citizen journalism, editorial writing, cartooning and media broadcasting

8/10/2019 Citizen Journalism, Editorial Writing, Cartooning and Media Broadcasting

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Please cite: Alipasa, et al (2014). Our Voice in the Empowered 21st Century Journalism. De La Salle Santiago Zobel

LASALLIAN LEARNING MODULE

Teachers: Mr. Clark Dominic L. Alipasa,Ms. Jane Bencito & Ms. Rael Roldan

YEAR/LEVEL: Second Year High School SUBJECT: English Elective (Journalism)

Term 3 Module 1October 30, 2014

TITLE: Our Voice in the Empowered 21s Century Journalism

Time Frame: 8 meetings

CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates understanding of the role of all citizensin the creation and dissemination of news and all importantinformation, including participantsopinions, views and interests invaried local and global matters.

The learner transfers learning through producing a TV broadcastthat airs their own and othersopinions and views on a certainevent or issue and most especially timely news and features.

RELATED LASALLIAN GUIDING PRINCIPLES

Working with editorial compositions, spatial cartooning tasks and broadcasts challenge learners to realize their full potential bypromoting critical and creative thinking, self-knowledge and self-mastery;

Producing a live radio or TV program, empowered with brainstorming, certainly encourages synergy, collaboration and dialoguein an environment that is fraternal, hospitable and laden with mutual respect;

To think of ways how to gather data and opinions of others in order to come up with a satisfactory transcription and broadcastsImpels learners to translate their knowledge into actual practice for the betterment of society; and

Writing, publishing and broadcasting are powerful forms of expressions that prepare learners for responsible participation in the

world of work.

CONTENT


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The module aims to discuss the importance of the societysactive participation to a journalistic or broadcasting team. Their opinionsare truly significant contributions to ours, for they play the role of our main source and also benefactors in this field of profession.Onesstance, rationalizations and advocacies, in regards with relevant political and social issues, shall be voiced over effectivelythrough methods of citizen journalism, writing opinion and editorial articles, presentation of insightful slogans, pictures andrepresentations of thoughts, concessions and objections, and most especially, through service-committed script writing andbroadcasting.

BLENDED TOOLS

Face-to-Face eLearning

group/ pair discussionsbrainstorminggamesdramatic monologue

web researchiPad applicationsvideo productionphotography

STAGE 1: ESTABLISHING DESIRED RESULTS

TRANSFER GOAL(S):

If the students will be able to develop appreciation and skills in news writing and photojournalism,in the long run, they will, ontheir own, be able to understand that journalism is more than just pen and paper. They will be able to understand that journalism is a

strong and powerful tool in constructing norms, rules and public decisions that will guide public officials and its citizens in shapingdecisions for the development of the nation.

BIG IDEA/ENDURING UNDERSTANDING (EU):


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OVERARCHING EU:

Students will understand that journalism is empowered throughthe peoplesactive involvement and participation that contributesvery significantly to the goals of journalists and journalism in

exposing worthwhile matters.

TOPIC EU:

Students will understand that journalism involves not only the

revelation/dissemination of truth but also varied ideas and

opinions that are also relevant to social newsworthy trends,

events and issues. These contributed insights are gatheredcreatively and expressed through written or drawn publications

and forms of media broadcasts.

ESSENTIAL QUESTION(S):

OVERARCHING EQ:

1. How is photojournalism relevant in the society today?

TOPIC EQ:

1. How can the cit izens and members of the society getinvolved in effective journalism and dissemination ofnews and ideas?

2. How do columnists and editors express an opinionor editorial that validly and convincingly states thestrongest points without violating the ethics ofwrit ing and broadcasting?

3. How could artworks and drawings explicitly touchup social issues and express its meaningful

advocacies and propagandas?4. How does a mere delivery or projection in

broadcasting depict and reinforce visual,

emotional and mental image of viewers and

listeners.


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COMPETENCIES

KNOWLEDGE SKILLS ATTITUDES

Describe citizen journalism,its significance and

reinforcement.Classify opinion from facts:

news, sports and features.

Enumerate processes inwriting an editorial essay.

Differentiate cartoons fromthe art of editorial cartooning.

Explain script writing and liveTV or radio broadcasting.

Devise ways to gather news,opinions and insights of/from other

persons in the community.Compose an editorial article.

