Literature Source Books

Today we went over what is expected for our literature source books: your Lit. SB should be with you at all times, so that you can respond to reading or take time to produce original writing. Every Monday the mini-lesson will be literature based, and can be your focus for the week.

You are expected to make an entry EVERY DAY!

What should you read?

novels, biographies, non-fiction texts, newspapers, literary journals, etc.

What should you write?

poems, short stories, graphic novels, non-fiction articles, essays, etc.

When should you do all of this?

Whenever you have free time! In class, you may not be able to interview your subject until later in the day, so you "have nothing to do". This is a great time to read or write! Maybe you have a substitute teacher without any lesson plans...read or write! Are you sitting in lunch detention? Read or write then! You should always have something to read and your literature source book with you at all times, because you never know when you might want it!

I will be checking source books every three weeks, based on division of three groups. Group A will be collected this Friday, Group B next Friday, Group C the following Friday and then I will start back at Group A, etc.

Group A: Elena Sebastian, Ellie, Christina, Franshesca, Kevin, Coralis, Estephania

Group B: Vicky K., Angie, Mia, Angela, Joanna, Gio, Daniel

Group C: Vicky R., Melody, Kathy, Marlyn, Simone, Haresh, Alan, Gerardo

Below are the rubrics for reading and writing. Double click the image and print it if you need it.

HW: 11/26

Good work in class today. Many of you made great observations! For homework, continue what you did in class. Watch a news story and respond in your source book to the same questions as in class.

News Stories 11/26/07

The concept of what a news story is and what is expected of you when producing a news story has been been hazy in some of your minds. So today we're going to spend time studying news stories from ABC news. Together we will watch "Arrest and Possible ID for Baby Gracie" and "Balloons and Spirits Rise at Parade". When viewing these stories and other ones, answer the following questions:

1. What did you notice?
2. What are the 5ws & h?
3. What is the lead? How long was it? What style or tone was used in the lead?
4. How many shots were used? What types of shots?
5. Who or what was in the shots? How many different subjects were shot?
6. How did the story end?
7. Were multiple voices or perspectives represented?

All responses should be in your Readers Source Book.

http://abcnews.go.com

End of Trimester One Reflection and Grade

As we are in our last days of Trimester One, it is important to understand what we accomplished in regards to what was expected of us. We spent the past trimester learning the basics of writing and producing broadcasts, and your final assessment of these learned skills is a news story (as part of your group news show).

Below is the rubric for the news story, which is the tool we will use to give you a final trimester grade. The skills are all aligned with New York State English Language Arts standards. If you exceed, meet or fall below these standards, your grade will reflect that.

However, through various assignments during the trimester you have also been assessed on smaller levels. The reflection listed below allows you to prove to me and others what you have done and at which level. This handout will be given out in class on Monday, November 19th and should be returned to Ms. G. no later than Wednesday, November 21st.

If you fail to turn in your reflection by Wednesday, you have failed to prove your grade to me and others. Students without reflections are considered to be students without grades, and your report card will show that.

info for announcements

* This coming Tuesday, November 20th is "WJPS Day" at the Book Fair being held in the school library. Please remind students to bring money on that day. Great opportunity to buy holiday gifts!
* November 28th is our Holiday Boutique. Please ask students to remind parents to send in merchandise to be sold at the boutique. If they did not receive a flyer, perhaps they can ask Ms. Reed for one to bring home.
* Discounted tickets are still available for "A Christmas Carol" at Queensboro CC. Flyer on the website.

The Highlight

As we discussed today in class, we were unable to get our planned broadcast of "The Highlight" up an running this week. Therefore, the news stories from "Skyline" will be broadcast with "Strictly News" next Monday.

It is vital that you are ALL working on news stories that consist of original filmed footage, written along the guidelines of news stories, edited by yourself (and not just one group member).

As the Trimester comes to a close next week, it is your responsibility to prove that you have met the ELA learning standards of a news story! We will begin reflection and discussion of this work in class next week.

*Strictly News is filming in the studio this afternoon. All of their filming should be completed by tomorrow.

