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8th Grade Broadcast Journalism, Current Event ProjectIs objective reporting important?

Unit Developed byShannon Rider

Timberlake Junior High School, Lakeland Jt. School Dist.Spirit Lake, Idaho

The Core Teacher ProgramA program of the Idaho Coaching Network

Idaho Department of Education

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Project

Universal Design for Learning (UDL)

Multiple Means of RepresentationProvide options for perception

✓ Offer ways of customizing the display of information

✓ Offer alternatives for auditory information

✓ Offer alternatives for auditory information

Provide options for language, mathematical expressions, and symbols

❏ Clarify vocabulary and symbols

✓ Clarify syntax and structure

✓ Support decoding text, mathematical notation, and symbols

❏ Promote understanding across languages

✓ Illustrate through multiple media

Provide options for comprehension

✓ Activate or supply background knowledge

❏ Highlight patterns, critical features, big ideas; and relationships

✓ Guide information processing, visualization and manipulation

✓ Maximize transfer and generalization

Multiple Means of Action and ExpressionProvide options for physical action

✓ Vary the methods for response and navigation

✓ Optimize access to tools and assistive technologies.

Provide options for expression and communication

✓ Use multiple media for communication

❏ Use multiple tools for construction and composition

✓ Build fluencies with graduated levels of support for practice and performance

Provide options for executive functions

❏ Guide appropriate goal-setting

✓ Support planning and strategy development

✓ Facilitate managing information and resources

✓ Enhance capacity for monitoring progress

Multiple Means of EngagementProvide options for recruiting interest

Provide options for sustaining effort and persistence

Provide options for self-regulation

✓ Promote expectations

1 Original unit development sponsored by The Idaho Coaching Network

An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Project✓ Optimize

individual choice and autonomy

✓ Optimize relevance, value, and authenticity

✓ Minimize threats and distractions

✓ Heighten salience of goals and objectives

✓ Vary demands and resources to optimize challenge

✓ Foster collaboration and communication

✓ Increase mastery-oriented feedback

and beliefs that optimize motivation

✓ Facilitate personal coping skills and strategies

✓ Develop self-assessment and reflection

Webb's Depth of Knowledge - Level 1 (Recall)❏ Who, What, When, Where, Why ❏ Label ❏ Recite❏ Define ❏ List ✓ Recognize✓ Identify ❏ Match ✓ Report❏ Illustrate ❏ Measure ✓ Use

Webb's Depth of Knowledge - Level 2 (Skill/Concept)✓ Categorize ❏ Estimate ❏ Observe❏ Classify ✓ Graph ✓ Organize✓ Collect and Display ✓ Identify Patterns ❏ Predict✓ Compare ❏ Infer ❏ Summarize✓ Construct ✓ Interpret

Webb's Depth of Knowledge - Level 3 (Strategic Thinking)✓ Assess ❏ Differentiate ❏ Hypothesize✓ Construct ✓ Draw Conclusions ✓ Investigate✓ Critique ❏ Explain Phenomena in Terms of Concepts ✓ Revise


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Project❏ Develop a Logical Argument ❏ Formulate ❏ Use Concepts to Solve Non-

Routine Problems

Webb's Depth of Knowledge - Level 4 (Extended Thinking)❏ Analyze ✓ Create ❏ Prove✓ Apply Concepts ❏ Critique ❏ Synthesize❏ Connect ✓ Design

Idaho Coaching Network Unit Plan Template

Unit Title: Current Event Journalism Article

Created By: Shannon Rider

Subject: Broadcast Journalism

Grade: 8th Grade

Estimated Length (days or weeks): 5 weeks

Unit Overview (including instructional context): Current event journalism unit. Students will develop their own piece based on a current event that interests them. They will learn how to determine the reliability of their sources as well as what factors make a story interesting/appealing to the masses. Students will analyze what news determinants are prevalent in a Current Event article. We will analyze two Pulitzer Prize winning “Breaking News” articles in order to identify craft, style and objectiveness of the authors. The unit will culminate with teams of students creating their own current event broadcasts to be aired on “Tiger TV” our school-wide student broadcasting system.

