District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Yearbook Description:Students will be called upon to learn, practice, and apply the skills necessary to craft yearbooks that employ best journalism practices to include researching, interviewing, reporting, writing, and revising. Additionally, students will learn the crafts of photographing subjects, and formatting and designing templates for optimal aesthetic value while continuously practicing and applying such skill sets to create a well-developed, professional final product. Independence, productivity and ability to meet deadlines are required of all students enrolled in this course.

Yearbook Units: Unit 1: Introduction to the Craft (month of brainstorming and templates, researching, business/fundraising/strategies) Unit 2: Interviewing Unit 3: Reporting Unit 4: Caption Writing (leads, hooks, summaries) Unit 5: Photographing and Aesthetics Unit 6: “Re-envisioning” the Spread

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: 4 weeks

Unit Title: Introduction to the Craft (month of brainstorming and templates, researching, business/fundraising/strategies)

Unit Overview/Essential Questions: In this unit, students will garner important information regarding yearbook and its inner workings. Successfully crafting a yearbook is a time consuming and complicated process that requires creativity, collaboration, and dedication; likewise, it requires that all students be cognizant of its components and intricacies. While journalism and photography are essential components, without a working budget, all yearbooks will fall flat; therefore, students will frequently engage in skills that will assist them in producing a marketable product. Because of the collaborative nature of the Yearbook course, students will frequently engage in discussions about journalistic ethics and standards. An emphasis will be placed on teamwork and leadership abilities as well as accountability. The end result of this unit will be selecting a theme/concept for the yearbook that is realistic, relevant, and recognizable: one that captures the entire “story” of the school, not just a select few.

Essential Questions: What makes a product marketable? Why are yearbooks created? How are yearbooks created? What skills are essential when collaborating with others? Why do students choose a theme or a concept for their yearbooks?

Unit Objectives: The students will identify the essential components to a yearbook that are aesthetically pleasing, yet encompasses the entire school’s “story.” The students will evaluate components of previously designed yearbooks for efficacy. The students will actively engage in meaningful conversations with their peers as they critique and evaluate yearbooks and previous yearbook

practices. The students will explore the inner workings of yearbook as a business. The students will write frequently to record thoughts, ideas and practice journalistic writing.

Focus Standards Addressed in this Unit: CC.1.2.11-12.D -Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11-12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’

ideas and expressing their own clearly and persuasively CC.1.5.11-12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display information flexibly and dynamically

Important Standards Addressed in this Unit: 9.1.12.J - Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film

cameras, preservation tools, web graphics, computer generated marching band designs) 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spaces 9.3.12.A - Explain and apply the critical examination processes of works in the arts and humanities

Misconceptions: Yearbook is an easy class that requires little effort. Students don’t have to write in a yearbook course. Students only have to work when they are in class to create a visually appealing spread. Turning in late work is acceptable and doesn’t affect anyone but the individual.

Concepts/Content: What makes a marketable product Ways to create a layout Catering to an audience/purpose What journalistic ethics/standards

are Components of planning and

producing a publication Conducting research Budgeting for a project Collaborating

Competencies/Skills: Communicating with peers Brainstorming Operating Pictavo website Summarizing Creative Writing Reflecting Compare and contrast

publications Evaluate efficacy of publications

Description of Activities: Students will do a scavenger hunt through old

yearbooks to learn yearbook terminology and become familiar with template designs, yearbook layouts, captions, pictures, etc.

Students will analyze previous yearbooks to see what a yearbook is like and discuss/present what they liked and disliked from previous years.

Students will collaborate with peers to discuss what their goals for the yearbook should be.

Students will work in groups to brainstorm yearbook themes and create presentations to give to the class (the winning theme will be decided by vote and used for the yearbook).

Students will create fundraising proposals to learn the inner workings of maintaining a business and getting sponsors to raise money for yearbook.

Students will complete weekly journals to practice summarizing and reflecting techniques and creative writing skills.

