UNIT OUTLINE – GRADE 10 ETS1040Y For Sara McKitrick by roscoeparrish

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									UNIT OUTLINE – GRADE 10
        ETS1040Y

    For: Sara McKitrick
     By: Todd Larter

    October 18th, 2007
                                      Preface

This document represents a 10-hour unit outline about DVD Authoring designed
for a grade 10 Communications Technology (TGJ2O) course. The course type is
Open.

This unit topic is significant in the field as DVDs are now the standard for bringing
many types of videos to market including Corporate Videos, Training Videos &
Film. How this unit relates to the course is it requires students to create technical
drawings, it requires students to demonstrate their ability to use basic
composition and typographic & it requires students to capture & manipulate
digital photography. This is the 4th out of 5 units in the Grade 10
Communications Technology Course.

There are many unique features of this unit outline including the ability to modify
this unit to accommodate the 4 different learning styles. This will be done
through adjusting the ratio of Theory to Practical. Type 1 learners would require
a little bit more theory and validation from multiple sources. Type 2 learners
would require a little less theory and a little more time to contemplate / process
what they have learned prior to using their knowledge in a practical setting. Type
3 learners require much more practical as they learn much more effectively
through problem solving. Type 4 learners require mostly practical experiences
but require a little more time as they learn best by making mistakes.

The reference documents used in creating this outline are The Technological
Studies Curriculum Development Reader, The Curriculum Development Student
Profiles Reader and The Grade 9 & 10 Ontario Curriculum for Technological
Education.

Todd Larter has a 3-year diploma in Media Arts and a 1-year post-graduate
diploma in Interactive Multimedia. He has also had 12 years of experience in the
field and has completed numerous projects for high profile clients such as
Harley-Davidson, Piper Aircraft, Revlon Canada & Purdue Pharmaceuticals.

I would formally like to acknowledge the following people for their contributions to
this document. Stephen Kolodziej, Sara Burtch, Larry Hazelwood, Tara Avenia
and of course Sara McKitrick for all of her guidance through this process.




Todd Larter
October 18th, 2007

i
Table of Contents

Preface                                     i

Table of Contents                           ii

Summary of Differentiated Learning Styles   1

Unit Plan                                   2

Sequence of Presentation                    4

Lesson Plan Sample                          5




ii
Summary of Differentiated Learning Styles

     1             “WHY?”          T 30 : 70 P*         3            “HOW?”            T 30 : 70 P*
Characteristics of Student Learning:               Characteristics of Student Learning:
Learn by listening and sharing ideas.              Need to know how things work
Imaginative thinkers who excel in viewing direct   Integrate theory and practice
experience from many perspectives                  Solve problems in a skilled manner, problem
Interested in harmony, and in people and           solvers, need to figure things out for
culture.                                           themselves
Need to be personally involved, and are            Value strategic thinking
committed                                          Skills orientated
Insightful, thoughtful people who enjoy            Straight forward, logical
observing others                                   Practical thinker
Seeks meaning and clarity in everything            “Hands on”
Perceive information concretely and process it
reflectively

Teaching Strategies:                               Teaching Strategies:
Forge the connection between the content and       Need an open environment, but teacher guided
students lives                                     Let students work towards a solution, but does
Honor student diversity as an aid to learning      not provide the answers
Motivator and witness                              Encourages self discovery
Teacher must present material in a concrete,       Positive feedback, reinforcement and
touchable, step by step manner                     responses
Encourage choice, personal ownership,              Give real world experiences that are relatable
teamwork, and individuality                        to the practice
                                                   Provide hands on lessons that students can be
                                                   active in the process

     2            “WHAT?”         T 70 : 30 P*          4              “IF?”          T 25 : 75 P*
Characteristics of Student Learning:               Characteristics of Student Learning:
Needs to know what the experts think               “IF” Learners
Enjoys traditional classrooms and schools          Trial & Error
Need for details                                   Constant change of scenery needed
Must have structure                                Works well in groups & individually
Confused by choice                                 Tends to lead group work – leads “over” other
Learns by thinking through ideas                   members
Are thorough and industrious                       Pushes the other students forward
More interested in ideas than people               Pushes boundaries
                                                   Eager for new experiences
                                                   Hypothesizers when no logical info is present
                                                   Non-linear thinkers
Teaching Strategies:                               Teaching Strategies:
Need to be well organized and be the               Facilitator
authoritative figure                               Overseeing
Accurate and informative information               Shows different problem-solving methods
Give constant reassurance and attention            Structure required as they tend to zone out / go
Must have constant rules and expectations          off on their own




