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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT
CURRICULUM
Journalism & Production
Revision Date: June 29, 2018
Submitted by: Bryan Miller
2
Table of Contents: Course Overview 3
Pacing Chart 4
Unit #1 Journalism in America Overview At-a-Glance 5
Unit #1 Journalism in America Targeted Instructional Planning to Address Central Unit Standards 9
Unit #2 Law and Ethics Overview At-a-Glance 12
Unit #2 Law and Ethics Targeted Instructional Planning to Address Central Unit Standards 15
Unit #3 Journalism Writing, Interviewing, Headlines and Captions Overview At-a-Glance 18
Unit #3 Journalism Writing, Interviewing, Headlines and Captions Targeted Instructional Planning to
Address Central Unit Standards
21
Unit #4 Feature, Opinion, Review and Sports Writing Overview At-a-Glance 23
Unit #4 Feature, Opinion, Review and Sports Writing Targeted Instructional Planning to Address Central
Unit Standards
26
Unit #5 Online Publications Overview At-a-Glance 29
Unit #5 Online Publications Instructional Planning to Address Central Unit Standards 32
Unit #6 Photojournalism Overview At-a-Glance 34
Unit #6 Photojournalism Instructional Planning to Address Central Unit Standards 37
3
Course Overview In this course, students will study the skills needed become a journalist. This includes an understanding of the fundamental importance
of journalists throughout history, as well as has a clear understanding of the various laws and amendments that provide essential
freedoms to journalists that permit them the capability to report events without prejudice or bias. This course will also offer students
the capability to think critically about local and global events, using this knowledge to develop thoughtful and detailed articles
regarding different topics.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully
prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to ensure
that students will be prepared for college and career opportunities following high school graduation.
Primary Resource(s)
Textbooks
Title: Journalism: Who, What, When, Where, Why and How
Publisher: Pearson Copyright: 2005
Supplemental Materials (including various level of texts at each grade level)
2018 AP Stylebook
Capote, Truman – In Cold Blood
Bernstein, Carl and Bob Woodward – All the President’s Men
Blundell, William E. – The Art and Craft of Feature Writing
Houston, Brant, et al. – The Investigative Reporter’s Handbook
4
Pacing Chart Unit # & Title Pacing
(must equal 165 days for full-
year or 83 days for
half-year course) Unit 1 – Journalism in America
Examine the evolution of journalism and the role of journalists over the years, focusing on specific moments in
history the introduction of the Penny Press, to current media and online journalism trends.
20 Days
Unit 2 – Law and Ethics
Examine the fundamentals of American Journalism – the history of the First Amendment, as well as the ethical
standards journalists are held to.
20 Days
Unit 3 – Journalism Writing, Interviewing, Headlines and Captions
Examine the basic concept of journalism writing, appropriate interview techniques. Also, examine the
importance of headlines and captions as a way to entice readers.
15 Days
Unit 4 – Feature, Opinion, Review and Sports Writing
Examines the vast forms of journalistic writing that include comparing and contrasting the differences between
Hard News and Feature Writing, the differences and similarities between an editorial and review articles, as
well as the differences between game and feature stories.
45 Days
Unit 5 – Online Publications
Examine the various forms of online publications ranging from blogging to podcasting and their influence on
our society.
40 Days
Unit 6 – Photojournalism
Examine the basic tenets of good photography including composition, lighting, and other important concepts
in relation to photojournalism. Students will also discuss importance of ethics involved in photography and the
use of images in their publications and apply such knowledge to their selection and use of images and
photography.
25 Days
5
Unit 1 Overview At-a-Glance Unit #1 – Journalism in America
Unit Description:
In this unit, students will examine the evolution of journalism and the role journalists have played over the years. During this time, the teacher will
focus on important events that have pushed the profession forward, but also individuals that have pushed the boundaries in their everlasting pursuit of
the truth.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Trace the evolution of journalism in the United States
Identify key events that have shaped, elevated, and set boundaries on the journalism profession
Research technological advancements that have transformed the field of journalism
Identify career opportunities available in the field of journalism
Assess the impact that landmark Supreme Court decisions has had on the field of journalism
6
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R1, NJSLSA.R10, NJSLSA.W2, NJSLSA.W4, NJSLSA.W7
NJSLSA.SL1, NJSLSA.SL2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-12.1, W.11-12.3, W.11-12.5,
SL.11-12.3, SL.11-12.4, 6.1.12.A.7.b, 6.1.12.D.7.b, 6.1.12.D.12.e,
6.1.12.A.14.b, 6.1.12.A.14.f, 6.1.12.A.16.a, 6.2.12.D.2.e
Unit Details
Modifications for Special Education Students, English Language
Learners, Students at Risk of Failure, and Gifted Students- Modify
instructional approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted and talented
students including but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting writing
assignments
Audio versions of texts
Integration of higher order thinking processes, creative and critical
thinking activities, problem-solving, and open-ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able to
communicate deep understanding through open-ended responses
(both orally and in writing). In addition, students are often
required to work collaboratively with their peers, which promotes
the ability to succeed in the area of social cooperative work,
increases communication skills, and promotes leadership and
responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed in class
as learning activities require independent research of relevant
information outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
Students must be able to use technology as a tool in order to
research, organize, evaluate, and communicate information.
7
Assessments- including benchmarks, formative, summative, and
alternative assessments
Unit Benchmark Assessments
Entrance/Exit Ticket
Comparison Essays w/ Textual Evidence
Online Activities
Written and Verbal Comprehension Questions
Research Project Presentations
Creative Interpretations of Unit Material
Quizzes
Presentations
Concept maps
Quick checks for understanding
Independent/group project rubrics, checklists, and evaluation
sheets
Suggested Interdisciplinary Activities for this Unit
Career Education: Students will complete an online resume for a
journalist, research education needed, different possible experiences, and
average salary.
