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LESSON PLAN2

Course

Grade 8th

Media

Lesson #

Designed By

Unit / Module
Lesson
Timeline
Materials

Title Ilima Story


Chanelle Tolentino
LESSON OVERVIEW
Videography Unit
Lesson Overview:
Students design and create a video story of their experiences as a student at Ilima.
5 days of 80 minute lessons.
Cameras, Paper, Google Drive accounts, iPhoto

DESIRED OUTCOME
HCPSIII
Benchmark

CTE 8.1.1 Assess the overall effectiveness of a product design or solution


State in measurable performance outcomes

Desired
Outcome

Summative

Tool

Students will:
1. Design and compose a photo based story.
2. Assess whether it effectively uses different composition shots.
ASSESSMENTS
Students will determine a noun verb noun focus statement and take 5 photo shots to
demonstrate the idea as a visual story.
Your video must:
Not exceed 5 minutes.
Tell a story of Ilima Intermediate.
Highlight Ilima & what its like to be a student.
1.
Positive experiences
a. What are we doing on campus?
(Clubs, Sports, Band, NJHS, STEM, individual student stories etc.)
b. What kind of memories do we have on campus? (Cheer off, things we do
with friends, etc.)
c. Who are we?
2.
If theres negative experiences...how to survive or overcome them.
a. What do we do to overcome challenges at Ilima?
b. How would you advise other students to overcome challenges at Ilima?
Choose one of the music video themes and songs Mrs. Tolentino is allowing.
See list on Media class website.
Demonstrate a group effort.
Rubric:
High
Qualit
y
(18-20

Accep
table
(16-17
points

Needs
Impro
veme
nt

1
Copyright 2009 HI DOE, Office of Curriculum, Instruction & Student Support, HI Virtual Learning Network

LESSON PLAN2
points
)

(0-15
points
)

Compl
eted
Produ
ct
(Grou
p
Grade
)

-Video
followe
d
criteria
and
more
than
expect
ed.

-Video
did
exactly
what
was
expect
ed.

-Video
did not
meet
all
expec
ations.

Thoug
htfuln
ess &
Creati
vity
(Grou
p
Grade
)

-Video
and
story
was
well
planne
d out,
detaile
d, and
unique
.
Stude
nt
demon
strates
positivi
ty or
encour
ages
positiv
e
chang
e at
Ilima
convin
cingly.

-Video
and
story
was
mostly
planne
d out,
detaile
d, and
unique
.
Stude
nt
says
somet
hing
positiv
e
about
Ilima
or
encour
ages
positiv
e
chang
e at
Ilima
some
what.

-Video
and
story
was
not
well
planne
d out,
detaile
d, or
unique
.
Stude
nt
hardly
says
somet
hing
positiv
e
about
Ilima
or
hardly
encour
ages
positiv
e
chang
e at
Ilima.

Intro
speec
h
(Grou
p
Grade
)

Stude
nt
answe
rs
questi
ons
require
d for
speec
h
compl
etely.
Stude
nt
provid
es
multim
edia to
show

Stude
nt
answe
rs
most
questi
ons
compl
etely.
Stude
nt
provid
es
multim
edia to
show
what is
being
explai

Stude
nt
answe
rs few
or no
questi
ons
compl
etely.
Stude
nt has
little to
no
multim
edia to
show
what is
being
explai

2
Copyright 2009 HI DOE, Office of Curriculum, Instruction & Student Support, HI Virtual Learning Network

LESSON PLAN2
what is
being
explai
ned as
well.

ned.

ned.

Prese
ntatio
n
Skills
(Indivi
dual
Grade
-But if
all
stude
nts do
well
here,
all
group
memb
ers
get 5
points
extra
credit)

Stude
nt is
easy
to hear
&
unders
tand.
Stude
nt is
confid
ent
while
speaki
ng.
Audien
ce
enjoys
listenin
g and
watchi
ng
presen
tation.
Stude
nt is
prepar
ed
with
somet
hing
releva
nt and
meani
ngful
to say.

Stude
nt is
mostly
easy
to hear
&
unders
tand.
Stude
nt is
mostly
confid
ent
while
speaki
ng.
Audien
ce
does
not
feel
uncom
fortabl
e
listenin
g and
watchi
ng.
Stude
nt is
mostly
prepar
ed
with
somet
hing
releva
nt and
meani
ngful
to say.