1
DVD AUTHORING UNIT                                               10 HOURS TOTAL
CONSIDERATIONS
CONTEXT OF                              UNIT / PROJECT TITLE AND DESCRIPTION
 LEARNING ENVIRONMENT                   Students will author a DVD in this unit. This includes flowcharting,
INTENT OF                               storyboarding, creating the menu in Photoshop, encoding the video to
 LEARNING EXPERIENCE                    MPEG2, linking the menu to the timeline, testing & burning.
BASIS OF RATIONALE                      RATIONALE AND GENERAL AIMS
RETENTION OF INFORMATION           a    DVDs are the most popular way of distributing all types of videos, including
DEVELOPMENT OF SOCIAL SKILLS       a    Films, Television Shows and Corporate Videos. Learning how to properly
COGNITIVE DEVELOPMENT              a    create a DVD will help them better understand this video mastering process
AFFECTIVE DEVELOPMENT              a    and provide them training for both college and the workplace.
PSYCHOMOTOR DEVELOPMENT            a
PERSONAL GROWTH                    a
CROSS CURRICULAR DIMENSIONS             SPECIFIC EXPECTATIONS
CAREERS INFORMATION                a At this end of this unit, students will:
COMMUNITY AWARENESS                     - Be able to describe why it is necessary to create a flowchart and storyboard
COMPUTER APPLICATIONS              a for their DVD.
LANGUAGE SKILLS                    a - Be able to produce a menu using the proper techniques in
MULTICULTURALISM                         Adobe Photoshop.
EQUAL OPPORTUNITIES                a - Be able to adhere to proper video encoding techniques.
SAFETY                               - Be able to demonstrate their ability of linking DVD menu items to the
LIFE SKILLS                        a   separate timelines / chapters.
ENVIRONMENT AND ECOLOGY              - Be able to describe why it is important to test your DVD projects.
INTER-DISCIPLINARY                 a - Be able to demonstrate how to burn a DVD.
SKILL DEVELOPMENT                  a
SPECIAL NEEDS/ EXCEPTIONAL           SPECIAL CONSIDERATIONS
STUDENTS                             This activity will be designed to facilitate English Language Learners by
COMMUNICATION / BEHAVIORAL           encouraging the student to bring in a translation dictionary so that the
INTELLECTUAL / PHYSICAL              student may translate any terms which they do not understand. Also, pairing
MULTIPLE / MIXED                     up the student with another person from their cultural background is another
ELL                                a option.
RESOURCES RECOMMENDED                SPECIAL RESOURCES, FACILITIES, ETC.
TRANSPARENCIES / PWR POINT         a The resources required for this presentation are as follows:
FILM / VIDEO / CD-ROM / INTERNET   a
VISUAL AIDS / SAMPLES              a Overhead: Sample Flowchart to create Storyboard from.
ARTICLES / CLIPPINGS ETC
REFERENCE BOOKS / MAGS ETC.        a Handout: Storyboard Template.
FIELD TRIPS / EXCURSIONS
VISITING EXPERT / SPEAKER          a Text Books: Shows examples of storyboards to help the student if they
SPECIAL EQUIPMENT / TOOLS               get stuck.
SPECIAL FACILITIES / ROOMS /       a
SOFTWARE
STRATEGY BASES (MAIN THRUST)            TEACHING STRATEGIES, SPECIAL APPROACHES
INTERDISCIPLINARY                  a    The students will be put into groups so that they may problem solve the
INDIVIDUALIZED / GROUP             a    storyboard which they create in class. This creates an environment where
SKILL INTEGRATION / DVT.           a    the students may ask each other questions and troubleshoot any problems
CONCEPTUAL / PERCEPTUAL            a    together, thus, stimulating their congnitive abilities.

     TYPES OF PROCESSES                 MAJOR PROCESSES TO BE EXPERIENCED BY STUDENTS
KNOWING / UNDERSTANDING            a Knowing: Students will be required to use theory learned in previous classes.
PRODUCING / APPLYING               a Producing: Students will produce a DVD.
PERCEIVING / CONCEIVING            a Perceiving: Students will create a DVD using a examples which
EXAMINING / REFLECTING                  requires them to interpolate information & recreate.

