Brackney Brick 2010

8/9/2019 Brackney Brick 2010

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Newspapers have been an impo rt ant pa rt of history for centuries. The first record of

newspapers was around 59 B.C. One of the earliest newspapers, the Roman Ada Uiama, was

, ( usedbyJulius Caesar to inform thepublic about upcoming political and social ha ninehjVy

, Y P pc g [ t events an soc^ .. plys

b

d Newsp04) rnt "

` Q' World association ofi 4). Other newspapers were displayed on large white boards and kept 't0

in the Roman baths so they could be seen by many. Handwri tten newssheets were first created i ^

8a, century China fie modern newspaper was made possible by Johann Gutenberg in 1447 with

the invention of the printing press. This machine made it possible to print the same text multiple

ti mes and helped spread ideas around the area instead of keeping the news in a confined area. V/

Newspapers were suddenly able to circulate throughout Germany, even to the merchant class a

first in the newspaper's history. This was the first time that the common man had access to the

new^1 1World association of," 2004). f ,ioOV

Over the next 300 years the popularity of the newspaper dramatically increased and thenewspaper industry began to evolve and change. In the 1600s, European countries begancirculating newspapers, mostly covering news that affected all of Europe rather than more h

domestic issues. French papers commonly covered British events, while the British published/

papers tbt focused on the French. Towards the end of the 17th century, the content of

newspapers began to shift to be come more local. At that time, the content of newspapers was

regulated and limited by authorities. It was not until 1776 that Sweden passed the first law to

protect the freedom of the press"World association of," 2004). . e &\250

By the 1800s the newspaper industry was th riving, but in the 1840s the inv ention of the

telegraph threatened the newspaper industry. Editors feared that since news would arrive at

telegraph offices first, the `telegraph firms would establish a new monopoly over news delivery


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.and would sell early access to the news to the highest bidder. Papers would be unable to

compete" (Newspapers and Technology, 2009, p. 2). Eventually, however, newspapers used the

telegraph to their advantage and became stronger, more efficient, and more accountable because

of it (Newspapers and Technology, 2009). Businessmen such as Joseph Puli tzer, Lord

Nonc c liffe, and William Randolph Hearst emerged and built large publishing empires th4 tte ^

J VJVt" spyfocused on selling newspapers in large cities. 7&D 1 ?

Throughout the 20d, century the newspaper indust ry continued to evolve as it reacted to

new threats that emerged. In the 1920s newspapers were threatened by the influence of radio, a

new, commonplace form of media in the homes of families across the world. Newspaper editors

revamped their layouts and content to draw back many readers. The newspaper's popula ri ty was

threatened again later in the 2(hh centuryby the popularity of television. "Newspaper circulation

0 in America dropped from one newspaper for every two adults to one for every threeQQdTVcSGt trC }L r i t tom.

adult ' (2004). Many newspapers struggled to gain back their readership and tried adding new

features, color pictures, and more art

icles.

In addition to the struggles newspapers were dealing with regarding the new influx of_ Qtct Oqo

technology, they were also dealing with the conclusion that newspapers a re ^ot price insensitive e

L dust V LJyb(Lewis, 1995) . Many^newspaper\in the late 1900s were coming to this conclusion after they tk

also lost readership due to price increases. This was just another struggle that newspapers were

Go h ti Vl t t er l"0 fc c e'

dealing with at-The=tine, and AfiA/s^re at this t ime.

'today, newspaper) owners find themselves in a familiar situation. Before the newspaper

industry could fully recover from the television boom, the^nternet began soaring with popula ri ty.

Once again iew technology, this time in the form of the Internet, has threatened the newspaper

0


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indus tryin the same way the introduction of the first telegraph threatened it. Newspaper

publishers ar e struggling to adapt their perspective of news coverage in order to determine the

best way to use the Enternet to their advantage and still make mo ney. In order to combat the (l/^^

lowered print readership, newspa) s ave "extended the traditional print medium throug its se

of the iternet1 ./(Palmer& Eriksen, 1999). "Many newspapers have started using websites to

enhance their services and to expand their readership" (Veglis, 2007, 1). All of the to tenpah

U.S. daily newspapers have online editions and nine of those ten newspapers use email to notify^thIeh9

their readers of headlines. Newspapers with the highest circulation numbers are Mmore highly t-ni

motivated to use technology to attract new readers than small local papers (Veglis, 2007). hU /yJlaw

The increased abundance and convenience of technology is not the only thing hurting the

newspaper industry. The down economy is also forcing the newspaper industry to make cuts and

changes. According to Paper Cuts, a website that chronicles jobs lost at newspapers and

newspapers closed, three newspapers have alread yfolded during 2010. Since 2007, nearly 150

newspapers across the country have "closed or stopped publishing a newsprint edition" (Smith,

n.d., p.1). Sixteen of those newspapers moved to web editions. Many other newspapers are

try ing not to close by cutting back on staff through layoffs. On January 11, 2010 Paper Cuts

published information that 21 positions were being cut hy the News and Observer in Raleigh.

Eight days later they announced that the Charlotte Observer planned to la_y off25 employees i/

(Smith, n.d.). Both North Carolina newspapers are owned by The McClatchy Co.

The McClatchy Company, the third-largest newspaper company in the United States, is suffering

and changing their perspective on the best way to operate, just like many other newspaper

businesses. In March of 2009, McClatchy eliminated more than 1,600 jobs, 15% of their work


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force. Around that same time, McClatchy saw stock prices drop below $1, down from $70 five

years ago (Chen, 2009). In order to keep up with changing times and to survive the economic

slump. McClatchy moved many of their newspapers online. According to www.mcclatchy,com ,

McClatchy currently owns 30 daily print newspapers and 59 online newspapers in 15 states.

Today McClatchy stock has rebounded slightly and sells for around $5 a share (McClatchy

Company, 2010).

In order to survive in the changing times, many newspapers, including nearly two-thirds

of McClatchy's papers have moved online. Moving online is not the only change newspapers are

making. Many have made deep staff and page cuts. Editing and advertising are being

outsourced. Some newspapers are even dropping their Monday or Tuesday editions. The Daily

Review Atlas in Monmouth, Tllinois, The Kewanee Star Courier in Illinois, and the Daily

Telegraph in Wisconsin have all recently stopped publishing a paper every day of the week in

order to save money and focus more on their online version. All three papers, however, continue

to publish a paper edition of the news at least five days each week (Fitzgerald & Saba, 2008).

"The nternet may kill newspapers; but it is not clear if that matters. For society, what matters is

that people should have access to news, not that it should be delivered through any particular

medium" (Newspapers and Technology, 2009, p. 4). Throughout history, the newspaper industry

has encountered many challenges, but newspapers have adapted and changed as needs have

changed. The newspaper industry has survived the invention of the telegraph, radio, and

television. Now as the Internet becomes increasingly popular, the newspaper industry is once

again struggling to survive. As times continue to change it is inevitable that news will change,


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C O Y 1V^-,

leaving editors, CEOs, and other newspaper workers searching for the answer to the question

can the newspaper be saved?

C2._-FP3 rr3 vic -6

Chen, S. (2009, March 19). Newspapers fold as readers defect and economy sours.

CNN. Retrieved January 24, 2010 from http:J!www cnn.comi2009JUSiO3,19i

newspatne r . decline. layoff/indexhaul

Fitzgerald, M., & Saha,J. (2009, August 22). Turn and face the change With

newspaper industry in crisis. UCLA Center for Communications and Community.

