Journalism

Ongoing

Assignments and materials for each week will be posted on Google Classroom by 8 a.m. Monday.

Please read all materials and let me know as soon as possible if you have questions or anticipate needing help.

Work is due every week by 1 p.m. Friday. That 1 p.m. deadline gives me 90 minutes to mark work as received prior to reporting "attendance" to administrators. Attendance is based on who has submitted work. If you do not submit work, you will be marked UNV.

March 16-20 | Monday-Friday

Teachers are working this week to develop lessons and learning activities. The first of these will be posted on Google Classroom by 8 a.m. Monday, March 23.

March 12 | Thursday

Students worked to finish the last of six paragraphs assigned for the photography-related ethics essay.

Paragraphs should be attached to today's assignment in Google Classroom BY THE END OF CLASS TODAY. Students working on paper should submit those papers.

Next class we will look at ways to meaningfully order these paragraphs and knit them together with appropriate transition sentences. We'll also discuss introductions and conclusions and complete an MLA formatting review.

March 10 | Tuesday

Most students spent most of class reading some good news and working on another paragraph toward the ethics essay assignment. Other students began interviewing (or preparing for interviews) related to first story assignments.

March 9 | Monday

Students had time to continue independent reading. I demonstrated one way to take notes in preparation for reading projects.

March 5 | Thursday

Students got handouts describing the essay assignment formally. Then they spent time drafting various paragraphs.

March 3 | Tuesday

At the start of class I had students identify images they'd like to contribute to the Journalism Club's photo contest.

Next students worked with partners to share descriptive paragraphs they wrote yesterday. How well did students describe their chosen images?

March 2 | Monday

Students wrote paragraphs describing their chosen photographs.

Feb. 20 | Thursday

Students spent most of class at the school-wide pep rally this afternoon.

Before we headed down to the gym, I reminded students that the firm deadline for any reassessment photographs and/or cutlines is the end of the day tomorrow, Friday, Feb. 21.

I checked in with as many individuals as time allowed about work that was missing, incomplete or which scored poorly the first time around.

Feb. 18 | Tuesday

Today we talked about false equivalence in reporting, using yesterday's quiz results as an example. What constitutes giving "two sides" of an issue equal hearing in an article? What might "equal" mean? What perceptions might news consumers have when they read articles or watch broadcasts including quotes from "both sides"?

I walked students through starting paragraph-long summaries of Benjamin Franklin's "Apology for Printers."

At the end of class I explained that many will choose to include this paragraph in an upcoming essay on ethical tensions in the publication of news.

Feb. 17 | Monday

Start class by taking the quiz I posted for you on Google Classroom.

Further instructions will appear once you hit "Submit."

You'll end up writing quotes on paper today, after you take the quiz.

Be sure to save your work! You'll need it tomorrow. Believe it or not, the work you do today will relate to our look at Benjamin Franklin's "Apology for Printers."

Feb. 13 | Thursday

Today we examined Benjamin Franklin's 1731 "Apology for Printers". Students explored how it is virtually impossible to publish anything -- an image or a story -- that will not upset someone.

Feb. 11 | Tuesday

Students chose individual photographs from this collection -- https://time.com/2019-photos/ -- and saved copies on their Google Drives. I also had them record the photographer, news agency (and, if available, publication date) along with any cutlines they saw.

Next, I had students locate and read articles about the events in their chosen news photographs.

I also directed them to research the photographers/news organizations that generated these images.

Students were to take notes on what they learned from various sources. I explained that sometime soon, after a few more readings and lectures, they will be assigned the task of writing an essay on ethical tensions surrounding publication of controversial photographs.

Feb. 10 | Monday

I provided feedback on students' writings last week about ethical tensions surrounding photographs.

I then explained that tomorrow some students may be doing some interviewing during class time for PBS NewsHour. Very exciting!

I debriefed students on initial scores on photos/cutlines and provided feedback to guide revision.

Students who did not submit photos and cutlines began work on their next assignment. To start, I had them view photographs in this collection -- https://time.com/2019-photos/ -- and choose one (including a person) that they believe an editor would have to think carefully about before publishing. I asked students to save a copy of the image on their Google Drives and to also record the photographer, news agency (and, if available, publication date) along with any cutline they can see.

Feb. 4 | Tuesday

Today we considered a series of controversial photographs published in the Lawrence Eagle-Tribune a number of years ago (1990). Photographer Marcus Halevi was at Plum Island photographing storm waves when a woman was swept to her death as a trained lifeguard and another man (closer to the woman than Halevi) unsuccessfully attempted a rescue. The situation is presented in a video by This American Life's Joshua Seftel.

Some people criticized Halevi and his editors for taking and publishing these photos. Other people were supportive of the publication of these sad photos, noting that the public needed to be reminded to stay away from rough surf following storms. (In the year preceding these photographs, seven people were swept to their deaths, we read in an article about the controversy.)

We next read an essay on these photos and an image taken by Stanley Forman during a routine fire escape rescue gone wrong. I posted the Forman image and some others in a handout on Google Classroom.

Students then wrote responses to a writing prompt, also on Google Classroom.

