674+Final+Project

__Final Project __

Summary of the issue, challenge, investigation, scenario, or problem: |||||||||||||||||||||||||||||||| This lesson will integrate writing in a video class. Students will research controversial topics and create a report. They will create scripts informing us about the topic. I will expose them to Green Screens and demonstrate how to use it in MovieMaker. Students will video tape, edit, add sound, and use voice-overs (if needed) to create their final video. They will creatively incorporate a green screen to enhance their video. Videos will be shared on CNN- our morning news station. ||  || How will we present all the information professionally and accurately? How does using a green screen affect the outcome of your movie? What are the top 10 priorities when producing a video? Why is it important to inform the audience on both sides of a controversial topic? ||  || Write number and standard |||||||||||||||||||||||||||||||| [] **__COMMUNICATION / PRESENTATION__** Use application software to present a product to a given audience Work with other students to create / present a product Create a document that can be published to the Internet / Intranet (c) Knowledge and skills. (1) **Foundations.** The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency; (D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; (E) use technology terminology appropriate to the task; (F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents; (2) **Foundations.** The student uses data input skills appropriate to the task. The student is expected to: (D) develop strategies for capturing digital files while conserving memory and retaining image quality. (5) **Information acquisition.** The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files; (B) demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs; and (C) use on-line help and other documentation. (8) **Solving problems.** The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; (C) use groupware, collaborative software, and productivity tools to create products; (10) **Communication.** The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge.. The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports; (B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics ||  || to be explicitly //taught and assessed// (T+A) or that will be //encouraged// (E) by project work, but not taught or assessed: |||||||||| Collaboration || x ||||  |||||||||| Other: ||   ||||   ||   || **(During Project)** |||||||||| Quizzes/Tests ||||   |||||||||||| Practice Presentations ||   ||   || **(End of Project)** |||||||||| Written Product(s), with rubric: |||| x |||||||||||| Other Product(s) or Performance(s), with rubric: || x ||  || **Needed** |||||||| **On-site people, facilities:** |||||||||||||||||||||||||| * Mr. Meyer, Theater Arts Teacher  ||   || * free music and Youtube-Green Screen Movies web sites-Middleschoolsdebate.com, Suit101.com, Idebate.org, teachertube.com, youtube videos on green screen ||  || **Methods** |||||| **(Individual, Group, and/or Whole Class)**  |||||||||| Journal/Learning Log |||| x |||||||||||| Focus Group ||   ||   ||
 * Project Overview ||  ||
 * **Name of Project:** |||||||||||||||||||| **Green Screen This!** |||||||||||| **Duration: 10 class periods** ||  ||
 * **Subject/Course: Video Productions I and II** |||||||||||| **Teacher(s): Mrs. K-J** |||||||||||| **Grade Level: 7th and 8th** ||  ||
 * **Other subject areas to be included, if any:** |||||||||||||||||||||||||||||||| **Language Arts** ||  ||
 * **Project Idea**
 * **Project Idea**
 * **Driving/Essential Questions** |||||||||||||||||||||||||||||||| Given a particular controversial topic, how do we inform the public on the story?
 * **Content and technology Standards** to be addressed:
 * Content Standards**:
 * Technology Standards:**
 * || T+A |||| E ||||||||||  || T+A |||| E ||   ||
 * **21st Century Skills**
 * ^  |||||||||| Presentation || x ||||   |||||||||| creativity ||   |||| x ||   ||
 * ^  |||||||||| Critical Thinking: ||   |||| x |||||||||| Information, media and technology skills || x ||||   ||   ||
 * ||||||||||||||||||  ||   |||||||| **Presentation Audience:** ||   ||
 * **Culminating Products and Performances** |||||| **Group:** |||||||||||||||||||||| * students will be placed in groups and decide on which topic they will like to report. Students will research more on the chosen topic, write a script, video tape show/movie, edit, add sound and music, and use a green screen to enhance their report. |||| Class: |||||| x ||
 * ^  ||||||^   ||||||||||||||||||||||^   |||| School: |||||| x ||
 * ^  ||||||^   ||||||||||||||||||||||^   |||| Community: ||||||   ||
 * ^  |||||| **Individual**: |||||||||||||||||||||| * each student will research one controversial topic and “pitch” the idea to their group. |||| Experts: ||||||   ||
 * ^  ||||||^   ||||||||||||||||||||||^   |||| Web: |||||| x ||
 * ^  ||||||^   ||||||||||||||||||||||^   |||||||||| Other: ||
 * Project Overview ||  ||
 * **Entry event** to launch inquiry, engage students: |||||||||||||||||||||||||||||||||| **Show clips from 20/20 and one other type of Journalism. Discuss** ||  ||
 * **Assessments** |||||| **Formative Assessments**
 * ^  ||||||^   |||||||||| Journal/Learning Log |||| x |||||||||||| Notes ||   ||   ||
 * ^  ||||||^   |||||||||| Preliminary Plans/Outlines/Prototypes |||| x |||||||||||| Checklists ||   ||   ||
 * ^  ||||||^   |||||||||| Rough Drafts |||| x |||||||||||| Concept Maps ||   ||   ||
 * ^  ||||||^   |||||||||| Online Tests/Exams ||||   |||||||||||| Other: ||   ||   ||
 * ^  |||||| **Summative Assessments**
 * ^  ||||||^   |||||||||| Oral Presentation, with rubric ||||   |||||||||||| Peer Evaluation ||   ||   ||
 * ^  ||||||^   |||||||||| Multiple Choice/Short Answer Test ||||   |||||||||||| Self-Evaluation ||   ||   ||
 * ^  ||||||^   |||||||||| Essay Test ||||   |||||||||||| Other: ||   ||   ||
 * **Resources**
 * **Resources**
 * ^  |||||||| **Equipment:** ||||||||||||||||||||||||||  * computers, light pro, software, video cameras,  ||   ||
 * ^  |||||||| **Materials:** ||||||||||||||||||||||||||  * tapes of 20/20 and one other news show, (Akmans Army) and Wha Would You Do tv show.
 * ^  |||||||| **Community resources:** ||||||||||||||||||||||||||   ||   ||
 * **Reflection**
 * **Reflection**
 * ^  ||||||^   |||||||||| Whole-Class Discussion |||| x |||||||||||| Fishbowl Discussion ||   ||   ||
 * ^  ||||||^   |||||||||| Survey ||||   |||||||||||| Other: ||   ||   ||

