Yearbook Practicum II - City of Burlington Public School ... · Unit #2 High School Yearbook Production Overview At-a-Glance Pg. 9 ... support the development of a theme for the current

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Yearbook Practicum II

Revision Date: 7/20/2018

Submitted by: Devin Ryan-Pullen and Heather Whalin

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Table of Contents: Course Overview Pg. 3

Pacing Chart Pg. 4

Unit #1 There Is No “I” In Team Overview At-a-Glance Pg. 5

Unit #1 There Is No “I” In Team Targeted Instructional Planning to Address Central Unit Standards Pg. 7

Unit #2 High School Yearbook Production Overview At-a-Glance Pg. 9

Unit #2 High School Yearbook Production Targeted Instructional Planning to Address Central Unit Standards Pg. 12

Unit #3 Why Do We Need a Theme? Overview At-a-Glance Pg. 13

Unit #3 Why Do We Need a Theme? Targeted Instructional Planning to Address Central Unit Standards Pg. 16

Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Overview At-a-Glance Pg. 17

Unit #4 Academics, Activities, Athletics, Events: How Do We Cover It All? Targeted Instructional Planning to Address Central

Unit Standards

Pg. 20

Unit #5 Photography- We All Are Great At Taking Selfies Overview At-a-Glance Pg. 21

Unit #5 Photography- We All Are Great At Taking Selfies Targeted Instructional Planning to Address Central Unit Standards Pg. 24

Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Overview At-a-Glance Pg. 25

Unit #6 Yearbook Layout Design: Yearbook Avenue 101 Targeted Instructional Planning to Address Central Unit Standards Pg. 28

Unit #7 Business and Marketing Overview At-a-Glance Pg. 30

Unit #7 Business and Marketing Targeted Instructional Planning to Address Central Unit Standards Pg. 33

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Yearbook Practicum I Course Overview

In this course, students communicate in a variety of forms for a variety of audiences and purposes. Yearbook is journalistic in nature and allows

students to participate in the production of the school yearbook. Students in this course are required to learn the basics of yearbook journalism

including layout design, theme, coverage, copywriting, graphic design, photography, finance, and advertising. Students are expected to plan, draft,

and complete written and/or visual compositions on a regular basis, carefully examining their copy for clarity, engaging language and the correct

use of the conventions and mechanics of written English. Students will learn the importance of working as a team to complete tasks successfully

and on time. Individual responsibility is essential toward completion of assignments for deadlines. Students will also have the opportunity to

accept leadership positions and develop new skills as they build the yearbook.

Primary Resource(s)

Textbooks

Title: Yearbook Adviser Guide E-files – http://www.ybguidebook.com/2018/

Publisher: Jostens, Inc. Copyright: 2018

Title: Jostens Yearbook Avenue – http://www.yearbookavenue.com

Publisher: Jostens, Inc. Copyright: 2018

Supplemental Materials (including various level of texts at each grade level)

https://www.schooljournalism.org/ http://jea.org/wp/ http://cspa.columbia.edu/

http://mediashift.org/ http://studentpress.org/nspa/ https://photoshopcafe.com/

https://members.kelbyone.com/webcast/ https://create.adobe.com/ https://www.yearbooklove.com/

http://www.ybguidebook.com/2018/

http://www.yearbookavenue.com/

https://www.schooljournalism.org/

http://jea.org/wp/

http://cspa.columbia.edu/

http://mediashift.org/

http://studentpress.org/nspa/

https://photoshopcafe.com/

https://members.kelbyone.com/webcast/

https://create.adobe.com/

https://www.yearbooklove.com/

4

Pacing Chart

Unit # & Title Pacing (must equal 165

days for full-year

or 83 days for

half-year course) Unit 1 – There Is No “I” In Team Producing a yearbook takes a total team effort. Deadlines quickly approach during the most inopportune times. It takes a dedicated staff to produce a

yearbook that the consumer wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks

and to see what can be accomplished by working as a unit and not just as individuals.

10 days

Unit 2 – High School Yearbook Production Students will support and promote the significance of a high school yearbook and strategize ways to make the importance of purchasing a yearbook relevant

to the consumer. As second year students, they will provide insight to Yearbook and Production I students. All yearbook terms will be taught during this unit,

along with what makes an award-winning publication.

15 days

Unit 3 – Why Do We Need a Theme? Without a clear and well-defined theme, a yearbook can seem like a bunch of pictures with captions and not a cohesive history of the year. Students will

support the development of a theme for the current yearbook including developing a theme packaging for the yearbook and designing the cover.

*This unit will be applied throughout the production of the yearbook and for the remainder of the course

30 days

Unit 4 – Academics, Activities, Athletics, Events: How Do We Cover It All? The goal of any yearbook is to be a historical chronicle of the year. Students will be “yearbook ambassadors” and support the importance of featuring every

student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff meets the “three times” rule.


30 days

Unit 5 – Photography – We All Are Great At Taking Selfies Technology today has a camera readily available. Students will continue to learn the basics of photography, the rule of thirds, using Adobe Photoshop, and

how creative photographs enhance the image of the yearbook and provide appeal to potential buyers.