My class is broadcast journalism. I am going to have students complete this unit after spending 4 weeks of the semester studying the different ways that journalists catch our attention. This will set the stage and lay the groundwork for beginning and completing this unit. Students will also have already had practice using the broadcasting equipment and the program iMovie which they will be using throughout this unit. Our broadcast equipment is run through a VCR and a school wide TV system but other similar programs are run through youtube.com. This is a semester long course.


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event ProjectUnit Rationale (including Key Shift(s)): Key Shift #3: Students will use digital resources strategically to conduct research and create and present material in oral and written form.

It is vital that students, especially growing up during this technology time, learn what elements of a story catch their attention and why as well as how to determine if a source is reliable.Essential Question(s) (Modules 2 and 3):

● Is there value in objective news reporting?

● What factors do your personal experiences, and background play in forming an opinion?

● What makes a story newsworthy?Enduring Understandings (Modules 2 and 3):

● Ways to identify “fake news”.● What goes into the creation of the news

stories that we hear, see and read.● How to research and present a current

event.

Measurable Outcomes (Modules 4, 6 and 7):Learning Goals Success Criteria (Evidence):

● Students will select news articles to review from NewsELA. They will either read these articles online or print them out. They will identify whether or not the author remained objective and if that was important. They will also identify which news determinants are present in each article and create a class graph of news determinants present in “Current Event” articles.

● Students will watch CNN Student News episodes in order to evaluate objectiveness, methods of broadcasting as well as which determinants are present in specific news broadcasts.

● Students will create a class chart of the news determinants found in a wide range of “Current Event” articles. Students will participate in a discussion of the current event news determinants analysis chart. Are there any determinants that are essential to qualify an article as a “Current Event” are there any determinants that are irrelevant?

● Students will participate in small group discussions debating the relevance of objectiveness both before and after reading and viewing articles and broadcasts.

● Students will peer evaluate each other’s articles and broadcasts in order to decide if ethical reporting was maintained.

● The students will work together in order to determine what makes a news source reliable or not.

● Students will keep a learning log to record their progression to the target throughout the course of this unit. They will log information about how they are individually contributing to the final collaborative product. This will also be a safe space for them to indicate to me that they need some intervening on my part if there are collaboration issues happening in their group.

Targeted Standards (Module 3):Idaho English Language Arts/Literacy Standards:

● W.8.2- Write informative/explanatory text to

Targeted Standards (Module 3):Content Standards (if applicable):

●

Targeted Standards (Module 3):Standards for Mathematical Practice (if applicable):

●


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Projectexamine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.

● W.8.6- Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others

● W.8.7-Conduct short research projects to answer a question (including a self generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of expression.

● W.8.8-Gather relevant information from multiple print and digital sources, using search terms effectively; assesses the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

● SL.8.6- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Projectindicated or appropriate

● L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● L.8.3- Use knowledge of language and its conventions when writing, speaking, reading or listening.

Supporting Standards● RI.8.10- By the end of the year,

read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

● RI.8.6- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

● SL.8.1- Engage effectively in a range of collaborative discussions (one on one, in groups and teacher led) with diverse partners on grade 8 topics, texts and issues building on other’s ideas and expressing their own clearly.

● SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g.,visually, quantitatively and orally) and


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Projectevaluate the motives (e.g., social, political, commercial) behind its presentation.

●

Summative Assessment (Module 4):● Summative Assessment Description:

o Students will take a pre and post vocabulary quiz over key journalism terms.o Students will complete a written transcription of their current event broadcast. They will apply proper usage of the English language.

Included in their report they will properly cite their sources as well as giving them options for how they can learn more.● Depth of Knowledge (DOK) Explanation:

o Students will reach a high level DOK. They will be taking information in from multiple sources, formulating a current event piece and broadcasting their piece to their classmates. They will defend the newsworthiness of their current event to their peers.