Stude
nt is
difficult
to hear
and
unders
tand.
Stude
nt is
obviou
sly
nervou
s and
uncom
fortabl
e while
speaki
ng.
Audien
ce is
confus
ed and
uncom
fortabl
e
listenin
g and
watchi
ng.
Stude
nt is
hardly
prepar
ed
with
somet
hing
releva
nt and
meani
ngful
to say.

Collab
orativ
e
Effort
(Indivi
dual
Grade
-But if
all
stude
nts do
well
here,
all
group

Stude
nts
showe
d
openn
ess to
new
ideas,
use of
teamm
ate
strengt
hs, &
cooper
ation

Stude
nts
mostly
showe
d
openn
ess to
new
ideas,
use of
teamm
ate
strengt
hs, &
cooper

Stude
nts
hardly
showe
d
openn
ess to
new
ideas,
use of
teamm
ate
strengt
hs, &
cooper

3
Copyright 2009 HI DOE, Office of Curriculum, Instruction & Student Support, HI Virtual Learning Network

LESSON PLAN2
memb
ers
get 5
points
extra
credit)

Delivery Mode
Formative
Delivery Mode
Differentiation

throug
hout
the
project
work
time
and as
eviden
ced in
group
evalua
tion

ation
throug
hout
the
project
work
time
and as
eviden
ced in
group
evalua
tion

ation
throug
hout
the
project
work
time
and as
eviden
ced in
group
evalua
tion

Students turn in assignment by uploading it to an external hard drive. Teacher projects it


on whiteboard for class to assess as a whole.
Students take a whole class period to brainstorm in their groups, write out a story
summary, and create a 10 shot shotlist.
Written sheet of paper. Each student writes their shotlist in order to get a camera. Group
turns in stapled shotlists.
Students work in groups or get one on one help. Students get to see examples of story
ideas. Students also work as a class to get a music video done so they can get a teacher
model of how a video is created.

KNOWLEDGE
Basic Shots:
-wideshot
-medium shot
-close up
-extreme close up

Content / Skill

Composition Shots:
-group shot
-leading lines
-rule of thirds
-repetition of shapes
-contrast in content
-unusual angles
Production Roles:
-director
-camera person
-actor
-art
-editor

Delivery Mode
Differentiation

Skills: edit on iMovie, upload video using photo transfer app


iMovie, note taking
Highly differentiated as students were asked to take notes, plan ahead, but also do hands
on video making. Also group members are each assigned a role based on abilities and
interest: director, camera, actor, art, editing.

KNOWLEDGE APPLICATION
Applying learned
Students planned, produced, and edited entire video themselves.
knowledge
and/or skill
iMovie & external hard drive
Delivery Mode
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LESSON PLAN2
LESSON PROCEDURE and SEQUENCE
List the steps on how to conduct this lesson, give enough information so that another instructor would be able to
conduct the lesson but without giving a complete script yet still including important vocabulary or questions
[add or delete rows as needed]

Teacher passes out project rubric and instructions. Teacher shows examples of 10 shot video
production.
Students get into groups of 3 and brainstorm story ideas, write a story summary, and fill out a
2 10 shotlist.
Once completed, students get camera from teacher.
Students get 1 day of rehearsal (30 minutes indoor & 30 minutes outdoor) to test out their
3
story & shots.
4 Students get 1 day of shooting (30 minutes indoor & 30 minutes outdoor).
Students upload their videos using photo transfer app and choose royalty free songs to use in
5
videos.
Students get demonstration of iMovie and guided practice editing their videos (uploading,
6
cutting, splitting, transitioning).
Students get 2 class periods to edit iMovie. On second class day, teacher explains how to slate
7 videos with titles and credits. Also, students export their videos onto external harddrive and
write out their presentation speeches.
8 Students present their videos to class. Class votes on their favorite video.
RESOURCES
http://www.hawaiicreativemedia.org/activities
Resources and
Citations
1

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Copyright 2009 HI DOE, Office of Curriculum, Instruction & Student Support, HI Virtual Learning Network