Health/PE: Research the development of sports journalism and broadcast
over time and participate in a class discussion.
Math: Create a graph depicting the costs of publishing and purchasing a
newspaper since its inception.
Social Studies: Create a false Linkedin account for a famous journalist,
using research completed in class to fill in all needed gaps.
Science: Research advancements in technology and present on how they
have transformed the newspaper industry.
Technical Subjects: Examine the schematics of the first Penny Press and
determine what materials and tools would be needed to invent the
machine.
World Languages: Compare and contrast major historical events from
various countries, focusing on the point of view of the writer.
Art: Participate in a gallery walk evaluating the evolution of political
cartoons in journalism of the course of American history.
8
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Scaffolded informational text
Scholastic Leveled Readings
Facts on File
Pulitzer: A Life in Politics, Print, and Power – James McGrath
Morris
Capote: A Biography – Gerald Clarke
Ten Days in a Madhouse – Nellie Bly
Various primary sources and articles at different levels are available online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.org
Schooljournalism.org
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
projects
Utilize Microsoft and or Google programs to complete various
assessments using spreadsheets, documents and publishing tools.
Utilize media tools to create podcasts or multimedia
presentations.
Utilize online websites for research, webquest, publishing, and
assessment
View various media and video sources
9
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1. Read closely to
determine what the text says
explicitly and to make logical
inferences and relevant connections
from it; cite specific textual
evidence when writing or speaking
to support conclusions drawn from
the text.
NJSLSA.R10. Read and
comprehend complex literary and
informational texts independently
and proficiently with scaffolding as
needed.
Teacher will teach specific dates
and events important to the
history of journalism
Students will compare and
contrast earlier news articles to
today focusing on details
provided and tone of the author
Students will complete close
reading activities on essential
topics in journalism such as the
invention of the Penny Press, the
biography of Joseph Pulitzer,
etc.
Teacher will present a brief
background presentation on
“Yellow Journalism”
Students will complete an online
assignment on “Yellow
Journalism,” further developing
their basic knowledge of the
subject
Teacher will review and use the
5 W’s of Journalism to ensure
their use throughout the course
Students will take notes on the
dates provided to them and be
capable of explaining the
significance of each date
Students will complete multiple
Venn diagrams comparing and
contrasting past and present
news articles
Students will complete
numerous close reading
activities, following the standard
guidelines set forth by the
teacher and using proper
symbols
Students will take notes on
“Yellow Journalism” and be
capable of explaining its
significance to journalism
Students will complete a
webquest in which they will be
required to add to their
knowledge on “Yellow
Journalism”
Students will take notes on the 5
W’s, detailing clear examples of
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Questioning
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project
rubrics, checklists, and
evaluation sheets
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
10
Students will break down a
current event by identifying the
5 W’s
Teacher will present current and
relevant news websites that
students should reference
throughout the year
each W and making personal
connections
Students will complete a graphic
organizer detailing each of the 5
W’s from the article of their
choice
Students will review the online
document throughout the year
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
NJSLSA.W4. Produce clear and
coherent writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience.
NJSLSA.W7. Conduct short as
well as more sustained research
projects, utilizing an inquiry-based
research process, based on focused
questions, demonstrating
understanding of the subject under
investigation.
Teacher will present the basic
format of a news article
Teacher will explain the
fundamentals of collaborate
work
Teacher will provide notes on
peer editing, common editorial
symbols, and teacher engineered
checklists to ensure thorough
reviews
Student will produce various
forms of writing which include:
current events, daily/weekly
journal reflections, detailed
notes, and short analytical
responses
Teacher will review ways to
conduct a research project and
provide a rubric for the students
to follow
Students will take notes on the
proper format of a news article
Students will complete a sample
article to ensure understanding
of format
Students will participate in a
writer’s workshop peer revision
and editing that allows students
the opportunity to voice their
opinions to classmates
Students will upload their
completed work to their online
folder and shared with their
teacher for review
Students will completed graphic
organizers that can be used when
completing a research project
Students will complete a mock
works cited page that shows
understanding of the concept
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Questioning
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project
rubrics, checklists, and
evaluation sheets
Completed Daily Activities
Regular Notebook Checks
Newspaper articles
Exit Tickets
11
Teacher will review how to
properly cite a source, so
students can properly credit
where their information is found
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
NJSLSA.SL2. Integrate and
evaluate information presented in
diverse media and formats,
including visually, quantitatively,
and orally.
Students and teacher will led
discussions on any significant
topic within the unit
Students will collaborate in
small groups in order to better
understand the importance of
opinion
Students will complete a short
presentation on any number of
concepts (current events,
important historical events,
important historical journalists,
etc.)
Collaborative note- taking and
think/pair/share evaluation that
allow for easy collaboration
among class
Quick check to ensue students
are grasping the concept and are
participating in discussion
Teacher designed rubrics for
short and long presentation
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Small Group Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Oral Presentations
Exit Tickets
12
Unit 2 Overview At-a-Glance Unit #2 – Law and Ethics
Unit Description:
In this unit, students will examine the fundamentals of American Journalism – the history of the First Amendment, as well as the ethical standards
journalists are held to.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
Evaluate the liberties protected under the First Amendment
Identify and assess the ethical standards journalist are held to
Trace the impact of the First Amendment on various cases that impacted fields of journalism and media
Compare ethical standards in the United States to other countries
13
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
NJSLSA.R8, NJSLSA.R9, NJSLSA.R10
NJSLSA.W1, NJSLSA.W6, NJSLSA.W7, NJSLSA.W8,
NJSLSA.SL1, NJSLSA.SL4
Supporting Unit Standards- This unit will also include activities aligned with
the following standards:
NJSLSA.R2, NJSLSA.R3, NJSLSA.R4, RI.11-12.2, RI.11-12.3, RI.11-12.4,
W.11-12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 6.1.12.A.2.a
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Integration of higher order thinking processes, creative and
critical thinking activities, problem-solving, and open-
ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can better
understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on
the part of the students. They are required to create projects and products
as examples of mastery in each unit.
