Free expression and your school
by Lori Keekley
Title
Free expression and your school
Description
In this noncontinuous lesson, students will localize the 2016 Gallup survey “Free Expression on Campus: A Survey of U.S. College Students and U.S. Adults.” Students will use their technical writing skills to craft the directions (teachers and students), questions similar to the Gallup questions, and an email in addition to tabulating and comparing the survey results. Students will then compare their results with the national results, create an infographic and then write a reflection of the process.
Note: You must leave several days between Day 1 and Day 2 for survey results to be returned. Teacher will need to plan accordingly.
Objectives
- Students will work on a survey plan that represents their school as a whole.
- Students will examine their own survey results and compare them to the study.
- Students will compare their data to the Gallup survey data.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.1.B | Paste the description of the standard in this box. (Example: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.) |
| CCSS.ELA-LITERACY.SL.11-12.1.C | Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. |
| CCSS.ELA-LITERACY.SL.11-12.1.D | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
Length
150 minutes
Materials / resources
Gallup survey questions (photocopied for Day 1)
Computers (if possible)
Tabulation form (photocopied for Day 2)
Butcher paper for results
Infographic rubric (See JEA Curriculum for rubric if needed)
Gallup survey information
Lesson step-by-step
Preparation: In addition to the materials/resources listed above, you will need a list of all the classes taught and the hours offered. Also, you will need the enrollment of these courses.
Day 1
Step 1 — Introduction (5 minutes)
For this activity, we will be working to find out the free expression climate of the school. The class will administer a survey to a representative sample of the school population. (For more information on this, see Surveying in the JEA Curriculum.)
Step 2 — Creating the plan and putting technical writing to use (15 minutes)
Teacher should separate the class into groups of three. If possible, each group should have a computer. Students should craft the directions for the students directions, teacher directions and survey questions. Students may want to model their questions after all or some of those in the Gallup survey.
Step 3 — Survey preparation (30 minutes)
Teacher should have students break into groups and work on the following:
Group 1:
Crafting an email to the teaching staff: For this group, students should craft an email to be sent to the teaching staff. Email should include (at minimum) what you are doing (localizing a national survey), purpose for the activity, directions, due dates, etc.
Group 2:
Identifying classes targeted for the survey
Students should look at the classes offered during the same time as the class they are taking. (For example, if you teach this class during first period, then make a list of all the first period classes offered.)
Group 3:
Photocopying and preparing the surveys for the first half of the teachers listed. Count out the amount of surveys for each class and put the teacher’s name on a blank sheet of paper on the top of each survey stack. Ask teachers to return these so you can keep track of who has returned the surveys.
Group 4:
Photocopying and preparing the surveys for the second half of the teachers listed. Count out the amount of surveys for each class and put the teacher’s name on the direction sheet, which should be placed on the top of each survey stack. Ask teachers to return these so you can keep track of who has returned the surveys.
Students could either deliver the packets to the teachers or put them in their mailboxes at the end of the hour.
Day 2
Step 1— Tabulating (This day could be skipped if the data is collected electronically.) Students will need to tabulate the results. Have small groups in charge of marking the data for specific questions. (See the form titled “Tabulating the Results.”) They should compile and report back to the group when finished. If time allows, have a second group of students verify the results.
Suggestion: have one group in charge of using butcher paper and marking the results after they are verified. Leave room to add the national results as well.
Day 3
Step 1 — Introduction (20 minutes)
Examine your school results. Teacher should ask students if anything surprised them in the results as well as what they assumed might be the results.
Step 2 — Compare/contrast (20 minutes)
Again group the students so each group has at least two of the questions. Have them discuss the school results and then post the national results if applicable. They should lead the class in discussion of class thoughts about the results. Examine how these relate to your school. Teacher or students should read the blurbs included in the Gallup poll to help put this into context.
Students should create an infographic showing what was the same and different with their results.
