Full Project Description & Details

1. Identifying Media Styles, Elements, and Biases George Wurtz GWurtz@Hawaii.edu Spring Semester - May 12, 2011 Desktop Publishing / English & Computer Literacy Grade 8 The course is in “DESKTOP PUBLISHING” - There are 3 units: Unit 1 - Identifying Media Styles, Elements, and Biases Unit 2 - Newsletter Design, Layout, and Production Roles Unit 3 – Fundamentals of Microsoft Publisher and Newsletter Creation

3. Students are reading at the 7th and 8th grade levels.

6. Learning Objectives In this lesson students will identify and define the 5 W’s of journalism: * WHO * WHAT * WHERE * * WHY & WHEN* Students will achieve this objective by researching news stories in the local media (internet, television, or newspaper) and summarizing, critiquing, and re-writing a published work in their own words. Higher level thinking skills will be developed by requiring students to discern between differing journalistic styles and viewpoints.

10. CENTER FOR MEDIA LITERACY

11. MEDIALITERACY.COM

13. Computers with internet access

15. Communicate and collaborate

16. Conduct research and use information

17. Think critically, solve problems, and make decisions

18. Use technology effectively and productivelyAssumptions: It is assumed that students have prior knowledge of internet navigation and beginning word processing skills.

20. Students collaborate with each other in pairs or learning groups.

21. Students engage in class discussions, question & answer sessions.

22. Students have writing exercises which emphasize and include proofreading, editing, revision, and document formatting.

23. Students practice taking notes using the “Cornell Notes” method (Included).

24. For students with different needs and abilities, assessment will be made by teacher evaluation of student responses to questions regarding the 5 W’s.

26. Students will produce a 1 page summation of their reviewed article or they will be allowed to give an oral presentation to the class.

27. Students will demonstrate their utilization of technology by describing the sites they used to gather information either orally or by listing the website’s URL’s in their finished documents.

28. Students will demonstrate their understanding of the material presented by making a value judgment as to the quality and voracity of their chosen news story.

30. By gauging student enthusiasm or frustration level with the lesson

32. Interviewing techniques,

33. Journalistic writing style,

34. Proof reading, editing, revising, & publication of news articles,

35. Graphic design principles,

36. Mastery of Microsoft “Publisher”

37. Note taking principles and methods

38. Group participation & cooperation.

39. Independent internet research,

40. Selected readings,

43. Class discussions,

44. Peer & teacher feedback & critique,

45. Teacher, self, and peer evaluations.

46. Collaborative pairs or learning groups,

47. Class discussions, question & answer sessions,

48. Writing exercises,

49. Note taking practice

50. Participate as a member of a group in all activities related to the ultimate production of a 2 to 4 page newsletter describing the current events in Wahiawa Middle SchoolLearned through these UNITS Identifying the 5 W’s of journalism, interpreting & re-writing a published news article. Bringing newsletter together, critiquing & revisions. Unit 3 Fundamentals of Microsoft Publisher & Newsletter Creation Unit 1 Identifying Media Styles, Elements, and Biases Interview Techniques, Note Taking, Conduct an Interview Publisher practice, news and graphics reporting & acquisition Unit 2 Newsletter Design, Layout, & Production Roles Writing and revising student interview Choosing pictures to illustrate interview. Peer review. M. S. Publisher, Camera, & Photoshop basics Divide into teams Identify roles, obligations, & responsibilities. Rough draft of design & layout Brainstorm newsletter topics and articles.

52. Student ability to work independently with moderate teacher guidance and explanations.

53. Evaluation of student KWL and Cornell Note handouts for thoroughness.

54. Class discussion of what students liked most, liked least, and student opinions regarding sticking points or clarity of lesson instructions.