● Rubric or Assessment Guidelines:o 2 Minute broadcast including research from multiple sources. Evidence of the validity of their sources. Written transcript will have

proper grammar and apply the mechanics of the English language.o Students can choose to write an article to be published on the Timberlake website.o Current Event Rubric will be provided

Primary Text(s) (Module 5):● “In Three Seconds Everything Washed Away” Seattle Times Pulitzer Prize Winning Article by: Angel Gonzales, Coral Garnick and Jack

BroomSupplemental materials/resources:

● “A Christmas Party, a Game and Then Gunfire.” Joe Mozingo and Sarah Parvini Los Angeles Times Pulitzer Prize Winning Article● NewsELA Current Event Articles● “Top 10 Tips for Young Aspiring Journalists” Jenna Goudreau

Text Complexity Analysis (Module 5):

Text Description Recommended Complexity Band LevelA Pulitzer Prize winning article covering a breaking news story after the Oso mudslide in March of 2014. The rescue efforts as well as possible causes of the slide are chronicled in this powerful piece.

My final recommendation is that this piece would be engaging, relevant and within reach of students grades 8-9. Students may need scaffolding in order to fully access the text. Guided reading including discussions of the different acronyms (WSDOT) or vocabulary terms would be helpful. I believe this text


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Projectwould be applicable and interesting to students up to 12th grade.

Mark all that apply:Grade Level Band: K-5 6-8 X 9-12 X PD ☐ ☐

Content Area: English/Language Arts (ELA) X Foreign Language (FL) ☐General (G) X Health/Physical Education (HPE) ☐History/Social Studies (HSS) X Humanities (H) Math (M) ☐ ☐Professional Development (PD) Professional/Technical Education (PTE) ☐ ☐Science (S) X

Quantitative MeasureQuantitative Measure of the Text:Flesch Reading Ease score 63.7

Range: Grades 8-9 Associated Grade Band Level: Flesch-Kincaid Grade Level 8.5

Qualitative MeasuresText Structure (story structure or form of piece): Complex. This piece is highly engaging. It is written from multiple perspectives and includes statistics as well as quotes and first hand accounts given by victims, search crews and on scene experts.Language Clarity and Conventions (including vocabulary load): Complex This text does require attention to the text as well as a high level of academic vocabulary. The article contains longer and more complex sentences with varied structures. Students need moderate to high academic vocabulary.Levels of Meaning/Purpose: Average/Complex This article is relevant to students living in the inland northwest. This was a big event that we were all hearing about as it unfolded. The locations are places that the students may have been to or driven past. The structure of the story is highly engaging with the authors’ use of vocabulary, quotes and sentence structure.Knowledge Demands (life, content, cultural/literary): Complex. Readers will benefit from having an understanding of how storms, large rainfalls and river power levels in order to fully comprehend this text.

Considerations for Reader and TaskPossible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:RI8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI8.2- Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

Students may struggle initially with the longer sentences they will encounter in this article.

Acronyms used as well as certain domain specific vocabulary words that are used in this article will impede understanding if not addressed.


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event ProjectRI8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI8.5- Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI8.10- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Differentiation/Supports for Students:

Students will need be introduced to what different acronyms such as WSDOT stand for before or during their initial reading.

Classroom word walls should be utilized and added to while reading this article.

Guided Reading strategies and discussions will be helpful to ensure students have full comprehension.

Scaffolds and Extensions (Module 6)UDL Components: Support for students who are ELL,

have disabilities or read well below grade level text band:

Extensions for advanced students:

Students will interact with peers by participating in flexible grouping.Students can choose the digital or print version of the central text.The teacher will provide slides and visuals during whole group

Current event articles printed from NewsELA can be adjusted by manipulating the Lexile level.Students will have choice in how they present their articles. Eg. Video, survey, article, digital article...


