yearbook theme development lamp

KaiserAnna

BALL STATE UNIVERSITY �� CARMEL HIGH SCHOOL

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KaiserAnna


YEARBOOK

THEMEDEVELOPMENT

A 10-day LAMP teaching unit for 9th, 10th & 11th graders

KaiserAnna


Purpose of Unit

TABLE OF CONTENTS

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Purpose of the Unit This unit is aimed at educating students about the importance of developing, implementing, and successfully carrying a theme throughout a yearbook publication. It is essential for students to know that the theme is a unifying idea or concept that links the yearbook to the students and the school and the activities of that school year. Students will only fully understand the design and verbal choices of a yearbook and how the book should be seen as a whole instead of individual pieces after they understand what a theme is and ways it should be carried through. The theme of yearbook is presented both visually and verbally to express the developed idea. It sets the mood and influences the way the copy is written, what photos are placed, and the graphic elements and fonts that are chosen. Because the theme uses both visual and verbal elements, students will have the opportunity to practice the skills they have learned in previous units to help further understand theme development. For students to grasp theme development, the unit is broken up into several components. Before students can develop their own theme, they must critically think about how and why themes are developed throughout a yearbook, as well as analyze how other schools have developed their themes, meeting Standard 3 (media analysis) of the Indiana High School Journalism Standards. Students will then have the opportunity to start thinking how they would verbally develop a theme by creating spin-offs and writing out theme copy for different sections of a yearbook meeting Standards 4 and 5 (journalistic writing processes and writing for media) of the Indiana High School Journalism Standards. And lastly, students will have the opportunity to verbally and visually develop a theme of their own for the end of the unit project addressing Standard 6 (technology and design) of the Indiana High School Journalism Standards. At the end of the unit, students will have an understanding that the theme is the underlying component that unites a book as well as be able successfully carry a theme throughout a yearbook both visually and verbally.

developmenttheme

SPECIFIC SKILL OBJECTIVES

Unit Objectives Day 1: Introduction to Theme Development

• Students will think critically about how themes are developed throughout a yearbook both visually and verbally

• Students will observe how two schools developed and executed their theme throughout their yearbook

Day 2: Developing a Theme

• Students will review theme vocabulary and concepts learned in the previous class and relate it a workbook assignment

• Students will employ their knowledge to visually and verbally develop a theme of their own

Day 3: Strong v. Weak Themes

• Students will reflect on the theme they developed last class and discuss whether it was a good or bad theme

• Students will think critically and critique an entire yearbook based on how well the theme is developed

Day 4: Opening and Divider Copy


• Students will utilize reference materials to enhance knowledge on successful opening and divider copy

• Students will observe and think critically about how other yearbook staffs successfully captured their theme through body copy in the opening and divider spreads

Day 5: AP Style and Theme Copy

• Students will review correct style using their Pinnacle style manual • Students will employ their knowledge and write successful opening and divider copy

Day 6: Introduction to Theme Development Project

• Students will reflect on what they have already learned as they are being introduced to their theme unit project

• Students will develop their own theme and critically think how they will carry that theme out both visually and verbally

Day 7: Theme Project

• Students will understand how to effectively execute their theme through both design and verbal elements





Day 10: Theme Presentations


• Students will present their theme and explain its purpose and execution Day 11: AP Style and Theme Copy

• The teacher will evaluate the students’ learning through a post-test

Content Objective: Students will think critically about how themes are developed throughout a yearbook both visually and verbally. IN State Standard:

Journalism Standard 3: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media. State Indicators: JRN.3.1

Analyze news stories and reports that focus on specific issues, people, and events for the following qualities:

• Importance or amount of space or time, • Proximity or nearness, • Timeliness or immediacy, • Prominence or names, • Conflict, consequence, or impact, • Variety, • Human interest, or • Humor.

JRN.3.2 Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:

• Accuracy, • Balance, • Fairness, • Proper attribution, and • Truthfulness or credibility.

Journalism Standard 6: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats. State Indicator: JRN.6.1

Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

English Standard 6: Writing: English Language Conventions

State Indicator: ELP 9.6.11

Review and revise writing for word choice, organization, consistent variation among grammatical forms.

ELP 9.6.21 Use conventional spelling with little error.

Visual Arts Standard 7: Understand and apply elements and principles of design in personal works of art utilizing a variety of media, tools, and processes State Indicator: H7.1

Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform personal work.

Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: Unit pre and post-test, yearbook theme critique activity, opening and divider copy, theme development project evaluated with a rubric Content Objective: Students will observe how two schools developed and executed their theme throughout their yearbook. IN State Standard:






JRN.3.4 Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

• Appropriateness, • Audience and purpose,

• Information provided or story • Quality of work or presentation • Rhetorical strategies (language that focuses a message, such as a

persuasive words, logical consistency, humor, satire, or other intent signals), and

• Type of impact.





Interdisciplinary and Curricular Connections: Journalism, Art How this objective will be assessed: teacher based assessment on how well the students were able to discuss the theme execution Content Objective: Students will review theme vocabulary and concepts learned in the previous class and relate it a workbook assignment. IN State Standard:



English Standard 6: Writing: English Language Conventions State Indicator: ELP 9.6.11



Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: graded workbook pages, teacher-led class review Content Objective: Students will employ their knowledge to visually and verbally develop a theme of their own. IN State Standard:

Journalism Standard 5: Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follows specific style manual guidelines for consistency. State Indicator: JRN.5.6

Used varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.

Journalism Standard 6: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats. State Indicators: JRN.6.2

Follow basic rules of newspaper (yearbook) and online publication design related to layout.

JRN.6.4 Use photography, art, or graphic to accompany copy, enhance readability, and appeal to a variety of audiences.

JRN.6.5 Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences.





Create works of art that use specific elements, principles, and functions to solve problems and communicate ideas.

Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: “Developing a Theme” handout, theme development project evaluated with a rubric Content Objective: Students will reflect on the theme they developed last class and discuss whether it was a good or bad theme. IN State Standard:

Journalism Standard 6: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats. State Indicators: JRN.6.1





Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: student-led discussion based on comments received back from “Developing a Theme” handout Content Objective: Students will think critically and critique an entire yearbook based on how well the theme is developed visually and verbally. IN State Standard:






Standard 6: Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats. State Indicator: JRN.6.1







Interdisciplinary and Curricular Connections: English, Journalism, Art

How this objective will be assessed: yearbook theme critique activity Content Objective: Students will utilize reference materials to enhance knowledge on successful opening and divider copy. IN State Standard:

Journalism Standard 3: Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media. State Indicator: JRN.3.4

Analyze and evaluate news stories and features found in student-generated publications and media by using criteria that includes:

• Appropriateness, • Audience and purpose, • Information provided or story • Quality of work or presentation • Rhetorical strategies (language that focuses a message, such as a


• Type of impact.




Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: comments made on board after reading, discussion of articles Content Objective: Students will observe and think critically about how other yearbook staffs successfully captured their theme through body copy in the opening and divider spreads. IN State Standard:



• Appropriateness,

• Audience and purpose, • Information provided or story • Quality of work or presentation • Rhetorical strategies (language that focuses a message, such as a


• Type of impact.




Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: obvious engagement when reading through the copy, student comments and discussion about the copy, connection with the articles previously read Content Objective: Students will review correct style using their Pinnacle style manual. IN State Standard:

Journalism Standard 4: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes. State Indicator: JRN.4.10

Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.




Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: in-class activity where students have to correct incorrect sentences, opening and divider copy evaluated with a rubric

Content Objective: Students will employ their knowledge and write successful opening and divider copy. IN State Standard:

Journalism Standard 4: Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing processes. State Indicators: JRN.4.4

Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.

JRN.4.7 Use language effectively to establish a specific tone.

JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.




Interdisciplinary and Curricular Connections: English, Journalism How this objective will be assessed: opening and divider copy assignment evaluated with a rubric Content Objective: Students will reflect on what they have already learned as they are being introduced to their theme unit project IN State Standard:



• Appropriateness, • Audience and purpose, • Information provided or story • Quality of work or presentation

• Rhetorical strategies (language that focuses a message, such as a persuasive words, logical consistency, humor, satire, or other intent signals), and

• Type of impact.







Create works that use specific elements, principles, and functions to solve problems and communicate ideas.

Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: questions asked by students after introduction, theme development project evaluated with a rubric Content Objective: Students will develop their own theme and critically think how they will carry that theme out both visually and verbally IN State Standard:


Use language effectively to establish a specific tone.










Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: theme development project evaluated with a rubric Content Objective: Students will understand how to effectively execute their theme through both design and verbal elements IN State Standard:












Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: theme development project evaluated with a rubric Content Objective: Students will present their theme and explain its purpose and execution IN State Standard:







Speech and Communication Standard 1: Strategies and Applications

State Indicator: SPC.1.6

Use effective and interesting language, including informal expressions for effect, Standard English for clarity and technical language for specificity.

Interdisciplinary and Curricular Connections: Journalism, Speech and Communication How this objective will be assessed: theme development project and presentation evaluated with a rubric Content Objective: The teacher will evaluate the students’ learning through a post-test IN State Standard:

English Standard 6: Writing: English Language Conventions State Indicator: ELP 9.6.11 Review and revise writing for word choice, organization, consistent variation among grammatical forms. ELP 9.6.21 Use conventional spelling with little error.



Interdisciplinary and Curricular Connections: English, Journalism, Art How this objective will be assessed: Post-test results

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VOCABULARY

Unit Vocabulary

Closing: Final pages of the yearbook (typically three pages or more) where the theme is concluded. Should follow ads and index. Contents: Listing of the pages containing the opening sections, index and closing. The contents is usually printed on the front endsheet or in the opening, but not on the title page. Copy: The story. Every spread should contain a story, also called a copy block. Alternatives to traditional narrative copy include lists, quotes, personal narratives, surveys and other material that accurately tells the story. Cover: Outside of the yearbook, which protects the printed pages. Divider: A spread used to separate each of the sections of the yearbook. A divider is usually theme related in design and the copy links the main theme to the ensuing section. Endsheet: Heavier sheets of paper which hold the pages of the yearbook to the cover. Endsheets may be plain or designed to reflect the theme. The front endsheet typically contains the contents listing. Folio Tabs: The page number and the topic of a spread places as a unit traditionally at the bottom left and bottom right of the spread. Graphics: Elements such as color, white space, rule lines, gray screens, large initial letters and special type treatments which enhance the book’s design. Opening: The first two to four pages (or more) of the yearbook which introduce the theme. Section: A traditional yearbook is typically broken up into six sections: student life, academics, organizations, people, sports and ads/index. These sections are used as an organizational tool for the staff and reader. Spin-off: A “mini theme” used as a section title. Spin-offs may help carry the theme throughout the book. Spread: Two facing or side-by-side pages in the yearbook. Theme: An idea, usually a word or phrase, that ties the book together. Title Page: Page one of the yearbook. It should include the name of the book, the name of school, the complete school address, the volume number and year. The school telephone number, web address and enrollment may also be listed there.