Students are reminded that the deadline for photographs (and rough drafts of cutlines) will be prior to the start of class Thursday, Feb. 6. The deadline for polished, revised cutlines will be prior to the start of class Tuesday, Feb. 11.

Feb. 3 | Monday

Today we reviewed the Society of Professional Journalists Code of Ethics.

Students are reminded that the deadline for photographs (and rough drafts of cutlines) will be prior to the start of class Thursday, Feb. 6. The deadline for polished, revised cutlines will be prior to the start of class Tuesday, Feb. 11.

Jan. 30 | Thursday

First I asked students what their interviewees said about how they accessed news when they were teenagers.

Students then worked in small groups to research and report out (informally) on news trends as measured by Pew Research Center on the State of the News Media section of its website. I assigned groups and subtopics.

I reminded students how success on the cutline writing exercise the other day depended upon having detailed notes to work with. We will practice note taking and talk about the role of research in writing cutlines in an upcoming class. Some students may be able to conduct some research in advance of taking photographs.

Students are reminded that the deadline for photographs (and rough drafts of cutlines) will be prior to the start of class Thursday, Feb. 6. The deadline for polished, revised cutlines will be prior to the start of class Tuesday, Feb. 11.

We also used part of class to practice taking photographs that will demonstrate color/contrast, framing, pattern/repetition and perspective. We reviewed the concept of incongruity as well.

Jan. 28 | Tuesday

I began class today with a look at some of the cutlines submitted last week. I demonstrated to students how they should aim to put at least the who, what, when and where in the first sentence. Additional sentences provide additional information and context. Students can make cutlines engaging and detailed by adding in quotes and sometimes even hyperlinks.

Students practiced with another photograph. This practice exercise will be graded, with scores counting toward Q3 grades. I reminded students that early grades are just that: single scores that should not generate elation or despair (because until we really get going, there's not much in the grade book).

I explained that the deadline for photographs (and rough drafts of cutlines) will be prior to the start of class Thursday, Feb. 6. The deadline for polished, revised cutlines will be prior to the start of class Tuesday, Feb. 11.

Jan. 23 | Thursday

Cutlines were our focus today. I explained what cutlines are and demonstrated how to put together a series of four or five sentences covering the who, what, when, where and why/how of an image.

Together we looked at a Pulitzer-winning photo essay to see how cutlines and images work together to tell a story to a news reader/viewer.

Students had an opportunity to attempt their first series of cutlines. See Google Classroom for instructions.

Jan. 21 | Tuesday - FIRST CLASS OF SPRING SEMESTER! WOOHOO!

Students had some practice asking questions and writing down responses. We also reviewed some features of compelling news photographs.

Jan. 15 | Tuesday - LAST CLASS OF THE SEMESTER! WOOHOO!

Our focus Tuesday, during our mid-year exam slot, was on movie reviewing.

First we looked at a recent Brian Tallerico movie review for Knives Out, noting the balance of information and opinion. We watched the official trailer for that movie.

Next, we viewed a series of award-winning short animated films appropriate for audiences including older children:

• A Fox and a Mouse (6 minutes, 2015, directed by Camille Chaix, Hugo Jean, Juliette Jourdan, Marie Pillier and Kevin Roger) See also: https://www.imdb.com/title/tt5460284/
• Granny O'Grimm's Sleeping Beauty (6 minutes, directed by Nicky Phelan 2008) See also: https://www.imdb.com/title/tt1382454/
• This Way Up (9 minutes, 2008, directed by Alan Smith & Adam Foulkes) See also: https://www.imdb.com/title/tt1279499/
• The Fantastic Flying Books of Mr. Morris Lessmore (15 minutes, 2011, directed by William Joyce and Brandon Oldenburg) See also: https://www.imdb.com/title/tt1778342/?ref_=fn_al_tt_1

Students had a chance to work individually or with a partner to practice balancing information and opinion in reviews of one of the short animated films. I asked students to imagine that they needed to recommend where their chosen films might be included in a film festival for CHS students.

I shared information with students about Oscar-nominated short films (animated, live action and documentary) and together we looked at nominations just announced: https://oscar.go.com/nominees/short-film-animated

We had a chance to watch one of those films, Hair Love, directed by Matthew Cherry.

Last, we looked at additional resources that movie reviewers might find useful, including filmratings.com and boxofficemojo.com.

I also directed them to rogerebert.com and hollywoodreporter.com.

At the start of class I had students take a couple moments to check their grades in Journalism to be sure there were no concerns or questions about Q2 scores. I explained that while I have a handful of last submissions to assess, most students' grades are now final. I asked students to let me know right away if they believe anything is inaccurate.

Jan. 13 | Monday

This week we are learning about specialized areas of reporting. Today we looked at some food reviews, exploring the balance between information and opinion. We started with a look at Marilyn Hagerty's infamous 2012 review of the new Olive Garden in Grand Forks, and then continued on to Pete Wells' searing 2012 take on Guy's American Kitchen & Bar in Times Square. We read some comments before visiting links to winning 2019 features honored by the Association of Food Journalists.

I encouraged students to read comments attached to reviews, as those are often as entertaining and informative as the reviews themselves.

