1. Yearbook Spring Semester Week 2
Monday
Yearbook
Spring Semester
Week 2

2. Monday Bell Ringer: Bell Ringer: Agenda:
Set a reminder to bring in Valentine’s Day candy this week.
Each bag donated will give you two extra credit points.
Up to ten extra credit points.
Put your phone away.
Get out paper, if you are taking notes.
Bell Ringer
Editorializing

4. Lesson 3: Editorializing
Objective – In this lesson, you will:
Learn to locate opinions in stories and remove them

5. Lesson 3: Editorializing
In a world of selfies and constant Facebook status updates where we can share every thought, event or emotion with the world, it is no wonder it is difficult to keep editorializing out of writing.
We are so used to centering what we write and post around our own thoughts, that writing without giving an opinion on a subject seems impossible.
But yearbook reporters are charged with telling someone else’s story.
It is not about the writer. Writers are simply the behind-the-scenes architects of the piece.

6. Lesson 3: Editorializing
Think about it this way: If an architect builds and designs a skyscraper, do they get a say on what the building is used for after it is built?
They don’t own the building and therefore it is not their place to comment, judge or advise on what happens in the building after it is finished.
Our writing is no different. We may design the story, organize the information, and build the overall message, but that does not mean we have earned the right to comment.

7. Lesson 3, Activity 1: Eliminating Opinions
Look for opinion adjectives in previous yearbooks and list them. Consider these:
BEAUTIFUL
GRACEFULLY
INTELLIGENTLY
OUTSTANDING
SKILLFULLY
SPECTACULAR
TERRIFIC
UNPRECEDENTED
WONDERFUL
Look for opinion statements: Is there another side to the story? Could someone have a different take on the issue? If so, there may be editorializing.

8. Edit out the editorializing – Show, don’t tell
Editorializing can generally be fixed by changing the statement from a “telling” sentence to a “showing” sentence. If the detail is shown through accurate description, the reader will get the message without being told an opinion statement.
Telling statement: Regina Phillips was nervous to receive her final exam results.
In the sentence above, the writer is telling the audience that Regina was nervous. But how can the writer show this emotion instead? Was she sweating or swearing? Fingers crossed? Holding her breath? How was she sitting? What was she saying? All of these details will help the writer show the emotion.
Showing statement: Beads of sweat appeared on Regina Phillips’ forehead as her shaking hand scrolled down the online gradebook to reveal her final exam score.
Have students identify the emotion in the telling statement. Have students brainstorm descriptive words or phrases for nervous.

9. Write a Showing Statement
Complete the worksheet.
Then, pick up the packet about Transitions and Quotes.
Read with a partner and complete the worksheet (last page).
Yes, identify the problems AND then re-write the passage to fix the issues!
Williams is the best player. What has she done that would help us show the reader this fact? How can we make the reader understand this truth without bluntly telling them? Most blocks in
school history? Team leadership skills on and off the court? Team captain?
Ask students why Tyler Smith was overjoyed. Had he not seen his sister in years? Was she bringing him his lunch money?

10. Tuesday Bell Ringer & Agenda:
Set a reminder to bring in Valentine’s Day candy this week.
Each bag donated will give you two extra credit points.
Up to ten extra credit points.
Put your phone away.
Get out paper, if you are taking notes.
Bell Ringer
Helpful Reminders
Copy Marks
AP Style

11. Helpful Reminders:
Ad Sales: Need to contact at least 1 company this quarter.
Please stop fighting me on this… You want the yearbook cost lower, we have to have ad sales to do this. It is one of your summatives this quarter (one of 4)
Editing: This unit is important.
You will edit other people’s yearbook spreads.. You will be required to use the editing that we have talked about last week and this week.
Lastly, we have to have at least three 10x10 a month
They will be over editing, photojournalism, and things we learned last semester. I suggest you take your mid-term home and look it over/find the answers. Your first one will be Friday! (it will be correcting sentences)

12. Lesson 5: Copy-editing marks/AP Style Rules
Objective – In this lesson you will:
Learn the most-used copy-editing marks
Learn some of the more frequently used Associated Press style rules
Practice using copy-editing marks

13. Lesson 5: Copy-editing marks
If you have ever tried to communicate with someone who spoke a different language, you understand how frustrating that process can be.
No matter how good the message is, if you’re not speaking the same language, you can’t get the message across effectively.
Copy-editing marks are the universal language of editing.
If both the writer and editor commit these marks to memory, they will be able to clearly communicate so the corrections to a story can be made with ease.

