Newspapers have been an impo rt ant pa rt of history for centuries.

The first record of

newspapers w as around 59 B.C. One of the earliest newspapers, the Roman Ada Uiama, was

es
y
Y Julius Caesar to inform thepublic
,^,( used by P about upcoming
pc g [political
^ ..t events and social ha ply
an soc nin bhj V
t^"
d^ Newsp04) rn s-

^^(` Q' World association ofi^4). Other newspapers were displayed on large white boards and kept 't 0 s
in the Rom an baths so they could be seen by many. Handwri tten newssheets were first created i ^€

8a, centu ry China fie modern newspaper was made possible by Johann Gutenberg in 1447 with

the invention of the printing press. This machine made it possible to print the same text multiple

ti mes and helped spread ideas around the area instead of keeping the news in a confined area. V/

Newspapers were suddenly able to circulate throughout Germany, even to the merchant class — a

first in the newspaper's history. This w as the first time that the common man had access to the

new^ 11 World association of," 2004). f ,ioOV

• Over the next 300 years the popularity of the newspaper dramatically increased and the

newspaper industry began to evolve and change. In the 1600s, European countries began

circulating newspapers, mostly covering news that affected all of Europe rather than more h V",

domestic issues. French papers commonly covered British events, while the British published/

papers tbt focused on the French. Towards the end of the 17th century, the content of

newspapers began to shift to be come more local. At that time, the content of newspapers was

regulated and limited by authorities. It w as not until 1776 that Sweden passed the first law to

protect the freedom of the press"World association of," 2004). .e&

\250
By the 1800s the newspaper industry was th ri ving, but in the 1840s the in v ention of the

telegraph threatened the newspaper industry. Editors feared that since news would arrive at

• telegraph offices first, the `telegraph firms would establish a new monopoly over news delivery
. and would sell early access to the news to the highest bidder. Papers would be unable to

compete" (Newspapers and Technology, 2009, p. 2). Eventually, however, newspapers used the

telegraph to their advantage and became stronger, more efficient, and more accountable because

of it (Newspapers and Technology, 2009). Businessmen such as Joseph Puli tzer, Lord
t t
Nonccliffe, and William Randolph Hearst emerged and built large publishing empires th 4 e^ ^$P^
J VJVt" spy
focused on selling newspapers in large cities. 7& D 1? .'
Throughout the 20d, century the newspaper indust ry continued to evolve as it reacted to

new threats that emerged. In the 1920s newspapers were threatened by the influence of radio, a

new, commonplace form of media in the homes of families across the world. Newspaper editors

revamped their layouts and content to draw back many readers. The newspaper's popula ri ty was

threatened again later in the 2(hh century by the popularity of television. "Newspaper circulation

40 in America dropped from one newspaper for every two adults to one for every three
Q Q d TV c€ SGt trC^ }L^r^ i t^tom.
adult ' (2004). Many newspapers struggled to gain back their readership and tried adding new

features, color pictures, and more a rt icles.

In addition to the struggles newspapers were dealing with regarding the new influx of
_ Q t
ct O qot i^
technology, they were also dealing with the conclusion that newspapers a re ^ot price insensitive e L_
L dust V y LJ

(Lewis, 199 5) . Many^newspaper\in the late 1900s were coming to this conclusion after they b^
tk?IS ,

also lost readership due to price increases. This was just another struggle that newspapers were
Go h ti Vl t t er l"0 fc c e'
dealing with at-The=tine, and AfiA/s^re at this time.

'today, newspaper) owners find themselves in a familiar situation. Before the newspaper

industry could fully recover from the television boom, the^nternet began soaring with popula ri ty.

Once again iew technology, this time in the form of the Internet, has threatened the newspaper
0
• indus try in the same way the introduction of the first telegraph threatened it. Newspaper

publishers are struggling to adapt their perspective of news coverage in order to determine the ^G

best way to use the Enternet to their advantage and still make mo ney. I n order to combat the (l/^^

lowered print readership, newspa) s ave "extended the traditional print medium throug its se

of the iternet 1./(Palmer& Eriksen, 1999). "Many newspapers have started using websites to
p
enhance their services and to expand their readership" (Veglis, 2 007, 1). All of the to ten ah

U.S. daily newspapers have online editions and nine of those ten newspapers use email to notify ^thi
Ieh94)
i 1'p r
their readers of headlines. Newspapers with the highest circulation numbers are M more highly t-n
hU /yi0^
motivated to use technology to attract new readers than small local papers (Veglis, 2007).
^Jlawt 2
The increased abund ance and convenience of technology is not the only thing hurting the n

newspaper industr y . The down economy is also forcing the newspaper industry to make cuts and

• changes. According to Paper Cuts, a website that chronicles jobs lost at newspapers and

newspapers closed, three newspapers have alread y folded during 2010. Since 2007, nearly 150

newspapers across the country have "closed or stopped publishing a newsprint edition" (Smith,

n.d., p.1). Sixteen of those newspapers moved to web editions. Many other newspapers are

try ing not to close by cutting back on staff through layoffs. On January 11, 2010 Paper Cuts

published information that 21 positions were being cut hy the News and Observer in Raleigh.

Eight days later they announced that the Charlotte Observer planned to la_y off 25 employees i/

(Smith, n.d.). Both North Carolina newspapers are owned by The McClatchy Co.

The McClatchy Company, the third-largest newspaper company in the United States, is suffering

and changing their perspective on the best way to operate, just like many other newspaper

• businesses. In March of 2009, McClatchy eliminated more than 1,600 jobs, 15% of their work
• force. Around that same time, McClatchy saw stock prices drop below $1, down from $70 five

years ago (Chen, 2009). In order to keep up with changing times and to survive the economic

slump. McClatchy moved many of their newspapers online. According to www.mcclatchy,com ,

McClatchy currently owns 30 daily print newspapers and 59 online newspapers in 15 states.

Today McClatchy stock has rebounded slightly and sells for around $5 a share (McClatchy

Company, 2010).

In order to survive in the changing times, many newspapers, including nearly two-thirds

of McClatchy's papers have moved online. Moving online is not the only change newspapers are

making. Many have made deep staff and page cuts. Editing and advertising are being

outsourced. Some newspapers are even dropping their Monday or Tuesday editions. The Daily

Review Atlas in Monmouth, Tllinois, The Kewanee Star Courier in Illinois, and the Daily

Telegraph in Wisconsin have all recently stopped publishing a paper every day of the week in

order to save money and focus more on their online version. All three papers, however, continue

to publish a paper edition of the news at least five days each week (Fitzgerald & Saba, 2008).

"The nternet may kill newspapers; but it is not clear if that matters. For society, what matters is

that people should have access to news, not that it should be delivered through any particular

medium" (Newspapers and Technology, 2009, p. 4). Throughout history, the newspaper industry

has encountered many challenges, but newspapers have adapted and changed as needs have

changed. The newspaper industry has survived the invention of the telegraph, radio, and

television. Now as the Internet becomes increasingly popular, the newspaper industry is once

again struggling to survive. As times continue to change it is inevitable that news will change,

•
 COY 1V^ -,

• leaving editors, CEOs, and other newspaper workers searching for the answer to the question

can the newspaper be saved?

