Yearbook Practicum I - City of Burlington Public School ... · yearbook that the consumer wants to...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Yearbook Practicum I

Revision Date: 7/20/2018

Submitted by: Devin Ryan-Pullen and Heather Whalin

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Table of Contents: Course Overview Pg. 3

Pacing Chart Pg. 4

Unit #1 There Is No “I In Team Overview At-a-Glance Pg. 5

Unit #1 There Is No “I In Team Targeted Instructional Planning to Address Central Unit Standards Pg. 8

Unit #2 Introduction to High School Yearbook Production Overview At-a-Glance Pg. 10

Unit #2 Introduction to High School Yearbook Production Targeted Instructional Planning to Address Central Unit Standards Pg. 13

Unit #3 Why Do We Need a Theme? Overview At-a-Glance Pg. 15

Unit #3 Why Do We Need a Theme? Targeted Instructional Planning to Address Central Unit Standards Pg. 18

Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Overview At-a-Glance Pg. 20

Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Targeted Instructional Planning to Address Central

Unit Standards

Pg. 23

Unit #5 Photography- We All Are Great At Taking Selfies Overview At-a-Glance Pg. 25

Unit #5 Photography- We All Are Great At Taking Selfies Targeted Instructional Planning to Address Central Unit Standards Pg. 28

Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Overview At-a-Glance Pg. 30

Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Targeted Instructional Planning to Address Central Unit Standards Pg. 33

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Yearbook Practicum I Course Overview

In this course, students communicate in a variety of forms for a variety of audiences and purposes. Yearbook is journalistic in nature and allows

students to participate in the production of the school yearbook. Students in this course are required to learn the basics of yearbook journalism

including layout design, theme, coverage, copywriting, graphic design, photography, finance, and advertising. Students are expected to plan, draft,

and complete written and/or visual compositions on a regular basis, carefully examining their copy for clarity, engaging language and the correct

use of the conventions and mechanics of written English. Students will learn the importance of working as a team to complete tasks successfully

and on time. Individual responsibility is essential toward completion of assignments for deadlines. Students will also have the opportunity to

accept leadership positions and develop new skills as they build the yearbook.

Primary Resource(s)

Textbooks

Title: Yearbook Adviser Guide E-files – http://www.ybguidebook.com/2018/

Publisher: Jostens, Inc. Copyright: 2018

Title: Jostens Yearbook Avenue – http://www.yearbookavenue.com

Publisher: Jostens, Inc. Copyright: 2018

Supplemental Materials (including various level of texts at each grade level)

https://www.schooljournalism.org/ http://jea.org/wp/ http://cspa.columbia.edu/

http://mediashift.org/ http://studentpress.org/nspa/ https://photoshopcafe.com/

https://members.kelbyone.com/webcast/ https://create.adobe.com/ https://www.yearbooklove.com/

http://www.ybguidebook.com/2018/

http://www.yearbookavenue.com/

https://www.schooljournalism.org/

http://jea.org/wp/

http://cspa.columbia.edu/

http://mediashift.org/

http://studentpress.org/nspa/

https://photoshopcafe.com/

https://members.kelbyone.com/webcast/

https://create.adobe.com/

https://www.yearbooklove.com/

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Pacing Chart

Unit # & Title Pacing (must equal 165

days for full-year

or 83 days for

half-year course) Unit 1 – There Is No “I” In Team Producing a yearbook takes a total team effort. Deadlines quickly approach during the most inopportune times. It takes a dedicated staff to produce a

yearbook that the consumer wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks

and to see what can be accomplished by working as a unit and not just as individuals.

10 days

Unit 2 – Introduction To High School Yearbook Production In a society that cannot live without technology, how do we make a yearbook relevant to a technologically based consumer? In this unit, students will learn

the significance of a high school yearbook and strategize ways to make the importance of purchasing a yearbook relevant to the consumer. All yearbook terms

will be taught during this unit, along with what makes an award-winning publication.

15 days

Unit 3 – Why Do We Need a Theme? Without a clear and well-defined theme, a yearbook can seem like a bunch of pictures with captions and not a cohesive history of the year. Students will learn

all about the concept of theme packaging the yearbook and designing the cover.

