Wednesday, April 7, 2010
Monday, March 29, 2010
Editoral Final Draft
Minnesota Professional Sports just can’t keep the stars in Minnesota. Players like David Ortiz, Kevin Garnett, Johan Santana, Torii Hunter, and Randy Moss have moved on to bigger markets like Boston, New York, and Los Angeles and signed much larger contracts. Most have become Champions because of their move. If Minnesota isn’t careful, this scenario could very well happen again. This time, it could be one of our own hometown stars. If you ask any Twins Baseball fan, they’ll all say there is no possible way Mauer will ever leave Minnesota. From past moves, the impossible is anything but.
The newest report’s from inside sports reporters is that the Twins are unwilling to come to an agreement with Mauer. Apparently, the Twins organization is offer around 20 million to Mauer, but that is not enough for Mauer and his agent, Ron Shapiro. If the Twins and Mauer do not make process in the near future, Mauer could be on his way out the door to a big market ball club like New York, Boston, or Los Angeles.
If Mauer did end up leaving his hometown team, riots would begin in the streets of Minneapolis, newly opened Target Field would be abandoned, and the Twin’s hope for a title would vanish quickly. Now, he is not the only reason the Twins compete for the Central Division Championship each year, but he is a big piece of the championship puzzle Minnesota’s been building since their dismal year’s of the late 90’s. In Mauer’s first five years with the organization, he has won a MVP award and two American League Batting Champions. Mauer has done this all while playing the most demanding position in the game, catcher, where he has also won two gold gloves. For 130 games a year, Mauer gets behind the plate and bends down for nine innings. Most player’s careers are shortened, just because of the tole the position puts upon your body.
Mauer, has somehow find a way to become arguably, the best player in baseball and the first Prince of Minnesota since Prince himself. It’s not just about baseball either, Star Tribune columnist Sid Hartman says, “I have known Mauer since his high school days. He is not only a great athlete but a super person.” Joe Mauer is the best thing to happen to Twins Baseball since the magical championship run’s of 1987 and 1991, and if the organization isn’t careful, he could be gone before we know it.
The newest report’s from inside sports reporters is that the Twins are unwilling to come to an agreement with Mauer. Apparently, the Twins organization is offer around 20 million to Mauer, but that is not enough for Mauer and his agent, Ron Shapiro. If the Twins and Mauer do not make process in the near future, Mauer could be on his way out the door to a big market ball club like New York, Boston, or Los Angeles.
If Mauer did end up leaving his hometown team, riots would begin in the streets of Minneapolis, newly opened Target Field would be abandoned, and the Twin’s hope for a title would vanish quickly. Now, he is not the only reason the Twins compete for the Central Division Championship each year, but he is a big piece of the championship puzzle Minnesota’s been building since their dismal year’s of the late 90’s. In Mauer’s first five years with the organization, he has won a MVP award and two American League Batting Champions. Mauer has done this all while playing the most demanding position in the game, catcher, where he has also won two gold gloves. For 130 games a year, Mauer gets behind the plate and bends down for nine innings. Most player’s careers are shortened, just because of the tole the position puts upon your body.
Mauer, has somehow find a way to become arguably, the best player in baseball and the first Prince of Minnesota since Prince himself. It’s not just about baseball either, Star Tribune columnist Sid Hartman says, “I have known Mauer since his high school days. He is not only a great athlete but a super person.” Joe Mauer is the best thing to happen to Twins Baseball since the magical championship run’s of 1987 and 1991, and if the organization isn’t careful, he could be gone before we know it.
Thursday, March 18, 2010
Editoral Rough Draft
Minnesota Professional Sports just can’t keep the stars in Minnesota. Players like David Ortiz, Kevin Garnett, Johan Santana, Torii Hunter, and Randy Moss have moved on to bigger markets like Boston, New York, and Los Angeles and signed much larger contracts. Most have become Champions because of their move. If Minnesota isn’t careful, this scenario could very well happen again. This time, it could be one of our own hometown stars. If you ask any Twins Baseball fan, they’ll all say there is no possible way Mauer will ever leave Minnesota. From past moves, the impossible is anything but.
The newest report’s from inside sports reporters is that the Twins are unwilling to come to an agreement with Mauer. Apparently, the Twins organization is offer around 20 million to Mauer, but that is not enough for Mauer and his agent, Ron Shapiro. If the Twins and Mauer do not make process in the near future, Mauer could be on his way out the door to a big market ball club like New York, Boston, or Los Angeles.
If Mauer did end up leaving his hometown team, riots would begin in the streets of Minneapolis, newly opened Target Field would be abandoned, and the Twin’s hope for a title would vanish quickly. Now, he is not the only reason the Twins compete for the Central Division Championship each year, but he is a big piece of the championship puzzle Minnesota’s been building since their dismal year’s of the late 90’s. In Mauer’s first five years with the organization, he has won a MVP award and two American League Batting Champions. Mauer has done this all while playing the most demanding position in the game, catcher, where he has also won two gold gloves. For 130 games a year, Mauer gets behind the plate and bends down for nine innings. Most player’s careers are shortened, just because of the tole the position puts upon your body.
Mauer, has somehow find a way to become arguably, the best player in baseball and the first Prince of Minnesota since Prince himself. It’s not just about baseball either, Star Tribune columnist Sid Hartman says, “I have known Mauer since his high school days. He is not only a great athlete but a super person.” Joe Mauer is the best thing to happen to Twins Baseball since the magical championship run’s of 1987 and 1991, and if the organization isn’t careful, he could be gone before we know it.
The newest report’s from inside sports reporters is that the Twins are unwilling to come to an agreement with Mauer. Apparently, the Twins organization is offer around 20 million to Mauer, but that is not enough for Mauer and his agent, Ron Shapiro. If the Twins and Mauer do not make process in the near future, Mauer could be on his way out the door to a big market ball club like New York, Boston, or Los Angeles.
If Mauer did end up leaving his hometown team, riots would begin in the streets of Minneapolis, newly opened Target Field would be abandoned, and the Twin’s hope for a title would vanish quickly. Now, he is not the only reason the Twins compete for the Central Division Championship each year, but he is a big piece of the championship puzzle Minnesota’s been building since their dismal year’s of the late 90’s. In Mauer’s first five years with the organization, he has won a MVP award and two American League Batting Champions. Mauer has done this all while playing the most demanding position in the game, catcher, where he has also won two gold gloves. For 130 games a year, Mauer gets behind the plate and bends down for nine innings. Most player’s careers are shortened, just because of the tole the position puts upon your body.
Mauer, has somehow find a way to become arguably, the best player in baseball and the first Prince of Minnesota since Prince himself. It’s not just about baseball either, Star Tribune columnist Sid Hartman says, “I have known Mauer since his high school days. He is not only a great athlete but a super person.” Joe Mauer is the best thing to happen to Twins Baseball since the magical championship run’s of 1987 and 1991, and if the organization isn’t careful, he could be gone before we know it.
Tuesday, March 16, 2010
Editoral Pre-writing
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
A: Parking Lot, Economy, College Pay, Signing Joe Mauer.
2. What is your view/position on the problem or situation?
A: The Twins need to stop worrying about spending too much and sign Joe.
3. What would you like to achieve with your editorial? (What is the desired result?)
A: Show the reasons why Twins Baseball needs to keep Joe Mauer.
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
A:
1. MVP, 2-time Batting Champ
2. Hometown Hero
3. Best Player in Baseball (Hitting, Fielding, etc.)
4. Amazing Teammate
5. How will you motivate your readership to action in your conclusion?
A: Joe Mauer is the best thing to happen to Twins Baseball since Kirby Puckett.