C2._-FP3rr3 vic -6
Chen, S. (2009, March 19). Newspapers fold as readers defect and economy sours.
CNN. Retrieved January 24, 2010 from htt p:J!www cnn.comi2009JUSiO3,19i
newspatne r. decline. la y off/index haul

—Fitzgerald, M., & Saha, J. (2009, August 22). Turn and face the change – With
newspaper industry in crisis. UCLA Center for Communications and Community.
Retrieved January 24, 2010 from http : (nvwwc3.ucla eduhnewsstandimedia'turn-and-
facc-the-change-with-newsopaper-i ndusr v -in-crisis!

—Lewis, R. (1995). Relation between newspaper subscription price and circulation,

1971-1992. Journal of Media Economics, 8. Retrieved from http:/ijproxy.lib.ecu.edu!
login?url=http:i/search.ebscohost.com!login. aspx?
direct=true&dh=huh& j id=7MC&site=ehost-live

- — McClatchy Company. (2010). Retrieved January 24, 2010, from hllpL!

www.mcclatchv.coml

-- Newspapers and'1'echnology. (2009, December 17). The Economist. Retrieved

January 24, 2010, from htip:1!w wweeonomist comibusinessfinanee,'displaystory,cfm?
story id-15108618

, _!_ – Palmer, J., & Eriksen, L.B. (1999). Digital newspapers explore marketing on the
internet. Communications of the ACM, 42(9), Retrieved from http:i!
web. ebscohost. com . jproxy.lib.ecu. edu'ehost.'detai l?
vid=3&hid=4&sid=60320724- I2ec-4b05-92fO-57df6e3177b4%40sessionmgr4&bdata
=JnN 1) dCTt19`7,Whvc3QtbGI2ZQ;%3d
%3d1! db–huh&AN=743376311db=buh&AN=7433763

Smith, E. (n.d.). Paper uts. In Out of Print Mip. Retrieved January 24, 2010, from
hltp://vraphicdesivnr.neUpapercuts!closed/

----Veglis, A. (20(17). Cross-media publishing by U.S. newspapers. the Journal of

Electronic Publishing, 10(2). f oi: 10.3998!3336451.0010.211

---"'---World Association of Newspapers i(2006} 1 Retrieved January 24, 2010 from htt
n:i/
www.wan-ifra.org/ `=- --
 Perspectives and Newspapers

A perspective is the way you see and learn about something. Prior knowledge

and experiences affect each person's individual perspective, even as they relate to the

same piece. Newspapers encourage people to share their perspective through letters

to the editor because newspaper writers know that each person may not share the

same perspective on a single article or event.

At the start of the unit, our students will discuss their own perspective on the
e) 6ka.k^,Y^^
importance of newspapers by discussing questions such as: how do you see X oXV%
k' ,p^{ S ad t
newspapers used, who do you know that reads a newspaper, and how do you sta pi 01 Vi" ,
to date on current events? Throughout the unit, students will focus on the ways online
newspapers and traditional newspapers present information from different `^
perspectives. They will analyze the bene fi ts and shortcomings of each perspective
•A^ used for presenting the news. Towards the end of the unit, students will reexamine their
perspectivto see if Jf ha i changed because of their increased knowledge. Some
students may take the perspective that we should work to save the paper newspape r .
while others may take the perspective that the paper newspaper is out of date and can
not compete in an increasingly technological society.
41
In addition to analyzing their own perspective, the student analyze the
perspective of others by creating an online poll to gather information about how a
variety of people view newspapers. They will create questions that encourage others to
share their perspective i ifpaper newspapers area unnecessary?or afi important
elemen' of our culture that should be saved. At the end of the unit, students create a
• PSA that will present their perspective on the changes that have taken place throughout
• the years in the newspaper industry. They will also present their perspective on
solutions for some of the problems the newspaper industry is facing. Not only will the
students be gaining knowledge to support or change their perspective, they will also
present their information to people that have different perspectives. The final product
will be shared not only with parents, but also with members Newspaper Association of
America Foundation.

40
• Overall Unit Objectives:
• Students will analyze changes that have taken place in the newspaper indust ry V
because of increasing technology.
• Students will evaluate the current problems facing the news industry and
recommend potential solutions.
Students will know:
• ,Wow to identify changes in newspaper circulation over time.
^ ,R easons behind the newspaper industry's fi nancial troubles.
• ways technology has changed how people access the news. ( ^'^i T O 1. ' I pkob t bUj
• the basic histo ry of newspapers and the impact it has had on today's society)rnO^
Students will understand:
• he importance or lack thereof , of newspapers themselves. ate#
• ,Yhe strengths and weaknesses of traditional newspapers.(
• the strengths and weaknesses of online newspapers. ^'a w ed
• /How people get their news and how that has changed over time9
Students will be able to:
• • Create a presentation that evaluates the future of the newspaper indust ry
• Analyze data related to newspaper sales.
• gvaluate their own perspective of the impo rt ance of newspapers.
• $ecommend solutions to the problems newspapers face.

F,I
L
• Points to Ponder

• "The man who reads nothing at all is be tter educated than the man who reads

nothing but newspapers." —Thomas Jefferson

• Paper newspapers are unnecessary and out of date.

• 'Traditional newspapers can not compete with online news.

• The only way the newspaper industry can survive is if their product can be read on

the Internet.

• "Were it left to me to decide if we should have a government without newspapers or

newspapers without a government, I should not hesitate to prefer the latter." —

k' .Pi
0
Thomas Jefferson L^ll^^' ^ ..^ P"
P /S
S^ ^ f ^ ^S
t
SK vv,. a`^ h
`^ ` l^' 71 s+ 0 per"

"Four hostile newspapers are more to be feared than a thousand bayonets." - r

^ ^ LA ^p
^^I v
Napoleon

•
r ^ Content Outline
History of the newspaper
A. Ancient times
1. Rome
a. Acta Diurna in 59 BC.
b. Julius Caesar spread news about upcoming political and social
events.
c. Kept on display in Roman baths so they could be easily seen.
2. China
a. Tiapo in 8 It ^' centu ry AD during Han dynasty — Handwritten
newssheets that circulated among court officials with
government news.
b. Kiayuan Za Bao — 713-734AD — handwritten on silk sheets
c. At this time, not everyone could read and newspapers
were mostly read by the wealthy and government and cou rt
officials.

B. Modern Newspapers
1 Johann Gutenberg
a. Created the printing press in 1447 in Germany
b. Enabled the printing of the same thing over and over.
•
E Europe
a. Newspapers began to circulate around Europe
b. Even merchants and lower-class people were able to have
access to the news via the printed newspaper.
c. Most newspapers contained news that was happening in
other countries — French newspapers had a lot of news
from England, etc.
d. Near the end of the 17 th centu ry, news shifted to be more
focused on the country at hand.
e. In Sweden in 1766, the first freedom of the press law was
passed.
3 Popularity and ease of use
a. In the 1800's, newspapers became more common and
frequently found.
b. Telegraph helped spread news quickly, which helped
newspapers include more information than before.
c. By late 1800's, newspaper was primary source of
information
0 4 Newspaper empires
a. Joseph Pulitzer
 i. Owned New York World
ii. Involved in "yellow journalism" — the use of more
catchy titles rather than legitimate news to gain
readership.
iii. In the late 1800's, participated in circulation war -
where the major newspapers competed heavily by
changing their prices and including new topics in their
newspapers.
b. William Randolph Hearst
i. Owned San Francisco Examiner and New York
Journal
ii. Had a chain of around 30 newspapers at peak.
iii. Owned largest newspaper and magazine business in
world.
II. Threats to newspapers
A. Telegraph
1 1840s
2. Concern that news would arrive via telegraph and newspapers
would not be able to compete
3. Solution: Newspapers used telegraph to their advantage to get
• news faster.
B. Radio
1. 1920s
2. Radios became popular source of news and were in many homes
3. Solution: newspapers revamped layouts and provide new and
exciting stones
C Television
1. Began in 1970s
2. Television began showing news in ways where viewers could
actually see things.
3. In 1980s, more channels devoted solely to news
4. Solution: Adding color photos. new types of articles.
D. Internet
1. Created in 1973 by U.S. Defense Advanced Research Projects
Agency.
2. In 1982, TCP/IP Internet, similar to what we have today, became