**Hellos need to have their filming completed by Tuesday, November 20th.

events

Here are some WJPS events you may want to cover in your broadcasts!

Student Government Penny Harvest
PTA needs donated merchandise for Holiday Gift Sale
PTA meeting of November 26 to feature Ms. Helen Santiago of the College Board as guest speaker about what it means to be a College Board School.

WJPS emails and more

Today we all set up our WJPS emails. Start using this email for all of your school related needs. Be sure to change your teacherease account, so that your WJPS email is now the primary email.

Play around with google.docs and see what possibilities are in front of you!

Our first news show will air this Friday by team Skyline, which means that taping of the show must be finished on Thursday.

Strictly News: you're on air Friday, the 16th!!

The Highlight

Even though I am out, you should still be working on your group broadcasts!! At this point, your show outline and story ideas should be finalized. I expect that you are in the process of researching and filming your stories!

Broadcast News Review: Due 11/5

Write a one page review of the broadcast news you have viewed over the past two weeks. The review should summarize the news shows, style of the news shows and aspects you noticed such as: length of stories, formality of language, type of shots, etc.

The review should be typed, 12 size, Ariel or Times font. Be sure to have a proper heading on the paper.

Due Monday, November 5th.

10/22: Good work today!

Whether you had a typed article or were filming, everyone put their best effort into their work today! This is the kind of work ethic we need to see EVERY DAY!!

We'll finish up filming and importing your news story tomorrow, so that we can all view them :)

Typed articles due tomorrow!

Both the articles from page 42 in your packet are due tomorrow. Articles should be typed! If you prefer, email me the articles at lgrosselfinger@wjps.org.

10-16-07

Today we went over strong and weak leads, and then drafted an article for #1 on page 41. We are spending time practicing writing news articles for print, to insure that we are expert writers. THEN we will work on turning our news articles into broadcast news stories to be filmed! It is very important that you take this writing process seriously. A quality broadcast starts with quality writing!!

For homework, you are to make a comment on this blog. You may comment about anything related to our current work in class. This is a public educational space, be aware of your audience.

Tonight's HW

Using the notes from today's packet on page 41, pull out the 5ws & H, plot and inverted pyramid and write an effective lead (in your Writer's Source Book).

Active Voice

Active and Passive Voice
Sentences can be written or spoken in the active or passive voice. In the active voice, the subject of the sentence acts upon something or someone (the doer). In the passive voice, the subject is acted upon (is done to).

For example:
Active Voice: The twister left a path of destruction.

Passive Voice: A path of destruction was left by the twister.

Writers should usually use the active voice rather than the passive. It’s considered to be a more powerful and straightforward form of expression. The active voice also uses less words to convey the same message.

TeacherEase Announcement sent 10/12/07

FROM: "Ms. Grosselfinger"
TO: [To the entire class]
DATE: 10/12/2007 12:11:42 PM
SUBJECT: Reflections and rubrics

Your two page, typed reflection was due today and your self-rubric.
This assignment was handed out on Tuesday with clear instructions. I
also posted the assignment on the class blog,
http://www.wjpsbroadcast.blogspot.com

I will not accept assignments after the end of the school day. Late
reflections will not be accepted. You had ample time to turn in your
assignment, so excuses will not be accepted.

This class is an English Language Arts class, and it is your
responsibility to prove that you are able to meet the standards in
this class. Your reflection was your chance to prove to me what you
learned.

Only the major assignments have been linked on TeacherEase, but your
work effort and participation has been graded and weighs heavily.
Please check your current grades, as this is close to what your
progress report will look like.

Any questions, email me at lgrosselfinger@wjps.org or
lgrosselfinger@schools.nyc.gov

Music Video Reflection/Self-Rubric

Today was the last day to work on your music video IN class. However, you may use your own time (before or after school, or lunch) to continue. We will be viewing the final videos in class on Friday.

Also due on Friday is your reflection and self-rubric. To see the rubric close up, double click on it and it will open into a new window.

Music Video Reflection Task
Due: October 12, 2007

Please reflect on your process in creating the music video from start to finish, in essay format. The reflection should be 2 pages, typed, double-spaced, 12 size font, Arial or Times. Make sure you use a proper heading.