30 days

Unit 6 – Yearbook Layout Design - Yearbook Avenue 101 Effective design is an important editing function. Since design involves creativity, its role as an editing function is often overlooked. More than an artist, a

yearbook designer is a strategic thinker whose job is to package content so that it is read. If the designer is successful, the reader focuses on the content, not

the design. In this unit, students will continue to learn the role of effective layout designs, how to plan content, how to write a ladder, content layout and its

purpose to tell a story, and the role of visual and verbal elements. Students will also learn to write meaningful copy to help tell the story of the year. Students

will be exposed to graphic design through the industry’s top software (InDesign, Photoshop, and Yearbook Avenue).


35 days

Unit 7- Business and Marketing Students will become accustomed to all the business aspects of the yearbook including advertisements, cost production, sales, and revenue. Students will be

proficient in ad sales, promotion, and keeping the record of books sold.

15 days

5

Unit 1 Overview At-a-Glance Unit #1 – There Is No “I” In Team

Unit Description:

In this unit, the yearbook staff will work on team-building exercises to learn that it takes a dedicated staff to produce a yearbook that the consumer

wants to buy. Through these team-building exercises, the new yearbook staff will learn ways to work together to complete tasks and to see what can

be accomplished by working as a unit and not just as individuals.

Essential Skills:

● Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively

● Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally

● Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development,

and style are appropriate to task, purpose, and audience

● Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate

● Identify the skills needed to work collaboratively to complete tasks

● Assess the importance of teamwork in school and beyond

● Communicate effectively to complete tasks and accomplish goals

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on learning

goals aligned with the following standards:

NJSLSA.SL1; NJSLSA.SL4-6

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

SL.11-12.1., SL.11-12.2., SL.11-12.4-.6

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and

Gifted Students- Modify instructional approach and/or

assignments and evaluations as needed based for students

with IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

● Extended time

● Enrichment activities /Independent Study

● Preferential seating

Integration of 21st century skills through NJSLS 9 and Career Education:

Lessons, where appropriate, incorporate multiple perspectives to infuse

cultural and global awareness.

Lessons integrate a focus on civic literacy so that student can better understand

the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the

part of the students. They are required to create projects and products as

examples of mastery in each unit.

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● Online visuals and audio for individual lessons

● Pairing students for activities

● Teacher modeling

● Differentiated written and verbal responses

● Additional graphic organizers and outlines for

crafting writing assignments

● Audio versions of texts

● Integration of higher order thinking processes,

creative and critical thinking activities, problem-

solving, and open-ended tasks

● Higher level direct questioning

● Opportunities for cross curricular activities

● Flipped Classroom

● Small cooperative groups

Communication and collaboration is crucial for student success as learners.

Throughout this curriculum, students must be able to communicate deep

understanding through open ended responses (both orally and in writing). In

addition, students are often required to work collaboratively with their peers,

which promotes the ability to succeed in the area of social cooperative work,

increases communication skills, and promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and use

information effectively, in order to succeed in class.

Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages in

a wide variety of media modes, genres, and formats.

Activities help develop life and career skills in all students by requiring

initiative and self-direction, supporting social and cross-cultural skills in both

content and teamwork efforts, and measuring productivity and accountability

through independent and group assignment completion.

Assessments- including benchmarks, formative,

summative, and alternative assessments

● Test and quizzes

● Oral/written assessments

● Exit Tickets

● Teacher / Peer rubrics

● Yearbook Portfolio/Notebook

● Mid Deadline Evaluations

● Final Deadline Assessment

Suggested Interdisciplinary Activities for this Unit

Career Education: Research companies that utilize team building activities and

discuss the impact.

Health/PE: Participate in team building activities incorporating physical challenges

Math: Participate in team building activities that incorporate mathematical problem

solving.

Social Studies: Work in groups to research the evolution of teambuilding in the

workplace.

Science: Complete a close read on “The New Science of Building Great Teams,” and

discuss the new focus on teambuilding and the creation of teambuilding activities.

Technical Subjects: Presenting findings through audio/visual means and graphic

design.

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Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches. Resources should

include textual support but also span multimedia options to engage multiple modalities. In addition, to support struggling readers and increase rigor

for advanced readers, the coursework may also draw on additional developmentally appropriate resources to facilitate challenging levels of work for

all students.

Leveled Supplemental Materials and Media/School Library

Resources

● Jostens Yearbook Guides, PowerPoints, and Lessons

● Previous publications of the Heirloom

● Online team building activities

Integration of the Technology Standard

8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1

● Utilize online platforms such as Weebly, Wix, BackChannel

Chat, Today’s Meet, and Google Apps to collaborate on group

activities

● Utilize Google Classroom to collaborate with peers

● Create an online collaborative yearbook notebook

● Use technology to accomplish team building tasks

● Regularly utilize 1 to 1 device to complete activities in and out of

the classroom

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit

Standard and Student

Learning Objective

Suggested Instructional Activities Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

NJSLSA.SL1. Prepare

for and participate

effectively in a range of

conversations and

collaborations with

diverse partners,

building on others’

ideas and expressing

their own clearly and

persuasively.

Establish a community atmosphere for the

classroom

Provide a common experience among peers

Allow students to feel more comfortable in

group settings

Require students to develop communication

skills through conversations

Encourage students to learn academic content

with and from one another

Collaborative note-taking and

think/pair/share evaluation

Team-building activities

Small and large group discussions

Create roles for each staff member based

on essential skills

Collaborate in teams to accomplish tasks

Student and teacher

generated rubrics

Yearbook Staff Notebook

rubric

Peer / Self evaluations

Discussions

Questioning

Google Classroom

Exit/Admit Slips NJSLSA.SL4. Present

information, findings,

Teach intrapersonal skills organically

Set expectations of respect and shared learning



8

and supporting

evidence such that

listeners can follow the

line of reasoning and

the organization,

development, and style

are appropriate to task,

purpose, and audience.