I
standard for the computer networks of the military.
3. 1985 began the beginning of Internet coming into more
businesses and homes, leading to the popularity we have today.
 4. With combination of TV and Internet for news, fewer people
ordered subscriptions to newspapers
5. No solution yet
a. Newspapers are still trying to combat the-intemet
b. Moving papers online or adding online features - s
c. Adding new articles to their paper
E. The economy
1. Newspapers are being forced to cut their budget, like the 3
Philadelphia Inquirer, which has lost nearly 21% of their
newsroom staff alone.
2. Budget cuts means layoffs and not having the money to spend on
new features
3. Many newspapers are moving to being online only, like the 3
Seattle Post-Intelligencer, owned by the Hearst Corporation.
4. The McClatchy Company, a major owner of newspapers in the
US, has had to eliminate around 15% of their total workforce.
, Q} 5. Stock prices of newspapers are dropping
R) (^^ ° a. McClatchy Company stock reached their height in March,
_^) 2005 at an individual stock price of $74.80.
r
J ^^ ,K. Currently (March 2010) the stock is valued at around

• ^' ^, S5.00-S5.20
VVV "'
c. Lee Enterprises, which owns over 49 newspapers,
^
^^ reached their height in June. 2004 at around $46.90
d. In March 2010, the price of the stock is between $3.50-
$4.00 Gt-;
e. Both major newspapers show significant decrease in
stock price over the last 5 years.

Iry , ° ^,,.^5
jL
• Technology Infused Authentic Product

Although technology is generally embraced and encouraged in schools and society, the

increases in technology has caused casualties. The newspaper industry appears as if it will he

one of the causalities of an increasingly technological society. Traditional paper newspapers are

costly to produce and distribute. They require large staffs of writers, editors, advertisers, and V/

designers. Newspapers bring the news every morning; hours a fter events have taken place.

'l oday, however, the rise of the Internet is causing the fall of the newspaper. The Internet is the

newer, younger, and sleeker model that offers many advantages. News published on the Inte rn et

can be dist ri buted to millions mere seconds after newsworthy events happen and can usually be

accessed for free. Because the Internet h as so many advantages over traditional newspapers,

many newspapers have been forced to close or merge because they are no longer cost-efficient.

The American public is now faced with a dilemma over fi ghting to save the newspaper indust ry

• or allowing it to continue to die. 'I his problem, now faced by the newspaper indust ry and the

American people, fits the crite ri a outlined by Renzulli for a real problem (1982). First, this is a

real problem because currently, there is no solution; in part because there are so many

perspectives on what the best solution is. Second, because newspapers are a long-standing

institution in our count ry , people have an "emotional or affective commitment as well as an

intellectual one' to this problem (Renzulli, 1982. p. 149). Both sides of the issue have merits

and shortcomings that cause emotional responses.

In order to survive, many newspapers have attempted to integrate both online and print

content while others have become online only publications, merged with other newspapers, or

folded altogether. During our unit, the students will take a closer look at these types of solutions

in order to develop their own perspective on the wisest course of action for newspapers moving

(
d-
woY(2^t
G,f i1P^

L YYLs
• forward. Each of our four lessons will require the students to investigate the differences in print

and online news as well as the advantages and disadvantages of each. They will also investigate

the cost of and materials necessa ry for producing each type of news and compare this

information.

Throughout our unit, the students will analyze the benefits and shortcomings of online

news and compare those to the bene fi ts and sho rt comings of print news. By the end of the unit

we expect the students to have developed their own opinions about and pe rspecti ves on th e

strength, impo rtance, and necessity of both online and print m eth ods of present ing the news. For

their resentatiori or the N ewsp aper Associ ation

culminating project, the students will prepare
rfiSP.v>> L lOn"' '
t ` t
-7 t^l tLfy,Pi of
of America Foundation. The presentation will grow naturally out of the research and evaluation

by the students and will be presented to an authentic audience in the NAA Foundation (Renzulli,

1982). The NAA Foundation will be interested in our students' work because the Foundation is

• the br an ch of the NAA that focuses on programs that integrate news and education. One of their

main goals is to research student engagement with the news and our product will give them first

hand information on how students are engaged by different forms of news media (Newspaper

Association of America Foundation, 2009).

For their presentation to the NAA Foundation, the students will prepare a public service

announcement that presents their perspective on the benefits and shortcomings of online news as

well as their perspective on the importance of the printed newspaper. Within the presentatio tte

students will also suggest solutions for the newspaper industry that suppo rt either keeping ^J

newspapers alive or beginning to faze them out, depending upon the perspective of the group. In

order to create their presentation, the students will sta rt by deciding upon the best way to present

the information they want to share with the NAA Foundation. At the end of class on Tuesday
•
• the class wil I choose between creating a Voice l'hread, making a movie, or broadcasting a

podcast. To help them make the best decision, the teachers will guide them through discussing
^!^ 3 V V4-:
the impact of hearing a message, seeing, message, or both. We will also show them several

examples of VoiceThreads since they may he unfamiliar with what they are. Once they have

selected a platform for their presentation, we will model how to use the chosen form of Opp'
ln
technology and show the students examples of how to upload and record information. Once th y- 0

have an understanding of the technology, the students will begin creating a script that outline.

their points. On Wednesday, the script will be finalized. Then, if necessar y , they will select

images that support the points they want to make and organize these into a storyboard. They willp

color code the storyboard to show which frames will be still photographs and which will be

video images. Next, the students will use a flip came ra to take still pict ures and video clips that ^S

• support and follow their script. Finally, by Thursday, the students will use(v'indows Movie
lt^^ 7
app ff
( t

Maker or another student selected program to organize their videos and photos and add any
^^ C SC
narration not already filmed. They will finish the presentation by adding a title and credits.

Additionally, the class will write a letter to the NAA Foundation introducing and explaining the

movie and requesting comments and response from them. Then both tl letter and the movie
(
will be emailed to the Newspaper Association of America Foundation.
Cu)
^"

y ^^^g t ^ ^. ,P,teiV&A.

w!/( ILeed
_^ Wa ^f^' ^^h 4115 tv

Newspaper Association ol'America Foundation. (2009) Mission and goals. Retrieved Februa ry y^W
13, 2010, from http:/lww^v.naafoundation.or!g/Ahout/Mission- Goal s.astix

Renzulli, J. S. (1982). What makes a problem real: Stalking the illusive meaning of qualitative
differences in gifted education. Gifted Child Quarterly, 26 (4), 147-156

0
 TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS

• LESSON 1

I. DEFINE THE CONTENT

LESSON OBJECTIVE:

After graphing data about newspaper sales, the students will analyze the overall trends In sales and
readership of print newspapers.