6. How will your editorial serve a public purpose?
A: Keeping a local star in Minnesota
A: Parking Lot, Economy, College Pay, Signing Joe Mauer.
2. What is your view/position on the problem or situation?
A: The Twins need to stop worrying about spending too much and sign Joe.
3. What would you like to achieve with your editorial? (What is the desired result?)
A: Show the reasons why Twins Baseball needs to keep Joe Mauer.
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
A:
1. MVP, 2-time Batting Champ
2. Hometown Hero
3. Best Player in Baseball (Hitting, Fielding, etc.)
4. Amazing Teammate
5. How will you motivate your readership to action in your conclusion?
A: Joe Mauer is the best thing to happen to Twins Baseball since Kirby Puckett.
6. How will your editorial serve a public purpose?
A: Keeping a local star in Minnesota
Monday, March 15, 2010
Feature Story Final Draft
DP: Doughnuts & Pop
Every week, sixth graders in District 196 attend a class that no other sixth graders in the state experience. This class is like no other class in the state. The curriculum of this class includes drug prevention, refusal skills, decision-making, and overall life lessons. The curriculum is not what makes this class unique however. What makes this class unique and different from anything else in the state is who teaches the kids. The teachers are not paid or hired by district or school administrators, but rather high school seniors that are chosen through a rigorous process. Laura Appleton, best describes Developmental Psychology (DP), “DP is a program that puts seniors into leadership positions, in which they go to local middle schools and teach the 6th graders drug education. Along with drug education, we also teach about bullying and decision-making. It’s a program that is unique to District 196 and gives seniors the opportunity to be leaders and grow close to people who have many of the same values as themselves.” Interest meetings start right before Christmas of the student’s junior year. After meetings, interested students fill out an application that includes numerous questions and surveys. Then, students must complete two interviews. The first interview is a one-on-one interview with one of the DP teachers. The second interview is more of a discussion with other peers applying for a spot in front of all DP teachers. After completing each step of the process, around forty students out of nearly 80 applicants are chosen to be a member of DP for their senior year.
The first quarter of DP is arguably the most important quarter of the year. The first day of school, eleven to fourteen students walk into the same room and sit in a circle for the first time. Some might know each other; others might have never seen their faces before. Appleton explains how her group has evolved, “I have basically made a whole new circle of best friends. We all help each other through difficult times and in turn grow. I can see us all 30 years in the future still keeping up with each other. It’s just a given at this point.” Either way, these groups of people are really going to get to know each other over the next nine months. Within the first month of quarter one, students focus on creating bonds with each other and becoming a team. They also write up their commitment to each other to stay sober throughout the entire year. The first month is where the group will either succeed or fail. However, most groups create a strong bond in this first month. After that, the focus switches to the sixth graders. The group will take the better part of the next month preparing to teach. Students learn all they can about how to teach, how sixth graders learn, and what makes a good lesson; all leading up to the nerve racking first day. When the eleven to fourteen students walk into class this day, nerves are higher than even the very first day of school. Everyone is quiet, double and sometimes even triple checking their lesson plans and supplies, making sure they did not forget anything. After getting through a shaky first day, the nerves usually evaporate within a couple of weeks and teaching becomes the norm. Michelle Dumonceaux, one of three Developmental Psychology teachers in the building comments on a normal day in DP, “ There really isn’t a normal day of DP. It depends on the time of the year—and the curriculum we’re working on. At the beginning of the year, the focus is on getting to know your fellow group members and preparing yourself for the first weeks of teaching. Later in the year, we fall into a more typical routine of prepping for a day, teaching two days a week, and fitting our senior curriculum into the other available times.”
More and more people are buying into the stereotypical teenager, (disrespectful, rude, etc.) but the members of DP are trying their hardest to crack this generalization everyday. The only way to break this stereotype is by setting a good example and become a positive role model for the young sixth graders. Being a positive role model for these students week in and week out is not as easy as it sounds however. DP member Kayla Hestness explains how hard teaching can be, “Sometimes it gets tiring and you really would just rather skip that day because you just don't feel like putting up with the sixth graders’ attitude. But then you just remember why you're doing it and you just hope that maybe you're changing at least one kid’s decision making down the road.” Hestness is not the only DP member feeling the pressure of teaching. Matt Lilledahl comments on his teaching experience, “Teaching sixth graders each week can be a pretty fun job, but it can be frustrating at times if the students don't cooperate. Overall, it is a really fun experience getting to know the sixth graders and serving as a role model for them.” The role models that the senior’s create do not come without benefits. Dumonceaux, a former DP student herself, comments on the effects this unique course has had on the district, both for sixth graders and the seniors, “The effect over the course of this 30 year program has been significant. For sixth graders, we can trace the instance of drug use and abuse based on the MN Student Survey and note that most sixth graders get their drug information from their senior peer and view chemical use as negative. The most impact that is experienced is by the seniors themselves. Most senior students express that regardless of the type of group or sixth grade teaching experience they had, the experience on the whole of being in DP is insightful, time well spent in their senior year, and often times, creates long-lasting relationships with peers. Many former DP students actually end up in teaching as their career—and many of these teachers actually teach in our district. There is a strong argument, therefore, that DP is also a teaching program that mentors interested seniors into the field of teaching.”
Even though Developmental Psychology has had a major positive effect on District 196, this program is one of many programs that are being cut for the 2010-2011 school year. Dumonceaux explains what those cuts will be, “The DP program will experience about a 28% cut from our overall program, plus we will lose our current coordinator. This will mean that students will only have one hour of DP for the first quarter of the year and then a double hour for the rest of the year. It also means that about three to six Drug Education teaching weeks will be removed from the curriculum.” Over the past thirty years, thousands of seniors throughout the district have come and gone through the Developmental Psychology program. Each member has built and continued a legacy that has changed many young students lives, and put a positive role model into those lives where without them, they might not have anyone to look up to. The budget cuts for next year will deeply change the program from what it stands at today, the challenge will be to keep having a positive effect on the district’s future sixth graders.
Every week, sixth graders in District 196 attend a class that no other sixth graders in the state experience. This class is like no other class in the state. The curriculum of this class includes drug prevention, refusal skills, decision-making, and overall life lessons. The curriculum is not what makes this class unique however. What makes this class unique and different from anything else in the state is who teaches the kids. The teachers are not paid or hired by district or school administrators, but rather high school seniors that are chosen through a rigorous process. Laura Appleton, best describes Developmental Psychology (DP), “DP is a program that puts seniors into leadership positions, in which they go to local middle schools and teach the 6th graders drug education. Along with drug education, we also teach about bullying and decision-making. It’s a program that is unique to District 196 and gives seniors the opportunity to be leaders and grow close to people who have many of the same values as themselves.” Interest meetings start right before Christmas of the student’s junior year. After meetings, interested students fill out an application that includes numerous questions and surveys. Then, students must complete two interviews. The first interview is a one-on-one interview with one of the DP teachers. The second interview is more of a discussion with other peers applying for a spot in front of all DP teachers. After completing each step of the process, around forty students out of nearly 80 applicants are chosen to be a member of DP for their senior year.