Assessments: Yearbook Scavenger Hunt, Yearbook Theme Project/Presentation, Fundraising Proposals, Yearbook Analysis (likes/dislikes), Journaling

Interdisciplinary Connections: ELA - writing

Additional Resources: The Radical Write - Bobby Hawthorne - Second Edition Teacher-made handouts Old Yearbooks

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: Heavily first marking period then ongoing

Unit Title: Interviewing

Unit Overview/Essential Understanding: In this unit, students will explore the essentials in interviewing and interviewing practices. They will come to realize that an effective interview requires careful planning, research and practice. While interviews can be spontaneous, the better prepared an interviewer is, the more smoothly the interview will go and the more successful and useful it will be. Choosing who to interview as well as what to focus on during an interview are essential skills yearbook students must acquire. Students will explore the two types of questions to ask: close-ended and open-ended as well as proper etiquette for conducting an interview: proper dress, interview length, etc. Likewise, students will recognize their role in responsible reporting.

Essential Questions: Why do students need to prepare for an interview? What are the best questions to ask during an interview? What is the criteria for conducting a successful interview? What is the purpose of conducting an interview? How does a student determine who the best person to interview is and how long an interview needs to be? How can a well conducted interview contribute to a yearbook spread?

Unit Objectives:

The students will learn the skills necessary to conduct a successful interview by observing experts, practicing those skills themselves, and identifying interview components.

The students will explore the appropriateness of questioning techniques and when to utilize which type. The students will work collaboratively to refine their interviewing skills. The students will practice interviewing and being interviewed so that they may more fully understand and appreciate which skills go into each

component. The students will delineate what constitutes good listening and good speaking skills.

Focus Standards Addressed in this Unit: CC.1.2.9-10.G - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining

which details are emphasized in each account CC.1.2.9-10.J - Acquire and use accurately 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 considering a word or phrase important to comprehension or expression

CC.1.2.11-12.G - Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem

CC.1.5.9-10.B - Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

CC.1.2.9-10.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence

Important Standards Addressed in this Unit: 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spaces. 9.3.12.A - Explain and apply the critical examination processes of works in the arts and humanities.

Misconceptions: Students do not have to have a list of interview questions before interviewing someone. Students do not have to provide the person they are interviewing with the list of interview questions beforehand. Students can interview anyone for any article as long as they have a quote. Students do not have to do any reconnaissance before conducting an interview. Conducting an interview is bombarding the person being interviewed with a barrage of questions. Students can wear whatever they want during an interview. Information obtained in an interview does not need to be exact. The types of questions asked at an interview do not matter and can be random.

Concepts/Content: Compiling questions Compiling research Making Contact Noting all that pertains to the senses Following up after the interview Conducting the interview Professionalism

Competencies/Skills: Writing informatively to explain

activities, events, sports, and classes objectively.

Listening to peers and interview subjects.

Speaking formally to make announcements, share ideas, and interview objectively.

Analyzing videos of professional interviews to learn effective techniques.

Interviewing subjects and asking questions to get important information about events, sports, classes, and activities.

Reflecting on interview techniques. Brainstorming ways to interview

successfully and record information effectively.

Description of Activities: Students will watch famous interviews and interview

techniques to analyze what makes an interview strong and successful.

Students will identify the key qualities of effective questioning (professionalism, introductions, objective attitude, listening, follow-up questions, organization, reporting).

After learning the keys to being a strong reporter, students will re-watch videos and specifically pinpoint where they see certain qualities.

Students will practice interviewing peers. If the questioning was effective, students will be able to give a brief report to the class on their partners. If it was not effective, the class with provide feedback.

Students will keep a weekly journal reflecting on what they learned about interviewing strategies, skills, and techniques.

Evaluating peers interviews and professional interviews to provide helpful feedback and self-reflection.