At the conclusion of the lesson, the students will create a survey that asks the public for their
perspective on the future of the news indust ry .

II. PREPLANNING: BE GIN WITH THE END IN MIND

A. WHAT IS WORTH Traditional newspapers are struggling to maintain readership because

KNOWING? people are using the Internet more and more to read the news. The
(THINK ABOUT THE CONTENT Internet and newspaper offer different perspectives on presenting the
YOU HAVE SELECTED. WHAT news. There are advantages and disadvantages to each perspective.
IS IMPORTANT FOR Because of the diversification of news sources, newspaper revenue and
STUDENTS TO KNOW?) readership has begun to decline.

WHAT IS IMPORTANT FOR
6 DENTS TO KNOW AND
Do?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
As a result of this lesson, students should be able to analyze and
draw conclusions about the advantages and disadvantages of using the
Internet to distribute news and using a newspaper to distribute news. They
will also look for trends in the data of newspaper sales and distribution to
understand when and why the change started.

C. WHAT ARE THE

ENDURING I There are advantages and disadvantages to online news. Because of
UNDERSTANDINGS THAT the many advantages of online news, traditional newspapers are struggling
STUDENTS SHOULD TAKE
to keep subscribers.
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)

III. PLANNING

B. ESSENTIAL How have technology changes impacted the news industry?

QUESTIONS:
(ONE What are the advantages and disadvantages of online news? Of newspapers?
OVERARCHING
AND ONE OR How has readership of newspapers changed over time?
MORE
TOPICAL)

First, students will create a chart that focuses on the differences between online news
•ESSMENT:
and traditional newspapers. Then, they will create an Excel spreadsheet graphing
(PERFORMANC
E TASK) information of circulation numbers and costs of creating and distributing newspapers.
They will also design a poll asking how people ge t their news most often.
 evel One Level Two Level Three Level Four
The student can The student can The student can list The student can
I.J find no name 1 to 3 4 to 6 ways online identify 7 to 8
similarities or obvious similarities and traditional news specific ways online
diffe re nces between online and are similar and and traditional
between online traditional news. different. news are similar
news and and different.
traditional news.
The student The student creates The student creates The student creates
cannot follow the Excel graph but the Excel graph but the Excel graph
the directions to requires a great requires some with little or no
create the Excel amount of assistance. assistance.
graph. assistance.
The student With a great With some With little or no
cannot create amount of assistance the assistance the
an online poll assistance the student creates an student creates an
student creates an online poll with 4 to online poll with 7 to
online poll with 1 to 6 good questions. 10 excellent
3 simple questions. questions.

I. Historical Perspective on Newspaper

• a. Famous figures from history have had different perspectives on
newspapers. While some saw them as a weapon, others saw them as
unreliable.
b. Each person is entitled to their own perspective. Each perspective is
valuable and gives different information about the history of the
newspaper industry.
II. Modern Newspapers and News
a. Now news is delivered in more methods than in just the form of a
newspaper.
i. People can find information on the Internet
D. CONTENT:
ii. Information can be found on TV, on both local and cable shows.
(OUTLINE THE
iii. Information can still be found in newspapers, both local and
CONTENT YOU
national.
WILL TEACH)
b. Students will look at newspapers and brainstorm what they know about
newspapers.
i. How are newspapers used?
ii. Do they get a newspaper at their house?
iii. Do they feel like newspapers are a practical means of distributing
information?
c. What do they know about the history of newspapers - oldest newspapers,
most popular newspapers, local, state, and national newspapers, genre
specific newspapers (i.e. Wall Street Journal).

0 d. In order to run a news business, certain things are necessary. Online and
traditional news vary in their needs. Each has its own strengths and
weaknesses.
i. Advertising - Advertising in a newspaper can be more localized
 since the readers are usually within a specific geographic area.
Online ads are usually geared nationally. Online advertising is
easier to outsource while newspapers usually employ individuals to
• focus on the advertising and sales responsibilities.
ii. Staff - Newspapers need large staffs of writers and editors. The
staff size for online news can range anywhere from one person to
many, many people.
iii. Distribution - Traditional newspapers have to have delivery people
and sales locations. This makes charging per use easier, but
distribution is more difficult. Online newspapers are available at the
tip of your finger whenever you want them and are usually free.
iv. Timeliness - Online news can be published instantaneously. The
soonest newspapers usually release stories is the morning after
they take place.
v. Space for News - Newspapers are limited by column width and
length. Online news does not have these same restrictions.
vi. Office Space - Because of the larger staff needed for traditional
newspapers, they usually need large office space for staff as well as
for printing. Online news can be published by a single person with
a computer. It does not require a lot of office space.
vii. Accountability - Newspapers usually have editors checking the work
of the writers. While some smaller online news sources do not have
this same kind of fact checking, other larger ones do.
III. Change Occurring in the Newspaper Industry
a. Due to the availability of news in varying forms, newspapers are beginning
to suffer. The Newspaper Association of
• America( http:/lwww.naa.org/TrendsandNumbers/Total -Paid_
(Jirculalion.aspx) has graphed newspaper circulation. The highest point of
newspaper sales was in 1996.
b. Discuss the growing popularity of the Internet around the mid-1990's.
Discuss how this would effect newspapers - more people were able to find
information in other places, and therefore consumers did not choose to
buy newspapers.

E. Hooa:
(DESCRIBE Read aloud to the class the book The Paperboy by Dave Pilkey. After reading the
HOW YOU WILL
GRAB
book, discuss what the students know about the newspaper. Does a newspaper
STUDENTS '
get delivered to your house each morning? Who brings that newspaper? Are
ATTENTION.)
newspapers delivered the same way they were in the book? Who in your family
reads the newspaper?