Students might also enjoy reading an interview with Marilyn Hagerty a year after her Olive Garden review went viral.

Jan. 9 | Thursday

Students continued to work on projects, which are due by the start of class Monday, Jan. 13.

Also today we talked about some landmark court decisions affecting student journalists:

• Tinker v. Des Moines (1969)
• Bethel School District v. Fraser (1986)
• Hazelwood v. Kuhlmeier (1988)
• Morse v. Frederick (2007)

Here is a link to the Supreme Court decision in Morse v. Frederick: https://supreme.justia.com/cases/federal/us/551/393/#tab-opinion-1962461

Visit this link to access concurring and dissenting opinions: https://www.oyez.org/cases/2006/06-278

Jan. 7 | Tuesday

Students continued to work on projects as I circulated to provide feedback and encouragement.

Jan. 6 | Monday

Students worked on projects as I circulated to provide feedback and encouragement.

Jan. 3 | Thursday

Welcome back!

Students were given options for their last project of the semester.

• Solo project: Imagine that you are a photography editor for a daily newspaper. Your task is to identify the top 12 news photographs of 2019: one for each month. Visit some of the "top photos of 2019" features linked below and create a slideshow of your images. Be sure to include the photographer, publication and any cutlines provided. Also write a few sentences explaining why you chose each photo over other options for each month. Because this is not going to be published in any way, you may create a Google document, a Google Slides presentation or use WeVideo. (I have created a project folder called "January project" in WeVideo for those of you who want to create your work there.) Challenge by choice: you may choose to narrow your focus so that all of your photos relate to one theme (medicine, sports, fashion, food, politics, environment, etc.)
• Solo project: Read one or more of the Nieman Lab 2020 journalism predictions (link below) and let it inspire you to explore that topic more. For example, one prediction is that student-powered journalism will provide more and better reporting than ever before. You could explore that very short essay, visit each of the hyperlinks and then look up some leading college news publications and programs. You propose the format for reporting your findings. Essay?
• Several of the Niemen Lab 2020 journalism predictions relate to podcasting. You could explore that media trend and report on most promising podcasts CHS students might want to check out. You propose the format for reporting your findings. Essay?
• Partnered or small group discussion (by theme) - Discuss what features you read over the course of the semester, observations about the depth and quality of the reporting, trends in article type, use of photography, embedded video/audio, quality of headlines and cutlines, promotion of features using social media, reader reaction to features or quality of coverage, etc. You will prepare notes for this discussion and then record it on class time, probably using Screencastify or perhaps technology available in the Maker Space.
• Solo analysis of a series of articles read over the course of the semester. (See prompts above.) You propose the format for reporting your findings. Essay?
• Solo comparison of how broadcasters (radio and/or television) covered issues based on or inspired by the same events covered in your stories or by the stories themselves. (Broadcasters frequently watch what gets reported in local newspapers before deciding what to cover.) You propose the format for reporting your findings. Essay?

Dec. 19 | Thursday

We watched some of the videos students produced for class. Finished videos were excellent!

Next we looked at With the Marines at Tarawa, a 19-minute documentary that touched upon a number of issues students studied and discussed in presentations, including the evolution of news technology, reporting during wartime and elements of propaganda. This film won an Academy Award in 1945 for Best Documentary Short Subject.

Dec. 17 | Tuesday

Most students finished working on WeVideo projects. (A few asked for extensions into the evening to take care of a few last touches.) Final presentations were delivered.

Dec. 16 | Monday

Students continued working on WeVideo projects. Final presentations will take place tomorrow.

Dec. 12 | Thursday

Students continued working on WeVideo projects and (some) on delivering presentations, which have gone really well. Students have done excellent work overall.

Dec. 10 | Tuesday

We spent the first part of class at the school-wide fund drive/holiday concert assembly). When we returned to the classroom, students began presentations.

Dec. 9 | Monday

Students worked on WeVideo projects. We also planned out who will deliver oral presentations when (though plans were instantly complicated by recognizing that tomorrow's class will be shortened due to the fund drive/holiday concert assembly).

Dec. 5 | Thursday

Class was shortened again due to an early release. Nonetheless, student used the time productively. Students who will begin presentations next week practiced with peers, making sure to time themselves so they know how to adjust in terms of content or speaking pace.

Students began creating edits in the correct project folders within WeVideo. It was a bit tricky at first making sure students who intend to work together were able to access the same file (one at a time, of course), but I believe we got there in the end. I met with partners to test out file access.

I reserve the right to direct students toward independent projects if I do not see clear and regular evidence of successful collaboration.

Dec. 3 | Tuesday

Class was shortened today due to a two-hour delay. (Yesterday was a snow day.) I offered students choices for a WeVideo-based project that will last between now and the holiday break:

• Present ten interesting facts about public broadcasting gleaned from this website: https://www.journalism.org/fact-sheet/public-broadcasting/
• Explain the current state of newspapers in America using information gleaned from this website: https://www.journalism.org/fact-sheet/newspapers/
• Identify important photographers who covered the following wars: Civil War, World War I, World War II, Korean War, Vietnam War and Gulf War. (Identify one photojournalist per conflict.) Then identify some photographers covering war today.
• Identify pioneering female journalists starting with Nellie Bly. Be sure to include Ida B. Wells (https://www.nps.gov/people/idabwells.htm) Martha Gelhorn, Marie Colvin and Anna Politkovskaya.
• Explain what syndication is and introduce an assortment of historical columns and cartoons . Be sure to include Ernie Pyle, Ann Landers and "the Yellow Kid."
• Interview a wide assortment of CHS students on a New Hampshire-related topic currently in the news. (Run the topic by me before you begin.)