14. Copy-editing marks Insert a comma Leave as originally written
Insert quotation marks or apostrophes
Separate run together words
Lowercase
Uppercase
Do the opposite
Transpose letters or words

15. Copy-editing marks Delete letters, words or phrases not needed
Delete a letter in the middle of a word and close
Delete a letter at the beginning or end of a word, or punctuation mark
Insert a letter or word
Emphasize a penciled-in period
Emphasize a paragraph or begin a paragraph
Insert hyphen

16. Copy-editing marks
Insert a dash
End of story

17. Lesson 6: AP Style Rules
Consider what school would be like without any rules.
Sounds like a blast, right?
It might be fun for a little while, but it wouldn’t be long before things took a turn for the worst. At best, students would be out of control and chaotic.
Whether we like to admit it or not, we all appreciate some rules.
Rules keep life functioning smoothly and consistently so we always know what to expect from not just ourselves, but from others as well.

18. Lesson 6: AP Style Rules
The Associated Press Stylebook is a rulebook for journalistic style.
It sets forth style guidelines that help keep copy concise and consistent.
Abiding by the AP Style rules eliminates confusion for the reader as they move through a large publication.
Though the voice of the writer may change as readers jump from story to story, the rules keep the style consistent and orderly so it is easier for the reader to process.

19. AP Style Rules
NUMBERS
Spell out numbers less than 10, including fractions less than one.
Spell out first through ninth when they indicate a sequence in time or location.
I slid into second base.
Look for the third house on the left.
Spell out any number, except a year, that starts a sentence.
Spell out casual expressions of numbers.
A picture is worth a thousand words.
Spell out the word percent. Use figures with percentages.
I used 25 percent of my money.
Always use the numeral for dates with no st, nd, rd or th.
The homecoming game is Friday, Nov. 6, at the stadium.
Always use $ and the numeral unless there is no numeral or it is a casual reference.
I have $25 in my pocket.
There were millions of dollars in that car.

20. AP Style Rules TITLES Lowercase all titles not used before a name.
Barack Obama, president
Roy Blunt, senator
Lowercase all titles that are primarily job descriptions.
farmer
teacher
movie star
Capitalize all formal titles when used before a name.
President Barack Obama

21. AP Style Rules ABBREVIATIONS Abbreviate titles when used before names.
Sen. Mike Smith
Gov. Mike Smith
Abbreviate avenue, street and boulevard in numbered addresses only.
5555 Smith Blvd.
I live on Smith Boulevard.
Abbreviate months with more than five letters when used with a date.
Dec. 15 is Mr. Smith’s birthday.
December is the best month ever.

22. Worksheet The error is in bold.
Using the CORRECT editing mark, fix the errors!

23. Wednesday Bell Ringer & Agenda:
Photojournalism vocab
Learn about Camera

25. Photojournalism: Telling Stories with Images
Every day people are bombarded with thousands of visual images.
The media of this century and beyond will continue the visually oriented and graphic trend that exploded in the latter part of the last century.
One of the key components to the success of these visual print publications is photography.
Since the days of the Civil War, photos have served a critical role in the development of our society.
The images for a yearbook are no less powerful in creating a historical record — from a student perspective.

26. Photojournalism: Telling Stories with Images
Photojournalism introduces students to the world of photography and journalism.
In this unit you will learn about the camera and how to use it to tell a story, including:
Basics of the camera and how it captures images
Settings on the camera and how to use them
How to get the most when faced with different lighting situations
Composition of photos
Teamwork in telling the best story with photos

27. Photojournalism: Telling Stories with Images
Whether it’s with a mobile phone or a top-of-the-line digital camera, the basic rules and concepts are the same.
Whether it’s for publication on social media that lasts for a few seconds or a yearbook that lasts a lifetime, photographs document reality.
If you can capture high-quality action photos that are full of emotion for your yearbook, you will be capturing the definitive historical record of the year.

