Lesson Plan for Media Literacy

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1 Constructions Beliefs & Values Audience Intent Form Lesson Plan for Media Literacy Text Production Audience Lesson Focus: What is the focus of the lesson? How will I teach it? The focus of this shared lesson is (i) to review the remaining stages of video production and (ii) to review the roles and responsibilities of video production crews before students head into the final stages of producing their 'anti-bullying' videos. Rationale: Why am I teaching this lesson? During previous observations, it was noted that several students are behind in their video production. This lesson will ensure that students understand (i) all the steps involved in video production and (ii) the roles and responsibilities of the production crews. In reviewing the effective group skills established by the class, students will understand how to work cooperatively and contribute effectively in their groups. Assessment: How will I know when my students are successful? Information regarding the students degree of success will be provided by observing them and recording the assessment data using the following tools: Effective Group Skills Checklist (Handout #3) Anecdotal Record Sheet (Appendix A) Production Crew Checklist (Appendix D) Media Log Checklist (Handout #1) Technical Production Rating Scale (Handout #4) 'Anti-Bullying' Video Production Rubric (Handout #6) Prior Knowledge: What prior knowledge do my students need in order to be successful with the focus of this lesson? Prior to this lesson, students will need to: view some examples of videos pertaining to bullying; review the roles and responsibilities assigned during the production of the 'anti-bullying' video; Media Literacy 1 Queen's Printer for Ontario, 2006

2 understand the Media Triangle; complete their storyboards, write their scripts, and determine the location, audio/sound, and prop requirements for their videos; have experience working with the video equipment and editing suite and know how to work cooperatively in groups. Curriculum Expectations: What expectations will I address? Language: Media Literacy: Grade 5 create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts; Language: Oral and Visual Communication: Grade 5 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups; Health and Physical Education: Healthy Living: Grade 5 explain how people s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others; apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations; identify strategies to deal positively with stress and pressures that result from relationships with family and friends; identify the factors that motivate participation in daily physical activity. Materials/Preparation for Teaching: What do I need to know, have, and be able to do before I can begin the lesson? Media Triangle (Appendix B) Media anchor charts (Appendix C1, Appendix C2) Production Crew Checklist (Appendix D) Video Assignment Sheets (Appendix E) Video Production folders 5-part Production anchor chart (see Video Assignment Sheet) Role props (hat and scarf for director, etc.) Travelling lab bins (for camera, lighting, and sound equipment) Media Literacy 2 Queen's Printer for Ontario, 2006

3 Student Agendas Effective Group Skills Checklist (see Video Assignment Sheet) Differentiated Instruction: How can I ensure that I am meeting the needs of all my students? Post anchor charts and visual schedules on the walls of the classroom to act as reminders for crews. Give leadership opportunities to the expert users of technology so that they can assist students with little to no prior experience in operating video equipment. Consider modifying the length of the script, offering additional writing time, or extending the due date so that all groups can get the task done on time. Modelled/Shared Lesson: Before: Activate prior knowledge by reminding students they will be producing videos to illustrate their anti-bullying message. Review the multi-step process of Video Production, referring to the large-scale anchor chart on the wall. Elicit responses from students as they recall what happens during 4 of the 5 stages: Exploration, Development, Pre-production, and Production. Remind them to refer to their Video Production folders if necessary. Ask students to review and describe the different roles involved in the stages of Video Production (refer to Video Production Roles on the Video Assignment Sheet). Remind students to use effective group work skills while working on production. Leave the Effective Group Skills anchor chart posted in the classroom. During: Have students interact with one another as they use video equipment in various locations around the school. Gather assessment information as students circulate around school filming as Actors, Directors, and Camera people. After: Have students compose media log journal entries reflecting on the group's progress. Media Literacy 3 Queen's Printer for Ontario, 2006

