the primary elements of a standardized newsletter template

      A newsletter is a regularly distributed publication generally about one main topic that is of interest to its subscribers. Newspapers and leaflets are types of newsletters. Additionally, newsletters delivered electronically via email (e-Newsletters) have gained rapid acceptance for the same reasons email in general has gained popularity over printed correspondence. Newsletters are given out at schools, to inform parents about things that happen in that school.

      Many newsletters are published by clubs, churches, societies, associations, and businesses, especially companies, to provide information of interest to their members, customers or employees. Some newsletters are created as money-making ventures and sold directly to subscribers. Sending newsletters to customers and prospects is a common marketing strategy, which can have benefits and drawbacks. General attributes of newsletters include news and upcoming events of the related organization, as well as contact information for general inquiries.

      Newsletters can be divided into two distinct types: printed on paper and in digital formats, which are usually distributed via the Internet. The digital formats vary from the simplest format, text to highly designable formats like Portable Document Format (PDF) and HTML. The use of more formatting and web 2.0 attributes like video and sound have become a market standard all over the world. (Wikipedia)

Nameplate: This is the banner at the top of the newsletter that identifies the name of your publication.

Body: This refers to all of the text that makes up the articles in your newsletter.

Table of Contents: The listing of articles along with a page number.

Masthead: This is an attribution given to the authors , publishers, contributing photographers etc…

Titles:

• Headline – Generally headlines are the largest text elements; these describe the article content.
• Kicker – The kicker is a smaller title that identifies a regular column or section published in every newsletter. Such as an editorial, quote, readers comments etc…
• Deck – The deck refers to lines of text that further describe the headline and or topic of the article. The deck is not the article itself and it is not depicted in large font as if the headline. Sometimes the deck will be italicized or embolded.
• Subhead – A subheading is a smaller headline that appears between the article text, categorizing the sub-content areas of the article.
• Running Head – This the text that is repeated at the top of every page inside of a newsletter or newspaper that helps readers identify where a lengthy article is continued on a separate page. 
• Continuation Heads – Sometimes a writer will include the same headlines along with the longer article on each continuing page.

Page Numbers: These are included at the top or bottom of a long newsletter. Page one is seldom labeled.
End Signs: The end sign is a tiny decorative element that signifies the end of an article. These sometimes look like tiny squares, circles, stars etc…

Bylines: A byline is the copyright attribution for the article’s author. This article is by. . .

Continuation Lines:

•   Jumplines – are lines of text that read continued from page __  or these may read continued from page ___ depending upon where they appear in an article. Jumplines are often italicized.
• Continuation Heads - Sometimes a writer will include the same headlines along with the longer article on each continuing page.

Pull Quotes: The pull quotes are small, but important parts of the text that appear inside of a larger article. These are usually shown in different font styles or sizes within the context of a box, in the middle or offset from the greater text body.

Photos/Illustrations/Graphics:

• Greyscale – A greyscale graphic, photo, or illustration is depicted without color. Greyscale artworks are used often by publishers in order to save money when printing. Color ink is much more expensive to print with. 
• Mug Shots – This helps the reader identify a reference to a person mentioned within an article. These are frontal portraits, cropped from the shoulders up.
• Caption – Captions describe what a reader is seening in a graphic, photograph or illustration used in the newsletter. Captions are used typically either above or below the photograph.
• Copyrights for Artworks – Copyrights belonging to photographs or illustrations apart from the publisher are typically run along the side of their artwork in very tiny text.

Mailing Panel: Mailing panels only appear on hardcopy of newsletters. This is the address located on the backside of the newsletter. It is strategically located on one-third of the newsletter so that it may be folded and sealed with a sticky stamp instead of an envelope. Again this is done in order to save money on postage and paper.

"song cousins" lesson plan

Title: “Song Cousins”

Topic: recognizing text features, Eskimo culture, performance arts

Goals/Objectives:

• Students will identify text features such as: stanzas, refrains, punctuation, definitions, glossary, index, novels, medical charts etc...
• Students will compare/contrast how cultural practice and belief are identified through text features.
• Students will reenact verbally through and artistic performance a song or poem from contemporary culture in America.