Communication and collaboration is crucial for student success as
learners. Throughout this curriculum, students must be able to
communicate deep understanding through open-ended responses (both
orally and in writing). In addition, students are often required to work
collaboratively with their peers, which promotes the ability to succeed in
the area of social cooperative work, increases communication skills, and
promotes leadership and responsibility.
Students must be information literate, i.e. they must be able to find and
use information effectively, in order to succeed in class as learning
activities require independent research of relevant information outside of
the provided textbook and/or resources.
Learning and assessment activities support the push to make students
media literate, as they are often required to analyze, evaluate, and create
messages in a wide variety of media modes, genres, and formats.
Students must be able to use technology as a tool in order to research,
organize, evaluate, and communicate information.
14
Assessments- including benchmarks, formative, summative,
and alternative assessments
Initial Unit Benchmark Assessment
End of Unit Benchmark Assessment
Entrance/Exit Ticket
Comparison Essays w/ Textual Evidence
Online Activities
Written and Verbal Comprehension Questions
Research Project Presentations
Creative Interpretations of Unit Material
Quizzes
Entrance slips
Presentations
Suggested Interdisciplinary Activities for this Unit
Career Education: Research the judicial system and come up with a career path
for a lawyer
Health/PE: Identify various ways that different groups have organized to protest
or exercise their First Amendment rights.
Math: Complete a graphic organizer focusing on the most common ethical
dilemmas people face.
Social Studies: Review famous First Amendment case files and discuss their
impact on society.
Science: Create an infographic illustrating how technology has influenced First
Amendment rights.
Technical Subjects: Use Word to create a pamphlet depicting all the different
libel and ethical laws
World Languages: Identify and discuss the laws around the world concerning
freedom of speech.
Arts: Create a collage depicting the rights provided through the First
Amendment.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
15
Scaffolded informational text
Scholastic Leveled Readings
Facts on File
Various primary sources and articles at different levels are available online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.org
Schooljournalism.org
Court cases:
New York Times Co. v. Sullivan (1964)
Harte-Hanks Communications v. Connaughton (1989)
Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s
Meet, and Google Apps to collaborate on group projects
Utilize Microsoft and or Google programs to complete various
assessments using spreadsheets, documents and publishing tools.
Utilize media tools to create podcasts or multimedia presentations.
Utilize online websites for research, webquest, publishing, and assessment
View various media and video sources including: Shattered Glass, The
Post, and The Falling Man documentary
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
NJSLSA.R9. Analyze and reflect
on how two or more texts address
similar themes or topics in order to
build knowledge or to compare the
approaches the authors take.
Teacher will review historical
significance of the First
Amendment and its relation to
journalism
Students will examine media and
libel laws and their inherent
connection to journalism
Teacher will define the concept
of ethics and the topic of ethical
journalism
Students will take notes on the
topic of the First Amendment
and it’s significant to journalism
Students will review and reflect
on the various libel and ethical
laws
Students will complete visual aid
depicting the definition and
provide examples of ethics
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Questioning
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project rubrics,
checklists, and evaluation sheets
16
NJSLSA.R10. Read and
comprehend complex literary and
informational texts independently
and proficiently with scaffolding as
needed.
Students will complete varied
reading assignments on the topic
of bias and its impact on news
reporting
Students will complete close
reading activities on essential
topics in journalism such as the
First Amendment, bias and
plagiarism
Students will make personal
connections to have a bias on
any topic
Students will complete a close
reading activity that focus on
bias, plagiarism and the First
Amendment
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
NJSLSA.W1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
NJSLSA.W6. Use technology,
including the Internet, to produce
and publish writing and to interact
and collaborate with others.
NJSLSA.W7. Conduct short as
well as more sustained research
projects, utilizing an inquiry-based
research process, based on focused
questions, demonstrating
understanding of the subject under
investigation.
NJSLSA.W8. Gather relevant
information from multiple print and
digital sources, assess the
credibility and accuracy of each
source, and integrate the
Students will examine and
reflect on individual case studies
that connect with the unit and
the topics of libel, bias and the
First Amendment
Teacher will provide examples
(print and/or electronic) of
arguments which utilize valid
reasoning, logical arguments and
relevant and sufficient support
Teacher will provide examples
(print and/or electronic) of
arguments which do not utilize
valid reasoning, logical
arguments and/or relevant &
sufficient support
Students will examine rights of
other cultures without the right
of free speech and compare them
to those that do
Students will make written
connections to each of the
following topics: libel, bias and
the First Amendment
Students will complete station
work in order to discuss how the
reasoning of the arguments are
valid or invalid
Students will research various
countries without the right of
free speech and complete a
graphic organizer comparing
them with countries that do
Students will complete an
analytical essay that examines
their own thoughts and feelings
on plagiarism
Students will complete a short
game determining if an example
is plagiarism or it is not
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Questioning
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project rubrics,
checklists, and evaluation sheets
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
DBQ Essay
Newspaper Articles
17
information while avoiding
plagiarism.