4 Independent Whole Group: Have students work in their production-crew groups to complete their "anti-bullying" videos. Circulate and observe students' group skills as they use the class-generated anchor chart. Record findings on the Anecdotal Record Sheet. Guided Small Group: In a small-group setting, work with the production crew whose script-writing is behind schedule. Review the 5 steps of Video Production that were discussed earlier. Use a think-aloud to explain to students the work they should have completed to this point. Tell them that they are going to review the Effective Group Skills Checklist that the class generated. Have them turn to their partner and identify what the main problem has been. Facilitate a conversation to help the group problem-solve how they will complete all the remaining steps of video production in the class time remaining. Conferencing Small Group: Conference with "Bullying Bites Productions" crew members as they work through the editing process. As students explain what they have already edited based on the Tips for Post-Production and why, record individual student progress on the Anecdotal Record Sheet. Discuss next steps with the students, constantly referring to the 'Anti-Bullying' Video Production Rubric. Recommend that the group seek feedback from another group prior to finishing the video. Set a tentative video showcase date with the group. Sharing/Reflection: Were my students successful? Did my instructional decisions meet the needs of all students? What worked well? What will I do differently in the future? What are my next steps? Did I provide my students with enough time to practise using the video equipment? Did the groups I created work well at this stage of the Video Production project? How have I included the TEXT and AUDIENCE sides of the Media Triangle in my teaching of this PRODUCTION-focused project? Media Literacy 4 Queen's Printer for Ontario, 2006

5 Appendix A: Anecdotal Record Sheet Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Name: Media Literacy 5 Queen's Printer for Ontario, 2006

6 Appendix B: Media Triangle Media Literacy 6 Queen's Printer for Ontario, 2006

7 Appendix C1: Camera Angles The camera angle is the angle at which the camera is placed relative to the subject. LOW ANGLE NORMAL OR STRAIGHT ANGLE HIGH ANGLE camera is looking up subject looks large angle creates the impression of power in subject camera is at eye-level of subject subject looks even with, or equal to, viewer angle makes viewer feel equal to subject and may even cause viewer to identify with subject camera is looking down subject appears small angle creates the impression of weakness in subject Media Literacy 7 Queen's Printer for Ontario, 2006

8 Appendix C2: Types of Shots Abbreviation Meaning Description Effect ECU extreme close up eye/face to indicate aggression, cause discomfort CU close up head/ head & shoulders to show reactions, create intimacy (no more than 2-3 people in shot) MS medium shot to waist 2-3 people in shot MLS medium long shot full body a normal view LS long shot room a normal view ELS extreme long shot house to establish the setting ES establishing shot city to establish the locale Media Literacy 8 Queen's Printer for Ontario, 2006

9 Appendix D: Production Crew Checklist This assessment recording sheet will be used to assess how well each group member is working in the production crews. Date: Director Name: uses storyboard to set up scene makes sure Camera Person captures shots makes sure Actors follow the script directs action, cuts and retakes demonstrates effective group work skills Teacher Comments: Camera Person Name: operates the camera/lighting based on the shot list checks with Director to verify shot follows directions of the Director Teacher Comments: Actor #1 Name: memorizes lines and acts out the scene as described in the storyboard/script follows directions of the Director and Camera Person Teacher Comments: Actor #2 Name: memorizes lines and acts out the scene as described in the storyboard/script follows directions of the Director and Camera Person Teacher Comments: Media Literacy 9 Queen's Printer for Ontario, 2006

10 Appendix E: Video Assignment Sheet Steps What happens? How will I know how I am doing? 1. Exploration Students are introduced to: equipment camera techniques storyboarding and video editing software video technique analysis, storyboarding Media Log Checklist (Handout #1) Students get to film and edit a practice mini-project. 2. Development Students brainstorm ideas and get approval for them. Students present Anti-Bullying Video Pitch to teacher. 3. Pre-production Students plan, research, and prepare their videos based on the Anti-Bullying Video Production Rubric. Students create Shot List which includes: a description of the action and the location type and length of each shot camera angles and movement other audio Group writes script. 4. Production Planning is complete, shooting takes place. Whole group helps arrange and clear up props for the set of each scene. Roles rotate among group members. Pitch approved by teacher Completed Storyboard Completed Shot List Teacher conferences with groups and provides feedback throughout writing process. Video Script Writing Rubric (Handout #2) Effective Group Skills Checklist (Handout #3) Technical Production Rating Scale (Handout #4) Media Literacy 10 Queen's Printer for Ontario, 2006