Assessments: Journals, Practice Interviews, Analysis of famous interviews

Interdisciplinary Connections: ELA - presentation skills, journalism

Additional Resources: Teacher-made handouts Videos (YouTube) The Radical Write - Bobby Hawthorne

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: Heavily first marking period then ongoing

Unit Title: Reporting

Unit Overview/Essential Understanding: In this unit, students will explore the two part process of reporting: reporting AND writing. Good reporting happens when students write about what they

have learned, yet all too frequently students turn to their classmates or prior knowledge to report, and fail to adequately fulfil their responsibility as a journalist. Students will learn to collect background information and connect that background information to current practices or information. They will practice capturing the moment through imagery and choosing the best words to convey meaning. Students will compare traditional features with Quick reads/Infographs and determine which format is best to use and when.

Unit Objectives: The students will learn the skills necessary to report information successfully and responsibly by identifying good reporting skills, observing experts,

and practicing good reporting skills. The students will explore reporting practices that are both successful and unsuccessful and identify the skills/practices that contribute to its

successes and failures. The students will work collaboratively to refine their reporting skills. The students will perfect reporting skills by frequently reflecting on best practices through writing and observation. The students will delineate what constitutes good reporting and employ those skills in their own writing.

Focus Standards Addressed in this Unit: CC.1.2.11-12.E - Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the

structure makes points clear, convincing, and engaging CC.1.2.11-12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.2.11-12.G - Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well

as in words in order to address a question or solve a problem CC.1.2.9-10.H - Delineate and evaluate the argument and specific claims in a text, assessing the validity of reasoning and relevance of evidence CC.1.2.9-10.J - Acquire and use accurately 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 considering a word or phrase important to comprehension or expression

CC.1.2.9-10.E - Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

CC.1.4.9-10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.9-10.A - Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accuratelyImportant Standards Addressed in this Unit:

9.3.12.A - Explain and apply the critical examination processes of works in the arts and humanities 9.1.12.C - Integrate and apply advanced vocabulary to the arts forms 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spaces

Misconceptions:

Students do not need to acquire new information to report on something. Yearbook reporting is telling the audience what they already know. Telling the readers what happened is as effective as showing them what happened. Yearbook reporting requires little effort. Reporting and writing operate independent of one another.

Concepts/Content: Using action verbs Using active voice Using specific nouns Avoiding vague words Avoid opinionated adjectives Avoid adverbs Avoid generalizations Leads as statements Quotations Paragraphing Avoid clichés Dead words and phrases Primary Headlines Secondary Headlines

Competencies/Skills: Summarizing what has been

obtained from interviews to capture an entire season, event, or class in just a few sentences.

Listening to what peers have said and people have said in interviews to write an effective summary.

Speaking to peers to provide feedback on their reporting techniques.

Writing effective summaries to draw in readers and capture an entire season, event, or class in just a few sentences.

Description of Activities: Students will work in groups to practice reporting

skills by looking at pictures and making up stories about them without having any information regarding the pictures.

Students will then edit their stories to make them more “report” worthy by focusing on finding the main idea and summarizing techniques.

Students will then look at several teacher handouts of paragraphs and videos of interviews. They will practice summarizing the main ideas of what they are viewing/reading.

At the end of the unit, students will take the interviews they did earlier in the marking period and create reports from the interviews.

Students will focus on these key details of reporting:o Summarizingo Main ideao Accuracy (all people involved, names spelled

correctly, information presented correctly)o Objective voice/toneo Point of view

After writing the report, students will present them to the class as if they were news reporters. They will have the option to work in pairs and create videos.

Students will also keep a weekly journal reflecting on their reporting skills.

Assessments: Written report and presentation, journals, edited picture reports

Interdisciplinary Connections: ELA - news media

Additional Resources: Teacher-made handouts Videos (YouTube) The Radical Write (Bobby Hawthorne) Second Edition Textbook

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: Heavily first marking period then ongoing

Unit Title: Caption Writing (leads, hooks, summaries)

Unit Overview/Essential Understanding: In this unit, students will explore the power of a good caption and how to construct one. They will strengthen their vocabulary by honing in on words that are interesting and engaging, yet domain appropriate. Likewise, they will practice writing so that it is concise and specific and use verbs that are colorful and descriptive. Finally, students will identify the components of a caption and learn how to synthesize the information they know with the information they

glean.

