81. Lesson Plans -- Ancient History Cyber-Journalists -- (6-8, 9-12, World History) DiscoverySchool.com. http://school.discovery.com/lessonplans/activities/cyberjournalists/

Grades K-5 Grades 6-8 Grades 9-12 Astronomy/Space ... Health History Ancient History U.S. History World History Life Science Animals Ecology Human Body The Microscopic World ... Weather For our newsletter and special teacher promotions. 6-8, 9-12 > World History Grade level: 6-8, 9-12 Subject: World History Duration: Three class periods Students will: describe and assess the circumstances surrounding a major historical event from the ancient world by using the Internet and other resources to research its location, people, and repercussions; and write a news article that summarizes and draws conclusions from a historical event. Download a printable version of this lesson plan. Materials Procedures Adaptations ... Worksheets Computers with Internet access Writing materials (pens, pencils, paper, or computers) Textbooks and other reference material on ancient history topics (optional: electronic encyclopedias on CD-ROM) Newspapers Back to Top In this activity, students will work in teams and use the Internet to investigate an event from the ancient world. They will gather information as reporters and synthesize their findings into individual newspaper articles. Each team will then compile its news stories into a front page edition of the Ancient Times to share with classmates. Teachers can choose to assign one or more of the following historical events as they relate to curriculum. There are four historical events on the docket in the newsroom of the

82. News Coverage--U.S. History/World History/Contemporary Studies Lesson Plan (grad Back to Top, Sensational TV Trash or journalism? Back to Top, This lesson plan may be used to address the academic standards listed below. http://school.discovery.com/lessonplans/programs/thecronkitereport/

Grades K-5 Grades 6-8 Grades 9-12 Astronomy/Space ... Health History Ancient History U.S. History World History Life Science Animals Ecology Human Body The Microscopic World ... Weather For our newsletter and special teacher promotions. 9-12 > U.S. History Grade level: 9-12 Subject: U.S. History Duration: Two class periods Objectives Materials Procedures Adaptations ... Credit Find a video description, video clip, and discussion questions. The Cronkite Report: Headlines and Sound Bites Use our free online Teaching Tools to create custom worksheets, puzzles and quizzes on this topic! Students will understand the following: Many media are involved in reporting news. Media covering news vary in extent of coverage, bias, timeliness, and other qualities. For this lesson, you will need: Access for students to local and national commercial TV and radio news Access for students to local and national public TV and radio news Access for students to a variety of daily and weekly printed news Access for students to online news services Access to photocopier Select a breaking or ongoing news event of national importance. Explain that for a one-week period you and the class will closely monitor media coverage of the event.

83. Lesson Plan: Recognizing Excellence In Journalism Recognizing Excellence in journalism. Teacher Linda Davis. Course journalism I, II NCSCS Goals and/or Objectives Goal 2.01 http://www.gaston.k12.nc.us/schools/highland/LessonPlans/LPExcinJournalism.htm

Recognizing Excellence in Journalism Teacher: Linda Davis Course: Journalism I, II NCSCS Goals and/or Objectives: Goal 2.01: Demonstrate the ability to read by using appropriate preparation, engagement, and reflection strategies; determining clarity and accuracy of the text; Goal 2.02: Identify distinguishing characteristics, organize ideas and details effectively, demonstrate a clear sense of audience and purpose; Goals 3.02, 3.03: Express an informed opinion and support that informed opinion; Goal 6: The learner will apply conventions of grammar and language usage; 5.01: Understanding the importance of tone, mood, diction, and style. Length of Implementation: 1 month at the end of course Integrated Workforce Development Course: Graphic Applications I Integrated Workforce Development Topics and/or Course Goals and Objectives: B2: Identify basic principles of design and composition; A1.14: Use illustration graphics Integrated Courses: English I, II, III, IV Essential Question: What constitutes “excellence” in Journalism?

84. Henrico Teachers' Activities, Units, And Lesson Plans HCPS English 612 All the lesson plans developed and revised by secondary English teachers in 2003 will soon be placed here. HCPS http://teachers.henrico.k12.va.us/Specialist/franceslively/ourplans.htm

Henrico English Teachers' Sites Activities for The Outsiders Grade 7 activities for The Outsiders created by M.J. Hendricks. Creating a Web Page Book Review Step-by-step directions on how to plan a web page book review for your students. (Linda MacCleaveGrade 8, adaptable for any grade level) (This page is several years old, so the links may not work now. However, you could create your own links on a page that you create.) English Sites for Students This site was created as a place for English teachers to place their sites for students to use. It is recommended that you do not take your students directly to the Treasure Chest, which is for teachers. If you create a site, email Linda MacCleave if you would like to have it placed here. Examples of Irony in Everyday Life This site will help students see examples of irony in life. This activity is to be used while teaching "The Necklace" by Guy de Maupassant (by Jennifer Jones and Laurie Kaplan Elements of Literature, Third Course