Teach the importance of including as much

detail as possible as it pertains to scholastic

publications

Allow for academic learning and review in a

more engaging manner

Team-building activities


Create roles for each staff member based

on essential skills


Create Yearbook Staff notebook

Visual Representations

Tests and Quizzes

Google Forms

NJSLSA.SL5. Make

strategic use of digital

media and visual

displays of data to

express information

and enhance

understanding of

presentations.

Model strategies to communicate (Google suite,

Yearbook Avenue comments) paperlessly

Teach students to build layouts that tell the

story the wish to tell

Model fonts and color palettes that both

successfully and unsuccessfully contribute to a

story

Utilize virtual sticky notes to leave

feedback on staff members’ pages

Utilize collaborative Google docs to track

and update coverage reports

Utilize collaborative Google docs to

document interview questions and quotes

NJSLSA.SL6. Adapt

speech to a variety of

contexts and

communicative tasks,

demonstrating

command of formal

English when indicated

or appropriate.

Establish habits of using formal English when

speaking and writing in class

Establish a safe environment so students feel

empowered to share ideas

Establish a staff that approaches the yearbook

as a team rather than individuals

Create Yearbook Staff notebook

Team Building Activities



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Unit 2 Overview At-a-Glance Unit #2 –High School Yearbook Production

Unit Description:

In this unit, students will support and promote the significance of a high school yearbook and strategize ways to make the importance of purchasing a

yearbook relevant to the consumer. As second year students, they will provide insight to Yearbook and Production I students. All yearbook terms will

be taught during this unit, along with what makes an award-winning publication.

Essential Skills: ● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze

how specific word choices shape meaning or tone

● Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words

● Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed

● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze

how an author uses and refines the meaning of a key term or terms over the course of a text

● Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in

words in order to address a question or solve a problem

● Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content

● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject

under investigation


● Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate

● Identify the steps needed to create a yearbook

● Identify the needs of the yearbook market and what is necessary to sell a yearbook

● Assess the resources needed to select and create a yearbook that is relevant to students and the community




NJSLSA.L6; NJSLSA.8.1.B, NJSLSA.8.1.C; NJSLSA.8.1.D


aligned with the following standards: NJSLSA.SL1-2; NJSLSA.SL5-6;

NJSLSA.L6.; W.11-12.7; RI.11-12.4; RI.11-12.7; CPR9; CPR11

10

Unit Details


Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments

and evaluations as needed based for students with IEPs, 504s,

ELLs and gifted and talented students including but not limited

to:

● Extended time







● Additional graphic organizers and outlines for crafting

writing assignments


● Integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and

open-ended tasks








Lessons integrate a focus on civic literacy so that student can better

understand the rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on

the part of the students. They are required to create projects and products

as examples of mastery in each unit.

Communication and collaboration is crucial for student success as learners.


understanding through open ended responses (both orally and in writing).

In addition, students are often required to work collaboratively with their

peers, which promotes the ability to succeed in the area of social

cooperative work, increases communication skills, and promotes

leadership and responsibility.



Learning and assessment activities support the push to make students

media literate, as they are often required to analyze, evaluate, and create

messages in a wide variety of media modes, genres, and formats.


initiative and self-direction, supporting social and cross-cultural skills in

both content and teamwork efforts, and measuring productivity and

accountability through independent and group assignment completion.

Assessments- including benchmarks, formative, summative,

and alternative assessments



● Exit Tickets

● Teacher / Peer rubrics


● Mid Deadline Evaluations

● Final Deadline Assessment


Career Education: Take leadership roles within the class to assist in guiding new

students and beginning the process of designing the yearbook.

Math: Create a budget for the yearbook complete with a loss, “breakeven”, and

profit scenarios.

Social Studies: Research how print media has evolved from the 1990’s through

the 2000’s.

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Science: Identify and discuss the science of photography and how photographs

impact print media.

Math: Create a budget for the yearbook complete with a loss, “breakeven”, and

profit scenarios.

Technical Subjects: Host weekly Google Classroom collaborations to support key

concepts for the week.

Art: Participate in a gallery walk of different yearbook layouts and designs.

Unit Resources




all students.


Resources

● Jostens Yearbook Guides, Presentations, and Lessons

● Articles related to careers in print media

● Magazines for layout design



8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities





the classroom

12

Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective




NJSLSA.L6. Acquire and use

accurately a range of general

academic and domain-specific

words and phrases sufficient for

reading, writing, speaking, and

listening at the college and career

readiness level; demonstrate

independence in gathering

vocabulary knowledge when

encountering an unknown term

important to comprehension or

expression.

Teach yearbook specific terms using

multimedia presentations

Model domain-specific terminology

using approachable texts (magazines,

newspapers), both print and online




Create and collaborate on a Google

Doc for yearbook terms

Student and teacher

generated rubrics

Vocabulary quizzes

(online and print)

Yearbook Staff

Notebook rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.B. Creativity and

Innovation: Students

demonstrate creative thinking,

construct knowledge and develop

innovative products and process

using technology.