11 Video Production Roles Director: uses a storyboard to set up scene makes sure Camera Person captures shots makes sure Actors follow the script directs action, cuts, and retakes Actor: memorizes lines and acts out the scene as described in the storyboard/script follows directions of the Director Camera Person: operates the camera and lighting based on the shot list follows directions of the Director 5. Post-production Group edits video and provides feedback to peers in other groups. Each person takes a turn editing a portion of the video. Tips for Post Production (Handout #5) Anti-Bullying Video Production Rubric (Handout #6) Adapted with permission from Write to Produce Project, Halton District School Board (April 2006) Media Literacy 11 Queen's Printer for Ontario, 2006

12 Handout #1: Media Log Checklist A media log is like a journal. It is a place for you to jot down your responses, reactions, thoughts, and ideas about media. It is also a record of your experiences during this unit. Throughout the unit, you will be asked to respond in your log to what you are discussing, hearing, viewing, reading, writing, or representing with regard to a particular topic or task. This part of your media log will be shared with others, including the teacher, and may be evaluated. Your media log could include: Your profile as a mass media consumer; Your responses to particular issues in the mass media, using the Five Core Concepts and Questions as a tool; An analysis of a segment of the mass media, using the Media Triangle (TEXT, AUDIENCE, and PRODUCTION); and Your personal response to the ways the mass media influence you. You may also want to include in your media log articles, advertisements, and comments about various media. Keep this checklist in mind when completing a journal entry in your media log. My ideas are clearly stated and I have included evidence to support my thinking. My message is geared to the intended audience. The beginning, middle, and end of my media log entry are clearly indicated and tied together. Details, evidence, illustrations, or examples are included to support my main idea. My sentences vary in length and structure to make my writing more interesting. The sentences flow and move logically from one to the next. I have proofread my work for grammar, punctuation, and spelling errors. Media Literacy 12 Queen's Printer for Ontario, 2006

13 Handout #2: Video Script Writing Rubric Group: Ideas and Content Explain how people s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others. Apply and demonstrate conflict resolution strategies. Planning Plan for writing by generating, researching, and organizing ideas and supporting details for an intended audience and purpose. Drafting and Revising Draft and revise writing using appropriate informational/ literary/ graphical forms and stylistic elements for an intended audience and purpose. Editing, Proofreading and Publication Use editing, proofreading, and publication strategies to make writing accessible, understandable, and inviting for the audience. Level 1 Level 2 Level 3 Level 4 Script uses insufficient examples to describe how bullying can affect others. Script uses limited resolution strategies to deal with bullying. Examples and dialogue do not connect. Topic, audience, and purpose of script are unclear. Script includes limited persuasive language and point of view appropriate to convey the antibullying message. Final draft of script does not follow editing guidelines and conventions developed with peers and the teacher. Script depicts conflict situation from one perspective. Script portrays few conflict resolution strategies to deal with bullying. Examples and dialogue seldom connect. Intended topic, audience, and purpose of script are somewhat unclear. Script includes some persuasive language and one point of view appropriate to convey the anti-bullying message. Final draft of script follows several editing guidelines and conventions developed with peers and the teacher. Script portrays a conflict situation, and explains how bullying can affect the feelings and reactions of others. Several conflict resolution strategies are introduced. Examples and dialogue usually connect. Intended topic, audience, and purpose of script are clear. Script includes some persuasive language and points of view appropriate to convey the anti-bullying message. Final draft of script follows most editing guidelines and conventions developed with peers and the teacher. Script describes a realistic conflict situation and clearly portrays from multiple perspectives how bullying can affect the feelings and reactions of others. Several different conflict resolution strategies have been clearly identified and portrayed. Intended topic, audience, and purpose of script are made clear through the consistent use of well-connected ideas and dialogue. Script includes effective persuasive language and multiple points of view appropriate to clearly convey the anti-bullying message. Final draft of script follows all editing guidelines and conventions developed with peers and the teacher. Comments: Media Literacy 13 Queen's Printer for Ontario, 2006

