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					                                                                                     Mr. Cappotelli
                                                                           The Academy of Irving ISD

                                            Lesson Plan
Course Title: Media Technology I
Target Students: This lesson is developmentally appropriate for 11th grade Media Tech I
high school students.
Unit: Video Editing Techniques
Lesson Title: Basic Video Editing Transitions
Lesson Duration: 1 Class (90 minutes)

Performance Objective:

Upon completion of this assignment, the student will be able to use Final Cut Pro to edit, render and save
a :60 commercial video utilizing the most appropriate video transitions to satisfy the intent of the director’s
storyboard. Attachment 4 is the director’s storyboard guide for the assignment.


Specific/Enabling Objectives: Attachment 1 shows domain and TEKS mapping for objectives.
    Objective 1: Identify a cut transition. (KNOWLEDGE)
    Objective 2: Explain the effect a cut transition has on the viewer, when to use it and why.
        (COMPREHENSION).
    Objective 3: Identify a dissolve transition. (KNOWLEDGE)
    Objective 4: Determine the effect a dissolve transition has on the viewer, when to use it and why
        (COMPREHENSION)
    Objective 5: Identify a wipe transition. (KNOWLEDGE)
    Objective 6: Explain the effect an wipe transition has on the viewer, when to use it and why
        (COMPREHENSION)
    Objective 7: Determine where to find transition effects in Final Cut Pro. (APPLICATION)
    Objective 8: Recognize the most appropriate transition effect to apply in order to satisfy the
        director’s intent. (ANALYSIS)
    Objective 9: Demonstrate how to apply transition effects in Final Cut Pro. (APPLICATION)
    Objective 10: Collaborate as a group of two with equal participation to satisfy the objectives of the
        project. (SYNTHESIS)
    Objective 11: Create and save a rendered :60 commercial video with transition effects.
        (SYNTHESIS)

Student Choice for Achieving Objectives:
    Students can take notes during the introduction, sample videos and lecture and use those notes
       and handouts during their project.
    Students can select their workstation.

Teacher Objectives:
    Objective 1: Engage the students in the lesson with a quality introduction showing the students a
      sample video with a variety of different transitions.
    Objective 2: Identify the transitions and lead the students in a discussion as to why the different
      types of transitions were used in the video.
    Objective 3: Further describe and explain the theory behind three basic video transitions: cut,
      dissolve and iris to the students.
    Objective 4: Show the students another short video and have them identify and explain the theory
      behind the transitions contained in the video.
    Objective 5: Introduce the students to the effects menu in Final Cut Pro.
    Objective 6: Illustrate how to add the cut, dissolve and wipe transitions from the effects menu in
      Final Cut Pro.
    Objective 7: Explain the :60 commercial video transition project objectives and provide the



                                                                                          Basic Editing Transition 1
                                                                                  Mr. Cappotelli
                                                                        The Academy of Irving ISD
        student’s with the raw video for editing and director storyboard.
       Objective 9: Explain the criteria I will use for assessing the project. Introduce rubric.
       Objective 10: Break the students in to groups of two taking care to create teams that are
        multicultural, mixed gender, mixed social status and containing both high and low-level learners,
        where possible.
       Objective 11: Provide the students with a time limit for the project to be completed and give them
        time updates throughout production.
       Objective 12: Monitor the student’s work and provide continual feedback throughout the project.
       Objective 13: Lead the students in a post-production discussion of their projects and briefly
        introduce the next project and how they will apply what they have learned during today’s lesson.
       Upon the completion of the class, assess the students saved work and prepare a grade and
        feedback for the next class.

                                               Preparation
Lesson Preparation:
    Instructional Aids: 2 sample videos, presentation slides, handouts for video 2 exercise.
    Materials: Raw footage video for project. Director storyboard handouts, including rubric.
    Equipment Required: Laptop computer. Power Point. Projector. Projector Screen. Videos.
      Student computers.

Seating Arrangement:
    During introduction and lecture, students will sit in a traditional classroom arrangement.
    During project, students will sit at Mac Final Cut Pro workstations around the room.

Resources/References:
    Cyber College: TV Production Module on Video Editing
    Final Cut Pro Users Manual
    Editing Techniques with Final Cut Pro by Michael Wohl



TEKS Correlations:
The lesson plan for Basic Video Editing Transitions maps to Chapter 125 Implementation of Texas
Essential Knowledge and Skills for Media Technology, more specifically to the standards in bold below.