Draw an editorial cartoon pertainingto social trends, events and issues.

Write a script for a radio broadcastthrough systematic gathering andarrangement of journalistic data.

Air a live TV broadcast program

Collaborate with classmates and group mates in doingan assigned tasks

Show appreciation for opinions and editorial cartoons.Empathize with people having their own thoughts and

ideas about present pressing issues and trends

Show open-mindedness through developedperspectives on the beliefs and values of othersocially-aware and active citizens (members of thesociety)

Discover an appreciation for unique talents and thoseof their classmates in scripting, singing, voicing over,and delivering news, issues and any other

broadcasting segments.

SPECIFIC OBJECTIVES

Teaching Day By the end of the unit, the students will be able to:

1-2 Identify issues and concerns that are relevant to most members of the community.

Describe citizen journalism, its significance and reinforcement. Devise ways to gather news, opinions and insights of/from other persons in the community.

Employ technology and any other media to systematically gather opinions and insights of involvedcommunity members and students and teachers

3-4 Express onesown stance addressing or pertaining to the leading national and international issues

Classify opinion from facts: news, sports and features.

Compose an editorial article that tackles and scrutinizes a worldwide or local issue or a controversial newsevent.

5-6 Differentiate cartoon, comic strips and feature articles to editorial cartoons and essays.

Draw a socially-significant image that renders the peoplesvoice towards a particular societal struggle.


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7 Gather all significant news, features, sports stories and opinions that will be integrated to the livebroadcast.

Prepare the script for the news anchors, reporters and other members of the broadcasting team.

Produce a live radio or TV broadcast that renders significant news, opinions and issues.

8 Present the broadcast program live, through radio (recorded), or TV (video) in class.

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT

PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING and TRANSFER

The learners will produce a live TV or radio broadcast through collecting all relevant journalistic data as photos, news, features, newsupdates and opinions, with the script thoroughly prepared and modified beforehand.

GRASPS NARRATIVE OF TRANSFER TASK

You are working for a broadcast media company that consolidate news, features and opinion article from varied sources, includingthose contributed by ordinary citizens. Hence, your team is tasked to air a TV broadcast program for which you should gather recentevent updates or stories, documentaries and segment features of vox populi. Remember that your chief executive officer is after theeffectiveness of your presentation, lead content, story content, and editing. Go for it!

ASSESSMENT TOOLS

KNOWLEDGE PROCESS/ SKILL UNDERSTANDING (S) PERFORMANCE/ PRODUCT

Diagram completion (Venns)Oral RecitationSummative Assessments

Photo collageWriting exercisesResearch & Data Collection

Gathering informationInterviewsDebate & Symposium

Script WritingLive Broadcasting

RELATED FACET(S) OF UNDERSTANDING:

Explainthe relevance ordinary citizensvoice in journalismInterpret controversial editorial representations and cartoons

Analyze current social and political topics on which an editorial article will be dependent.Develop perspectiveon the events and occurrences in the communityDemonstrate self-knowledgein understanding how editorial essay and cartoons are processed.


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Develop empathyfor a people of different background or societal influence

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER

Week 1-2

A. INTRODUCTION

What is your stand, comment or opinion on the following topics?

SPREAD OF EBOLA VIRUS SIN TAX BILL

BINAYSFARM ILLEGAL SETTLERS

Do you think all of us bear the same views on these topics? Why or why not? How could you possibly gather ot hersopinions aswell regarding the same matter/s? Different citizens have their differentiated social and political views, and these are all significant voicesthat should be heard. The more people working together to achieve similar goals of disseminating vital information, the vital and stronger


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the achievement of this journalism goal will be.

B. INTERACTION

Realizing the importance of considering others views and opinions, what methods can you, as a class, think of that may beeffectively used to elicit their thoughts and ideas? What are the other controversies and trending topics in the Philippines and in abroadthat will certainly yield contrasting and varied sentiments and reactions from the citizens. Fill up the tables below for gathering data andeliciting responses:

GLOBALCONCERNS

(Recent) Event Issue/Controversy PRO(Justification)

ANTI(Justification)

SOCIAL

POLITICAL

ECONOMIC

ENVIRONMENTAL

C. INTEGRATION

With the use of advanced technology, citizen journalism in the 21 st century has even been more empowered. What are thetraditional ways of gathering information and views from other people and the modern media of doing such in our digital era?

