2023 Syoum Journalism Syllabus

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Harriton High School

Journalism Syllabus
Enter to Learn, Go Forth to Serve

Lower Merion School District Mission

Committed to excellence and continuous improvement, the Lower Merion School District strives to ensure that all students achieve their
highest level of critical thinking and creativity, that they value themselves and the diversity of others, and that they are knowledgeable,
contributing citizens capable of excelling in a rapidly changing world. This is accomplished by individuals engaging in innovative, active
experiences tailored to myriad ways of learning and in partnership with our community.

COURSE CREDIT
Journalism 1.0
SEMESTER LOCATION MEETING TIMES
2023-2024 239 Set 2 A, B, & D

Teacher Contact Information


TEACHER NAME: EXTENSION:
Mr. Syoum
BLACKBOARD/WEBSITE: EMAIL:
https://lmsd.blackboard.com/webapps/blackboard/execut syoump@lmsd.org
e/courseMain?course_id=_89098_1

COURSE INSTRUCTOR SCHEDULE (OFFICE HOURS):


English 1: Sets 3 and 5
English 1H: Sets 6 and 8
Journalism: (S1) Set 2
Creative Writing: (S2) Set 1

Times You Can Visit For Extra Help:


Lunch and Learn: Every day during Learn 1
Learning Center: 4D(S2)
After School: By Appointment

If you need help with writing, planning, or working on your essay and you can’t find me, don’t forget to visit
our Writing Center during Learn 1 on A, B, C days.

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 1
COURSE DESCRIPTION:
The journalism elective is designed to introduce students to the fundamental elements of news writing, page
layout, photography. Students will learn the terms and concepts of journalism, including the history of the field
and the ethics of journalism. Students will be collaborating in groups on research projects. Classes will include
discussions, workshops, group and individual meetings, writing, revising, and publishing. Students will read
and discuss recently published articles that have appeared in print or online, and will also read and evaluate
some examples of creative journalism. It is a hands-on course that involves high energy and active participation
of the students. Students will learn: how to properly write for print journalism, photojournalism, lead-writing,
media ethics, the parts of a newspaper, how to properly interview someone, fact attribution, and more. The
class will provide practical knowledge for the student as well as problem solving skills, teamwork, and
showcase creativity.

As it is designed, this is a challenging and engaging course, aligned to the PA Core Standards in reading,
writing, listening, and speaking.

COURSE GOALS AND OBJECTIVES:


The class will evolve into a learning community, deeply engaged in reading, discussion, and analysis and
firmly committed to a process of intellectual inquiry. Students must take risks and develop a questioning stance
toward all that you read. Since writing and critical reading are a process, they will be a daily and essential part
of this class.
● Engage in class discussions, offering insight, analysis, and critical debate
● Craft strong analysis, argument, research, and creative pieces aligned to course themes
● Analyze and evaluate texts that range in culture, time period, style, purpose, and mode
● Demonstrate a command of language, grammar, and Associated Press (AP) Style
● Analyze various films and/or the texts from which they originated
● Demonstrate an understanding of photographic techniques by both analyzing and creating
photojournalism

COURSE TEXTS include Articles (current event articles and informational articles),various handouts, notes,
various websites, video sources and documentaries.

METHODOLOGY/INSTRUCTIONAL PRACTICES:
The course will begin with a pre-assessment that gauges students’ understanding of journalistic technique and
literary close reading. Building upon this knowledge, students will begin the course by learning and practicing
the fundamentals of journalism (defining news, journalism ethics, law and the first amendment, and new
literacy). Once foundational understandings of journalism are established, students will begin learning and
producing story ideas, reporting and interviewing, and news writing with special attention paid to AP style,
editing, and headline writing. From there, students will work on specialty writing such as feature writing,
editorials, sports reporting, and Broadcast news writing. We will finish the semester with our multimedia unit
which will focus on photography, videography, broadcast news production, and podcasts.

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 2
REQUIRED MATERIALS:
Notebook with paper and pen/pencil
Currently assigned text/work
Laptop with charger
Library card through the Lower Merion Library System

METHODOLOGY/INSTRUCTIONAL PRACTICES:
The various methodologies used in this course involve learners in the learning process with an inquiry
approach. Examples of these methodologies include collaborative discussions, writing as a recursive
process, writing to learn, inquiry process, authentic audiences, performance, peer review, group projects,
individual presentations, technology-based products, spiraling theme, discussing the thematic thread of
community, and reflection before, during and after student work. The course also incorporates five main
instructional approaches, such as direct instruction, indirect instruction, interactive instruction,
independent instruction and experiential instruction.

The various methodologies used in this course involve learners in the learning process. Examples of
these methodologies include questioning during lectures, simulations, group activities, technology-based
instruction, and reflection before and after reading. The course also incorporates five main instructional
approaches, such as direct instruction, indirect instruction, interactive instruction, independent
instruction and experiential instruction.

