo Composition, Captions, Principles of Design, ABC's of Ethics, & First Amendment
AP style, Types of sourcing, Choosing a good story, Lede Writing, Choosing a topic & Ethics, Photo Composition, Captions, Principles of Design, ABC's of Ethics, & First Amendment
All Lesson Plans.pdfAll Slideshows.pdfHow to get new story ideas,
How to get new story ideas,
increase diversity in coverage with online activity
increase diversity in coverage with online activity
We often see the same story ideas each year in student media. As students cycle through our programs, the greatest hits and old favorites consistently resurface: new teacher profiles, dress code commentary, schedule change repercussions, and the like.
Part 1: Content analysis! Let's avoid what has been done before and imagine other possibilities. What’s even better — we can address diversity in our coverage. IN GROUPS OF TWO (2): EACH GROUP ASSIGNED A CATEGORY ON WWW.THEPIRATEER.COM. What stories are repeated? What stories are we missing? Now compare this to the Denver Post website. https://www.denverpost.com/
Part 2: Your group will decide areas that are lacking. Please give a list of three ideas.
Part 3: Now decide what themes are missing. Should we center our reporting around a theme, like gender, food, technology or sustainability.
Part 4: Let's use https://www.mindmeister.com/ to come up with ideas for the semester!
SIDE NOTE: WE WILL ALWAYS DO A LOCALIZED VERSION OF A LOCAL, STATE, OR NATIONAL STORY AS BREAKING NEWS.
The Role of Journalism
The Role of Journalism
Analyze Journalism copy-Non-fiction text
Analyze Journalism copy-Non-fiction text
You will use the login provided for Checkology.
Lesson 1: Press Freedoms Around the World
Lesson 2: Democracy's Watchdog
💡 What do you think is the role and purpose of journalism in our world today? 💡
💡 What do you think is the role and purpose of journalism in our world today? 💡
Journalism JEA History Unit (Updated 12/2021)
Journalism JEA History Unit (Updated 12/2021)
Follow-ups or extended connections
Follow-ups or extended connections
What is news?
What is news?
💡Why do you think certain stories make the news, and others do not? 💡
💡Why do you think certain stories make the news, and others do not? 💡
Checkology Review:
Log in to Checkology
Complete the next section, called "What is News?"
Law & Ethics: First Amendment & Libel
Law & Ethics: First Amendment & Libel
Lesson Summary
In this unit, we will discover some of the laws and responsibilities that guide journalists as they publish the news. We will learn about the First Amendment and how it protects journalists in the United States, but will also discover that some countries do not allow journalists the same freedoms. We will also discover some of the laws journalists must abide by and discuss the role that ethics plays in the field of journalism.
Libel.pptxShortened libel notes.docxData Driven Stories
Data Driven Stories
START: Using Databases
START: Using Databases
Description
This lesson teaches students what a database is and introduces them to different types of databases used by journalists. Students will evaluate and examine a range of databases, focusing on databases available to them at school and within a nearby public library. Students will also evaluate online databases used by professional journalists. Students will choose two timely topics that could be covered with their publications and evaluate three to five databases for availability, quality, and newsworthiness of sources found within the databases.
Objectives
Students will access databases offered at school or in nearby public libraries, establishing which will serve best for journalistic research.
Students will access specific journalism databases (Journalists Resource, Journalists Toolbox, etc.) and determine which of the available resources will serve best for their own research.
Students will understand the difference between information available through databases in accuracy, quality, and newsworthiness compared to general Internet searches.
Students will distinguish between databases of articles from journals and databases of data.
Students will use databases to conduct research for their own projects.
GATHERING DATA
GATHERING DATA
Description
In this lesson, students become more familiar with data journalism. This lesson follows the “Data in scholastic and professional journalism” lesson and introduces students to main sources of big data on the web. Students will also explore web-based tools for gathering data.
Objectives
Students will identify sources of big data on the web.
Students will use free web tools to gather web data that is not already in a table format.
Students will create their own “how to” guides for using data scraping tools.
Resources
Slideshow: Big data on the web
Computer access
Tabula software, downloaded in advance (or loaded on at least one computer to practice)
Data set: AFL-CIO spreadsheet (for Tabula practice)
Import.io for web scraping practice
MOVIE REVIEW
MOVIE REVIEW
Election/Inauguration
Election/Inauguration
CSPAN Lessons and Resources
CSPAN Lessons and Resources
What is the purpose of an inaugural address?
What should a president try to accomplish in an inaugural address?
Bell Ringer: https://www.c-span.org/classroom/document/?6575
Writing-Student_2017-final (1).pdf
Sales Unit
Sales Unit
Movies for Journalism
Movies for Journalism
Shotts How to Write a Movie Review PP NEW.pptxAll the Presidents Men wksht.pdfShatteredGlass_activities.pdf
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