Mgres Calendar

Jesse McLean & Jeremy Whiting TE 408 Spring 09 i. Calendar

May 2009 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY 1

3


4
First
Day
of
Unit!
 Intro/Major
Events
that
 Changed
Journalism
 
 
‐
View
PowerPoint
and
 journal
reactions

 
‐
Discuss
historical
events
 and
their
importance
 
‐
Introduce
project
 
 SWBAT:
 ‐
Critically
analyze
news
 events
from
the
past
and
 discuss
differences
in
how
 they
were
covered
 
‐
Reflect
and
discuss
on
 their
thoughts
and
feelings
 regarding
news
events
and
 coverage
 
‐
Evaluate
news
angles
 and
differences
between
 news
mediums
 
 ***Jesse’s
Key
Lesson

 (PowerPoint
on
Historical
 News
Events,

 Handout:
Project
 Description)


5

Exploring
Current
 Approaches

 
 
‐
examples
of
previous
 projects

 
‐
examples
of
news
 organizations’
use
of
online
 media
 
‐
examples
of
historical
 events
that
have
influenced
 journalism
 
‐
discussion
of
initial
 reactions
to
project
 
 SWBAT:
 
‐
Understand
the
ever‐ changing
nature
of
 journalism
 
‐
Explore
prior
knowledge
 to
make
connections
with
 importance
of
historical
 news
events
 
‐
Recognize
online
as
an
 important
tool
for
news
 media
 



6

Brainstorming
Session
 
 

‐
class
brainstorm
of
 possible
important
events
 to
research
 
‐
find
a
partner
they
will
 work
well
with
for
the
 entire
unit.
Need
to
be
 productive
and
 responsible
as
a
group
 
‐
Initial
ideas
for
inquiry
 
 SWBAT:
 
‐
Make
connections
with
 information
from
 previous
days
in
order
to
 think
of
topic
ideas
 

‐
Develop
a
true
sense
of
 inquiry‐based
questioning
 for
specific
topic
choice
 

 



-

B


7

Project
Proposal
 
 
‐
Create
a
draft
of
a
 project
proposal
with
 partner
that
shows
their
 chosen
topic
and
possible
 delivery
method
 
‐
Turn
in
their
draft
by
the
 end
of
the
hour
 
 SWBAT:
 
‐
Work
as
a
group
to
 identify
an
area
of
interest


 
‐
Brainstorm
possible
 delivery
methods
that
 would
be
appropriate
for
 their
line
of
inquiry
 
 
 


SATURDAY 2

8

Research/Project
 Proposal
 

‐
Draft
of
proposals
are
 handed
back
by
teacher
 
‐
Pair
and
share
with
 another
group

 
‐
Give
each
other
 feedback
 
‐
Make
any
necessary
 changes
(whether
from
 teacher
or
peers)
to
 draft
 
‐
Create
Final
Proposal
 
‐
Begin
research
(if
 there’s
time)
 
 SWBAT:
 
‐
work
productively
in
 group
setting
giving
 constructive
feedback
to
 their
peers
 
‐
Summarize
 information
into
a
 professional
project
 proposal
 
 
 


9


10


11

Proper
Research:
Why
 it
is
Important
 
‐
News
Analysis
activity
 
‐
Scenario
activity
 
‐
Discussion
 
 SWBAT:
 
‐
Read
and
analyze
news
 stories
 
‐
Find
value
in
research
as
 a
basic
necessity
for
story
 writing
 
‐
Think
critically
about
 appropriate
questions
and
 inquiries
for
researching
 topics
 
‐
Understand
the
initial
 ideas
behind
sources
and
 their
credibility
 
 ***Jesse’s
Key
Lesson
 (Handouts:
Analyzing
 News
&
Research
 Scenarios)
 

 


12

Proper
Research:
 Credibility
of
Sources

 
 
‐
Discuss
different
sources
 and
express
importance
of
 using
credible
sources
 
‐
Express
importance
of
 primary
sources
if
possible
 
‐
Analyze
credibility
of
 sources
through
activity
 
 SWBAT:

 ‐
explore
how
to
find
 appropriate
and
credible
 sources
for
their
project
 and
for
future
research
 
‐
apply
what
they’ve
 learned
and
continue
avidly
 working
on
their
projects
 


13

Proper
Research:
 Adapting
and
 Incorporating
Sources
in
 Stories

 
 