28. Lesson 1: The Camera and the Lens
Objectives – In this lesson you will learn:
How a camera works to produce images
Parts of the camera and what they do
What things affect the quality of an image and how to work with them

29. Lesson 1: The Camera and the Lens
“The two most engaging powers of [a photographer] are to make new things familiar and familiar things new.”
– William Thackeray, writer,

30. Lesson 1: The Camera and the Lens
The camera is not a new device.
Early pinhole cameras date to the ancient Chinese and Greeks. They knew you could project an image through a small hole onto a screen.
However, it wasn’t until the concept of the camera combined with the photographic process invented in the early 1800s that pictures became standard fare.

31. Lesson 1: The Camera and the Lens
With film cameras, light passes through the lens onto film.
Today’s digital cameras use the same concept, but the light goes through a lens onto an image sensor, much like the iris of the eye.
Sensors capture light and convert it into an electrical signal, which it converts into data.
The data, or images, are stored until downloaded.

32. Lesson 1 Vocabulary
APERTURE Adjustable opening in the lens that controls the amount of light reaching the digital sensor or film
DEPTH OF FIELD The distance between the nearest and farthest objects in the image that appear in focus; three factors influence depth of field: the aperture setting on the lens, the focal length of the lens and the distance between the camera and the object being photographed
DSLR Digital Single-Lens Reflex, a type
of camera

33. Lesson 1: Vocabulary
EXPOSURE The sum of aperture, shutter speed and film sensitivity (ISO)
ISO The setting on the camera that determines the sensitivity of the sensor to light (or ratings that represent how fast the fi lm can record an image) stands for International Standards Organization; also ASA, or American Standards Association
FOCAL LENGTH Focal length of the lens determines the angle of view. Short focal lengths give a wider field of view than longer focal length lenses.

34. Lesson 1: Vocabulary
NORMAL LENS Lenses that approximate the human eye’s angle of view
SHUTTER A shield that blocks light from reaching the sensor until the photographer presses the shutter release, exposing the image
TELEPHOTO LENS Lenses with focal lengths of more than 50mm and therefore have a narrower angle of view; e.g., 85mm, 200mm, 400mm
WIDE-ANGLE LENS Lenses with focal lengths of less than 50mm and therefore have a wider angle of view; e.g., 35mm, 28mm
ZOOM LENS Lenses with variable focal lengths; e.g., 16-35mm, 24-70mm, mm

35. Lesson 1: The Camera and the Lens
Three things must come together to get the light onto the film or sensor so it produces a great photo:
The shutter speed
ISO
Aperture
Think of them as three sides of a triangle.
If you shorten one side of a triangle, it affects the other two.
So if you adjust one of the three items, say, aperture, it will affect the shutter speed and ISO.

36. Lesson 1: The Camera and the Lens
A wider or larger aperture, identified by a smaller f/stop number, allows more light to be transmitted onto the
sensor and, therefore, you can use a
faster shutter speed.
Larger apertures provide a much shallower depth of field than smaller apertures, other conditions being equal.
When photographing under low light or when photographing fast action, a wide maximum aperture (e.g., f/2.8, f/2.0, f/1.4)
is necessary.

37. Lesson 1 Activity: Parts and Functions
There are many parts of the camera you should not touch, such as the shutter and the lens, as your fingers can leave oil and dirt. The camera’s parts should always remain clean.
Using your own digital camera, or a school camera, identify these parts:
SHUTTER – The part of the camera that controls the length of time the sensor is exposed to light
SHUTTER RELEASE – The button a photographer presses to expose the sensor to light
VIEWFINDER – The part of the camera through which photographers look to compose an image

38. Lesson 1 Activity: Parts and Functions
There are many parts of the camera you should not touch, such as the shutter and the lens, as your fingers can leave oil and dirt. The camera’s parts should always remain clean.
Using your own digital camera, or a school camera, identify these parts:
BULB – “B”; when set on this shutter speed, the shutter will remain open as long as the photographer depresses the button
LENS-RELEASE BUTTON – A button generally located on the front of the camera that the photographer presses to remove a lens on a single-lens reflex camera

39. Lesson 1 Activity: Parts and Functions
There are many parts of the camera you should not touch, such as the shutter and the lens, as your fingers can leave oil and dirt. The camera’s parts should always remain clean.
Using your own digital camera, or a school camera, identify these parts:
HOT SHOE – A mount on top of the camera that holds an external flash
MODE DIAL – A dial on most cameras allowing the photographer to switch between modes such as P (program), A (aperture priority), S (shutter priority) or M (manual)