*This unit will be applied throughout the production of the yearbook and for the remainder of the course

35 days

Unit 4 – Academics, Activities, Athletics, Events: How Do We Cover It All? The goal of any yearbook is to be a historical chronicle of the year. Students will learn how to be a “yearbook ambassador”, the importance of featuring

every student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff meets the “three times” rule.


35 days

Unit 5 – Photography – We All Are Great At Taking Selfies Technology today has a camera readily available. Students will learn the basics of photography, the rule of thirds, using Adobe Photoshop, and how creative

photographs enhance the image of the yearbook and provide appeal to potential buyers.


35 days

Unit 6 – Yearbook Layout Design - Yearbook Avenue 101 Effective design is an important editing function. Since design involves creativity, its role as an editing function is often overlooked. More than an artist, a

yearbook designer is a strategic thinker whose job is to package content so that it is read. If the designer is successful, the reader focuses on the content, not

the design. In this unit, students will learn the role of effective layout designs, how to plan content, how to write a ladder, content layout and its purpose to tell

a story, and the role of visual and verbal elements. Students will also learn to write meaningful copy to help tell the story of the year. Students will be

exposed to graphic design through the industry’s top software (InDesign, Photoshop, and Yearbook Avenue).


35 days

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Unit 1 Overview At-a-Glance Unit #1 – There Is No “I” In Team

Unit Description:

In this unit, the yearbook staff will work on team building exercises to learn that it takes a dedicated staff to produce a yearbook that the consumer

wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks and to see what can

be accomplished by working as a unit and not just as individuals.

Essential Skills:

● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

● Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally

● Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience.

● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

● Identify the skills needed to work collaboratively to complete tasks.

● Assess the importance of teamwork in school and beyond.

● Communicate effectively to complete tasks and accomplish goals

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:

NJSLSA.SL1; NJSLSA.SL4-6

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

SL.11-12.1., SL.11-12.2., SL.11-12.4-.6

Unit Details

Modifications for Special Education Students, English Language

Learners, Students at Risk of Failure, and Gifted Students- Modify

instructional approach and/or assignments and evaluations as needed

based for students with IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

● Extended time

● Enrichment activities /Independent Study

● Preferential seating

Integration of 21st century skills through NJSLS 9 and Career

Education:

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can

better understand the rights and obligations of citizenship.

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● Online visuals and audio for individual lessons

● Pairing students for activities

● Teacher modeling

● Differentiated written and verbal responses

● Additional graphic organizers and outlines for crafting writing

assignments

● Audio versions of texts

● Integration of higher order thinking processes, creative and

critical thinking activities, problem-solving, and open-ended

tasks

● Higher level direct questioning

● Opportunities for cross curricular activities

● Flipped Classroom

● Small cooperative groups

Lessons, activities, and assessments require creativity and

innovation on the part of the students. They are required to create

projects and products as examples of mastery in each unit.

Communication and collaboration is crucial for student success

as learners. Throughout this curriculum, students must be able to

communicate deep understanding through open ended responses

(both orally and in writing). In addition, students are often

required to work collaboratively with their peers, which

promotes the ability to succeed in the area of social cooperative

work, increases communication skills, and promotes leadership

and responsibility.

Students must be information literate, i.e. they must be able to

find and use information effectively, in order to succeed in class.

Learning and assessment activities support the push to make

students media literate, as they are often required to analyze,

evaluate, and create messages in a wide variety of media modes,

genres, and formats.

Activities help develop life and career skills in all students by

requiring initiative and self-direction, supporting social and

cross-cultural skills in both content and teamwork efforts, and

measuring productivity and accountability through independent

and group assignment completion.

Assessments- including benchmarks, formative, summative, and

alternative assessments

● Test and quizzes

● Oral/written assessments

● Exit Tickets

● Teacher / Peer rubrics

● Yearbook Portfolio/Notebook

● Mid Deadline Evaluations

● Final Deadline Assessment

Suggested Interdisciplinary Activities for this Unit

Career Education: Research companies that utilize team building

activities and discuss the impact.

Health/PE: Participate in team building activities incorporating physical

challenges

Math: Participate in team building activities that incorporate

mathematical problem solving.

Social Studies: Work in groups to research the evolution of teambuilding

in the workplace.

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Science: Complete a close read on “The New Science of Building Great

Teams,” and discuss the new focus on teambuilding and the creation of teambuilding activities.

Technical Subjects: Presenting findings through audio/visual means and

graphic design.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should

include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor

for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for

all students.

