Sunday, April 28, 2019

final exam study sheet

yearbook final review 2019

Be able to list and explain  the 5 W''s and H
The Five "W"s and the "H"
This is the crux of all news - you need to know five things:
Who?   What?   Where?   When?   Why?   How?
Any good news story provides answers to each of these questions. You must drill these into your brain and they must become second nature.
For example, if you wish to cover a story about a local sports team entering a competition you will need to answer these questions:
  • Who is the team? Who is the coach? Who are the prominent players? Who are the supporters?
  • What sport do they play? What is the competition?
  • Where is the competition? Where is the team normally based?
  • When is the competition? How long have they been preparing? Are there any other important time factors?
  • Why are they entering this particular competition? If it's relevant, why does the team exist at all?
  • How are they going to enter the competition? Do they need to fundraise? How much training and preparation is required? What will they need to do to win?


What is Journalism?
Journalism is the activity of gathering, assessing, creating, and presenting news and information. It is also the product of these activities.

That value flows from its purpose, to provide people with verified information they can use to make better decisions, and its practices, the most important of which is a systematic process – a discipline of verification – that journalists use to find not just the facts, but also the “truth about the facts.”

Journalism’s first obligation is to the truth
This “journalistic truth” is a process that begins with the professional discipline of assembling and verifying facts. Then journalists try to convey a fair and reliable account of their meaning, subject to further investigation.

Journalists should be as transparent as possible about sources and methods so audiences can make their own assessment of the information.

The publisher of journalism – whether a media corporation answering to advertisers and shareholders or a blogger with his own personal beliefs and priorities — must show an ultimate allegiance to citizens. They must strive to put the public interest – and the truth – above their own self-interest or assumptions.

Its essence is a discipline of verification
Journalists rely on a professional discipline for verifying information.

While there is no standardized code as such, every journalist uses certain methods to assess and test information to “get it right.”

Being impartial or neutral is not a core principal of journalism. Because the journalist must make decisions, he or she is not and cannot be objective. But journalistic methods are objective.
When the concept of objectivity originally evolved, it did not imply that journalists were free of bias. It called, rather, for a consistent method of testing information – a transparent approach to evidence – precisely so that personal and cultural biases would not undermine the accuracy of the work. The method is objective, not the journalist.

Seeking out multiple witnesses, disclosing as much as possible about sources, or asking various sides for comment, all signal such standards. This discipline of verification is what separates journalism from other forms of communication such as propaganda, advertising, fiction, or entertainment.

Journalism should also attempt to fairly represent varied viewpoints and interests in society and to place them in context rather than highlight only the conflicting fringes of debate. Accuracy and truthfulness also require that the public discussion not neglect points of common ground or instances where problems are not just identified but also solved.

Citizens, too, have rights and responsibilities when it comes to the news
The average person now, more than ever, works like a journalist.

Writing a blog entry, commenting on a social media site, sending a tweet, or “liking” a picture or post, likely involves a shorthand version of the journalistic process. One comes across information, decides whether or not it’s believable, assesses its strength and weaknesses, determines if it has value to others, decides what to ignore and what to pass on, chooses the best way to share it, and then hits the “send” button.

Though this process may take only a few moments, it’s essentially what reporters do.

Two things, however, separate this journalistic-like process from an end product that is “journalism.” The first is motive and intent. The purpose of journalism is to give people the information they need to make better decisions about their lives and society. The second difference is that journalism involves the conscious, systematic, application of a discipline of verification to produce a “functional truth,” as opposed to something that is merely interesting or informative. Yet while the process is critical, it’s the end product – the “story” – by which journalism is ultimately judged.

Today, when the world is awash in information and news is available any time everywhere, a new relationship is being formed between the suppliers of journalism and the people who consume it.

The new journalist is no longer a gatekeeper who decides what the public should and should not know. The individual is now his or her own circulation manager and editor. To be relevant, journalists must now verify information the consumer already has or is likely to find and then help them make sense of what it means and how they might use it.

Thus, write Kovach and Rosenstiel, “The first task of the new journalist/sense maker is to verify what information is reliable and then order it so people can grasp it efficiently.” A part of this new journalistic responsibility is “to provide citizens with the tools they need to extract knowledge for themselves from the undifferentiated flood or rumor, propaganda, gossip, fact, assertion, and allegation the communications system now produces.”

What makes a good story?
A good story is about something the audience decides is interesting or important. A great story often does both by using storytelling to make important news interesting.

The public is exceptionally diverse. Though people may share certain characteristics or beliefs, they have an untold variety of concerns and interests.

So anything can be news. But not everything is newsworthy. Journalism is a process in which a reporter uses verification and storytelling to make a subject newsworthy.

At its most basic level, news is a function of distribution -– news organizations (or members of the public) create stories to pass on a piece of information to readers, viewers, or listeners.

A good story, however, does more than inform or amplify. It adds value to the topic.

The Black Box system for organizing a story
Len Reed, environment and science team leader at The Oregonian, developed a system to help reporters handle unruly information.