to successfully complete culminating products and performances, and do well on summative assessments |||| **Scaffolding / Materials / Lessons to be Provided** by the project teacher, other teachers, experts, mentors, community members ||
 * Project Teaching and Learning Guide ||
 * **Project: Using Green Screens** |||| **Course/Semester: Video Productions I & II** ||
 * **Knowledge and Skills Needed by Students (Learning Targets)**
 * **Knowledge and Skills Needed by Students (Learning Targets)**
 * The learner will demonstrate knowledge and appropriate use of hardware components, software programs, and their connections. |||| è || by the project teacher, computer, cameras, green screen software, show and example of a green screen effect, break down the parts and demonstrate to the students ||
 * The learner will use data input skills appropriate to the task. |||| è || by the project teacher and Mr. Meyer, cameras, effects of camera shots, ex, close up, zoom out… ||
 * The learner will acquire electronic information in a variety of formats, with appropriate supervision. |||| è || By the project teacher, computer, software, Internet, demonstrate how to use “help” in a program, demonstrate how to save video files as an mp3, use converter when necessary ||
 * The learner will use research skills and electronic communication, with appropriate supervision, to create new knowledge. |||| è || by project teacher, computer and Internet, model research skills using Google ||
 * The learner will design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics |||| è || by project teacher, computer, software programs such as; MovieMaker, Audicity, Lame…show a finished product for students using modeling techniques to be taught ||
 * |||| è ||  ||
 * |||| è ||  ||