14 Handout #3: Effective Group Skills Checklist Come to class prepared Stay on task Handle equipment with care Take turns Remember important information Listen and respect others Agree to disagree No put downs Media Literacy 14 Queen's Printer for Ontario, 2006

15 Handout #4: Technical Production Rating Scale Technical Components Camera Techniques Shots are clearly focused and wellframed. Camera placement and movement is shown for the desired effect to suit the message. Video Cropping The clips show no excess footage. Clip Selection Clips fit the storyline. Clips are just long enough to make each point clear. Clip length varies to suit the scene. Transitions Transitions between clips vary to suit the mood and context. Sequence Clips are in an appropriate order to tell the idea effectively. Titles Titles are clear and easy to read, appropriate size, pace and add to the content. Follow conventions. Sound Sound is well coordinated with visuals. Sound choice adds to the meaning or tone. Awareness 1 Developing 2 Proficient 3 Exemplary 4 Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Almost never Sometimes Often Most of the time Comments: Total: out of 32 *Adapted with permission from the "Write to Produce" Project, Halton District School Board (June 2006) Media Literacy 15 Queen's Printer for Ontario, 2006

16 Before Editing Handout #5: Tips for Post-Production Review the editing software and how to connect the camera to the computer, as required. Have the class discuss collaborative strategies for editing (e.g., all students group around the computer, each person has a turn at using the computer, the group makes recommendations). During Editing Have students download digital footage from camera onto computer and into editing suite. Have groups review their footage. Have students filter through all "takes" in the footage, and delete the "takes" they will not use. Have students save the trimmed down version of the video with a new file name. Have students insert a small amount of lead time at the beginning and end of each clip. Have groups edit the clips and arrange them in the appropriate order, using the storyboard as a guide. See that transitions, sound, titles, credits, etc., are added as required, including 10 seconds of black screen at the beginning and end of each video. Have each group conduct a "test screening" with another group. The other group can provide feedback and suggest revisions that will bring more clarity and impact to the story and improve the overall product. Have groups revise their video, as necessary. After Editing Back up all production crew videos on the school network or copy them on an external hard drive to ensure that all final products are securely saved. Ensure that videos are transferred to a format appropriate for the final viewing. For example: exported to tape using the camera, and then made into a VHS copy exported as a QuickTime, RealPlayer, or Windows Media Player movie burned to a DVD Get videos ready for the sharing celebration. Adapted with permission from "Write to Produce", Halton District School Board, April 2006 Media Literacy 16 Queen's Printer for Ontario, 2006