Leveled Supplemental Materials and Media/School Library

Resources

● Jostens Yearbook Guides, PowerPoints, and Lessons

● Previous publications of the Heirloom

● Online team building activities

Integration of the Technology Standard

8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1

● Utilize online platforms such as Weebly, Wix, BackChannel

Chat, Today’s Meet, and Google Apps to collaborate on group

activities

● Utilize Google Classroom to collaborate with peers

● Create an online collaborative yearbook notebook

● Use technology to accomplish team building tasks

● Regularly utilize 1 to 1 device to complete activities in and out of

the classroom

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Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.SL1. Prepare for

and participate effectively

in a range of conversations

and collaborations with

diverse partners, building

on others’ ideas and

expressing their own clearly

and persuasively.

Establish a community atmosphere for the

classroom

Provide a common experience among

peers

Allow students to feel more comfortable

in group settings

Require students to develop

communication skills through

conversations

Encourage students to learn academic

content with and from one another

Collaborative note-taking and

think/pair/share evaluation

Team-building Activities

Small and large group discussions

Create roles for each staff member

based on essential skills

Collaborate in teams to accomplish

tasks

Student and teacher

generated rubrics

Yearbook Staff Notebook

rubric

Peer / Self evaluations

Discussions

Questioning

Google Classroom

Exit/Admit Slips

Visual Representations

Tests and Quizzes

Google Forms

NJSLSA.SL4. Present

information, findings, and

supporting evidence such

that listeners can follow the

line of reasoning and the

organization, development,

and style are appropriate to

task, purpose, and audience.

Teach intrapersonal skills organically

Set expectations of respect and shared

learning

Teach the importance of including as

much detail as possible as it pertains to

scholastic publications

Allow for academic learning and review

in a more engaging manner



Team-building Activities


Create roles for each staff member

based on essential skills


tasks

Create Yearbook Staff notebook

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Tests and Quizzes

Google Forms

NJSLSA.SL5. Make

strategic use of digital

media and visual displays

Model strategies to communicate (Google

suite, Yearbook Avenue comments)

paperlessly

Utilize virtual sticky notes to leave

feedback on staff members’ pages

Student and teacher

generated rubrics

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of data to express

information and enhance

understanding of

presentations.

Teach students to build layouts that tell

the story the wish to tell

Model fonts and color palettes that both

successfully and unsuccessfully

contribute to a story

Utilize collaborative Google docs to

track and update coverage reports

Utilize collaborative Google docs to

document interview questions and

quotes


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Tests and Quizzes

Google Forms

NJSLSA.SL6. Adapt

speech to a variety of

contexts and

communicative tasks,

demonstrating command of

formal English when

indicated or appropriate.

Establish habits of using formal English

when speaking and writing in class

Establish a safe environment so students

feel empowered to share ideas

Establish a staff that approaches the

yearbook as a team rather than individuals

Create Yearbook Staff notebook

Team Building Activities



tasks

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Tests and Quizzes

Google Forms

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Unit 2 Overview At-a-Glance Unit #2 – Introduction to High School Yearbook Production

Unit Description:

In this unit, students will learn the significance of a high school yearbook and strategize ways to make the importance of purchasing a yearbook

relevant to the consumer. All yearbook terms will be taught during this unit, along with what makes an award-winning publication.

Essential Skills: ● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone

● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

● Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed

● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze

how an author uses and refines the meaning of a key term or terms over the course of a text

● Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem

● Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content

● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject

under investigation

● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate

● Identify the steps needed to create a yearbook

● Identify the needs of the yearbook market and what is necessary to sell a yearbook

● Assess the resources needed to select and create a yearbook that is relevant to students and the community




NJSLSA.L6; NJSLSA.8.1.B, NJSLSA.8.1.C; NJSLSA.8.1.D


aligned with the following standards: NJSLSA.SL1-2; NJSLSA.SL5-6;

NJSLSA.L6.; W.11-12.7; RI.11-12.4; RI.11-12.7; CPR9; CPR11

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Unit Details






● Extended time








assignments




tasks






Education:















and responsibility.
















● Exit Tickets

● Teacher / Peer rubrics



Career Education: Research jobs that require the skills taught in a

yearbook class.

Math: Create a budget for the yearbook complete with a loss,

“breakeven”, and profit scenarios.