MEDIA TECHNOLOGY125.96
B. Knowledge and Skills:
(1) The student knows the employability characteristics of a successful worker in the modern workplace.
The student is expected to:
        (B) demonstrate the principles of group participation and leadership related to citizenship
and career preparation;
        (C) identify employers' expectations and appropriate work habits;
        (D) apply the competencies related to resources, information, systems, and technology in
appropriate settings.
(4) The student knows the function and application of the tools, equipment, technologies, and materials
used in media technology. The student is expected to:
        (A) safely use tools, materials, and equipment commonly employed in the field of media
technology;
        (C) properly utilize audio recording, editing, and mixing systems;
        (D) properly operate a videotape recorder; and
        (E) demonstrate knowledge of new and emerging technologies that may affect the field of media
technology.
(5) The student applies the concepts and skills of the trade to simulated and actual work situations. The
student is expected to:



                                                                                      Basic Editing Transition 2
                                                                                 Mr. Cappotelli
                                                                       The Academy of Irving ISD
        (B) operate different types of video cameras;
        (E) utilize various video signal control and monitoring equipment;
        (F) script, direct, and produce media productions.


Interdisciplinary Correlations:
Additionally, the lesson plan for Basic Video Editing Transitions maps to Chapter 110 Implementation of
Texas Essential Knowledge and Skills for English, more specifically to the standards in bold below.

ENGLISH: ANALYSIS OF VISUAL MEDIA 110.49
B. Knowledge and Skills:
(1) The student recognizes/interprets visual representations as they apply to visual media. The student is
expected to:
        (B) distinguish the purposes of various media forms such as information, entertainment,
and persuasion; and
        (C) recognize strategies used by media to inform, persuade, entertain, and transmit culture
        such as advertising, perpetuation of stereotypes, use of visual representations, special
        effects, and language.
(2) The student analyzes and critiques the significance of visual representations. The student is expected
to:
        (C) analyze techniques used in visual media;
        (D) explore the emotional and intellectual effects of visual media on viewers; and
        (E) recognize how visual and sound techniques convey messages in media such as
        special effects, editing, camera angles, reaction shots, sequencing, and music.

ENGLISH: ADVANCED BROADCAST JOURNALSIM I, II, III 110.64
B. Knowledge and Skills:
(1) The student demonstrates knowledge of broadcast journalism. The student is expected to:
        (F) identify the strategies of broadcasting to reach certain audiences, including
        programming decisions.
(2) The student recognizes how broadcast productions are created and disseminated. The student is
expected to:
        (A) understand the role of various personnel, including producers, station managers, technical
        directors, camera operators, and news anchors, in broadcast journalism;
        (B) identify technical elements of broadcast production used to create and deliver news
        such as equipment, camera basics, editing, and captions;
        (D) demonstrate understanding of how media content is produced by creating and
        presenting a broadcast journalism product such as a news report, or an interview.

Sequence of Instruction:
INTRODUCTION - 10 minutes:
Learning Styles Addressed: Linguistic, Spatial
   1. Introduce the lesson on video editing transitions by reviewing the lesson’s objectives on Power
       Point.

    2. Show the students a 2 minute video I have made in which I used inappropriate transitions for the
       subject matter. For example, a star wipe during a news segment and a long dissolve where a fast
       cut should be. Then, ask a series of questions about the way the video was edited. Discuss with
       the students what they felt was wrong with the editing.

    3. Show the students another 2 minute sample video with a variety of different effective transitions.
       Lead the students in a discussion to identify the transitions and why they were used in the video.

Revised Teaching Strategies: I could break the students in to groups or individuals and let them
hypothesis about the use of transitions without my direction. We can examine their results. This
exercise would be well suited for the Interpersonal, Intrapersonal and Naturalist learners,


                                                                                     Basic Editing Transition 3
                                                                                     Mr. Cappotelli
                                                                           The Academy of Irving ISD

LESSON OUTLINE – 25 minutes:
Learning Styles Addressed: Linguistic, Spatial.


   4. Explain the goal and effect of the viewer of different transitions. Describe and explain the theory
      behind three basic video transitions: cut, dissolve and iris to the students with a brief Power Point
      outlining key lesson points.