Retrieved January 24, 2010 from http : (nvwwc3.ucla eduhnewsstandimedia'turn-and-

facc-the-change-with-newsopaper-i ndusr v-in-crisis!

Lewis, R. (1995). Relation between newspaper subscription price and circulation,

1971-1992.Journal of Media Economics, 8. Retrieved from http:/ijproxy.lib.ecu.edu!

login?url=http:i/search.ebscohost.com!login. aspx?

direct=true&dh=huh& j id=7MC&site=ehost-live

- McClatchy Company. (2010). Retrieved January 24, 2010, from hllpL!

www.mcclatchv.coml

--Newspapers and'1'echnology. (2009, December 17). The Economist. Retrieved

January 24, 2010, from htip:1!wwweeonomist comibusinessfinanee,'displaystory,cfm?

story id-15108618

,_!_ Palmer, J., & Eriksen, L.B. (1999). Digital newspapers explore marketing on the

internet. Communications of the ACM, 42(9), Retrieved from http:i!web. ebscohost. com . jproxy.lib.ecu. edu'ehost.'detai l?

vid=3&hid=4&sid=60320724- I2ec-4b05-92fO-57df6e3177b4%40sessionmgr4&bdata=JnN 1 )dCTt19`7,Whvc3QtbGI2ZQ;%3d%3d1! dbhuh&AN=743376311db=buh&AN=7433763

Smith, E. (n.d.). Paper uts.In OutofPrint Mip. Retrieved January 24, 2010, fromhltp://vraphicdesivnr.neUpapercuts!closed/

----Veglis, A. (20(17). Cross-media publishing by U.S. newspapers. the Journal ofElectronic Publishing, 10(2). f oi: 10.3998!3336451.0010.211

---"'---World Association of Newspapers i(2006} 1 Retrieved January 24, 2010 from httn:i/www.wan-ifra.org/ `=- --
http://web.ebscohost.com/http://www.wan-ifra.org/http://www.wan-ifra.org/http://web.ebscohost.com/


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A^

Perspectives and Newspapers

A perspective is the way you see and learn about something. Prior knowledge

and experiences affect each person's individual perspective, even as they relate to the

same piece. Newspapers encourage people to share their perspective through letters

to the editor because newspaper writers know that each person may not share the

same perspective on a single article or event.

At the start of the unit, our students will discuss their own perspective on thee )6ka.k ,Y

importance of newspapers by discussing questions such as: how do you see X XV%k'

o

,p {Sa

newspapers used, who do you know that reads a newspaper, and how do you sta pi 01 V

to date on current events? Throughout the unit, students will focus on the ways online

newspapers and traditional newspapers present information from different `^

perspectives. They will analyze the bene fits and shortcomings of each perspective

used for presenting the news. Towards the end of the unit, students will reexamine their

perspectivto see if Jfhai changed because of their increased knowledge. Some

students may take the perspective that we should work to save the paper newspape r.

while others may take the perspective that the paper newspaper is out of date and can

not compete in an increasingly technological society.41

In addition to analyzing their own perspective, the student analyze the

perspective of others by creating an online poll to gather information about how a

variety of people view newspapers. They will create questions that encourage others to

share their perspective i ifpaper newspapers area unnecessary?or afi important

elemen ' of our culture that should be saved. At the end of the unit, students create a

PSA that will present their perspective on the changes that have taken place throughout


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the years in the newspaper industry. They will also present their perspective on

solutions for some of the problems the newspaper industry is facing. Not only will the

students be gaining knowledge to support or change their perspective, they will also

present their information to people that have different perspectives. The final product

will be shared not only with parents, but also with members Newspaper Association of

America Foundation.

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Overall Unit Objectives:

Students will analyze changes that have taken place in the newspaper indust ry Vbecause of increasing technology.

Students will evaluate the current problems facing the news industry and

recommend potential solutions.Students will know:

,Wow to identify changes in newspaper circulation over time.^ ,Reasons behind the newspaper industry's fi nancial troubles.

ways technology has changed how people access the news. ( ^'^i TO1. ' Ipkob t bUj the basic histo ry of newspapers and the impact it has had on today's society)rnO^

Students will understand:

he importance or lack thereof, of newspapers themselves. ate# ,Yhe strengths and weaknesses of traditional newspapers.( the strengths and weaknesses of online newspapers. 'aw ed/How people get their news and how that has changed over time9

Students will be able to:

Create a presentation that evaluates the future of the newspaper indust ryAnalyze data related to newspaper sales. gvaluate their own perspective of the impo r t ance of newspapers. $ecommend solutions to the problems newspapers face.

,I


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Points to Ponder

"The man who reads nothing at all is be tter educated than the man who reads

nothing but newspapers." Thomas Jefferson

Paper newspapers are unnecessary and out of date.

'Traditional newspapers can not compete with online news.

The only way the newspaper industry can survive is if their product can be read on

the Internet.

"Were it left to me to decide if we should have a government without newspapers or

newspapers without a government, I should not hesitate to prefer the latter." k

0Thomas Jefferson L^ll^^' ^P.. P"/SS ^ f^

SKvv,. a^h

`^t` l'71s+0 per

"Four hostile newspapers are more to be feared than a thousand bayonets." - r^ LA^I

Napoleon

^^


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^Content Outline

History of the newspaperA. Ancient times

1. Rome

a. Acta Diurna in 59 BC.b. Julius Caesar spread news about upcoming political and social

events.

c. Kept on display in Roman baths so they could be easily seen.

2. China

a. Tiapoin 8 I t^' centu ry AD during Han dynasty Handwritten

newssheets that circulated among court officials with

government news.

b. Kiayuan Za Bao 713-734AD handwritten on silk sheets

c. At this time, not everyone could read and newspapers

were mostly read by the wealthy and government and cou rt

officials.

B. Modern Newspapers

1 Johann Gutenberg

a. Created the printing press in 1447 in Germany

b. Enabled the printing of the same thing over and over.

E

3

0 4

Europe

a. Newspapers began to circulate around Europe

b. Even merchants and lower-class people were able to have

access to the news via the printed newspaper.c. Most newspapers contained news that was happening in

other countries French newspapers had a lot of news

from England, etc.

d. Near the end of the 17 th century, news shifted to be more

focused on the country at hand.

e. In Sweden in 1766, the first freedom of the press law was

passed.

Popularity and ease of use

a. In the 1800's, newspapers became more common and

frequently found.b. Telegraph helped spread news quickly, which helped

newspapers include more information than before.

c. By late 1800's, newspaper was primary source of

information

Newspaper empires

a. Joseph Pulitzer


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i. Owned New York World

"yellowii. Involved in journalism" the use ofmore

catchy titles rather than legitimate news to gain

readership.

iii. In the late 1800's, participated in circulation war -

where the major newspapers competed heavily bychanging their prices and including new topics in their

newspapers.

b. William Randolph Hearst

i. Owned San Francisco Examinerand New York

Journal

ii. Had a chain of around 30 newspapers at peak.

iii. Owned largest newspaper and magazine business in

world.

II . Threats to newspapers

A. Telegraph

1 1840s

2. Concern that news would arrive via telegraph and newspapers

would not be able to compete

3. Solution: Newspapers used telegraph to their advantage to get

news faster.