Explore past editions of the Heirloom

Provide students with current Look

Book to encourage creative thinking

Model effective and ineffective layout

designs

Online collaboration of what “worked”

and why

Develop vision boards for the 2018-

2019 Heirloom

Research and share innovative ideas for

the upcoming publication

NJSLSA.8.1.C. Communication

and Collaboration: Students use

digital media and environments to

communicate and work

collaboratively, including at a

distance, to support individual

larning and contribute to the

learning of others.

Teach skills necessary for each roll on

a yearbook staff

Discuss jobs related on online and

print media

Analyze the past two years of sales to

determine trends and how to address

slowing sales




Online skill quiz to determine staff

rolls

Research skills necessary for yearbook

staff members

13

Teach a yearbook budget and cost of

print for each publication

Research jobs related to both online

and print media

Create/add to yearbook staff notebook

NJSLSA.8.1.D. Digital

Citizenship: Students understand

human, cultural, and societal

issues related to technology and

practice legal and ethical

behavior.

Teach students the legal responsibility

involved with print media

Explore consequences (within our

school and schools at large) for

violating these legal responsibilities

Examine ethics as it relates to a school

community

Update yearbook notebook with

responsibilities

Create presentation of school districts

who violated the legal responsibilities

Participate in group discussion

regarding ethical scenarios

Unit 3 Overview At-a-Glance Unit #3 – Why Do We Need a Theme?

Unit Description:

In this unit, students will support the development of a clear and well-defined theme. Without it, a yearbook can seem like a bunch of pictures with

captions and not a cohesive history of the year. Students will support identifying the concept of theme packaging the yearbook and designing the

cover. Through collaboration, the staff will develop a theme that encompasses and captures the school community and design a cover to convey the

theme.

Essential Skills: ● Develop a clear, well-defined theme

● Gather relevant information for multiple authoritative print and digital sources

● Create a visual representation of the theme for the cover art

● Utilize technology to research, plan, and create a theme for the yearbook

● Conduct short as well as more sustained research to answer a question (including a self-generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation



14

● Read closely to determine what the text says explicitly and to make logical inferences and relevant connections


● Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze






NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D



NJSLSA.W3; NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2;

RI.11-12.3; W.11-12.1; W.11-12.3; CPR9; CPR11

Unit Details

Modifications for Special Education Students,

English Language Learners, Students at Risk of

Failure, and Gifted Students- Modify instructional

approach and/or assignments and evaluations as

needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not

limited to:

● Extended time



● Online visuals and audio for individual

lessons




● Additional graphic organizers and outlines

for crafting writing assignments


● Integration of higher order thinking

processes, creative and critical thinking

activities, problem-solving, and open-ended

tasks


Lessons, where appropriate, incorporate multiple perspectives to infuse cultural and

global awareness.

Lessons integrate a focus on civic literacy so that student can better understand the

rights and obligations of citizenship.

Lessons, activities, and assessments require creativity and innovation on the part of

the students. They are required to create projects and products as examples of mastery

in each unit.

Communication and collaboration are crucial for student success as learners.


understanding through open ended responses (both orally and in writing). In addition,

students are often required to work collaboratively with their peers, which promotes

the ability to succeed in the area of social cooperative work, increases communication

skills, and promotes leadership and responsibility.



Learning and assessment activities support the push to make students media literate,

as they are often required to analyze, evaluate, and create messages in a wide variety

of media modes, genres, and formats.

Activities help develop life and career skills in all students by requiring initiative and

self-direction, supporting social and cross-cultural skills in both content and

15





teamwork efforts, and measuring productivity and accountability through independent

and group assignment completion.



● Theme development rubric



● Exit Tickets

● Cover Art rubric



Health/PE: Outline a central theme for PE for your current year.

English Language Arts/Literacy: Identify at least 3 themes covered in the units of study for

junior/senior ELA classes.

Social Studies: Compile four current events articles and develop an overarching theme that

unifies them.

Technical Subjects: Use the computer and graphic design programs to develop artwork that

supports the yearbook’s selected theme.

World Languages: Research and compare themes in yearbooks from other countries.

Arts: Research a body of work from a specific time period and define the theme of the work.

Unit Resources




all students.


Resources

● Jostens Yearbook Guides, Powerpoints, and Lessons


● Online periodicals and news articles: Ebsco Host, Newsela.

TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities



● Use technology to develop and design a yearbook theme

16




(Portfolios, Projects,

Tasks, Evaluations, &

Rubrics)

NJSLSA.W6. Use technology,

including the Internet, to

produce and publish writing

and to interact and collaborate

with others.

Provide students with digital resources that

identify forms of written textual activities

geared towards specific elements of online

publications

Model proper uses for online collaboration

and writing

Detail steps to produce, edit, peer review

and complete a final draft of all written

work on an online medium

Students will collaborate and submit work

via Google

Students will utilize Google Apps to

discuss and propose ideas regarding the

theme of the yearbook

Students will produce, edit, peer review

and complete final drafts of all written


Student and teacher

generated rubrics

Yearbook Staff

Notebook rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips

Visual

Representations

NJSLSA.8.1.B. Creativity and



construct knowledge and

develop innovative products

and process using technology.

Teach the components of a basic theme

Dissect components of a theme using

previous Heirlooms

Model good theme development vs bad

theme development

Analyze theme from last year and how it

was represented throughout the yearbook

Create online list of what makes our school

unique

Create a theme based on our school

community

NJSLSA.8.1.C.