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DAY-TO-DAYOUTLINE

Unit Outline Day 1: Pre-test and Introduction to Theme Development Students will take a pre-test for the theme development unit. Next, they will become familiar with theme development, including what theme is, the parts that make up a theme, and its importance in developing a yearbook. Students will be shown how two yearbooks successfully developed their themes through a guided note-taking activity. Day 2: Developing a Theme Students will continue their path to understanding theme development by individually reading and working through a theme development activity in their workbooks. Next, they will use their workbook notes, as well as notes from the previous class’ presentation to visually and verbally develop a theme of their choice in groups of two. Day 3: Strong v. Weak Themes Students will discuss the theme they chose in the previous class and how they were able to develop it throughout a yearbook. That discussion will lead into another discussion about what makes for a strong theme versus a theme that is weaker. Students will take those points to thoroughly critique an entire yearbook. Day 4: Opening and Divider Copy Students will become aware of more detailed aspects and the creativity that is involved in theme development through the discussion and observation of several yearbooks’ opening spread and divider spreads’ theme body copy. Students will reflect on how successful the opening and divider copy of yearbook they previously critiqued was in helping the reader further understand its theme. Day 5: AP Style and Theme Copy Students will be given a short review of AP Style and how to use their style manual when writing for a student publication. Next, they will work independently to write the opening spread copy and one divider spread copy for the 2013 Carmel High School Pinnacle yearbook given the theme “Perspectives.” Day 6: Introduction to Theme Project Students will be introduced to the theme development unit project. The teacher will go over the instructions and expectations of the project as well as show examples of past projects. Next, students will have the opportunity to ask questions about the project and then have time to brainstorm theme ideas within their groups and begin the project. Day 7: Theme Project Students will have the opportunity to ask questions about the project and their progress. For the rest of the class, students will have time to continue working on their projects including the designs and presentations. Day 8: Theme Project Students will have the opportunity to ask questions about the project and their progress. For the rest of the class, students will have time to continue working on their projects including the designs and presentations.

Day 9: Theme Project Students will have the opportunity to ask questions about the project and their progress. For the rest of the class, students will have time to continue working on their projects including the designs and presentations. Day 10: Theme Project Presentations Students will take the first 30 minutes of class to finish up their presentations and write out final points they want to make while presenting. Groups will then present their project to the class and fill out group evaluation forms. Day 11: Theme Unit Post-test Students will be assessed through a post-test of the theme development unit.

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RESOURCES

Teacher Resources Bryant, Heidi, and Jane Roehrig. "21 tips for writing copy."Herff Jones. Herff Jones, Inc.. Web. 21

Mar 2013. <http://www.yearbooks.biz/?event=FAQ.Detail&faq=161>. Daly, Kathy. "How can I give my theme copy the power to be great?." Herff Jones. Herff Jones,

Inc.. Web. 21 Mar 2013. <http://www.yearbooks.biz/?event=FAQ.Detail&faq=390>. Damon, Scott. "Yearbook Opening Copy Ideas." eHow. Demand Media, Inc.. Web. 21 Mar 2013.

<http://www.ehow.com/info_12077279_yearbook-opening-copy-ideas.html>. Paige, Alyson. "How to Write Copy for a High School."eHow. Demand Media, Inc.. Web. 20 Apr

2013. < http://www.ehow.com/how_5996618_write-copy-high-school-yearbook.html>.

Teaching Yearbook Journalism. Herff Jones, Inc., 2-4. Print. Teaching Yearbook Journalism. Herff Jones, Inc., 5-9. Print. Teaching Yearbook Journalism. Herff Jones, Inc., 16-17. Print. Walsworth Theme Gallery: http://www.walsworthyearbooks.com/showcase/theme-gallery/ Student Resources Bryant, Heidi, and Jane Roehrig. "21 tips for writing copy."Herff Jones. Herff Jones, Inc.. Web. 21

Mar 2013. <http://www.yearbooks.biz/?event=FAQ.Detail&faq=161>. Daly, Kathy. "How can I give my theme copy the power to be great?." Herff Jones. Herff Jones,

Inc.. Web. 21 Mar 2013. <http://www.yearbooks.biz/?event=FAQ.Detail&faq=390>. Damon, Scott. "Yearbook Opening Copy Ideas." eHow. Demand Media, Inc.. Web. 21 Mar 2013.

<http://www.ehow.com/info_12077279_yearbook-opening-copy-ideas.html>. Paige, Alyson. "How to Write Copy for a High School."eHow. Demand Media, Inc.. Web. 20 Apr

2013. < http://www.ehow.com/how_5996618_write-copy-high-school-yearbook.html>.

Teaching Yearbook Journalism. Herff Jones, Inc., 5-9. Print. Walsworth Theme Gallery: http://www.walsworthyearbooks.com/showcase/theme-gallery/ **Also used several school’s yearbooks for critiques

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STUDENT PROJECT

YOU HAVE BEEN CHOSEN!Congratulations, you have been selected as a member of the Vista yearbook sta! for New Albany High School, home of the Bulldogs. This school is located at 1112 McKinley Avenue; New Albany, IN 47506. The principal is Mr. Harrison Sterling, and the school enrollment is 3,500.

This year, the Vista yearbook sta! was hand picked to ensure an award-winning product that will celebrate the school’s 175th anniversary. Your "rst task as a sta! member is to assist in the intial planning stages for the yearbook. It is your job to develop a theme and e!ectively carry that theme throughout the 2012-2013 Vista.

The theme of this book will be ___________________________________________________________.

In order to successfully carry out your theme, you must consider it both visually and verbally, as well as sketch out/design the following:

How should the cover of the book look?

What design elements will the sta! use throughout the book that will serve the purpose of carrying out the theme?

What will a typical divider spread look like? Sketch out a template that could be used for all the dividers. Remember, dividers are the separating spreads to introduce each section of the book.

What might a student life spread and a sports spread look like? For instance how would the Homecoming or Prom spread be set up? How would you set-up a Swimming or Basketball spread? You will need to design one student life spread AND one sports spread. (This is a good place to also showcase smaller, but equally important, design elements.)

You’ll need six infographic options that can be easily manipulated content-wise (in other words, they should have semi-generic titles, etc., that will allow them to be used in any section of the book. Look through yearbooks to see examples of how this done.) No more than two designs of any inforgraphic type. Don’t forget, these need to be relatable to your theme selection.

You’ll also need three headline/title packages that can be easily manipulated content-wise. Again, these must be related to your theme.

Because this sta! is brand new, editor positions are still up for grabs. So, you will present your theme idea to the rest of the sta! (aka the class) and really sell them on why your idea is awesome and is the best choice for a theme (think of it like a sales pitch). In your sta! presentation, you should be prepared to fully explain the theme of your book and also present mock ups of the elements you designed. This will all be presented via a PowerPoint presentation. The group whose theme is voted as the “best” will be given the prestigious title of Editors-in-Chief of the Vista yearbook.

As a group, you will design these pieces in InDesign based on your sketches in advance of your presentation - cover mock up, divider spread, student life spread and sports spread, infographics, headline/title packages; they must include design elements.

Make sure you address these questions in your presentations:Did you do anything special in order to recognize that the school is celebrating its 175th anniversary?Describe your process for coming up with your theme (a step-by-step anaylsis of how you detemerined that was your best idea).How well is your theme carried out visually and verbally?Why should your theme be the picked?

THEME CHECKLISTThink you are done? Check this list to make sure you have fully completed all the parts of this assignment.

1. COVER:Front (theme, school name, yearbook name, year)

2. DIVIDER:

3. STUDENT LIFE SPREAD:

4. SPORTS SPREAD:

5. SIX INFOGRAPHICS:

6. THREE HEADLINE/TITLE PACKAGES:

7. CONSISTENCY:

THEME DEVELOPMENT PROJECT RUBRICGroup Members:

Theme:

REQUIRED ELEMENTS: Overall Quality

1- Cover Design

1- Divider Spread Design

1- Sports Spread Design

1- Student Life Spread Design

6- Infographic Designs

3- Headline/Title Design Packages

1o 9 8 7 6 5 4 3 2 1

20 18 16 14 12 10 8 6 4 2

20 18 16 14 12 10 8 6 4 2

20 18 16 14 12 10 8 6 4 2

1o 9 8 7 6 5 4 3 2 1

18 16 14 12 10 8 6 4 2

(has all school information needed on front and spine, introduces visual and verbal theme elements, visually appealing)

(section is clearly understood through title/spin o!, includes space for body copy, photos/captions, folios, etc., consistent with theme elements, stands out from traditional section spreads)

(inlcudes formatted story, headline/title package, infographic, 7-9 photos with formatted captions, folio, etc., consistent with theme elements, spread knowledge is shown)


(no more than 2 of the same infographics, relatable to theme visually and verbally, appropriate sizes, formatted "ller text, includes headline, summary, attribution)

(related to theme visually and verbally, includes summary deck and byline)

Total Points:Extra Comments:

PRESENTATION: Theme Explanation

Explanation of Theme Development

Explanation of Theme Carry Through

Discussion of Speci!c Elements

Special Recognition Coverage

Overall Organization of Presentation

1o 9 8 7 6 5 4 3 2 1(fully explains process for coming up with theme, why it was chosen, etc.)

(what elements were used to carry theme throughout designs, how was theme verbally carried through)

(why speci"c elements were chosen to carry out theme, how do they relate, how were they used)

(was anything done to recognize the school celebrating an anniversary)

(each group member contributed equally, presentation was organized, well thought-out explanations of theme)

Total Points:

Extra Comments:

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

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TECHNOLOGY

Technology

1. LCD Projector, Laptop, Elmo I used the LCD projector and a laptop in my classroom to show students a Power Point introducing theme development that included bullet points of information as well as examples of yearbook spreads that showed how a theme is successfully carried throughout a yearbook. I also used the projector and laptop to show examples of good yearbook themes and how the theme is used on certain pages for a guided note-taking activity. The laptop and projector were also used to show previous examples of the project they were assigned. Lastly, the laptop and projector were used to present students’ Power Point presentations for the final project. Additionally, the Elmo and projector were used to show strong examples of theme opening and divider copy in two different yearbooks. Students were able to read the copy from the projector screen as I noted certain points.