17 Handout #6: 'Anti-Bullying' Video Production Rubric Ideas and Content Explain how people s actions (e.g., bullying, excluding others) can affect the feelings and reactions of other. Apply and demonstrate conflict resolution strategies Level 1 Level 2 Level 3 Level 4 Video clip uses insufficient examples to describe how bullying can affect others. Video clip uses limited resolution strategies to deal with bullying. Video clip depicts a conflict situation from only one perspective. Video clip portrays few conflict resolution strategies to deal with bullying. Video clip portrays a conflict situation and explains how bullying can affect the feelings and reactions of others. Video clip presents several conflict resolution strategies to deal with bullying. Video clip describes a realistic conflict situation and clearly portrays how bullying can affect the feelings and reactions of others from multiple perspectives. Video clip clearly identifies several effective conflict resolution strategies to deal with bullying. Organization Generate, gather, and organize ideas and information to write for an intended purpose and audience. Clip Selection Clips do not fit the storyline. Clips are not long enough to make each point clear. Clip length does not vary to suit the scene. Transitions Transitions between clips are used inappropriately. Sequence Clips do not appear in proper sequence to tell the story. Clip Selection Clips rarely fit the storyline. Clips are seldom long enough to make each point clear. Clip length does not vary to suit the scene. Transitions Transitions between clips rarely vary to suit the mood and context. Sequence Clips sometimes appear in proper order to tell the idea as outlined in the storyboard. Clip Selection Clips sometimes fit the storyline. Clips are often long enough to make each point clear, and the clip length usually varies enough to suit the scene. Transitions Transitions between clips often vary to suit the mood and context. Sequence Most clips are in an appropriate order to tell the idea as outlined in the storyboard. Clip Selection Clips consistently fit the storyline. Clips are just long enough to get the message across, and the clip length varies to suit the scene. Transitions Transitions between clips vary to effectively suit the mood and context of the intended message. Sequence Clips appear in the proper order to effectively tell the idea as outlined in the storyboard. Effective Use of Language/Expression Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to Script/Screenplay Very few sentences vary in length or structure. Dialogue sounds unrehearsed and unnatural. Majority of all Script/Screenplay Some sentences may vary in length but not in structure. Dialogue sometimes sounds unnatural. A few sentences vary in length and have Script/Screenplay Most sentences vary in length and structure. Dialogue usually sounds natural. The majority of Script/Screenplay Sentences vary in length as well as structure. Dialogue sounds natural. Purposeful and varied sentence beginnings add variety and Media Literacy 17 Queen's Printer for Ontario, 2006

18 correct errors, refine expression, and present their work effectively. Voice and Audience Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques. Symbolic and Technical Conventions Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning. Level 1 Level 2 Level 3 Level 4 different beginnings. sentences begin in a variety energy. of ways, and sentence lengths usually vary. sentences begin the same way and are of the same length. Titles Only a few titles are clear and easy to read. Font size is inappropriate and distracts from the content. Titles do not follow conventions. The development of the anti-bullying message in the video is limited and does not represent a point of view. Camera techniques: Shots are blurry and do not appear in frames. Camera placement and movement are inappropriate for the desired effect to suit the message. Video cropping: Many clips show excess footage. Sound Sound and visuals are rarely well coordinated. Sound choice distracts from the meaning or tone. Titles Some titles are clear and easy to read and of appropriate size. Pace of titles adds to the content in a few cases. Some titles follow conventions. The anti-bullying message in the video clip is somewhat realistic but doesn t reflect a unique or individual perspective on the topic. Camera techniques: Some shots are clearly focused and well framed. Camera placement and movement are sometimes chosen for the desired effect to suit the message. Video cropping: The clips show some excess footage. Sound Some sound clips are well coordinated with visuals. Sound choice usually adds to the meaning or tone. Titles Most titles are clear and easy to read. Font size is usually appropriate, and pace of titles adds to the content. The majority of the titles follow conventions. Video clip is realistic, and somewhat engaging. Video usually makes the viewer think about, and react to, the group's ideas and point of view. Camera techniques: Most shots are clearly focused and well framed. Camera placement and movement are often chosen for the desired effect to suit the message. Video cropping: Most clips show no excess footage. Sound Sound is well coordinated with most visuals. Sound choice adds to most of the meaning or tone. Titles All titles are clear and easy to read. Font size is appropriate, and pace of titles adds to the overall message of the video. All titles consistently follow rules and conventions. Video clip is realistic, and engaging. Video makes the viewer think about, and react to, the group's ideas and point of view. Camera techniques: Shots are clearly focused and consistently well framed. Camera placement and movement are effectively chosen for the desired effect to suit the message. Video cropping: The clips show no excess footage. Sound Sound is always well coordinated with visuals. Sound choice adds to the overall meaning or tone. Adapted with permission from the "Write to Produce" Project, Halton District School Board (February 2006) Media Literacy 18 Queen's Printer for Ontario, 2006

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