The first quarter of DP is arguably the most important quarter of the year. The first day of school, eleven to fourteen students walk into the same room and sit in a circle for the first time. Some might know each other; others might have never seen their faces before. Appleton explains how her group has evolved, “I have basically made a whole new circle of best friends. We all help each other through difficult times and in turn grow. I can see us all 30 years in the future still keeping up with each other. It’s just a given at this point.” Either way, these groups of people are really going to get to know each other over the next nine months. Within the first month of quarter one, students focus on creating bonds with each other and becoming a team. They also write up their commitment to each other to stay sober throughout the entire year. The first month is where the group will either succeed or fail. However, most groups create a strong bond in this first month. After that, the focus switches to the sixth graders. The group will take the better part of the next month preparing to teach. Students learn all they can about how to teach, how sixth graders learn, and what makes a good lesson; all leading up to the nerve racking first day. When the eleven to fourteen students walk into class this day, nerves are higher than even the very first day of school. Everyone is quiet, double and sometimes even triple checking their lesson plans and supplies, making sure they did not forget anything. After getting through a shaky first day, the nerves usually evaporate within a couple of weeks and teaching becomes the norm. Michelle Dumonceaux, one of three Developmental Psychology teachers in the building comments on a normal day in DP, “ There really isn’t a normal day of DP. It depends on the time of the year—and the curriculum we’re working on. At the beginning of the year, the focus is on getting to know your fellow group members and preparing yourself for the first weeks of teaching. Later in the year, we fall into a more typical routine of prepping for a day, teaching two days a week, and fitting our senior curriculum into the other available times.”
More and more people are buying into the stereotypical teenager, (disrespectful, rude, etc.) but the members of DP are trying their hardest to crack this generalization everyday. The only way to break this stereotype is by setting a good example and become a positive role model for the young sixth graders. Being a positive role model for these students week in and week out is not as easy as it sounds however. DP member Kayla Hestness explains how hard teaching can be, “Sometimes it gets tiring and you really would just rather skip that day because you just don't feel like putting up with the sixth graders’ attitude. But then you just remember why you're doing it and you just hope that maybe you're changing at least one kid’s decision making down the road.” Hestness is not the only DP member feeling the pressure of teaching. Matt Lilledahl comments on his teaching experience, “Teaching sixth graders each week can be a pretty fun job, but it can be frustrating at times if the students don't cooperate. Overall, it is a really fun experience getting to know the sixth graders and serving as a role model for them.” The role models that the senior’s create do not come without benefits. Dumonceaux, a former DP student herself, comments on the effects this unique course has had on the district, both for sixth graders and the seniors, “The effect over the course of this 30 year program has been significant. For sixth graders, we can trace the instance of drug use and abuse based on the MN Student Survey and note that most sixth graders get their drug information from their senior peer and view chemical use as negative. The most impact that is experienced is by the seniors themselves. Most senior students express that regardless of the type of group or sixth grade teaching experience they had, the experience on the whole of being in DP is insightful, time well spent in their senior year, and often times, creates long-lasting relationships with peers. Many former DP students actually end up in teaching as their career—and many of these teachers actually teach in our district. There is a strong argument, therefore, that DP is also a teaching program that mentors interested seniors into the field of teaching.”
Even though Developmental Psychology has had a major positive effect on District 196, this program is one of many programs that are being cut for the 2010-2011 school year. Dumonceaux explains what those cuts will be, “The DP program will experience about a 28% cut from our overall program, plus we will lose our current coordinator. This will mean that students will only have one hour of DP for the first quarter of the year and then a double hour for the rest of the year. It also means that about three to six Drug Education teaching weeks will be removed from the curriculum.” Over the past thirty years, thousands of seniors throughout the district have come and gone through the Developmental Psychology program. Each member has built and continued a legacy that has changed many young students lives, and put a positive role model into those lives where without them, they might not have anyone to look up to. The budget cuts for next year will deeply change the program from what it stands at today, the challenge will be to keep having a positive effect on the district’s future sixth graders.
Wednesday, March 10, 2010
Interview Answers
Interview with DP student: (Kayla Hestness)
1. What is DP?
DP is a 2 period class where you get to know 12 other students in your grade really well, you help and support each other in making a committment to be chemically free your entire senior year. You learn a lot about different drugs, and the affects they have on your body; and then you go and teach a group of 6th graders what you want them to know about not just chemicals, but other "life lessons" once a week.
2. What goes on in a normal day of DP?
at the beginning of the week we usually just take the first period to talk about what we did over the weekend; sort of like a "weekend check", and the rest of the week is either spent planning for our next lesson, reading a certain book (Tuesdays with Morrie), team building stuff and just getting to know each other better.
3. How has DP affected your senior year?
I've become really good friends with people that i may have never even talked to if it wasn't for DP. I've always had a committment to myself to not use any sort of chemical, but it's so much better to have a big group of people who you know have made the same committment as you to be chemically free.
4. How have you developed through DP?
I think DP has helped me become more open with people and just more outgoing in general. When you have other people to back you up on why you don't want to drink over the weekend, it just makes you a little more confident and stronger.
5. What is it like teaching 6th graders every week?
Sometimes it gets tiring and you really would just rather skip that day because you just don't feel like putting up with 6th graders attitudes; but then you just remember why you're doing it and you just hope that maybe you're changing at least one kids decision making down the road. It's so rewarding when they actually understand what you're saying and they thank you for being a great teacher; it all pays off:)
6. What connections have you made through DP?
Several. Some of my best friends have been made through this group.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
i was homeschooled...so no:(
8. What affected your decision to apply for DP?
I figured since i already have stayed chemically free my entire life, it'd be really cool to have a group of people who had the same committment to support each other and people i know i could hang out with when everyone else was maybe not making such great decisions. It's one of the best choices I've ever made; I dont know if this year would be as great as it's been if it wasn't for my DP group.
Interview with DP student: (Laura Appleton)
1. What is DP?
DP is a program that puts seniors into leadership positions, in which they go to local middle schools and teach the 6th graders drug education. Among drug ed, we also teach about bullying and decision making. Its a program that is unique to district 196 and gives seniors the opportunity to be leaders and grow close to people who have many of the same values as themselves.
2. What goes on in a normal day of DP?
We are usually lesson planning for our teaching days, or learning about what we will be teaching the kids about later in the week. Fridays are usually our more relaxed days where we will go to "Friday Friends", playing games with our fellow classmates from the special education dept. or doing group bonding activities. Either way its a pretty awesome experience.
3. How has DP affected your senior year?
DP has made a major impact on my senior, it has given me the awesome opportunity to meet a bunch of new people and grow really close to them. A majority of the students in my class were perfect strangers to me, but now, their some of my best friends. Its also helped me to stay strong in my decision to remain chemically free. I have never used chemicals, and its incredible to have a group that will honestly support everyone else when faced with adversities that many highschoolers have to overcome.
4. How have you developed through DP?
I have learned to come out of my shell and just be more comfortable with me. This has happened through the close bonds with my fellow members. I never have to "fake" being happy or pretend to be having a good day. The always know what to say to make me feel better and being able to be real has really helped me to step up my leadership skills and discover who I am.
5. What is it like teaching 6th graders every week?
It's a great experience, although super nervous going into it, after getting to know all of my kids i can't wait for wednesdays and thursdays when i get to go back and teach them. I have become a role model to them and that is both a responsibility and a priviledge. Knowing i can make an impact on these kids lives is so amazing, I wouldn't trade it for anything in the world.
6. What connections have you made through DP?
Like previously stated, i have basically made a whole new circle of best friends. We all help each other through difficult times and in turn grow. I can see us all 30 years in the future still keeping up with each other. Its just a given at this point.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
I really don't remember alot from Drug Ed in my 6th grade year, thats sort of my inspiration for this year in teaching the kids. I want to make sure to make a positive impact and have them remember DP as a great learning and growing experience.
8. What affected your decision to apply for DP?
I have remained chemically free my entire life and knowing that, as a senior, we are faced with a lot more pressure, it was a great idea to me, to have a whole group of people who thought and acted like me, to support me in that decision. I also loved the idea of teaching 6th graders, being that teaching is a career I may want to pursue in my future.