DataGathering Methods

CONVENTIONAL

MODERN

We could notice that with the help of technology and modern means of communication, dissemination and even publication ofworks and ideas could even be faster, bigger and greater! Nevertheless, what are the pros and cons of citizen journalism, as analyzed bycritics and experts, which we should always be aware of?


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Aspects PROS CONS

Photography ______________________________________

______________________________________

Video (recording) ___________________

___________________

___________________

___________________

Narration ______________________________________

______________________________________

Style/Subjectivity ______________________________________

______________________________________

Focus ______________________________________

______________________________________

Agreement:

Using any method of data gathering, either conventional or technological, from other sources [students, teachers and personnel ofDLSZ], elicit the opinion of other people concerning one or two vital topic which is trending or highly significant in the educationalcommunity. Create a graph, table and/or any other various ways presenting the summary or totality of your information and responsesgathered. Try also to conclude or interpret research results (in one weekstime).

VoxPopuli Section: BE PREPARE TO PRESENT PUBLISHABLE DATA


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Week 3-4

A. INTRODUCTION

An editorial article must begin with a clear stance in mind and a powerfully convincing thesis statement that expresses whether youare for or against the issue right within the introductory part. Given that you have already read opinion essays before, do the writerscommence with a direct and disclosing title? Usually, they do not. Most titles of editorial works are figurative and symbolic to draw outattention. Why do you think journalists tend not to reveal the main theme or part of their stance in the title unlike in the introduction whereinthe opinion must be forceful and greatly rhetoric? Now, let us divide the class into two groups: the PROS andANTISyou will debate onthe controversial topics as follow and must be able to greatly defend your side:

DEBATE

PRO

(Members)

TOPICS FOR ARGUMENTATION

ANTI

(Members)

HOMEWORKS SHOULD BEBANNED

THE SCHOOL SHOULD BLOCK

YOUTUBE


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DRIVING AGE MUST BELOWERED

ANIMAL TESTING ANDEXPERIMENTATIONS

PERFORMING ARTS SHALL BEREQUIRED TO ALL


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B. INTERACTION

Select one topic from those discussed above from on which you will construct your first editorial article! Choosing your side is avery complicated yet the most important part of the preparation and process beginning to write your editorial essay. What are the thingsyou have to strongly keep in mind as you formulate the editorial introduction? The first statements must be your powerful bump to changeyour readers perceptions, knowing that we all have varied views and opinions on different matters. You should present your bestsupporting arguments to prove your stancesworth and credibility. Are you able to state your strongest points when you defended yourside/s during the debate?

On which part of the editorial essay are you going to state your justifications to strengthen your introductory thesis statement? Yes,these can be explained in one to three paragraphs in your BODY. What are different kinds of essays whose patterns can be used forstating points? CAUSE-EFFECT, COMPARISON AND CONTRAST, ENUMERATION, EXPLAINING A PROCESS, and other patterns thatyou think could clearly and cohesively move you readers.

C. INTEGRATION

Mostly, articles that we write are addressed to non-ordinary citizens of our country or even the world! Those who commonly desrveand receive such are influential, prominent and even powerful personalities. What entailments and implications shall these connote,mentioning that we will be dedicating our argumentative essays to these kinds of people? The conclusion part is usually found as we endour editorial essay. What are essential matters that you can bring up and include in your concluding paragraph? Can it sound likepreaching, cursing and extremely offensive that it degrades peoplesdignity and actions?

Formulate your own well-written constructive conclusion pertaining to anyone whose photo appears above on the box below. Youshould endeavour to construct impressively to the degree that most people will find it definitely useful and not just simply arguing,


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commending, informing or entertainingthese are various types of editorials. Furthermore arrange the jumbled letters below the text boxfor your conclusion to unlock an important content or element to be found in your closure.

Write your concluding paragraph here:

(Preferably, not so lengthy: It should also beclear, concise and coherent.)

Activity:What can importantly be included in the conclusion? CEMNEMARTDOINS: Write five (5) good examples of these in complete

sentences. Base your constructions on the same topics above or you may also think of another interesting and shocking topic/issue.