Communication and

Collaboration: Students use

digital media and environments

to communicate and work

collaboratively, including at a

distance, to support individual

learning and contribute to the

learning of others.

Review strategies for developing a theme

Analyze magazine layouts and how

elements are represented both visually and

verbally

Develop visual and verbal elements to

represent theme

Add new definitions and ideas to online

yearbook notebook

17


Citizenship: Students

understand human, cultural,

and societal issues related to

technology and practice legal

and ethical behavior.

Analyze what makes our school “unique”

and distinguishes it from other schools

Discuss the importance of capturing the

school’s personality

Create a cover design that represents the

theme and uniqueness of the school

community

Develop an encompassing theme and cover

art that captures the personality of the

school and the community

Unit 4 Overview At-a-Glance Unit #4 – Academics, Activities, Athletics, Events: How Do We Cover It All?

Unit Description:

In this unit, students will support the purpose of any yearbook is to be a historical chronicle of the year. Students will be “yearbook ambassadors”,

and discuss the importance of featuring every student in the school at least three times in the yearbook, and brainstorm ideas to ensure the staff meets

the “three times” rule.

Essential Skills: ● Utilize the tagging feature in Yearbook Avenue to insure accuracy of coverage

● Understanding the scope of the yearbook for all students, not just for a select few

● Use organizational strategies to communicate with staff members in a timely and accurate manner

● Utilize technology to research, plan, and create yearbook sections



investigation








18







NJSLSA.W3; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-

12.1; W.11-12.3; CPR9; CPR11

Unit Details




assignments and evaluations as needed based for students with

IEPs, 504s, ELLs and gifted and talented students including

but not limited to:

● Extended time








writing assignments












Lessons integrate a focus on civic literacy so that student can better


Lessons, activities, and assessments require creativity and innovation on the

part of the students. They are required to create projects and products as

examples of mastery in each unit.

Communication and collaboration are crucial for student success as

learners. Throughout this curriculum, students must be able to communicate

deep understanding through open ended responses (both orally and in

writing). In addition, students are often required to work collaboratively

with their peers, which promotes the ability to succeed in the area of social

cooperative work, increases communication skills, and promotes leadership

and responsibility.



Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages

in a wide variety of media modes, genres, and formats.







● Coverage development collaboration



Career Education: Identify the steps to running a proper staff meeting and apply

the concepts to yearbook staff meetings.

19


● Exit Tickets


Health/PE: Develop the athletics section of the yearbook and determine how each

team will be presented in the overall layout.

Math: Use a spreadsheet to chart the various activities and events that need to be

represented in the yearbook and calculate how much space each item will need to

take up in the publication.

Social Studies: Research current events for the school year and determine with

events should be placed in the yearbook.

Technical Subjects: Use various online resources to collaborate and create various

portions of the yearbook to be inserted into the yearbook program platform.

World Languages: Interview students from various countries to see what they

would be interested in seeing in the yearbook to include all students.

Arts: Design artwork to be used at the beginning of each section of the yearbook.

Unit Resources




all students.


Resources




TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities




Regularly utilize 1 to 1 device to complete activities in and out of

the classroom

20


Student Learning

Objective




NJSLSA.W6. Use

technology, including the

Internet, to produce and

publish writing and to

interact and collaborate with

others.

Provide students with digital resources

that identify forms of written textual

activities geared towards specific

elements of online publications

Model proper uses for online

collaboration and writing

Detail steps to produce, edit, peer review

and complete a final draft of all written


Students will collaborate and submit work

via Google

Students will utilize Google Apps to

discuss and propose ideas regarding the

theme of the yearbook

Students will produce, edit, peer review

and complete final drafts of all written


Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.B. Creativity

and Innovation: Students

demonstrate creative

thinking, construct

knowledge and develop

innovative products and

process using technology.


Provide students with current Look Book

to encourage creative thinking

Provide updated Genesis student lists

Review Google Docs/Sheets for

collaboration

Ambassador report

Develop updated coverage spreadsheets

2018-2019 Heirloom

Research and share innovative coverage

ideas for the upcoming publication


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


NJSLSA.8.1.C.

Communication and


digital media and

environments to


collaboratively, including at

a distance, to support

individual learning and

Teach students the functionality of

ReplayIt

Discuss clubs, activities, and

organizations within the school that

require coverage

Teach students Google Forms

Individually sign up ten students to

ReplayIt

Identify members of each organization and

forge partnerships to increase coverage

opportunities

Teacher generated rubrics

Vocabulary quizzes (online

and print)


rubric

Peer / Self Evaluations

Admit/Exit Slips

21

contribute to the learning of

others.

Design a Google Form for soliciting

feedback from staff for coverage

opportunities










Review the rigorous checks photos

uploaded to ReplayIt must pass

Teach what to look for in an appropriate

photo

Explore consequences (within our school

and schools at large) for violating these

legal responsibilities


photography responsibilities

Respond to selected photographs in terms

of why it would or would not pass our

“checks”

Participate in group discussion regarding

inappropriate photographs

Teacher generated rubrics

Vocabulary quizzes (online

and print)


rubric

Peer / Self Evaluations

Admit/Exit Slips -Yearbook

Photojournalism project

Unit 5 Overview At-a-Glance Unit #5 – Photography - We All Are Great At Taking Selfies

Unit Description:

Technology today has a camera readily available. Students will continue to learn the basics of photography, the rule of thirds, using

Adobe Photoshop, and how creative photographs enhance the image of the yearbook and provide appeal to potential buyers.