Interview with DP student: (Matt Lilledahl)
1. What is DP?
DP stands for Developmentatl Psycholohy and is a class where high school students go on a weekly basis to teach drug education to local sixth graders.
2. What goes on in a normal day of DP?
On a normal day of DP we do a variety of different things. Most of the time we are preparing for teaching by writing lesson plans, creating fun activities for our students, and studying the topics we will eventually teach our students. Other than lesson planning we also do a lot of different activities to get to know our classmates and get closer as a group. It has been a great experience forming friendships with the people in my DP group.
3. How has DP affected your senior year?
DP has had a very positive affect on my senior year. By joining DP I have made the choice to stay chemically free throughout the year. And at the same time I have made many memories from senior year that I would not have made if I would not have been in DP.
4. How have you developed through DP?
DP has helped with my leadership skills a lot. Every week when I teach the sixth graders it is my job to be a positive leader for them and it has really helped me improve upon my leadership skills.
5. What is it like teaching 6th graders every week?
Teaching sixth graders each week can be a pretty fun job, but it can be frustrating at times if the students don't cooperate. Overall though it is a really fun experience getting to know the sixth graders and serving as a role model for them.
6. What connections have you made through DP?
So far this year I have been pretty surprised about all of the information I have learned about in DP, and all of this information will be useful in my future.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
I do remember being in Drug Education as a sixth grader. I think the thing I remember most is looking up to my teacher, and learning how to make the right decisions. I always looked forward to Drug Ed. in when I was in sixth grade.
8. What affected your decision to apply for DP?
I wanted to be in DP because I remembered Drug Education from sixth grade and I always wanted to be a drug ed. teacher when I was a senior since my experience in sixth grade. And I also wanted to be a role model for sixth graders in our community.
Interview with 6th grade student:
1. What do you like/dislkike about Drug Education?
Erika-Learning in groups
Isaiah-Dislike meeting in groups
Liam-Dislike: takes up gym time. Like: Learning
2. What have you learned from Drug Education?
Erika-Not to take drugs
Isaiah-Cocaine and Crack are the same thing
Liam: Excitablities
3. What can the teachers do to make Drug Education better/more fun?
Isaiah-more games
Liam: Make more fun work
4. What has been your favorite part about Drug Education so far?
Erika-The play.
Isaiah-Learning
Liam: The skit
5. Would you be interested in teaching Drug Education when you are a senior?
1. What is DP?
DP is a 2 period class where you get to know 12 other students in your grade really well, you help and support each other in making a committment to be chemically free your entire senior year. You learn a lot about different drugs, and the affects they have on your body; and then you go and teach a group of 6th graders what you want them to know about not just chemicals, but other "life lessons" once a week.
2. What goes on in a normal day of DP?
at the beginning of the week we usually just take the first period to talk about what we did over the weekend; sort of like a "weekend check", and the rest of the week is either spent planning for our next lesson, reading a certain book (Tuesdays with Morrie), team building stuff and just getting to know each other better.
3. How has DP affected your senior year?
I've become really good friends with people that i may have never even talked to if it wasn't for DP. I've always had a committment to myself to not use any sort of chemical, but it's so much better to have a big group of people who you know have made the same committment as you to be chemically free.
4. How have you developed through DP?
I think DP has helped me become more open with people and just more outgoing in general. When you have other people to back you up on why you don't want to drink over the weekend, it just makes you a little more confident and stronger.
5. What is it like teaching 6th graders every week?
Sometimes it gets tiring and you really would just rather skip that day because you just don't feel like putting up with 6th graders attitudes; but then you just remember why you're doing it and you just hope that maybe you're changing at least one kids decision making down the road. It's so rewarding when they actually understand what you're saying and they thank you for being a great teacher; it all pays off:)
6. What connections have you made through DP?
Several. Some of my best friends have been made through this group.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
i was homeschooled...so no:(
8. What affected your decision to apply for DP?
I figured since i already have stayed chemically free my entire life, it'd be really cool to have a group of people who had the same committment to support each other and people i know i could hang out with when everyone else was maybe not making such great decisions. It's one of the best choices I've ever made; I dont know if this year would be as great as it's been if it wasn't for my DP group.
Interview with DP student: (Laura Appleton)
1. What is DP?
DP is a program that puts seniors into leadership positions, in which they go to local middle schools and teach the 6th graders drug education. Among drug ed, we also teach about bullying and decision making. Its a program that is unique to district 196 and gives seniors the opportunity to be leaders and grow close to people who have many of the same values as themselves.
2. What goes on in a normal day of DP?
We are usually lesson planning for our teaching days, or learning about what we will be teaching the kids about later in the week. Fridays are usually our more relaxed days where we will go to "Friday Friends", playing games with our fellow classmates from the special education dept. or doing group bonding activities. Either way its a pretty awesome experience.
3. How has DP affected your senior year?
DP has made a major impact on my senior, it has given me the awesome opportunity to meet a bunch of new people and grow really close to them. A majority of the students in my class were perfect strangers to me, but now, their some of my best friends. Its also helped me to stay strong in my decision to remain chemically free. I have never used chemicals, and its incredible to have a group that will honestly support everyone else when faced with adversities that many highschoolers have to overcome.
4. How have you developed through DP?
I have learned to come out of my shell and just be more comfortable with me. This has happened through the close bonds with my fellow members. I never have to "fake" being happy or pretend to be having a good day. The always know what to say to make me feel better and being able to be real has really helped me to step up my leadership skills and discover who I am.
5. What is it like teaching 6th graders every week?
It's a great experience, although super nervous going into it, after getting to know all of my kids i can't wait for wednesdays and thursdays when i get to go back and teach them. I have become a role model to them and that is both a responsibility and a priviledge. Knowing i can make an impact on these kids lives is so amazing, I wouldn't trade it for anything in the world.
6. What connections have you made through DP?
Like previously stated, i have basically made a whole new circle of best friends. We all help each other through difficult times and in turn grow. I can see us all 30 years in the future still keeping up with each other. Its just a given at this point.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
I really don't remember alot from Drug Ed in my 6th grade year, thats sort of my inspiration for this year in teaching the kids. I want to make sure to make a positive impact and have them remember DP as a great learning and growing experience.
8. What affected your decision to apply for DP?
I have remained chemically free my entire life and knowing that, as a senior, we are faced with a lot more pressure, it was a great idea to me, to have a whole group of people who thought and acted like me, to support me in that decision. I also loved the idea of teaching 6th graders, being that teaching is a career I may want to pursue in my future.
Interview with DP student: (Matt Lilledahl)
1. What is DP?
DP stands for Developmentatl Psycholohy and is a class where high school students go on a weekly basis to teach drug education to local sixth graders.
2. What goes on in a normal day of DP?
On a normal day of DP we do a variety of different things. Most of the time we are preparing for teaching by writing lesson plans, creating fun activities for our students, and studying the topics we will eventually teach our students. Other than lesson planning we also do a lot of different activities to get to know our classmates and get closer as a group. It has been a great experience forming friendships with the people in my DP group.
3. How has DP affected your senior year?
DP has had a very positive affect on my senior year. By joining DP I have made the choice to stay chemically free throughout the year. And at the same time I have made many memories from senior year that I would not have made if I would not have been in DP.
4. How have you developed through DP?
DP has helped with my leadership skills a lot. Every week when I teach the sixth graders it is my job to be a positive leader for them and it has really helped me improve upon my leadership skills.
5. What is it like teaching 6th graders every week?
Teaching sixth graders each week can be a pretty fun job, but it can be frustrating at times if the students don't cooperate. Overall though it is a really fun experience getting to know the sixth graders and serving as a role model for them.