You may work alone or with ONE partner. (No exceptions.) No video should exceed 3 minutes in length.

I am expecting you to make clever use of images, video clips, audio clips, text overlays, music, etc. Your project must include some voice narration.

The due date for this work will be by the end of class Tuesday, Dec. 17. We will watch finished videos in class Thursday, Dec. 19. (If school is cancelled that day due to weather we will watch finished videos upon our return in January.)

I reserve the right to direct students toward independent projects if I do not see clear and regular evidence of successful collaboration.

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Students either worked outside the room to begin research for their WeVideo projects OR stayed with me to begin preparing for oral presentations.

Nov. 25 | Tuesday

We took a break from project work today. I helped students join the CHS WeVideo account and then create short (two-minute) movies demonstrating the following abilities:

• Create and name video and audio tracks
• Place still images and video clips
• Place music and sound effects
• Place text overlays
• Adjust the speed of a video clip

During the last 15 minutes of class we watched some student work.

Nov. 21 | Thursday

Students worked on features due by the end of class today. Students who have contacted me for extensions will complete their features on a date mutually agreed upon with me outside class.

Anybody with time left "because I finished my project already" was encouraged to read with the following January reading project options in mind:

• Partnered or small group discussion (by theme) about what features you read, observations about the depth and quality of the reporting, trends in article type, use of photography, embedded video/audio, quality of headlines and cutlines, promotion of features using social media, reader reaction to features or quality of coverage, etc.
• Solo analysis of a series of articles. You propose the format for reporting your findings.
• Solo comparison of how broadcasters (radio and/or television) covered issues based on or inspired by the same events covered in your stories or by the stories themselves. (Broadcasters frequently watch what gets reported in local newspapers before deciding what to cover.)

Nov. 19 | Tuesday

Students continued to work hard on projects. Everybody has a deadline at the end of class this Thursday, Nov. 21:

• Reporters will submit first features and accompanying photography
• Traditionalists will submit completed Google Slides and speaking notes/note cards

Today I showed students how to embed video, audio and pictures into Google Slides. I also demonstrated how to create animations so that images appear or disappear automatically or upon mouse clicks as students advance through slides.

As on Monday, I used all remaining time to conference with students one-on-one to answer questions, provide direction, etc. At this point I have met with most everybody. (A few students were absent today due to field trips.) I will continue to provide feedback and assistance on Thursday.

Nov. 18 | Monday

Students continued to work hard on projects. Everybody has a deadline at the end of class this Thursday, Nov. 21:

• Reporters will submit first features and accompanying photography
• Traditionalists will submit completed Google Slides and speaking notes/note cards

Nov. 14 | Thursday

Students working as reporters shared with group members what they've written so far. Then I met with students individually to provide feedback on where they currently are in the reporting/writing process. Features look amazing! Most students still have some last interviewing and writing to complete. Rough drafts will be due (along with accompanying photograph) next Thursday, Nov. 21. Students asked great questions during these one-on-one meetings. For example, one student hopes to use photographs taken by other people (to go with a feature on clubs). I explained that absolutely she can use those provided the people supplying them provide the names of original photographers so we can act ethically and give them proper credit. I also had discussions with people about story structure, fact checking and so on.

Students working on oral presentations were encouraged to first check the outlines they submitted to Tuesday for comments I may have attached and then to turn their attention to beginning to create Google Slides.

Nov. 12 | Tuesday

Reporters continued conducting interviews and taking photographs for their first Q2 features. I reminded them at the start of class that they should begin writing up the information they already have. On Thursday of this week, they'll share drafts to receive peer (and hopefully teacher) feedback. In general, students are to sandwich factual information between quotations. Leads will vary in tone depending on subject. (We'll focus more on this Thursday when I will prioritize working with this group.)

Students preparing oral presentations were asked to create rough working outlines of what they intend to share with classmates based on research and thinking thus far. Many students completed their outlines (in Google Classroom) and then continued with research, creating citations and/or note cards in NoodleTools.

Nov. 7 | Thursday

Students worked very diligently today on all their various projects.

Most finished creating citations and began or continued to record notes using NoodleTools. I reminded students that they are to conduct research this week in preparation for an outlining exercise next week (likely Tuesday). Students were to share their projects with me on NoodleTools if they hadn't already. (I explained how to anybody needing a refresher.) I made clear that in today's progress check I'll be looking for complete citations and ample evidence that note-taking has begun in earnest. (Students will be graded on completed note cards and on their outlines next week.) I reminded students to spend time outside class to complete their notes so that they're ready for the outlining process next week.