Teacher will define the word
“plagiarism” and the social and
professional impact of
performing the act
Teacher will provide a list that
clearly dictates what is
considered plagiarism and what
is not
NJSLSA.SL1. Prepare for and
participate effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
NJSLSA.SL4. Present information,
findings, and supporting evidence
such that listeners can follow the
line of reasoning and the
organization, development, and
style are appropriate to task,
purpose, and audience.
Student and teacher led
discussions that include any and
all topics included in this unit
Small group collaborative
activities that allow for students
the opportunity to listen and
respond to each other’s thoughts
and feelings
Collaborative note- taking and
think/pair/share evaluation forms
that provide an idea of what was
discussed
Teacher designed rubrics for
short and long presentation that
can be used to assess student
output and interaction
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Small Group Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Oral Presentations
Exit Tickets
18
Unit 3 Overview At-a-Glance Unit #3 – Journalism Writing, Interviewing, Headlines and Captions
Unit Description:
In this unit, the class examines the basic concept of journalism writing, appropriate interview techniques. Also, examine the importance of headlines
and captions as a way to entice readers.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
Identify the skills necessary to be a successful journalist
Identify the various parts of a newspaper
Evaluate the importance of headlines and captions in writing news articles
Acquire the skills necessary to capture audience’s attention to news stories
19
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R1, NJSLSA.R4, NJSLSA.W1, NJSLSA.W4, NJSLSA.SL1
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.R2, NJSLSA.3, NJSLSA.W2, NJSLSA.W3, NJSLSA. W5,
NJSLSA.SL2, NJSLSA.SL3, RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-
12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 9.3.12.AR‐JB.1,
9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and
Gifted Students- Modify instructional approach and/or
assignments and evaluations as needed based for students with
IEPs, 504s, ELLs and gifted and talented students including
but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting
writing assignments
Audio versions of texts
Integration of higher order thinking processes, creative
and critical thinking activities, problem-solving, and
open-ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career Education:
Lessons, where appropriate, incorporate multiple perspectives to infuse
cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can better
understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and innovation on the
part of the students. They are required to create projects and products as
examples of mastery in each unit.
Communication and collaboration is crucial for student success as learners.
Throughout this curriculum, students must be able to communicate deep
understanding through open-ended responses (both orally and in writing).
In addition, students are often required to work collaboratively with their
peers, which promotes the ability to succeed in the area of social
cooperative work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to find and use
information effectively, in order to succeed in class as learning activities
require independent research of relevant information outside of the
provided textbook and/or resources.
Learning and assessment activities support the push to make students media
literate, as they are often required to analyze, evaluate, and create messages
in a wide variety of media modes, genres, and formats.
Students must be able to use technology as a tool in order to research,
organize, evaluate, and communicate information.
20
Assessments- including benchmarks, formative,
summative, and alternative assessments
Entrance/Exit Ticket
Comparison Essays w/ Textual Evidence
Online Activities
Written and Verbal Comprehension Questions
Research Project Presentations
Creative Interpretations of Unit Material
Homework and notebook evaluation rubrics
Teacher-made rubrics
PARCC/NJSLS holistic rubrics
Essay and open-ended responses included on unit tests
Independent/group project rubrics, checklists, and
evaluation sheets
DBQ Essay
Suggested Interdisciplinary Activities for this Unit
Career Education: Research a famous journalist known for their interview
questions and identify what their education and experiences were to gain the skills
necessary to be successful.
Health/PE: Identify and discuss the physiological effects of being interviewed on
the human body.
Math: Students view an interview, note the types of questions the interviewer
asked, determine the percentage of each type used, and assess the success of the
interview.
Social Studies: View famous Presidential Debates focusing on questions asked and
answers given.
Science: Students will research the impact of body language on interviewing skills.
World Languages: Examine linguistic differences between various cultures and
relate how these differences can affect an interview.
Arts: Complete a taped interview with a parent or sibling and provide feedback on
how the interview went and how it could have been improved.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School
Library Resources
Scaffolded informational text
Scholastic Leveled Readings
Facts on File
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.2
Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s
Meet, and Google Apps to collaborate on group projects
21
Journalistic Writing: Building the Skills, Honing the
Craft – Robert M. Knight
Writing and Reporting News: A Coaching Method –
Carol Rich
Various primary sources and articles at different levels
are available online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.org
Schooljournalism.org
Utilize Microsoft and or Google programs to complete various assessments
using spreadsheets, documents and publishing tools.
Utilize media tools to create podcasts or multimedia presentations.
Utilize online websites for research, webquest, publishing, and assessment
View various media and video sources
Utilize online newspaper platform for publishing articles
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R1. Read closely to
determine what the text says
explicitly and to make logical
inferences and relevant
connections from it; cite
specific textual evidence when
writing or speaking to support
conclusions drawn from the
text.
NJSLSA.R4. Interpret words
and phrases as they are used in
a text, including determining
technical, connotative, and
figurative meanings, and
analyze how specific word
Teacher will provide students details
on what is required of journalists
when they write an article
Teacher will break down the
different types of questions used
when completing an interview
Students will read various articles
written by local papers
Students will read transcripts of
various famous interviews
throughout the years
Students will take notes on the topic of
journalism writing
Students will develop a sample of each
form on their own to help teacher
assess understanding of the concept
Students will complete a close reading
activity that focuses on types of
questions posed and examine the
interviewees answers
Students will debate on what is a good
headline and what is a bad headline
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project rubrics,
checklists, and evaluation sheets
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
22
choices shape meaning or
tone.
Class will examine style and
reasoning behind using a proper
header and caption
Teacher will review the basic AP
Style used by all professional
journalists
Students will take notes on the basic
AP Style in order to use the notes
when writing
NJSLSA.W1. Write
arguments to support claims in
an analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
NJSLSA.W4. Produce clear
and coherent writing in which
the development, organization,
and style are appropriate to
task, purpose, and audience.