6. What connections have you made through DP?
So far this year I have been pretty surprised about all of the information I have learned about in DP, and all of this information will be useful in my future.
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
I do remember being in Drug Education as a sixth grader. I think the thing I remember most is looking up to my teacher, and learning how to make the right decisions. I always looked forward to Drug Ed. in when I was in sixth grade.
8. What affected your decision to apply for DP?
I wanted to be in DP because I remembered Drug Education from sixth grade and I always wanted to be a drug ed. teacher when I was a senior since my experience in sixth grade. And I also wanted to be a role model for sixth graders in our community.
Interview with 6th grade student:
1. What do you like/dislkike about Drug Education?
Erika-Learning in groups
Isaiah-Dislike meeting in groups
Liam-Dislike: takes up gym time. Like: Learning
2. What have you learned from Drug Education?
Erika-Not to take drugs
Isaiah-Cocaine and Crack are the same thing
Liam: Excitablities
3. What can the teachers do to make Drug Education better/more fun?
Isaiah-more games
Liam: Make more fun work
4. What has been your favorite part about Drug Education so far?
Erika-The play.
Isaiah-Learning
Liam: The skit
5. Would you be interested in teaching Drug Education when you are a senior?
Tuesday, March 9, 2010
Interview Questions for Feature Story
Interview with DP teacher (Ms. Dumonceaux):
1. What is DP?
2. What goes on in a normal day of DP?
3. What effects does the program have on the 6th graders and the seniors that teach it?
4. What role does the teacher play in the class?
5. What cutbacks will be made to the program next year?
Interview with DP student:
1. What is DP?
2. What goes on in a normal day of DP?
3. How has DP affected your senior year?
4. How have you developed through DP?
5. What is it like teaching 6th graders every week?
6. What connections have you made through DP?
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
8. What affected your decision to apply for DP?
Interview with 6th grade student:
1. What do you like/dislkike about Drug Education?
2. What have you learned from Drug Education?
3. What can the teachers do to make Drug Education better/more fun?
4. What has been your favorite part about Drug Education so far?
5. Would you be interested in teaching Drug Education when you are a senior?
1. What is DP?
2. What goes on in a normal day of DP?
3. What effects does the program have on the 6th graders and the seniors that teach it?
4. What role does the teacher play in the class?
5. What cutbacks will be made to the program next year?
Interview with DP student:
1. What is DP?
2. What goes on in a normal day of DP?
3. How has DP affected your senior year?
4. How have you developed through DP?
5. What is it like teaching 6th graders every week?
6. What connections have you made through DP?
7. Do you remember being in Drug Education as a 6th grader? If so, what did you take away from it?
8. What affected your decision to apply for DP?
Interview with 6th grade student:
1. What do you like/dislkike about Drug Education?
2. What have you learned from Drug Education?
3. What can the teachers do to make Drug Education better/more fun?
4. What has been your favorite part about Drug Education so far?
5. Would you be interested in teaching Drug Education when you are a senior?
Monday, March 8, 2010
Scholarship Final Draft
With graduation coming in three short months, most Eastview High School seniors have already chosen a path to follow beyond the halls of Eastview. Seniors not just at Eastview, but also everywhere around the country are struggling to find ways to make ends meet and pay for college. College tuition is not getting any lower and the state of the United States economy is very slowly improving. Seniors everywhere look for relief, and many will find it this spring in scholarships.
Many Eastview seniors have just begun the application processes like Kayla Hestness, who says she has applied for only one scholarship so far. Her only scholarship was through her father’s work. This past week however, the senior class was presented with more information on how they might be able to buy their way onto college campuses. The Eastview Community Foundation opened up their scholarships this week. Eastview Counselor Anne Scholen examined the process, “It varies from scholarship to scholarship. The Eastview Community Foundation and the Eastview High School scholarships will be on the Eastview website and there will be an application you can follow. For the first time this year it’s one application, instead of two, so you only have to apply for one to qualify for everyone, which is nice.” However, what might be new though to many is the Eastview Community Foundation. “The Eastview Community Foundation is a group of volunteers who raise money to give back to the schools. One of our main focuses is raising money for the senior class, and give back the money in scholarships,” explained Scholarship chairperson Micki Mathiesen. For those looking for some financial help going towards expenses next year, applying for these scholarships could give you some much needed aid. Between scholarships that Eastview High School gives out and the scholarships the Eastview Community Foundation gives out, there are around 100 scholarships and tens of thousands of dollars going to just the Eastview seniors. Mathiesen stated how each recipient of the scholarships are chosen, “Each scholarship has their own criteria, but many of them include GPA, school activities, community involvement, an essay, and there may be financial aid requirements.” The Community Foundation attempts to reward as many seniors as possible, and in doing so they try to limit the number of scholarships received to one per person. The chances of being rewarded are very high however, “Last year there was 130 applications out of around 550 seniors who applied, so there is a pretty good chance of winning,” claimed Mathiesen.
Above local scholarships, others have found themselves applying to scholarships that are judged on the national level. Popular websites, including FastWeb and SallyMay, have caught the attention of some seniors. The controversy over these websites however, is how credible they truly are. Counselor Anne Scholen says, “FastWeb and SallyMay are credible, but you have to put up with lots of ads.” Among the confusing layout of the website, is who you are applying against. These scholarships are on the national level, so seniors from all around the country will be applying, with only one or two winning.
Whether it’s the local scholarships, or the nation wide scholarships, they have one thing in common, the stress of being completed on time. “Scholarships always abide by deadlines, and if you don’t get done by the deadline there is no grace period, so make sure to do everything the scholarship application tells you to do,” explained Scholen. The burden of filling out surveys, writing essays, and receiving teacher recommendations is worth the time and effort however. The benefits of receiving scholarship money for college will become apparent in four years when the seniors will have to begin paying off student loans. Above all, with a little patience, the process isn’t too hard according to Hestness, “It’s not a grueling process at all, it doesn’t take you long at all to fill out a scholarship, it’s easy.”
Many Eastview seniors have just begun the application processes like Kayla Hestness, who says she has applied for only one scholarship so far. Her only scholarship was through her father’s work. This past week however, the senior class was presented with more information on how they might be able to buy their way onto college campuses. The Eastview Community Foundation opened up their scholarships this week. Eastview Counselor Anne Scholen examined the process, “It varies from scholarship to scholarship. The Eastview Community Foundation and the Eastview High School scholarships will be on the Eastview website and there will be an application you can follow. For the first time this year it’s one application, instead of two, so you only have to apply for one to qualify for everyone, which is nice.” However, what might be new though to many is the Eastview Community Foundation. “The Eastview Community Foundation is a group of volunteers who raise money to give back to the schools. One of our main focuses is raising money for the senior class, and give back the money in scholarships,” explained Scholarship chairperson Micki Mathiesen. For those looking for some financial help going towards expenses next year, applying for these scholarships could give you some much needed aid. Between scholarships that Eastview High School gives out and the scholarships the Eastview Community Foundation gives out, there are around 100 scholarships and tens of thousands of dollars going to just the Eastview seniors. Mathiesen stated how each recipient of the scholarships are chosen, “Each scholarship has their own criteria, but many of them include GPA, school activities, community involvement, an essay, and there may be financial aid requirements.” The Community Foundation attempts to reward as many seniors as possible, and in doing so they try to limit the number of scholarships received to one per person. The chances of being rewarded are very high however, “Last year there was 130 applications out of around 550 seniors who applied, so there is a pretty good chance of winning,” claimed Mathiesen.