2. Internet

I used the Internet to find many of my resources, such as the articles students read on strong theme copy. Yearbook companies’ websites were also frequently visited to get strong ideas for themes as well as to take screenshots of how award-winning yearbooks successfully carried out themes visually and verbally.

3. Computers Students used the computers in the publications lab to type their opening and divider copy. They used the computer to design their spreads, infographics, and headline and title packages using Adobe InDesign. Lastly, they used the computers to put together their Power Point presentation for the final project.

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DETAILED LESSON PLANS

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DAY ONE

Class: Beginning Yearbook Lesson: Theme Development (Day 1) Overview: Students will become familiar with theme development, including what theme is, the parts that make up a theme, and its importance in developing a yearbook. Students will be shown how two yearbooks successfully developed their themes through a guided note-taking activity. Lesson Standards: JRN.3.1





JRN.6.1 Analyze and use elements and principles of graphic design to develop visual presentations that reinforce and enhance written messages with special attention to typography and layout.

ELP 9.6.11 Review and revise writing for word choice, organization, consistent variation among grammatical forms.


H7.1 Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform personal work.

Lesson Objectives:

• Students will think critically about how themes are developed throughout a yearbook

• Students will understand theme is developed both verbally and visually throughout the book and how that is achieved

Instructional Strategies:

• Pre-test • Short Power Point presentation with lecture/discussion • Student note-taking activity

Materials Needed:

• Pre-test • Power Point presentation • Laptop with LCD projector • Guided note-taking handout

Resources:

• Teaching Yearbook Journalism. Herff Jones, Inc., 2-4. Print. • www. Walsworthyearbooks.com

Vocabulary: • Closing: Final pages of the yearbook (typically three pages or more) where the theme is

concluded. Should follow ads and index. • Contents: Listing of the pages containing the opening sections, index and closing. The

contents is usually printed on the front endsheet or in the opening, but not on the title page.

• Copy: The story. Every spread should contain a story, also called a copy block. Alternatives to traditional narrative copy include lists, quotes, personal narratives, surveys and other material that accurately tells the story.

• Cover: Outside of the yearbook, which protects the printed pages. • Divider: A spread used to separate each of the sections of the yearbook. A divider is

usually theme related in design and the copy links the main theme to the ensuing section. • Endsheet: Heavier sheets of paper which hold the pages of the yearbook to the cover.

Endsheets may be plain or designed to reflect the theme. The front endsheet typically contains the contents listing.

• Graphics: Elements such as color, white space, rule lines, gray screens, large initial letters and special type treatments which enhance the book’s design.

• Opening: The first two to four pages (or more) of the yearbook which introduce the theme.

• Section: A traditional yearbook is typically broken up into six sections: student life, academics, organizations, people, sports and ads/index. These sections are used as an organizational tool for the staff and reader.

• Spin-off: A “mini theme” used as a section title. Spin-offs may help carry the theme throughout the book.

• Theme: An idea, usually a word or phrase, that ties the book together. • Title Page: Page one of the yearbook. It should include the name of the book, the name of

school, the complete school address, the volume number and year. The school telephone number, web address and enrollment may also be listed there.

Teaching Sequence Pre-test: This unit will begin with a pre-test to evaluate the knowledge of the students so lesson plans can be adjusted accordingly. This pre-test will test students’ knowledge on theme, parts of the yearbook, how theme is developed throughout a book and asks them to explain how one school carried their theme throughout their book. Presentation: Next, there will a short presentation on theme development. The presentation will be given by the teacher and during it, the students will be included in discussion and will be able to ask questions throughout, as well as look through yearbooks. The Power Point includes information including: vocabulary and examples of how theme is carried throughout different books. Note-taking Activity: Following the presentation, students will be handed a note-taking handout. Pictures of parts of a yearbook are on the handout. Those pictures will also be presented on the overhead. As a class, we will go through how that yearbook specifically carried out their theme, picking out certain graphic elements, colors, photos, and verbal elements. This packet will allow students to have a resource for the rest of the unit of how theme works throughout a yearbook. Assessment: At the end of the class period, students will write in their own words what theme is and turn that slip into the teacher.

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developmenttheme

DAY TWO

Class: Yearbook 1 Lesson: Developing a Theme (Day 2) Overview: Students will continue their path to understanding theme development by individually reading and working through a theme development activity in their workbooks. Next, they will use their workbook notes, as well as notes from the previous class’ presentation to visually and verbally develop a theme of their choice in groups of two. Lesson Standards: JRN.5.6

Used varied and extended or technical and scientific vocabulary or language that is appropriate for journalistic style, different purposes, and a variety of audiences.


JRN.6.2 Follow basic rules of newspaper (yearbook) and online publication design related to layout.





H7.2 Create works of art that use specific elements, principles, and functions to solve problems and communicate ideas.

Lesson Objectives: • Students will review theme vocabulary and concepts learned in the previous class and

relate it a workbook assignment • Students will employ their knowledge to visually and verbally develop a theme of their

own

Instructional Strategies: • Short Power Point presentation with lecture/discussion • Individual reading and note-taking • Partner group-work/activity

Materials Needed: • Power Point form previous class • “Theme Development” handout from previous class • Herff Jones Workbook • “Developing a Theme” handout • “Magazine Analysis” handout

Resources:

• Teaching Yearbook Journalism. Herff Jones, Inc., 5-9. Print. Vocabulary:

• Closing: Final pages of the yearbook (typically three pages or more) where the theme is concluded. Should follow ads and index.



usually theme related in design and the copy links the main theme to the ensuing section.

• Endsheet: Heavier sheets of paper which hold the pages of the yearbook to the cover. Endsheets may be plain or designed to reflect the theme. The front endsheet typically contains the contents listing.





• Theme: An idea, usually a word or phrase, that ties the book together. • Title Page: Page one of the yearbook. It should include the name of the book, the

name of school, the complete school address, the volume number and year. The school telephone number, web address and enrollment may also be listed there.

Teaching Sequence Finish Presentation: Class will take up where it left off the week before. To start, we will finish the guided note-taking portion of the theme development presentation from the previous lesson. Before we start, students will be prompted with review questions from the teacher.

Questions: • What is theme? • What are the two main components for achieving theme? • How can the theme be developed throughout the book? From here, students will need to get out their “Theme Development” handout. Students will review the notes they took from last class, and then continue filling out the handout. (The teacher will project the images on the board as well.) Students will use their knowledge (including vocabulary words) and notes from the previous class to lead the discussion on how the school successfully developed achieved their theme. This packet will be kept as a reference tool for them for the rest of the unit. Workbook Activity: Moving to the next activity, students will need their Herff Jones Yearbook Workbook. To further their understanding on how different schools develop their themes, students will do a short reading that dissects a school’s decision on how to develop a theme. Afterwards, students will individually complete a workbook activity. The goal of the activity is to identify how another represents its theme verbally and visually. This activity will checked for completion and if students don’t finish in their allotted time, will be homework. Develop a Theme: With about half of the class time left, students will get with a partner of their choice and each be given the “Developing a Theme” handout. This assignment is the first attempt for students to come up a theme of their own and develop it throughout a yearbook. The details of the assignment is as follows:

Using your understanding and knowledge of yearbook theme and how it is carried through a book, explain in detail how you would execute the theme for the different parts of the yearbook for the school below. Use sketches and descriptions to explain your theme execution. Be specific!

Students will be given the rest of the class to work together in collaboration for this assignment. All finished papers should be turned in at the end of class for grading. If students need more, time they will need to come in during SRT (student resource time). Assessment: Assessment will primarily focus on the students’ grasp of the concepts as demonstrated in the class activities. By being able to understand and verbalize how a school represented its theme visually and verbally will show whether or not they truly understand the concept. Discussion participation will also be a factor in assessment.

DEVELOPING A THEMEUsing your understanding and knowledge of yearbook theme and how it is carried through a book, explain in detail how you would execute the theme for the different parts of the yearbook for the school below. Use sketches and descriptions to explain your theme execution. Think about the colors, type and graphic elements you would use, as well as what kind of stories and section titles you would see in the book. Keep mind your knowledge on spread deisgn. :]�kh][aÚ[�

COVER

ENDSHEET

THE SCHOOL:

Name: Lincoln High School (Minnesota)

Year: 2012-2013

Mascot: Tigers

Color: Green and Gold

Population: 2,000

TITLE PAGE

OPENING

CONTENT PAGE

DIVIDER

CLOSING

VERBAL IDEAS

developmenttheme

DAY THREE

Class: Yearbook 1 Lesson: Strong v. Weak Themes (Day 3) Overview: Students will discuss the theme they chose in the previous class and how they were able to develop it throughout a yearbook. That discussion will lead into another discussion about what makes for a strong theme versus a theme that is weaker. Students will take those points to thoroughly critique an entire yearbook. Lesson Standards: JRN.3.1








H7.1 Evaluate the effectiveness of elements and principles in works of art and use this evaluation to inform personal work.

Lesson Objectives:

• Students will reflect on the theme they developed last class and discuss whether it was a good or bad theme


Instructional Strategies: • Homework review/discussion • Teacher-led discussion on strong themes • Individual/partner critique activity

Materials Needed:

• Herff Jones Workbook • “Develop a Theme” handout • List of theme ideas • “Yearbook Critique” handout • Set of different yearbooks

Resources:

• www.walsworthyearbooks.com • List of themes packet • Teaching Yearbook Journalism. Herff Jones, Inc., 16-17. Print.

Vocabulary:












Teaching Sequence Herff Jones Workbook Assignment: To start off class, the teacher will go around and make sure students have completed their workbook assignment assigned the previous class. After the teacher has checked to make sure students completed the assignment, the class will discuss the answers and the process as which they arrived at them. This will also act as review time for the theme concept, as well as review for parts of the yearbook. Developing a Theme Discussion: The discussion of the workbook assignment and theme will lead nicely into the next activity, going over the themes they developed in partners last class. This discussion will start off informal with a few asking them about the theme they chose and why. After a few answers, the teacher will prompt them with a few other questions like:

• What did you find most difficult when developing a theme? • Give an example of how you developed your theme both visually and verbally. • Why did you choose the theme chose? • What was the most difficult part is carrying out the theme?