   5. Using Final Cut Pro on the overhead screen, introduce the students to the effects menu in Final
      Cut Pro. Illustrate to them how to find and apply a cut, dissolve and wipe transition. Show the
      students sample video in the Final Cut Pro editor timeline and ask them to select the appropriate
      effect, then have them tell me how to apply that effect.

   6. Answer questions.

   7. Explain the :60 commercial video transition project objectives in a Power Point and provide a
      handout with an explanation of the project. Also contained in the Power Point and handout is the
      director’s storyboard for their video. Set the time limit for the project and explain the criteria I will
      use for assessing the project. Break the students in to groups of two taking care to create teams
      that are multicultural, mixed gender, mixed social status and containing both high and low-level
      learners, where possible. Instruct the students to select their workstation, and then provide each
      group with the raw video for editing.

   8. Answer questions.

Revised Teaching Strategies: To incorporate Kinesthetic learners, I could have them at their
machines working hands-on each step of my lesson. For the Logical and Naturalist learners, I
could give them the director’s storyboard early and let them work through their selection of
transition effects on paper first. This could also be done in groups to satisfy the Interpersonal
learners.


APPLICATION - 45 minutes:
Learning Styles Addressed: Linguistic, Spatial, Kinesthetic. Interpersonal.


   9. Students’ will work in groups of two using Final Cut Pro to edit, render and save a :60 commercial
      video. They will be required to apply 3 basic video transitions during editing: cut, dissolve and
      wipe. The students will decide the most appropriate video transition(s) to for their video in
      accordance with the intent of the director’s storyboard handout.

   10. Monitor the student’s work and provide continual feedback throughout the project. As the
       deadline nears, give time limit updates.

Revised Teaching Strategies: I could include an extra step prior to the production itself where the
students add to the director’s storyboard on paper the transitions they would make and why. This
would help the Logical and Naturalist learners. If they did that assignment individually, that would
provide the Intrapersonal learner an opportunity to explore that task on their own first.

SUMMARY - 10 minutes:
Learning Styles Addressed: Linguistic, Spatial, Kinesthetic


   11. Instruct the students to finish and save their work at deadline.




                                                                                          Basic Editing Transition 4
                                                                                   Mr. Cappotelli
                                                                         The Academy of Irving ISD
    12. Close out the project by inviting students back to their seats and leading them in a post-
        production discussion of their project.

    13. Restate the objectives with the students and hold a question and answer forum.

    14. With remaining time, briefly introduce the next project (advanced transition techniques) with a :30
        video showing a variety of advanced transitions and how they will apply what they have learned
        during today’s lesson to tomorrow’s lesson and project.

Revised Teaching Strategies: I can have the students participate in a reflection activity in which
they each write down a summary of what they learned on a flash card, including key terminology
and theory behind the skills they learned. This exercise would help the Spatial, Intrapersonal and
Logical learners. Once their flash cards are complete, one student can quiz another on the
terminology and theory. That would be an effective summary lesson that would help all learners,
especially Interpersonal learners.

PREP PERIOD – Time TBD:

    15. Assess the students saved work and prepare a grade and written feedback for the next class.
        Find 1-2 exceptional projects to highlight work at the beginning of the next class.


Modifications for Special Needs:
            Provide students with more a written detailed explanation of the project that goes in to
               more depth and offers hints to lead them to success.
            Provide additional time.
            Students can provide verbal feedback after class about their peer partnership.
            I will lecture, answer questions, show a Power Point of instruction, project objectives and
               assessments. I will also provide a written hand out with all information.
            I will encourage students to take notes and ask questions.
            I can modify the number of transitions required in projects for slower-working students.
            I will make myself available throughout the project to assist. I will also make myself
               available after class time to provide additional help.
            I can give further explanation in my written assessment.
            Student can complete the project after class with me as their partner.


Assessment Strategies-
Learning Styles Addressed: Linguistic, Spatial, Interpersonal, Kinesthetic

I will implement a range of assessments, adapting to the individual student learning styles. Attachment 2
presents the comprehensive Evaluation Plan.

Evaluation:
Formative: The following formative assessments can be determined:
    Review sample videos with the students, gathering feedback with regards to the effectiveness of
       the transitions contained within the videos.
    Question the students and have them instruct me as to which transition is most appropriate and
       how to apply it in Final Cut Pro during my instruction.
    Provide on-going instructional assessment through questions during the presentation of video
       examples in the lesson.
    Observe the students in group and class participation.
    Provide on-going feedback during their project.