Reporters headed out to conduct interviews all over the building. Most reporters checked in with me at the end of class (or after class) to share how things went. In many cases students were thrilled to have collected quality quotations and other bits of information from an impressive variety of student and faculty sources.

Nov. 5 | Tuesday

We started class with two tasks:

• reviewing the calendar to scope out first deadlines for Q2; and
• considering whether students want me to develop individual and partnered/small group options for our reading assessment, which makes sense to schedule for January. (Students said yes, they want those options.)

After that students got to work on their various projects. For students working on upcoming presentations, that meant finalizing the scope of their research and beginning to locate sources. I reminded students that they are to use NoodleTools to create citations and record notes.

Students who chose to continue work as reporters developed comprehensive plans for their features. I reminded them that they can schedule interviews to take place on class time, but that they need to remember to come to class first so that I can take attendance, hand them their press badges, etc.

I reminded the class that every students will need -- as usual -- to plan on completing some work outside class.

Students will complete their first project check at the end of class Thursday.

Oct. 31 | Thursday

I updated seating plans in every single one of my five classes. Today Journalism students found themselves grouped in part by who expressed a preference for spending Q2 as a student reporter/photographer and who said they preferred to do a series of traditional English assignments (with a clear Journalism focus!). Some students indicated that they'd like to do a little bit of both, which I'll probably be able to accommodate provided that people follow through on instructions and meet deadlines, but those students will begin with a traditional assignment. We talked about options and chose the one that got the most student votes: a Google Slide presentation (incorporating research) to be delivered orally to peers.

I wrote a list of varied study topics on the board to get students thinking. They were encouraged to write down about 10 each, borrowing from the board, building on what they saw there or -- even better! -- voicing their own ideas. Students struggled with this at first but with some encouragement and talking, they got the hang of it. Every student had a chance to volunteer an idea and excitement quickly grew.

Reporters handed me their idea notes and then went out to hang photo contest posters. Voting had already begun. "Traditionalists," as I'm calling my other group, did some quick reading online to see what they might find about their intended topics. Sure enough, a few almost immediately wanted to tweak their ideas which I said was perfectly fine.

We talked about everybody in class preparing to deliver a first project by Thanksgiving, For reporters, that will mean a completed feature with photograph(s). For traditionalists, that will mean a complete Google Slide presentation ready for sharing with the class. Some students will no doubt deliver their oral presentations prior to the Thanksgiving break. (We may not finish hearing from everyone until early December depending on absences, snow cancellations, etc.)

Oct. 29 | Tuesday

We pretty much finished up our class-wide study of ethical considerations (and lapses, and triumphs, and triumphs that look like lapses, etc.) by highlighting elements of Janet Cooke's infamous "Jimmy's World" for potential fact-checking. I then told the story of how this Washington Post reporter won a Pulitzer Prize for this feature. Celebration of the award quickly ended when people began questioning the veracity of her reporting (and even the veracity of her resume). Eventually it came out that Cooke had fabricated the central character and a series of interviews, but the article sounded true because of the level of detail she used when presenting information that was real. Students were curious as to how much fact-checking is done on breaking news stories and I shared an example of what can happen when news organizations publish material that they have not been able to confirm with, say, the local police department.

Students next looked at two links pertaining to editorial cartooning: a NYT contest that they (or friends) might be interested in entering, and a wealth of contemporary cartoons updated as lately as today. During Q2 some students might want to complete projects on editorial cartooning, even if they have zero interest in creating cartoons themselves.

Last, I asked students to e-mail me preferences about Q2 learning. Every year I ask Journalism students the same question: would you prefer continuing to research and report stories? If so, I'll provide a menu of options and these students will spend Q2 interviewing, writing, taking photos and working on boosting the circulation of our online newspaper. If not, I can provide students with some more traditional competency-based assignments. I'm happy to provide a variety of learning paths.

Oct. 28 | Monday

We took advantage of today's short (45-minute) class to look at some elements of editorial cartooning. One, there's a contest I'm aware of that students might want to enter. Two, some students have expressed an interest in doing "traditional English projects" in Q2 rather than reporting- or photograph-based projects. Editorial cartoons will be one of the topics offered for study in Q2.

Oct. 24 | Thursday

Students had half an hour to put finishing touches on their essays. Most revision work was supposed to have taken place prior to the start of class today. Afterwards -- as announced earlier in the week -- students who had not yet drafted a practice advance story were given an assignment to do so. Students were provided everything they needed: information and an opportunity to participate in or listen to an interview session that yielded helpful quotes.

Most students then worked on practice advance stories. Rough drafts should be completed for homework and sent to me via e-mail.

Oct. 22 | Tuesday

Class began with a fun presentation by visiting GAPP visitors on food in Germany. Students had a chance to participate in a quiz activity and then ask general questions about teen life back in Wegberg.

After that we looked together at two examples of strong student work with respect to ethics essay rough draft due a few days ago. I shared that most students who stumbled tended to stumble in the same area, and that is quoting sufficient evidence to demonstrate deep thinking about the dilemma at hand: when publication of controversial photographs is warranted because there will be criticism either way.