As students answer, the teacher will get a better feel of the students’ knowledge how well the students understand the process of developing a theme and what elements they need to complete it. Good Themes and Bad Themes Discussion: After circulating the room and assessing the theme development progress from the previous class, the teacher will lead a discussion on what makes a good theme versus what make a theme weaker. At the beginning of the discussion, the teacher will review with the class what should be considered when deciding on a theme (audience, what has been covered, etc.) and what two things should be avoided when deciding on a theme (slang and clichés). The teacher will write the answers the students give on the board and examples of each for students to take notes. From there, the teacher will start a separate list on the board that gives more suggestions on what to avoid deciding on a theme (copyrighted materials, names of songs, movies, etc. and overdone mascot and school themed themes). At this point, students will probably realize they broke some of these guidelines. Some prompted questions the teacher may ask:

• How many of you would go back and redo your theme? • How many of you broke one of these guidelines? • If you could go back, what are some things you would consider when coming up with

your theme? Next, the teacher will have a list of themes and as a class, will engage in discussion over which themes are strong and which themes are weak and why/how they would develop them. Some of the themes discussed are as follows:

• Year of Memories • Whatever • Here’s Looking at 2013 • Bring it On • Think Small • Leave Your Mark • Like No Other

Yearbook Critique: Now that students have a better understanding of good and bad theme, they will be given the opportunity to critique an entire yearbook of their choice (individually or with partners) on how well they developed its theme and whether or not it was a good theme all together. Students will turn in their “Developing a Theme” handout and pick up the “Yearbook Theme Critique” handout from the teacher. The directions on the “Yearbook Theme Critique” are as follows:

You will spend some time today looking through a yearbook and critique how well the staff carried out its theme both visually and verbally. Take time to look through the entire book. Look at the design, headline packages, photos, read some of the stories, alternative coverage, etc. Make sure to look at the book as a cohesive unit, not separate pieces. Once you have a good feel for the book, answer the question below using specific details.

When completing this assignment, students should consider what they know about strong themes and the verbal/visual elements that should be seen throughout the book. Because students are not allowed to take the yearbooks they chose home, they will have the rest of the class to work on the critique, as well as part of the next class.

Assessment: Students will see informal and semi-informal assessment techniques throughout this lesson. A semi-formal assessment is the Herff Jones homework assignment. Because past lessons and discussion have had students working on similar activities as a class, this will show the teacher if the students are understanding how themes are executed throughout a book individually or only in a collaborative setting. Additionally, students will be informally assessed by the discussion on developing a theme and how well-informed/knowledgeable they are on strong themes as the critique a yearbook.

YEARBOOK THEME CRITIQUEYearbook Title: Year:

School:

Theme:

DIRECTIONS: You will spend some time today looking throuh a yearbook and critique how well the sta! carried out its theme both visually and verbally. Take time to look through the entire book. Look at the design, headline packages, photos, read some of the stories, alternative coverage, etc. Make sure to look at the book as a cohesive unit, not separate pieces. Once you have a good feel for the book, answer the questions below using speci"c details.

Verbal1. How is the verbal coverage theme related? (Use speci"c examples)

2. After reading through a few of school’s stories, the divider copy, the headline packages, etc., is your understanding of the book’s theme better? Explain why or why not.

Visual3. How is the book carried through visually? Speci!cally, what elements are used? Explain in detail.

4. Notice the font selection, color choices, etc. How did these elements sucessfully or unsuccessfully become part of the theme?

5. Is the theme relevant to the school year in some way? If so, how can you tell?

6. Overall, why do you think the sta" successfully (or unsuccessfully) carried out its theme?

DIRECTIONS: Now that you have examined the book and have an overall understanding of theme, pick your favorite spread and critique how that spread incorporates the theme.

Spread Chosen:

7. What is the !rst thing you notice about this spread? Why?

(include page numbers and topic)

8. Look at the photos on the spread. Describe what you see. (look at the shape of the photos, the size of the photos, the placement of photos) Is there a clear dominant photo? What are the photos representing? Do they depict the theme somehow?

10. How is white-space utilized on the spread? Does it enhance the design or distract the readers?

9. Look at the captions on the spread. Do the captions correspond with the photos? Where are they placed? Is there a graphic lead-in? Are they easily understood?

11. Is the story on the spread worth reading? Why or why not? Does the story relate to the theme? Explain.

12. What graphic elements are used, and are they used succesfully? Explain. (Think about the font choice, colors, graphics, etc.)

13. How is alternative coverage used? Does it enhance coverage of the school and year? How des it relate to the theme (consider design, spin-o!s, etc.) Explain.

14. Overall, how well do you like this spread design? What would you do di!erently?

developmenttheme

DAY FOUR

Class: Yearbook 1 Lesson: Opening and Divider Copy (Day 4) Overview: Students will become aware of more detailed aspects and the creativity that is involved in theme development through the discussion and observation of several yearbooks’ opening spread and divider spreads’ theme body copy. Students will reflect on how successful the opening and divider copy of yearbook they previously critiqued was in helping the reader further understand its theme. Lesson Standards: JRN.3.1



JRN.3.2

Analyze and evaluate news stories, feature stories and columns (human interest, profile/personality, sports, in-depth, special occasion, humor, sidebars), op ed pages, commentaries, and editorials in local, national, international newspapers and magazines as well as online news sources (electronic copy, blogs, convergence) for:



• Appropriateness, • Audience and purpose, • Information provided or story • Quality of work or presentation • Rhetorical strategies (language that focuses a message, such as a persuasive

words, logical consistency, humor, satire, or other intent signals), and • Type of impact.




Lesson Objectives:


• Students will utilize reference materials to enhance knowledge successful opening and divider copy

• Students will observe and think critically about how other yearbook staffs successfully captured their theme through body copy in the opening and divider spreads


• Individual/partner critique activity • Individual reading/note-taking • Teacher-led discussion on successful opening and divider copy • Class discussion given examples

Materials Needed:

• “Yearbook Theme Critique” handout • “How to Write Copy for a High School Yearbook” article • “How I Can Give My Theme Copy the Power to be Great” article • “Yearbook Opening Copy Ideas” article • UIL AP style worksheet • Examples of good/bad opening and divider copy • Projector

Resources:

• Ehow’s How to Write copy for a high school yearbook • How can I geive my theme copy the power to be great • Yearbook opening copy ideas

Vocabulary:












Teaching Sequence Yearbook Critique: Class will begin with students finishing up their yearbook critique from the previous class. Before students begin, four different students will come up and write one thing they should all avoid when developing a yearbook theme. Students will have half of the class to finish their yearbook critique. All students should turn in their critique when finished. (Because students will be working at a different pace, the students who finish early will be given an AP style worksheet they can work on until the rest of the class is finished.)

Theme Copy: After assessing the feedback from the class and circulating the room during various activities, students seem to be grasping visual aspect of theme over the verbal. So, following the theme critique, the students will be given a packet of short articles on how to write copy for a high school yearbook. As students finish reading, each of them will come up and write one point that they found most important on the board. Next, the teacher will ask what students chose and why and further discuss the point as needed (she may also add points that students did not touch on). Students should take down notes from the points on the board, as well as when the teacher emphasizes on a point. Students should note:

• Need to capture your student-body audience’s imagination and attention • Describe a story by showing rather than telling. Set the scene, use vivid words and

descriptive language. • Use an active voice, we want to be able to see what they are telling us. See what that

person is doing. • Theme copy should be specific with clear examples

• If anyone could substitute another school name into your theme copy and the words would still fit, your theme copy isn’t strong enough.

Opening and Divider Copy Next, students will be looking directly at copy on the opening spread, as well a divider spread. These are two places where having strong copy that relates to theme, so it is important for students to know the difference. First off, students will be asked, as review, what the opening spread is and what is its purpose. Next, the teacher will discuss what the opening copy should do, how it should be formatted, and what makes it strong (students should take notes). On the projector, the teacher will show a bad example of theme copy. As students read, they will be allow to make comments on why it is a bad example, what it is lacking, etc. The teacher will now show two strong examples of opening copy. Students will make note on how the text is formatted, what makes it strong, and how the copy directly relates to the theme. Finally, the teacher will discuss what the divider copy should do, how it should be formatted, and what makes it strong. Once again, the teacher will show an example of a divider copy from one of the yearbooks shown before. Students will read the copy and discuss how the text relates to the theme and how it is different from the opening copy. Next class, students will have the opportunity to write their opening and divider copy.

Assessment In this lesson, students will assessed primarily on the participation in the class discussion and ability to answer questions that are posed by the teacher.

developmenttheme

DAY FIVE

Class: Yearbook 1 Lesson: AP Style and Theme Copy (Day 5) Overview: Students will be given a short review of AP Style and how to use their style manual when writing for a student publication. Next, they will work independently to write the opening spread copy and one divider spread copy for the 2013 Carmel High School Pinnacle yearbook given the theme “Perspectives.” Lesson Standards: JRN.4.4

Follow ethical standards related to information gathering that include the appropriate citing of sources and the importance of avoiding plagiarism.


JRN.4.10 Revise and edit copy to ensure effective, grammatically correct communication using appropriate proofreading or copy editing symbols.



Lesson Objectives:

• Students will review correct style using their Pinnacle style manual. • Students will employ their knowledge and write successful opening and divider copy.


• Teacher-led review • Student work day

Materials Needed:

• Pinnacle Style Manual • Computer lab • Printing capability

Resources:

• Bryant, Heidi, and Jane Roehrig. "21 tips for writing copy."Herff Jones. Herff Jones, Inc.. Web. 21 Mar 2013. <http://www.yearbooks.biz/?event=FAQ.Detail&faq=161>.

Vocabulary:


• Divider: A spread used to separate each of the sections of the yearbook. A divider is usually theme related in design and the copy links the main theme to the ensuing section.




• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Review Theme Copy: This lesson focuses heavily on writing successful opening and divider copy. The teacher will take the first few minutes to review what makes for strong body copy, as well as the difference between opening and divider copy. Students should remember these few points:

• What do you remember about theme copy? o Be specific o Use an active voice o Use specific examples o Proper AP Style o Show us, not tell us

• What is the difference between opening copy and divider copy o Opening: Should introduce you to theme o Divider: Should give you a better understanding of how theme ties with that

section

Review Style Manual: Before students receive their assignment, they will have a short review on using the yearbook style manual. Since students have been focusing heavily on design, it is important they remember some style rules before they write the opening copy. The teacher will write a seven style questions/sentences on the board and each student will correct the sentence on a separate sheet of paper. Afterwards, one student will come up to each sentence and make the correction. There maybe more than one mistake per sentence. Everyone student should get out his/her style manual and correct these sentences:

• CHS/School Events (Page 4) o Every year, Carmel High School participates in dance marathon. o Every year, CHS participates in Dance Marathon.