Summative: The following summative assessments can be administered:



                                                                                       Basic Editing Transition 5
                                                                                  Mr. Cappotelli
                                                                        The Academy of Irving ISD
         Demonstration of comprehension in knowledge and skills (e.g., the proper decision making and
          application of transitions) evaluated through completed, saved :60 commercial project (Separate
          Attachment, rubric provides description of levels of proficiency).

Assessment Modifications:
Students may have the following option(s) for completing the project, as per my discretion:
     The student can complete the project with me as their partner. I can observe comprehension of
       knowledge and skills as their partner.

Assessment Materials:
The assessment materials that support this lesson include:
    Attachment 3: Basic Video Editing Transitions Teacher Assessment Form
    Separate Attachment: Basic Video Editing Transitions Rubric for Competency

Feedback:
I will provide evaluation feedback to students by providing accurate and understandable descriptions of
students learning, including evaluating student performance and learning using the following methods:
      Question and answer.
      Ongoing feedback during the student-led guided practice contained within the lesson.
      Ongoing monitoring and feedback during the student’s group projects.
      Letter grade for participation (20% of lesson grade).
      Letter grade for completed :60 commercial video project and written feedback (80% of lesson
          grade).

Revised Teaching Strategies: Intrapersonal learners are addressed with the assessment
modification available to students. To assist with the assessment of Logical and Naturalist
learners, I can offer them a short written quiz that asks them where and why to place the
transitions in the timeline for the :60 commercial video. Another revision I can make is to have the
students turn the director’s storyboard back in to me showing me their work with an explanation
on paper.


ATTACHMENT 1: DOMAIN AND TEKS MAPPING FOR OBJECTIVES

The table below lists each performance objective, the objective’s targeted domain, and supported TEKS
standards.

                                         Table of Specifications
Competency TEKS                  Knowledge Comprehension Application              Analysis      Synthesis
I. Editing a video with transitions
A. Introduction
and Lesson
1. Identify a cut   110.49             X
transition.         (2C)
                    110.64
                    (2B)
2. Explain the      110.49                              X
effect a cut        (1B)(1C)(2C)(2D)
transition has on   (2E)
the viewer, when    110.64
to use it and       (1F)(2D)
why.
3. Identify a       110.49             X
dissolve            (2C)
transition.         110.64
                    (2B)
4. Explain the      110.49                              X
effect a dissolve   (1B)(1C)(2C)(2D)
transition has on   (2E)



                                                                                      Basic Editing Transition 6
                                                                                   Mr. Cappotelli
                                                                         The Academy of Irving ISD
the viewer, when     110.64
to use it and        (1F)(2D)
why.
5. Identify a wipe   110.49               X
transition.          (2C)
                     110.64
                     (2B)
6. Explain the       110.49                               X
effect a wipe        (1B)(1C)(2C)(2D)
transition has on    (2E)
the viewer, when     110.64
to use it and        (1F)(2D)
why.
B. Application
7. Determine         125.96                                               X
where to find        (4C)(4E)(5E)(5F)
transition effects
in Final Cut Pro.
8. Recognize the     110.49                                                           X
most appropriate     (1B)(1C)(2C)(2D)
transition effect    (2E)
to apply in order    110.64
to satisfy the       (1F)(2D)
director’s intent.
9. Demonstrate       125.96                                               X
how to apply         (4A)(4C)
transition effects   110.64
in Final Cut Pro.    (2B)
10. Collaborate      125.96                                                                            X
as a group of        (1B)
two with equal
participation to
satisfy the
objectives of the
project.
11. Create and       125.96                                                                            X
save a rendered      (5E)(5F)
:60 commercial       110.64
video with           (2B)
transition
effects.



ATTACHMENT 2: THE COMPREHENSIVE EVALUATION PLAN


                                Basic Video Editing Transitions - Evaluation Plan

To effectively and reliably evaluate the students’ comprehension in knowledge, I will administer informal
assessments.

Informal Assessments

The following feedback and participation-related formative assessments will be administered that will
contribute to the students’ grades for the Basic Video Editing Transitions lesson.

         I will provide on-going instruction assessment (questioning).
         Students will provide verbal feedback about the video samples.
         I will observe students in group and class participation.
         I will provide on-going feedback and guided practice to the students as they work on completed
          their :60 commercial project.