B. Radio

1 . 1920s

2. Radios became popular source of news and were in many homes

3 . Solution: newspapers revamped layouts and provide new andexciting stones

C Television

1 . Began in 1970s

2. Television began showing news in ways where viewers could

actually see things.

3. In 1980s, more channels devoted solely to news

4. Solution: Adding color photos. new types of articles.

D. Internet

1. Created in 1973 by U.S. Defense Advanced Research Projects

Agency.2. In 1982, TCP/IP Internet, similar to what we have today, became

standard for the computer networks of the military.

3. 1985 began the beginning of Internet coming into more

businesses and homes, leading to the popularity we have today.I


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4. With combination of TV and Internet for news, fewer peopleordered subscriptions to newspapers

5 . No solution yeta . Newspapers are still trying to combat the-intemetb . Moving papers online or adding online features -sc . Adding new articles to their paper

E. The economy1 . Newspapers are being forced to cut their budget, like the 3

Philadelphia Inquirer, which has lost nearly 21% of theirnewsroom staff alone.

2 . Budget cuts means layoffs and not having the money to spend onnew features

3. Many newspapers are moving to being online only, like the 3Seattle Post-Intelligencer, owned by the Hearst Corporation.

4. The McClatchy Company, a major owner of newspapers in the

US, has had to eliminate around 15% of their total workforce., Q} 5 . Stock prices of newspapers are droppingR ) (^^ a. McClatchy Company stock reached their height in March,

_^) 2005 at an individual stock price of $74.80.rJ

^' ,,K. Currently (March 2010) the stock is valued at around

S5.00-S5.20

V V V

^"'

c. Lee Enterprises, which owns over 49 newspapers,reached their height in June. 2004 at around $46.90

d. In March 2010, the price of the stock is between $3.50-$4.00 G t - ;

e . Both major newspapers show significant decrease instock price over the last 5 years.

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Technology Infused Authentic Product

Although technology is generally embraced and encouraged in schools and society, the

increases in technology has caused casualties. The newspaper industry appears as if it will he

one of the causalities of an increasingly technological society. Traditional paper newspapers are

costly to produce and distribute. They require large staffs of writers, editors, advertisers, and V /

designers. Newspapers bring the news every morning; hours a fter events have taken place.

'l oday, however, the rise of the Internet is causing the fall of the newspaper. The Internet is the

newer, younger, and sleeker model that offers many advantages. News published on the Inte rnet

can be dist ributed to millions mere seconds after newsworthy events happen and can usually be

accessed for free. Because the Internet has so many advantages over traditional newspapers,

many newspapers have been forced to close or merge because they are no longer cost-efficient.

The American public is now faced with a dilemma over fighting to save the newspaper indust ry

or allowing it to continue to die. 'I his problem, now faced by the newspaper indust ryand the

American people, fits the criteria outlined by Renzulli for a real problem (1982). First, this is a

real problem because currently, there is no solution; in part because there are so many

perspectives on what the best solution is. Second, because newspapers are a long-standing

institution in our count ry, people have an "emotional or affective commitment as well as an

intellectual one' to this problem (Renzulli, 1982. p. 149). Both sides of the issue have merits

and shortcomings that cause emotional responses.

In order to survive, many newspapers have attempted to integrate both online and print

content while others have become online only publications, merged with other newspapers, or

folded altogether. During our unit, the students will take a closer look at these types of solutions

in order to develop their own perspective on the wisest course of action for newspapers moving

(d-woY(2t

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forward. Each of our four lessons will require the students to investigate the differences in print

and online news as well as the advantages and disadvantages of each. They will also investigate

the cost of and materials necessa ry for producing each type of news and compare this

information.

Throughout our unit, the students will analyze the benefits and shortcomings of online

news and compare those to the bene fi ts and sho rtcomings of print news. By the end of the unit

we expect the students to have developed their own opinions about and pe rspectiveson the

strength,importance, and necessity of both online andp rint methods of present ingthe news. For

their culminating project, the students will prepare resentatiori or the Newspaper Associ ationt-7 t ltLfy,Pi of rfiSP.v>>`LtlO

of America Foundation. The presentation will grow naturally out of the research and evaluation

by the students and will be presented to an authentic audience in the NAA Foundation (Renzulli,

1982). The NAA Foundation will be interested in our students' work because the Foundation is

the branch of the NAA that focuses on programs that integrate news and education. One of their

main goals is to research student engagement with the news and our product will give them first

hand information on how students are engaged by different forms of news media (Newspaper

Association of America Foundation, 2009).

For their presentation to the NAA Foundation, the students will prepare a public service

announcement that presents their perspective on the benefits and shortcomings of online news as

well as their perspective on the importance of the printed newspaper. Within the presentatio tte

students will also suggest solutions for the newspaper industry that suppo r t either keeping J

newspapers alive or beginning to faze them out, depending upon the perspective of the group. In

order to create their presentation, the students will sta r t by deciding upon the best way to present

the information they want to share with the NAA Foundation. At the end of class on Tuesday


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the class wil I choose between creating a Voice l'hread, making a movie, or broadcasting a

podcast. To help them make the best decision, the teachers will guide them through discussing

!^ 3 V V4-:

the impact of hearing a message, seeing, message, or both. We will also show them several

examples of VoiceThreads since they may he unfamiliar with what they are. Once they have

selected a platform for their presentation, we will model how to use the chosen form of Op

technology and show the students examples of how to upload and record information. Once th y-l n

have an understanding of the technology, the students will begin creating a script that outline.

their points. On Wednesday, the script will be finalized. Then, if necessary, theywill select

images that support the points they want to make and organize these into a storyboard. They willp

color code the storyboard to show which frames will be still photographs and which will be

video images. Next, the students will use a flip camerato take still picturesand video clips that

support and follow their script. Finally, by Thursday, the students will use(v'indows Movie applt( ^ t

Maker or another student selected program to organize their videos and photos and add any

^ ^ Cnarration not already filmed. They will finish the presentation by adding a title and credits.

Additionally, the class will write a letter to the NAA Foundation introducing and explaining the

movie and requesting comments and response from them. Then both tl letter and the movie

(" Cu) ,P,teiV&will be emailed to the Newspaper Association of America Foundation. y ^g t^ ^. w!/( I

_ Wa f ' ^h 4115

Newspaper Association ol'America Foundation. (2009)Mission and goals. Retrieved February y W13, 2010, from http:/lww^v.naafoundation.or!g/Ahout/Mission- Goal s.astix

Renzulli, J. S. (1982). What makes a problem real: Stalking the illusive meaning of qualitative

differences in gifted education. Gifted Child Quarterly, 26 (4), 147-156

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TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSONTEMPLATE FOR FOUR CAMP LESSONS

LESSON 1

I. DEFINE THE CONTENT

ESSON OBJECTIVE:

fter graphing data about newspaper sales, the students will analyze the overall trends In sales andeadership of print newspapers.

t the conclusion of the lesson, the students will create a survey that asks the public for theirerspective on the future of the news indust ry .

II. PREPLANNING: BEGIN WITH THE END IN MIND

. WHAT IS WORTH Traditional newspapers are struggling to maintain readership becausNOWING? people are using the Internet more and more to read the news. The

THINK ABOUT THE CONTENT Internet and newspaper offer different perspectives on presenting theOU HAVE SELECTED. WHAT

news. There are advantages and disadvantages to each perspective.S IMPORTANT FOR Because of the diversification of news sources, newspaper revenue andTUDENTS TO KNOW?)readership has begun to decline.6

WHAT ISIMPORTANT FORDENTS TO KNOW AND

o?