85. News Journalism: Lesson Two L Lesson lesson PLAN. of the page. This lesson is part of a unit that explores news journalism across the media. In this lesson http://www.media-awareness.ca/english/resources/educational/lessons/secondary/br

LESSON PLAN printable version email a friend The Newspaper Front Page Level(s): Grades 7 - 10 Overview This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version. To open the lesson kit for printing, click here To print only this page, use the "printable version" link at the top of the page. This lesson is part of a unit that explores news journalism across the media. In this lesson, students explore the content and elements of the front pages of newspapers. They begin with a superficial look at typical content found on the front page, and learn the vocabulary associated with newspapers. Once this is done, students conduct more extensive analysis, comparing how front pages from different newspapers report the same day’s news, and then analyze and deconstruct the stories and content from a particular front page. Students complete this section with a newspaper project where they design a front page for a special interest publication. Outcomes Students will demonstrate: an understanding of the terminology associated with newspapers an awareness of the importance of the front page of the newspaper an awareness of the types of stories and elements that typically appear on the front page of a newspaper an understanding of the importance of layout and content in attracting and engaging readers an understanding of the role played by audience in determining story selection and placement Preparation and Materials Photocopy student handouts:

86. EDSITEment - Lesson Plan day, descriptions of the sights they plan to see Conclude the lesson by having students write a and society, have them compare French and American journalism. http://edsitement.neh.gov/view_lesson_plan.asp?id=279

87. Lesson 1: Introduction To Literary Journalism Updated July 2, 2001 © Mark Canada, 2001 mark.canada@uncp.edu. Introduction. Welcome to the first lesson plan in ENG 515/525 Literary journalism. http://www.uncp.edu/home/canada/work/markport/lit/litjour/sum201/01intro.htm

Introduction to Literary Journalism ENG 516/525: Literary Journalism Lesson 1 July 2, 2001 Assignments Read the works below as soon as possible and post the written assignment by 8 a.m. Monday of this week. Post : Draft of index Objectives By the end of this unit, you should: begin to recognize some interesting intersections of literature and journalism; know how to create and post a World Wide Web page; have begun research on a literary period; have begun research on an American literary journalist. Names and Terms Make sure you know the meaning and significance of each of the following names and terms: belles-lettres genre journalism literature Resources You can find more information about the subject covered in this lesson by consulting the print or electronic resources listed below: All American is my Internet clearinghouse on American literature, history, and culture. You can find information about several American authors, links to relevant Internet resources, and other material here. American Authors on the Web features links to Internet sites on hundreds of authors. This is a good place to start looking for online texts, as well as other useful information. The Dictionary of Literary Biography is the best place to begin research on an American writer. The thorough entries in this series include extensive biographical information, along with bibliographies of primary and secondary sources.

88. Lesson Plan 4, Final Broadcast Project print search lesson Plan Title lesson Plan 4, Final Broadcast Project Subject(s) journalism Course(s) E906, journalism 1B Grade level(s) Grade 9, Grade http://webaccess.episd.org/lv/iphigh/ltlesson.nsf/0/56f3c4cf044bebe087256c0b0065

89. Infocom Information Literacy Teaching Plan Stream journalism Professional Communication. Assessment newspaper clippings. Ø lesson plan. Ø Evaluation. Ø Course specific web page. contcom. COMM11003. http://www.library.cqu.edu.au/informationliteracy/2004/infocom/infocom info lit

Informatics and Communication information literacy teaching plan: 2004 Courses offered FLEX only are usually provided with a course specific web guide. http://www.library.cqu.edu.au/faculty/infocom/index.htm Teaching Plan as at 09 February 2004 All lesson plans, evaluation forms and course guides are accessible from the Comments column. Winter term courses are provisional only AUTUMN Course Code Type - See below Campus Nos. Training Room / Site IL Content Comments Media Journalism Communications Group SMART CITY Thurs 12/02/04 12 - 2 pm Conference Room Christina Hunt capbolt53@yahoo.com.au Newspaper Databases: LexisNexis Academic Lesson plan [infsys] Information systems management with e-commerce applications I FLEX BIC, FIJI, MIC, SIC Mohammed Huque - 9332 Basics of searching Library catalogue - subject headings Databases - e.g. Infotrac, Emerald, Annual Reports online Evaluating information Referencing Stream: B.I.T. / BIS – advanced level course Assessment: essay using 15 different sources Lesson No 1 Plan Finalised Lesson No 2 Plan Finalised Info Lit Module The Info Lit module is for the students to work on in their own time. Feel free to refer to it but do not feel obliged to be familiar with it.