DISTRICT GRADING POLICY:


● The high schools will use “Cumulative Grading” for all classes. Instead of having 4 quarters, there
will be a single grading term (Y1), worth 100% of the year grade.
● Any midyear and final assessments will be woven into the year in appropriate places and for
appropriate weights within the scope of the grade for that course. There will still be formative
assessments to inform progress and redirect learning and summative assessments to benchmark
student learning but these will not be driven by the calendar alone.
● Year-long and semester classes have a 50% floor for the first half of the course.
● Please see the district Cumulative Grading policy for specific details on grading.

Letter grade percentage:


A+ = 97-100; A = 93-96; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79;
C = 73-76; C- = 70-72; D+ = 67-69; D = 63-66; D- = 60-62; F = below 60; floor = 50

COURSE GRADING:
All grades will be reported on a point system in which students will earn a portion of the total points
available (see above). The assessments will be labeled by categories, such as:

● Quizzes and Tests


● Projects
● Writing and Papers
● Homework
● Participation

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 3
TECHNOLOGY INTEGRATION:
In this class, there will be an integration of technology in the classroom and expected technology use
outside the classroom to enhance and support learning.

ACADEMIC INTEGRITY:
As an intellectual community students must be made aware of the components of academic
integrity and its consequences. Examples of classroom dishonesty include (but are not
limited to): copying homework or classwork without permission from the teacher, allowing
yours to be copied without permission from the teacher, using another’s words/ideas
without citation, looking at another’s test, using online sources without authorization, telling
someone in another class about test answers/questions, photographing/screenshotting
course materials without teacher permission.

The consequence for such fraudulence will result in a zero, and the full district policy will be
enforced. Please refer to your student guide and be familiar with our school’s academic
integrity policy.

HARRITON ENGLISH DEPARTMENT ARTIFICIAL INTELLIGENCE EXPECTATIONS:

● Plagiarism detection tools, such as TurnItIn, generate separate indexes for text
similarity and suspected AI-generated text. The likelihood of AI-generated text
should not exceed 20%.
● In an effort to preserve the learning experience, the perception of propriety, and
students’ academic credibility, students will be offered an opportunity to rewrite
their work in cases when the suspected AI-generated content exceeds the 20%
threshold.
● The teacher will offer one additional calendar week past the initial deadline for the
student to rewrite the flagged portion(s) and resubmit on the assigned platform.
● If a student meets the deadline for this resubmission, work will be assessed with no
penalty for lateness; if the second deadline is not met, deduction for lateness will
apply. If the second submission does not reduce the AI-generated text flagging below
20%, it is up to the teacher’s discretion if they will offer an opportunity to resubmit
a third time; additional deductions may apply.
● Until a student resubmits, 50% will be entered in PowerSchool as a placeholder.

CLASSROOM PROCEDURES:
Students will be expected to follow all school rules outlined in the student handbook at all
times. Students also will be expected to come to class prepared and ready to learn. Finally,
students will be respectful of the teacher and of each other at all times.

HOMEWORK:
Please see district policy. Please note: Reading-based assignments do not fall within the
time guidelines listed in the district homework policy.

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 4
MAKE-UP WORK / LATE SUBMISSIONS:

Late work will be accepted for reduced credit. Specifically, if your work is not submitted at the
beginning of the period, you will lose 10% of the assignment’s value. After twenty-four hours, you will
lose 50% of the assignment’s value. The assignment will be accepted at 50% until the teacher closes
the grades for the quarter. Questions about an assignment or relevant material should be handled
before the assignment is due, and will not serve as an excuse for late work once the assignment
due date has arrived.

If work is submitted late, it will be stamped “past due,” which indicates a 10% (1 day) or 50% (2 or
more days late) point deduction. For any classwork or homework assignment that is being graded for
completion, you may submit it late for half credit.

Although LMSD will be using one single grading term for the entire year, after each of the following
snapshot dates, work from the previous weeks will no longer be accepted for a
grade.
Snapshot 1 - November 9th - Snapshot 2 - January 30th - Snapshot 3 - April 9th

Most work will be submitted via Turnitin.com or shared via Google Drive and will be time-stamped through
those submission formats.

When you are absent, you must check the “Weekly Plan” on the Blackboard sidebar.

It is the responsibility of the STUDENT to check the Blackboard for any missed work and to
discuss with the teacher questions they have about the assignments.

Long-term assignments assigned to the student prior to the absence are due upon return to school.
For example, if students are working on a paper, and a student misses the last day of editing, the
student is still expected to turn in the paper on the due date.

THE STUDENT MUST schedule make-up time for missed tests and quizzes with me. All make-ups
must be completed in the time frame specified by the School District student handbook.

When school is in session, please note: Arriving late to school the day of an exam or major
assessment does NOT count as an absence; therefore, if you arrive late, you should see me during
Lunch and Learn to hand in materials and be prepared to take any small quizzes originally assigned
that day during that Lunch and Learn. If you do not, any work (homework, assessments, etc.) will be
counted as late.