      2
DVD AUTHORING UNIT                                                                             TGJ-2AO
PROCESS AND PRODUCT – TOPICS / ACTIVITIES / PROJECTS                                   TEACHING / LEARNING
                                                                                          EXPERIENCES

                                                                             a   CONCEPTUAL
                                                                             a   EXPERIMENTAL
         Storyboard                                                          a   PROBLEM SOLVING
Script                Budget                                                 a   PERCEPTUAL
                                                   Voiceovers      Music     a   IMAGINATIVE
     Pre-Production                                                              INNOVATIVE / CREATIVE
                                     Videotaping                  Creation   a
Talent                                                                       a   OPEN ENDED / EXPLORATORY
            Research                                                             INFORMATION GATHERING
                    Shot List                     Production
   Location                                                                  a   LISTENING / HEARING
                                                                             a   DISCUSSING / SPEAKING
                                          Lighting          Audio            a   WRITING / NOTE TAKING
                                                           Recording         a   READING / LOOKING
                                                                             a   INTER-DISCIPLINARY
                             Video                                           a   SKILLS PRACTICE
                           Production                                        a   PRODUCTION
                                                                             a   APPLICATION
                                                     Digitizing    Editing   a   ANALYTICAL
                                    Photographs                                  SYNTHESIS / INTEGRATION
                                                                                 EVALUATE / JUDGING
                                                 Post-Production             a   REFLECTIVE APPRECIATION
                                                                             a   PROCEDURAL / PROCESSING
                                      Graphics                     Special
        Storyboard Menu                                                      a   DESIGN
                                                   Transitions     Effects   a   INTUITIVE / EXPRESSIVE
Flowchart          Creation
                                                                             a   LOGICAL / PROGRESSIVE
                                Video
       Mastering                                                             a   INDIVIDUALIZED LEARNING
                               Encoding
    (DVD Authoring)                                                          a   INDEPENDENT LEARNING
                           Linking Menus                                     a   GROUP LEARNING
 Burning
               Testing      to Timelines                                     a   BEHAVIOUR, ATTITUDE CHANGE
 the DVD
                                                                                 SOCIETY / COMMUNITY RESPONSE
                                                                                 EXPERIENCE / CO-OP/ WORK EXP.
                                                                                 OUT OF CLASS WORK / HWK.
                                                                             a   CLEAN UP ROUTINES
METHODS OF EVALUATIONS TO BE USED                                                      TYPES OF EVALUATION
The methods of evaluation to be used are as follows:
- Self Evaluation (Rubric) of Practical Assignments                          a   TEACHER EVALUATION / GRADES
- Teacher Evaluation through Final Exam (Theory) and                             ANECDOTAL COMMENTS
  Final Project (Practical)                                                  a   TCHR. / STDNT. DISCUS. OR PROJECT
                                                                             a   GROUP DISCUSSION / EVALUATION
                                                                             a   SELF-EVAL. / VERBAL WRITTEN
                                                                                 PEER EVAL. VERBAL WRITTEN
BREAKDOWN OF EVALUATION CRITERIA AND VALUES
                                                                             a   FORMATIVE / SUMMATIVE
Mid-Term Test: 20%                                                               QUALITATIVE / QUANTITATIVE
Final Exam: 30%                                                                  30% PROCESS    VS   70 % PRODUCT
Final Project: 40%
P.R.E.P.: 10%                                                                THEORY 40 % OF TIME ON THIS UNIT

                                                                             PRACTICAL 60 % OF TIME ON THIS UNIT


         3
Sequence of Presentation

Topic                       Time (in hours)   Theory and / or Practical

To Create a Flowchart       1                 P
To Create a Menu            1                 P
Storyboard
To Create a Menu            2                 P
Video Encoding              2                 T
To Link Titles / Chapters   2                 P
to Menu
Testing                     1                 P
To Burn the DVD             1                 T/P

                            Total Hours: 10




4
                                                  LESSON PLAN
LESSON TOPIC: To Create A Storyboard
TYPE OF LESSON:                                                                                 GRADE: 10
Development
                                                                                                TYPE: College / University
RECALL QUESTIONS:                                               MOTIVATION:
- Why do we require a flowchart?                                By learning why and how to create a storyboard, students
- What information is put on a flow chart?                      will be able to save time building a DVD Menu.

TEACHING POINTS:                                                CHALKBOARD/OVERHEAD WORK:

- Relate storyboard to individual points in an essay plan.    - Develop DVD Menu items using the chalkboard.
- Identify elements of a DVD menu to be taken into            - Students activity will require a sample flowchart on
  consideration when creating a storyboard                      the overhead.
  (Buttons, Titles, Background).
- Have students develop a storyboard in groups using a sample
  flowchart on an overhead.




SAFETY:                                                         AIDS:

- N/A                                                           - Empty Storyboard Templates (1 for each student)
                                                                - Sample Flowchart Overhead




APPLICATION:                                                    SUMMARY QUESTIONS:

- Students (in groups) will create a storyboard from a sample   - Why do we need a storyboard?
  flowchart using the storyboard template given (overhead).     - What are the elements of a storyboard?
                                                                - What elements do each button require in a storyboard?




                                                                ASSIGNMENT:

                                                                - Create a storyboard using the flowchart created in the
                                                                  previous homework assignment.




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