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● Mid Deadline Evaluations

● Final Deadline Assessment

Social Studies: Research how print media has evolved from the 1990’s

through the 2000’s.

Science: Identify and discuss the science of photography and how

photographs impact print media.

Math: Create a budget for the yearbook complete with a loss,

“breakeven”, and profit scenarios.

Technical Subjects: Presenting findings through audio/visual means and

graphic design.

Art: Participate in a gallery walk of different yearbook layouts and

designs.

Unit Resources




all students.


Resources

● Jostens Yearbook Guides, Presentations, and Lessons

● Articles related to careers in print media

● Magazines for layout design



8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities





the classroom

13

Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective




NJSLSA.L6. Acquire and use

accurately a range of 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 encountering

an unknown term important to

comprehension or expression.

Teach yearbook specific terms using

multimedia presentations

Model domain-specific terminology

using approachable texts (magazines,

newspapers), both print and online




Create and collaborate on a Google

Doc for yearbook terms

Teacher generated rubrics

Vocabulary quizzes (online

and print)


rubric

Peer / Self Evaluations

Admit/Exit Slips

NJSLSA.8.1.B. Creativity

and Innovation: Students

demonstrate creative thinking,

construct knowledge and

develop innovative products

and process using technology.

Explore past editions of the Heirloom

Provide students with current Look

Book to encourage creative thinking

Model effective and ineffective layout

designs

Online collaboration of what “worked”

and why

Develop vision boards for the 2018-

2019 Heirloom

Research and share innovative ideas for

the upcoming publication



and print)


rubric


Admit/Exit Slips

NJSLSA.8.1.C.

Communication and

Collaboration: Students use

digital media and environments

to communicate and work

collaboratively, including at a

distance, to support individual

learning and contribute to the

learning of others.

Teach skills necessary for each roll on

a yearbook staff

Discuss jobs related on online and

print media

Analyze the past two years of sales to

determine trends and how to address

slowing sales




Online skill quiz to determine staff

rolls

Research skills necessary for yearbook

staff members

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


14

Teach a yearbook budget and cost of

print for each publication

Research jobs related to both online

and print media

Create/add to yearbook staff notebook

NJSLSA.8.1.D. Digital

Citizenship: Students

understand human, cultural,

and societal issues related to

technology and practice legal

and ethical behavior.

Teach students the legal responsibility

involved with print media

Explore consequences (within our

school and schools at large) for

violating these legal responsibilities

Examine ethics as it relates to a school

community

Update yearbook notebook with

responsibilities

Create presentation of school districts

who violated the legal responsibilities

Participate in group discussion

regarding ethical scenarios



and print)


rubric


Admit/Exit Slips

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Unit 3 Overview At-a-Glance Unit #3 – Why Do We Need a Theme?

Unit Description:

In this unit, students will learn why every yearbook needs to have a clear and well-defined theme. Without it, a yearbook can seem like a bunch of

pictures with captions and not a cohesive history of the year. Students will learn all about the concept of theme packaging the yearbook and

designing the cover. Through collaboration, the staff will develop a theme that encompasses and captures the school community and design a cover

to convey the theme.

Essential Skills: ● Develop a clear, well-defined theme

● Gather relevant information for multiple authoritative print and digital sources

● Create a visual representation of the theme for the cover art

● Utilize technology to research, plan, and create a theme for the yearbook

● Conduct short as well as more sustained research to answer a question (including a self-generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation


expressing their own clearly and persuasively

● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections


● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze






NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D



NJSLSA.W3; NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2;

RI.11-12.3; W.11-12.1; W.11-12.3; CPR9; CPR11

16

Unit Details


Learners, Students at Risk of Failure, and Gifted Students-

Modify instructional approach and/or assignments and evaluations as

needed based for students with IEPs, 504s, ELLs and gifted and

talented students including but not limited to:

● Extended time








assignments




tasks






Education:



Lessons integrate a focus on civic literacy so that student can better

understand the rights and obligations of citizenship.




Communication and collaboration is crucial for student success as

learners. Throughout this curriculum, students must be able to


(both orally and in writing). In addition, students are often required

to work collaboratively with their peers, which promotes the ability

to succeed in the area of social cooperative work, increases

communication skills, and promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find

and use information effectively, in order to succeed in class.






requiring initiative and self-direction, supporting social and cross-

cultural skills in both content and teamwork efforts, and measuring

productivity and accountability through independent and group

assignment completion.



