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Name Kyle McCartan Date11/28/2011

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2. Write inIormative/explanatory texts to examine and convey complex ideas and inIormation
clearly and accurately through the eIIective selection, organization, and analysis oI content.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
6 Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
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IUULUH H U5IUUUH U WIHg 9 Produce clear and coherent writing in
which the development, organization, and style are appropriate to task, purpose, and audience
IUULUH H U5IUUUH U WIHg 9 Use technology, including the Internet,
to produce and publish writing as well as to interact and collaborate with others; demonstrate
suIIicient command oI keyboarding skills to type a minimum oI three pages in a single sitting.
KL5LIL U DU! H IL5LH HUW!LgL ! Conduct short research projects to
answer a question, drawing on several sources and reIocusing the inquiry when appropriate.
Production and Distribution of Writing #4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.

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asic operations and concepts:
a. Students demonstrate a sound understanding oI the nature and operation oI
technology systems.
b. Students are proIicient in the use oI technology.
$ocial, ethical, and human issues:
a. Students practice responsible use oI technology systems, inIormation, and
soItware.


b. Students develop positive attitudes toward technology uses that support liIelong
learning, collaboration, personal pursuits, and productivity.
%echnology productivity tools:
a. Students use technology tools to enhance learning, increase productivity, and
promote creativity.

4 %echnology communications tools:
a. Students use telecommunications to collaborate, publish, and interact with peers,
experts, and other audiences.
b. Students use a variety oI media and Iormats to communicate inIormation and
ideas eIIectively to multiple audiences.
%echnology research tools:
a. Students use technology to locate, evaluate, and collect inIormation Irom a variety
oI sources.
b. Students use technology tools to process data and report results.

L55UH UU]LLVL[5] Students will be able to deIine the basic characteristics oI news writing
and identiIy their diIIerence to narrative or expository writing. Students will be able to deIine
'citizen journalism and discuss the role oI technology in journalism and its role in citizen
journalism.

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The teacher will review concepts oI the 5Ws and the H, the inverted pyramid, the lead oI
an article, and review their role in journalistic writing. II students do not recall these terms, the
inverted pyramid will be drawn on the board with the 5Ws and the H drawn in it so students can
see their relationship. The lead will be redeIined verbally.
Initially, I will get my students involved in this lesson by beginning class with a bell
ringer/review activity and a writing activity on www.edmodo.com. The bell ringer will review
previously taught conventions oI journalistic writing (Activity 1), and the writing activity will
engage them in a discussion about the role oI technology in journalism and citizen journalism
(Activity 2). What I want to push students towards is the idea that mass media is not always
reliable and, sometimes, citizen journalism is Iaster, more honest, and more poignant than
conventional news outlets. Students must also be warned that it is uncensored and unchecked Ior
Iactual integrity.

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The convention oI journalistic writing will be given via direct instruction. For this
lesson, the conventions oI journalism will be reviewed using a bell ringer activity and class
discussion, as it was taught in a previous lesson. InIormation will be illustrated on the
Whiteboard iI needed.


InIormation on 'citizen journalism will be introduced to student via the YouTube video:
http://www.youtube.com/watch?v58iZpMRclwI, and Iurthered through answering questions
with their peers on edmodo and subsequent class discussion. Students will learn about 'citizen
journalism via BBC 'The Rise oI Iran`s Citizen Journalists at
http://news.bbc.co.uk/2/hi/8176957.stm, and will practice identiIying journalistic conventions
with the 5WH graphic organizer.

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Students will be given an opportunity to practice identiIying the conventions oI
journalistic writing by completing the '5WH graphic organizer while reading the BBC article
on 'citizen journalism. They will also be submitting answers to discussion questions via
edmodo, and completing an 'Exit Slip on edmodo as well.
Individual student practice will be provided by the 'Bell Ringer and 'Exit Slip, group
practice will be provided by the questions in Activity 2, as well as the subsequent class
discussion.

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Written Ieedback will be given via edmodo, as I will post Ieedback Ior students as they
submit their replies to posted assignments.

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Students will verbally summarize the important parts oI this lesson by engaging in
discussion about 'citizen journalism aIter viewing the video. Students will summarize the
important points oI this lesson in writing by submitting an 'Exit Slip at the end oI class. The
'Exit Slip Iurther reviews conventions oI journalistic writing, the aspects oI 'citizen
journalism and student`s perceived perception oI 'citizen journalism.

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Students will be assessed on their knowledge oI journalism and citizen journalism by
completing online and in-person activities and conversations, completing the '5WH graphic
organizer in Activity 4, and by completing the exit slip at the end oI the period.