‐
Activity
where
they
 take
front
page
of
today’s
 paper
noting
facts
and
 given
sources
 
‐
Discussion
of
how
to
 incorporate
sources
 throughout
a
story
in
a
 journalistic
fashion
 (noting
that
it
is
different
 from
MLA
they
are
most
 likely
familiar
with)
 
 SWBAT:
 
‐
Understand
the
general
 approach
to
citing
 sources
within
a
piece
of
 journalistic
work
 
‐
Identify
when
reliable
 sources
are
needed

 
‐
Apply
what
they’ve
 learned
to
their
own
 projects

 
 



14


Looking
at
content
&
 delivery
methods
 
 
‐
Jigsaw
activity
that
 shows
different
delivery
 methods
 
‐
Discussion

 
‐
Research
Scenarios
 handout
from
previous
 lesson
applied
to
 Form=Audience+Purpose
 
‐
Discuss
trends
for
 reporting
specific
content
 &
delivery
methods
 
 SWBAT:
 ‐
Discuss
specific
changes
 in
how
content
has
been
 delivered
to
audiences
 over
time
 
‐
Understand
why
certain
 techniques
were
 appropriate
for
different
 audiences
and
delivery
 methods
 
‐
Choose
an
appropriate
 content
form
and
delivery
 method
for
their
audience
 and
defend
why
that
 choice
makes
sense
for
 their
broadcasting
goals
 
 ***Jeremy’s
Key
Lesson
 
 


15

Delivery
Method
 Choice
&
Work
Day
 
 
‐
Turn
in
a
final
delivery
 method
choice
with
a
 rationale
to
explain
why
 they
are
using
that
 specific
method
 
‐
Rest
of
their
time
 should
be
spend
doing
 research
and
working
on
 their
projects

 
 SWBAT:
 
‐
critically
review
their
 choice
for
delivery
 method
and
explain
it
in
 a
cohesive
manner
 
‐
Continue
inquiry
 through
research


 
 


16


17


18
What
are
you
finding?
 
 
‐
Each
group
will
give
a
 brief
overview
of
their
 event,
delivery
method
 choice
and
the
kinds
of
 things
they
are
finding
in
 their
research
 
‐
Class
will
give
feedback
 and
help
with
any
loose
 ends
that
the
group
would
 like
help
with

 
 SWBAT:
 ‐
reflect
on
the
research
 they've
done
so
far
 
‐
think
comprehensively
 about
what
still
needs
to
 be
achieved
 
‐
take
a
step
back
from
 their
researching
to
see
if
 they
are
still
headed
in
the
 right
direction
 ‐
share
with
the
teacher
 and
their
peers
their
 progression
so
far
 


19
“Multis”
to
the
Web:
 Introduction
&
Online
 Forums
 
 
‐
Introduce
concept
of
 multimedia
presentations
 on
Web
sites
 ‐
Show
examples
of
 professional
and
student
 media
that
take
advantage
 of
online
delivery
methods
 ‐
Demonstrate
how
to
 create
a
simple
online
 forum
to
host
multiple
 content
forms
 
 SWBAT:
 ‐
be
introduced
to
 publishing
different
modes
 to
the
web

 ‐
understand
how
to
use
 content
delivery
tools
on
 the
internet
 
‐
apply
this
new
knowledge
 to
their
own
projects
 


20
“Multis”
to
the
Web:
 Blogs
&
Social
Media
 Applications
 
 ‐
Review
creation
and
log
 in
of
online
forum
 ‐
Discuss
role
of
blogs,
 specifically
focusing
on
 adapting
traditional
news
 content
to
what
 sometimes
seems
like
a
 more
informal
mode
of
 communication
 ‐
Show
examples
of
 successful
blogs
 ‐
Show
how
to
post
a
blog
 entry
on
the
online
forum
 ‐
Discuss
role
of
social
 media
applications
like
 Facebook,
Twitter,
 Del.icio.us,
etc.
 ‐
Show
how
to
integrate
 social
media
applications
 on
the
online
forum
 
 SWBAT:
 ‐
discuss
the
advantages
 and
disadvantages
 associated
with
using
 blogs
and
social
media
 applications
on
an
online
 forum
 ‐
publish
blog
entries
on
 an
online
forum
 ‐
add
social
media
 applications
to
an
online
 forum


