Newsletters+1+and+2

Newsletter that needed work



Newsletter after it was edited
 * Newsletter Home:**

Plans for students creating a newsletter 1) avoid clutter 2) try not to make the print too small 3) Use proximity

These are the different plans for students to create a newsletter on the importance of these different areas: 1) Nutrition 2) Physical fitness 3) Cardiovascular system 4) Locomotor movements 5) Object control skills 6) Weight Training 7) Life time physical activity 8) Environmental Health 9) Cancers, and other diseases 10) Family physical activities
 * Topics for classroom assignments:**


 * Define Newsletter:** 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.

[|Newsletter tips] Article #1

[|Free Newsletter articles] Article #2

C.R.A.P. (design principles)

[|Three C's] Improve design of newsletter (consistency, contrast, and conservation)

Newspaper : Newsletters

 * Aaron Erickson**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Layout - Headlines & Captions || All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. || All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. || Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. || Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. ||
 * Contributions of Group Members || Each person in the group has contributed at least two articles and one graphic without prompting from teachers or peers. || Each person in the group has contributed at least one article and one graphic with a few reminders from peers. || Each person in the group has contributed at least one article with some minimal assistance from peers. || One or more students in the group required quite a lot of assistance from peers before contributing one article. ||
 * Spelling and Proofreading || No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. || Several spelling or grammar errors remain in the final copy of the newspaper. ||
 * Articles - Purpose || 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || 85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || 75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. || Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. ||
 * Articles - Supporting Details || The details in the articles are clear, effective, and vivid 80-100% of the time. || The details in the articles are clear and pertinent 90-100% of the time. || The details in the articles are clear and pertinent 75-89% of the time. || The details in more than 25% of the articles are neither clear nor pertinent. ||