90. Lesson Plan: Does Objective Media Exist? Plan: Does Objective Media Exist? purposes of this lesson, we will limit our study to print media. It will be much more helpful to work with students who have studied journalism and understand http://www.nancymatson.com/lessonplans/objectivity.htm

Lesson Plans Book Reviews About the Author The Boy Trap ... FAQ Does Objective Media Coverage Exist? Grades: Time: Phase One: 15 minutes - 30 minutes Phase Two: 45 minutes Phase Three: One hour Overview: This lesson allow students to explore the notion of objectivity in the news. You can begin with a discussion of the subject in general, move on to analyzing some articles about the recent war in Iraq, and conclude with having students write purposefully slanted news stories. For the purposes of this lesson, we will limit our study to print media. It will be much more helpful to work with students who have studied journalism and understand the basic tenets of being "objective." If your students do not have this background, it might be helpful to review some basic concepts of journalism. Materials: Copies of the following articles for everyone in the class, or Internet access for everyone in the class. Objectives: To encourage critical thinking when reading or watching the news. To prompt students to not accept whatever they read/see without question, but to consume multiple news sources and interpret the information for themselves. Activities: Phase One : Discussion. 15 minutes - 30 minutes

91. Lesson Plan: What Teaching Is Really Like lesson Plan What teaching is really like. some of the numbercrunching propeller-heads among us to consider new careers as journalism professors, teaching http://www.people.vcu.edu/~jcsouth/resume/clips/uplink97.html

Lesson Plan: What teaching is really like Uplink, the monthly newsletter of the National Institute for Computer-Assisted Reporting December 1997 Page 6 By Jeff South and Steve Doig It sounds so tempting, to ditch the frenzied pressures of the newsroom for the sedate, ivied halls of academia. Teach a few courses, spending perhaps 10 hours a week in classrooms filled with eager journalists-to-be. Be part of a respected institution of scholars who prize your research and technology skills. Take summers off, but enjoy a year-round salary. And do all the freelancing and consulting you can - it's considered a credit to the university. That glowing job description is legendary, particularly among newsroom veterans. Its allure has encouraged some of the number-crunching propeller-heads among us to consider new careers as journalism professors, teaching computer-assisted reporting. After all, anyone in a newsroom who can calculate percentage change reliably already has been nicknamed "professor." But before you surrender to this warm and fuzzy vision of leisurely semi-retirement, take a reality check. Teaching, at least teaching well, is every bit as demanding and harrowing as analyzing and mapping election-night precinct returns on deadline. University life can be as frantic and challenging (and political) as life in a newsroom. And colleges had more on-the-job fatalities than newspapers did in 1995.

92. Lesson Plan To Accompany The April 2001 Newsletter lesson plan to accompany the April 2001 Newsletter. To see the text used in the plan. I m interested in creating a new form of journalism, he says. http://www.developingteachers.com/newsletterplans/News_lplan_april2001.htm

Lesson plan to accompany the April 2001 Newsletter Word version To see the text used in the plan Preliminary information Level: Upper intermediate Time: 90 minutes or more! Aims: To give oral fluency practice To review some tenses To give freer writing practice Assumptions: That the stds will find the topic interesting That, in general, the vocab will not be too difficult That the grammar will pose no problems to comprehension Anticipated problems: Some vocab items might not be known - depending on the group.. Board Article from Newsweek - see below Comprehension task - see below Profile cards for the writing task in stage 5 - see below Procedure Stage 1: Lead in to raise interest in the topic of diaries 1. Set the extensive task a) to see which, if any, of their predictions were right - read b) stds compare in pairs c) general class feedback d) more detailed read - True/False sentences - (see below for suggestions) - set task f) stds response to the text - ask stds if they would like to write a blog, what they think ....