Students will develop headlines
based on current events within the
school
Students will create captions based
upon pictures provided to them by
their teacher
Students will work independently or
within a small group to develop
interview questions focused on
specific topics
Students will complete a brief
interview activity with a classmate to
further develop skills needed to
complete a thorough interview
Completed headline activity based on
current school events that grab readers
attention while conveying the basic
idea of the topic
Captions that give the viewer an
understanding of what is being viewed
Thoroughly developed interview
questions and possible answers
A completed Q&A with a classmate
discussing any number of possible
topics provided to students by teacher
Quizzes
Entrance slips
Presentations
PARCC/NJSLS holistic rubrics
Essay and open-ended responses
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group projects
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
Newspaper articles
DBQ Essay
NJSLSA.SL1. Prepare for and
participate effectively in a
range of conversations and
collaborations with diverse
partners, building on others’
ideas and expressing their own
clearly and persuasively.
Student and teacher led discussions
that include any and all topics
included in this unit
Small group collaborative activities
that allow for students the
opportunity to listen and respond to
each other’s thoughts and feelings
Collaborative note- taking and
think/pair/share evaluation forms that
provide an idea of what was discussed
Teacher designed rubrics for short and
long presentation that can be used to
assess student output and interaction
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
23
Unit 4 Overview At-a-Glance
Unit #4 – Feature, Opinion, Review and Sports Writing
Unit Description:
In this unit, the class examines the vast forms of journalistic writing that include comparing and contrasting the differences between Hard News and
Feature Writing, the differences and similarities between an editorial and review articles, as well as the differences between game and feature stories.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
Identify the various types of journalistic writing
Compare and contrast the features of various types of news writing
Assess the importance of each style of writing
Create various types of news article focusing on different styles of journalistic writing
Standards Addressed within this Unit
24
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R4, NJSLSA.W1, NJSLSA.W4, NJSLSA.W5, NJSLSA.SL1,
NJSLSA.SL4
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
R1.11-12.3, R1.11-12.5, W.11-12.2, W.11-12.3, SL.11-12.2, SL.11-12.3,
9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4
Unit Details
Modifications for Special Education Students, English Language
Learners, Students at Risk of Failure, and Gifted Students- Modify
instructional approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted and talented
students including but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting writing
assignments
Audio versions of texts
Integration of higher order thinking processes, creative and
critical thinking activities, problem-solving, and open-ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success as
learners. Throughout this curriculum, students must be able to
communicate deep understanding through open-ended responses
(both orally and in writing). In addition, students are often
required to work collaboratively with their peers, which promotes
the ability to succeed in the area of social cooperative work,
increases communication skills, and promotes leadership and
responsibility.
Students must be information literate, i.e. they must be able to find
and use information effectively, in order to succeed in class as
learning activities require independent research of relevant
information outside of the provided textbook and/or resources.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
Students must be able to use technology as a tool in order to
research, organize, evaluate, and communicate information.
25
Assessments- including benchmarks, formative, summative, and
alternative assessments
Entrance/Exit Ticket
Online Activities
Written and Verbal Comprehension Questions
Creative Interpretations of Unit Material
Homework and notebook evaluation rubrics
Teacher-made rubrics
PARCC/NJSLS holistic rubrics
Essay and open-ended responses included on unit tests
Independent/group project rubrics, checklists, and evaluation
sheets
DBQ Essay
Exit ticket
Suggested Interdisciplinary Activities for this Unit
Career Education: Research requirements needed to be a sports analyst.
Health/PE: Complete a mock interview with a famous sports athlete.
Math: Examine the website Rotten Tomatoes and examine how the
website uses percentages to determine whether a movie is fresh or not.
Social Studies: Review past news feature articles on past subjects
(presidential campaigns, world events, etc.).
Science: Read a feature article from a popular science related magazine
and examine the details provided.
Technical Subjects: Use Microsoft Presentation to create a
positive/negative ad for a movie, music album, or television show.
World Languages: Examine articles written around the county.
Arts: Complete a critique of a local artist, focusing on their art as a whole
compared to related artists.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School
Library Resources
Scaffolded informational text
Scholastic Leveled Readings
Facts on File
The Great Movies – Roger Ebert
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1
Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s
Meet, and Google Apps to collaborate on group projects
Utilize Microsoft and or Google programs to complete various assessments using
spreadsheets, documents and publishing tools.
26
The Best American Sports Writing 2017 -
Howard Bryant Various primary sources and articles at different
levels are available online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.orgSchooljournalism.org
Utilize media tools to create podcasts or multimedia presentations.
Utilize online websites for research, webquest, publishing, and assessment
View various media and video sources
Utilize online newspaper platform for publishing articles
Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R4. Interpret words
and phrases as they are used
in a text, including
determining technical,
connotative, and figurative
meanings, and analyze how
specific word choices shape
meaning or tone.
NJSLSA.R9. Analyze and
reflect on how two or more
texts address similar themes
or topics in order to build
knowledge or to compare the
approaches the authors take.
Teacher will present notes on
feature, opinion, review and
sports writing
Teacher will summarize what
each category and provide
examples of each
Students will research current
events that fall within feature,
opinion, review and sport
writing
Students will complete a close
reading activity on each of the
four categories within this unit
Students will take notes on the topic of
feature, opinion, review and sports
writing
Students will find current examples of
feature, opinion, review and sports
writing from a credible online source
Students will complete a close reading
activity that focuses on mood and tone
within each of their found articles
Students will complete a graphic
organizer identifying specific words,
phrases and nuances of each type of
article
Quizzes
Entrance slips
Presentations
Venn Diagrams
Quick checks for understanding
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group project rubrics,
checklists, and evaluation sheets
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
27
Students will analyze the
specific writing style for each
category
NJSLSA.W1. Write
arguments to support claims
in an analysis of substantive
topics or texts, using valid
reasoning and relevant and
sufficient evidence.
