Region 14 Schools
Inspiring Excellence
Content Area Grade: Ninth - Twelfth
Journalism R14 Big Six Learning Drivers
Collaboration
Character Communication
Critical
Citizenship Thinking
Creativity Curiousity
Unit Titles Length of Unit/Contact Hours
● Fundamentals of Journalism 8-10 weeks (Quarter 1)
● Research and Investigative Journalism 8-10 weeks (Quarter 2)
● Journalism Design and Publishing & Photojournalism 8-10 weeks (Quarter 3)
● Technology and Broadcast Journalism 8-10 weeks (Quarter 4)
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
14 Schools
Inspiring Excellence
Strands Grade Level Expectations
• Writers write for a variety of purposes.
Mastery of Mechanics • Journalists recognize and apply the elements of an effective interview.
& Writing • Journalists recognize and apply the conventions of grammar and punctuation.
• Journalists develop an appreciation for the role mechanics serve in effective
communication.
• Journalists can assess and revise their own work as well as that of their peers.
• Journalists can apply knowledge of grammar, usage, mechanics, clarity, and
organization through ongoing revisions.
• Journalists can identify and write for a variety of audiences and purposes.
• Journalists can select appropriate and relevant evidence to support a thesis or claim.
• Journalists can synthesize information from a variety of texts.
• Journalists activate prior knowledge of rhetorical devices as well as of the Inverted
Pyramid
• Speakers use collaborative conversations to build on/dispute the ideas of others.
Speaking and • Speakers initiate and participate effectively in a range of collaborative discussions
Listening (one-on-one, in groups, teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
• Learners acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering words or phrases important to comprehension or
expression.
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Fundamentals of Journalism Length of Unit Quarter 1
Inquiry • Why is it important to approach every text as a critical reader?
Questions • Why must the researcher determine reliability, validity, authenticity of texts? How does false information get
(Engaging- Debatable):
published?
• Why does an author have to consider his audience and purpose when writing or speaking?
• Why does a writer select a particular format for covering his topic?
• Why is it important to determine who owns the information I am using?
• Why must the reader recognize bias?
• How does adhering to the standard of writing conventions enhance communication?
Unit Strands The Language of Journalism, The Inverted Pyramid, Running Good Interviews, The Ethics of Journalism, Finding
and Standards Angles for Writing
Writing: W 11-12.2.A, W 11-12.2.B, W 11-12.4, W 11-12.5, W 11-12.6, W 11-12.10
Speaking and Listening: SL 9-10.1B, SL 9-10.2, SL 9-10.3, SL 9-10.5
Language: L 11-12.1, L 11-12.2, L 9-10.3
Concepts Career vocabulary, Inverted Pyramid, Interviewing, Ethics Journalistic Grammar and Conventions, Finding
Angles
Key Vocabulary Analysis, Synthesis, Evidence, Evaluate, Audience, Claim/Counterclaim, Diction, Syntax (Parallel Structure),
Sentence Varieties (Length and Types), Tone.
Angle, lead, Inverted pyramid, F.A.C.T., Headline, Byline, Copy, Graphics, Direct Quote, Paraphrase, Attribution,
News, Editorial, Opinion, Feature, Arts & Entertainment, Sports, Journalistic Ethics, Off the Record.
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Fundamentals of Journalism Length of Unit Quarter 1
Critical Content: Key Skills:
My students will Know… My students will be able to (Do)…
• authors have the ability to select or omit information from their texts and use • use appropriate strategies before, during
biased language. We must read a variety of sources in order to develop a better and after reading, including the use of text
perspective and make an informed decision. features and text structure.
• not all writers are reputable or accurate, but all writers have avenues to publish • read a variety of non-fiction sources for
their works on the web or in print. main ideas and relevant details.
• in order to effectively communicate insights and ideas, the author must consider • summarize and paraphrase.
the experiences and ability of his audience. • analyze in detail the development and
• authors write for many reasons and purposes and we often don’t know what refinement of a central idea in a text.
inspires an author. As readers, our task is to interact with the text and shape our • analyze the interactions between and
own meaning to inform our lives. among ideas and events, including how
• academic integrity requires acknowledging and citing the source of your ideas and events influence one another.
information. • cite the evidence in the text that supports a
• many authors have an unstated agenda/purpose and the texts reflect these specific analysis of what the text says
agendas. explicitly as well as inferences drawn from
• writing conventions guide the reader through the text to enhance understanding. the text.