• Time of day: (Page 5)

o The movie begins promptly at 9 pm in the evening. o The movie begins promptly at 9 p.m.

• Areas of CHS: (Page 5)

o Students were asked to move from the freshman center to the Media Center. o Students were asked to move from the Freshman Center to the media center.

• Greyhounds: (page 6)

o Greyhounds or greyhound

• Homecoming (Page 6) o Homecoming or homecoming

• Sports teams (Page 16)

o The Varsity boys’ basketball team won the IHSAA state finals last weekend. o The varsity men’s basketball team won the IHSAA State finals last weekend.

• Students (Page 9) (Page 6)

o Wild bunch member and Senior Jennifer Aniston spent her Saturday cheering on the hounds.

o Wild Bunch member and senior Jennifer Aniston spent her Saturday cheering on the Hounds.

Theme Copy Assignment: Next, students will move into the computer lab to write their own opening and divider copy. The details of the assignment are as follows:

You are the editor of Pinnacle. For the 2012-2013 yearbook, the theme is Perspectives. The staff chose this theme because of the variety of students at Carmel. Even though they all go to the same school and see the same things, they interpret it all differently. Write the opening copy and one divider copy of your choice (student life, sports, academics, etc.).

Students will have the rest of the time to complete this assignment. When students finish, they should print both the opening and divider copy and use their style manual to edit it for mistakes. When students are certain that it is perfect, they may turn it in. Students who are done early will continue to work on an AP Style packet they received from a previous day.

Assessment: In this lesson, the assessment heavily relies on how well the students do on their opening and divider copy. Because we spent a whole on lesson on discussing what makes copy and looking a different examples of good and bad copies, it is important for the teacher to see they are grasping the concept. Depending on how well they do, the teacher should be able to evaluate if the students can successfully write yearbook opening and divider copy.

developmenttheme

DAY SIX

Class: Yearbook 1 Lesson: Introduction to Theme Development Project (Day 6) Overview: Students will be introduced to the theme development unit project. The teacher will go over the instructions and expectations of the project as well as show examples of past projects. Next, students will have the opportunity to ask questions about the project and then have time to brainstorm theme ideas within their groups and begin the project. Lesson Standards: JRN.3.4










H7.2 Create works that use specific elements, principles, and functions to solve problems and communicate ideas.

Lesson Objectives: • Students will reflect on what they have already learned as they are being introduced

to their theme unit project • Students will start to develop their own theme and critically think how they will carry

that theme out both visually and verbally

Instructional Strategies: • Teacher instruction/showing examples on project • Short Q/A session on project requirements • Group brainstorming • In-class work time

Materials Needed:

• Theme project handout • Theme project checklist • Past project examples • Laptop and LCD Projector • Computer lab

Resources:

• None needed Vocabulary:






• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Introduction: Today, students will be assigned their Theme Development project. At the start of class, the teacher will hand out the Theme Development assignment sheet and go over it with the class. The details of the assignment are as followed:

You have been selected as a member of the Vista yearbook staff for New Albany High School, home of the Bulldogs. This year, the Vista yearbook staff was hand picked to ensure an award-winning product that will celebrate the school’s 175th anniversary. Your first task as a staff member is to assist in the initial planning stages for the yearbook. It is your job to develop a theme and effectively carry that theme throughout the 2012-2013 Vista.

As a group, you will design these pieces in InDesign based on your sketches in advance of your presentation – cover mock up, divider spread, student life spread and sports spread, six infographics, three headline/title packages; they must include the design elements you have chosen.

The teacher will go over the instructions and expectations in detail, while also presenting past of examples of the project so students have a visual example of the project. Students have the opportunity to ask questions while the teacher goes over the instructions, but there will also be time at the end of instructions for students to ask questions about the project. Next, the teacher will break the students into their assigned group of three.

Group Brainstorm/In-class Work Time Next, students will break up into their assigned group and start brainstorming ideas for their theme. Once a group has an idea, one person will present the idea to the teacher for approval. Once approved, students will begin sketching out their cover and design elements they will be using throughout their designs. After the groups have their designs approved, they will head into the lab and begin designing their spreads, infographics, and headline/title packages. When all the groups are in lab, the teacher will continually circulate the room answering any questions students/groups have.

Assessment: In this lesson, the assessment heavily relies on how the students are progressing in developing their theme idea through visual and verbal elements. The teacher should be able to successfully evaluate groups while circulating the room and carefully watching them develop a theme and designing the required elements.

YOU HAVE BEEN CHOSEN!Congratulations, you have been selected as a member of the Vista yearbook sta! for New Albany High School, home of the Bulldogs. This school is located at 1112 McKinley Avenue; New Albany, IN 47506. The principal is Mr. Harrison Sterling, and the school enrollment is 3,500.

This year, the Vista yearbook sta! was hand picked to ensure an award-winning product that will celebrate the school’s 175th anniversary. Your "rst task as a sta! member is to assist in the intial planning stages for the yearbook. It is your job to develop a theme and e!ectively carry that theme throughout the 2012-2013 Vista.

The theme of this book will be ___________________________________________________________.

In order to successfully carry out your theme, you must consider it both visually and verbally, as well as sketch out/design the following:

How should the cover of the book look?

What design elements will the sta! use throughout the book that will serve the purpose of carrying out the theme?

What will a typical divider spread look like? Sketch out a template that could be used for all the dividers. Remember, dividers are the separating spreads to introduce each section of the book.

What might a student life spread and a sports spread look like? For instance how would the Homecoming or Prom spread be set up? How would you set-up a Swimming or Basketball spread? You will need to design one student life spread AND one sports spread. (This is a good place to also showcase smaller, but equally important, design elements.)

You’ll need six infographic options that can be easily manipulated content-wise (in other words, they should have semi-generic titles, etc., that will allow them to be used in any section of the book. Look through yearbooks to see examples of how this done.) No more than two designs of any inforgraphic type. Don’t forget, these need to be relatable to your theme selection.

You’ll also need three headline/title packages that can be easily manipulated content-wise. Again, these must be related to your theme.

Because this sta! is brand new, editor positions are still up for grabs. So, you will present your theme idea to the rest of the sta! (aka the class) and really sell them on why your idea is awesome and is the best choice for a theme (think of it like a sales pitch). In your sta! presentation, you should be prepared to fully explain the theme of your book and also present mock ups of the elements you designed. This will all be presented via a PowerPoint presentation. The group whose theme is voted as the “best” will be given the prestigious title of Editors-in-Chief of the Vista yearbook.

As a group, you will design these pieces in InDesign based on your sketches in advance of your presentation - cover mock up, divider spread, student life spread and sports spread, infographics, headline/title packages; they must include design elements.

Make sure you address these questions in your presentations:Did you do anything special in order to recognize that the school is celebrating its 175th anniversary?Describe your process for coming up with your theme (a step-by-step anaylsis of how you detemerined that was your best idea).How well is your theme carried out visually and verbally?Why should your theme be the picked?

THEME CHECKLISTThink you are done? Check this list to make sure you have fully completed all the parts of this assignment.

1. COVER:Front (theme, school name, yearbook name, year)

2. DIVIDER:

3. STUDENT LIFE SPREAD:

4. SPORTS SPREAD:

5. SIX INFOGRAPHICS:

6. THREE HEADLINE/TITLE PACKAGES:

7. CONSISTENCY:

developmenttheme

DAY SEVEN

Class: Yearbook 1 Lesson: Theme Project (Day 7) Overview: Students will have the opportunity to ask questions about the project and their progress. For the rest of the class, students will have time to continue working on their projects. Lesson Standards: JRN.4.7

Use language effectively to establish a specific tone. JRN.6.1







Lesson Objectives:

• Students understand how to effectively execute their theme through both design and verbal elements


• Teacher review of project requirement and expectations • Student question and answer time • In-class work time

Materials Needed:

• Computer lab Resources:

• None needed

Vocabulary: • Copy: The story. Every spread should contain a story, also called a copy block.

Alternatives to traditional narrative copy include lists, quotes, personal narratives, surveys and other material that accurately tells the story.





• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Review Project Requirements: At the start of class, the teacher will review the Theme Development project requirements and expectations from last class, in addition to reminding the students of the due date. The students will then have time to ask questions about the project as well as discuss their progress from last class.

In-class Work Time Next, students will move into the lab with their groups and continue working on designing their spreads, infographics, and headline/title packages. While in the lab, the teacher will continually circulate the room answering any questions students/groups may have.

Assessment: In this lesson, the assessment heavily relies on how the students are progressing with their projects. The teacher should be able to successfully evaluate groups while circulating the room and carefully watching their progression from the previous day. The teacher can also evaluate their understanding by looking at their designs and giving them feedback.

developmenttheme

DAY EIGHT









Lesson Objectives:



• Teacher review of project requirement and expectations • Student question and answer time • In-class work time

Materials Needed:

• Computer lab Resources:

• None needed

Vocabulary: • Copy: The story. Every spread should contain a story, also called a copy block.

Alternatives to traditional narrative copy include lists, quotes, personal narratives, surveys and other material that accurately tells the story.





• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Review Project Requirements: At the start of class, the teacher will review the Theme Development project requirements and expectations, in addition to reminding the students of the due date. The teacher will show previous examples of work done in previous classes to clear up confusion on some parts of the project. The students will then have time to ask questions about the project as well as discuss their progress from last class.

In-class Work Time Next, students will move into the lab with their groups and continue working on designing their spreads, infographics, and headline/title packages. While in the lab, the teacher will continually circulate the room answering any questions students/groups may have. The teacher will also go around and make sure all students are staying on task and keeping track of their time.