NJSLSA.W4. Produce clear
and coherent writing in which
the development,
organization, and style are
appropriate to task, purpose,
and audience.
NJSLSA.W5. Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
Teacher will provide a step-by-
step how-to on news article
writing
Class will mimic previously read
articles and create a new article
on a similar topic
Students will complete an
individual article for each
category
Students will peer edit each
other’s work in order to better
their own writing
Students will reedit and resubmit
articles using the information
provided to them from their
peers
Students will take notes on the topic of
news writing
Students will submit an article similar in
tone to that of one previously read
Students will complete an article for each
category that is peer reviewed and edited
before submission
Students will complete a peer editing
sheet that will be attached to the draft
read
Students will reedit and resubmit articles
based on teacher feedback and
requirements
Quizzes
Entrance slips
Presentations
PARCC/NJSLS holistic rubrics
Essay and open-ended responses
Class Discussions
Small Group Discussions
Teacher Observations
Independent/group projects
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
Newspaper articles
DBQ Essay
NJSLSA.SL1. Prepare for
and participate effectively in
a range of conversations and
collaborations with diverse
partners, building on others’
ideas and expressing their
own clearly and persuasively.
NJSLSA.SL4. Present
information, findings, and
supporting evidence such that
Class will discuss specific
details of the different categories
of news writing
Students will collaborate in
small groups to peer edit and
discuss different topics
Students will collaborate in pairs
to determine what local and
global events are newsworthy
Students will participate in class
discussions and record guided notes
Groups will work in small groups,
completing peer editing checklist
Pairs will take notes on local and global
events provided with explanation of
importance
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
28
listeners can follow the line
of reasoning and the
organization, development,
and style are appropriate to
task, purpose, and audience.
Students will collaborate one-on-
one with teacher to enhance their
writing
Teacher will assess student’s
comprehension of the various types of
writing through discussion and article
review
29
Unit 5 Overview At-a-Glance
Unit #5 – Online Publications
Unit Description:
In this unit, the class examines online publications and the move in journalism towards various digital mediums. In addition, this unit will focus on
looking at how technology has influenced the world of journalism and what the implication of new types of journalism mean for this field.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
Assess how point of view or purpose shapes the content and style of a text.
Utilize technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Create blogs, podcasts, and other types of digital journalism
30
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.5, NJSLSA.6, NJSLSA.W3, NJSLSA.6, NJSLSA.SL4
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.R2, NJSLSA.R3, NJSLSA.R4, NJSLSA.W1, NJSLSA.W2,
NJSLSA.SL5, RI.11-12.2, RI.11-12.3, RI.11-12.4, W.11-12.1, W.11-
12.3, W.11-12.5, SL.11-12.3, SL.11-12.4, 9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4
Unit Details
Modifications for Special Education Students, English Language
Learners, Students at Risk of Failure, and Gifted Students- Modify
instructional approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting writing
assignments
Audio versions of texts
Integration of higher order thinking processes, creative and critical
thinking activities, problem-solving, and open-ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able to
communicate deep understanding through open-ended responses
(both orally and in writing). In addition, students are often
required to work collaboratively with their peers, which
promotes the ability to succeed in the area of social cooperative
work, increases communication skills, and promotes leadership
and responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed in class.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
Activities help develop life and career skills in all students by
requiring initiative and self-direction, supporting social and
cross-cultural skills in both content and teamwork efforts, and
31
measuring productivity and accountability through independent
and group assignment completion.
Assessments- including benchmarks, formative, summative, and
alternative assessments
Entrance/Exit Ticket
Online Activities
Written and Verbal Comprehension Questions
Creative Interpretations of Unit Material
Quizzes
Quick checks for understanding
Discussions
Observations
Blogs
Podcast
Digital newspaper articles
Teacher-made rubrics
Suggested Interdisciplinary Activities for this Unit
Career Education: Research YouTube personalities and yearly revenue
based on their channel.
Health/PE: Review online blogs about health and fitness.
Math: Graph viewership of popular online bloggers and present finding
to the class.
Science: Identify equipment and skills required to work in online
publications.
Social Studies: Create an illustrated timeline on the evolution of digital
journalism in the United States.
Technical Subjects: Using an online website, create a blog or podcast
catered towards specific student interests.
World Languages: Review popular foreign digital newspaper websites
and compare them to popular sites in the United States.
Arts: Design a logo and tagline for a possible online blog.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Scaffolded informational text
Scholastic Leveled Readings
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1
Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s
Meet, and Google Apps to collaborate on group projects
32
Facts on File
How to Blog for a Profit: Without Selling your Soul –
Ruth Soukup
Podcasting for Dummies – Tee Morris, Chuck Tomasi,
et al.
Various primary sources and articles at different levels are
available online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.orgSchooljournalism.org
Utilize Microsoft and or Google programs to complete various
assessments using spreadsheets, documents and publishing tools.
Utilize media tools to create podcasts or multimedia presentations.
Utilize online websites for research, webquest, publishing, and assessment
View various media and video sources.
Utilize online newspaper platform for publishing articles.
Produce and edit various types of digital journalism (blogs, podcasts,
videos).
Unit #5 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional Activities Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R5. Analyze the
structure of texts, including how
specific sentences, paragraphs,
and larger portions of the text
(e.g., a section, chapter, scene,
or stanza) relate to each other
and the whole.