Assessments: Article Analysis: (Reader Response: text features and structure; main and relevant supporting ideas;
author’s explicit purpose; and bias.)
Covering an Event Article: Students will attend an event, conduct interviews at the scene, and report on the
event in a news article of approximately 300 words. Articles will adhere to formatting requirements and
include a graphic.
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Final Copy of School Newspaper Article: Students will write a news article (feature, editorial, sports, college
and career, arts and entertainment, or news) on a topic selected in class. Each article (with the exception of
editorials) must cite a minimum of two quoted interview sources. Articles will adhere to specific formatting
and length requirements.
Newspaper Final Layout (Editors only): Editors will design the written and graphic layouts for their
assigned sections. Editors are responsible for editing all articles and graphics for their sections and providing
timely feedback to both their section writers and their instructor.
Teacher v Unit Implementation Guide
Resources: v Select news articles
v Select current event articles
v Internet-based search engines and websites
v Teacher-generated handouts
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Research and Investigative Journalism Length of Unit Quarter 2
Inquiry Questions • Why is it important to approach every text as a critical reader?
(Engaging- Debatable):
• How does false information get published?
• Why do we learn to research?
• Why is it important to determine who owns the information
• Why must the researcher determine reliability, validity, and authenticity of texts?
• Why must the reader recognize bias?
• What does it mean to be information literate?
• How does adhering to the standard of writing conventions enhance communication?
Unit Strands and Engaging the Reader, Organizing a Progression of Events, Developing Narrative Elements, Using Varied
Standards Techniques, Using Precise Language
Reading: RI.9-10.3
Writing: W.11-12.2, W.11-12.2.A,.W.11-12.2.B,W.11-12.4,.W.11-12.5,.W.11-12.6,.W.11-12.10, W.11-12.7,
W.11-12.9
Speaking and Listening: SL.9-10.1.A, SL.9-10.1.B, SL.9-10.2, SL.9-10.3, SL.9-10.5
Language: L.9-10.3.A, L.11-12.1, L.11-12.2,
Concepts Engagement, Organization of events, Revealing details, Coherence, Techniques, Precise Language,
Concluding writing,
Key Analysis, Synthesis, Evidence, Evaluate, Audience, Claim/Counterclaim, Diction, Syntax (Parallel
Vocabulary Structure), Sentence Varieties (Length and Types), Tone,
Angle, lead, Inverted pyramid, F.A.C.T., Headline, Byline, Copy, Graphics, Direct Quote, Paraphrase,
Attribution, News, Editorial, Opinion, Feature, Arts & Entertainment, Sports, Journalistic Ethics, Off the
Record, Investigative Journalism
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Research and Investigative Journalism Length of Unit Quarter 2
Critical Content: Key Skills:
My students will Know… My students will be able to (Do)…
• authors have the ability to select or omit information from • interpret and analyze news articles for features, organization,
their texts and use biased language. We must read a structure, clarity, accuracy and author’s purpose.
variety of sources in order to develop a better perspective • develop an understanding of Investigative journalism.
and make an informed decision. • apply reading strategies to non-fiction texts and extract
• not all writers are reputable or accurate, but all writers pertinent facts to include in writing.
have avenues to publish their works on the web or in print. • apply the writing process to expository and persuasive
• effective research allows us to learn independently, modes.
enhances our perspectives, and allows us to make more • demonstrate an awareness of audience and purpose in
informed decisions. authentic writing.
• academic integrity requires acknowledging and citing the • select an appropriate angle and maintain it throughout a
source of your information. piece of writing.
• not all sources are accurate. • discern reliable accurate sources of information.
• many authors have an unstated agenda/purpose and the • write clear, effective, varied sentences and paragraphs. Use
texts reflect these agendas. transitions.
• an individual must use information accurately and • edit and revise written work to ensure effective
creatively to succeed in a technological society. communication and standard conventions.
• writing conventions guide the reader through the text to • effectively meet deadlines with timely submission of articles
enhance understanding and graphics.
Investigative Journalism Research and Presentation: Students will work collaboratively to research
Assessments: assigned investigative reporters and the field of investigative journalism and prepare a 6-10 minute oral
presentation. Students must include visuals and may employ technology as a presentational tool.