1. Give a newspaper to each pair of students. Allow them some time to browse the
F. newspaper. Brainstorm on the board what they know about newspapers, if they
INSTRUCTION: get them at home, and what they already know about newspapers.
(TELL, STEP- 2. In their notebooks, the students write a brief statement about their perspective
BY-STEP, on newspapers. Do you think newspapers are important to our society or
WHAT YOU unnecessary?
Do.) 3. Display the "Points to Ponder" for the unit. Have each student share their own
perspective on the points to ponder. Do they agree, disagree, or partially agree
with each point?
4. Give each student a paddle labeled "True" on one s ide and " False" on the other
 side. Share the history of newspapers using the PowerPoint questions. At the
start of each slide the students show the students guess the answer to the true
or false question by holding up their paddle.
• 5. Give students a chart that lists some of the important perspectives to consider
when running a business focused on distributing the news. Items in the chart
include: staff, advertising, distribution, office space, space for news, and
ti meliness. Define what each of these terms would mean In relation to a
newspaper and begin filling out information in the chart using the newspaper
they have as well as previous knowledge about the newspaper industry and
information from the first lesson.
6. Visit an online news source such as h tt p://www.cnn.com ,
http:J/n ews.google.com , and http:/Lfastffip o^jlciehs.com . Continue filling
information into the chart, focusing on differences between the online news
sources and the print news source with information students already know and
things they notice. How have these websites streamlined and expedited the
process of finding and reading the news? Do they offer different perspectives on
the same information in any way?
7. Look at the data from
http://www.naa.org/docs/Research/Daily_National_Top50_1998-2007.pdf. By
carefully foliowing written directions the students will create a graph in Excel
that shows the total adult population and the total newspaper readership.
1. Instructions for Creating an Excel Spreadsheet and Graph
1. Visit
http://www.naa.org/dgcs/Resear -hLDaily Nation a l Top50 1998-
2007.pdf to open the NAA data on daily newspaper readership in
one window on your computer.
• 2. Open Excel in another window on your computer.
3. Resize both the NAA window and the Excel window so they fit side
by side on your computer screen.
4. In Excel, label column A "Total Adults" and label column B "Average
Readership."
5. In column A of your spreadsheet list the total number of adults
listed in the NAA data. This is the second column on the NAA site.
Make sure you list the number of adults in the cell next to the cell
that contains the coordinating year.
G. In column B of your spreadsheet list the total number of adults who
read the newspaper on average as listed in the NAA data. This is
the fifth column on the NAA site. Make sure you !ist the number of
adults in the cell next to the cell that contains the coordinating
year.
7. Click "Insert" at the top of the Excel window and then select the line
graph button. When the pull-down menu appears, select the
middle, left line graph.
8. When the graph appears, right-click it and click "Select Data."
9. In the new window click the "Edit" button.
10.Enter each year listed on NAA page in order. After each year put a
comma and a space. You should end up with a list that starts like
this: 1998, 1999, 2000, 2001...
11.Click "OK."
• 12.Voila A beautiful graph of the NAA data.
8. Compare the lines on the graphs. Discuss what trends are evident and why they
are not going in the same direction.
9. BeFore leaving, students will sork t ogether to follow directions to create a poll
 that asks others for their perspective on newspapers and the news industry
using the forms feature on Google Docs. The poll will focus on how people get
their news as well as their perspective on the future of the news industry.
Instructions for Creating an Online Poll Using Google Docs
1. Plan your survey. How many questions will you ask? Why types of
questions will you ask (true/false, multiple choice, short answer)?
2. Draft your survey in your notebook. List the questions and possible
answer choices.
3. Log in to Google Docs. (Your teacher will do this for you.)
4. On the left side click "Create New" and select "Form."
5. Title the form.
6. Make a statement at the top informing people what this survey is
for and why they are receiving it.
7. Enter first question, choose the question type, enter the answer
choices, decide if this needs t o be a required question, and click
done.
8. At the top of the window, click "Add Item" and select "Text."
9 • Repeat steps 7 and 8 until you finish entering questions.
10.Save the survey. Tomorrow we will email it to people you know to
find out how they feel get the news.
10.Assign homework. Each member of the class must bring with them tomorrow
the email address of at least 4 people they would like to email their survey to.
During the week, students will check the poll and discuss how the people get
their news and why. They will also look at the suggestions on how they would
prefer to get their news/prefer newspapers be changed to a more practical way
for them to choose to subscribe to newspapers.
0
 Instructions for Creating an Excel Spreadsheet and Graph
1. Visit http://www.naa.org/docs/Research/Dafly National Top50 1998-2007.pdf to
open the NAA data on daily newspaper readership in one window on your
computer.
2. Open Excel in another window on your computer.
3. Resize both the NAA window and the Excel window so they fit side by side on your
computer screen.
4. In Excel, label column A `Total Adults" and label column B "Average Readership."
5. In column A of your spreadsheet list the total number of adults listed in the NAA
data. This is the second column on the NAA site. Make sure you list the number of
adults in the cell next to the cell that contains the coordinating year.
6. In column B of your spreadsheet list the total number of adults who read the
newspaper on average as listed in the NAA data. This is the fifth column on the NAA
site. Make sure you list the number of adults in the cell next to the cell that contains
the coordinating year.
7. Click "Insert" at the top of the Excel window and then select the line graph button.
When the pull-down menu appears, select the middle, left line graph.
8. When the graph appears, right-click it and click "Select Data."
• 9. In the new window click the "Edit" button.
10. Enter each year listed on NAA page in order. After each year put a comma and
a space. You should end up with a list that starts like this: 1998, 1999, 2000, 2001...
11. Click '0K."
12. Voila! A beautiful graph of the NAA data.

0
 Instructions for Creating an Online Poll Using Google Docs
1. Plan your survey. how many questions will you ask? Why types of questions will
• you ask (true/false, multiple choice, short answer)?
2. Draft your survey in your notebook. List the questions and possible answer choices.
3. Log in to Google Docs. (Your teacher will do this for you.)
4. On the left side click "Create New" and select "Form."
5. Title the form.
6. Make a statement at the top informing people what this survey is for and why they
are receiving it.
7. Enter first question, choose the question type, enter the answer choices, decide if
this needs to he a required question, and click done.
8. At the top of the window, click "Add Item" and select "Text."
9. Repeat steps 7 and 8 until you finish entering questions.
10. Save the survey. Tomorrow we will email it to people you know to find out
how they feel get the news.

0
 Lesson One Evaluation Rubric

Level One Level Two Level Three Level Four

•
The student can The student The student can list The student can
find no can name 1 to 4 to 6 ways online identify 7 to 8
similarities or 3 obvious and traditional specific ways online
differences similarities news are similar and traditional news
between online between online and different, are similar and
news and and traditional different.
traditional news.
news.

The student The student The student creates i The student creates
cannot follow creates the the Excel graph but the Excel graph with
the directions Excel graph requires some little or no
to create the but requires a assistance. assistance.
Excel graph. great amount
of assistance.
The student With a great With some With little or no
cannot create amount of assistance the assistance the
an online poll assistance the student creates an student creates an
student online poll with 4 to online poll with 7 to
creates an 6 good questions. 10 excellent
• online poll with questions.
1 to 3 simple
questions.

0
0 0 0

Daily Newspaper Readership

160,000
y 140,000
120,000

EZ
a
1.
100,000
80,000
60,000
-.-Total Adults

o
40,000 --Average
Readership

I III
20,000 P
0

do

Year
 0 • 0

Daily Newspaper Readership Trend - Total Adults (1998-2007)

Adults(000) Average Weekday Readership

Year Total Adults Men Women Total Adults % of Adults Men % of Men Women % of Women

1998 134,992 64,972 70,021 79,046 58.6 40,442 62.2 38,624 55.2
1999 136,575 65,785 70,790 77,680 56 9 39,860 606 37,821 53.4
2000 138,937 66,922 72,C14 76,596 551 39,330 58.8 37,267 51.7
2001 140,609 67,763 72,846 76,367 54.3 38,998 57.5 37,369 51.3
2002 143,668 69,245 74,423 79,638 55.4 40,318 58.2 39 321 52.8
2003 146,323 70,485 75,837 79,094 54.1 40,030 56.8 39064 51.5
2004 148,340 71,534 76,807 78,285 528 39,727 55.5 38 558 50.2
2005 150,674 72,874 77.799 77,673 51.6 39,428 54.1 38 245 49.2
2006 152,515 73,941 78.574 76,088 49.9 38,693 52.3 37.395 47.6
2007 154,353 74,931 79,422 74,714 484 38,246 51.0 36,467 45.9

Source:Scarboroujh Research Top 50 Market Report 1998-2007

Prepared by NAA Business Analysis & Research Dept. ( Rev. 8/2007)

Note - Beginning in 1998, readership data is based on the top 50 markets measured by Scarborough Research.
Projections are not comparable to previous years.
• • 0
w
0 S
0
0 0
• • i
S
0 0 0
0 0 0
0 0 S
 TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS

• LESSON 2

I. DEFINE THE CONTENT

LESSON OBJECTIVE:
After watching and discussing Creating the Newspaper, the students will be able to describe
the responsibilities of 5 jobs involved in publishing and distributing newspapers.
After watching Creating the News and creating their own news online, the students will
demonstrate their knowledge of the pros and cons of online and print news by creating an
Open Compare and Contrast that gives 5 similarities and 5 significant differences between
them.
At the end of the lesson, the students will brainstorm at least 4 reasonable and viable
suggestions to help struggling newspapers.