● Theme development rubric



● Exit Tickets

● Cover Art rubric



Health/PE: Outline a central theme for PE for your current year.

English Language Arts/Literacy: Identify at least 3 themes covered in the

units of study for junior/senior ELA classes.

17

Social Studies: Compile four current events articles and develop an

overarching theme that unifies them.

Technical Subjects: Use the computer and graphic design programs to

develop artwork that supports the yearbook’s selected theme.

World Languages: Research and compare themes in yearbooks from other

countries.

Arts: Research a body of work from a specific time period and define the

theme of the work.

Unit Resources




all students.


Resources

● Jostens Yearbook Guides, Powerpoints, and Lessons


● Online periodicals and news articles: Ebsco Host, Newsela.

TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities



● Use technology to develop and design a yearbook theme

18


Student Learning

Objective




NJSLSA.W6. Use

technology, including the

Internet, to produce and

publish writing and to

interact and collaborate with

others.

Provide students with digital resources

that identify forms of written textual

activities geared towards specific

elements of online publications

Model proper uses for online

collaboration and writing

Detail steps to produce, edit, peer review

and complete a final draft of all written

work on an online medium

Students will collaborate and submit work

via Google

Students will utilize Google Apps to

discuss and propose ideas regarding the

theme of the yearbook

Students will produce, edit, peer review

and complete final drafts of all written


Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips




demonstrate creative

thinking, construct

knowledge and develop

innovative products and

process using technology.

Teach the components of a basic theme

Dissect components of a theme using

previous Heirlooms

Model good theme development vs bad

theme development

Analyze theme from last year and how it

was represented throughout the yearbook

Create online list of what makes our school

unique

Create a theme based on our school

community

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.C.

Communication and


digital media and

environments to

communicate and work

collaboratively, including at

a distance, to support

Review strategies for developing a theme

Analyze magazine layouts and how

elements are represented both visually

and verbally

Develop visual and verbal elements to

represent theme

Add new definitions and ideas to online

yearbook notebook

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips

19

individual learning and

contribute to the learning of

others.






technology and practice

legal and ethical behavior.

Analyze what makes our school “unique”

and distinguishes it from other schools

Discuss the importance of capturing the

school’s personality

Create a cover design that represents the

theme and uniqueness of the school

community

Develop an encompassing theme and cover

art that captures the personality of the

school and the community

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


20

Unit 4 Overview At-a-Glance Unit #4 – Academics, Activities, Athletics, Events: How Do We Cover It All?

Unit Description:

In this unit, students will learn the purpose of any yearbook is to be a historical chronicle of the year. Students will learn how to be a “yearbook

ambassador”, the importance of featuring every student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff

meets the “three times” rule.

Essential Skills: ● Utilize the tagging feature in Yearbook Avenue to insure accuracy of coverage

● Understanding the scope of the yearbook for all students, not just for a select few

● Use organizational strategies to communicate with staff members in a timely and accurate manner

● Utilize technology to research, plan, and create yearbook sections



investigation














NJSLSA.W3; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-

12.1; W.11-12.3; CPR9; CPR11

21

Unit Details






● Extended time








assignments




tasks






Education:















and responsibility.














● Coverage development collaboration



● Exit Tickets



Career Education: Identify the steps to running a proper staff meeting

and apply the concepts to yearbook staff meetings.

Health/PE: Develop the athletics section of the yearbook and determine

how each team will be presented in the overall layout.

22

Math: Use a spreadsheet to chart the various activities and events that

need to be represented in the yearbook and calculate how much space

each item will need to take up in the publication.

Social Studies: Research current events for the school year and

determine with events should be placed in the yearbook.

Technical Subjects: Use various online resources to collaborate and

create various portions of the yearbook to be inserted into the yearbook

program platform.

World Languages: Interview students from various countries to see

what they would be interested in seeing in the yearbook to include all

students.

Arts: Design artwork to be used at the beginning of each section of the

yearbook.

Unit Resources




all students.


Resources




TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities




Regularly utilize 1 to 1 device to complete activities in and out of

the classroom

23


Student Learning

Objective




NJSLSA.W6. Use

technology, including the


publish writing and to

interact and collaborate with

others.