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Final Copy of School Newspaper Article: Students will write a news article (feature, editorial, sports,
college and career, arts and entertainment, or news) on a topic selected in class. Each article (with the
exception of editorials) must cite a minimum of two quoted interview sources. Articles will adhere to specific
formatting and length requirements.
Newspaper Final Layout (Editors only): Editors will design the written and graphic layouts for their
assigned sections. Editors are responsible for editing all articles and graphics for their sections and providing
timely feedback to their section writers and their instructor.
Teacher v Unit Implementation Guide
Resources: v Select news articles
v Select current event articles
v Internet-based search engines and websites
v Teacher-generated handouts
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Journalism Design and Publishing & Photojournalism Length of Unit Quarter 3
Inquiry • Why does a writer select a particular format for covering his topic?
Questions • Why do writers choose to cover certain topics?
(Engaging- Debatable):
• What makes a publication more successful than others?
• How does adhering to the standard of writing conventions enhance meaning?
Unit Strands and Graphics in Journalism, How Photojournalists Share News, Engaging Readers With Situation and Purpose,
Standards Developing a Narrative, Precise Language and Situation
Reading: RI.9-10.3
Writing: W.11-12.2, W.11-12.2.A, W.11-12.2.B, W.11-12.4,.W.11-12.5,.W.11-12.6,.W.11-12.10, W.11-12.7,
W.11-12.9
Speaking and Listening: SL.9-10.1.A, SL.9-10.1.B, SL.9-10.2, SL.9-10.3, SL.9-10.5
Language: L.9-10.3.A, L.11-12.1, L.11-12.2
Concepts Graphics, photojournalists, photojournalism, writing conventions in service of craft, establish situation,
organizing writing, layout author’s choices
Academic Analysis, Synthesis, Evidence, Evaluate, Audience, Claim/Counterclaim, Diction, Syntax (Parallel
Vocabulary Structure), Sentence Varieties (Length and Types), Tone,
Angle, lead, Inverted pyramid, F.A.C.T., Headline, Byline, Copy, Graphics, Direct Quote, Paraphrase,
Attribution, News, Editorial, Opinion, Feature, Arts & Entertainment, Sports, Journalistic Ethics, Off the
Record, Photojournalism, Publishing, Design
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Journalism Design and Publishing & Photojournalism Length of Unit Quarter 3
Critical Content: Key Skills:
My students will Know… My students will be able to (Do)…
• authors write for many reasons and • interpret and analyze news articles for features, organization, structure, clarity,
purposes and we often don’t know accuracy and author’s purpose.
what inspires an author. As readers, • develop an understanding of Investigative journalism.
our task is to interact with the text and • apply reading strategies to non-fiction texts and extract pertinent facts to
shape our own meaning to inform our include in writing.
lives. • apply the writing process to expository and persuasive modes.
• certain topics are more appealing to • demonstrate an awareness of audience and purpose in authentic writing.
readers and consumers than others. • select an appropriate angle and maintain it throughout a piece of writing.
• consumers are drawn to products that • discern reliable accurate sources of information.
are visually and aesthetically • write clear, effective, varied sentences and paragraphs. Use transitions.
appealing. • edit and revise written work to ensure effective communication and standard
• writing conventions guide the reader conventions.
through the text to enhance • effectively meet deadlines with timely submission of articles and graphics.
understanding.
Assessments: Creative Application – Photojournalism Project – this is measured with LE #3 Technology
Final Copy of School Newspaper Article: Students will write a news article (feature, editorial, sports, college
and career, arts and entertainment, or news) on a topic selected in class. Each article (with the exception of
editorials) must cite a minimum of two quoted interview sources. Articles will adhere to specific formatting
and length requirements.
10
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Newspaper Final Layout (Editors only): Editors will design the written and graphic layouts for their
assigned sections. Editors are responsible for editing all articles and graphics for their sections and providing
timely feedback to their section writers and their instructor.
Teacher v Unit Implementation Guide
Resources: v Select news articles
v Various current published magazines (including LMC subscriptions)
v Internet-based search engines and websites
v Teacher-generated handouts
11
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Technology and Broadcast Journalism Length of Unit Quarter 4
Inquiry • Why is it important to approach every text as a critical reader?