Students had a chance to note potential strengths and weaknesses of each piece and to relate their thinking to the drafts they had written themselves. Between the rubric scores I recorded and/or viewing exemplars today, most students were able to identify areas they need to work on prior to the end of class Thursday when revisions are due. Note: I announced that students will only be guaranteed 30 minutes Thursday to finish up last details on revisions because I need to get them caught up on advance stories. For that reason, students are to complete the bulk of their revisions outside class, prior to Thursday.

Oct. 21 | Monday

We continued watching Shattered Glass. Afterward students had time to read news independently.

Oct. 17 | Thursday

I reported that student work continues to be posted to the Crimson Review. Features include photographs and cutlines but also some of the advance stories students wrote Tuesday.

Next we began watching Shattered Glass, a great story to consider while we explore ethical standards for journalists (and implications of journalists who do not act ethically).

Oct. 15 | Tuesday

Class today started with a peek at the Crimson Review. Student work is going up regularly now and the posts look great.

Next I introduced the concept of the advance story and wrote one on the board, explaining exactly what should go in the first three paragraphs and then paragraphs that might follow. Advance stories are not long, and "paragraphs" in news stories typically consist of one or two sentences.

• The first paragraph, or lead, states what event is about to happen, when and where it will happen and who has organized it,
• The second paragraph states how students can get involved. If they need to buy tickets or sign up somewhere, the second paragraph is where that goes.
• The third paragraph should consist of a quote from one of the student organizers/participants. Sometimes it is okay to quote a teacher/coach/advisor instead.
• The next few short paragraphs should provide context, perhaps giving the history of the club or event, or specifying what money raised by the event will be spent on, etc. Reporters can also include another quote or two in this section.
• We always need a photograph to accompany an advance story.

Before I sent some students out of the room to begin reporting, we talked about deadlines. There has been considerable slippage involving students who have not approached me to ask for extensions, communicate extenuating circumstances, etc. Work is coming in piecemeal (or not at all) and I made clear how that has affected the forward movement of class for everyone.

I sent students who are all caught up on all assignments out of the room (wearing press badges) to work in twos or threes on advance stories. Students used announcements from today's installment of CHS Live as a springboard to which events they should cover.

These students submitted their advance stories and accompanying photos by the end of class.

Students remaining in the room worked on incomplete or missing assignments. I made clear at the outset that these students were not "in trouble" and that I don't admire them less than students ready to move forward.

Rather, I explained that assignments that follow increase in complexity, and students need to be solid in the basics before the graduate to advance stories and then to more complicated features.

As students in the room worked, I went from person to person to provide different forms of help, clarification and/or encouragement.

Oct. 10 | Thursday

Oh no! I got sick today and had to go home. For that reason class was cancelled.

Oct. 8 | Tuesday

We started class with a video, activity and exit card prepared by administrators on the topic of reporting concerns about students safety.

Students then had a chance to try out the voting form (still under construction) for our fall photo contest. I asked students whose .jpgs didn't reach me the first time (possibly due to our Sept. 30 school-wide e-mail glitch) to please send them again.

I had students sort some claims to identify which were informative and which were argumentative. The goal is for students to be very clear, before they begin drafting, about what their goals might be. (Most students will write informative essays.) I provided some general feedback on working claims so far for student essays, rough drafts of which are due via Google Classroom this Thursday.

Oct. 3 | Thursday

I walked students through the task of writing a paragraph based on Benjamin Franklin's 1731 column, "Apology for Printers." Many students saw that this paragraph would make an excellent introduction to their upcoming essay on the ethical tensions surrounding publication of Marcus Halevi photographs taken when a woman was swept into the ocean at Plum Island when Halevi was taking pictures of the storm surge.

After that students turned their attention to drafting claims for their essays. The overarching topic is how easy (or difficult) it is to decide what should get published and/or broadcast by ethical journalists.

Students had time to continue taking notes using NoodleTools. Students are not restricted to the sources provided so far (the video, an article and the SPJ Code of Ethics) but I do expect students to quote from those in their essays. Students may also locate and quote from additional relevant and credible sources on this subject.

I explained that rough drafts of complete essays will be due next Thursday, Oct. 11. Students should budget their time accordingly.

Oct. 1 | Tuesday

I will update students on the e-mail situation and assure them that once the e-mails they sent Sunday night and Monday morning hit my inbox and I can see those, I will mark photos as received on time.

Today's first task for students is to create three citations in NoodleTools:

• The one for the video that I will write on the board
• The one for the article I shared with them last week
• The one for the SPJ Code of Ethics

Next I will have them open up the Google.docs they have started with their writing from last week on ethical tensions surrounding publication of the Plum Island drowning photographs by Marcus Halevi. I will teach them how to insert a page break at the end of the document. At this stage they must also make sure the font and spacing are correct.

After that students will return to NoodleTools and export their citations to a Google.doc.

I will then have them copy and paste their Works Cited pages after the page break in their existing writings.

Once students have added a header and automatic page numbering plus a complete heading and title, they should have some passable body paragraphs for an essay they will complete in class Thursday. (Any student who has fallen behind on this project must spend time outside class to catch up.)

So far students have written about the pros and cons of publishing controversial photographs, quoting from article, the video and (definitely) the SPJ Code of Ethics.