Essential Questions: How does a caption tell a story? What needs to be put in a caption? How does a caption engage and interest the reader? Why do students need to carefully select their words in a caption?

Unit Objectives: The students will identify and utilize the components of a good caption when writing their own captions. The students will practice writing that is clear and concise as well as colorful and engaging by identifying those elements in skilled caption writers and

practicing those skills. The students will work collaboratively to produce captions that meet the required format. The students will use verbs that are active rather than passive or “to be” verbs. The students will use the proper tense verbs where necessary in the caption formula.

Focus Standards Addressed in this Unit: CC.1.4.9-10.D - Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to

link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section CC.1.4.9-10.E - Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the

complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.9-10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.9-10.Q - Write with an awareness of the stylistic aspects of writing. • Use parallel structure. • Use various types of phrases and clauses to convey meaning and add variety and interest

CC.1.4.9-10.C - Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension

CC.1.4.11-12.C - Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension

CC.1.4.9-10.B - Write with a sharp distinct focus identifying topic, task, and audience CC.1.3.9-10.E - Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect

Important Standards Addressed in this Unit:

9.1.12.C - Integrate and apply advanced vocabulary to the arts forms 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spacesMisconceptions:

Pictures speak for themselves and do not need a caption. Captions can be whatever the writer wants them to be. Photographs and captions do not have to complement one another. Not all photographs need captions. There are not any formulas for caption writing.

Concepts/Content: Using action verbs Using active voice Using specific nouns Avoiding vague words Avoid opinionated adjectives Avoid adverbs Avoid generalizations Quotations Avoid clichés Dead words and phrases

Competencies/Skills: Expository writing to explain what is

happening in pictures on spreads. Summarizing events based on

pictures. Quoting students, faculty, and staff

to make pictures come to life. Describing events, activities, and

people in pictures. Reflecting on how professionals write

captions verses how students and peers are writing captions.

Analyzing magazines and newspapers to see effective caption writing techniques.

Brainstorming how to make a caption bring a picture to life.

Writing topic sentences to draw a reader in and keep information concise.

Writing hooks to draw readers in and make captions exciting.

Writing in the present (captions) and past tense (stories).

Description of Activities: Students will view pictures with limited information

given and practice writing captions for them. They will then share what they wrote and give feedback to peers.

Students will then view magazines, newspapers, yearbooks, etc. and brainstorm what the captions have in common.

Students will keep a weekly journal reflecting on what they see commonly used in caption writing and practicing caption writing.

Students will learn the difference between a caption (describing an image), a story (a summary of the event, class, or season), and a quote (from spectators, players, students, teachers, coaches, and captains).

Students will learn components of strong captions by looking at examples. They will learn what makes strong leads and hooks, how to have a variety in leads and hooks, how to introduce quotes, how to write objectively, when to use present vs. past tense, and how to summarize the main idea of the event or picture effectively.

Students will practice different leads by viewing pictures and working with partners to just introduce the caption without completing it. They will then

practice quoting people in picture captions. Students will then practice writing stories just based

on pictures instead of captions. The stories will be short summaries of entire seasons or made-up events.

Once students understand the writing process, they will then use the skills to create the yearbook spreads by writing captions, stories, and quotes for each event, class, and sport throughout the school year. The spreads will cover the entire event, class, or season, making it essential that students know how to summarize effectively and maintain readers’ focus.

Assessments: Weekly journals, spreads, practice captions, practice stories, elements of caption writing quiz

Interdisciplinary Connections: ELA - writing

Additional Resources: Teacher-made handouts Videos (YouTube) The Radical Write (Bobby Hawthorne) Second Edition Textbook

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: Heavily first marking period then ongoing

Unit Title: Photographing and Aesthetics

Unit Overview/Essential Understanding: In this unit, the students will explore first and foremost the camera they will be using to take pictures for Yearbook. Knowing how the camera settings can affect a photograph is essential to a quality photograph. Students will learn that the photograph they intend to take requires a specific setting for optimal output and that the camera offers a plethora of options to enhance picture quality. Likewise, students will learn about the rule of thirds and other tactics for balancing an image so that the reader’s focus is where the photographer truly intended it to be. Finally, students will explore other photographic techniques and which situations warrant using a specific technique.