Questions • How does false information get published?
(Engaging- Debatable):
• Why does an author have to consider his audience when writing or speaking?
• Why does a writer select a particular format for covering his topic?
• Where do people get information?
• What impact will the research process have on my life beyond high school?
• Why must the researcher determine reliability, validity, and authenticity of texts?
• Why must the reader recognize bias?
• What does it mean to be information literate?
• How does adhering to the standard of writing conventions enhance communication?
Unit Strands Close reading, Using Reading Strategies Before, During and After Reading, Determining Importance in
and Standards Informational Texts, Developing Central Ideas, Proper Citations and Usage
Reading: RI.9-10.3, RI 9-10.7
Writing: W.11-12.2, W.11-12.2.A, W.11-12.2.B, W.11-12.4, W.11-12.5,.W.11-12.6,.W.11-12.10, W.11-12.7,
W.11-12.9
Speaking and Listening: SL.9-10.1.A, SL.9-10.1.B, SL.9-10.2, SL.9-10.3, SL.9-10.5
Language: L.9-10.3.A, L.11-12.1, L.11-12.2,
Concepts Interactive reading, Text features, Text Structure, Main Ideas, Supporting Details, Summarize and
paraphrase, Central Ideas, Connecting Events and Ideas, Influence, Citations, Inferring, Engagement, Purpose,
Experience
Academic Analysis, Synthesis, Evidence, Evaluate, Audience, Claim/Counterclaim, Diction, Syntax (Parallel Structure),
Vocabulary Sentence Varieties (Length and Types), Tone,
Angle, lead, Inverted pyramid, F.A.C.T., Headline, Byline, Copy, Graphics, Direct Quote, Paraphrase,
Attribution, News, Editorial, Opinion, Feature, Arts & Entertainment, Sports, Journalistic Ethics, Off the
Record, Broadcast Journalism.
12
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Unit Title Technology and Broadcast Journalism Length of Unit Quarter 4
Critical Content: Key Skills:
My students will Know… My students will be able to (Do)…
• authors have the ability to select or omit information from their texts and use • engage the reader by establishing a
biased language. We must read a variety of sources in order to develop a better situation and purposefully organize a
perspective and make an informed decision. progression of events or experience.
• not all writers are reputable or accurate, but all writers have avenues to publish • develop narrative elements with well-
their works on the web or in print. chosen, revealing details.
• in order to effectively communicate insights and ideas, the author must consider • use a variety of techniques to sequence
the experiences and ability of his audience. event so that they build on one another
• authors write for many reasons and purposes and we often don’t know what to create a coherent whole.
inspires an author. As readers, our task is to interact with the text and shape our • use precise language to develop a
own meaning to inform our lives. picture of how the events, experiences,
• we live in a multi-media society where people can get information from a variety and ideas emerge and unfold.
of print, digital, and broadcast sources. • provide a satisfying conclusion that
• research is a 21st century skill that an individual will use throughout life. follows the course of the narrative.
• not all sources are accurate.
• many authors have an unstated agenda/purpose and the texts reflect these
agendas.
• an individual must use information accurately and creatively to succeed in a
technological society.
• writing conventions guide the reader through the text to enhance understanding.
13
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
Assessments: News Broadcast: Students will work in pairs to write and broadcast a 3-5 minute news segment covering a
local event (i.e. sporting event, community fundraiser, school activity, etc.). Each broadcast will contain shots
from the scene of the event and a relevant interview as parts of the broadcast coverage. Students may present
the broadcast live in class or submit a filmed broadcast for grading.
Final Copy of School Newspaper Article: Students will write a news article (feature, editorial, sports, college
and career, arts and entertainment, or news) on a topic selected in class. Each article (with the exception of
editorials) must cite a minimum of two quoted interview sources. Articles will adhere to specific formatting
and length requirements.
Newspaper Final Layout (Editors only): Editors will design the written and graphic layouts for their
assigned sections.
Editors are responsible for editing all articles and graphics for their sections and providing timely feedback to
their section writers and their instructor.
Teacher v Unit Implementation Guide
Resources: v Select news articles
v Technological tools ( video cameras)
v Internet-based search engines and websites
v Teacher-generated handouts
14
Region 14 English Language Arts Curriculum BOE Grade 9-12 Journalism BOE Adopted March 7, 2016