Assessment: In this lesson, the assessment heavily relies on how the students are progressing with their projects. The teacher should be able to successfully evaluate groups while circulating the room and carefully watching their progression from the previous day. The teacher can also evaluate their understanding by looking at their designs and giving them feedback.

developmenttheme

DAY NINE









Lesson Objectives:



• Teacher review of project requirement and expectations • Teacher lead discussion on rubric • Student question and answer time • In-class work time

Materials Needed:

• Computer lab • Theme Development project rubric

Resources:

• None needed

Vocabulary:






• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Review Project Requirements: At the start of class, the teacher will check the progress of the each group and remind the students of the due date, which is next class. The teacher will then pass out the official project rubric. The teacher will discuss each section of the rubric and tell students the expectations. The teacher will also remind students they should use this rubric and their checklist to make sure they have completed all parts of the project. The students will then have time to ask questions about the project as well as discuss their progress from last class.

In-class Work Time Next, students will move into the lab with their groups and continue working on designing their spreads, infographics, and headline/title packages. Students should also spend this time making their presentations and discussing what they want to each say. While in the lab, the teacher will continually circulate the room answering any questions students/groups may have.

Assessment: In this lesson, the assessment heavily relies on how the students are progressing with their projects. The teacher should be able to successfully evaluate groups while circulating the room and noting how close they are to finishing. The teacher can also evaluate their understanding by looking at their designs and giving them feedback.

developmenttheme

DAY TEN

Class: Yearbook 1 Lesson: Theme Presentations (Day 10) Overview: Students will take the first 30 minutes of class to finish up their presentations and write out final points they want to make while presenting. Groups will then present their project to the class and fill-out group evaluation forms. Lesson Standards: JRN.4.7








SPC.1.6 Use effective and interesting language, including informal expressions for effect, Standard English for clarity and technical language for specificity.

Lesson Objectives:


• Students will present their theme and explain its purpose and execution Instructional Strategies:

• Teacher review of project requirement and expectations • Teacher lead discussion on rubric • Student question and answer time • In-class work time • Student presentations

Materials Needed:

• Theme Development project rubric

• Group evaluation forms • Theme review handout • Laptop and LCD Projector • Computer lab

Resources:





• Theme: An idea, usually a word or phrase, that ties the book together. Teaching Sequence Review Project Requirements: The teacher will get out the theme development project rubric and go over it one more time with the students, reminding them of the requirements and the expectations for the overall quality and presentation. The teacher will go how to save the project and where to save the project before the presentation. The students will then have time to ask questions. The teacher will remind students that there will be a unit test next class and discuss what the students will expect to see. Students will be handed a short theme review to help them study for their test and be given a chance to ask questions.

30 Minutes of In-class Work Time Next, students will move into the lab with their groups and make last minute adjustments to their projects and presentations. Students should take this time to look over their rubric to make sure they have all of their materials, and have prepared their presentation to address all of the questions. Students should then correctly save all of their files on the server. As groups finish, they should head back into the classroom and fill out their group evaluation form. Group members will evaluate each other as well as themselves on a scale of 1 to 10 and give explanations as to why they deserve that grade.

Student Presentations Once students have finished saving their files, the groups will begin to present. Each member in the group is required to present part of the project and explain how the theme relates and is carried through. The rest of the class is to give their full attention to the presenters. As the groups present, the teacher will begin to fill out their rubrics.

Assessment: Students will be formally assessed during the presentation. The teacher will have a rubric at hand as the groups present, grading them on their presentations. Afterwards, the teacher will grade each design using a separate rubric.

THEME DEVELOPMENT PROJECT RUBRICGroup Members:

Theme:

REQUIRED ELEMENTS: Overall Quality

1- Cover Design

1- Divider Spread Design

1- Sports Spread Design

1- Student Life Spread Design

6- Infographic Designs

3- Headline/Title Design Packages

1o 9 8 7 6 5 4 3 2 1

20 18 16 14 12 10 8 6 4 2

20 18 16 14 12 10 8 6 4 2

20 18 16 14 12 10 8 6 4 2

1o 9 8 7 6 5 4 3 2 1

18 16 14 12 10 8 6 4 2

(has all school information needed on front and spine, introduces visual and verbal theme elements, visually appealing)

(section is clearly understood through title/spin o!, includes space for body copy, photos/captions, folios, etc., consistent with theme elements, stands out from traditional section spreads)



(no more than 2 of the same infographics, relatable to theme visually and verbally, appropriate sizes, formatted "ller text, includes headline, summary, attribution)

(related to theme visually and verbally, includes summary deck and byline)

Total Points:Extra Comments:

PRESENTATION: Theme Explanation

Explanation of Theme Development

Explanation of Theme Carry Through

Discussion of Speci!c Elements

Special Recognition Coverage

Overall Organization of Presentation

1o 9 8 7 6 5 4 3 2 1(fully explains process for coming up with theme, why it was chosen, etc.)

(what elements were used to carry theme throughout designs, how was theme verbally carried through)

(why speci"c elements were chosen to carry out theme, how do they relate, how were they used)

(was anything done to recognize the school celebrating an anniversary)

(each group member contributed equally, presentation was organized, well thought-out explanations of theme)

Total Points:

Extra Comments:

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

1o 9 8 7 6 5 4 3 2 1

GROUP EVALUATIONOn a scale of 1-10, evaluate you and your group members on the work your group did for this project. Describe what each group member did and why you gave him/her that evaluation number.

Your Name:Evaluation:Explanation:

Member Name:Evaluation:Explanation:


GROUP EVALUATIONOn a scale of 1-10, evaluate you and your group members on the work your group did for this project. Descirbe what each group member did and why you gave him/her that evaluation number.

Your Name:Evaluation:Explanation:



THEME REVIEWHere are a few things you should consider going over before the theme unit test on April 23.

1. THEME:De!nition

2. DIFFERENT PARTS OF THE BOOK

3. THEME EXECUTION

THEME REVIEWHere are a few things you should consider going over before the theme unit test on April 23.

1. THEME:De!nition

2. DIFFERENT PARTS OF THE BOOK

3. THEME EXECUTION

developmenttheme

DAY ELEVEN

Class: Yearbook 1 Lesson: Theme Development Post-test (Day 11) Overview: Students will be assessed through a post-test of the theme development unit. Lesson Standards: JRN.3.1















Lesson Objectives: • The teacher will evaluate the students’ learning through a post-test


• Formal assessment Materials Needed:

• Theme development unit post-test Resources:



• Contents: Listing of the pages containing the opening sections, index and closing. The contents is usually printed on the front endsheet or in the opening, but not on the title page.





• Folio Tabs: The page number and the topic of a spread places as a unit traditionally at the bottom left and bottom right of the spread.





• Spread: Two facing or side-by-side pages in the yearbook. • Theme: An idea, usually a word or phrase, that ties the book together. • Title Page: Page one of the yearbook. It should include the name of the book, the name

of school, the complete school address, the volume number and year. The school telephone number, web address and enrollment may also be listed there.

Teaching Sequence Post-test Assessment: Students will be taking the theme development unit test. The test will go over everything the students have learned throughout the unit.

developmenttheme

DIFFERENTIATION AND/OR ACCOMMODATIONS

AUTHENTIC REAL-LIFE APPLICATIONS

Differentiation and/or Accommodations During the duration of the unit, I tried to give all students a fair and equal chance to learn by giving them opportunities to learn using their strengths. I gave student options to work in groups or to work on their own. I also made sure to address student’s different learning abilities through various resources. For example, I would have articles for students to read, examples shown on the projector, written notes on the board, and verbal explanations. For the theme development unit project, students were able to just the minimum, but the higher-level students could go above and beyond the requirements. Every group had to complete certain requirements for the project, but the students who wanted could get as creative as they wanted with their design and concepts. I also tried to create activities that would allow students to express their thoughts and opinions. Through critiques, students could get as thorough as they wanted when discussing a yearbook’s design without fearing the opinion of other classmates. This allowed for me to gage which students understood theme development more than and allowed individual feedback of where he/she could grow.

Authentic Real-life Applications During the duration of the unit, I tried to give the students opportunities to critically think about how themes and developing a unifying idea can apply more to just yearbook. I compared developing a theme for a yearbook to how some magazines have monthly themes for their issues and how those editors go through a similar process (as the students will for their projects) for coming up with those unifying elements. Students worked in groups that I created for them for their theme development project. Students had to work together and come up with an idea that could be carried through multiple ways in a yearbook. Each person had to contribute an idea to the group somehow and the other group members had to give feedback. Working with fellow students that they made not know is sometimes difficult for students. It challenges them to get out of their comfort zones and gives them a chance to work with people who possibly think differently than they do. Students were also given a certain amount of time to work on this project. From the first day, they were informed there would be no extra time to complete the project and the deadline would not be extended for any reason. This teaches students how to work on deadline if they plan on joining staff, as well as help develop time management skills. At the end of the project, students had to give a full presentation about their theme in front of the class. Essentially they had to sell their idea and give reasons as to why their idea was the best. They had to give full descriptions about their theme and take the class through their developmental process. This gave students an opportunity to publicly speak about their ideas and thought process.

developmenttheme

PRE AND POST TESTS

PRE AND POST TESTS GRAPHS

Yearbook 1 Gold 4

Theme Development Pre-TestNAME:

For the next few weeks, we will be learning about yearbook themes and how they are developed throughout a yearbook. The following is an assessment to help me determine what you already know. Please take your time and think carefully about each question. (2 points each)

1. What is a yearbook theme?

A. A unifying idea that ties the book together

B. Graphic elements repeated in the book

C. A creative title on every page of the book

D. The name of the yearbook every year

2. If used e!ectively, the theme should create _________________ throughout the book.

A. unity

B. balance

C. symmetry

D. rhythm

3. Theme can be conveyed both:

A. visually and orally

B. verbally and kinesthetically

C. kinesthetically and orally

D. visually and verbally

4. If done well, theme copy should

A. have personal and speci"c details

B. focus on the school’s mascot

C. use generic details to "t any school

D. tell one speci"c story per section

5. Theme can be verbally achieved through

A. design

B. captions

C. color

D. typography

6. Your school’s theme should be

A. reusable every year

B. unique to your school and the year

C. a well-known cliché

D. generalized to "t any school

7. Theme can be visually achieved through

A. stories

B. captions

C. editing

D. headlines

8. Elements introduced on the ______________ should be seen throughout the entire book.

A. cover

B. divider spread

C. title page

D. opening page

10. Your theme will pass the “Theme Test” if it is:

A. resuable and recognizable

B. relevant and resuable

C. irrevelant and recognizable

D. recognizable and relevant

9. When thinking of a theme, keep in mind

A. the audienceB. the signi"cant happenings of the past/ upcoming yearC. what has been covered in the past 3-4 years

D. all of the above

Continue

If used e!ectively, theme will bring all seperate parts of the yearbook together to make it a whole.