40. Lesson 1 Activity: Parts and Functions
There are many parts of the camera you should not touch, such as the shutter and the lens, as your fingers can leave oil and dirt. The camera’s parts should always remain clean.
Using your own digital camera, or a school camera, identify these parts:
MONITOR / SCREEN – A screen on the back of the camera allowing the photographer to preview the image, playback images or change settings
WHITE BALANCE – A camera setting that adjusts for varying types of light allowing white objects to appear white in the image

41. Lesson 1 Activity: Parts and Functions
Be sure you know how to:
Turn the camera on and off
Turn the on-camera flash on and off
Insert, remove and format the storage card
Insert and remove the battery
Change the operational mode, such as P (program), A (aperture priority), S (shutter priority) or M (manual)
Change the shutter speed regardless of camera mode
Change the aperture regardless of camera mode
Change the ISO

42. Lesson 1 Activity: Parts and Functions
Be sure you know how to:
Set the white balance
Set the resolution of the images being taken (large, medium, small, raw)
Take a picture
View and delete an image
Mount and remove the lens on the camera
Determine whether the lens is a fixed focal length lens or a zoom lens
Determine the focal length of the lens
Focus the lens

43. Thursday Agenda & Bell Ringer
Take a few minutes to figure out where the following items are on the camera.
SHUTTER – The part of the camera that controls the length of time the sensor is exposed to light
SHUTTER RELEASE – The button a photographer presses to expose the sensor to light
VIEWFINDER – The part of the camera through which photographers look to compose an image
HOT SHOE – A mount on top of the camera that holds an external flash
Bell Ringer
Last camera details
Rule of Thirds
Camera Quiz

44. A Few More Ideas/Reminders

45. Lesson 8: Rule of Thirds Objective – In this lesson you will learn:
How to use the rule of thirds when looking through the viewfinder to frame your images

46. Lesson 8: Rule of Thirds
“People think that all cameramen do is point the camera at things, but it’s a heck of a lot more complicated than that!”
– Larry in “Groundhog Day”

47. Lesson 8: Rule of Thirds
A basic tenet of composition is the rule of thirds, which is:
“Divide the frame into thirds both horizontally and vertically. The subject goes at the intersection of any two lines.”
It’s like placing a tic-tac-toe drawing on top of an image.
The goal is simple: to keep the subject out of the center of the frame.
This generates tension, energy and interest in the image.

48. Lesson 8: Rule of Thirds Most pictures follow the rule of thirds.
In a mug shot, the eyes appear at the top third of the photo.
In a landscape/seascape, the horizon appears on either the top third or the bottom third, not in the middle.

49. Lesson 8: Rule of Thirds
Not all photos rely on the rule of thirds, which is only a guideline.
Some photographers rely on bi-lateral symmetry where the subject appears at either the top or the bottom of the frame but is symmetrical on the left and right.
Still, other (and fewer) images have the subject in the center of the frame.

50. Lesson 8 Activity: Sketching the Rule of Thirds
Find five photographs in any print or online publication (or painting or even screen captures from a video).
Sketch the rule of thirds (tic-tac-toe) diagram on top of each photo.
State whether each follows the rule of thirds or not.
Camera Quiz: While you work on this, I will call you up for your Camera Quiz
You will come up individually and identify parts of the camera and show me you know how to properly use/change the lenses.

51. Camera Quiz
You will come up individually and identify parts of the camera and show me you know how to properly use/change the lenses.

52. Friday Bell Ringer & Agenda:
Set a reminder to bring in Valentine’s Day candy this week.
Each bag donated will give you two extra credit points.
Up to ten extra credit points.
DUE BY JAN 30!
Put your phone away.
Get out your notes from the editing unit (particularly the editing marks)
Bell Ringer
10x10
Photojournalism Scavenger hunt

53. 10x10 Find at least ten errors in the article.
Use the CORRECT editing marks to fix the errors.
You can use your notes for this, but remember, you only have 10 minutes!

54. Photojournalism Scavenger Hunt
Second Years: You will be group leaders for the scavenger hunt.
You are responsible for making sure each student takes at least three pictures in your group.
You are also in charge of the cameras!
Cassie:
Johnny:
Tori
Makala
Haley
Indyah
Bruce
Grace
Casey
Alexis
Lauren
Gary

55. AP Stylebook Treasure Hunt

56. Using AP Style and copy-editing marks