NJSLSA.R6. Assess how point
of view or purpose shapes the
content and style of a text.
Teacher will present an overview on
blogging, focusing on purpose and
details of the different topics
Teacher will discuss the concept of
online podcasting and discuss its
connections to journalism
Students will review different types of
online blogs and other online news or
opinion-based websites provided by
the teacher
Students will complete a short survey
on what interests them to better
determine which topic they will write
on
Students will take notes on the topic
of feature, opinion, review and
sports writing
Students will research popular
podcasts on their phone or mobile
devices, finding 2-3 that would
interest them and explain why
Students will complete an online
scavenger hunt throughout a
number of blogs chosen by the
teacher
Students will complete and submit a
brief survey of interests
Quizzes
Entrance/exit slips
Presentations
Quick checks for understanding
Group Discussions
Teacher Observations
Project rubrics, checklists, and
evaluation sheets
Regular Notebook Checks
Exit Tickets
33
NJSLSA.W3. Write narratives
to develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured
event sequences.
NJSLSA.W6. Use technology,
including the Internet, to
produce and publish writing and
to interact and collaborate with
others.
Students will develop their own online
blogs based upon a predetermined
topic of interest using any number of
online blogging websites such as
blogger.com or weebly.com
Students will update their blog with
short written assignments on a
daily/weekly basis
Students will complete online blog
utilizing any one of the common
blogging websites such as
blogger.com or weebly.com
Students will complete
daily/weekly articles written
throughout the unit that are
reviewed and graded by teacher
Entrance slips
PARCC/NJSLS holistic rubrics
Teacher Observations
Independent/group projects
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
Newspaper articles
Blogs
Podcasts
NJSLSA.SL4. Present
information, findings, and
supporting evidence such that
listeners can follow the line of
reasoning and the organization,
development, and style are
appropriate to task, purpose, and
audience.
Students will present their blogs to the
class, explaining their decision-making
processes when designing their
websites and providing examples of
some of their completed online
writings
Class will complete an audience
checklist that will be provided to the
presenter to enhance their work
Students will present their blogs to
the class. Teacher will assess effort
on final product. Students will
assess presentation of work.
Students will complete a checklist.
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
34
Unit 6 Overview At-a-Glance Unit #6 – Photojournalism
Unit Description:
Examine the basic tenets of good photography including composition, lighting, and other important concepts in relation to photojournalism. Students
will also discuss importance of ethics involved in photography and the use of images in their publications and apply such knowledge to their
selection and use of images and photography.
Essential Skills:
Support the argument using relevant evidence
Read closely to determine what the text says explicitly and to make logical inferences and relevant connections
Cite specific textual evidence when writing or speaking to support conclusions drawn from text
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an
unknown term important to comprehension or expression
Explain different viewpoints in historical accounts of controversial events and determine the context in which the statements are made,
including but not limited to, the questions asked, the sources used and the author’s perspective
Articulate a defensible claim or thesis
Support the argument using relevant evidence
Evaluate issues by stating and summarizing the issue and drawing conclusions based on conflicting data
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,
and style are appropriate to task, purpose, and audience
Assess how point of view or purpose shapes the content and style of a text.
Utilize technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Identify the steps and tools needed to take and produce good photography
Evaluate ethical issues related to photojournalism and impact published images have on society
Assess the various uses of images in journalism and newspaper publishing
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Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on learning
goals aligned with the following standards:
NJSLSA.R8, NJSLSA.R 9, NJSLSA.W1, NJSLSA.W2, NJSLSA.W7,
NJSLSA.W8, NJSLSA.SL 4
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.R1, NJSLSA.R3, NJSLSA.R4, NJSLSA.W3, NJSLSA.W4,
NJSLSA.W5, NJSLSA.SL1, NJSLSA.SL3, RI.11-12.2, RI.11-12.3,
RI.11-12.4, W.11-12.1, W.11-12.3, W.11-12.5, SL.11-12.3, SL.11-12.4,
9.3.12.AR‐JB.1, 9.3.12.AR‐JB.2, 9.3.12.AR‐JB.3, 9.3.12.AR‐JB.4
Unit Details
Modifications for Special Education Students, English Language
Learners, Students at Risk of Failure, and Gifted Students- Modify
instructional approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted and talented
students including but not limited to:
Extended time
Teacher modeling
Differentiated written and verbal responses
Chunking of lessons
Differentiated homework - small group learning
Enrichment activities / Independent Study
Preferential seating
Additional graphic organizers and outlines for crafting writing
assignments
Audio versions of texts
Integration of higher order thinking processes, creative and critical
thinking activities, problem-solving, and open-ended tasks
Higher level direct questioning
Opportunities for cross curricular activities
Flipped Classroom
Small cooperative groups
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple perspectives to
infuse cultural and global awareness.
Lessons integrate a focus on civic literacy so that student can
better understand the rights and obligations of citizenship.
Lessons, activities, and assessments require creativity and
innovation on the part of the students. They are required to create
projects and products as examples of mastery in each unit.
Communication and collaboration is crucial for student success
as learners. Throughout this curriculum, students must be able to
communicate deep understanding through open-ended responses
(both orally and in writing). In addition, students are often
required to work collaboratively with their peers, which promotes
the ability to succeed in the area of social cooperative work,
increases communication skills, and promotes leadership and
responsibility.
Students must be information literate, i.e. they must be able to
find and use information effectively, in order to succeed in class.
Learning and assessment activities support the push to make
students media literate, as they are often required to analyze,
evaluate, and create messages in a wide variety of media modes,
genres, and formats.