GLEs: Fine Arts

• AP.3.A.HS Level 4. Analyze and evaluate art using art vocabulary to interpret the meaning of the work. (subject, theme, symbolism, message communicated)
• HC.5.B.HS Level 4. Compare and contrast artworks from different historical time periods and/or cultures. Describe the evolution of an artist’s body of work over time and explain an artist’s place in historical context.
• IC.4.A.HS Level 4. Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies. Explain how contemporary events and social ideas are reflected in student artworks.
• HC.5.A.HS Level 4. Compare and contrast artworks from different historical time periods and/or cultures. Select and research periods/movements of art that align with portfolio development.

GLEs  For Information and Communications Technology Literacy:

• T.1.A. Process Components. Grade 9-12 Follow, monitor, and evaluate inquiry processes: Identify an information need, Access prior knowledge relevant to the needed information, identify additional information to meet the need, locate relevant sources and select information appropriate to the problem or question, seek feedback from others, exchange knowledge and ideas in appropriate formats, evaluate the results, use critical thinking skills to adapt process, as necessary, to fulfill purpose
• T.1.B. Process Approach. Grade 9-12 Follow an inquiry process to construct new understanding, draw conclusions, and create new knowledge. Contribute to the construction and exchange of ideas through independent, cooperative, and/or collaborative work
• T.2.A. Purpose and Audience Grade 9-12 Determine nature and intent of information needed in order to identify how intended audience and purpose affect information is needed.
• T.3.A. Source Selection Grade 9-12 Access information efficiently and effectively by locating multiple sources of various media using appropriate organizational tools and selecting material appropriate to student’s reading ability
• T.5.A. Information Recording Grades 9-12 Use information effectively and creatively. Record relevant information using a self-selected note taking or organizational strategy.

Grade: 9^th- 12^th  grade

Length of Class Period: 55 minutes

Frequency of Class Period: five days a week

Time Needed: five class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

The Spoken word Revolution

Resources Needed:

• Canadian Journal for Traditional Music (1973) Imagery and Structure in Eskimo Song Texts by Beverly Cananaugh
• Power Point about Eskimo Song Performance
• Samples of Text Features
• The Spoken Word Revolution by Mark Eleveld and Marc Smith (comes with CD recording of performances)
• Youtube video of Eskimo Native Music: http://www.youtube.com/watch?v=JXE0BAJn4F4&feature=related , http://www.youtube.com/watch?v=1ETKv6hIzmg&feature=rela

Materials Per Student:

•      Packet containing chapter assignment per small group and CD recording

Vocabulary/Terminology: most terms from free dictionary or encyclopedias

1. Song Cousins – an ancient ceremonial rite of passage among the Eskimo in which two opponents try to out wit, out sing , and generally deliver a superior performance describing their hunting prowess.
2. Performance Art - is a performance presented to an audience; either scripted or unscripted, random or carefully orchestrated; spontaneous or otherwise carefully planned with or without audience participation. The performance can be live or via media; the performer can be present or absent. It can be any situation that involves four basic elements: time, space, the performer's body, or presence in a medium, and a relationship between performer and audience. Performance art can happen anywhere, in any venue or setting and for any length of time. The actions of an individual or a group at a particular place and in a particular time constitute the work.
3. Slam Poetry - A poetry slam is a competition at which poets read or recite original work (or, more rarely, that of others). These performances are then judged on a numeric scale by previously selected members of the audience.
4. Hip Hop - A style of popular music of US black and Hispanic origin, featuring rap with an electronic backing. 
5. Oral Traditions – An oral tradition is a method of keeping a culture alive without relying on writing or recording media.
6. Eskimo - A member of an indigenous people inhabiting northern Canada, Alaska, Greenland, and eastern Siberia, traditionally living by hunting (esp. of seals) and by fishing.

Motivation- Looking and Talking Activity: Students will participate in a game that requires skill and focus about “Text Identification”

• The teacher posts in the front of the room prior to class a variety of text formats. These formats only use the lower or upper case letter “a.” to demonstrate a point. Legible words and or sentences do not need to be understood in order for text formats to be distinguishable to informed students.
• There are many text formats that the teacher could use such as: drama script, poem stanzas, novel, index, glossary, dictionary, or even a medical chart. Teachers could also post musical text formats like: stanzas, refrains, rhymes and rhythmic symbols.
• Teacher should assign to students partners and allow each team five or six minutes to determine between themselves which text features belong to those definitions listed on the chalkboard.
• Students will then be called upon to identify at least one text feature per team. After a feature has been identified correctly, it can no longer be included by a opponent team.
• Define all of the text feature illustrations until they have been eliminated from the list of definitions.