Essential Skills: ● Maximize the functionality of the handheld camera

● Utilize lighting to enhance a photo

● Seek to capture unexpected moments

● Use photos to tell a bigger story

● Find opportunities through creative photography to cover more students on more occasions ● Use organizational strategies to communicate with staff members in a timely and accurate manner

22

● Utilize technology to research, plan, and create yearbook sections







Standards Addressed within this Unit Central Unit Standards- This unit will focus primarily on learning





NJSKSA.W6; NJSLSA.L1, NJSLSA.L2; RI.11-12.2; RI.11-12.3; W.11-

12.1; W.11-12.3; CPR9; CPR11

Unit Details

Modifications for Special Education Students,

English Language Learners, Students at Risk of

Failure, and Gifted Students- Modify instructional

approach and/or assignments and evaluations as needed

based for students with IEPs, 504s, ELLs and gifted

and talented students including but not limited to: ● Extended time







● Additional graphic organizers and outlines for

crafting writing assignments






● Lessons, where appropriate, incorporate multiple perspectives to infuse


● Learning incorporates skills focusing on financial, economic, business, and

entrepreneurial literacy.

● Lessons integrate a focus on civic literacy so that students can better


● Communication and collaboration is crucial for student success as learners.


understanding through open ended responses (both orally and in writing). In

addition, students are often required to work collaboratively with their peers,

which promotes the ability to succeed in the area of social cooperative work,

increases communication skills, and promotes leadership and responsibility.

● Students must be information literate, i.e. they must be able to find and use


● Learning and assessment activities support the push to make students media

literate, as they are often required to analyze, evaluate, and create messages in

a wide variety of media modes, genres, and formats.

● Activities help develop life and career skills in all students by requiring

initiative and self-direction, supporting social and cross-cultural skills in both

23





content and teamwork efforts, and measuring productivity and accountability

through independent and group assignment completion.



● Photo Portfolio

● Completion of Coverage Assignments

● Personal Defense

● Completion of Assigned Pages


Career Education: Create a brochure examining the various career opportunities there

are in the field of photography.

Math: Create a fractions chart to map out the shutter speed of various cameras then

compare their capabilities.

Social Studies: Participate in a gallery walk of various types of images and determine

how each could be used to enhance a yearbook.

Science: Analyze the behavioral differences in staged vs. candid shots.

Technical Subjects: Use editing software to completely change the presentation of a

photograph.

World Languages: Capture photographs that depict activities or scenery, which is

otherwise unfamiliar.

Arts: Study great photographers in their selected genres.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.


Resources




8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities

24


TweenTribune, etc.




Regularly utilize 1 to 1 device to complete activities in and out of

the classroom


Student Learning

Objective




NJSLSA.W3. Write

narratives to develop real or

imagined experiences or

events using effective

technique, well-chosen

details, and well-structured

event sequences.

Model using picture prompts to craft a story

Review the elements of narrative writing

Teach characterization

Draft narratives based on arbitrary

images

Engage in peer review to evaluate

the heart of the story

Mini-narratives in the form of

captions

Narrative stories for athletics

Yearbook Staff

Notebook rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Teacher generated

rubrics

Adapted PARCC

Writing rubrics

Student generated

rubrics

Vocabulary quizzes

(online and print)




thinking, construct





Provide students with current Look Book to

encourage creative thinking


designs

Online collaboration of what

“worked” and why

Develop vision boards for the 2018-

2019 Heirloom

Research and share innovative ideas

for the upcoming publication

NJSLSA.8.1.C.

Communication and


digital media and

environments to

Teach skills necessary for each roll on a

yearbook staff

Discuss jobs related on online and print

media




25


collaboratively, including at

a distance, to support


contribute to the learning of

others.



slowing sales

Teach a yearbook budget and cost of print

for each publication

Online skill quiz to determine staff

rolls

Research skills necessary for

yearbook staff members

Research jobs related to both online

and print media

Create/add to yearbook staff

notebook

Photojournalism project













community


responsibilities

Create presentation of school

districts who violated the legal

responsibilities

Participate in group discussion

regarding ethical scenarios

Unit 6 Overview At-a-Glance Unit #6 – Yearbook Layout Design: Yearbook Avenue 101

Unit Description:

In this unit, students will put into practice what they have learned about layout, visual elements, copy, and a cohesive product that ultimately tells a

story. Furthermore, students will create a product that is both visually and aesthetically pleasing, but more importantly, highly marketable.

Essential Skills: ● Meet deadlines on time-sensitive material

● Multi-task without losing sight of the bottom line

● Revise and edit layouts, copy, images as needed to produce a cohesive product

26



investigation











NJSLSA.W.4; NJSLSA.W.5; NJSLSA.W.6; NJSLSA.8.1.B;

NJSLSA.8.1.C; NJSLSA.8.1.D



NJSLSA.SL.4; NJSLSA.SL.5; NJSLSA.SL.6; RI.11-12.2; RI.11-12.3;

W.11-12.1; W.11-12.3; CPR9; CPR11

Unit Details




assignments and evaluations as needed based for students

with IEPs, 504s, ELLs and gifted and talented students

including but not limited to: ● Extended time







Integration of 21st century skills through NJSLS 9 and Career

Education:

● Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

● Learning incorporates skills focusing on financial, economic,

business, and entrepreneurial literacy.