Now I am going to give them an overarching question, which they'll record in NoodleTools along with a claim. That overarching question is as follows:

• Shouldn't it be easy to decide what gets published (or not) in a newspaper?

Sept. 30 | Monday

Today I made sure all students created NoodleTools accounts (if they don't already use that research tool) and that they successfully created an "Ethics Esssay" project within my Journalism folder.

After that I had students work together to create their first citation for an online article. I made sure they knew there would be fields they weren't sure what to put in (because sometimes there are fields that don't apply), and to do the best they can. Today was a "bumbling" day; I wanted students to understand that sometimes, in creating citations, one needs to bumble about a bit.

Citations that are wrong or incomplete can always be edited. That was another takeaway.

We acknowledged that apparently the school district became aware of an issue involving e-mails. Several students reported sending me e-mails I never received; students then showed me that they did not receive an e-mail I sent to them early this morning. Others reported receiving some kind of official explanation e-mail that a bunch of us (including me) did not get. In the middle of all of this came a problem with PowerSchool, which may or may not have been related. We agreed that we would let the IT folks work their magic. I will not mark work that appears to be missing today late because I understand it may in fact be still making its way across "the Intertubes."

Sept. 26 | Thursday

Students will continue working on their responses to the following question. A handful of students are working pen on paper, but most students have begun typing their responses in Google Classroom:

• Q. Would you have published the photos taken by Marcus Halevi of the woman swept away in the waves? Write a response that also acknowledges why people would disagree with you. Please quote from the Society of Professional Journalists Code of Ethics in your response. You may also quote from the article I e-mailed you.

(All handouts have been attached to Google Classroom.)

The paragraphs you finish writing today are going to form the heart of a formal essay you will finish next week, so be sure to write fully developed paragraphs that include quotes from the video, handouts, article, etc.

Also be sure to proofread your work carefully. Run it through spellcheck and grammar check functions. If you have time, format it according to MLA guidelines as best you understand them.

If you finish before the end of class, please keep reading in your chosen subject areas, publications. Remember to keep track of what you are reading by date. Save URLs.

Sept. 24 | Tuesday

Today we started with a thorough look at two codes of ethics: one by the National Press Photographers Association and another by the Society of Professional Journalists. Students read the SPJ code carefully in small groups and then as a whole class we talked through areas needing clarification or discussion. (We talked about limited reasons ethical journalists might provide sources anonymity, what it's wrong to work surreptitiously, and why it's not considered ethical to pander to lurid curiosity.)

After that I showed students a very short video about a handful of controversial photographs published in the Lawrence Eagle-Tribune a number of years ago. Photographer Marcus Halevi was at Plum Island photographing storm waves when a woman was swept to her death as a trained lifeguard and another man (closer to the woman than Halevi) unsuccessfully attempted a rescue.

Some people criticized Halevi and his editors for taking and publishing these photos. Other people were supportive of the publication of these sad photos, noting that the public needed to be reminded to stay away from rough surf following storms. (In the year preceding these photographs, seven people were swept to their deaths.)

We briefly revisited another controversial photograph, taken by Stanley Forman of the Boston Herald, of two people falling from a fire escape during a rescue by a fireman. Forman, like Halevi, could not known in advance that he was about to capture tragedy. And, his photograph later led to the adoption of a new law requiring fire escape inspections and maintenance. Still, it shows a beautiful young woman and a two-year-old child in air just as they begin to fall. (The adult woman later died of her injuries.)

I showed the short Halevi interview video again and then asked students to respond to the following prompt on Google Classroom:

• Q. Would you have published the photos taken by Marcus Halevi of the woman swept away in the waves? Write a response that also acknowledges why people would disagree with you. Please quote from the Society of Professional Journalists Code of Ethics in your response. You may also quote from the article I e-mailed you.

(All handouts have been attached to Google Classroom.)

I asked students to submit whatever they came up with in the last chunk of class -- even if they didn't finish -- just to get a sense of their thinking and their writing approaches.

Students will definitely get more time (and instruction) to craft full responses. Today's first efforts will be recorded as received but no scores will be attached.

Sept. 23 | Monday

Class started with a quick check-in on photography projects due by the start of class next Monday. We reviewed what's due (4-7 images as .jpg files, accompanying cutlines in a Google document) and how that work should be submitted. Please see me and/or refer to instructions on Google Classroom if you have questions.

I then began a more focused discussion of ethics in news gathering by sharing some stories from my days as a reporter in Maine. In particular I talked about having to approach for comment (or a "no comment") the family of a former Navy pilot and survival skill teacher whose plane went down in the Canadian wilderness.

This week we are going to focus on making sure we really understand the NPPA Code of Ethics and the Society of Professional Journalists Code of Ethics, which say some of the same things to photojournalists and reporters (and editors and publishers).

Sept. 19 | Thursday

I shared some exemplars from practice cutline work on Tuesday. Also I provided some tips (not "hard and fast rules") for students who might struggle to get their cutlines started.