Above local scholarships, others have found themselves applying to scholarships that are judged on the national level. Popular websites, including FastWeb and SallyMay, have caught the attention of some seniors. The controversy over these websites however, is how credible they truly are. Counselor Anne Scholen says, “FastWeb and SallyMay are credible, but you have to put up with lots of ads.” Among the confusing layout of the website, is who you are applying against. These scholarships are on the national level, so seniors from all around the country will be applying, with only one or two winning.
Whether it’s the local scholarships, or the nation wide scholarships, they have one thing in common, the stress of being completed on time. “Scholarships always abide by deadlines, and if you don’t get done by the deadline there is no grace period, so make sure to do everything the scholarship application tells you to do,” explained Scholen. The burden of filling out surveys, writing essays, and receiving teacher recommendations is worth the time and effort however. The benefits of receiving scholarship money for college will become apparent in four years when the seniors will have to begin paying off student loans. Above all, with a little patience, the process isn’t too hard according to Hestness, “It’s not a grueling process at all, it doesn’t take you long at all to fill out a scholarship, it’s easy.”
Friday, March 5, 2010
Thursday, March 4, 2010
Scholarship Rough Draft Story
With graduation coming in three short months, most Eastview High School seniors have already chosen a path to follow beyond the crowded halls of Eastview. Although the location of that path may be clear, what seems to be very foggy is how many of the students will pay for that path to become unblocked and pleasant. Seniors not just at Eastview, but also everywhere around the country are struggling to find ways to make ends meet and pay for college. College tuition is not getting any lower and the state of the United States economy is very slowly improving. Seniors everywhere look for relief, and many will find it this spring in scholarships. Many Eastview seniors have just begun the application processes like Kayla Hestness, who says she has applied for only one scholarship so far, and it was through her father’s work. This past week however, the senior class was presented with more information on how they might be able to buy their way onto college campuses. The Eastview Community Foundation opened up their scholarships this week. Eastview Counselor Anne Scholen examined the process, “It varies from scholarship to scholarship, The Eastview Community Foundation and the Eastview High School scholarship’s will be on the Eastview website and there will be an application you can follow. For the first time this year it’s one application, instead of two, so you only have to apply for one to qualify for everyone, which is nice.” What might be new though to many is the Eastview Community Foundation. “The Eastview Community Foundation is a group of volunteers who raise money to give back to the schools. One of our main focuses is raising money for the senior class, and give back the money in scholarships,” explained Scholarship chairperson Micki Mathieson. For those looking for some financial help going towards expenses next year, applying for these scholarships could give you some much needed aid. Between scholarships that Eastview High School give out and the scholarships the Eastview Community Foundation give out, there are around 100 scholarships and tens of thousands of dollars going to just the Eastview seniors. Micki stated how each recipient of the scholarships are chosen, “Each scholarship has their own criteria, but many of them include GPA, school activities, community involvement, an essay, and their maybe financial aid requirements.” The Community Foundation attempts to reward as many seniors as possible, and in doing so they try to limit the number of scholarships received by a person to one. The chances of being rewarded are very high however, “Last year there was 130 out around 550 seniors who applied, so there is a pretty good chance of winning,” claimed Micki. Above local scholarships, others have found themselves applying to scholarships that are judged on the national level. Popular websites, including FastWeb and SallyMay, have caught the attention of some seniors. The controversy over these websites however, is how credible they truly are. Counselor Anne Scholen says, “FastWeb and SallyMay are credible, but you have to put up with lots of ads.” Among the confusing layout of the website, is who you are applying against. These scholarships are on the national level, so seniors from all around the country will be applying, with only one or two winning. Whether it’s the local scholarships, or the nation wide scholarships, they have one thing in common. “Scholarships always abide by deadlines, and if you don’t get done by the deadline there is no grace period, so make sure to do everything the scholarship application tells you to do.” Seniors who are looking for help have to resist the urge to slide, and apply for these scholarships.
3-4-10 Interview Answers
Interview with Eastview High School Student: (Kayla Hestness)
1. Have you applied for any scholarships yet? If so, how many?
A: I've only applied for one scholarship, it was through my dad's work.
2. Where did you hear of the scholarships that you have applied for?
3. How do you know which scholarships to apply for?
A: I found out how to apply for scholarship's through my dad's work and a website call FastWeb.
4. What process do you take when finding a scholarship worth applying for?
A: Usually, the process for filling out papers for a scholarship is essays, your intended major, and why you think you deserve money.
5. How much financial help do you expect to get from scholarships?:
A: $1000 in financial aid.
End: It's not a grueling process at all, it doesn't take you long at all to fill out a scholarship. It's easy.
Interview with Counselor: (Ms. Scholen)
1. What should seniors be doing for scholarships at this time?
A: The biggest thing that seniors should be doing right now is getting information about the The Eastview Community Foundation and Eastview High School Scholarships. That is about 100 scholarships just for Eastview students. Also, on family connection, we have a list of all the scholarship's that we know about, that includes some of the local one's like Kohl's, Best Buy, Burger King, other ones like that.
2. What is the process in applying for scholarships?
A: The process varies from scholarship to scholarship, the EVCF and EV high school ones will be on the Eastview website and there will be an application you can follow, for the first time this year it's one application, instead of two, so you only have to apply for one to qualify for everyone, which is nice. Most of the other ones will be on their website.
3. What scholarships should seniors apply for?
Definately the Eastview High School and EVCF, it's 100 scholarships and tens of thousands of dollars worth of scholarships going to just the 500 EV seniors. It probably only take 45 minutes to an hour to apply.
4. How credible are online Scholarships sources? (FastWeb, etc.)
A: FastWeb and Sally May, those are credible, but you have to put up with lots of ads. Those are going to be national scholarships where only a couple in the nation win it.
5. What is the timeline for when scholarships need to be done?
A: For the EVCF and EV, due April 4th. Scholarships always abide by deadlines, and if you don't get done by the deadline there is no grace period, so make sure to do everything the scholarship application tells you to do.
Interview with someone giving out a scholarship: (Eastview Community Foundation Member: Micki Mathieson)
1. What is the EVCF?
A: The EVCF is a group of volunteers, who raise money to give back to the schools. We raise money for the senior class, and give back the money in scholarships.
2. What is the critera?
A: There are 87 different scholarships this year and each scholarship has their own critera, but many of them have GPA, school activites, community involvement, an essay, and their may be financial aid requirements.
3. How many people, on average, apply for the EVCF scholarships?
Last year there was 130 out of 550 seniors, so there is a pretty good chance of winning one.
1. Have you applied for any scholarships yet? If so, how many?
A: I've only applied for one scholarship, it was through my dad's work.
2. Where did you hear of the scholarships that you have applied for?
3. How do you know which scholarships to apply for?
A: I found out how to apply for scholarship's through my dad's work and a website call FastWeb.
4. What process do you take when finding a scholarship worth applying for?
A: Usually, the process for filling out papers for a scholarship is essays, your intended major, and why you think you deserve money.
5. How much financial help do you expect to get from scholarships?:
A: $1000 in financial aid.
End: It's not a grueling process at all, it doesn't take you long at all to fill out a scholarship. It's easy.
Interview with Counselor: (Ms. Scholen)
1. What should seniors be doing for scholarships at this time?
A: The biggest thing that seniors should be doing right now is getting information about the The Eastview Community Foundation and Eastview High School Scholarships. That is about 100 scholarships just for Eastview students. Also, on family connection, we have a list of all the scholarship's that we know about, that includes some of the local one's like Kohl's, Best Buy, Burger King, other ones like that.