Step 3 — Reflection (10 minutes)
Please pass out the reflection for the assignment. Students should complete this prior to leaving class. Teacher could use this as an assessment for this project if desired. Teacher could also assess student participation in the project.
* Depending on the class productivity, it may take an additional day to prepare.
Extension
Have students write their own conclusions to their data. They could then compare and contrast theirs to the one included in the poll.
Looking at the survey results, how can students then work to further educate and inform students about the First Amendment.
Read MoreAlternative story forms for adding context
by Candace Perkins Bowen
Title
Alternative story forms for adding context
Description
Fake news may just be incomplete news if it doesn’t provide the audience with enough context to really tell the story. That can happen with alternative story forms if they just add visuals and fluff but little real information. As The Poynter Institute’s Vicki Krueger describes them, these are “charticles, non-narratives, storytelling devices, ASFs and alts, among others. Some stand alone as a story, and some are supplemental: forms that clarify, complement and explain information in a traditional news story.” In her 10 ways to engage readers with alternative story forms, she offers guidelines for their use. However, a staff’s first decision is when and why to use them. Note that these are to clarify and explain information to avoid misinforming the audience. While alternative story forms can add visual variety, their main purpose is to accurately convey information.
Objectives
- Students will practice improving the information conveyed by providing alternative story forms when useful.
- Students will evaluate alternative story forms as ways to explain complicated messages.
- Students will apply these lessons to generate ideas for potential ASFs for future media topics.
Common Core State Standards
| CCSS.ELA-Literacy.W.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| CCSS.ELA-Literacy.W.9-10.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |
| CCSS.ELA-Literacy.W.9-10.8 | Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. |
Length
50 minutes
Materials / resources
White board and markers
Handout: Alternative story form ideas and how to grow them
Access to the internet for seeing other graphics or printouts of them
Assessment: Exit slip to suggest a future ASF
Article: 10 ways to engage readers with alternative story forms
Lesson step-by-step
Step 1 — Provide a bridge (10 minutes)
Students should read the Poynter article, 10 ways to engage readers with alternative story forms. Create a list of ideas and discuss as a class what students see as some they can use to add information to stories in the planning stages. How can these be both graphically pleasing and add some depth to the factual articles? Don’t spend a great deal of time on this as the class will return to it after the next activity.
Step 2 — Handout and activity (20 minutes)
In pairs, students should look at the handout, “Alternative story form ideas and how to grow them.” Have them assess the hypothetical students’ original ideas. Then they should look at the examples on the second page and in links. Discuss what makes these better and how the ideas they offer can be used to improve the original suggestions. Make a list about what improved these new ideas in general.
Step 3 — Large group discussion and feedback (15 minutes)
Discuss what students thought of the original ideas and how they were able to improve them. Then generate a list on the board of what, in general, made the new versions better (e.g. including number surveyed, indicating source of expert information, etc.).
Step 4 — Exit slips
Students should write down one idea they have for a future ASF for a project in the planning stage.
Extension
Students could start the creation of alternative story forms, either the idea used on the exit slip or another for some of their own stories that are in the planning stages. This could be a more complete explanation of the idea on the exit slip or another idea the student has.
Students could also sign up for Poynter Institute’s NewsU course, Beyond the Inverted Pyramid: Creating Alternative Story Forms, by Andy Bechtel. This self-directed online course is free and only requires registering with NewsU. It is designed to take about two hours to complete.
Additional resources
Tim Harrower’s The Newspaper Designer’s Handbook also has a lot about ASFs, including some pages accessible online.
Read MoreJeopardy-style game activity
by Michael Johnson
Following the How to Spot Fake News lesson or Satire’s role in Current Events lesson (or perhaps even on its own or before the lesson), urge students to download the Jeopardy-style game to see how they really do in identifying fake news.
There are three predominant types of news in our world today – real, fake and satirical.
What is the difference? Can you tell the difference?
- In the format of “Jeopardy,” you will choose from five categories that contain information from various news sources.
- Your answers will be in the form of three possible questions: “What is real news?” “What is fake news” and “What is satire?”
- Students will be divided into three groups. Difficulty of questions determined by point total (10 points are easier than 50 points)
- Group with the most points wins.
The game can be accessed Johnson_ _Jepoardy and will be downloaded.
Michael Johnson bio:
Michael Johnson, editor of the White Mountain Independent in Show Low, Arizona.
Johnson has a Bachelor of Science in Communication from Ohio University, a Bachelor of Arts in Journalism and Mass Communication from New Mexico State University, and is nearing completion of his Master of Arts in Journalism and Communication, with a concentration in Reporting/Editing-Journalism Education, at Kent State University.
Johnson has won numerous awards for his news reporting, feature and editorial writing, and photography during his 29-year career.
Works Cited for Jeopardy-style game
Beavers, O. (2017, April 23). Pelosi: ‘Of course’ Dems can be against abortion. Retrieved from The Hill: http://thehill.com/homenews/sunday-talk-shows/330136-pelosi-of-course-democrats-can-be-against-abortion
Helin, K. (2012, May 7). Ten years ago today, Allen Iverson ranted about practice. Retrieved from NBCSports.com: http://nba.nbcsports.com/2012/05/07/ten-years-ago-today-allen-iverson-ranted-about-practice/
Holan, A. D. (2016, December 13). 2016 Lie of the Year: Fake News. Retrieved from PolitiFact: http://www.politifact.com/truth-o-meter/article/2016/dec/13/2016-lie-year-fake-news/
Hooper, B. (2017, April 21). Pennsylvania hockey team bans cowbells after rowdy celebration. Retrieved from United Press International: http://www.upi.com/Odd_News/2017/04/21/Pennsylvania-hockey-team-bans-cowbells-after-rowdy-celebration/1851492788987/?utm_source=sec&utm_campaign=sl&utm_medium=15
LiteraryDevices.net. (2017, April 23). Satire Definition. Retrieved from Literary Devices: Definition and Examples of Literary Terms: https://literarydevices.net/satire/
Martin, J. (2017, April 22). Photos of the Week. Retrieved from Reuters: http://in.reuters.com/news/picture/photos-of-the-week?articleId=INRTS13DRU
Moreno, N. (2017, April 9). Police: Son dead, father wounded after shooting each other in fight over dog. Retrieved from Chicago Tribune: http://www.chicagotribune.com/news/local/breaking/ct-two-men-shot-in-burnside-20170409-story.html
NRAI School of Mass Communication. (2016, January 7). Television Journalism 205. Retrieved from NRAI School of Mass Communication: http://delhimasscommunication.com/wp-content/uploads/…/Television-Jornalism-205.docx
On The Media. (2016, November 18). Breaking News Consumer Handbook: Fake News Edition. Retrieved from WNYC.org: http://www.wnyc.org/story/breaking-news-consumer-handbook-fake-news-edition/
Rosenberg, E. (2017, April 22). American Airlines Suspends Flight Attendant After Altercation Over Stroller. Retrieved from The New York Times: https://www.nytimes.com/2017/04/22/business/american-airlines-video-stroller.html?_r=0
Rustling, J. (2016, December 11). Obama Signs Executive Order Banning The Pledge Of Allegiance In Schools Nationwide. Retrieved from abcnews.com.co: http://abcnews.com.co/obama-executive-order-bans-pledge-of-allegiance-in-schools/
Snell, K. (2017, April 22). Ryan promises to keep government open — and makes no promises on health care. Retrieved from The Washington Post: https://www.washingtonpost.com/powerpost/ryan-promises-to-keep-government-open–and-makes-no-promises-on-health-care/2017/04/22/2f9aeaea-2769-11e7-b503-9d616bd5a305_story.html?utm_term=.e1f653b3ca1f
Sports Pickle. (2016, December 19). Jim Harbaugh to skip Orange Bowl so he can prepare for his next NFL head coaching job. Retrieved from Sports Pickle: https://medium.com/sportspickle/jim-harbaugh-to-skip-orange-bowl-so-he-can-prepare-for-his-next-nfl-head-coaching-job-95ea60b4f20a