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event Projectlectures/discussions.Students will be able to choose different modes of representation for the summative and formative assessments.

Vocabulary (Module 7)

Targeted Academic VocabularyAnalysisAudienceConcludeCitationCiteConductConsiderConsequenceEssentialEvidenceText-BasedConciseCredibleCriteriaDefineDescribeDetailIdentify

Targeted Content Area VocabularyNews DeterminantNewsworthinessTimelinessProximityPrevalenceHuman InterestConflict

Instructional Sequence (Modules 4-10)



Major Idea/Topic #1: What factors determine if a story is “newsworthy.”

Day(s) and Desired Outcome(s)

Texts and Resources

Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)

Day(s) 1-3:

Desired Outcome(s): Name the 5 main determinants for deciding if a story is newsworthy.Find five articles on Newsela.com and complete a determinants analysis on each article.In groups students will create a poster that defines one of the determinants.Make first entry into their learning logs

“Journalism: What makes a story newsworthy?” By: The Darling English Teacher *Available for purchase on teacherspayteachers.com ($3.50)

Journalism Vocabulary Quiz

News Determinant Analysis Packet

Learning Log (shared google doc)

Vocabulary: determinant, timeliness, proximity, consequence/impact, prominence, human interestVocabulary Pre-Test- Students will take the “Journalism Vocabulary Quiz”Add terms to Classroom Word Wall

Scaffolding: Students will be working on this activity with partners or small groups. The teacher can group students who might need extra help with students who will be more helpful to them.Students can adjust the lexile level of their Newsela.com article up or down.

Extensions- Posters can be made digitally and students can make them interactive.

UDL: Students can complete their poster using paper or make a digital resource.

Formative Assessment: Poster and News Determinants Analysis

Learning Log prompt: What are your initial feelings about this unit? What questions or concerns do you have for me?

Day 4-CODE Vocabulary Plan

Connect-

Targeted Vocabulary Words- Tier 2- AnalysisEssentialEvidence BasedTier 3- News Determinants, Newsworthiness

Word Association Sketch- Students sketch the initial associations they have with each of the vocabulary words.

UDL- Students can use paper pencil or multimedia platforms on either the classroom laptops or ipads.



Major Idea/Topic #2: What determinants are present in a “current event” article. Are all the same? Are all essential qualifiers?


Texts and Resources


Day 5-7:

Desired Outcome- Students will compile, organize and interpret the data generated by the news determinants analysis.

Class Graph

Sticky Notes

News Determinants Analysis Packet (previously completed individually or in teams)

Create a graph listing the five news determinants across the bottom. Have students write the name of their article on a sticky and place one sticky note on each column that applies to their article.

Once the graph is completed first contribute to your learning log by answering the following questions: Discussion Questions: What things do you notice when you look at this graph? What trends do you see? Can we decide if any determinants are essential qualifiers for “Current Event” articles? Have any of the determinants been rendered obsolete? Then, choose one of the questions you wrote about to share with the class.Following the classroom discussion analyze what information you found out from the class graph.

On Demand Writing- In your learning log write a paragraph about the news determinant graph. What did we find out? Do you still have any unanswered questions? How could you find the answers to your questions?

Day(s) 8-10:

Desired Outcome(s):Students will read, annotate and discuss a Pulitzer Prize winning “Breaking News” article.

Students will research and discuss what a Pulitzer Prize is and how they are earned.

“In Three Seconds Everything Washed Away” Seattle Times Pulitzer Prize Winning Article by: Angel Gonzales, Coral Garnick and Jack Broom

Newsela.com articles

News Determinants Analysis Template

Vocabulary: Pulitzer Prize, Compile, Generate,Update Classroom Word Wall

The teacher will lead an initial reading of our essential text. Students will annotate their copy of the article defining text dependent vocabulary terms.The students and teacher will discuss the text using the Text-Dependent Questions.

Students will participate in subsequent readings of the article working in teams to discuss.

Students will compile a list of determinants found in our essential text.