The Black Box helps reporters sort through and prioritize the information they have and quickly and clearly make the case for their stories to editors. With the system, writing a story is essentially boiled into four phases:
1. Reporting phase
  • Gather
  • Search
  • Ask
  • Interview
  • Sort
2. Black Box phase
  • What is this information?
  • What does it mean?
  • What does it signify?
  • What is the headline?
  • What is the lead?
  • What is its context – with what does it connect?
  • So what?
  • Who cares?
  • How can you quickly tell it to the clueless and make it count?
3. Editor phase
  • Succinctly tell your editor what the story says.
  • Tell your editor the headline that captures the story.
  • Be prepared to defend your thinking.
4. Writing phase
  • You’ve got a lead; now order a sequence in telling: organize.
  • Write quickly, staying on track – you can go back and tweak.
  • As you write, periodically ask yourself: Who cares?
  • As you write, periodically frighten yourself: The audience is leaving.
  • When you finish, go back and ruthlessly cut words and sentences.

Before last reading, say “no one cares”; let the story change your mind.


Saturday, April 6, 2019

april 9 and 11

To do:

Check your grades with me

Yearbook purchase spreadsheet

IT tags and inventory. Brian and Alex.


Have you done?:

OSHA poster

For April 9 and 11

Just do lesson plan number 1.
Remember, you can send this to me in the body of an email at topperselfie@gmail.com
No need for an attachment unless you want to.


lesson plan number 1 

classdigital arts and design 
subject: CTSO service organization 

standards & indicators: 


description of activity: An overview of Skills USA and service organizations. 

objectives: The student will understand the purpose of service organizations, particularly student service 
organizations connected to CTE courses. 

materials/equipment: computers, handouts 

presentation/procedure: Introduce student service organizations and have students research the Tn Skills site. 

assignment: 
In our class, we have a club. This club is called a Career and Technical Student Organizations or CTSO. The name of the CTSO is SkillsUSA. It is an international organization of around 300,000 students like you, teachers, and businesses, all dedicated to developing a highly skilled American workforce. 
The organization was actually founded in Nashville in 1965. 

If, for some reason these directions do not appear to be current, just hold off an we'll update together next class.

So what exactly is SkillsUSA and what is this club all about? 
Here's how we will find out: 
Go to http://www.skillsusa.org/ 
Click on About Us>Key Facts>SkillsUSA Fact Sheet. 
Read the Overview and Mission portions. In your own words explain what SkillsUSA is and what its purpose is. 
Write 3 - 5 complete sentences. 

There are also contests and competitions for SkillsUSA members. These take place all across the state and would 
involve missing a few days of school (SRA's) if you competed. I know that is bad news, but true. 
Go to http://www.skillsusa.org/compete/contests.shtml 
There are three contest categories in which you might compete if you take courses that I teach. What do you think 
they are? You do not have to go beyond G alphabetically. 
This club is also about community service. List five things you could do to be of service to your community, 
school, or this classroom. 

Next week, we will discuss club membership, meetings and activities. So think about it. Do you want to take a 
field trip, visit businesses like advertising agencies, have meetings and bring in food? We'll talk next week. 

Today: 
1. Go to the links and read the information. 
2. Turn in an online response with your name and block. 
3. In your own words explain what SkillsUSA is and what its purpose is. Write 3 - 5 complete sentences. 
4. What are the three contest categories connected to this class that you might compete in. 
5. List five things you could do to be of service to your community, school, or this classroom. 

assessment: 
completion of the assignment and membership in this classes' CTSO. 








lesson plan number 2 

class: digital arts and design 1 

subjectCTSO lesson #2_Emerging Technologies 

materials/equipmentcomputers, internet, handouts 
standards & indicators: 

2. Students will demonstrate leadership, citizenship, and teamwork skills required for 
success in the school, community, and workplace. 

10. Students will develop e-Skills that are flexible and evolve with the increasing demands of 
technology developments and business needs, helping students become life-long learners. 

11. Students will demonstrate skills that are employable and desirable to a rapidly changing 
industry that demands innovation. 

description of activity: 
Shows students how the skills of the work force have changed since the time of the covered 
wagon. See how today’s high tech industries demand well- trained workers with top-notch skills. 

the assignment: 
Pick an emerging technology that has the potential to affect the lives of many people. Write a report about the technology and then predict its possible impact on the lives of people. 

presentation/procedure/sequence: 
What new technology that has been introduced in the past five years has really changed your dayto-day life? 
(possible answers: smaller cell phones with Internet access, instant messaging, text messaging, 
cell phones with cameras, DVD players, Tivo DVRs, flat screen televisions, MP3 players, etc.) 

What technology brought big changes during your parents’ lifetimes? 
(possible answers: personal computers, mobile phones, digital cameras, the Internet) 

What technology brought big changes in your grandparents’ lifetimes? 
(possible answers: cars, telephones, television, airline transportation, etc.) 

These changes affect not only our personal lives but also our work lives. What processes and 
equipment have changed within our occupational area in the past decade? 
(Seek some answers from students and share your own information on major changes in 
technology within your trade area, over the past decade or two). 

Computers are the backbone of almost every industry and they are at the cutting edge of almost 
every new technological advancement in our world today. Talk with students about the role of 
computers and how they have changed rapidly even over the past five or ten years. 

Brainstorm about some common things computers are used for: to process school grades, at the 
grocery store to run the cash registers and to update the pricing via bar codes, to run diagnostics on a car at an auto dealer, to run the lights and sound at a major concert event, to map DNA through the Human Genome Project, etc. 

Have students guess at what they think will be the newest advancements in personal computing 
over the next decade. 
assessment: