Professional Documents
Culture Documents
IV. READINGS
None - teacher lecture provided to students
V. RESOURCES
- Teacher gathered: examples of photos and videos
- Student gathered: props
UNIT CHECKLIST Stage 1: Building the Background
STAGE I: I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
Building the background
(Retrieving and comprehending 1. ACO 3.2 - Critique how the effective integration of elements and principles
knowledge) of design within a variety of medium impact target audiences
2. ACO 4.1 - Devise communication strategies to promote individual
STAGE II: accountability and team success
Deepening the understanding 3. ACO 4.2 - Use effective oral, written, and non-verbal communication skills
(Analyzing knowledge) to facilitate positive interactions
4. ACO 6.2 - Examine ethical issues in arts and communications to make
STAGE III: appropriate decisions related to clients, co-workers and society
Applying the knowledge 5. ACO 7.2 - Apply practices to maintain a safe and healthy work
(Using knowledge) environment in relation to careers in the Arts and Communication Pathway
STAGE I:
II. LEARNING EXPERIENCES
Students learn introductory
information about concepts and 1. Driving Questions
practice basic skills a. What are examples of successful use of camera shots and angles?
b. How do I start the filming process based on storyboard planning?
STAGE II: 2. Starter Activity
a. Pick a movie - create a quick draft storyboard for one scene in the
Students think deeper about
movie
information learned in stage 3. Modifications for ELL and Special Education
one. Students complete more a. Students work in small groups to create a storyboard (class period,
advanced practice. assembly, dance, etc.) to help guide them and give more direction
4. Modifications for Gifted and Talented
a. Students list possible shots and angles for movie scene
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to III. ASSESSMENTS
create their own original design.
1. Formative Assessments
a. Observation: Walk around and see what students are discussing, offer
assistance/suggestions for improvement when necessary
2. Summative Assessments
a. Analyze a movie example of shots, angles and story telling (via
storyboard)
i. Watch movie scene
ii. Describe use of camera shots, angles and storytelling
iii. In groups discuss what production efforts made the scene
effective
b. Create a mini-video of camera shots and angles
i. Use photos taken in stage I
ii. Using iMovie, create a video that demonstrates use of each of the
13 camera shots and angles
UNIT CHECKLIST Stage 3: Applying the Knowledge
STAGE I: I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
Building the background
(Retrieving and comprehending 1. ACO 3.2 - Critique how the effective integration of elements and principles
knowledge) of design within a variety of medium impact target audiences
2. ACO 3.3 - Apply elements and principles of design to clarify, focus, or
STAGE II: enhance a message or concept for a target audience
Deepening the understanding 3. ACO 4.1 - Devise communication strategies to promote individual
(Analyzing knowledge) accountability and team success
4. ACO 4.2 - Use effective oral, written, and non-verbal communication skills
STAGE III: to facilitate positive interactions
Applying the knowledge 5. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
(Using knowledge) and communication to facilitate responsible, legal and ethical behavior
6. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
7. ACO 7.2 - Apply practices to maintain a safe and healthy work
STAGES I-III DEFINED environment in relation to careers in the Arts and Communication Pathway
STAGE I:
Students learn introductory II. LEARNING EXPERIENCES
information about concepts and
practice basic skills 1. Driving Questions
a. How can I used what I learned in stages I and II of this unit to create
STAGE II: and plan my own original video?
Students think deeper about b. How can I use what I learned about camera shots and angles and story
boarding to effectively tell an original story in my video?
information learned in stage
2. Starter Activity
one. Students complete more a. Class review of previous concepts/skills learned that will be applied
advanced practice. during final project
3. Modifications for ELL and Special Education
STAGE III: a. Extra review (one-on-one with teacher or small group with teacher)
4. Modifications for Gifted and Talented
Students use knowledge
a. Have students lead small group reviews
obtained in stages 1 and 2 to
create their own original design.
III. ASSESSMENTS
1. Formative Assessments
a. Observations and questioning:
i. Daily checks of student progress
ii. Students required to get teacher approval for each step in the
project/design process before continuing to the next steps
2. Summative Assessments
a. Beginning steps in project: Video Tutorial
i. Choose group partners
ii. Basic planning: choose a tutorial idea
b. Final video production project:
(Detailed project guidelines to be distributed at later time)
i. Work in groups of 3-4
ii. Original storyboard:
-- Plan out your video tutorial
-- Include plans for camera shots and angles
iii. Filming:
-- Film scenes for video
iv. Editing:
-- Edit together filmed scenes to create cohesive original video