DEFINE WHAT STUDENTSHOULD BE ABLETO DO AS AESULT OF YOUR LESSON.)

. WHAT ARE THE

As a result of this lesson, students should be able to analyze anddraw conclusions about the advantages and disadvantages of using the

Internet to distribute news and using a newspaper to distribute news. Thewill also look for trends in the data of newspaper sales and distribution to

understand when and why the change started.

NDURING I There are advantages and disadvantages to online news. Because oNDERSTANDINGS THAT the many advantages of online news, traditional newspapers are strugglingTUDENTS SHOULD TAKE

to keep subscribers.WAY FROM THE LESSON?DEFINE THE BIG IDEAS.)

III. PLANNING

B. ESSENTIALQUESTIONS:

ONEVERARCHINGND ONE OR

MORETOPICAL)

How have technology changes impacted the news industry?

What are the advantages and disadvantages of online news? Of newspapers?

How has readership of newspapers changed over time?

ESSMENT:First, students will create a chart that focuses on the differences between online news

PERFORMANCand traditional newspapers. Then, they will create an Excel spreadsheet graphing

E TASK)information of circulation numbers and costs of creating and distributing newspapers.

They will also design a poll asking how people ge ttheir news most often.


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.J

evel One

The student canfind nosimilarities ordifferencesbetween online

news and

traditional news.

The studentcannot followthe directions tocreate the Excelgraph.

The studentcannot createan online poll

Level Two

The student canname 1 to 3obvious similaritiesbetween online andtraditional news.

The student createsthe Excel graph butrequires a great

amount ofassistance.

With a greatamount of

assistance thestudent creates anonline poll with 1 to3 simple questions.

Level Three

The student can list4 to 6 ways online

and traditional newsare similar anddifferent.

The student createsthe Excel graph butrequires someassistance.

With someassistance thestudent creates anonline poll with 4 to6 good questions.

Level Four

The student canidentify 7 to 8specific ways onlineand traditionalnews are similarand different.

The student createsthe Excel graphwith little or noassistance.

With little or noassistance thestudent creates anonline poll with 7 to10 excellentquestions.

. CONTENT:

OUTLINE THE

ONTENTYOU

ILL TEACH)

0

I. Historical Perspective on Newspaper

a. Famous figures from history have had different perspectives onnewspapers. While some saw them as a weapon, others saw them asunreliable.

b. Each person is entitled to their own perspective. Each perspective is

valuable and gives different information about the history of thenewspaper industry.

II. Modern Newspapers and Newsa. Now news is delivered in more methods than in just the form of a

newspaper.i. People can find information on the Internetii. Information can be found on TV, on both local and cable shows.iii. Information can still be found in newspapers, both local and

national.b. Students will look at newspapers and brainstorm what they know about

newspapers.i. How are newspapers used?

ii. Do they get a newspaper at their house?iii. Do they feel like newspapers are a practical means of distributing

information?c. What do they know about the history of newspapers - oldest newspapers

most popular newspapers, local, state, and national newspapers, genre

specific newspapers (i.e. Wall Street Journal).d. In order to run a news business, certain things are necessary. Online and

traditional news vary in their needs. Each has its own strengths and

weaknesses.i.Advertising - Advertisingin a newspaper can be more localized


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since the readers are usually within a specific geographic area.Online ads are usually geared nationally. Online advertising iseasier to outsource while newspapers usually employ individuals to

focus on the advertising and sales responsibilities.ii. Staff - Newspapers need large staffs of writers and editors. The

staff size for online news can range anywhere from one person tomany, many people.

iii. Distribution - Traditional newspapers have to have delivery people

and sales locations. This makes charging per use easier, butdistribution is more difficult. Online newspapers are available at thtip of your finger whenever you want them and are usually free.

iv. Timeliness - Online news can be published instantaneously. Thesoonest newspapers usually release stories is the morning afterthey take place.

v. Space for News - Newspapers are limited by column width andlength. Online news does not have these same restrictions.

vi. Office Space - Because of the larger staff needed for traditionalnewspapers, they usually need large office space for staff as well afor printing. Online news can be published by a single person witha computer. It does not require a lot of office space.

vii. Accountability - Newspapers usually have editors checking the workof the writers. While some smaller online news sources do not havethis same kind of fact checking, other larger ones do.

III. Change Occurring in the Newspaper Industrya. Due to the availability of news in varying forms, newspapers are beginnin

to suffer. The Newspaper Association of America( http:/lwww.naa.org/TrendsandNumbers/Total -Paid_

( J irculalion.aspx)has graphed newspaper circulation. The highest point onewspaper sales was in 1996.

b. Discuss the growing popularity of the Internet around the mid-1990's.Discuss how this would effect newspapers - more people were able to find

information in other places, and therefore consumers did not choose tobuy newspapers.

. Hooa:

DESCRIBE Read aloud to the class the book The Paperboyby Dave Pilkey. After reading thOW YOU WILL book, discuss what the students know about the newspaper. Does a newspapeRAB

'get delivered to your house each morning? Who brings that newspaper? Are

TUDENTS

TTENTION.)newspapers delivered the same way they were in the book? Who in your familyread sthe newspaper?

1. Give a newspaper to each pair of students. Allow them some time to browse the. newspaper. Brainstorm on the board what they know about newspapers, if theyNSTRUCTION: get them at home, and what they already know about newspapers.TELL, STEP- 2. In their notebooks, the students write a brief statement about their perspectiveY-STEP, on newspapers. Do you think newspapers are important to our society orHAT YOU unnecessary?

Do.) 3. Display the "Points to Ponder" for the unit. Have each student share their ownperspective on the points to ponder. Do they agree, disagree, or partially agreewith each point?

4. Give each student a paddle labeled "True" on one s ide and " False" on the other
http://lwww.naa.org/TrendsandNumbers/Total-Paid_http://lwww.naa.org/TrendsandNumbers/Total-Paid_


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side. Share the history of newspapers using the PowerPoint questions. At thestart of each slide the students show the students guess the answer to the trueor false question by holding up their paddle.

5. Give students a chart that lists some of the important perspectives to considerwhen running a business focused on distributing the news. Items in the chartinclude: staff, advertising, distribution, office space, space for news, andti meliness. Define what each of these terms would mean In relation to anewspaper and begin filling out information in the chart using the newspaper

they have as well as previous knowledge about the newspaper industry andinformation from the first lesson.6. Visit an online news source such as h ttp://www.cnn.com ,

http:J/n ews.google.com , and http:/Lfastffip o jlciehs.com.Continue fillinginformation into the chart, focusing on differences between the online newssources and the print news source with information students already know andthings they notice. How have these websites streamlined and expedited theprocess of finding and reading the news? Do they offer different perspectives onthe same information in any way?

7. Look at the data fromhttp://www.naa.org/docs/Research/Daily_National_Top50_1998-2007.pdf. Bycarefully foliowing written directions the students will create a graph in Excel

that shows the total adult population and the total newspaper readership.1. Instructions for Creating an Excel Spreadsheet and Graph

1. Visithttp://www.naa.org/dgcs/Resear-hLDaily Nation a l Top50 1998-2007.pdfto open the NAA data on daily newspaper readership inone window on your computer.