                                                                                      Basic Editing Transition 7
                                                                                     Mr. Cappotelli
                                                                           The Academy of Irving ISD
The following summative assessment(s) will be evaluated at the end of the Basic Video Editing
Transitions lesson.

     Assessment                       Description                 Performance                Variety of
                                                                  Objective(s)              Measurement
                                                                   Measured                Opportunity for
                                                                                         Disparate Learners
:60 commercial project      Students will collaborate as a      7, 8, 9, 10, 11       Provides the opportunity
                            group of two with equal                                   to demonstrate skills
                            participation to create a :60                             and knowledge through
                            commercial video that requires                            the evaluation of their
                            them to edit - apply the correct                          :60 commercial video.
                            transition to satisfy the
                            director’s storyboard - render
                            and save using Final Cut Pro.




ATTACHMENT 3: BASIC VIDEO EDITING TRANSITIONS TEACHER ASSESSMENT FORM

Objectives # 1-6

  Student      Can verbally      Can explain     Can verbally         Can         Can verbally     Can explain
               identify a cut    the effect a     identify a       determine       identify a     the effect an
                 transition     cut transition     dissolve       the effect a        wipe             wipe
                                 has on the       transition        dissolve       transition       transition
                                viewer, when                       transition                      has on the
                                to use it and                     has on the                      viewer, when
                                     why                         viewer, when                     to use it and
                                                                 to use it and                         why
                                                                      why
Student
Name
Student
Name

ATTACHMENT 4: THE DIRECTOR’S STORYBOARD

:60 Video Commercial Promoting the Academy of Irving ISD.

Sequence 1: Business montage
      Shot Description: Coming from black… establish the fast-paced world of career and business
      today.
      Transitions IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 6 sec
      Transitions OUT: ___________




                                                                                         Basic Editing Transition 8
                                                                               Mr. Cappotelli
                                                                     The Academy of Irving ISD
Sequence 2: Academy Local Shot
      Shot Description: Introduction to a school on pace with the fast-paced world. Wide shot
      establishing the Academy.
      Transition IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 3 sec
      Transition OUT: ___________

Sequence 3: Academy Interior Shot
      Shot Description: Panning the entryway of the Academy. Establishing shot. Showing size. Making
      viewer feel welcome.
      Transition IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 3 sec
      Transition OUT: ___________

Sequence 4: Classrooms Montage
      Shot Description: Show the busyness of the Academy. Establish the connection between the
      school and the fast-paced world.
      Transitions IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 10 sec
      Transitions OUT: ___________

Sequence 5: Local Technology Montage
      Shot Description: A series of shots that students and teachers using technology in the Academy.
      Transitions IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 10 sec
      Transitions OUT: ___________

Sequence 6: Expert Instructors Montage
      Shot Description: A series of shots that show teachers hard at work in a fast-paced classroom.
      Transitions IN: __________
      Video Image:
      Audio Recorded: None for this step of project



                                                                                   Basic Editing Transition 9
                                                                                Mr. Cappotelli
                                                                      The Academy of Irving ISD
       Added Audio: None for this step of project
       Added Video: None for this step of project
       Added Titles: None for this step of project
       Added Effects: None for this step of project
       Estimated Time of Take: 10 sec
       Transitions OUT: ___________

Sequence 7: Happy Working Students Montage
      Shot Description: A series of shots that show students working, learning, happy, comfortable,
      non-threatening, enjoying their educational experience.
      Transitions IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 10 sec
      Transitions OUT: ___________

Sequence 8: Graduating in to a Job
      Shot Description: Two shots showing time passing as the student receives their diploma after
      attending the Academy and gets their desired job.
      Transition IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 4 sec
      Transition OUT: ___________

Sequence 9: Academy of Irving ISD Bringing it Back Home Shot
      Shot Description: Wide shot establishing the Academy of Irving ISD as the school to attend to
      maximize your education experience. Going to black.
      Transition IN: __________
      Video Image:
      Audio Recorded: None for this step of project
      Added Audio: None for this step of project
      Added Video: None for this step of project
      Added Titles: None for this step of project
      Added Effects: None for this step of project
      Estimated Time of Take: 3 sec
      Transition OUT: ___________




                                                                                  Basic Editing Transition 10

				
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