Step-by-Step Classroom Activity Specifics:

1. Students will view a Power Point presentation about, “Song Cousins”
2. Students will listen to CD recordings from “The Spoken Revolution.”
3. Students will be assigned to small groups and each group will review a chapter from, “ The Spoken Word Revolution.”
4. Each small group will select one member from their group to present a brief demonstration of the poetry topics covered from their chapter.
5. Small groups join the larger class to share their findings.
6. Each individual student will then need to select a poem or music selection to perform in a competition at the end of the week. This competition will be judged by their peers within a similar context used by the Eskimos during their competitive performances known as “Song Cousins.”

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents
• Deaf students will be expected to sign their performance

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

All jpgs. and lesson plans are copyrighted by Grimm, 2011

observation during a professional development day

Above was our agenda for the teacher's meeting on
Feb.18th The food was plentiful and this made
me extremely happy.

      I attended my very first formal teacher’s meeting at a local high school in Saint Louis. What I mean by formal is, I was served food, there were lots of people there, administrators lectured. I had a pretty good time. I've  included in my private portfolio a description of the activity that was planned for the morning. Counselors sent each table of teachers a little black bomb (balloon). Inside we found a “unfortunate” circumstance reflecting an actual student that had previously attended a high school else where. There were no real names used of course, but, the events were accurately portrayed. Our small groups were to think and express to each other “how” we were to feel and interact realistically with school faculty. This was very entertaining to a novice like myself. However, the faculty sitting at my table were not nearly as enthusiastic.

      My cooperating teacher met with the English teachers during their workshop, to discuss the possibility of integrating their two subjects in future lesson plans. I developed a new lesson plan during this meeting that included the elements of text features within its objectives. I would never have thought to do so, if I had not participated in this meeting and learned that students attending this particular high school experienced significant difficulties identifying text features. When I was asked if I could realistically create a lesson plan that would teach text features, I enthusiastically obliged my colleagues. I wrote and submitted the lesson, “Song Cousins” after spending my lunch hour in the school’s library typing out my ideas. 

designing brochures for student art exhibits

      Ideally, teachers should directly involve students in the design of their art show brochures, invitations, posters, etc... But there are circumstances when not enough time is left in a teacher's schedule to assign projects like these to their students. I have included in this brief article four generic "art exhibit" graphics that teachers may use freely for their own student art shows. Along with the graphics are sample layouts as well. Feel free to tack on additional, necessary content such as: specific names, dates and times in order to personalize the graphics for your own school art exhibit. 

Sample brochure that includes only three ink colors.

For those of you who prefer bold, simple graphics, read the
Terms of Use before using it folks.

This design is perfect for small, postcard type mailings.

Black and bold with bright, and colorful lettering,
this graphic is perfect for any elementary school art show.
Read the Terms of Use before using it folks.

This design is for a elaborate poster.
Include photos of student work with this design.

This sophisticated graphic would work nicely for any artist exhibit,
read the Terms of Use before using it folks.

Can't afford to print in color? Grey graphics
can still be "eye catching" if designed carefully.

What a way to save cash, use this greyscale graphic
for your next art exhibit brochures. Read
the Terms of Use before using it folks.

four wonders of the world activity

      There are many more than four man-made "wonders"of the world and I have listed just a few below for teachers to research prior to this activity. These particular wonders are man made so they are appropriate for an art class. For this "icebreaker," the teacher will need to print out four distinct locations for each small group students participating in the activity.

• Stonehenge
• Colosseum
• Catacombs of Kom el Shoqafa
• Great Wall of China
• Porcelain Tower of Nanjing
• Hagia Sophia
• Leaning Tower of Pisa
• Taj Mahal
• Cairo Citadel
• Ely Cathedral
• Cluny Abbey

      This activity not only introduces students to amazing architecture from across the globe, but it gives them incentive to think about how they might personally relate to art, architecture, artifacts, and their peers. Because the students are expected to interpret their neighbor's opinions and thoughts to the large group discussion, they should be asked to be careful listeners as well as express their own opinions. I have included below, a worksheet. Copy as many as you need for the students in your classroom.