2. Open Excel in another window on your computer.3. Resize both the NAA window and the Excel window so they fit side

by side on your computer screen.4. In Excel, label column A "Total Adults" and label column B "Averag

Readership."

5. In column A of your spreadsheet list the total number of adultslisted in the NAA data. This is the second column on the NAA site.Make sure you list the number of adults in the cell next to the cellthat contains the coordinating year.

G. In column B of your spreadsheet list the total number of adults whread the newspaper on average as listed in the NAA data. This isthe fifth column on the NAA site. Make sure you !ist the number oadults in the cell next to the cell that contains the coordinatingyear.

7. Click "Insert" at the top of the Excel window and then select the lingraph button. When the pull-down menu appears, select themiddle, left line graph.

8. When the graph appears, right-click it and click "Select Data."9. In the new window click the "Edit" button.10.Enter each year listed on NAA page in order. After each year put a

comma and a space. You should end up with a list that starts likethis: 1998, 1999, 2000, 2001...

11.Click "OK." 12.Voila A beautiful graph of the NAA data.

8. Compare the lines on the graphs. Discuss what trends are evident and why theyare not going in the same direction.

9. BeFore leaving, students will sork t ogether to follow directions to create a poll
http://www.cnn.com/http://www.cnn.com/http://www.cnn.com/http://www.naa.org/docs/Research/Daily_National_Top50_1998-2007.pdfhttp://www.naa.org/dgcs/Researhttp://www.naa.org/dgcs/Researhttp://www.naa.org/docs/Research/Daily_National_Top50_1998-2007.pdfhttp://www.cnn.com/http://www.cnn.com/http://www.cnn.com/


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that asks others for their perspective on newspapers and the news industry

using the forms feature on Google Docs. The poll will focus on how people gettheir news as well as their perspective on the future of the news industry.

Instructions for Creating an Online Poll Using Google Docs1. Plan your survey. How many questions will you ask? Why types o

questions will you ask (true/false, multiple choice, short answer)?

2. Draft your survey in your notebook. List the questions and possiblanswer choices.

3. Log in to Google Docs. (Your teacher will do this for you.)4. On the left side click "Create New" and select "Form."5. Title the form.6. Make a statement at the top informing people what this survey is

for and why they are receiving it.7. Enter first question, choose the question type, enter the answer

choices, decide if this needs to be a required question, and clickdone.

8. At the top of the window, click "Add Item" and select "Text."9 Repeat steps 7 and 8 until you finish entering questions.10.Save the survey. Tomorrow we will email it to people you know to

find out how they feel get the news.

10.Assign homework. Each member of the class must bring with them tomorrowthe email address of at least 4 people they would like to email their survey to.During the week, students will check the poll and discuss how the people gettheir news and why. They will also look at the suggestions on how they would

prefer to get their news/prefer newspapers be changed to a more practical wayfor them to choose to subscribe to newspapers.


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Instructions for Creating an Excel Spreadsheet and Graph1. Visit http://www.naa.org/docs/Research/DaflyNational Top50 1998-2007.pdf to

open the NAA data on daily newspaper readership in one window on your

computer.

2. Open Excel in another window on your computer.

3. Resize both the NAA window and the Excel window so they fit side by side on your

computer screen.4. In Excel, label column A `Total Adults" and label column B "Average Readership."

5. In column A of your spreadsheet list the total number of adults listed in the NAA

data. This is the second column on the NAA site. Make sure you list the number of

adults in the cell next to the cell that contains the coordinating year.

6. In column B of your spreadsheet list the total number of adults who read the

newspaper on average as listed in the NAA data. This is the fifth column on the NAA

site. Make sure you list the number of adults in the cell next to the cell that contains

the coordinating year.7. Click "Insert" at the top of the Excel window and then select the line graph button.

When the pull-down menu appears, select the middle, left line graph.

8. When the graph appears, right-click it and click "Select Data."

9. In the new window click the "Edit" button.

10. Enter each year listed on NAA page in order. After each year put a comma and

a space. You should end up with a list that starts like this: 1998, 1999, 2000, 2001...

11. Click '0K."

12. Voila! A beautiful graph of the NAA data.

0


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Instructions for Creating an Online Poll Using Google Docs1. Plan your survey. how many questions will you ask? Why types of questions will

you ask (true/false, multiple choice, short answer)?

2. Draft your survey in your notebook. List the questions and possible answer choices.

3. Log in to Google Docs. (Your teacher will do this for you.)

4. On the left side click "Create New" and select "Form."

5. Title the form.6. Make a statement at the top informing people what this survey is for and why they

are receiving it.

7. Enter first question, choose the question type, enter the answer choices, decide if

this needs to he a required question, and click done.

8. At the top of the window, click "Add Item" and select "Text."

9. Repeat steps 7 and 8 until you finish entering questions.

10. Save the survey. Tomorrow we will email it to people you know to find out

how they feel get the news.

0

0


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Lesson One Evaluation Rubric

Level One Level Two Level Three Level Four

The student canThe student can The student The student can listfind no can name 1 to 4 to 6 ways online identify 7 to 8similarities or 3 obvious and traditional specific ways onlinedifferences similarities news are similar and traditional newsbetween online between online and different, are similar andnews and and traditional different.traditional news.news.

The student The student The student creates i The student createscannot follow creates the the Excel graph but the Excel graph withthe directions Excel graph requires some little or noto create the but requires a assistance. assistance.Excel graph. great amount

of assistance.

The student With a great With some With little or no

cannot create amount of assistance the assistance thean online poll assistance the student creates an student creates an

student online poll with 4 to online poll with 7 to

creates an 6 good questions. 10 excellentonline poll with questions.

1 to 3 simplequestions.

0


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0 0 0

Daily NewspaperReadership

160,000

y 140,000120,000

100,000

a 80,000-.-Total Adults

1 .

60,000

E40,000 --Average

Z20,000

ReadershipP

0

Io

IIIdoYear


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Daily Newspaper Readership Trend - Total Adults (1998-2007)

Adults(000) Average Weekday Readership

Year Total Adults Men Women Total Adults % of Adults Men % of Men Women % of Women

1998 134,992 64,972 70,021 79,046 58.6 40,442 62.2 38,624 55.2

1999 136,575 65,785 70,790 77,680 56 9 39,860 606 37,821 53.4

2000 138,937 66,922 72,C14 76,596 551 39,330 58.8 37,267 51.72001 140,609 67,763 72,846 76,367 54.3 38,998 57.5 37,369 51.3

2002 143,668 69,245 74,423 79,638 55.4 40,318 58.2 39 321 52.8

2003 146,323 70,485 75,837 79,094 54.1 40,030 56.8 39064 51.52004 148,340 71,534 76,807 78,285 528 39,727 55.5 38 558 50.22005 150,674 72,874 77.799 77,673 51.6 39,428 54.1 38 245 49.2

2006 152,515 73,941 78.574 76,088 49.9 38,693 52.3 37.395 47.6

2007 154,353 74,931 79,422 74,714 484 38,246 51.0 36,467 45.9

Source:Scarboroujh Research Top 50 Market Report 1998-2007

Prepared by NAA Business Analysis & Research Dept. ( Rev. 8/2007)

Note - Beginning in 1998, readership data is based on the top 50 markets measured by Scarborough Research.