Sports Pickle. (2017, January 8). Report: Odell Beckham planning to take chartered flight to New York after game with some friends. Retrieved from Sports Pickle: https://medium.com/sportspickle/report-odell-beckham-planning-to-take-chartered-flight-to-new-york-after-game-with-friends-8cbd19f3cf7a
staff, D. M. (2009, May 6). Signs of a strange world: The bizarre notices that will amuse, enlighten or just bewilder you. Retrieved from The Daily Mail of London: http://www.dailymail.co.uk/news/article-1178034/Signs-strange-world-The-bizarre-notices-amuse-enlighten-just-bewilder-you.html
Stroud, F. (2017, April 23). Fake News. Retrieved from Webopedia: http://www.webopedia.com/TERM/F/fake-news.html
The New York Evening. (2017, April 10). Breaking: Malia Obama expelled from Harvard. Retrieved from The New York Evening: http://thenewyorkevening.com/2017/04/10/breaking-malia-obama-expelled-harvard/
The Spoof. (2016, October 28). Time Channel is a go. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/business/127145/time-channel-is-a-go
The Spoof. (2016, September 5). Trump Proposes Ideological Purity Test. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126807/trump-proposes-ideological-purity-test
The Spoof. (2016, September 6). Vanna White to run for President of the U.S. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126811/vanna-white-to-run-for-president-of-u-s
The Spoof. (2017, April 5). Cubs Forced Out of Wrigley Field Just After Opening Day. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/128080/cubs-forced-out-of-wrigley-field-just-after-opening-day
The Spoof. (2017, February 25). MLB to blindfold pitchers during intentional walks. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/127890/mlb-to-blindfold-pitchers-during-intentional-walks
The Spoof. (2017, March 6). Portland’s homeless to be offered a hand up, instead of a handout. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/127934/portlands-homeless-to-be-offered-a-hand-up-instead-of-a-handout
Thumbpress. (2017, April 23). Oh, the irony! 30 Funny Ironic Pictures. Retrieved from Thumbpress: http://thumbpress.com/oh-the-irony-30-funny-ironic-pictures/
U.S. Department of Defense. (2002, February 12). News Transcript – DoD News Briefing. Retrieved from U.S. Department of Defense: http://archive.defense.gov/Transcripts/Transcript.aspx?TranscriptID=2636
Weasel, D. (2015, September 1). Donald Trump promises to deport all immigrants “back to Alaska”. Retrieved from The Valley Report: https://thevalleyreport.com/2015/09/01/donald-trump-promises-to-deport-all-immigrants-back-to-alaska/
Weasel, D. (2015, August 28). Nickelback to release Greatest Hits Album; 19 tracks of silence. Retrieved from The Valley Report: https://thevalleyreport.com/2015/08/28/nickelback-to-release-greatest-hits-album-19-tracks-of-silence/
Weasel, D. (2016, April 25). Woman arrested for defecating on boss’ desk after winning the lottery. Retrieved from The Valley Report: https://thevalleyreport.com/2016/04/25/woman-arrested-for-defecating-on-boss-desk-after-winning-the-lottery/
Webopedia. (2017, April 10). Fake News: Resources for Evaluating Information: Fake News. Retrieved from Ashland University: http://libguides.ashland.edu/fakenews/info
Young, N. (2013). 20 Epic Fake Pictures that Have Fooled the Whole World. Retrieved from Photodoto: http://photodoto.com/epic-fake-pictures-that-have-fooled-the-whole-world/
Read More
Creating, publishing Storify news
about native ads, sponsored content
by John Bowen
Title
Activity: Creating and publishing a Storify on news about native ads and sponsored content
Description
This lesson should follow other lessons on sponsored content. To help maintain student awareness of native ads and sponsored content, students will create Storify news stories and publish them to keep themselves and their communities aware of each.