Please be sure to balance your essay with both reflections on your personal and/or group work and the broadcast skills you practiced and/or learned. Remember, the main purpose of this project was to practice the skills you learned such as: maintaining a shot log, creating a storyboard, filming various shots and editing. However, group/team work was also a valuable experience.

Listed below are suggested concepts to reflect upon:

• Your initial thoughts when assigned the project
• Your expectations for the project in the beginning
• The process you and your group members went through to develop your ideas
• Challenges you faced throughout the process
• Successes you had throughout the process
• What you would do differently If you were to go back and start over
• Technology and/or broadcast skills that you learned through this process
• Technology and/or broadcast skills you still feel uncomfortable with
• Organization and best use of time in class
• Reliability of group members, working in a team

Music Video Assignment

Task: Create a music video using a recording of any song of your choice.
• The music video must be planned with a storyboard prior to any recording.
• A variety of shots must be utilized
• A shot log of all footage must be recorded and handed in prior to editing
• Video must be edited using iMovie
• Graphics and transitions are expected

The video is due on Tuesday, October 1st to be viewed by the class.

Your production teams are assigned and cannot be changed.

Each production team must choose a monitor to report back to the Studio Monitors each day, and is responsible for checking out equipment and returning all equipment. Each production team will be assigned a computer and camera that they should use each day.

All members of the team must participate equally. A reflection and self-evaluation will be completed at the end of the project; recognizing the work each member contributed and your personal strengths, weakness and growths.

Production Teams:

Computer 24, Camera #1
Elena
Sebastian
Ellie
Joanna

Computer 16, Camera #2
Christina
Gerardo
Franshesca
Kevin

Computer 22, Camera #3
Estephania
Angelique
Mia

Computer 20, Camera #6
Gio
Daniel
Simone

Computer 21, Camera #5
Vicky
Melody
Marlyn

Computer 19 , Camera #7
Haresh
Alan
Katherine
Coralis

Course Description

Ms. Grosselfinger
Room 339
lgrosselfinger@schools.nyc.gov

(718) 461-2219

Course Description:
Broadcast Journalism
World Journalism Preparatory School

Broadcast Journalism is an English Language Arts course with the creation, analysis and critique of broadcast media at its core. It is a credit bearing high school level English course, which demands that students read, write, communicate and produce work in thoughtful and significant ways.

Students will spend significant time viewing, analyzing and reflecting on broadcast media with visual and written work. Students will also produce broadcast media that will be peer analyzed and reflected.

By the end of the year students will have a complete portfolio representing the year’s work, proving the student has met or exceeded the English Language Arts standards.

By the end of the year students will be able to:

• Understand the laws surrounding broadcast journalism, as well as the ethics and responsibilities of journalists.
• Use the history of broadcast media to make sound decisions, analyze government court cases and current laws
• Understand and follow the procedures of pre-production, production and post-production of a news story or show.
• Utilize technology and broadcast methods to produce a story or show.
• Successfully act in all roles of a broadcast show (i.e.: producer, camera person).
• Work as a team player in an effort to maintain a safe and effective broadcast studio.
• Produce standards based research papers and analysis papers.
• Write fluently and reflectively.
• Read and view fluently and reflectively.







Major Assignments:

Readers’ and Writers’ Sourcebooks
Expectations are that all students will write reflectively and thoughtfully on all readings (assigned texts or broadcasts) as well as participate in daily writing. Sourcebooks will be with students in every class and on locations.

Readers’ Sourcebook
The Readers’ Sourcebook is used for all writing in response to read or viewed material. Students are expected to read and view broadcast related materials on a daily basis. Evidence of reading and viewing may be in the form of reflection, analysis, critique or other methods of response.

Writers’ Sourcebook
The Writers’ Sourcebook is a place for students to generate ideas, plans and notes for projects, stories or shows. Students are expected to contribute to their sourcebook daily. Entries may include, but are not limited to: brainstorms, storyboards, interview questions, set layout, script drafts and revising. Students are expected to have their Writers’ Sourcebook on them at ALL TIMES. You never know when a great idea will strike you!