Projections are not comparable to previous years.


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TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON

TEMPLATE FOR FOUR CAMP LESSONS

LESSON 2


LESSON OBJECTIVE:

After watching and discussing Creating the Newspaper, the students will be able to describe

the responsibilities of 5 jobs involved in publishing and distributing newspapers.After watching Creating the Newsand creating their own news online, the students willdemonstrate their knowledge of the pros and cons of online and print news by creating an

Open Compare and Contrast that gives 5 similarities and 5 significant differences between

them.At the end of the lesson, the students will brainstorm at least 4 reasonable and viable

suggestions to help struggling newspapers.


Newspapers require large staffs, including writers, editors anddesigners, to publish the news. This is costly and time consuming. On

the other hand, publishing Information online can be doneA.WHAT IS WORTH instantaneously by almost anyone from almost anywhere. While newsKNOWING? published in a newspaper is often more scrutinized, news published(THINK ABOUT THE online is often more timely. These two different ways ofpublishingCONTENT YOU HAVE can often lead to two different perspectives of events. As our gifted

ELECTED. WHAT ISstudents get older it will be important for them to be aware of news

IMPORTANT FOR STUDENTS

TOfrom around the world. They will be voting, they will be publicofficials, and they will lead our country. In order to do this, giftedstudents need to know where they can access reliable news.

B.WHAT IS IMPORTANT Today, the students will list the titles and responsibilities of some of

FOR STUDENTSTO KNOW the people who work to put out a print newspaper. They will alsoAND Do? brainstorm ideas for how to help newspapers that are struggling

(DEFINE WHAT STUDENTS financially. It is important to foster a knowledge of and interest in theSHOULD BE ABLE TO DO AS news in young gifted students so that interest can continue to grow asA RESULT OF YOUR they get older. Their generation will ultimately be responsible for theLEm+.) fate of the traditional newspaper.

C. WHAT ARE THE Newspapers are suffering because they require more materials, time,ENDURING and personnel to produce. Online news is coming to the forefront ofUNDERSTANDINGS THAT the news industry because it is more streamlined.STUDENTS SHOULD TAKE

AWAY FROM THE LESSON?(DEFINE THE BIG IDEAS.)

III. PLANNING

B. ESSENTIAL QUESTIONSCan struggling newspapers survive?What are the advantages and disadvantages of newspapers and online

ONE OVERARCHING AND

ONE OR MORE TOPICAL)news?

C. ASSESSMENT:The students will create an Open Compare and Contrast that analyzes(PERFORMANCE TASK) the pros and cons of online and p rint news.They will a ls o brainstorm a


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list ofideas of how to restructure struggling newspapers so they are

more successful.

The student listszero items in thediagram

The diagramshows nounderstanding ofthe advantages

anddisadvantages of

newspapers and

online news

The student cancome up with noideas for how tohelp a strugglingnewspaper.

Level TwoThe student lists1 to 5 common

similarities anddifferences

between

newspapers andonline news

The diagram

shows someunderstanding ofthe advantages

anddisadvantages of

newspapers and

online news

The student has

1 to 3 ideas forhow to help astrugglingnewspaper.

The student lists

4 to 8 originalsimilarities and

differencesbetween


The diagramshows

understanding ofsome of thesignificant

advantages anddisadvantages of


The student has

2 to 5 unique,

creative ideas forhow to help astruggling

newspaper.

Level FourThe student listsmore than 6

original and

uniquesimilarities and

differencesbetweennewspapers and

online newsThe diagramshows deepunderstanding ofthe significance

of theadvantages anddisadvantages of

newspapers andonl ine newsThe student has

4 to 7 unique,creative, andplausible ideasfor how to help a

struggling

1 . Running a newspaper requires many people in many positions.

a. Reporters - Write the stories

b. Source Editors - Read over and check news stories

c. Designers - Code the stories so they can be printed and

puts the print on the page

d. Copy Editors - Write headlines, check for grammatical

errors

e. Type Setter - Puts the story on giant metal plates

f. Press Room Manager - Oversees the printing of the

newspaper

D. CONTENT:g. Distributors - Take the newspapers to the customers

(OUTLINE THE CONTENTil. Printing a newspaper is expensive and it is challenging to make

WILL TEACH)that money back.

YOUa. The New York Times spends around $63 million per

quarter for raw materialsb. The New York Times spends about $150 million per

quarter on wages and benefits

c. Approximately 850,000 people subscribe to the New York

Times

d. A subscription costs $7.50 per week.

e. The newspaper makes additional money through

advertisement sales and newsstand sales.

III. News articles give facts about an event. They include

information from the event including who, what, when, where,


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and why.lv. Newspapers and Online news have distinct strengths and

weaknesses. In some cases, the strengths and weaknessesoverlap.

a. Newspapers:i. Cost billions to print each yearii. Have many people checking facts and informationiii. Take time

iv. Can offer news from different perspectivesv. Make money through subscription and advertisingb. Online News:

i. Is inexpensiveii. Often has no one other than the writer checking

informationiii. Can be published instantlyiv. Can offer news from different perspectivesv. Makes money through advertising

V. Some strategies that have been employed by strugglingnewspapers are:

a. Printing editions Wednesday through Sunday and having

no print edition Monday and/or Tuesdayb. Moving completely online with no print editionsc. Printing only special editions to commemorate important

eventsd. Merging with other small newspaperse. Selling subscriptions to the online newspaperf. Providin online news onl to news a er subscribers

E. Hook: We will show the video "Creating the Newspaper" located at

(DESCRIBE HOW YOU WILL http://sites.google.com/site/gbranecky/file-cabinet .The video gives aGRAB STUDENTS' very quick overview of all the steps involved in creating a newspaperATTENTION.) from writing the story through distribution.

1. While the students are watching the hook video they will takenotes by making a T chart that lists all the people the videomentions that work on a newspaper on one side and the

responsibilities of those people on the other. The video movesvery fast and it will be challenging for them to keep up. This willhelp emphasize how many steps a printed newspaper has to gothrough.

2. The group will compare and share notes. They will fill in thingsthey missed. As a group, we will discuss the perspective the

F. INSTRUCTION:video gave on newspaper publishing, how many steps anewspaper goes through before the final product is published,

(TELL,

YOU

STEP-BY-STEP,

WILWILL

DO.) thenumber of people inWHAT

volved, and the time it could take toLO.) publish and print a single story.

3. The students will use the following data to calculate how muchthe New York Times spends each year and how much it makes.

The New York Times spends around $63 million per quarter forraw materials and about S150 million per quarter on wages andbenefits. They have around 850,000 subscribers and asubscription costs $7.50 per week. Based on these numbers thestudents will calculate how much the New York Times spends Ina year ($852 million) and how much they make fromsubscriptions in a year $331.5 million). How do newspapers
http://sites.google.com/site/gbranecky/file-cabinethttp://sites.google.com/site/gbranecky/file-cabinet


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li ke the New York Times make up the difference between theamount they are spending each year and the amount they makeeach year?

4. Cr eate a list of questions the students would like to ask someonewho works for an online news source, such as where do you getyour ideas, how many people generally work on a single newsstory, and how much does it cost to publish news online.