1. ____________________________________________2. ____________________________________________3. ____________________________________________4. ____________________________________________5. ____________________________________________

Week 5-6

A. INTRODUCTION

How good are you in expressing yourself through drawing and artworks? This craft is certainly for you! Not everyone possessesmagnificent linguistic skills and well-projected voice, but all of us differ and excel in our own unique yet colorful ideas. This is the field ofeditorial cartooning. In order to understand this kind of artworks more clearly, let us all try to categorize the following drawn picturesbased on their purpose:


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The art of editorial cartooning has gone through many changes over the course of history. Through help of technologicalinnovations, images can be easily produced and imparted. However, what criteria and qualifications must cartoon sketches possess inorder to be recognized as an editorial cartoon? How are symbolisms of political, social and educational concerns portrayed by the imageswhich you classify as editorial artworks? Let us try to identify again the greater implications and meanings of each critically.

B. INTERACTION

Simplifying the characteristics of editorial cartoons introduced in the recent activity, [by groups] create a diagram, table or any chart

comparing and contrasting comic strips from editorial worksas well as comic artists and editorial cartoonists whom you will soonbecome.


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VENNSDIAGRAM(to be finalized by consolidating groupsdescription on the board)

COMIC EDITORIALARTISTS CARTOONISTS

C. INTEGRATION

Editorial cartoons are graphic expression of creatorsideas and opinions. They are based on current social issues, which means

that they are produced under restricted time conditions. Moreover, editorial cartoons, like written editorials, have an educational purpose.They are intended to make the readers think about important issues that are insidiously affecting them. Thence, endeavour to achieve thesucceeding task:

Within the DLSZ community, search or think of any social, individual or any educational concern or issue that apparently bothers asignificant number of students, teachers and/school staff members; [collaboratively] sketch an editorial cartoon portraying this communityproblem and offering some significant implications and/or suggested solutions to this/these artistically. The best output/s will be displayedon the walls of the room or even along the corridor depending on its quality and eloquence of its ideas.

Cooperative Activity:

Select one personality from the list of prominent and controversial men in our world today and create an enlightening editorialcartoon based on the issue they have been in and your personal view on their actions, conditions and lifestyle. Your work will be gradedbased on an uploaded rubric. Like editorial writing, your work can inform, question, support or commend, and/or debate.

ALING DIONISIA PACQUIAO MIRIAM DEFENSOR SANTIAGO JEJOMAR BINAY

PRES. BARACK OBAMA BIN LADEN POPE FRANCIS JANET LIM NAPOLES


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Week 7-8

A. INTRODUCTION

A scriptrefers to the written material, which indicates the verbal and non-verbal action that has to go into a radio or TV program. Ittells us what to do and say and when and how. Although fluent speakers can narrate and deliver news extemporaneously, why isscriptwriting still highly important for us, broadcasters? Enumerate and try to defend each reason that you cite. Afterwards, use your MLDto research about the definition of the following types of script:

By groups, choose one that you will try to make as your initial contribution to the preliminary scaffolding output that we will aim toproduce today.

1. NEWS SCRIPT2. INTERVIEW SCRIPT3. SPOT/PLUGS4. DRAMA SCRIPT

5. MAGAZINE PROGRAM SCRIPT6. DOCUMENTARY SCRIPT

B. INTERACTION

The class will be divided into four groups [with 10-11 members each]. Each group will assign the following important roles to theirmembers prior to scriptwriting. Each team has the prerogative and liberty to assign how many members of every particular task, to repeatroles and/or select who will be the most suitable for a certain responsibility. However, all of the following roles must performedrespectively:

A. News Anchor/s F. ScriptwritersB. On-site reporters, G. News Director (Over-all)C. Segment Anchor/s (Optional), H. Technical Director

as sports, entertainment, vox populi, etc. I. Graphics Operator (for TV broadcast journalism)D. Infomercial TeamE. Voice-overs

Watch the champions for last yearsnational tournament for your reference. Uniqueness and eloquence are greatest qualities thatwinners have. Subsequently, you will start to write the script for every member so that rehearsal may be initiated. Through this, you willdesign your own! This is the link:

https://www.youtube.com/watch?v=9yYcC6dwFkI


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III. INTEGRATION

Remember the following in broadcasting:1. It is spoken.2. It is immediate.3. It is person to person.4. It is heard once.5. It is sound/picture.What are other tips or guidelines that you would like to add?