93. Poynter Online - Journalism Education Sites Mike Reilly, who runs The Journalist s Toolbox, has put together a handy twopart lesson plan on teaching journalism students about online resources. http://www.poynter.org/content/content_view.asp?id=3089

94. TKI - Template ideas can be found at The Gateway to Education Materials site at http//www.thegateway.org (search on journalism ); New York Times lesson plan archives (http http://www.tki.org.nz/r/hot_topics/journalism_e.php

Please note: These links were valid when this page was posted. However the Web is very volatile, and TKI has no control over outside websites. Please let us know if you find a broken link or if you have an update for a link. Te Kete Ipurangi recommends that teachers view all websites we link to before using them with students The study of the news media as a social phenomenon and of journalism as a trade covers several areas, including critical appreciation, exploration of social decision making, inquiry and writing. This week's Hot Topic looks at reporting and news organisations, offline and online. Also covered is the news media's sometimes uneasy relationship with advertising, what advertising seeks to achieve and its methods for achieving this. NEW ZEALAND CURRICULUM LINKS AT TE KETE IPURANGI Language and Languages Social Studies NEWSPAPERS, TV STATIONS AND RADIO ONLINE New Zealand's Newspapers in Education produces activity-based pages for classroom use ( http://www.inl.co.nz/publications/education/index.html

95. Hooray! The Poynter Institute Has A New Special Section On High and the final way to recognize the journalism teacher in any school, in any state .. 10. And yes I wrote this in my extra plan period. http://www.jteacher.com/

jteacher.com An online resource for journalism educators and students 10 ways to recognize the journalism teacher (Note: The following was posted to the JEAHelp Listserv recently, and it gave me enough of a chuckle during a very stressful morning that I thought others might enjoy seeing it here. It is posted with the permission of the author.) By Thomas J. Kaup, CJE George Russell Middle School Omaha, Nebraska tjkaup@mpsomaha.org For new advisers, old advisers, and in betweeners like me (in year 9first three in high school, last six in middle school)........hang in there it will get both better and worse, but look around your school and truthfully ask yourself, what other teacher in the building could truthfully do what you do-or IF they could do it, how many would do it more than one year and then say, ENOUGH! 1. Kids who don't have you in class whisper when you go by, "that's that cool teacher that lets kids cuss in their class"-you cringe and hope they are exaggerating.... 2. The day after you have successfully uploaded the paper the j kids come in and say, "Wasn't that funny what Mr. X or Ms. X said yesterday?" You panic because you have no idea what you said or if you bit someone...........

96. Home Page - Essay On Gandhi The British government did not ban such journalism and was amenable to being moved by the resultant change in American and British Popular opinion. http://www3.telus.net/gandhisite/

Shahun Popatia's Gandhi Site Essay on Gandhi [ Home ] Bibliography Question Page Web Links Feedback ... Lesson Plan Democracy and the Freedom of the Press as Conditions of the Efficacy of Gandhi's Non-Violent Resistance Mohandas Gandhi's conduct for Indian independence led the most important and influential movement for national independence from an imperial power in the twentieth century. India was the most precious jewel in the British crown. India was also the most populous of imperial possessions and is the second most populous nation, and the most populous democracy, in the world. And Gandhi's non-violent struggle influenced the nationalist movements of other colonial peoples and Martin Luther King Jr.'s civil rights struggle for African Americans. A good, elaborate, synopsis of Gandhi's conduct for Indian independence exists on M. K. Gandhi http://www.mkgandhi.org/index.htm However, there remains on the web a non-appreciation of the role of the press in Gandhi's successthis is a significant explanatory gap in the historical biographies and critiques of Gandhi found there. Good defensive criticism of Gandhi exists on M. K. Gandhi

97. Current Event Resources For Teachers, Teaching Current Events, Journalism - Head News By City. http://www.headlinespot.com/for/teachers/

Back to Home Headlines News Photos Newswires ... Link to Site News By City Atlanta Austin Baltimore Boston Charlotte Chicago Cincinnati Cleveland Columbus Dallas Denver Detroit Hartford Houston Indianapolis Jacksonville Kansas City Los Angeles Madison Memphis Miami Milwaukee Minneapolis Nashville New Orleans New York Oklahoma City Orlando Philadelphia Phoenix Pittsburgh Portland Raleigh Richmond Sacramento San Antonio San Diego San Francisco San Jose Seattle St.Louis Tampa Toledo Wash. D.C. State AL AK AZ AR CA CO CT DE FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY Country BY REGION Africa Americas Asia Pacific Europe Middle East BY COUNTRY Africa (general) Congo Ghana Kenya Nigeria Senegal South Africa Tanzania Uganda Americas Argentina Brazil Canada Chile Colombia Cuba Mexico Panama Peru Venezuela Asia Pacific Australia China India Indonesia Japan Malaysia New Zealand Pakistan Philippines Singapore South Korea Taiwan Thailand Vietnam Europe Austria Czech Rep. Finland France Germany Greece Hungary Ireland Italy Norway Poland Russia Spain Sweden Switzerland U.K.

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