Students then had another practice session. This one had two parts. (See Google Classroom for materials and instructions.) The first part involved recognizing who, what, where, when and why/how in cutlines along with properly punctuated quotations and/or contextual information. In the second, students chose a photo and wrote cutlines from information I provided.

We spent the last part of class talking about the NPPA Code of Ethics.

Sept. 17 | Tuesday

Students completed a cutline practice exercise on Google Classroom. They'll have another cutline practice session in an upcoming class. (We will go over student exemplars from today on Thursday.)

Some students had time to begin examining four controversial photographs (and the stories behind those photographs) in preparation for a discussion Thursday on ethical tensions facing journalists.

Sept. 16 | Monday

First I shared with students a link to ReplayIt!, a Jostens app that lets them share photographs with the Yearbook staff more directly. (There'll be no need to send them to me to pass along to Ms. Speidel and Ms. Varagic, Yearbook advisors.)

I also reminded students that the Club Fair is tomorrow during pd. 5. Some Journalism students have expressed an interest in staffing the Journalism Club table during part of pd. 5. That is VOLUNTARY; nobody is obligated. I did as that students who intend to participate let me know via e-mail so that I can coordinate who's doing what and when.

We continued to debrief from last Thursday's reporting exercise by some peers.

Last, I invited students to identify an online news publication geared to a personal interest for some assigned news reading. A person interested in music, for example, might choose Rolling Stone. Each student should strive to choose either a publication that is free to read or a publication that s/he already subscribes to.

Sept. 12 | Thursday

We went over the photography assignment and rubric and together decided on a logical due date for photographs and cutlines of Monday, Sept. 30.

Work is to be submitted prior to the start of class that day.

• Photo files should EITHER be e-mailed to me at llawson@sau8.org or attached (as .jpg files) to the assignment in Google Classroom. Students must NOT embed photos in a Google.doc.
• Cutlines should be submitted in a Google.doc to Google Classroom.

Please see assignment details on Google Classroom and refer to notes taken in class.

For the remainder of the period, students worked in two groups. Students had an opportunity to choose which group they preferred:

• One left the classroom to work with partners to gain experience approaching people and asking them questions (also writing down answers). We had a few minutes at the end of class to debrief on their experiences.
• The other group remained in the classroom to begin the process of joining thecrimsonreview.com as contributors.

Sept. 10 | Tuesday

The roster seems to have stabilized for the semester so today we reviewed the syllabus. I also explained that the Journalism Club is starting back up and that we'll be looking for volunteers for Club Fair next week. NO STUDENT IN THIS CLASS IS REQUIRED TO PARTICIPATE IN JOURNALISM CLUB. Likewise, people can be in Journalism Club without taking the Journalism class. We welcome all student participation.

Students began practicing writing cutlines. They self-selected photos on their camera rolls and drafted cutlines including as many of the 5 Ws as possible.

Then they set those aside and we returned to the Pulitzer-winning feature as a mentor text: https://www.pulitzer.org/winners/craig-f-walker .

After looking at elements of those excellent cutlines, students returned to their drafts and added language. I will score these (as practice work) and enter scores in the grade book later this week.

Sept. 9 | Monday

Today's class was shortened even more than usual because it was picture day for student IDs.

We had a bit of time to start exploring cutlines. We are using this Pulitzer-winning feature as a mentor text: https://www.pulitzer.org/winners/craig-f-walker .

Sept. 5 | Thursday

Wow! Students did a fabulous job in class today.

First they analyzed some photographs from Reuters' "Editor's Choice" collection to see that many compelling images reflect careful attention to color/contrast, framing, pattern/repetition, perspective/scale and/or incongruity.

After that we relocated outdoors to practice taking posed photographs. Students will write stories this semester in which accompanying photographs will have to be posed. However, posed photographs need not be stiff and uninteresting.

Working with partners, students took turns photographing each other from different vantage points, with and without framing, and paying attention to other elements (see above), taking care to get each other talking, moving and laughing so that photographs seemed more natural.

Back in the room, we all had to admit the results were pretty spectacular. I encouraged some students to share some of their images with the Yearbook staff for possible publication in this year's book. We'll talk more about this next week.

Sept. 3 | Tuesday

Students practiced interviewing each other and writing down responses verbatim. I made certain to remind them several times that today's practice will make "the real thing" much easier once students begin interviewing people outside class in a few weeks.

We also talked about some common elements of compelling news images (serious and silly alike): color/contrast, pattern/repetition, framing, perspective/scale and incongruity. We looked for these in some professional work and then students shared some existing photos from their camera rolls.

I explained that in the future, they will frequently submit photos via e-mail.

Along the way I covered certain ground rules, including the following:

• All work submitted must be original and unaltered.
• Students should strive to take candid photos. When a posed picture is necessary or unavoidable, students should strive to photograph people so that they are not staring from the very center of the frame.
• All photos should feature at least one person (or part of a person).

Aug. 29 | Thursday

Today was a day for basic introductions. I shared a little about my background and answered questions about the course. I made clear that the only item needed for this course is a little notebook (the sort that fits easily into a pocket) OR a few index cards stuck together with a paperclip.

I introduced students to the concepts of avoiding yes/no questions and recording answers verbatim. We'll dive right into some notetaking activities next week!