21“Multis”
to
the
Web:
 Soundslides
&
Linking
to
 External
Content
 
 ‐
Log
in
to
online
forum
 ‐
Discuss
role
of
 Soundslides,
when
they
 are
most
appropriate,
 separate
elements
of
 photo
and
audio
 ‐
Show
examples
of
 successful
Soundslides
 presentations
 ‐
Review
how
to
create
a
 Soundslides
presentation
 ‐
Discuss
what
external
 content
is
appropriate
to
 link
to
on
an
online
forum
 ‐
Show
how
to
link
to
 external
content
on
the
 online
forum
 
 SWBAT:
 ‐
discuss
the
advantages
 and
disadvantages
 associated
with
using
 Soundslides
presentations
 on
an
online
forum
 ‐
discuss
what
material
is
 appropriate
to
link
to
 ‐
publish
Soundslides
 presentations
on
an
online
 forum
 ‐
link
to
external
content
 on
an
online
forum


22“Multis”
to
the
Web:
 Podcasts
&
Video
 
 ‐
Log
in
to
online
forum
 ‐
Discuss
converging
 worlds
of
print
and
 broadcast
journalism
 ‐
Discuss
role
of
 podcasts,
how
they
 differ
from
radio,
how
 they
can
be
used
in
 conjunction
with
print
 articles
 ‐
Review
how
to
create
 and
post
a
podcast
 ‐
Discuss
role
of
online
 video,
how
it
differs
 from
television
news,
 how
it
can
be
used
in
 conjunction
with
print
 articles
 ‐
Review
how
to
create
 and
post
online
video
 
 SWBAT:
 ‐
discuss
the
advantages
 and
disadvantages
 associated
with
using
 podcasts
and
video
on
 an
online
forum
 ‐
publish
podcasts
on
an
 online
forum
 ‐
publish
video
on
an
 online
forum


23





24


25
In‐class
Work
Day
 

 
‐
Continue
work
on
 projects
and
start
 wrapping
things
up

 
 SWBAT:
 
‐
Actively
engage
in
 authentic
research
about
 their
topic
in
the
same
way
 they'd
do
for
researching
a
 story
they
were
reporting
 on
 
‐
Sort
through
relevant
 and
irrelevant
information
 that
can
potentially
 enhance
their
projects
 
‐
Use
their
time
wisely
and
 responsibly
 
‐
Clear
up
any
confusion
 or
questions
with
the
 teacher


31





26
In‐class
Work
Day
 
 

‐
Start
finalizing
everything
 for
project

 
‐
Prepare
for
presentations
 starting
tomorrow

 
 SWBAT:
 
‐
finalize
all
aspects
of
their
 presentation
 
‐
Ask
any
questions
or
clear
 up
confusion
with
the
 teacher
 
‐
Synthesize
information
 into
easy
to
understand
 presentation


27
Presentations
 
 
‐
Deliver
5‐10
minute
 presentation
per
group
 with
discussion
time
left
 in
between
 
‐
Audience
will
fill
out
 brief
evaluation
sheets
 
 SWBAT:
 
‐
present
their
findings
 and
research
in
whatever
 format
they’ve
chosen
 
‐
articulate
the
 importance
of
the
event,
 how
it
was
covered
and
 their
relation
and
 influence
on
journalism
 to
their
peers
and
teacher
 
‐
be
creative,
respectful
 and
professional


28
Presentations
 
 ‐
Deliver
5‐10
minute
 presentation
per
group
 with
discussion
time
left
in
 between
 
‐
Audience
will
fill
out
 brief
evaluation
sheets
 
 SWBAT:
 
‐
present
their
findings
 and
research
in
whatever
 format
they’ve
chosen
 
‐
articulate
the
 importance
of
the
event,
 how
it
was
covered
and
 their
relation
and
 influence
on
journalism
to
 their
peers
and
teacher
 
‐
be
creative,
respectful
 and
professional


29
Presentations
 30
 
 ‐
Deliver
5‐10
minute
 presentation
per
group
 with
discussion
time
left
 in
between
 
‐
Audience
will
fill
out
 brief
evaluation
sheets
 
 SWBAT:
 
‐
present
their
findings
 and
research
in
 whatever
format
they’ve
 chosen
 
‐
articulate
the
 importance
of
the
event,
 how
it
was
covered
and
 their
relation
and
 influence
on
journalism
 to
their
peers
and
 teacher
 
‐
be
creative,
respectful
 and
professional
 
 LAST
DAY
OF
THE
UNIT