5. Skype with Paul Branecky, writer for the Carolina Hurricanes

website. It is important that Paul does not work for an onlinenewspaper because many of the news stories published in onlinenewspapers are the same stories that are published in printnewspapers and go through many of the same steps. Paulrepresents the new wave of news writers that are able to publishinformation quickly on the internet without the watchful eye of

an editor. During the conversation, the students will ask Paulthe questions they prepared earlier about the creation of onlinenews.

6. Create a Venn diagram that shows the similarities anddifferences in online publishing and print publishing. Which isfaster? Which is cheaper? Which requires more space? Which

could be done in this room? Which has more credibility? Howdoes each make money?

7. Allow students time to work independently on completing therest of the Venn.

8. Share the ideas they came up with and the important similaritiesand differences they noticed. Emphasize how these similaritiesand differences are significant and show the different businessand operating perspectives taken by the different types of news.

9. Brainstorm ideas. If you were going to make a recommendationto the owner of a small newspaper that was struggling to makemoney, what would you suggest?

10. Explain the final product - Our group will create a presentationthat will make recommendations to the NAA Foundationconcerning the future of the newspaper industry. What do youthink the future holds? What suggestions do you have?

11. Explain to students that their presentation can be done in anaudio-only format, a video format, or a VoiceThread. Share anexample of a VoiceThread if students are unfamiliar. What arethe strengths and weaknesses of each presentation method?How does video provide a different perspective than audio?Have the group select a platform for their presentation beforethey leave class.

OR


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0 0

This is How We Do It

Hot Off The Press Lesson 2


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E

9

Creating the Newspaper

Creating the Newspaper


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0 0 0

What Now?

Why are newspapers struggling?

What solutions would you suggest to theowner of a small newspaper who is havingfinancial difficulties? What could they doother than publishing news online?


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0

Onli

Strengths and Weaknesses -How doThey Compare?


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Making Money

The New York Times has about 850,000subscribers.

A one week subscription to the New YorkTimes costs $7.50.

How much money does the New York

Times make from subscriptions each year?


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o

Writing the News

WHO:

.WHAT happened:

WHEN did it take place:

WHERE did it take place:

.WHY was this event important:


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O O

Now What?

If newspapers are spendingandmaking from subscriptions, how

else are they making money?


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. 0

How Much Does it Cost?

The New York Times spends about $63million per quarter on raw materials.

They also spend around $150 million perquarter on wages and benefits.

.About how much does the New York Times

spend on these two things alone in a singleyear?


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TEMPLATE FOR FOUR CAMP LESSONS

LESSON 3


Lesson Objective: Students will discuss their solution to the crisis of the newspaperindustry and incorporate ideas into speeches to be later recorded and presented.


Newspapers require large staffs, including writers,ditors, and designers to publish the news. This is

ostly and time consuming. On the other hand,A1. WHAT IS WORTH KNOWING?

kTHINK ABOUT THE CONTENTublishing information online can be donenstantaneously by almost anyone from almost

1 Y OU HAVE SELECTED. WHAT IS nywhere. While news published in a newspaper isIMPORTANT FOR STUDENTS TO

OW?^I r " `ften more scrutinized, news published onlinene is oftenmore timely. These two different ways of publishing canoften lead to two different perspectives of things thatare happening both locally and around the world.

8. WHAT IS IMPORTANT FOR At the end of the lesson, students should be able toT UDENT S T O KNO W AND DO ? orm their own opinion, and thereafter their solution, to

(DEFINE WHAT STUDENTS he financial issues faced by the newspaper industries.SHOULD BE ABLE TO DO AS A They should be able to form their speeches to presentRESULT OF YOUR LESSON.) to the NAA.

tudents should understand that there are many costsnd factors that go into producing a paper newspaper.They will also understand that newspaper production

WHAT ARE THE ENDURING provides jobs for many people. Students willUNDERSTANDINGS THAT understand the differences and similarities betweenTUDENTS SHOULD TAKE AWAY print newspaper and online newspapers. Students will

FROM THE LESSON? (DEFINE understand how impo rtant reading news, regardless ofHE BIG IDEAS.) ormat, is important to help them remain informed

bout what is happening in the world and be a

productive member of society.

III. PLANNINGhat is the best solution to the financial struggle of the

3. ESSENTIAL QUESTIONS: newspaper industry?ONE OVERARCHING AND ONE

)R MORE TOPICAL) Vhat are the different things newspapers can do toincrease their chances of survival?

tudents will write a speech on their suggested solution

ASSESSMENT:o the problems facing the newspaper industry. They

;PERFORMANCE TASK)will write their speech using a graphic organizer and will

be evaluated and analyzed using a rubric.


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hen writing a persuasive speech, the goal is topersuade someone what to do, generally sharing one's

D. CONTENT:wn views.

A. The view point needs to be carefully outlined.W ILL TTHE CONTENT YOU B. A solution needs to be though of and shared

ILL TEAACH)ith the reader/listener

D. When sharing the speech, one hopes that it is

put to use and helpful information comes out of the

Students will watch the videoLhttps_JJsites.google.com site/gbranecky/ file-cabinet.Then they will spend a few minutes reflecting howmuch work and effort must go into producing a paper

E. HOOK: newspaper. By having this seminar style discussion,(DESCRIBE HOW YOU WILL GRAestudents will be able to think about the financial burdenSTUDENTS' ATTENTION.) of running the print newspaper, as well as its benefits,

,and what they think is the overall be t ter practice, aswell as other ideas that they could launch to the^ompanies, when taking into account the future.

-7

LJ

C


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INSTRUCTION:

.L, STEP-BY-STEP, WHAT

WILL DO. )

r^

.. Students will discuss the risks vs. benefits regarding'heir opinions so far based on news via newspaper orhe internet. They will discuss how the video impactedheir decision. Students should be able to relate the, ideo to their opinions.!. Students will discuss with each other how the:oming times of internet changed the print newspaper.'hey will think about how times may change in the

uture - which media form will possible changesBenefit? When they think of themselves as teens andadults, what do they see themselves doing? (Bring intoaccount devices like kindles and iPads and how thesews may be displayed on them, if students do not).I. At this point, students should have worked onorming their prior opinions. Over the last 2 days, theyvill have been thinking about what they think is theHost financially and realistic approach to providingsews. Students will take time to brainstorm theiruggested solution. What things could be done to helpirovide the news in various formats? Students will be

able to draft emails to our guest speaker from theirevious day, look through articles we've discussed,eread powerpoints, or do research on the internet fromi selected list of websites. During this time, Ms. Brickand Ms. Branecky will be helping students organizeheir thoughts and opinions. Students will use a graphicorganizer to help organize their thoughts and willeference the rubric if needed.I. After gathering their information and thinking out'hat they think is the best solution, the students williegin to write down and outline what they think is thep

est solution, using proof from what they have readend learned to support their solution.Students will use the rubric and their graphic

organizer to create an outline of what they want theirpeech to include. They will make sure that theyupport their opinion and give a potential solution., . Students should then work to draft their speech.hey will use this time to get a rough draft of theirpeech done and begin editing it so that tomorrow theyvill be able to make finishing touches. If time allows,hey will begin recording their speeches.'. Throughout the day, students and teachers will be

vorking on taking pictures of the work that is going oni the classroom to include in their final product. Whilevorking on their speeches, students will reference theirgraphic organizer and their rubric to ensure they aretaying on topic.

"Persuasive essay graphic organizer attached separately.