Activities help develop life and career skills in all students by
requiring initiative and self-direction, supporting social and
36
cross-cultural skills in both content and teamwork efforts, and
measuring productivity and accountability through independent
and group assignment completion.
Assessments- including benchmarks, formative, summative, and
alternative assessments
Entrance/Exit Ticket
Online Activities
Written and Verbal Comprehension Questions
Research Project Presentations
Photo Journal
Quizzes
Venn Diagram
Graphic Organizer
Quick checks for understanding
Discussions
Observations
Teacher-made rubrics
Suggested Interdisciplinary Activities for this Unit
Career Education: Create a brochure examining the education needed
and the yearly salary of a photo journalist.
Health/PE: Design a webpage that illustrates healthy lifestyles through
images.
Math: Create a fractions chart to map out the shutter speed of various
cameras then compare their capabilities.
Social Studies: Participate in a gallery walk examining and discussing
famous photographs in history and their impact.
Science: Examine the optic lenses and explain how light helps to change
our perspective.
Technical Subjects: Utilize Google Docs to create a collage of class
pictures taken throughout the unit.
World Languages: Create a PowerPoint presentation that illustrates how
photographers depict other countries around the world.
Arts: Recreate a famous photograph using any number of artistic styles
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should
include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor
for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for
all students.
Leveled Supplemental Materials and Media/School Library
Resources
Integration of the Technology Standard
8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1
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Scaffolded informational text
Scholastic Leveled Readings
Facts on File
Associate Press Guide to Photojournalism – Brian Horton
Moments: Pulitzer Prize Winning Photographs - Hal Buell
and David Halberstam
Various primary sources and articles at different levels are available
online at:
Newsela - https://newsela.com/
The Learning Network: Teaching and Learning with the New York Times
ReadWriteThink.org
Tweentribune.com
Americanpressinstitute.orgSchooljournalism.org
Utilize online platforms such as Weebly, Wix, BackChannel
Chat, Today’s Meet, and Google Apps to collaborate on group
projects
Utilize Microsoft and or Google programs to complete various
assessments using spreadsheets, documents and publishing tools.
Utilize media tools to create podcasts or multimedia
presentations.
Utilize online websites for research, webquest, publishing, and
assessment
View various media and video sources.
Utilize online newspaper platform for publishing articles.
Produce and edit various types of digital journalism (blogs,
podcasts, videos).
Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
NJSLSA.R8. Delineate and
evaluate the argument and specific
claims in a text, including the
validity of the reasoning as well as
the relevance and sufficiency of the
evidence.
NJSLSA.R9. Analyze and reflect
on how two or more texts address
similar themes or topics in order to
build knowledge or to compare the
approaches the authors take.
Teacher will teach details of
photojournalism that includes
common vocabulary heard
Students will read and reflect on
the personal interpretations of
different photojournalists and
contrast them
Students will criticize and
various photo blogs and discuss
how each photographer presents
their work
Students will take notes on the
topic of photojournalism
Students will complete a close
reading activity that focuses on
the different category,
examining details and tone
Student developed review
questions on the various topics
related to photojournalism
Quizzes
Entrance/exit slips
Presentations
Quick checks for understanding
Group Discussions
Teacher Observations
Project rubrics, checklists, and
evaluation sheets
Regular Notebook Checks
Exit Tickets
38
NJSLSA.W1. Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
NJSLSA.W2. Write
informative/explanatory texts to
examine and convey complex ideas
and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
NJSLSA.W7. Conduct short as well
as more sustained research projects,
utilizing an inquiry-based research
process, based on focused
questions, demonstrating
understanding of the subject under
investigation.
NJSLSA.W8. Gather relevant
information from multiple print and
digital sources, assess the
credibility and accuracy of each
source, and integrate the
information while avoiding
plagiarism.
Students will compare various
qualities of a good photo
(disturbance, proximity, etc.)
Teacher will teach the rule of
thirds and its importance to
photojournalism
Teacher will relate
photojournalism to news
journalism and debate which is
more influential in society
Class will examine historically
important photos (Tank Man,
Iwo Jima, etc.) and evaluate why
they had such an impact on
society and debate why they are
still relevant today
Students will complete a
carousal of photographs,
reacting to each and making
inferences to why
they are considered so influential
Students will develop an online
portfolio of pictures taken from
around the school and at school
functions that can be
incorporated into the school
news paper
Reflect on completed work in
order to determine how to
improve on quality
Students will complete graphic
organizer detailing each
individual quality
Students will sketch over a
picture using the rule of thirds
Students will complete a Venn
diagram comparing and
contrasting the two
Students will complete a journal
entry examine the social impact
of each photo, reflecting on its
relevance
Students will complete a graphic
organizer related to the carousal
Students will completed online
portfolio of pictures taken,
categorized and ready to be
presented
Completed personal reflection
worksheet that has students
evaluate their work
Entrance slips
PARCC/NJSLS holistic rubrics
Teacher Observations
Independent/group projects
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
Newspaper articles
Venn Diagram
Graphic organizer
Online Portfolio
Blogs
Podcasts
Webpage
39
NJSLSA.SL4. Present information,
findings, and supporting evidence
such that listeners can follow the
line of reasoning and the
organization, development, and
style are appropriate to task,
purpose, and audience.
Present completed research
project on an individual well
known in the field of photo
journalism
Present online photo journal to
class discussing choices made,
and styles used
Collaborative note- taking and
think/pair/share evaluation forms
that provide an idea of what was
discussed
Teacher designed rubrics for
short and long presentation that
can be used to assess student
output and interaction
Presentations
Teacher-made rubrics
Quick checks for understanding
Class Discussions
Teacher Observations
Completed Daily Activities
Regular Notebook Checks
Exit Tickets
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