II. PREPLANNING: BEGIN WITH THE END IN MIND

Newspapers require large staffs, including writers, editors and
designers, to publish the news. This is costly and time consuming. On
the other hand, publishing Information online can be done
A. WHAT IS WORTH instantaneously by almost anyone from almost anywhere. While news
KNOWING? published in a newspaper is often more scrutinized, news published
(THINK ABOUT THE online is often more timely. These two different ways of publishing
CONTENT YOU HAVE
can often lead to two different perspectives of events. As our gifted
ELECTED. WHAT IS
students get older it will be important for them to be aware of news
IMPORTANT FOR STUDENTS
from around the world. They will be voting, they will be public
TO
officials, and they will lead our country. In order to do this, gifted
students need to know where they can access reliable news.

B. WHAT IS IMPORTANT Today, the students will list the titles and responsibilities of some of
FOR STUDENTS TO KNOW the people who work to put out a print newspaper. They will also
AND Do? brainstorm ideas for how to help newspapers that are struggling
(DEFINE WHAT STUDENTS financially. It is important to foster a knowledge of and interest in the
SHOULD BE ABLE TO DO AS news in young gifted students so that interest can continue to grow as
A RESULT OF YOUR they get older. Their generation will ultimately be responsible for the
LEm+.
) fate of the traditional newspaper.
C. WHAT ARE THE Newspapers are suffering because they require more materials, time,
ENDURING and personnel to produce. Online news is coming to the forefront of
UNDERSTANDINGS THAT the news industry because it is more streamlined.
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)

III. PLANNING
Can struggling newspapers survive?
B. ESSENTIAL QUESTIONS•
What are the advantages and disadvantages of newspapers and online
ONE OVERARCHING AND
ONE OR MORE TOPICAL)
news?

C. ASSESSMENT: The students will create an Open Compare and Contrast that analyzes
(PERFORMANCE TASK) the pros and cons of online and p rint news. Th ey will a ls o brainstorm a
 list of ideas of how to restructure struggling newspapers so they are
more successful.

Level Two Level Four

The student lists The student lists The student lists The student lists
zero items in the 1 to 5 common 4 to 8 original more than 6
diagram similarities and similarities and original and
differences differences unique
between between similarities and
newspapers and newspapers and differences
online news online news between
newspapers and
online news
The diagram The diagram The diagram The diagram
shows no shows some shows shows deep
understanding of understanding of understanding of understanding of
the advantages the advantages some of the the significance
and and significant of the
disadvantages of disadvantages of advantages and advantages and
newspapers and newspapers and disadvantages of disadvantages of
online news online news newspapers and newspapers and
online news onl ine news
The student can The student has The student has The student has
come up with no 1 to 3 ideas for 2 to 5 unique, 4 to 7 unique,
ideas for how to how to help a creative ideas for creative, and
help a struggling struggling how to help a plausible ideas
newspaper. newspaper. struggling for how to help a
newspaper. struggling

1. Running a newspaper requires many people in many positions.

a. Reporters - Write the stories
b. Source Editors - Read over and check news stories
c. Designers - Code the stories so they can be printed and
puts the print on the page
d. Copy Editors - Write headlines, check for grammatical
errors
e. Type Setter - Puts the story on giant metal plates
f. Press Room Manager - Oversees the printing of the
newspaper
g. Distributors - Take the newspapers to the customers
D. CONTENT:
il. Printing a newspaper is expensive and it is challenging to make
(OUTLINE THE CONTENT
that money back.
YOU WILL TEACH)
a. The New York Times spends around $63 million per
quarter for raw materials
b. The New York Times spends about $150 million per
quarter on wages and benefits
c. Approximately 850,000 people subscribe to the New York
Times
d. A subscription costs $7.50 per week.
e. The newspaper makes additional money through
advertisement sales and newsstand sales.
III. News articles give facts about an event. They include
information from the event including who, what, when, where,
 and why.
lv. Newspapers and Online news have distinct strengths and
weaknesses. In some cases, the strengths and weaknesses
overlap.
a. Newspapers:
i. Cost billions to print each year
ii. Have many people checking facts and information
iii. Take time
iv. Can offer news from different perspectives
v. Make money through subscription and advertising
b. Online News:
i. Is inexpensive
ii. Often has no one other than the writer checking
information
iii. Can be published instantly
iv. Can offer news from different perspectives
v. Makes money through advertising
V. Some strategies that have been employed by struggling
newspapers are:
a. Printing editions Wednesday through Sunday and having
no print edition Monday and/or Tuesday
b. Moving completely online with no print editions
c. Printing only special editions to commemorate important
events
d. Merging with other small newspapers
e. Selling subscriptions to the online newspaper
f. Providin online news onl to news a er subscribers
E. Hook: We will show the video "Creating the Newspaper" located at
(DESCRIBE HOW YOU WILL http://sites.google.com/site/gbranecky/file-cabinet . The video gives a
GRAB STUDENTS' very quick overview of all the steps involved in creating a newspaper
ATTENTION.) from writing the story through distribution.
1. While the students are watching the hook video they will take
notes by making a T chart that lists all the people the video
mentions that work on a newspaper on one side and the
responsibilities of those people on the other. The video moves
very fast and it will be challenging for them to keep up. This will
help emphasize how many steps a printed newspaper has to go
through.
2. The group will compare and share notes. They will fill in things
they missed. As a group, we will discuss the perspective the
video gave on newspaper publishing, how many steps a
F. INSTRUCTION:
STEP-BY-STEP, newspaper goes through before the final product is published,
(TELL, DO.)
the number of people in volved, and the time it could take to
WHAT YOU WIL
WILLL O.)
publish and print a single story.
3. The students will use the following data to calculate how much
the New York Times spends each year and how much it makes.
The New York Times spends around $63 million per quarter for
raw materials and about S150 million per quarter on wages and
benefits. They have around 850,000 subscribers and a
subscription costs $7.50 per week. Based on these numbers the
students will calculate how much the New York Times spends In
a year ($852 million) and how much they make from
subscriptions in a year $331.5 million). How do newspapers
 li ke the New York Times make up the difference between the
amount they are spending each year and the amount they make
each year?
4. C r eate a list of questions the students would like to ask someone
who works for an online news source, such as where do you get
your ideas, how many people generally work on a single news
story, and how much does it cost to publish news online.
5. Skype with Paul Branecky, writer for the Carolina Hurricanes
website. It is important that Paul does not work for an online
newspaper because many of the news stories published in online
newspapers are the same stories that are published in print
newspapers and go through many of the same steps. Paul
represents the new wave of news writers that are able to publish
information quickly on the internet without the watchful eye of
an editor. During the conversation, the students will ask Paul
the questions they prepared earlier about the creation of online
news.
6. Create a Venn diagram that shows the similarities and
differences in online publishing and print publishing. Which is
faster? Which is cheaper? Which requires more space? Which
could be done in this room? Which has more credibility? How
does each make money?
7. Allow students time to work independently on completing the
rest of the Venn.
8. Share the ideas they came up with and the important similarities
and differences they noticed. Emphasize how these similarities
and differences are significant and show the different business
and operating perspectives taken by the different types of news.
9. Brainstorm ideas. If you were going to make a recommendation
to the owner of a small newspaper that was struggling to make
money, what would you suggest?
10. Explain the final product - Our group will create a presentation
that will make recommendations to the NAA Foundation
concerning the future of the newspaper industry. What do you
think the future holds? What suggestions do you have?
11. Explain to students that their presentation can be done in an
audio-only format, a video format, or a VoiceThread. Share an
example of a VoiceThread if students are unfamiliar. What are
the strengths and weaknesses of each presentation method?
How does video provide a different perspective than audio?
Have the group select a platform for their presentation before
they leave class.