● Lessons integrate a focus on civic literacy so that students can

better understand the rights and obligations of citizenship. ● Communication and collaboration are crucial for student success as

learners. Throughout this curriculum, students must be able to

communicate deep understanding through open ended responses (both

orally and in writing). In addition, students are often required to work

collaboratively with their peers, which promotes the ability to succeed in

27


writing assignments


● Integration of higher order thinking processes, creative

and critical thinking activities, problem-solving, and

open-ended tasks





the area of social cooperative work, increases communication skills, and

promotes leadership and responsibility.

● Students must be information literate, i.e. they must be able to find and

use information effectively, in order to succeed in class.

● Learning and assessment activities support the push to make students



● Activities help develop life and career skills in all students by requiring




Assessments- including benchmarks, formative, summative,

and alternative assessments

● Midpoint #1

● Deadline #1

● Midpoint #2

● Deadline #2

● Midpoint #3

● Deadline #3

● Supplement Deadline


Career Education: Research deadline-oriented careers and present finding to the

class.

Health/PE: Participate in class-wide Steps Challenge to cover more events,

students, staff, and provide interviews for completion of the yearbook.

Math: Track percentage completion of sales/coverage of the yearbook and use

data to find new ways to increase sales and promotion of the yearbook.

Science: Examine the psychology of personal coverage vs overall personal high

school experience.

Technical Subjects: Research careers that utilize the skills learned in Yearbook.

Arts: Create and select photography and artwork to enhance articles and sections

of the yearbook.

28

Unit Resources




all students.


Resources




TweenTribune, etc.


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4,

8.2.8.E.1



activities





the classroom

● Utilize Yearbook Avenue to produce the yearbook

Unit #6 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard

and Student Learning

Objective




NJSLSA.W4.

Produce clear and coherent

writing in which the

development,

organization, and style are

appropriate to task,

purpose, and audience.

Provide examples (print and/or electronic)

of arguments which utilize valid reasoning,

logical arguments and relevant and

sufficient support

Provide examples (print and/or electronic)

of arguments which do not utilize valid

reasoning, logical arguments and/or relevant

& sufficient support

Develop Captions

Draft stories to make photos come to life

Utilize language, phrases, and writing

style that appeals to the student-body as an

audience

Student and teacher

generated rubrics


rubric


Discussions

Questioning

Google Classroom

Exit/Admit Slips


Research project rubric

NJSLSA.W5.

Develop and strengthen

writing as needed by

planning, revising, editing,

Teach common errors to avoid in

journalistic writing

Engage in peer review to identify

characteristics of strong copy

29

rewriting, or trying a new

approach.

Review software features to support clean

copy

Model taking constructive criticism and

using it to improve writing

Apply notes from editorial staff to enhance

copy

Utilize spell/grammar checks to produce

clean copy

NJSLSA.W6.

Use technology, including

the Internet, to produce and

publish writing and to

interact and collaborate

with others.

Provide students with a comprehensive

tutorial of Yearbook Avenue

Teach students how to access the

ImageFlow library

Model attention to detail in layout

Engage in a hands-on demonstration of the

software

Teach a partner/group a feature or function

of Yearbook Avenue

Tag photos in Image Library

NJSLSA.8.1.B.

Creativity and



thinking, construct








designs

Online collaboration of what “worked”

and why

Develop vision boards for the 2018-2019

Heirloom

Research and share innovative ideas for

the upcoming publication

NJSLSA.8.1.C.

Communication and

Collaboration: Students

use digital media and

environments to


collaboratively, including

at a distance, to support


contribute to the learning

of others.


yearbook staff


media



slowing sales






Online skill quiz to determine staff rolls

Research skills necessary for yearbook

staff members

Research jobs related to both online and

print media


30



understand human,

cultural, and societal

issues related to

technology and practice

legal and ethical behavior.







community


responsibilities

Create presentation of school districts who

violated the legal responsibilities


ethical scenarios

Unit 7 Overview At-a-Glance Unit #7 – Business and Marketing

Unit Description:

In this unit, students will identify key ways to market and promote the school yearbook. In addition, they will gain an understanding of the business

side of creating and selling a product. Students will utilize spreadsheets and other technology tools to monitor budgets in both spending and selling.

Essential Skills:

● Define the yearbook mission

● Identify various mediums for yearbook promotion

● Design videos and other digital promotions to post and increase yearbook sales

● Create posters and flyers that focus on the yearbook theme and content

● Assess resources from the community to assist in funding and promoting yearbooks

● Assess the value of competitions and giveaways to promote sales








31




NJSLSA.W6; NJSLSA.8.1.B; NJSLSA.8.1.C; NJSLSA.8.1.D; 9.3.MK.2;

9.3.MK.4; 9.3.MK.6; 9.3.MK.8



NJSLSA.SL.4; NJSLSA.SL.5; NJSLSA.SL.6; RI.11-12.2; RI.11-12.3;

W.11-12.1; W.11-12.3; CPR9; CPR11

Unit Details




assignments and evaluations as needed based for students with

IEPs, 504s, ELLs and gifted and talented students including

but not limited to:

● Extended time








writing assignments


● Integration of higher order thinking processes, creative and

critical thinking activities, problem-solving, and open-ended

tasks





Integration of 21st century skills through NJSLS 9 and Career

Education:



Learning incorporates skills focusing on financial, economic, business,

and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better


Communication and collaboration is crucial for student success as

learners. Throughout this curriculum, students must be able to

communicate deep understanding through open ended responses (both

orally and in writing). In addition, students are often required to work

collaboratively with their peers, which promotes the ability to succeed in

the area of social cooperative work, increases communication skills, and

promotes leadership and responsibility.