Show a finished product of a movie (teacher made) modeling techniques to be taught Discuss controversial topics and stress that these movies will be shown to the school on CNN. Individual work, research and outline a controversial topic, Google will be use || Put into groups and have each student share their research ideas. Groups pick topic and more research |||| More research and start outlining movie/script Mr. Meyer in class to help with scripts and filming || Finish research and movie/script Mr. Meyer in class to help with scripts and filming || Video cameras passed out and filming begins Mr. Meyer in class to help with scripts and filming || Mr. Meyer in class to help with scripts and filming || Download movies, demonstrate how to use the green screen effect in MovieMaker Give time to explore |||| Work on project || Work on project || First half finishing touches on project Second half show time ||
 * **PROJECT CALENDAR** ||
 * **p** **roject: Using Green Screens** |||||| **Start Date:** ||
 * MONDAY || TUESDAY |||| WEDNESDAY || THURSDAY || FRIDAY ||
 * **PROJECT WEEK ONE** ||
 * Introduction to lesson and its components.
 * Introduction to lesson and its components.
 * **PROJECT WEEK TWO** ||
 * Filming
 * **PROJECT WEEK THREE** ||

= Script Rubric = **Clarity** || Video did not rock/shake and the focus was excellent throughout. || Video did not rock/shake and the focus was excellent for the majority of the video. || Video had a little rocking/shaking, but the focus was excellent throughout. || Problems with rocking/shaking AND focus. ||
 * || **CATEGORY** || 4 || 3 || 2 |||| 1 ||
 * || **Grammar & Spelling (Conventions)** || Writer makes 1-2 errors in grammar or spelling. || Writer makes 3-4 errors in grammar or spelling. || Writer makes 5-6 errors in grammar or spelling. |||| Writer makes more than 6 errors in grammar or spelling. ||
 * || **Capitalization & Punctuation (Conventions)** || Writer makes 1-2 errors in capitalization and/or punctuation. || Writer makes 3 or 4 errors in capitalization and/or punctuation. || Writer makes 5-6 errors in capitalization and/or punctuation. |||| Writer makes more than 6 errors in capitalization and/or punctuation. ||
 * || **Creativity** || The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. || The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. || The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. |||| There is little evidence of creativity in the story. The author does not seem to have used much imagination. ||
 * || **Writing Process** || Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. || Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. || Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. |||| Student devotes little time and effort to the writing process. Doesn't seem to care. ||
 * || **Easy to Understand & Follow** || Script is easy for a reader to understand and follow. It flows and makes sense. || Script has parts that are confusing but the overall intention is clear. || Script is difficult to read and understand. It does not flow. An attempt has been made. |||| Script does NOT make sense. Reader can not follow or understand the intention or where the script is going. ||
 * **Video Rubric** ||  ||
 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Knowledge** || All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions. || All students showed excellent knowledge of content, but 1-2 students once needed note cards to talk or answer questions. || Most students showed excellent knowledge of content, but 1-2 often needed note cards to talk or answer questions. || Most students needed note cards to talk and to answer questions. ||
 * **Content** || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * **Requirements** || All requirements of the investigation are met and exceeded. || All requirements of the investigation are met. || One requirement of the investigation was not completely met. || More than one requirement of the investigation was not completely met. ||
 * **Videography - Interest & Green Screen** || Many different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || Several (3-4) different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || One or two different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || Little attempt was made to provide variety in the video. ||
 * **Purpose** || Video has a clear and interesting purpose. || Video is interesting but purpose is somewhat unclear. || Video is not very interesting and purpose is somewhat unclear. || Video is not interesting and has no discernable purpose. ||
 * **Videography**
 * **Videography - Interest & Green Screen** || Many different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || Several (3-4) different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || One or two different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video. || Little attempt was made to provide variety in the video. ||
 * **Purpose** || Video has a clear and interesting purpose. || Video is interesting but purpose is somewhat unclear. || Video is not very interesting and purpose is somewhat unclear. || Video is not interesting and has no discernable purpose. ||
 * **Videography**