Journalism 1 & 2 (& 3 on occasion with special permission)
* Students - Please follow the links below in order to complete the Caughnawagan Staff Application Process
Shared Learning Objectives Project Description
District: Fonda-Fultonville Central
School
School/District Representative:
Claudia Lathers
SLO Project Name: Introduction to the Caughnawagan
Authored by: Barbara Barker
E-mail:
bbarker@ffcsd.org
Homepage address:
Grade Level(s): 10 - 12
Subject Area(s): Journalism/Yearbook
Production
Learning context (Objective):
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To aid students in the decision to become an active participant in the creation and production of the High School yearbook. |
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To gather contact information from potential yearbook staff members. |
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To have students research and brainstorm potential ideas for the next edition of the yearbook. |
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To provide basic background information in order for students to become familiar with terminology used in yearbook production. |
Actual Learning Standards Referenced: (taken from SED publication) and
Performance Indicators: (taken from SED publication)
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CDOS |
1 |
C |
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Analyze skills and abilities required in a career option and relate them to their own skills and abilities |
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CDOS |
2 |
C |
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Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives |
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CDOS |
2 |
C |
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Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology) |
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CDOS |
3 |
C |
Managing Information |
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Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data |
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ELA |
1 |
C |
Listening and Reading |
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Interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area courses |
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ELA |
1 |
C |
Listening and Reading |
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Make distinctions about the relative value and significance of specific data, facts, and ideas |
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ELA |
1 |
C |
Listening and Reading |
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Make perceptive and well developed connections to prior knowledge |
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ELA |
1 |
C |
Speaking and Writing |
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Present a controlling idea that conveys an individual perspective and insight into the topic |
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ELA |
1 |
C |
Speaking and Writing |
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Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument |
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ELA |
3 |
C |
Speaking and Writing |
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Monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience |
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ELA |
4 |
C |
Listening and Speaking |
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Use appropriately the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations, such as job interviews or customer service |
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MST |
2 |
C |
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Access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet |
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MST |
2 |
C |
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Utilize electronic networks to share information |
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MST |
2 |
C |
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Discuss the ethical and social issues raised by the use and abuse of information systems |
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MST |
2 |
C |
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Discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology |
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MST |
7 |
C |
Strategies |
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Work effectively-Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group |
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MST |
7 |
C |
Strategies |
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Gather and process information-Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions |
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Assessments:
Staff Application to be
used as interview discussion sheet
Completion of What Our Yearbook Will Be brainstorm worksheet
Student Interview
Student Outcomes (Exemplars): Students will understand the various jobs and responsibilities associated with the production of our high school yearbook. Basic knowledge of the organization and dedication necessary to complete production will be gained at the interview. Ability to meet deadlines and sincere interest in being a part of the staff will be demonstrated by students as the Staff Application form and interview are completed.
Procedure: Students will follow through the attached web pages to complete the online application process in order to be considered for a position on the Caughnawagan staff.
Specific inquiry/activity: Students will read the Welcome letter and complete the Staff Application form after referring to the Job Description and Glossary pages as needed for explanation. Students will also read the linked article on the Writing Project page, The School Yearbook: A Guide to Writing and Teaching and refer to the online resources listed on the Resources page to consider the impact and design possibilities for next year's edition of our yearbook. In culmination, students will complete the worksheet, What Our Yearbook Will Be. All responses will be submitted online. Discussion will follow at the beginning of class in September.
Instructional Modifications: One on one instruction as needed, ample time allowed for application deadline however the deadline must be met on time.
Time Required: 2-6 hours depending on student's ability to maneuver through the website and Resource links to complete the required forms. The Staff Application deadline must be met however the What our Yearbook Will Be worksheet and online resources may be accessed throughout the summer.
Resources (materials): Glossary page, Job Description page and Resources link for online reference sites.
Reflections: Students will have the chance to ask questions of current staff members at the interview to be held prior to the end of school in June. Students will also participate in a class discussion regarding the worksheet on the link for "Our Yearbook".
Please follow the
links above or below to complete the
Caughnawagan Staff Application Process
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Welcome Letter |
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The Caughnawagan Staff Application |
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The Writing Project Essay (Don't Panic - you only read this one!) |
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What Our Yearbook Will Be |
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Online Yearbook Resources |
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Glossary |