Students must be information literate, i.e. they must be able to find and

use information effectively, in order to succeed in class.

Learning and assessment activities support the push to make students







32

Assessments- including benchmarks, formative, summative, and

alternative assessments

● Coverage development collaboration



● Exit Tickets


● All Yearbook deadlines

● Promotional materials


Career Education: Identify the business and marketing aspects of creating a

product and selling it.

English Language Arts/Literacy: Complete a close read of “The ultimate

guide to yearbook marketing: How to make your yearbook a sell-out

success.”

Math: Track percentage completion of sales/coverage of the yearbook and

use data to find new ways to increase sales and promotion of the yearbook.

Social Studies: Research successful companies throughout history and

identify strategies they used to promote their business.

Technical Subjects: Create Memes to promote the sale of the yearbook.

Arts: Create a poster to promote the sale of the yearbook.

Unit Resources




all students.

Leveled Supplemental Materials and Media/School

Library Resources

● Jostens Yearbook Guides, Powerpoints, and Lessons


● Online team building activities


8.2.12.A.1, 8.2.12.A.3, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.4, 8.2.8.E.1

● Utilize online platforms such as Weebly, Wix, BackChannel Chat, Today’s

Meet, and Google Apps to collaborate on group activities




● Regularly utilize 1 to 1 device to complete activities in and out of the

classroom

● Utilize Yearbook Avenue to produce the yearbook

● Utilize various software to create promotional materials

33



Suggested Instructional Activities Suggested Student Output Formative

Assessments

(Portfolios, Projects,

Tasks, Evaluations, &

Rubrics)

NJSLSA.W6.

Use technology, including the

Internet, to produce and

publish writing and to interact

and collaborate with others.

Provide students with a comprehensive

tutorial of Yearbook Avenue

Teach students how to access the

ImageFlow library

Model attention to detail in layout

Model various ways to promote a product

Teach a partner/group a feature or function

of Yearbook Avenue

Tag photos in Image Library

Create videos and digital promotional

materials

Use computers to publish various promotions

Student and teacher

generated rubrics

Yearbook Staff

Notebook rubric

Peer / Self

evaluations

Discussions

Questioning

Google Classroom

Exit/Admit Slips

Visual

Representations

Research project

rubric

Campaign

DeadlineS




construct knowledge and

develop innovative products

and process using technology.





designs

Online collaboration of what “worked” and

why

Develop vision boards for the 2018-2019

Heirloom

Research and share innovative ideas for the

upcoming publication

NJSLSA.8.1.C.

Communication and


digital media and

environments to communicate

and work collaboratively,

including at a distance, to

support individual learning

and contribute to the learning

of others.


yearbook staff


media



slowing sales






Online skill quiz to determine staff rolls

Research skills necessary for yearbook staff

members

Research jobs related to both online and print

media


34













community


responsibilities

Create presentation of school districts who

violated the legal responsibilities


ethical scenarios

9.3.MK.2.

Implement marketing

research to obtain and

evaluate information for the

creation of a marketing plan.

Teach sales trends from the past five years

Model the marketing strategies employed

by Jostens

Utilize sales goals promotional materials

from Jostens

Brainstorm strategies for increasing sales

within the school

Collaborate to create and maintain deadlines

for promotional campaigns using Google

Suite

Evaluate best practices of other high schools

in marketing and sales efforts

9.3.MK.4.

Plan, monitor and manage the

day‐to‐day activities required

for continued marketing

business operations.

Assign yearbook ambassadors to each

business editor

Teach the Yearbook Avenue coverage tool

to monitor the “3 times rule”

Teach the Yearbook Avenue sales widgets

and reports

Monitor assigned ambassadors by running

coverage reports to ensure students are

featured in the yearbook at least three times

to maximize sales

Run sales reports to encourage non-buyers to

purchase a yearbook

Run sales widgets to monitor goals and

milestones

9.3.MK.6.

Select, monitor and manage

sales and distribution

channels.

Review the online sales management tool

on Yearbook Avenue

Teach students to run sales reports

following each campaign

Collaborate with students to plan YB

distribution event

Enter sales using Yearbook Avenue

Update sales information in Yearbook

Avenue

Run reports to gauge potential for achieving

sales goals following each campaign

35

9.3.MK.8.

Obtain, develop, maintain and

improve a product or service

mix in response to market

opportunities.

Teach the correlation between coverage and

sales

Teach students to utilize coverage reports to

drive sales

Model promotional materials developed by

coverage reports to drive sales

Collaborate with ambassadors to increase

coverage

Collaborate with editorial staff to develop

promotional materials (print and online) to

drive sales

Documents

Yearbook Practicum II - City of Burlington Public School ... · Unit #2 High School Yearbook Production Overview At-a-Glance Pg. 9 ... support the development of a theme for the current