George Wurtz

GWurtz@Hawaii.edu

Spring Semester - May 12, 2011

Desktop Publishing / English & Computer Literacy

Grade 8

Identifying Media Styles, Elements, and Biases

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

Learners:

• 8th grade students at Wahiawa Middle School in the Central Oahu school district.

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

• Mixed ethnicity class with some ESL students.

Learning Environment

• Classes are 3 periods per week and include “KEYBOARDING” practice and warm up at the beginning of each class.

• Class size is 24 students

Learners and the Learning Environment

Purpose:

• This class is vital for young adolescents that are beginning

to learn and recognize varying media types and biases as

well as how and why various media are created. In this

course ultimately a newsletter will be produced.

Content Standards:

• This course and the included units and lessons address a

variety of content standards in the areas of LANGUAGE

ARTS, TECHNOLOGICAL DESIGN, and CAREER PLANNING.

Content & Curricular Relevance

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.

Learning Objectives

Student Resources• Students will be provided with copies of current Midweek & Star Advertiser newspapers.

• For online research students will be given URLS to the following online news sites:

KGMB – KITV – KHON – STAR ADVERTISER -

MIDWEEK

• Access to Microsoft Office “WORD” program

• Printer

Teacher Resources• Computers with internet access

• The following websites:GOOGLECENTER FOR MEDIA LITE

RACYMEDIALITERACY.COM• A KWL chart as well as a handout with prompts for each of the 5 W’s. (Included)

Materials, Media & Resources

Technologies to be used and implemented are:• Laptop computer and LCD projector

• Computers with internet access

• Microsoft Office WORD or similar WORD PROCESSING software

Educational Technology Standards Standards 1 – 5 from the ISTE.org Website “Standards for Students”

Demonstrate creativity and innovation

Communicate and collaborate

Conduct research and use information

Think critically, solve problems, and make decisions

Use technology effectively and productively

Assumptions:

It is assumed that students have prior knowledge of internet navigation and beginning word processing skills.

Technology

Lecture at the beginning of the lesson, check for learning and progress half way through lesson and final summation via group discussion to synthesize content knowledge.

Students collaborate with each other in pairs or learning groups.

Students engage in class discussions, question & answer sessions.

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

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

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

For ESL students allowances will be made in research URL’s that include sites in their native language. Assessment will be made through teacher – student dialogue.

Pedagogy - Methods

Students will demonstrate their learning about the subject matter through class discussions and the rewriting or retelling of a current news story.

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

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.

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.

Students will state their reasons for their opinions.

Student Outcomes

I will assess student learning by:• Frequent one on one student

discussion and feedback during class

• By gauging student enthusiasm or frustration level with the lesson

• The thoroughness in the listing and explanations students give regarding the 5 W’s of journalism.

Assessment

Implementation

Desktop Publishing

Independent internet research, Selected readings, Working in pairs or groups to complete projects, Lecture, Viewing of online documentaries and tutorials Use of KWL charts & Cornell Notes, Class discussions, Peer & teacher feedback & critique, Teacher, self, and peer evaluations.

WAYS OF LEARNING ROUTINES & STRATEGIES

The 5 W’s of journalism, Interviewing techniques, Journalistic writing style, Proof reading, editing, revising, &

publication of news articles, Graphic design principles, Mastery of Microsoft “Publisher” Note taking principles and methods Group participation & cooperation.

UNDERLYING CONCEPTS

includes

Learned through these

UNITSIdentifying the 5 W’s of

journalism, interpreting & re-writing a published news

article.

Interview Techniques,Note Taking,

Conduct an Interview

Writing and revisingstudent interview

Choosing pictures to illustrateinterview.

Peer review.

Divide into teamsIdentify roles, obligations,

& responsibilities. Brainstorm newsletter topics

and articles.

Bringing newslettertogether, critiquing

& revisions.

Publisher practice,news and graphics

reporting& acquisition

M. S. Publisher,Camera, &

Photoshop basics

Rough draftof design& layout

This course:

Course Map

Collaborative pairs or learning groups, Class discussions, question & answer

sessions, Writing exercises, Note taking practice 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 School

Unit 3Fundamentals of

Microsoft Publisher & Newsletter Creation

Unit 1 Identifying Media Styles,

Elements, and Biases

Unit 2 Newsletter Design,

Layout, & Production Roles

Student interest and enthusiasm while working on this lesson.

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

Evaluation of student KWL and Cornell Note handouts for thoroughness.

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

The success of this lesson will ultimately be determined by the quality of the end of semester finished product.

Lesson Evaluation

Final ThoughtsThe success or failure of this lesson plan as well as the unit and course as a whole will be determined by the amount of pride students show in their finished newsletter.

If students are eager to request multiple copies of their newsletter to take home to parents or to share with friends I will have determined this class to be a success.

On the other hand, if at the end of the lesson students appear to be confused or lack enthusiasm over the process I will have to go back to the drawing board.

Luckily I believe in the saying that if at first you don’t succeed try, try, again