OR
• 0 0

This is How We Do It

Hot Off The Press Lesson 2

• • 9
Creating the Newspaper
E

Creating the Newspaper

0 0 0

What Now?
•Why are newspapers struggling?
•What solutions would you suggest to the
owner of a small newspaper who is having
financial difficulties? What could they do
other than publishing news online?
 • 0
Strengths and Weaknesses - How do
They Compare?

Onli
0 0 •

Making Money
• The New York Times has about 850,000
subscribers.
• A one week subscription to the New York
Times costs $7.50.
• How much money does the New York
Times make from subscriptions each year?
o • •

Writing the News

•WHO:
.WHAT happened:
•WHEN did it take place:
•WHERE did it take place:
.WHY was this event important:
O O •

Now What?
• If newspapers are spending and
making from subscriptions, how
else are they making money?
• .0

How Much Does it Cost?

• The New York Times spends about $63
million per quarter on raw materials.
• They also spend around $150 million per
quarter on wages and benefits.
.About how much does the New York Times
spend on these two things alone in a single
year?
 TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON 3

• I. DEFINE THE CONTENT

Lesson Objective: Students will discuss their solution to the crisis of the newspaper
industry and incorporate ideas into speeches to be later recorded and presented.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A1. WHAT IS WORTH KNOWING?
kTHINK ABOUT THE CONTENT
^ OU HAVE SELECTED. WHAT IS
1Y
IMPORTANT FOR STUDENTS TO
Ir"` OW?^
8. WHAT IS IMPORTANT FOR
TUDENTS TO KNOW AND DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
•
WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
TUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE
HE BIG IDEAS.)
Newspapers require large staffs, including writers,
ditors, and designers to publish the news. This is
ostly and time consuming. On the other hand,
ublishing information online can be done
nstantaneously by almost anyone from almost
nywhere. While news published in a newspaper is
ne is often
ften more scrutinized, news published online
more timely. These two different ways of publishing can
often lead to two different perspectives of things that
are happening both locally and around the world.
At the end of the lesson, students should be able to
orm their own opinion, and thereafter their solution, to
he financial issues faced by the newspaper industries.
They should be able to form their speeches to present
to the NAA.
tudents should understand that there are many costs
nd factors that go into producing a paper newspaper.
They will also understand that newspaper production
provides jobs for many people. Students will
understand the differences and similarities between
print newspaper and online newspapers. Students will
understand how impo rtant reading news, regardless of
ormat, is impo rt ant to help them remain informed
bout what is happening in the world and be a
productive member of society.

3. ESSENTIAL QUESTIONS:
ONE OVERARCHING AND ONE
)R MORE TOPICAL)
ASSESSMENT:
;PERFORMANCE TASK)
•
III. PLANNING
hat is the best solution to the financial struggle of the
newspaper indust ry ?
Vhat are the different things newspapers can do to
increase their chances of survival?
tudents will write a speech on their suggested solution
o the problems facing the newspaper industry. They
will write their speech using a graphic organizer and will
be evaluated and analyzed using a rubric.
 hen writing a persuasive speech, the goal is to
persuade someone what to do, generally sharing one's
wn views.
• D. CONTENT:
A. The view point needs to be carefully outlined.
W ILL T THE CONTENT YOU
B. A solution needs to be though of and shared
ILL TEAACH)
ith the reader/listener
D. When sharing the speech, one hopes that it is
put to use and helpful information comes out of the

Students will watch the video

Lhttps_JJsites.google.com site/ gbranecky/ fi le-cabinet.
Then they will spend a few minutes reflecting how
much work and effort must go into producing a paper
E. HOOK: newspaper. By having this seminar style discussion,
(DESCRIBE HOW YOU WILL GRAestudents will be able to think about the financial burden
STUDENTS' ATTENTION.) of running the print newspaper, as well as its benefits,
,and what they think is the overall be tt er practice, as
well as other ideas that they could launch to the
^ompanies, when taking into account the future.

r-7
LJ

C
 .. Students will discuss the risks vs. benefits regarding'
heir opinions so far based on news via newspaper or
he internet. They will discuss how the video impacted
r^ heir decision. Students should be able to relate the
,
ideo to their opinions.
!. Students will discuss with each other how the
:oming times of internet changed the print newspaper.
'hey will think about how times may change in the
uture - which media form will possible changes
Benefit? When they think of themselves as teens and
adults, what do they see themselves doing? (Bring into
account devices like kindles and iPads and how the
sews may be displayed on them, if students do not).
I. At this point, students should have worked on
orming their prior opinions. Over the last 2 days, they
vill have been thinking about what they think is the
Host financially and realistic approach to providing
sews. Students will take time to brainstorm their
uggested solution. What things could be done to help
irovide the news in various formats? Students will be
able to draft emails to our guest speaker from the
irevious day, look through articles we've discussed,
eread powerpoints, or do research on the internet from
INSTRUCTION: i selected list of websites. During this time, Ms. Brick
.L, STEP-BY-STEP, WHAT and Ms. Branecky will be helping students organize
WILL DO. ) heir thoughts and opinions. Students will use a graphic
• organizer to help organize their thoughts and will
eference the rubric if needed.
I. After gathering their information and thinking out
'hat they think is the best solution, the students will
iegin
p
to write down and outline what they think is the
est solution, using proof from what they have read
end learned to support their solution.
Students will use the rubric and their graphic
organizer to create an outline of what they want their
peech to include. They will make sure that they
upport their opinion and give a potential solution.
,. Students should then work to draft their speech.
hey will use this time to get a rough draft of their
peech done and begin editing it so that tomorrow they
vill be able to make finishing touches. If time allows,
hey will begin recording their speeches.
'. Throughout the day, students and teachers will be
vorking on taking pictures of the work that is going on
i the classroom to include in their final product. While
vorking on their speeches, students will reference their
graphic organizer and their rubric to ensure they are
taying on topic.

•
"Persuasive essay graphic organizer attached separately.
Rubric for Persuasive Speech

Names:

•
I point 2 points 3 points

Organization Information is Information has clear Information is clearly

poorly ideas but does not organized with supporting
organized, have organized details in place.
support.