Provide students with digital resources

that identify forms of written textual

activities geared towards specific

elements of online publications

Model proper uses for online

collaboration and writing

Detail steps to produce, edit, peer review

and complete a final draft of all written


Students will collaborate and submit work

via Google

Students will utilize Google Apps to

discuss and propose ideas regarding the

theme of the yearbook

Students will produce, edit, peer review

and complete final drafts of all written


Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips





thinking, construct





Provide students with current Look Book

to encourage creative thinking

Provide updated Genesis student lists

Review Google Docs/Sheets for

collaboration

Ambassador report

Develop updated coverage spreadsheets

2018-2019 Heirloom

Research and share innovative coverage

ideas for the upcoming publication


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.C.

Communication and


digital media and

environments to





Teach students the functionality of

ReplayIt

Discuss clubs, activities, and

organizations within the school that

require coverage

Teach students Google Forms

Individually sign up ten students to

ReplayIt

Identify members of each organization and

forge partnerships to increase coverage

opportunities



and print)


rubric


Admit/Exit Slips

24


others.

Design a Google Form for soliciting

feedback from staff for coverage

opportunities










Review the rigorous checks photos

uploaded to ReplayIt must pass

Teach what to look for in an appropriate

photo

Explore consequences (within our school

and schools at large) for violating these

legal responsibilities


photography responsibilities

Respond to selected photographs in terms

of why it would or would not pass our

“checks”

Participate in group discussion regarding

inappropriate photographs



and print)


rubric


Admit/Exit Slips -Yearbook

Photojournalism project

25

Unit 5 Overview At-a-Glance Unit #5 – Photography - We All Are Great At Taking Selfies

Unit Description:

Technology today has a camera readily available. Students will learn the basics of photography, the rule of thirds, using Adobe

Photoshop, and how creative photographs enhance the image of the yearbook and provide appeal to potential buyers.

Essential Skills: ● Maximize the functionality of the handheld camera

● Utilize lighting to enhance a photo

● Seek to capture unexpected moments

● Use photos to tell a bigger story

● Find opportunities through creative photography to cover more students on more occasions ● Use organizational strategies to communicate with staff members in a timely and accurate manner

● Utilize technology to research, plan, and create yearbook sections







Standards Addressed within this Unit Central Unit Standards- This unit will focus primarily on learning





NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-

12.1; W.11-12.3; CPR9; CPR11

26

Unit Details






● Extended time








assignments




tasks






Education:















and responsibility.














● Photo Portfolio

● Completion of Coverage Assignments

● Personal Defense

● Completion of Assigned Pages


Career Education: Create a brochure examining the various career

opportunities there are in the field of photography.

Math: Create a fractions chart to map out the shutter speed of various

cameras then compare their capabilities.

27

Social Studies: Participate in a gallery walk of various types of images

and determine how each could be used to enhance a yearbook.

Science: Analyze the behavioral differences in staged vs. candid shots.

Technical Subjects: Use editing software to completely change the

presentation of a photograph.

World Languages: Capture photographs that depict activities or scenery,

which is otherwise unfamiliar.

Arts: Study great photographers in their selected genres.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.


Resources




TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities




Regularly utilize 1 to 1 device to complete activities in and out of

the classroom

28


Student Learning

Objective




NJSLSA.W3. Write

narratives to develop real or

imagined experiences or

events using effective

technique, well-chosen

details, and well-structured

event sequences.

Model using picture prompts to craft a

story

Review the elements of narrative writing

Teach characterization

Draft narratives based on arbitrary images

Engage in peer review to evaluate the heart

of the story

Mini-narratives in the form of captions

Narrative stories for athletics



Adapted PARCC Writing

rubrics

Exit/Admit Slips




thinking, construct





Provide students with current Look Book

to encourage creative thinking


designs

Online collaboration of what “worked” and

why

Develop vision boards for the 2018-2019

Heirloom




rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.C.

Communication and


digital media and

environments to






others.

Teach skills necessary for each roll on a

yearbook staff

Discuss jobs related on online and print

media



slowing sales

Teach a yearbook budget and cost of print

for each publication




Online skill quiz to determine staff rolls


staff members

Research jobs related to both online and

print media


Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


29









Explore consequences (within our school

and schools at large) for violating these

legal responsibilities


community


responsibilities

Create presentation of school districts who

violated the legal responsibilities


ethical scenarios



and print)


rubric


Admit/Exit Slips -Yearbook

Photojournalism project

30

Unit 6 Overview At-a-Glance Unit #6 – Yearbook Layout Design: Yearbook Avenue 101

Unit Description:

In this unit, students will put into practice what they have learned about layout, visual elements, copy, and a cohesive product that ultimately tells a

story. Furthermore, students will create a product that is both visually and aesthetically pleasing, but more importantly, highly marketable.