Late work will be accepted for reduced credit. One day late results in a 10% deduction; two or more days
late will result in a deduction of 50% of the assignment’s value. The assignment will be accepted at 50%
until the end of the marking period. Questions about an assignment should be handled before the assignment
is due and will not be accepted as an excuse for late work.

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 5
In addition, for any assignment submitted late, it must be stamped “past due” / initialed by me (be it
excused or not excused), or if the assignment is submitted electronically, you must note on the
document that I have agreed that no late deduction be made if the late submission is excused;
otherwise, the appropriate late deduction will occur.

NETIQUETTE AND CLASSROOM EXPECTATIONS:


Classroom Expectations Netiquette

❏ Be on time. When the bell rings, you should ❏ Be on Time and login to your Blackboard
be in your seat. Collaborate session in a distraction free, quiet
environment (when possible).
❏ Be prepared with:
● the common text or book we are ❏ Please keep your audio on mute until you are
reading called on to speak. This will help limit
● any assigned reading completed background noise. (Tip: using headphones can
● a fully charged laptop (or laptop also help alleviate any feedback from the mic).
charger)
● all assignments due for class ❏ Use the “hand raising” feature on Blackboard
● Most importantly: A POSITIVE Collaborate when you have a question,
ATTITUDE!! comment, or concern. Then, unmute yourself
when called on by your teacher. When you are
❏ Use class time appropriately. If you are given finished speaking, consider saying, “that’s all” or
time to work on homework, you are expected “I’m finished” to signal to your teacher and
to do so. You are not to begin working on classmates that you are done.
assignments for other classes.
❏ Look at the camera when you are speaking and
❏ Stay on task. If we are working on laptops, not at the screen. This ensures that you are
refrain from switching between screens. If maintaining eye contact.
working in groups, conversation is necessary,
but be sure to focus on completing the ❏ Make sure your video is on so that your
assigned tasks. teacher and classmates can see you! We want to
see your facial expressions and reactions
❏ Clean up anything dropped or left on the (believe me, even a bored face is better than a
floor in our building. While I will allow blank screen). If you have to walk away during a
drinks (unless there is an allergy concern), for Zoom period, simply turn off your video until
now, there is a No Food Policy. Whether it is you are back.
wrappers or papers or whatever, clean up your
area. ❏ Use appropriate language. If you would like to
use the chat box, remember that it is public and
❏ Be respectful to one another. This is our archived.
class. Every person has the right to learn in an
environment in which they feel respected and ❏ Consider your appearance and dress
safe. Listen and pay attention when others are appropriately (as you would for in-person
speaking. It is truly rude and utterly school).
disrespectful to do anything else. I will ensure
that you are treated with the same respect by ❏ Be compassionate. This is still “new” for all of
others. Use appropriate language at all us, and many of us are still learning how to
times. Finally, bullying (cyber or navigate virtual learning. Be patient, be kind,
otherwise) will be dealt with very severely and maintain a sense of humor. I will, too!
and seriously by me and/or the
administration of this school.

Contact me: syoump@lmsd.org

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 6
SUPPLIES:
I request that students have the following supplies. In order for students to have the
best experience, they are expected to bring these materials to class everyday.

SUPPLY LIST:
I request that students have the following supplies for when we return to the school buildings, but
you may want to keep some of these at home to help you navigate and organize anything you choose
to print whenever we work remotely. In order for students to have the best experience, they are
expected to bring these materials to the classroom everyday.

● Binder with dividers labeled:


o Classwork
o Homework
o Notes
o Handouts
● Pens (blue or black only), pencils, highlighters
● Post-it notes
● Laptop
● Course books
● Other materials as class culture and year evolve
● The text or novel we are currently reading
● A reliable, consistent place to keep track of assignments (ex. agenda book, iCalendar,
Stickies, etc.)

If you need help acquiring any of these supplies, please talk to me, and we can help you.

Please keep this copy for your records in the Handouts section of your binder.

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 7
This acknowledges that you understand the responsibilities of you and/or expectations for your
child. The syllabus will remain on Blackboard so that students may refer to it at any time.
Included on the syllabus is also the email address and extension where I can be reached.

Please fill out and return this page of the contract to me by _______________________________.

Student:

I, ________________________________(print name), have read, understood and by signing agreed to


follow the rules, policies, and expectations discussed in this syllabus.

__________________________________________
(Signature)

__________________________________________
(Date)

Parent or Guardian:

I, ________________________________(print name), have read and understood these rules,


guidelines, and policies with the student and by signing, have demonstrated my agreement
with them.

__________________________________________
(Signature)

__________________________________________
(Date)

The primary purpose of this syllabus is to serve as a communication device for both student and
parent/guardian. Contents of this syllabus serves as a guide and not a script. Due to instructional, organizational
and social unpredictability, items are subject to change. Changes that could impact student learning and
achievement will be communicated to both students and parents in a timely fashion. Page 8

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