Yearbook 1 Gold 4

Theme Development Pre-Test

11. TRUE or FALSE:

You should consider parents and community members when deciding on a theme.12. TRUE or FALSE:

The theme can be verbally achieved through headlines.13. TRUE or FALSE:

The female to male ratio is a factor when deciding on a theme.14. TRUE or FALSE:

There is such a thing as a bad theme.15. TRUE or FALSE:

You should attempt to come up with current slang or a well-known cliché for your theme.

16. TRUE or FALSE:

Your theme should be a word, phrase or idea/concept that can be carried through visually and verbally.

17. TRUE or FALSE:

Looking through magazines is a good way to "nd theme inspiration.18. TRUE or FALSE:

Certain elements should be repeated throughout the book to create a sense of unity.

19. TRUE or FALSE:

The theme can be visually achieved through design.20. TRUE or FALSE:

DIRECTIONS: Circle true or false. (1 point each)

21. Why is theme important to yearbook? Answer the question in complete sentences. Make sure you use speci"c details to back-up your answer. (4 points)

Continue

DIRECTIONS: Theme should be shown throughout the entire book, however the pages below are where the theme should really show through. Match the page with its de!nition. (1 point each)

Cover

Endsheet

Title Page

Opening

Divider Page

Closing

Yearbook 1 Gold 4


A.

B.

The !rst two to four pages of the yearbook which introduce the theme.

Final pages of the yearbook where the theme is concluded.

C. Outside of the yearbook which protects the printed pages.

D.

E.

Heavier sheets of paper which hold the pages of the yearbook to the cover.

Page one of the yearbook. Includes the name of book, name of school, address, etc.

F. A spread used to seperate each of the sections of the yearbook.

21. Using your understanding of yearbook theme and how it is carried through a book, explain (in detail) how you would execute the theme “Connected” for the school below. Be speci!c! (10 points)

School: New Albany High SchoolMascot: BulldogsColors: Red & Black[

Continue

Year: 2012-2013

DIRECTIONS: Look at the three photos to the left (they are also projected on the board). Below, describe in detail how the theme is executed and carried throughout these parts of a yearbook. Be speci!c and use as much detail as possible. (10 points)

Yearbook 1 Gold 4

Theme Development Pre-TestNAME:

For the next few weeks, we will be learning about yearbook themes and how they are developed throughout a yearbook. The following is an assessment to help me determine what you already know. Please take your time and think carefully about each question. (2 points each)

1. What is a yearbook theme? (JRN.3.4)

A. A unifying idea that ties the book together

B. Graphic elements repeated in the book

C. A creative title on every page of the book

D. The name of the yearbook every year

2. If used e!ectively, the theme should create _________________ throughout the book. (JRN.6.1)

A. unity

B. balance

C. symmetry

D. rhythm

3. Theme can be conveyed both: (JRN.4.7, 6.1)

A. visually and orally

B. verbally and kinesthetically

C. kinesthetically and orally

D. visually and verbally

4. If done well, theme copy should (JRN.3.2)

A. have personal and speci"c details

B. focus on the school’s mascot

C. use generic details to "t any school

D. tell one speci"c story per section

5. Theme can be verbally achieved through (JRN 4.7)

A. design

B. captions

C. color

D. typography

6. Your school’s theme should be (JRN.3.1)

A. reusable every year

B. unique to your school and the year

C. a well-known cliché

D. generalized to "t any school

7. Theme can be visually achieved through (JRN.6.1)

A. stories

B. captions

C. editing

D. headlines

8. Elements introduced on the ______________ should be seen throughout the entire book. (JRN.6.4)

A. cover

B. divider spread

C. title page

D. opening page

10. Your theme will pass the “Theme Test” if it is (JRN.3.4)

A. resuable and recognizable

B. relevant and resuable

C. irrevelant and recognizable

D. recognizable and relevant

9. When thinking of a theme, keep in mind JRN.3.1,.3.4

A. the audienceB. the signi"cant happenings of the past/ upcoming yearC. what has been covered in the past 3-4 years

D. all of the above

Continue

KEY

If used e!ectively, theme will bring all seperate parts of the yearbook together to make it a whole. (JRN.6.1)

Yearbook 1 Gold 4


11. TRUE or FALSE:

You should consider parents and community members when deciding on a theme. (JRN.3.4)

12. TRUE or FALSE:

The theme can be verbally achieved through headlines. (JRN.4.7)13. TRUE or FALSE:

The female to male ratio is a factor when deciding on a theme. (JRN.3.2, 3.4)14. TRUE or FALSE:

There is such a thing as a bad theme. (JRN.3.1)15. TRUE or FALSE:

You should attempt to come up with current slang or a well-known cliché for your theme. (JRN.3.4)

16. TRUE or FALSE:

Your theme should be a word, phrase or idea/concept that can be carried through visually and verbally. (JRN.4.7, 6.1, 6.2)

17. TRUE or FALSE:

Looking through magazines is a good way to "nd theme inspiration. (JRN.6.1)18. TRUE or FALSE:

Certain elements should be repeated throughout the book to create a sense of unity. (JRN.6.4)

19. TRUE or FALSE:

The theme can be visually achieved through design. (JRN.6.4)20. TRUE or FALSE:

DIRECTIONS: Circle true or false. (1 point each)

21. Why is theme important to yearbook? Answer the question in complete sentences. Make sure you use speci"c details to back-up your answer. (4 points) (JRN.3.1, 3.4, 4.7, 6.4)

Continue

DIRECTIONS: Theme should be shown throughout the entire book, however the pages below are where the theme should really show through. Match the page with its de!nition. (1 point each) (JRN.5.6)

Cover

Endsheet

Title Page

Opening

Divider Page

Closing

Yearbook 1 Gold 4


A.

B.

The !rst two to four pages of the yearbook which introduce the theme.

Final pages of the yearbook where the theme is concluded.

C. Outside of the yearbook which protects the printed pages.

D.

E.

Heavier sheets of paper which hold the pages of the yearbook to the cover.

Page one of the yearbook. Includes the name of book, name of school, address, etc.

F. A spread used to seperate each of the sections of the yearbook.

21. Using your understanding of yearbook theme and how it is carried through a book, explain (in detail) how you would execute the theme “Connected” for the school below. Be speci!c! (10 points)

School: New Albany High SchoolMascot: BulldogsColors: Red & Black[

Continue

Year: 2012-2013

C.

A.

D.

E.

F.

B.

(JRN.4.7, 6.4)

DIRECTIONS: Look at the three photos to the left (they are also projected on the board). Below, describe in detail how the theme is executed and carried throughout these parts of a yearbook. Be speci!c and use as much detail as possible. (10 points) (JRN.4.7, 6.4)

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23

24

Class Average

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Students

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50

60

70

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Students

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60

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Students

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140

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developmenttheme

NARRATIVE STATEMENTS AND REFLECTION QUESTIONS

Narratives Required for the LAMP Analysis 1. Unit Narratives:

A. List any content standards addressed in the unit • Standard 3: Media Analysis

Students analyze and evaluate the accuracy and effectiveness of news and information found in print, on the Internet, and in other media.

• Standard 4: Journalistic Writing Processes Students discuss ideas for writing with others. They write coherent and focused stories that demonstrate well-researched information, appropriate journalistic structure and style, and a tightly reasoned flow of ideas. Students progress through stages of journalistic writing practices.

• Standard 5: Writing for Media Students write news stories, features stories and columns, in-depth issue features, reviews, editorials, or opinions and commentaries effectively and accurately in print and media, while adhering to legal and ethical standards for journalist. Students demonstrate an understanding of the research, organizational, and drafting strategies in journalistic writing processes. Student writing demonstrates a command of Standard English and the use of media formats that follows specific style manual guidelines for consistency.

• Standard 6: Technology and Design Students use principles, elements, tools, and techniques of media design to analyze, navigate, and create effective, aesthetically pleasing media formats.

B. List of ancillary standards addressed in the unit

• Visual Arts Standard 7: Understand and apply elements and principles of design in personal works of art utilizing a variety of media, tools, and processes Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, space, and the use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and proper use of materials.

• English Standard 6: Writing: English Language Conventions

Language minority students will listen, speak, read, and write to demonstrate understanding of English language conventions.

• Speech and Communication Standard 1: Strategies and Applications

C. Brief narrative addressing how you accommodated students of different abilities With journalism, students’ skill levels are across the board—some students are better writers while other students are better designers. Some students grasp design concepts immediately, while it may take others longer to get it. So, in the unit, I

wanted to make sure to give everyone an opportunity to further develop their skills, while also giving them opportunities to do what they are good at. I made sure I had activities that focused around both writing and design since themes are developed both visually and verbally. There were several activities where students were working in groups. I was able to work more one-on-one with students who were struggling grasping concepts while other groups who understood were able to help each other and work through the activity. When I would circulate the room during individual activities, such as the writing the opening and divider copy, I was able to give more attention to some students who were unsure of doing the assignment correctly. Those students also came into SRT (student resource time), which allowed me to give them more individual instruction. For the project portion of the unit, I grouped students according to their abilities. I started out placing higher achieving students as partners with a lower level student and then placed the rest of the students according to where I thought they would work best. My rationale behind this reason is for the higher achieving student to lead the group and help “mentor” the lower level student. This way, while I was helping other groups, every student could get help when he/she needed it. While this tactic should not always be used, it worked well for this project since students did well across the board. Lastly, for those students with more design experience, I was able to help them grow in their design skills. I was able to show them new tools and shortcuts in InDesign that were able to use for their project and will be able to use in the future. Most of these students will be advancing to being on the yearbook staff next year, so it was good to be able to accommodate them and help them become more experienced with design tools.

D. Brief narrative explaining what authentic (real-life) critical thinking and/or

problem-solving skills students are developing through your unit During the duration of the unit, I tried to give students opportunities to think critically about how publications, besides yearbooks, might use themes. For instance, we discussed how some magazines use a monthly theme that will carry out the issue. When students had to develop their own theme, they had to come up with an theme and how that idea could be carried through, similar to coming up with an idea that could be carried through a professional publication. Students worked in groups in which I assigned for the theme development project. Most of the groups, students had never worked with the other. This was a good experience for students to learn how to work with different people, become group leaders, and manage and distribute the work evenly. When the groups first got started, they brainstormed different ideas with each other, giving every student the opportunity to give feedback to another student and offering ideas on how that theme idea could be developed. Because this is a journalism class, students were working on deadline to finish the project requirements, as well as put together a presentation. This is a great lesson for students to learn time management. That skill can be applied to school activities, or

even when the student enters the professional world. Additionally, students had to pitch their idea for their project to the class. This gave students the opportunity to speak in front of a group of people and sell their idea on why it is the best and why it should be used. As noted in the project section of the unit, students had to produce numerous spreads, infographics, and headline and title packages. Students had use their knowledge on design to successfully complete their project, as well as use the InDesign skills they have learned to design all the components. This practice will especially help the students who plan to join the yearbook staff next school year.