Opinions Student does not Student does not Student clearly states
show opinion clearly state opinion their opinion and supports
clearly, but supports a specific it with factual information.
side.

Suggestion Student does not Student shows minimal Student clearly states
make solution to the problem. solutions to the financial
suggestions to trouble of the newspaper
support their industry and it goes along
opinion. with their opinions.

Comments:
 Persuasive Essay Graphic Organizer
Paragraph #1 - Introduction
Attention-grabbing beginning -

> Description of issue -

Opinion Statement -

Paragraph #2 Paragraph #3 #4

Reason #1 - Reason #2 - Reason #3 -

Evidence to support Evidence to support

and examples) (detals and examples) (details and examples)

Paragraph #5 - Conclusion
) Restate opinion -

) Summarize 3 reasons -

i- Call to action or closing statement -

 TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON_4
I. DEFINE THE CONTENT
J sson Objective: Students will create their final VoiceThread by presenting and
cording their speeches, importing their pictures, and using the VoiceThread
ftware to put them together. They will share their presentation with their guest
eaker over Skype. Students will know their opinion and proposed solution to
sist the newspaper industry and will be assessed using a rubric.

II. PREPLANNING: BE GIN WITH THE END IN MIND

tudents will learn the basics of using the VoiceThread
WHAT IS WORTH KNOWING?
oftware, how to upload the pictures and speeches,
RINK ABOUT THE CONTENT
nd how to edit the voice thread. Students will also
U HAVE SELECTED. WHAT IS
know that although there are many potential good
PORTANT FOR STUDENTS TO
solutions to th
e problem, none are guaranteed to be
uccessful.
students will be able to record each other's speeches
1. WHAT IS IMPORTANT FOR
and upload them into a voice thread. They will also
TUDENTS TO KNOW AND DO?
earn to upload the pictures they have taken during the
DEFINE WHAT STUDENTS
meek into their VoiceThread and edit it to their
MOULD BE ABLE TO DO AS A
ESULT OF YOUR LESSON.)
;atisfaction. They will know their beliefs and how they
an work to improve the newspaper industry.
• WHAT ARE THE ENDURING Students will understand their final perspective on a
DERSTANDINGS THAT )otential solution to the newspaper industries financial
JDENTS SHOULD TAKE AWAY lilemma. They will also understand each other's
)M THE LESSON? (DEFINE THE ierspectives and how they are different from their
3 IDEAS.)

1II. Pla nning

What is a possible solution to the newspaper industries
3. ESSENTIAL QUESTIONS: financial dilemma?
ONE OVERARCHING AND ONE OR
MORE TOPICAL) Why is your solution reasonable and beneficial to

tudents will create a VoiceThread by recording their

peeches. They will be responsible for creating the
voice thread and sending it to our guest speaker. They
ASSESSMENT: will then participate in a seminar where they will share
PERFORMANCE TASK) heir ideas with their peers and discuss the different
olutions they have each come up with. Students will
be assessed using the rubric, which they will have seen
while planningtheir speech and recording it.

•
 How to record the videos
A. Students will learn how to use the computer to
record their speeches. They will save them.
1. Students will use their knowledge from the
rest of the week regarding the issues the newspaper
industry is facing to write speeches.
2. Students will use the information provided
from teachers and that students have discovered on
heir own to form and support their opinions.
3. Students will use graphic organizers to help
them lay out their speeches and to help them present
hem in an informed way.
4. Remember: each student may have a
different opinion but they will be working in groups to
do their research and will be sharing a computer. They
may choose to write their speeches together in pairs, if
they agree. If they have different opinions and would
prefer to work independently, they will be allowed to
do so also. Grouping will be based on students opinions
or improving the newspaper and helping solve their
problems, so students will similar opinions and
solutions will be grouped together.
D. CONTENT:
B. Students will learn to upload the pictures that
[ OUTLINE THE CONTENT YOU
NILL TEACH
they have taken to the computer to add them to their
chosen form of media.
1. Students will determine what newspaper
• editors and photographers have to decide are
important enough to be included in their newspaper,
he same way students will have to determine which
pictures and videos need to be included in their
presentation. Students will be forced to put themselves
in the shoes of the newspaper editor when determining
which things are important to be included and which
are not.
C. Students will learn to add their pictures to their
voice thread, movie maker, or other form of
resentation and edit it to their satisfaction.
Students will learn the rules of a Paideia seminar and
twill participate.
A. Make eye contact with the speaker
B. Listen to what others have to say
C. Think before you speak
D. Speak clearly and take turns speaking
E. Be kind and respectful; listen with your heart
F. You don't need to raise your hand

(Students will view a short video that the teachers have

. HOOK:
cw►a
Created of them working at camp. (To be completed by
DESCRIBE HOW YOU WILL
the teachers throughout the week to show the students
0
EUDENTS'ATTENTION.
all of th e hard work they have done).
 1. Students will finish editing their speeches and
forming them exactly the way they want. They
will look at their graphic organizers and make

• sure that their speeches flow and are supported

by facts that they have found throughout the
week, as well as with their personal opinions and
prior knowledge.
2. As students are finishing, they will use the
computer and/or flip camera to record their
speeches. Miss Brick or Mrs. Branecky will be
coaching them at this time, making sure they are
speaking slow enough and clearly. Students will
listen to their speeches and make sure they are
happy with it.
3. After recording their speech, students will upload
the pictures (of themselves and others and work
that they have participated in, as well as pictures
fronm the internet that they may choose to use)
they and the teachers have taken from their
camera. They will choose the pictures that they
li ke best to include in their voice thread/movie
maker/other final presentation. Students will
have to work with their partners, like newspaper
editors must work with others, to ensure that
they are both happy with the changes that are
being made and additions that are being made.

• INSTRUCTION:
•, STEP-BY-STEP, WHAT
DO.)
el. Each pair will preview their final presentation.
5. After they are finished, they will help their peers
who may need assistance.
6. After all the students have finished their final
products, they will participate in a seminar.
During the seminar, they will discuss with their
peers their idea for a solution. They will listen to
each other's ideas and respond to them, critically
if they feel so, but kindly. Before beginning the
seminar, the class will look at the poster of the
seminar rules and discuss the rules and what
they mean. During the seminar, students will be
able to reference the rules. The students will be
told that they will be evaluated based on their
participation and their response to others
opinions, ideas, and presentations.
7. After students have shared their ideas, they will
rotate around the room and view their peers
actual videos. They will then view their class
website to see all of the pictures from the week
and the videos on the website.
8. Students will then email draft (as a class) an
email and send the video to the NAA to share

0 their ideas.
 Rubric for Final Product
Names_
r 1
LJ I point 2 points 3 points

Factual Information Students did not Students showed Students have

show evidence of minimal evidence of factual support for
facts and real life real life evidence in their presentation.
evidence in their their presentation. They include
presentation. They did not include sources for their
any sources. facts.

Opinions Students do not Students have Students have a

have clear opinions but they are clear opinion of the
opinions of the not supported by any best solution for the
best solution to factual information newspaper industry
the struggles of and/or do not include and support their
the newspaper solutions. opinion with a way
industry, to implement their
solution.

Visual Students do not Students include Students include

include pictures minimal or unrelated pictures and/or
and/or videos, pictures and/or videos that are
videos, related to the
subject and are
clearly organized.
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