Four Wonders Worksheet by Grimm

All written and jpg. materials copyrighted by Grimm

the photo scavenger hunt

      My teen daughters have played this "icebreaker" game many times during youth activities at our church. The game requires an adult to accompany each small group in order to drive the teens to particular locations. It is also a game that lasts two to three hours, if done off campus. Every team must have a digital camera to play it. The teacher or youth leader supplies each team with a long list of people, places, or things that they must photograph for points. The adults in the team may fully participate in the game as well and at least one team member should also be present in the majority of the photos. The team that returns to the beginning location on time, with the most photographed subjects on the list wins. Timing, practical choices, teamwork and fun are all important objectives of the game. Hopefully, students will learn to build lasting friendships and unique experiences with team members during the game. I've included two additional listings of captions for photograph that will help teachers adapt the game for different circumstances. 

1. giant food
2. justice will prevail
3. friendly police officer
4. evidence of a flood
5. coffee, need we say more?
6. not very smart
7. rest stop
8. food court in the mall
9. peach pits again?
10. keep brushing
11. invented by Romans
12. the best menu in town
13. neon glow
14. bad timing
15. the thing is dedicated to...
16. pealing plaster
17. i found it inside the museum
18. i think this was first built by Egyptians?
19. gum in the parking lot, gum on my shoe
20. bird feeder
21. dedicated baby sitter
22. the wrong side of the tracks
23. a haunted house
24. an interesting grave marker
25. a room with a view
26. one hot ride
27. city hall 
28. fountain
29. graffiti 
30. paved with bricks or cobblestones
31. archway

The photo scavenger hunt on campus must be approved of by the school principle. Students must be trustworthy and careful to keep noise to a minimum while walking through halls where classes are still in session. After reviewing the results, teachers may decide to display the top three team photos in an exhibit.

1. an unusual view of the school lockers
2. deep knowledge of truth
3. employees working in the cafeteria smile, when students aren't present
4. secretaries rule, students drool
5. an empty turf
6. the haunted hall
7. something suspicious
8. sound mind and body
9. my teacher wants texture . . . again?
10. emphasis, lighting
11. ladies man
12. fever
13. from below...
14. school spirit
15. a dedicated student
16. just passing through or hall pass

The photo scavenger hunt in the classroom requires students to solve problems with limited space and it also challenges them to interpret photo suggestions creatively in order to take interesting pictures. Teachers and peers should reward creativity to the winners; the winners of this challenge may even be determined by a show of hands or the loudest applause.

1. "seeing double" portrait
2. textured and tacky
3. random collection
4. a bug's life
5. as seen from above
6. take a picture of me and you'll be sorry
7. you'd have to be starving to eat this
8. photos don't lie
9. against school policy
10. my perfect teacher
11. o.k. this guy is...human?
12. get me out of this place

the never have i ever...game

       Give every member of a small group ten objects. These objects could be paperclips, pencils, crayons etc... Place a large paper bag in the center of the group. During this game, one student is selected from a circle of friends to speak aloud random activities and events. These activities and or events may be normal or ridiculous. Each person sitting around the circle must admit truthfully to having done or seen the particular event read aloud and then toss one object into the paper bag. The object of the game is to keep as many of the ten possessions as possible without lying. Other team members may tattle on their peers and offer up proof of their participation in an event or proof of the persons observation of a person, place or thing if they wish. The narrator who is listing the events or actions must try to list those things in which he is certain some of his peers have done or seen but also to list things that only a few people are most likely to have experienced. The person who stays in the game longest and who has the most objects wins. Below are just a few examples of statements that could be read aloud during the game. The teacher may decide to play the first round of the game as the narrator so that the students will better understand how it should be played.

• Never have I ever ridden a roller coaster.
• Never have I ever searched for a missing dog.
• Never have I ever flown in outer space.
• Never have I ever visited the Grand Canyon.
• Never have I ever watched a scary movie on the television.
• Never have I ever shared my french fries with a gold fish.
• Never have I ever turned my homework in late.
• Never have I ever drawn on the wall with a purple crayon.
• Never have I ever made an A on a test.
• Never have I ever showered with my cloths on.
• Never have I ever kissed my sister on her forehead.
• Never have I ever eaten oysters raw.
• Never have I ever stapled papers together
• Never have I ever worn pretend butterfly wings.
• Never have I ever asked my mother for a dollar.