Listen to another clearer sample of a Radio Broadcasthttp://www.usanewsnetwork.com/audiocast.mp3

With the same material, which they have listened to, atranscribed copy of the document will be distributed so thatstudents can practice delivering more expressively.

What are the different parts of a broadcast program respectively? Give sample news that you can classify under every certainsegment. Relevance to the DLSZ community is also always considered for the element of newsworthiness called proximity andsignificance. Begin writing the script considering the following conventions. What operationalizations can we employ to our

written document that will consider it as a clearly-written script? Comment on the following:

Says/Said Sentence Structure and Word Count Sound Bytes What to avoid ALL CAPS/Double-spaced

NSPC

2013

CHAMPION

AngRizalian

Broadcast Team
http://www.usanewsnetwork.com/audiocast.mp3http://www.usanewsnetwork.com/audiocast.mp3http://www.usanewsnetwork.com/audiocast.mp3


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Numbers, money and ages abbreviations? Hyphenation? Names (phonetic spelling) and official titlesPerformance Task

Consolidate news, features and opinion articles from varied sources, including those contributed by ordinary citizens. Withthese all arranged in a script, produce a TV broadcast program in which you will deliver all these journalistic information insegments. Remember that your chief executive officer is thoroughly looking after the effectiveness of your presentation, leadcontent, story content and editing. Refer to the rubric below for your reference on how you will be scored.

The following exemplary performances will also be recognized and awarded [in every section].

BEST NEWS ANCHORBEST ON-SITE REPORTERBEST INFOMERCIALBEST SCRIPT

BEST TECHNICALITIESOUTSTANDING GRAPHICS (optional: if recorded TV broadcast and not executed live)BEST OVERALL DIRECTOR


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References:

Bugayong-Mariano, J. (1991). Campus Journalism (CJ) Act of 1991. The DepEd Campus Journalism Program Presentation.

Bernardo, M.Q. (2013, Aug 24). Radio Script Writing and Broadcasting. Slideshare. Retrieved October 27, 2014 fromhttp://www.slideshare.net/maryquin/radio-script-writing-and-broadcasting

CJ 241: Broadcast Writing Language Tips & Style. People Pages. Retrieved October 27, 2014 fromhttp://people.uwec.edu/kapferja/BROADCASTWRITINGTIP_241.htm

Curtis, A., Ph.D (2012). Citizen Journalism: The Collection, Analysis and Dissemination of News by Non-Professionals among thePublic.Mass Communication Department, University of North Carolina, Pembroke.

Day, B. (2013). The Changing World o f Editorial Cartoons. T h e C ag l e P o s t : C a r to o n s & C om me n t a r y . Retrieved

October 30, 2014 from http://www.cagle.com/2013/05/the-changing-world-of-editorial-cartoons/

IRubric: News Broadcast rubric. RCampus. Retrieved October 27, 2014 fromhttp://www.rcampus.com/rubricshowc.cfm?code=B4AW57&sp=true

Mijares, J. (2013, Feb 25). Opinion and Editorial Writing. Aklan Catholic College, Kalibo, 5600 Aklan

The association of American editorial cartoonists. TheOpper Project: Using Editorial Cartoons to Teach History.The OhioState University: College of Arts and College of Humanitie. Retrieved October 30, 2014 fromhttp://hti.osu.edu/opper/editorial-cartoons
http://people.uwec.edu/kapferja/BROADCASTWRITINGTIP_241.htmhttp://www.cagle.com/2013/05/the-changing-world-of-editorial-cartoons/http://www.cagle.com/2013/05/the-changing-world-of-editorial-cartoons/http://www.osu.edu/http://www.osu.edu/http://www.osu.edu/http://hti.osu.edu/opper/editorial-cartoonshttp://hti.osu.edu/opper/editorial-cartoonshttp://hti.osu.edu/opper/editorial-cartoonshttp://www.osu.edu/http://www.osu.edu/http://www.cagle.com/2013/05/the-changing-world-of-editorial-cartoons/http://people.uwec.edu/kapferja/BROADCASTWRITINGTIP_241.htm


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citizen journalism, editorial writing, cartooning and media broadcasting

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