Working individually or in teams students will research what a Pulitzer Prize is and how a Pulitzer Prize is earned.

● Contribute to our Google Classroom discussion feed with something they have learned about Pulitzer Prizes.



Students will select a Pulitzer Prize winning “Breaking News” article to read and analyze independently.

Day 11-Vocabulary CODE Plan-

Organize

Frayer Model-Targeted Vocabulary Words- Tier 2- AnalysisEssentialEvidence BasedTier 3- News Determinants, Newsworthiness

Frayer Model- The vocabulary word will be in the center with examples, non examples, definition and sketch in the four surrounding quadrants.Each team will have one word assigned to them. Once the table has filled in the frayer model for their word the teams will Jigsaw. New groups will contain one member from each vocabulary word team. They will teach their word to their new group. At the end everyone will have filled in their frayer model for all five vocabulary words.


Major Idea/Topic #3: How can you determine if a source is reliable?


Texts and Resources


Day 12-13

Desired Outcome(s):Students will be able to identify whether or not a source or website is likely to be reliable and why or why not.

Finding Reliable Sources Handout by: The Teaching NinjaWebsite Evaluation Form by: The Science SharkReliable Sources Powerpoint by: Emily Beavers

Vocabulary: Reliable, Source, AnalyzeUpdate Classroom Word Wall

Students will be able to work in flexible groups in order to complete the project.

Students will use online and paper resources.

Students will work as a team in order to analyze a source to determine if it is reliable.

Go through the “Reliable Sources” PPT and discuss as a class.Go over “Finding Reliable Sources” and “Website Evaluation” handouts and discuss how they are used.Learning Log Entry- Where do you get your news? After completing today’s activities do you feel



the news that you take in is from a reliable source? Why or why not?

Day 14-15:

Desired Outcome(s):Students will analyze what lengths are necessary in order to verify a story and check a source.Students will discuss the responsibilities that go along with journalism.Discuss the consequences of false or unverified news.

Notice and Wonder T-Chart

Introduce “CRAAP” Infographic as a reference tool https://magic.piktochart.com/output/8703881-evaluating-sources-the-craap-test

“All the President’s Men” movie clips- First 12 Minutes of the movie, cut from 12:00-12:18 (there is a swear word) continue watching from 12:18-13:16.

Have students create a “Notice and Wonder” T-Chart on a piece of paper. As they watch clips from “All the President’s Men” have them track their questionings and observations.After watching the movie clips have each student identify one thing they noticed. Do a serpentine poem having each student say their notice as you go around the room. Each student should participate. Tell them it is okay to repeat a notice if someone says what you are planning to say. There is power in repetition.

Discussion Questions as you watch the movie/following the initial viewing. Do journalists have power? With that power are there responsibilities? What are the possible consequences if journalists are not responsible with the validity of their reporting? What did the editor mean when he said “I’m not interested in what’s obvious, I’m interested in what you know?”

Introduce the “CRAAP” infographic as a reference tool for them to use as they evaluate their sources.

Learning Log Entry- What are some of the consequence you can think of for fake or unverified news?

Day 16- Vocabulary CODE- Deep Process

Targeted Vocabulary Words- Tier 2- AnalysisEssentialEvidence BasedTier 3- News Determinants,

Three-Way-Tie- Students select three words from our five vocabulary terms and arrange them on a triangle. They connect the words with lines and describe the connections between each word by writing on the connecting lines (sides of the triangle). They will make a summary of the connections between each word in the center of the triangle using either words or sketches.




Newsworthiness

Day 17-

Desired Outcome:Students will participate in an analysis of an image and an online newspaper.

Stanford Education Fake News Projecthttps://laurarandazzo.com/2016/11/28/free-media-literacy-worksheets/Fukushima Daisy Photo Analysis

News or Advertisement Analysis

Handout a copy of the Fukushima Daisy Picture. Allow time for students to look at the picture and write down their initial thoughts. Give them time to look the picture over and form their opinion.