Essential Questions: How does the setting on a student’s camera affect the photograph he takes? How does light affect a person’s photograph? How can a student get the reader to focus on the intended subject of the picture? Why can’t a student just take a random picture? How can a student capture emotion in a photograph?

Unit Objectives: The students will demonstrate that they can take a picture that focuses the reader’s attention on the subject by using the rule of thirds or another

photographic technique. The students will identify photographs that exhibit best practices of photography (use of light, use of “film” speed, use of natural lines, etc.) The students will demonstrate an understanding of their camera and the ways that its settings can enhance the quality of a photograph and practice

those camera uses by producing a picture that embodies each setting. The students will critique photographs (theirs, classmates’, and experts’) and identify techniques that were used or should have been used to

enhance picture quality. The students will collaborate with peers to critique photographs.

Focus Standards Addressed in this Unit: CC.1.5.11-12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.3.9-10.G - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in

each treatment CC.1.2.11-12.G - Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well

as in words in order to address a question or solve a problem CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display information flexibly and dynamically

Important Standards Addressed in this Unit: 9.1.12.C - Integrate and apply advanced vocabulary to the arts forms 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spaces 9.1.12.J - Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film

cameras, preservation tools, web graphics, computer generated marching band designs) 9.3.12.A - Explain and apply the critical examination processes of works in the arts and humanities

Misconceptions: Students can use any camera to take a good photograph.

Students don’t need to know the camera settings on their camera; what’s important is the picture. There are not really any rules-of-thumb for taking pictures for a yearbook. Students do not need to edit photographs before putting them in the yearbook.

Concepts/Content: Rules of photo composition Posed and non-posed photos Angle horizontal/verticals Cropping Foreground/background Close-ups Parts of the Whole Group Shots Snapshots Landscapes Portraits High/Small Aperture Shutter Speed Image Sharpness White Balance ISO/Grainy Setting Resolution Caption Writing Rule of thirds Leading lines Symmetry Framing Focal Point

Competencies/Skills: Photographing events, sports, and

classes to effectively capture the essence of each.

Editing pictures and spreads to make them visually appealing.

Uploading images to the yearbook website.

Capturing events using proper angles and lighting to make the images appealing.

Posing/staging photos. Brainstorming how peers can

photograph effectively by practicing the rule of threes.

Reflecting on peers images from the scavenger hunt.

Journal writing and reflecting to explain how photographing effectively can make or break a yearbook.

Analyzing peers photos in comparison to professional photos.

Discussing how to make images more appealing with peers.

Description of Activities: Students will look at different pictures and rate

which ones they think are more visually appealing. Students will keep a weekly journal responding to

different pictures and explaining how the pictures tell a story/make them feel.

Students will then brainstorm in groups why some pictures did a better job of getting through to them compared to others.

Students will analyze the importance of capturing photos that tell stories of ALL Brandywine Heights’ students, not just yearbook students.

Students will have a graphic arts lesson on the rule of thirds to learn how to make photos more aesthetically appealing.

Students will also learn how to operate yearbook’s digital cameras to get the best picture quality.

Students will learn different features on IPhone cameras as well (lighting, grids, zoom, portrait mode, etc.) to know how to operate them as backups if the digital cameras are unavailable.

Students will practice taking photos by completing a photo scavenger hunt throughout the building.

Students will learn how to upload photos to the yearbook website and insert them into appropriate spreads.

Students will have monthly assignments where they must take pictures of all of their academic classes and clubs. They will show the teacher the pictures and be graded on picture quality and quantity for their classes. This will ensure that the yearbook has

a variety of pictures from all academic courses throughout the year.