Essential Skills: ● Meet deadlines on time-sensitive material

● Multi-task without losing sight of the bottom line

● Revise and edit layouts, copy, images as needed to produce a cohesive product



investigation











NJSLSA.W.4; NJSLSA.W.5; NJSLSA.W.6; NJSLSA.8.1.B;

NJSLSA.8.1.C; NJSLSA.8.1.D



NJSLSA.SL.4; NJSLSA.SL.5; NJSLSA.SL.6; RI.11-12.2; RI.11-12.3;

W.11-12.1; W.11-12.3; CPR9; CPR11

31

Unit Details






● Extended time








assignments




tasks






Education:















and responsibility.














● Midpoint #1

● Deadline #1

● Midpoint #2

● Deadline #2

● Midpoint #3


Career Education: Research deadline-oriented careers and present

finding to the class.

32

● Deadline #3

● Supplement Deadline

Health/PE: Participate in class-wide Steps Challenge to cover more

events, students, staff, and provide interviews for completion of the

yearbook.

Math: Track percentage completion of sales/coverage of the yearbook

and use data to find new ways to increase sales and promotion of the

yearbook.

Science: Examine the psychology of personal coverage vs overall

personal high school experience.

Technical Subjects: Research careers that utilize the skills learned in

Yearbook.

Arts: Create and select photography and artwork to enhance articles and

sections of the yearbook.

Unit Resources




all students.


Resources




TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities





the classroom

● Utilize Yearbook Avenue to produce the yearbook

33


Student Learning Objective




NJSLSA.W4.

Produce clear and coherent

writing in which the

development, organization,

and style are appropriate to

task, purpose, and audience.

Provide examples (print and/or

electronic) of arguments which utilize

valid reasoning, logical arguments and

relevant and sufficient support

Provide examples (print and/or

electronic) of arguments which do not

utilize valid reasoning, logical

arguments and/or relevant & sufficient

support

Develop Captions

Draft stories to make photos come to life

Utilize language, phrases, and writing

style that appeals to the student-body as an

audience

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.W5.

Develop and strengthen

writing as needed by planning,

revising, editing, rewriting, or

trying a new approach.

Teach common errors to avoid in

journalistic writing

Review software features to support

clean copy

Model taking constructive criticism and

using it to improve writing

Engage in peer review to identify

characteristics of strong copy

Apply notes from editorial staff to enhance

copy

Utilize spell/grammar checks to produce

clean copy

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.W6.

Use technology, including the


publish writing and to interact

and collaborate with others.

Provide students with a comprehensive

tutorial of Yearbook Avenue

Teach students how to access the

ImageFlow library

Model attention to detail in layout

Engage in a hands-on demonstration of the

software

Teach a partner/group a feature or function

of Yearbook Avenue

Tag photos in Image Library

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


34



demonstrate creative thinking,

construct knowledge and

develop innovative products

and process using technology.


Provide students with current Look

Book to encourage creative thinking


designs

Online collaboration of what “worked”

and why

Develop vision boards for the 2018-2019

Heirloom



Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.C.

Communication and


digital media and

environments to communicate

and work collaboratively,

including at a distance, to

support individual learning

and contribute to the learning

of others.

Teach skills necessary for each roll on a

yearbook staff

Discuss jobs related on online and print

media



slowing sales

Teach a yearbook budget and cost of

print for each publication




Online skill quiz to determine staff rolls


staff members

Research jobs related to both online and

print media


Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Research project rubric









Explore consequences (within our

school and schools at large) for violating

these legal responsibilities


community


responsibilities

Create presentation of school districts who

violated the legal responsibilities


ethical scenarios


rubric

Discussions

Teacher generated rubric

Exit/Admit Slips


rubric

Yearbook Practicum I - City of Burlington Public School ... · yearbook that the consumer wants to...

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Transcript of Yearbook Practicum I - City of Burlington Public School ... · yearbook that the consumer wants to...