E. Brief narrative or bullets listing different instructional strategies used in the unit • Short Power Point presentation with lecture/discussion • Student note-taking activity • Individual reading and note-taking • Partner group-work/activity on developing a theme • Homework review/discussion • Teacher-led discussion on strong themes • Individual/partner critique activity • Individual time for reading/taking notes on provided reference materials • Teacher-led discussion on successful opening and divider copy • Class discussion on examples of different opening/divider yearbook copy • Day 5 • Teacher instruction/showing examples on project • Short Q/A session on project requirements • Group brainstorming • In-class work time • Short review of project requirements and expectations/student Q/A time • Student presentations

F. Brief narrative describing technologies/media integrated in the unit I used the laptop and LCD projector to show students a Power Point introducing theme development in order for them get a better understanding of what a theme is. The laptop and projector were also used to show examples of yearbook pages that successfully carried out a theme so students see what I was talking about as well as take notes as I went along. I used the Elmo and projector show mirror yearbook pages to show students the good examples of opening and divider copy. The Internet was used to obtain articles for students to read and to take notes on, as well as to get screenshots of award-winning yearbook spreads successful theme designs. Students also used computers in the publications lab for the majority of the unit. In the lab, students typed their opening and divider copy in Microsoft Word, and designed all their spreads, infographics, and headline and title packages in InDesign. In the end, they put all of their designs in a Power Point to present to the class via the laptop and projector.

2. Assessment Narratives:

A. Brief narrative explaining any accommodations you made for the differing needs of the students in your assessment For the unit test assessment, I made sure to include a variety of types of questions so all students had a fair chance to succeed using their strengths. I included several higher order questions so higher-level students had the opportunity to answer questions beyond the requirements.

3. Project Narratives:

A. Brief narrative explaining how directions were presented to students When I presented the project to the students, I created a theme project requirement handout in order for the students to specifically know what they needed to do for the project. The handout listed their requirements, however also created a scenario for the students. The students were told they were hand-picked to be part of an exclusive yearbook staff because the school was celebrating it’s 175th anniversary. However, because of the brand new staff, there were still editor positions opened. Students would be placed in groups of three to come up with a theme for the yearbook. At the end of the project, students would present their theme and designs. The group that the class thought had the best would become the editors-in-chief of the yearbook. While their handout broke down in detail what they needed (the designs and presentation. I told them what they needed to turn in, what each spread should include, and what each of the other designs needed. I also showed past examples of this project so students had a better of understanding of what it should all look like in the end. Students also received a checklist that listed all the components in more detail so that they can check items off as they go, as well as know what they needed to do in order to get full points on the project. Students also had time to ask questions on the assignment. We went over all the information prior to the students beginning to brainstorm theme ideas and start on the project.

B. Brief narrative explaining how the project relates to the standards in the unit I created the project based on the standards I addressed in the unit. I wanted to have my students demonstrate they understood the verbal side of theme, so students were to come up with headlines for their infographics to fit in with their theme, which incorporated the journalism standards four and five. In addition to the verbal side of the theme, it was equally as important for students to understand the visual aspect of theme. Students used InDesign to design spreads, infographics, and headline and title packages, meeting the journalism technology and design standard. I also wanted the students to demonstrate their thoughts and ideas in front of the their peers through giving a presentation of their final theme idea and designs, which used a speech standard. After students presented, they were able to analyze the ideas then vote on which theme they thought was the best and carried through most effectively and successfully, meeting journalism standard 3, analyzing media.

C. Brief narrative explaining how the project accounts for differences in students

For the theme development project, I tried to accommodate students’ talents and interests by giving them freedom to a visually (including choosing fonts, graphics,

formatted text, colors, etc.) and verbally (including creating spin-offs and headlines) develop a theme of their choice. I knew some students were stronger designers than others, so I tried to develop groups were the students who weren’t as good in design were paired with the stronger designers. This allowed for the stronger designer to “mentor” and help the not as good designer develop their skills while they worked on their spread. Because some students are better with words, they were able to develop spin-offs and headlines to along with the their group’s theme. Students could be as creative as they lied through the theme development presentation. By offering the freedom of developing their own theme and visualizing what that theme looks like to them, students got more excited about the project. Students could do the bare minimums for the project, but groups could go above and beyond the requirements and create more intricate designs or add more components on their spreads.

D. Brief narrative explaining how the project connects/engages students in real-life

applications of knowledge or skills acquitted in the unit The project engaged student in real-life application of their knowledge by developing, implementing and successfully carrying a theme of their own throughout spreads and designs both visually and verbally. Students had to take all the concepts we discussed and practiced in class and apply them while coming up with a theme idea and carrying it through in their designs. Students are also working in groups on deadline, which helps develop teamwork and time management skills. The skills the students acquired by completing this project will be ones that they will be able to use in the future, even if they are not on yearbook next school year or pursue journalism as a career. They learn how to develop an idea and successfully carry it out both visually and verbally while collaborating with a team on a timely schedule. They also have the opportunity to pitch and sell their idea in front of an audience.

E. Brief narrative explaining what the criteria for the project was and how students

were informed of the criteria Students were required to develop a theme and effectively carry that theme throughout various yearbook pages and elements. Students were assigned to a group of three people and were asked to come up with a theme idea. With that idea, they had to consider how they successfully carry out the theme both visually and verbally. Each group had to come up with a cover design, a divider spread, student life and sports spread, six infographics, and three headline/title packages. For each of those elements, students were given a checklist of what was needed. After students finished designing those parts, they were required to put those pieces in a Power Point presentation to present to the class. While presenting students had to address certain questions explaining their theme, designs, and graphic elements. I informed the student of the criteria of the assignment through a handout I created for them and went over in class. Students were also informed of the criteria for each piece through a checklist handout I gave to them and went over. Students were evaluated based on a rubric I created that outlined explanations and expectations for the required elements and presentations. Students were given the rubric as final checklist a few days before the project was due.

4. Project Rubric Narratives A. Brief narrative (cut and pasted from your Student Project and Rubric section)

explaining what the criteria for the project was and how students were informed of the criteria Students had two rubrics for their project – one for the required elements and overall quality of the project and the for their presentation and theme explanation. I first gave students a checklist that had all the requirements I was looking for in their projects and presentations on the first day and went over in detail their expectations. As a final checklist, I gave students the rubric a day before their project was so they could also see the point totals. The second rubric for the presentation was also given to them a few days before the presentation so students could plan how to address all the questions I was looking for. All of their required elements were to be put into a PowerPoint and presented to the class. During the presentations, each group member spoke about his/her designs and how it relates and carries their chosen theme. Students were expected to be prepared for the presentation and speak clear and loudly for all audience members to hear. I went over the rubric with students orally several times throughout the unit.

5. Evaluation of Student Learning Narratives:

A. Brief narrative explain, based on the graph information, how students performed collectively and individually on the pretest For the pre-test, the class as a whole did a lot that better than I had anticipated, including one student scoring an 88 percent and another student with an 86 percent. There was a group of students who scored anywhere between 56 and 70 percent range, which was slightly higher than the range I was expecting from the class for the pre-test. The lowest score was a 46 percent. The class average was 71 percent. Overall, the scores were higher than I expected. Even though the skills learned throughout this semester filter into theme development, I was anticipating students having more trouble understanding the concept of theme.

B. Brief narrative explaining what changes were made to the unit based on pretest

data; if no changes necessary, explain why not I did not make any changes to my unit, expect for the fact that I went at a slightly faster pace within each period. I had created my test based on my lesson plans and since students understood some of the concepts, it allowed me to move faster and gave them more time for in-class activities.

C. Brief narrative (if applicable) explaining, based on the project graph information,

how students performed collectively and individually on the projects. Include analysis of how the weighting and/or performance on the rubric elements may have affected the total score for the project. Overall, students did very well on their project. Altogether, this project was 148 points, making it the largest assignment of the year. The project was split into two parts, the actual requirements of the designs, which was 98 points and the presentations, which were 50 points. Every group got an A for their presentation, however the

differentiation came with the project designs. Two of the groups (6 people) scored high A’s (in the 94-96 percent range). There was a group cluster that scored high B’s (84 86-percent). The lowest scoring students were in the low B range with an 82 percent. The class average was an 87 percent. On the rubric, there were specific elements I was looking in their designs, as well as I questions I was looking for them to address in their presentations. If I did not see those elements or hear those questions being answered, students did have points taken away. Because, not all students followed the rubric as closely as others, their scores were lower.

D. Brief narrative explaining, based on the graph information, how students

performed collectively and individually on the post-test. For the post-test, the class a whole did extremely well. The class average 88 percent, almost 20 percent higher than the pre-test. In fact, the highest score on the pre-test was an 88 percent. Two students scored 98 percent and another handful of students scored high A’s (94-96 percent). After a long unit with numerous activities and revisiting concepts, it does not surprise me students ended up doing this well. Three students scored the lowest with a 78 percent. The student who scored the lowest on the pre-test scored 20 percent higher. These test results show that students successfully learned the concepts taught during the unit.

E. Brief narrative explaining, based on graph and performance information, the

strengths and weaknesses of instructional approaches used during the unit. Based on the test results, I think the instructional approaches were overall successful. Students had a lot of opportunities to apply the skills they were learning as the unit played out. Most days, I would start of the class with me talking, or showing student examples and walking them through a concept, and then they would get time to apply that concept whether it was with a partner or individually. Most students do better with seeing examples or seeing how something is done before they do it themselves. I would say, that some days it would have beneficial for me to take more time for directions or lectures. With little student response to some questioning, I would just move on. I think some students would have even scored higher if I had taken the time to fully explain a concept further.

yearbook theme development lamp

Documents

theme students

theme of yearbook

theme development students

theme vocabulary

yearbook day

workbook assignment

yearbook meeting standards

yearbook publication