Objectives
- Students will become better able to identify the ethical controversy of sponsored content and native ads
- Students will be able to compare and contrast sponsored content with native advertising
- Students will be able to recognize credible sources and verify their information.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.2 | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| CCSS.ELA-LITERACY.SL.11-12.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks |
| CCSS.ELA-LITERACY.SL.11-12.1.D | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Student computers if available
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will ask students if they have seen news about native advertising or sponsored content. Using Storify, they can explore its value and credibility.
(The teacher should do the Pinterest/Padlet lesson first for information about native ads and sponsored content.)
Step 2 — Large-group work (35 minutes)
The teacher will then show students how to use Storify to search for news and sources from social and digital media. Students will need to create a free Storify account.
Then the teacher will review with students how to create Storify links that show the latest news or issues about sponsored content and native ads.
The teacher will also remind students of how to check source credibility.
Students will create individual Storify documents that put the news or issue into a social and digital media context. Along with the links and images, students would prepare their own headline, leads and transition content for each Storify they post. They will also be responsible for verification and credibility of sources used in their story.
The teacher will make an ongoing, extra credit assignment for students as they find and post examples.
Step 3 — Assessment (10 minutes)
The teacher will evaluate the students’ posts and summaries and comments and grant an appropriate amount of extra credit for that school’s program.
Differentiation
The teacher could vary the assignment by making it a regularly graded assignment, possibly once a week. The teacher could also vary the topic. For example, the teacher instead of native ads or sponsored content could have students seek examples of solutions journalism, journalistic leadership, fake news and more
Read MoreHow well can your students
recognize sponsored content?
by John Bowen
Title
How well can your students recognize sponsored content?
Description — third in the sequence
Because of the rapid spread of sponsored content, students may have to decide whether to accept sponsored content in their student media. How well can they recognize it and what would they do once they recognize it?
Objectives
- Students will critique a piece of sponsored content and specify issues in the article that help identify it as sponsored.
- Students will demonstrate their knowledge of journalistic standards by suggesting changes in the article that could make it more acceptable.
- Students will defend their suggestions showing how they apply their ethical guidelines for sponsored content.
- Students will reexamine their student media advertising guideline.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.7 | 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. |
| CCSS.ELA-LITERACY.CCRA.SL.4 | 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. |
| CCSS.ELA-LITERACY.CCRA.W.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| CCSS.ELA-LITERACY.CCRA.W.8 | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Evaluating information: The cornerstone of civic online reasoning
Slideshow on Skeptical Knowing
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Teacher should ask students to define sponsored content and to explain concerns about it.
Step 2 — Large group discussion (45 minutes)
The teacher will introduce the lesson by telling the students they are going to get a chance to identify, and then call for correction of, problematic issues. The teacher could also note the Stanford study that indicates students have a difficult time identifying fake news, sharing findings with students.
The teacher should make links to four sponsored content examples available. Students should then evaluate the articles and identify ways to make the story more acceptable. Students should read the articles, identify points that could be problematic and suggest journalistic corrections that could also be linked.
The articles can be found here:
http://www.healthcarefinancenews.com/sponsored or http://reviveusa.com/category/sponsored-news/ or http://www.eonline.com/news/sponsored or
Students should also be able to refer to the Slideshow on Skeptical Knowing (based on information by Bill Kovach and Tom Rosenstiel in Blur) to get insights to the type of information they were seeing and questions to ask about that information. We encourage teachers to purchase Blur for more complete context and a look at new approaches in journalism.
Students will be able to share their work with peers in class.
Students should then use this knowledge to revisit and possibly rewrite their advertising guideline.
Assessment
The teacher will critique each student’s evaluation based on a rubric of the sponsored content answer form.
Differentiation
Instead of completing a written evaluation, students may choose to do the assignment using a podcast or short video report.
Read More