Vote with Feet- Students will move to different corners of the room depending on whether they think the picture is 1. Completely Reliable 2. Somewhat Reliable 3. Not Likely 4. Completely Unreliable

Allow time for them to discuss why they voted where they did. Follow up by having a representative from each group speak to the whole about why their group voted as they did. Give time for students to change their mind if they have been persuaded to do so.

Finish up by discussing what the Stanford Education group gave as reasoning for the picture’s validity.

Major Idea/Topic #4: Select and produce a current event for Tiger TV or to be published on the Timberlake Website.


Texts and Resources


Day(s) 18:

Desired Outcome(s):Analyze previous students’ broadcasts.Brainstorm and pick 3+ ideas for their current event.

Previous Tiger TV students’ current event broadcasts.

Vocabulary: Qualifier, Analyze *Update Classroom Word Wall*The teacher will make previous years’ current event broadcasts on the drive for students to view. If you do not have previous years’ broadcasts to review you could use CNN Student News broadcasts.

Revisit student created list of qualifiers for current event articles.

Review newsworthiness vocabulary terms. Point students toward classroom student created anchor charts defining each term.

Learning Log Entry- What did you learn from evaluating other team’s projects? Are you going to use any of your findings to edit your own project?



Day(s) 19:

Desired Outcome(s):Students will evaluate each other’s top current event ideas using the peer evaluation form.Following their pitch each student will have feedback from no less than three peers to consider before finalizing topic.

Peer evaluation form*Current Event Rubric*

Vocabulary- broadcast, evaluation and peer *Update Classroom Word Wall*

The teacher will model giving constructive feedback that remains objective and positive.Students will provide and receive feedback for/from no less than 3 peers.

Day(s) 20:

Desired Outcome(s):Students will have time to decide which idea they are going to pursue. Students will consider the peer feedback they received.

Peer Evaluation Form

Students will analyze the feedback they received and spend time researching the current event they chose.

Day(s) 21-23:

Desired Outcome(s):Students will

Salmon Half Sheet Feedback Handout

The teacher will circulate in order to provide guidance and feedback to students as they work on their broadcasts.

Peer feedback will be read and evaluated by the teacher in order to ensure that it is quality feedback.



research, develop, write and rehearse their current event.

Drafts will be critiqued by peers as well as the teacher.

Students can include slides, videos and special effects in their broadcast.

Learning Log Entry- What feedback can you give yourself about the broadcast and transcript that you plan to turn in? How could you improve it? What are the challenges that are holding you or your team back?

Day 24-25 Vocabulary CODE PlanExcersize

Mini- Assessment- Day 20

Targeted Vocabulary Words- Tier 2- AnalysisEssentialEvidence BasedTier 3- News Determinants, Newsworthiness

Peer Practice- Students will work with a partner and take turns taking on the role of either teacher or student. They will work to define the words and use them accurately in a conversation.

Students will work with their broadcast teams to create a short classroom broadcast which includes each of the five terms used correctly. This will be broadcasted only to our classroom.Evidence that they have acquired these terms will be using all words correctly in their broadcast.


Day 26:

Desired Outcome(s):Students will film and analyze each other’s current events.Students will schedule record a final version of their broadcast.

Salmon Half Sheet Feedback Handout

The teacher will circulate in order to provide guidance and feedback to students as they work on their broadcasts.

Feedback will be previewed by the teacher before it is handed back to students.

After final revisions and edits have been made to student broadcasts. They will be scheduled to air.

Learning Log Entry- What did you gleam from this experience? Looking back now that you have finished what are some celebrations that you have? What do you plan to change for your next video? How did you personally contribute to the learning and final product?


An Idaho Core Teacher Program Unit Developed by Core Teacher Name: Shannon Rider Unit Title: Current Event ProjectOther (important elements not captured in this template, explanation, reflection supplementary materials): Vocabulary CODE strategies were taken from Chapter 6 of Core Six.


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