Language Arts - Journalism: Graphic Communications

Language Arts

·	English 9
·	English 9-Honors
·	English 10
·	English 10-Honors
·	Journalism: Business Communications
·	Journalism: Graphic Communications
·	Journalism
·	English 11
·	AP English Language/Composition
·	AP English Literature/Composition
·	Bridge to the Future: Science Fiction
·	Celebrating Our Heritage: Multicultural
·	Creative Writing: Get Published
·	Man and the Environment
·	Twentieth Century Conflicts
·	Public Speaking
·	Fear & Trembling - Classic & Neo-Gothic
·	The Literature of Controversy
·	Shakespeare: From Page to Stage
·	Gilgamesh to Skywalker: Hero's Journey
·	Tough Guys & Mean Streets Literature
·	English 12

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Oroville Union High School District

English Curriculum

Language Arts - Journalism: Graphic Communications

Printable Version

Goals and Descriptions

Introduction to Graphic Communications

Introduction to Graphic Communications Description

Graphic Commuications Careers
The learner will be able to describe the various career opportunities and educational requirements for employment in the graphic communications industry.

Strand	Scope	Source	Activities
Introduction to Graphic Communications	Master	CA: Industrial and Technology Educaiton Challenge Standards, January 2001, Graphic Communications 1.4.	Classroom

Education in Graphic Communications
The learner will be able to identify local educational institutions and programs that prepare students for employment in the graphic communications industry.

Strand	Scope	Source	Activities
Introduction to Graphic Communications	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 1.5.	Classroom

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Graphic Design

Graphic Design Description

Sequence of Design Process
The learner will be able to employ the proper sequence of events in the design process (target audience, product, budget, and so forth.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.1.	Classroom

Preparing a Layout
The learner will be able to prepare a layout using the proper sequence of events in the process (thumbnail, rough layout, comprehensive, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.2.	Classroom

Type Classifications
The learner will be able to identify type classifications (serif, san-serif, script, and so forth and basic typographical rules (readability, legibility, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.3.	Classroom

Basic Design Principles
The learner will be able to demonstrate basic design principles (balance, proportion, contrast, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.4.	Classroom

Illustrations
The learner will be able to describe the different kinds of illustrations (pencil, ink, airbrush, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.5.	Classroom

Camera-Ready Artwork
The learner will be able to generate camera-ready artwork using a variety of methods (clip art, line art, half tones, and so forth).

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.6.	Classroom

Black & White/Color Layouts
The learner will be able to illustrate the advantages and disadvantages of black and white and color layouts as applied to graphic design.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.7.	Classroom

Designing an Advertisement
The learner will be able to design an advertisement that communicates an idea, service, or product effectively.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.9.	Classroom

Teamwork in Production
The learner will be able to explain the importance of, and use, teamwork in producing a product.

Strand	Scope	Source	Activities
Graphic Design	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Graphic Communications 2.10.	Classroom

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Electronic Imaging

Electronic Imaging Description

Desktop Design
The learner will be able to identify various items that can be designed and produced in a desktop environment.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.1.	Classroom

Software
The learner will be able to identify, distinguish between, select, and use appropriate software for word-processing, graphics, scanning, and page layout processes.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.2.	Classroom

File Management Operations
The learner will be able to organize and demonstrate file management operations for opening, copying, saving, and deleting files.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.3.	Classroom

Hardware Components
The learner will be able to identify, select, and use appropriate hardware components used in the industry.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.4.	Classroom

Measuring Copy
The learner will be able to measure copy in points and picas using appropriate tool.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.5.	Classroom

Typography
The learner will be able to define letter, word, and line spacing as applied to typography.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.6.	Classroom

Rules of Page Design
The learner will be able to demonstrate the alignment of text, element positioning, and rules of page design.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.7.	Classroom

Digital Photography
The learner will be able to apply digital photography and electronic imaging.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.8.	Classroom

Single-Color Layout
The learner will be able to create a single color layout by placing copy and graphics from various applications into a page layout program.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.9.	Classroom

Output Media
The learner will be able to explain the various output media including image setters, digital presses, CD ROMs, and the Internet.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.11.	Classroom

Computerized Desktop Environment
The learner will be able to use correct terminology in identifying tools and materials used in a computerized desktop environment.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.12.	Classroom

Graphic Communication Careers
The learner will be able to identify various career opportunities and educational requirement in this sector of the graphic communications industry.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.13.	Classroom

Education in Graphic Communications
The learner will be able to name the educational institutions and programs that prepare students for employment in this sector of the graphic communications industry.

Strand	Scope	Source	Activities
Electronic Imaging	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Electronic Imaging 3.14.	Classroom

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Finishing and Distribution

Finishing and Distribution Description

Finishing and Distribution Careers
The learner will be able to identify various career opportunities and educational requirement in this sector of the graphic communications industry.