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Rubric for Persuasive Speech

Names:

I point 2 points 3 points

Organization Information is Information has clear Information is clearly

poorly ideas but does not organized with supporting

organized, have organized details in place.support.

Opinions Student does not Student does not Student clearly statesshow opinion clearly state opinion their opinion and supports

clearly, but supports a specific it with factual information.side.

Suggestion Student does not Student shows minimal Student clearly statesmake solution to the problem. solutions to the financial

suggestions to trouble of the newspapersupport their industry and it goes alongopinion. with their opinions.

Comments:


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Persuasive Essay Graphic Organizer

Paragraph #1 - Introduction

Attention-grabbing beginning -

> Description of issue -

Opinion Statement -

Paragraph #2 Paragraph #3 #4

Reason #1 - Reason #2 - Reason #3 -

Evidence to support Evidence to supportand examples) (detals and examples) (details and examples)

Paragraph #5 - Conclusion

)Restate opinion -) Summarize 3 reasons -

i- Call to action or closing statement -


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1. WHATIS IMPORTANTFOR

TUDENTS TO KNOW AND DO?

DEFINE WHAT STUDENTS

MOULD BE ABLE TO DO AS A

ESULT OF YOUR LESSON.)

WHAT ARE THE ENDURING

DERSTANDINGS THAT

JDENTS SHOULD TAKE AWAY

)M THE LESSON? (DEFINE THE

3 IDEAS.)

J


TEMPLATE FORFOUR CAMP LESSONS

LESSON_4


sson Objective: Students will create their final VoiceThread by presenting andcording their speeches, importing their pictures, and using the VoiceThreadftware to put them together. They will share their presentation with their guesteaker over Skype. Students will know their opinion and proposed solution to

sist the newspaper industry and will be assessed using a rubric.


WHATIS WORTH KNOWING?tudents will learn the basics of using the VoiceThreadoftware, how to upload the pictures and speeches,

RINKABOU T THE CONTENT nd how to edit the voice thread. Students will alsoU HAVE SELECTED. WHAT IS

know that although there are many potential goodPORTANT FOR STUDENTS TO

solutions to the problem, none are guaranteed to be

uccessful.students will be able to record each other's speechesand upload them into a voice thread. They will alsoearn to upload the pictures they have taken during themeek into their VoiceThread and edit it to their;atisfaction. They will know their beliefs and how theyanwork to improve the newspaper industry.Students will understand their final perspective on a)otential solution to the newspaper industries financiallilemma. They will also understand each other'sierspectives and how they are different from their

1II. Pla nning

What is a possible solution to the newspaper industries3. ESSENTIAL QUESTIONS: financial dilemma?ONE OVERARCHING AND ONE OR

MORETOPICAL) Why is your solution reasonable and beneficial to

tudents will create a VoiceThread by recording theirpeeches. They will be responsible for creating the

voice thread and sending it to our guest speaker. They

ASSESSMENT: will then participate in a seminar where they will sharePERFORMANCE TASK) heir ideas with their peers and discuss the differentolutions they have each come up with. Students will

be assessed using the rubric, which they will have seenwhile planningtheir speech and recording it.


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How to record the videosA. Students will learn how to use the computer to

record their speeches. They will save them.1. Students will use their knowledge from the

rest of the week regarding the issues the newspaperindustry is facing to write speeches.

2. Students will use the information providedfrom teachers and that students have discovered on

heir own to form and support their opinions.3. Students will use graphic organizers to helpthem lay out their speeches and to help them presenthem in an informed way.

4. Remember: each student may have adifferent opinion but they will be working in groups todo their research and will be sharing a computer. Theymay choose to write their speeches together in pairs, ifthey agree. If they have different opinions and wouldprefer to work independently, they will be allowed todo so also. Grouping will be based on students opinionsor improving the newspaper and helping solve their

problems, so students will similar opinions and

D. CONTENT:solutions will be grouped together.

[ OUTLINE THE CONTENT YOUB. Students will learn to upload the pictures that

NILL TEACHthey have taken to the computer to add them to theirchosen form of media.

1. Students will determine what newspapereditors and photographers have to decide areimportant enough to be included in their newspaper,he same way students will have to determine which

pictures and videos need to be included in theirpresentation. Students will be forced to put themselves

in the shoes of the newspaper editor when determiningwhich things are important to be included and whichare not.

C. Students will learn to add their pictures to theirvoice thread, movie maker, or other form of

resentation and edit it to their satisfaction.Students will learn the rules of a Paideia seminar andtwill participate.

A. Make eye contact with the speakerB. Listen to what others have to sayC. Think before you speakD. Speak clearly and take turns speaking

E. Be kind and respectful; listen with your heartF. You don't need to raise your hand

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. HOOK:(Students will view a short video that the teachers haveCreated of them working at camp. (To be completed by

DESCRIBE HOW YOU WILLcwatheteachers throughout the week to show the studentsEUDENTS'ATTENTION.

all of th ehard work they have done).


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INSTRUCTION:

, STEP-BY-STEP, WHAT

DO.)

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1. Students will finish editing their speeches andforming them exactly the way they want. Theywill look at their graphic organizers and makesure that their speeches flow and are supportedby facts that they have found throughout theweek, as well as with their personal opinions andprior knowledge.

2. As students are finishing, they will use the

computer and/or flip camera to record theirspeeches. Miss Brick or Mrs. Branecky will becoaching them at this time, making sure they arespeaking slow enough and clearly. Students willlisten to their speeches and make sure they arehappy with it.

3. After recording their speech, students will uploadthe pictures (of themselves and others and workthat they have participated in, as well as picturesfronm the internet that they may choose to use)they and the teachers have taken from theircamera. They will choose the pictures that they

li ke best to include in their voice thread/moviemaker/other final presentation. Students willhave to work with their partners, like newspapereditors must work with others, to ensure that

they are both happy with the changes that arebeing made and additions that are being made.

el. Each pair will preview their final presentation.5. After they are finished, they will help their peers

who may need assistance.6. After all the students have finished their final

products, they will participate in a seminar.

During the seminar, they will discuss with theirpeers their idea for a solution. They will listen toeach other's ideas and respond to them, criticallyif they feel so, but kindly. Before beginning theseminar, the class will look at the poster of theseminar rules and discuss the rules and whatthey mean. During the seminar, students will beable to reference the rules. The students will betold that they will be evaluated based on theirparticipation and their response to othersopinions, ideas, and presentations.

7. After students have shared their ideas, they will

rotate around the room and view their peersactual videos. They will then view their classwebsite to see all of the pictures from the weekand the videos on the website.

8. Students will then email draft (as a class) anemail and send the video to the NAA to sharetheir ideas.


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Rubric for Final Product

r 1

LJ

Names_

I point 2 points 3 points

Factual Information Students did not Students showed Students have

show evidence of minimal evidence of factual support for

facts and real life real life evidence in their presentation.evidence in their their presentation. They include

presentation. They did not include sources for their

any sources. facts.

Opinions Students do not Students have Students have ahave clear opinions but they are clear opinion of theopinions of the not supported by any best solution for the

best solution to factual information newspaper industry

the struggles of and/or do not include and support theirthe newspaper solutions. opinion with a way

industry, to implement theirsolution.

Visual Students do not Students include Students includeinclude pictures minimal or unrelated pictures and/or

and/or videos, pictures and/or videos that arevideos, related to the

subject and areclearly organized.

Comments:

Documents

Brackney Brick 2010