The Caledonian Student Media

@ North Eugene High School

Join the Team

Maybe you’ve heard journalism is dying? Well, the Caledonian is not your grandma’s broadsheet. We’re a group of tech-savvy writers and thinkers, who are dedicated to broadcasting the latest news from North Eugene’s hallways and courtyards.

We like to spark conversations, and we want to hear from you.

Want to become part of the Caledonian team? You’re in luck. We’re looking for writers, videographers, photographers, and copy editors. Here’s what you’ll learn as part of our elite team:

  • How to write the sharp, punchy text that makes the Internet hum.
  • How to film and edit video suitable for broadcast.
  • How to take bold, crisp, evocative photographs that tell a story.
  • How to edit a jumble of English into a powerful article.
  • How to use social networking to promote, network, and share news.

You’ll sharpen your skills while informing and entertaining our community.

Come talk to Mr. Sherman today in room 302. Or send an email to sherman_j@4j.lane.edu.

Already in the class?

….. read on:

Welcome! This exciting class will get you ready to put your world into perspective for North Eugene. Use your camera skills, your computer skills and your artistic talent together to create amazing published projects, while improving your writing. We will use standard print shop equipment including digital cameras and scanners, top software like Adobe Photoshop and InDesign, and your creative minds—and again, this year, we will redefine what’s possible in print!

This class is most of the staff of the Caledonian, your school newspaper website and online blog. At northeugenenews.com, students from this class will maintain a public forum where students from the whole school can be heard. In just a few days, you will be writing away, documenting how charming your first term of school was (or wasn’t), snapping photos to prove it, planning articles out on the computer, and publishing it on your school website for all to read. Once the website is brimming with news and feature stories, we will explore the world of video broadcasting (vlogs) as well.

Yes, you are now officially on newspaper staff. Everything, from sports reporting to cartooning, every position needs to be filled. From taking pictures to doing web design, writing concert, CD, movie or video game reviews, or just writing out your opinion on something important, this is your opportunity to get involved! This class will provide you the skills to really follow an idea from conception to production.

Texts: Students will read from magazines and newspapers regularly, as well as a reader prepared especially for the course with readings from various textbooks on media and journalism, including the history of mass media, the internet and propaganda.

Computer applications you will learn:

Photoshop and InDesign CS3, Mac OS 10.5.8, Final Cut Express

Written Work and Scored Projects

In addition to short reading assignments in the workbook, writing assignments for the newspaper website, and step-by-step computer software and layout projects, other scored work will consist of:

  •  Industry jargon/vocab. assessments
  •  deconstructing and analyzing advertising, layouts and editorials
  •  re-constructing designs of specific publications, like popular newspapers and magazines,
  •  taking studio, commercial and action photos for the Caledonian website
  • designing and creating newspaper advertisements and banner ads for the web.

Students are encouraged to bring their own digital photos on disk or chip.

Assessments

To successfully pass this course, students will need to write and revise for publication ten (10) articles for at least two different departments of the student’s choice (sections on the website). One might write six sports articles, two entertainment reviews, and two opinion articles, or perhaps five entertainment articles and five news stories.

Reading quizzes and small projects will figure into the final grades, but successful publication of ten articles is the goal.

Students should turn in one article per week to stay on track, and expect to revise one article per week for publication. Students who are writing sufficiently will be allowed to produce informative video projects for the website as well.

Being on time, prepared, and ready to learn is good citizenship.

Tentative Contents of the course

Week 1: Mass Media,Layout and Design Principles, modular design, advertising and sales, 1st Amendment and libel.

Writing Assignments

Week 2: Intro to InDesign: tools and palettes, file management, saving incrementally, placing text into InDesign.

Writing Assignment/Revisions

Week 3: Activities for yearbook and newspaper layout, tools, palettes, saving incrementally, placing graphics, typing on a path. Exporting a document with links, exporting pdfs, jpegs, digital camera controls, rule of thirds.

Writing Assignment/Revisions, Publication Deadline #1

Week 4: Photog: uploading photos, scanning, resolution, saving Photoshop images, color correction, cropping, resizing, photo filters and effects filters.

Writing Assignment/Revisions, Pub. Deadline #2

Week 5: Page Layout and Advertising Design, WordPress navigation, Photoshop layers, exporting pdfs from InDesign.

Writing Assignment/Revisions, Pub Deadline #3

Week 6: Transparent objects, creating clipping paths, animations using Photoshop (gifs), web design with iWeb. Student blogs on 4j servers.

Writing Assignment/Revisions, Pub Deadline #4

Week 7: Projects: Website design/webmastering

Writing Assignment/Revisions, Pub Deadline #5

Week 8: Video broadcasting: Live interviewing skills, image capture for film, editing with Final Cut,

Pub Deadline #6

Week 9: Pub Deadline #7 with video

Week 10: Pub Deadline #8

Week 11: Pub Deadline #9 with video

Week 12: Pub Deadline #10


About the Room

  • Please use the computers only for school assignments. If you need to check email in order to move a computer file or contact an advertising lead for the newspaper, then simply ask for permission.
  • No video games. DTP is fun enough! Try out Illustrator if you’re bored.
  • Please keep the lab clean. This means you should make a habit of washing your hands before coming to class and picking up your things when you leave.
  •  Avoid eating on the carpeted side of the room. Bottled drinks with cap are allowed in the room but not at your computer workspace. Place drinks away from computers over the tile floors.
  •  Restart your computer before asking for help
  •  You must save your work always. All assignments must be printed and saved as a text document, InDesign document, pdf or jpg. Certain assignments (revised articles) will be emailed to the teacher.
  •  Name your files correctly and appropriately—this will help you stay organized.
  •  Know where you are saving! If you save it to the wrong folder, you may not ever find it again.
  •  Try to avoid distracting your classmates.
  •  Always take notes for interviews and keep your notes together.
  •  Avoid wasting time on the internet or video games

Standards for this course:

10 Reading

9-10.RI.10       By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

9-10.RI.2       Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RI.3       Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

11-12.RL.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Writing

9-10.W.1       Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9-10.W.2       Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9-10.W.3       Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

9-10.W.4       Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9-10.W.5       Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.6       Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

9-10.W.10       Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

9-10.L.1         Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Use parallel structure.*
  2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.2         Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  1. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  2. Use a colon to introduce a list or quotation.
  3. Spell correctly.
  4. 9-10.L.3                  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
  5. Write and edit work so that it conforms to the guidelines in a style manual (AP)

9-10.L.4         Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

  1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9-10 Speak/Listen

9-10.SL.1       Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
    1. 9-10.SL.4           Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
    2. 9-10.SL.5           Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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