Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
0Activity
0 of .
Results for:
No results containing your search query
P. 1
Unit Plan Final

Unit Plan Final

Ratings: (0)|Views: 10 |Likes:
Published by Elise Taylor

More info:

Published by: Elise Taylor on Mar 21, 2012
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOCX, PDF, TXT or read online from Scribd
See more
See less

03/21/2012

pdf

text

original

 
 
Unit Plan Project
EDUC 232: Secondary MethodsProfessor HodgkinsonDecember 14, 2011Elise Taylor 
 
Subject: Journalism I: Introduction to JournalismUnit: Interviewing SkillsName: Elise TaylorGrade: 9
th
-11
th
 Age Group: 14-17 years oldTime Frame: Two Weeks
Learner NeedsOver the course of the journalism class, students have already become familiar with a brief history of journalism, and are now learning newswriting and reportingbasics. The interviewing unit fits within the newswriting and reporting basics stageof the class. By now, students should be able to define news and what makessomething newsworthy. They should understand the essential characteristics andexpectations of a journalist, as well as the different genres that encompass journalism. We have discussed style and structure, format, fact vs. fiction, news
leads, the “Five Ws” in reporting,
and inverted pyramid structure. This brings us tothe interviewing unit, where we will cover the basics of the interview process,watch videos that show what a good interview should look like, anddemonstrate this knowledge by completing interview-focused assignments.Students will already be familiar with the 6+1 Traits of Writing-based rubric withwhich I will use to summatively assess papers.Learning PreferencesStudents in this class are looking to gain more independence from the structuredclass schedule. They still need and appreciate guidance from an instructor, buthunger 
for more “room to breath” when it comes to working on assignments. The
foundation of journalism greatly accommodates differentiation in the classroom,as assignments--although typically centered around one genre--greatly vary incontent, process, product, and environment. With this in mind, it is possible for students to take one designated theme and choose the subject matter ofassignments based on their own interests. Students range in age from 14 yearsold to 17 years old. They are generally quite interested in visual media and relatewell to
everyday
-themed subject matter. It is essential to engage their interestsby incorporating relevant news and pop culture into my lessons.Group CharacteristicsAny student with a disability will need to meet with me and discuss options andmethods of accommodation. In order to cater to various learning styles, I plan toinclude numerous tools and a variety of media in my class. I will also make sure toemphasize student interest when developing my assignments and tasks. Studentswill almost always be given freedom to choose their topic and subject matter for writing assignments
 
Learning GoalsThe overall purpose for teaching this unit is for students to recognize the power ofobservation in journalism and to learn how to make meaning from their observations. This unit will also help students develop their conversation skillsthrough the art of interviewing. High school students are often uncomfortablewith talking to/interviewing people they do not know. Therefore, this unit aims ateasing the apprehensions students feel while building their confidence whenconversing with others. The assignments and tasks included will serve as valuablepreparation for advanced journalism assignments at school, but will act asgreater preparation for developing crucial speech and social skills for life outsideof the classroom.The enduring understanding I hope students gain from this unit is the successfuldevelopment and improvement of speech and social skills. Interviewing is anecessary skill to have as a journalist, but being able to approach others withconfidence and purpose is a valuable life skill. By focusing on interviewing as anentire unit, students get the ability to practice public speaking skills, engage incritical thinking and analyzing, determine meaning from observations, andunderstand the power of different forms of verbal and nonverbalcommunication.Essential QuestionsRelated to Interviewing:1. How do the observations we make affect our lives as a society?2.
Why do we tell other people’s stories?
 3. What does it mean to effectively communicate?Related to Journalism:1. What makes something newsworthy?2. What is good writing?3. What makes a good journalist?Alignment with StandardsTaken from the Iowa Core English Language Arts standards (Page 54):
Write narratives to develop real or imagined experiences or events usingeffective technique, well-chosen details, and well-structured event sequences.a.
 
Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, andintroducing a narrator and/or characters; create a smooth progressionof experiences of eventsb.
 
Use narrative techniques, such as dialogue, pacing, description,

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->