Assessments: Photo analysis, photo scavenger hunt, rule of thirds analysis, monthly picture assignments, spreads, journals

Interdisciplinary Connections: Art - photography, layout design

Additional Resources: Teacher-made handouts Yearbook cameras (2 Nikon, 1 Sony) IPhone camera Videos (YouTube) The Radical Write (Bobby Hawthorne) Second Edition Textbook

Subject: Yearbook (Journalism) Grade: 9 - 12 Suggested Timeline: Heavily first marking period then ongoing

Unit Title: “Re-envisioning” the Spread

Unit Overview/Essential Understanding: In this unit, the students will look at the yearbook spread they created from a holistic approach. They will take into consideration all of the units they explored throughout the course and check for conformity: reporting quality, photo quality, design quality, writing quality and theme development. Students will check to see that they have thoroughly developed their theme by employing the most relevant facts, details and quotes within their spread and that it is organized with adherence to good grammar and mechanics as well as aesthetics. In doing so, students will compare their spreads to their peers’, past yearbooks, and professional products.

Essential Questions: How do all of the parts contribute to the whole? How can one component of a yearbook spread affect the entire spread? Why do all students need to be “experts” in every component of yearbook?

Unit Objectives: The students will assess their spreads and their classmates’ spreads by comparing them to professional spreads. The students will identify areas of weaknesses in their own spreads and their peers’ spreads. The students will identify areas of strengths within their own spreads and their peers’ spreads. The students will determine if the audience was adequately reflected in all components of their spreads and their peers’ spreads. The students will evaluate their spreads for organization and fluidity. The students will collaborate to determine what areas of the spread don’t conform to best practices and collectively determine what changes need to

be made to adhere to best practices.

Focus Standards Addressed in this Unit: CC.1.4.9-10.T - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience CC.1.4.9-10.U - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display information flexibly and dynamically CC.1.3.9-10.A - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it

emerges and is shaped and refined by specific details; provide an objective summary of the text CC.1.4.9-10.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and

spelling CC.1.4.9-10.D - Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to

link the major sections of the text; include formatting when useful to aiding comprehension; provide a concluding statement or section CC.1.5.11-12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence CC.1.3.9-10.E - Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect CC.1.5.9-10.A - Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’

ideas and expressing their own clearly and persuasively

Important Standards Addressed in this Unit: 9.1.12.H - Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance

spaces 9.1.12.J - Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film

cameras, preservation tools, web graphics, computer generated marching band designs)

Misconceptions: Yearbook is not like writing a paper, so I do not need to edit my spread. It is okay if my spread has nothing to do with the other spreads. As long as I like my spread, it is good enough to use.

Concepts/Content: Reporting Quality Photo Quality Design and Production Quality Writing Quality Theme Development Peer Editing Topic Development Relevant Facts Quotations Organization Formatting Headlines Infographics

Competencies/Skills: Reflecting in journals and with peers

on whether or not spreads effectively capture the event, sport, or class.

Editing / peer-editing spreads to ensure that pictures are a good quality, spacing and font are consistent, and grammar/mechanical errors are corrected.

Revising to make captions, quotes, and summaries flow effectively.

Providing constructive criticism to peers.

Collaborating with peers to ensure that spreads are completed properly and are visually appealing.

Description of Activities: Students will complete spreads by assigned due

dates. Students will peer edit spreads by completing peer

editing sheets that require each element of each spread to be reviewed before being submitted.

Students will edit each other’s spreads to ensure there are no grammatical errors, repetitive hooks/leads, opinions, false spellings of names, change in tenses, and false information.

Students will edit each other’s spreads to ensure that all pictures are an acceptable quality and representation of all students and events, classes, and sports at Brandywine Heights.

Students will also edit each other’s spreads to make sure there is unity from one spread to another between image layouts, font style, font size, and numbers of captions, stories, quotes, pictures, and score records.

Once spreads have been reviewed and edited, students will submit them to be reviewed a second time by the teacher and yearbook editors.

Assessments: Spreads, peer editing sheets

Interdisciplinary Connections: ELA - news media

Additional Resources: Teacher-made handouts Videos (YouTube) The Radical Write (Bobby Hawthorne) Second Edition Textbook