Strand	Scope	Source	Activities
Finishing and Distribution	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.7.	Classroom

Education in Finishing & Distributio
The learner will be able to name the educational institutions and programs that prepare students for employment in this sector of the graphic communications industry.

Strand	Scope	Source	Activities
Finishing and Distribution	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Finishing and Distribution 5.8.	Classroom

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Career Preparation

Career Preparation Description

Personal Qualities
The learner will be able to exhibit a positive attitude, self-confidence, honesty, integrity, self-discipline, and personal hygiene.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.1.	Classroom

Time Management & Priorities
The learner will be able to manage times and balance priorities to succeed in a work environment.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.2.	Classroom

Life-Long Learning
The learner will be able to demonstrate capacity for life long learning.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.3.	Classroom

Employability Skills
The learner will be able to work cooperatively with others, share responsibilities, accept supervision and assume leadership roles.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.4.	Classroom

Information Skills
The learner will be able to identify, locate and organize needed information or data.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.5.	Classroom

Active Listening
The learner will be able to listen attentively and follow instructions, requesting clarification or additional information as needed.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.6.	Classroom

Work Ethics
The learner will be able to demonstrate proper ethics in the work place.

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.7.	Classroom

Legal Regulations
The learner will be able to identify legal regulations as they apply to the graphic communications industry (Sexual harassment, copyright laws, postal restrictions, and so forth).

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.8.	Classroom

Job Acquisition Skills
The learner will be able to exhibit job acquisition skills (resume writing, locate job openings, complete employment application forms and so forth).

Strand	Scope	Source	Activities
Career Preparation	Master	CA: Industrial and Technology Education Challenge Standards, January 2001, Career Preparation 7.9.	Classroom

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Reading Comprehension (Informational)

Reading Comprehension (Informational) Description

Features & Rhetoric of Public Docume
The learner will be able to analyze both the features and rhetorical devices of different types of public documents as they appear in media (e.g., policy statements, speeches, debates, platforms, ballots/propositions) and the way in which authors use those features and devices.

Strand	Scope	Source	Activities
Structural Features of Info. Materials	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.1.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Structure of Functional Documents
The learner will be able to analyze the structure of functional documents, including charts and graphs, leases, schedules, notices, maps, simple tax forms, and basic legal documents in researching and writing articles for publication.

Strand	Scope	Source	Activities
Structural Features of Info. Materials	Introduce	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Clarity of Meaning
The learner will be able to (in preparation of articles for publication), analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.2; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Fact & Opinion in Expository Texts
The learner will be able to verify and clarify facts presented in a variety of expository sources by using a variety of consumer and public documents and distinguish between fact and opinion in preparation of articles for publication.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.3; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Influence of Audience
The learner will be able to recognize how audience influences the style and content of a publication in the preparation of articles for publication.

Strand	Scope	Source	Activities
Comprehension & Analysis of Text	Master	Oroville Union High School District(a)	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Critique of Arguments in Public Document
The learner will be able to critique the power, truthfulness, and validity of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion) and recognize bias and pro and con positions in the preparation of articles for publication.

Strand	Scope	Source	Activities
Expository Critique	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 2.6; STAR 2001 Blueprint 42% of English Language Arts Exam: 21 items from Grade 10 Reading 2.0, including items on this standard.	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)
·	Web Page, www.highschooljournalism.org [On-line]

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and websites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.studentpress.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] http://studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

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Literary Response and Analysis

Literary Response and Analysis Description

Rhetorical & Aesthetic Purposes
The learner will be able to analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both in the preparation of articles for publication.

Strand	Scope	Source	Activities
Analysis of Grade-Level-Appropriate Text	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.3	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line] www.studentpress.org
·	Web Page, Journalism Links [On-line] http://www.poynter.org/links/

Political Assumptions in Literature
The learner will be able to analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women's role in organized labor) in the preparation of articles for publication.

Strand	Scope	Source	Activities
Literary Criticism	Master	CA: English-Language Arts Content Standards, December 1997, Grades Eleven/Twelve, Reading 3.8	Classroom

Instructional Resources

·	High School Journalism, The Rosen Publishing Group, Inc., 1994, Chapters 4-8 [Textbook] News Writing (pp. 55-82), Sports Writing (pp. 83-106), Feature Writing (pp 107-127), Editorial Writing (pp. 128-146), Column Writing (pp 147-171)

Unit Instructional Resources

·	Web Page, www.highschooljournalism.org [On-line]
·	Web Page, search engines and web sites [On-line] http://www.shs.springfield.k12.il.us/rsrc/peters/journalism/
·	Web Page, Journalism Education Association [On-line] http://www.jea.org/
·	Web Page, Columbia Journalism Review [On-line] www.cjr.org
·	Web Page, Columbia Scholastic Press Association [On-line] http://www.columbia.edu/cu/cspa/
·	Web Page, National Scholastic Press Association [On-line]