2. What is the process in applying for scholarships?
A: The process varies from scholarship to scholarship, the EVCF and EV high school ones will be on the Eastview website and there will be an application you can follow, for the first time this year it's one application, instead of two, so you only have to apply for one to qualify for everyone, which is nice. Most of the other ones will be on their website.
3. What scholarships should seniors apply for?
Definately the Eastview High School and EVCF, it's 100 scholarships and tens of thousands of dollars worth of scholarships going to just the 500 EV seniors. It probably only take 45 minutes to an hour to apply.
4. How credible are online Scholarships sources? (FastWeb, etc.)
A: FastWeb and Sally May, those are credible, but you have to put up with lots of ads. Those are going to be national scholarships where only a couple in the nation win it.
5. What is the timeline for when scholarships need to be done?
A: For the EVCF and EV, due April 4th. Scholarships always abide by deadlines, and if you don't get done by the deadline there is no grace period, so make sure to do everything the scholarship application tells you to do.
Interview with someone giving out a scholarship: (Eastview Community Foundation Member: Micki Mathieson)
1. What is the EVCF?
A: The EVCF is a group of volunteers, who raise money to give back to the schools. We raise money for the senior class, and give back the money in scholarships.
2. What is the critera?
A: There are 87 different scholarships this year and each scholarship has their own critera, but many of them have GPA, school activites, community involvement, an essay, and their may be financial aid requirements.
3. How many people, on average, apply for the EVCF scholarships?
Last year there was 130 out of 550 seniors, so there is a pretty good chance of winning one.
Tuesday, March 2, 2010
3-2-10 Interview Questions
Interview with Counselor: (Ms. Scholen)
1. What should seniors be doing for scholarships at this time?
2. What is the process in applying for scholarships?
3. What scholarships should seniors apply for?
4. How credible are online Scholarships sources? (FastWeb, etc.)
5. What is the timeline for when scholarships need to be done?
Interview with Eastview High School Student: (Kayla Hestness)
1. Have you applied for any scholarships yet? If so, how many?
2. Where did you hear of the scholarships that you have applied for?
3. How do you know which scholarships to apply for?
4. What process do you take when finding a scholarship worth applying for?
5. How much financial help do you expect to get from scholarships?
Interview with someone giving out a scholarship: (Eastview Community Foundation Member)
1. What do you look for in a person when selecting a winner?
2. How many people, on average, apply for your scholarship(s)?
3. What is your reason behind giving out money for college bound students?
4. Is it tough to continue to fund scholarships in these tough times? (Economy)
5. What can a student do to win you over in their application?
1. What should seniors be doing for scholarships at this time?
2. What is the process in applying for scholarships?
3. What scholarships should seniors apply for?
4. How credible are online Scholarships sources? (FastWeb, etc.)
5. What is the timeline for when scholarships need to be done?
Interview with Eastview High School Student: (Kayla Hestness)
1. Have you applied for any scholarships yet? If so, how many?
2. Where did you hear of the scholarships that you have applied for?
3. How do you know which scholarships to apply for?
4. What process do you take when finding a scholarship worth applying for?
5. How much financial help do you expect to get from scholarships?
Interview with someone giving out a scholarship: (Eastview Community Foundation Member)
1. What do you look for in a person when selecting a winner?
2. How many people, on average, apply for your scholarship(s)?
3. What is your reason behind giving out money for college bound students?
4. Is it tough to continue to fund scholarships in these tough times? (Economy)
5. What can a student do to win you over in their application?
Monday, March 1, 2010
3-1-10 Hard News Story
Topic: Scholarships
Angle: Which ones to apply for? How relevant is FastWeb and other online scholarships?
Angle: Which ones to apply for? How relevant is FastWeb and other online scholarships?
Friday, February 26, 2010
2-26-10 Writing a News Story
Writing a News Story
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative which helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth).
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
Okay, got it? Let's look at two examples as a way of summarizing the essentials:
Youth are banding together to start an organization. You want to show why are they doing that and the changes are they trying to make in the world. You want to say who they are and the strategies they are using.
An artist is having her first show. Why? What is it that she believes about her art? Is her artistic process rational or from the soul? What does the work look like?
4. Further tips for news writing
Finding story ideas:
-Keep your eyes and ears open; listen to what your friends are talking about.
-Read everything you can get your hands on; get story ideas from other newspapers and magazines.
-Think of a youth angle to a current news story.
-Research a subject that interests you ask yourself what you would like to know more about.
-Talk to people in a specific field to find out what is important to them.
Newsgathering:
-Begin collecting articles on your subject.
-Talk to friends and associates about the subject.
-Contact any agencies or associations with interest or professional knowledge in the -area.
-Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
-Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts:
-Be polite.
-Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
-Tape the interview (so if anyone comes back at you, you have the proof of what was said).
-Build a relationship with the person being interviewed.
-Start with easy questions; end with difficult questions.
-Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
-Don't attack the source.
-Keep control of the interview; don't let the subject ramble or stray from the subject.
-On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information:
-Gather your notes, interviews and research into a file.
-Review your notes.
-Look for a common theme.
-Search your notes for good quotes or interesting facts.
-Develop a focus.
-Write the focus of the article down in two or three sentences.
Writing and editing:
-Remember you are the narrator, the story teller.
-Don't be afraid to rewrite.
-Be as clear and concise in the writing as possible.
-Avoid run-on sentences.
-Be direct.
-Tell a good story.
-Tell the reader what you think they want to know.
-Always ask yourself what the story is about.
-Read the story out loud; listen carefully.
Steps to a Story:
1. Find a topic.
2. Find an angle
3. Collect Information
4. Gather Interviews
5. Write the story
6. Edit
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative which helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth).
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
Okay, got it? Let's look at two examples as a way of summarizing the essentials:
Youth are banding together to start an organization. You want to show why are they doing that and the changes are they trying to make in the world. You want to say who they are and the strategies they are using.
An artist is having her first show. Why? What is it that she believes about her art? Is her artistic process rational or from the soul? What does the work look like?
4. Further tips for news writing
Finding story ideas:
-Keep your eyes and ears open; listen to what your friends are talking about.
-Read everything you can get your hands on; get story ideas from other newspapers and magazines.
-Think of a youth angle to a current news story.
-Research a subject that interests you ask yourself what you would like to know more about.
-Talk to people in a specific field to find out what is important to them.
Newsgathering:
-Begin collecting articles on your subject.
-Talk to friends and associates about the subject.
-Contact any agencies or associations with interest or professional knowledge in the -area.
-Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
-Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts:
-Be polite.
-Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
-Tape the interview (so if anyone comes back at you, you have the proof of what was said).
-Build a relationship with the person being interviewed.
-Start with easy questions; end with difficult questions.
-Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
-Don't attack the source.
-Keep control of the interview; don't let the subject ramble or stray from the subject.
-On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information:
-Gather your notes, interviews and research into a file.
-Review your notes.
-Look for a common theme.
-Search your notes for good quotes or interesting facts.
-Develop a focus.
-Write the focus of the article down in two or three sentences.
Writing and editing:
-Remember you are the narrator, the story teller.
-Don't be afraid to rewrite.
-Be as clear and concise in the writing as possible.
-Avoid run-on sentences.
-Be direct.
-Tell a good story.
-Tell the reader what you think they want to know.
-Always ask yourself what the story is about.
-Read the story out loud; listen carefully.