Revised Writing
Throughout the year, students will write several pieces of writing that go through multiple drafts of content revision. Frequently students will be allowed to choose their own topics, with the knowledge that their choice or subject, intended audience and purpose direct the decisions they make while writing. Students will be encouraged to make connections between published work and their own produced work.

Students will follow the MLA style of writing and research, remembering to always cite sources and support claims. Numerous drafts are expected. Editing is seen as a separate and final stage in the writing process.

Upon completion of the final draft, students turn in all drafts of the piece (with proof of revision) and a reflection on both their writing process and their choices and decisions made in the creation of the work.








Broadcast Pieces
The core of the course focuses on the study and production of broadcast journalism. Students will spend a large amount of time following the procedures of effective broadcast journalism, incorporating learned skills and knowledge.

Students will produce and contribute to a vast array of broadcast pieces (i.e.: documentary, feature news story, interview). All pieces will follow the process steps from pre-production to post-production.

Broadcast pieces will air in “The Highlight” every week.

“The Highlight”
All students are expected to assist in the production of the WJPS weekly news show, “The Highlight”. Students will participate in the show’s production through various roles on a rotating basis. Production teams of six students will be responsible for producing and airing “The Highlight” every three weeks. All team members must also rotate positions within the production team.

Independent Reading
Students are expected to read texts of all kinds (novels, memoirs, non-fiction, essays, poetry, articles, etc.) throughout the year. Evidence of reading should be reflected in the Readers’ Sourcebook and throughout class discussions. Some texts will be assigned, and others will be student selected. An independent reading book or text is expected to be with the student AT ALL TIMES throughout the day.

Minor Assignments:

Studio Monitor:
All students will work as the Broadcast Studio’s monitors on a rotating basis. Monitors will be assigned on a weekly basis and will be responsible for the state of the studio. Monitors will be in charge of all equipment that goes in and out of the studio DAILY, as well as maintaining studio rules and regulations. Responsible monitoring is a crucial part of a successful studio and broadcast experience.

News Show Groupie:
Every news show has it's own style. Students are expected to follow a specific news show and/or reporter for an extended period of time. Students may choose from a variety of sources (ESPN, CNN, ABC, BBC, Channel One, etc.). Analysis and discussion of the chosen show and/or reporter is expected in class and can also be part of a student’s daily writing in his/her Readers’ Sourcebook.




Annotated Clips:
Analyzing and dissecting every aspect of a news story or segment is vital to understanding how it was produced. Students are expected to show evidence of annotated clips throughout the year.

Interdisciplinary Stories:
As students of Journalism and life in general, it is vital to understand and produce work representative of all topics and subjects. Students are required to read, reflect and produce stories of all subject areas (i.e.: science, math, physical education, history). At least one story in each subject area is expected by the end of the year

Student Response:
Peer editing and reflection is crucial to any successful broadcaster. All students are expected to spend time critically analyzing and responding to each other’s work. A minimum of three written responses should be completed prior to the end of the school year.

Portfolio:

At the end of the year, students are required to have a completed portfolio encompassing the range of work produced, reflecting the skills and knowledge learned throughout the year. Each student’s goal is to select pieces that best represent his/her learning and progress throughout the year. Each trimester the students will be asked to submit pieces to the portfolio, but those pieces can be removed or revised as the year continues and he/she grows as a student of broadcast journalism.

Broadcast Portfolio Pieces
• 30/60 second news story
• Feature news story
• Documentary
• Full news show
• Interview
• Public service announcement/promo

* Each portfolio piece should be submitted with evidence of pre-production, production, post-production and reflection.

Reading & Writing Portfolio Pieces
• Revised and published analysis of broadcast media
• Revised and published research report


Required Materials:

Throughout the year each student will need the following:
• Two composition books to be used as a Readers and Writers Sourcebook (not a spiral bound notebook).
• 2 inch (or larger) three hole binder
• Three-ring loose leaf paper (for binder)
• A minimum of two three-ring folders (for binder)
• Post-It notes (variety of sizes)
• Thumb-drive