Steps to a Story:
1. Find a topic.
2. Find an angle
3. Collect Information
4. Gather Interviews
5. Write the story
6. Edit
Wednesday, February 24, 2010
Tuesday, February 16, 2010
2-16-10 Law & Ethics Notes
The Five Freedoms of the First Amendment:
1. Speech
2. Press
3. Religion
4. Assembly
5. Petition
The Tinker Standard:
-Tinker vs. Des Moines School District (1969)
-Black Armbands in 1965
-Student speech cannot be censored as long as it does not "materially disrupt class work or involve substaintial disorder or invasion of the rights of others."
The Fraser Standard:
-Bethel School District vs. Fraser (1986)
-Inappropriate speech for Class President
-Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
The Hazelwood Standard:
-Hazelwood School District vs. Kuhlmeier (1988)
-Censor stories in student newspaper about teen pregnancy and divorce.
-Censorship of school-sponsored expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
The Frederick Standard
-Morse vs. Frederick (June 25, 2007)
-January 2002, Olympic torch travels through town, Principal Morse cancels school. Senior Frederick unveils banner on the sidewalk across the street which reads "Bong Hits 4 Jesus" Students are suspended for 10 days.
Elements of Libel
-defamatory statement...
-Published to at least one other person (other than plantiff)...
-Of and concerning the plantiff (identify specifically with plantiff)
-This is a false statement of fact (opinions are not libel
Libel=written
Slander=spoken
1. Speech
2. Press
3. Religion
4. Assembly
5. Petition
The Tinker Standard:
-Tinker vs. Des Moines School District (1969)
-Black Armbands in 1965
-Student speech cannot be censored as long as it does not "materially disrupt class work or involve substaintial disorder or invasion of the rights of others."
The Fraser Standard:
-Bethel School District vs. Fraser (1986)
-Inappropriate speech for Class President
-Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
The Hazelwood Standard:
-Hazelwood School District vs. Kuhlmeier (1988)
-Censor stories in student newspaper about teen pregnancy and divorce.
-Censorship of school-sponsored expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
The Frederick Standard
-Morse vs. Frederick (June 25, 2007)
-January 2002, Olympic torch travels through town, Principal Morse cancels school. Senior Frederick unveils banner on the sidewalk across the street which reads "Bong Hits 4 Jesus" Students are suspended for 10 days.
Elements of Libel
-defamatory statement...
-Published to at least one other person (other than plantiff)...
-Of and concerning the plantiff (identify specifically with plantiff)
-This is a false statement of fact (opinions are not libel
Libel=written
Slander=spoken
Monday, February 8, 2010
2-8-10 Advertising
For reading time today, visit http://www.twincities.com
We will watch Super Bowl commercials today in class.
http://www.superbowl-commercials.org/
1. What is the company?
-Playstation 2 (NFL Gameday 2003)
Who is the target audience:
-Gamers, traditional male, 18-30.
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Humor, Action, Suspense. Quick Editing for Action Purposes.
How were camera shots and editing used to enhance the message?
-Quick Editing for Action Purposes.
What is the slogan/message for the company?
-Live in your World, Play in Ours.
Was the message effective? Why or why not?
-Yes, the message was effective because it made me think about the game.
2. What is the company?
-Budweiser
Who is the target audience:
-People who watch football. Beer drinkers.
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Humor, Horses.
How were camera shots and editing used to enhance the message?
-Use replay and sound over and over again to enhance message.
What is the slogan/message for the company?
-No specific slogan.
Was the message effective? Why or why not?
-Yes, kept me interested, punch line made me laugh.
3. What is the company?
-Chrysler Crossfire
Who is the target audience:
-Females
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Celebrity
How were camera shots and editing used to enhance the message?
-Sleak, Elegant.
What is the slogan/message for the company?
-Drive & Love.
Was the message effective? Why or why not?
-No, didn't care too much for it.
4. What is the company?
-Pepsi (Twist)
Who is the target audience:
-Pepsi drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Celebrity
How were camera shots and editing used to enhance the message?
-Change to the Osmones.
What is the slogan/message for the company?
-It's a twist on a great thing.
Was the message effective? Why or why not?
-Yes, very humorous
We will watch Super Bowl commercials today in class.
http://www.superbowl-commercials.org/
1. What is the company?
-Playstation 2 (NFL Gameday 2003)
Who is the target audience:
-Gamers, traditional male, 18-30.
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Humor, Action, Suspense. Quick Editing for Action Purposes.
How were camera shots and editing used to enhance the message?
-Quick Editing for Action Purposes.
What is the slogan/message for the company?
-Live in your World, Play in Ours.
Was the message effective? Why or why not?
-Yes, the message was effective because it made me think about the game.
2. What is the company?
-Budweiser
Who is the target audience:
-People who watch football. Beer drinkers.
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Humor, Horses.
How were camera shots and editing used to enhance the message?
-Use replay and sound over and over again to enhance message.
What is the slogan/message for the company?
-No specific slogan.
Was the message effective? Why or why not?
-Yes, kept me interested, punch line made me laugh.
3. What is the company?
-Chrysler Crossfire
Who is the target audience:
-Females
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Celebrity
How were camera shots and editing used to enhance the message?
-Sleak, Elegant.
What is the slogan/message for the company?
-Drive & Love.
Was the message effective? Why or why not?
-No, didn't care too much for it.
4. What is the company?
-Pepsi (Twist)
Who is the target audience:
-Pepsi drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)?
-Celebrity
How were camera shots and editing used to enhance the message?
-Change to the Osmones.
What is the slogan/message for the company?
-It's a twist on a great thing.
Was the message effective? Why or why not?
-Yes, very humorous
Wednesday, February 3, 2010
2-3-10 Journalism Notes
Definition:
Define “Journalism” in 1-3 sentences.
- The telling of current events, that are newsworthy through the Internet, radio, television, newspaper, or magazines (Print, Broadcast, Convergence).
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Timeliness- care about things that are happening right now. ex. Haiti, Super Bowl, Weather (right now).
2. Significance- event that has affected many people. ex. natural disasters, 9-11, Elections, War on Terror.
3. Unusallness- Things that do not happen very often. ex. Man bites dog
4. Prominence- People we care about. ex. Celebrities, President.
5. Proximity- Care about things that are close to us. ex. Difference between Star Tribune and CNN.
6. Human Interest- Feel Good Story. ex. Coming over adversity.
What are the advantages of print journalism?
1. Control over when you read the news.
2. Control over what you read.
3. A lot more in depth than broadcast news.
What are the advantages of broadcast journalism?
1. Video brings things to life. More engaging. (Visual Aspect)
2. Much more up-to-date. (Live)
3. More accessible.
Why has online journalism (convergent media) become so popular?
- The Best of Both Worlds. Has advantages of print and broadcast journalism. Has both in depth stories and video.
Define “Journalism” in 1-3 sentences.
- The telling of current events, that are newsworthy through the Internet, radio, television, newspaper, or magazines (Print, Broadcast, Convergence).
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Timeliness- care about things that are happening right now. ex. Haiti, Super Bowl, Weather (right now).
2. Significance- event that has affected many people. ex. natural disasters, 9-11, Elections, War on Terror.
3. Unusallness- Things that do not happen very often. ex. Man bites dog
4. Prominence- People we care about. ex. Celebrities, President.
5. Proximity- Care about things that are close to us. ex. Difference between Star Tribune and CNN.
6. Human Interest- Feel Good Story. ex. Coming over adversity.
What are the advantages of print journalism?
1. Control over when you read the news.
2. Control over what you read.
3. A lot more in depth than broadcast news.
What are the advantages of broadcast journalism?
1. Video brings things to life. More engaging. (Visual Aspect)
2. Much more up-to-date. (Live)
3. More accessible.
Why has online journalism (convergent media) become so popular?
- The Best of Both Worlds. Has advantages of print and broadcast journalism. Has both in depth stories and video.
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