TEXAS CTE LESSON PLAN

www.txcte.org

Lesson Identification and TEKS Addressed

Career Cluster Information Technology

Course Name Digital and Interactive Multimedia

Lesson/Unit Title Video Production

TEKS Student 130.307. (c) Knowledge and Skills
Expectations (8) The student demonstrates appropriate use of video equipment
and techniques.
(A) The student is expected to demonstrate proper use of
safety procedures while using digital video equipment
(B) The student is expected to demonstrate proper use of
terminology in relation to video technology
(C) The student is expected to demonstrate proper ethics in
the use of digital video photography equipment to capture
video images
(D) The student is expected to transfer video images from
equipment to the computer
(E) The student is expected to apply videographic
enhancement and editing techniques such as panning,
transitioning, zooming, content editing, and synchronizing
audio and video using appropriate digital manipulation
software
(F) The student is expected to export video files in digital
formats to be used in various delivery systems such as
podcasts, downloadable media, social media, and streaming
video
Basic Direct Teach Lesson
(Includes Special Education Modifications/Accommodations and
one English Language Proficiency Standards (ELPS) Strategy)

Performance Objective:
Instructional Objectives
After completing this assignment, the student will be able to
 Apply video production film techniques to plan, research, create,
produce, and publish a video project
Specific Objectives:

* Special Education Modifications or Accommodations, if applicable

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  to apply safety techniques during video pre-production,
production, and post production
 to evaluate, analyze, and critique the quality of existing video
productions to judge audio, film and camera techniques
 to understand the importance of the target market during pre-
production, production, and post-production decision-making
 to understand and evaluate content necessary for
storyboard creation during preproduction
 to provide collaborative feedback to all participants and roles
involved during a video production, to include producer,
director, writer, videographer, editor, and actors
 to understand and apply a variety of camera angle techniques
and the rule of thirds to video productions
 to create and edit video productions publishable in the
appropriate file formats according to target market needs
In today’s high-tech society, students should know how to create a video
Rationale
production film project.
Duration of Lesson Teacher’s Discretion
Word Wall/Key
Vocabulary
(ELPS c1a, c, f; c2b; c3a, b,
d; c4c; c5b) PDAS II (5)
Instructional Aids:
Materials/Specialized
 Video Production handout
Equipment Needed
 Storyboard
 Video Production Rubric
 Video Production Peer Review
Materials Needed:
 Flash Drive
 Computer
Equipment Needed:
 Students will need access to presentation and/or video editing
software, online video or presentation creation tools, a digital
camera, a video camera, word processing software for a
storyboard, digital imaging software and access to a classroom
website, channel or blog
Anticipatory Set
Engage: Students will take a short interactive quiz on video production to
(May include pre-
determine what they know, want to know and think they will learn about
assessment for prior
video production.
knowledge)
Instructors may create their own short interactive quiz. Examples
and further instructional aids may be found by doing an internet

* Special Education Modifications or Accommodations, if applicable

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 search for video production basics.
Direct Instruction * The instructor will show a short presentation introducing video and
multimedia production.

Ask: "Why is it important to plan before producing video project?"

Ask: "How can your team plan appropriately?"

Ask: "Why is it important to understand filming techniques and how can

they be used to create a unified product?"

Ask: "How can you ensure that video productions meet target market
needs?"

 Students will be divided into groups of 2-3. Each group will be given
a topic to research and questions to answer (use video production
handout)

 Students will create a storyboard for building an informative web

product on video production basics that include multimedia, video
production, or web presentation mediums.

 Students in cooperative groups will create an informative and

collaborative web presentation, multimedia or video production to
teach the public about video production basics. (use video
production rubric)

 Students will publish their informative presentation, multimedia, or

video to a classroom website (use video production rubric)

 Students will evaluate other student collaborative video

productions using the Student as The Teacher Video Production
Peer Review sheet
Guided Practice * The instructor will deliver a short presentation introducing video
production basics, video production safety, and the Video
Production assignment.

Students will be placed in collaborative groups of 2-3. The instructor will

provide each student with a Video Production handout. The instructor
will remind students of media literacy guidelines for research.

* Special Education Modifications or Accommodations, if applicable

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 Each group will be assigned a topic for research and will complete the
questions for each topic as listed below:

1. Topic One - Pre-production:

 Student one - storyboard strategies, steps for
creating a storyboard and script writing
 Student two -target market planning for video production
and planning Interviews for video production
 Student three - roles in film and video production safety
2. Topic Two - Production:
 Student One - rule of thirds and film techniques
 Student Two - effective video camera angles
 Student Three - lighting and audio techniques
3. Topic Three - Post-production:
 Student One - video editing tips
 Student Two – distribution
 Student Three - evaluating video productions
Independent Students will:
Practice/Laboratory  research their topic, create and contribute research to a
Experience/Differentiate collaborative group outline
d Activities *  share their research and teach their groups about their research
task
 produce an informative multimedia storyboard on their topic
 plan, produce, and edit a group video or multimedia
presentation on their group topic
 publish their final group multimedia or video production on
an informative classroom blog, channel, or website to teach
the public about their video production topic
 showcase their group production to all students in the course
 view and evaluate each group’s Video Production project
 be provided with copies of assignment, worksheets and rubric
Review steps necessary to create a video project from start to finish.
Lesson Closure

Summative/End of Informal Assessment:

Lesson Assessment * The teacher will conduct periodic progress checks. Graded class work
provides students with feedback
Ask: " How does your topic influence the effectiveness of the video
production?"
Ask: "Why is it important?"
Ask: " How will you share the information you have found with others?"
Video Production Peer Review should be used to evaluate peer projects

* Special Education Modifications or Accommodations, if applicable

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 Formal Assessment:
Video Production Rubric

References/Resources/
Teacher Preparation

Additional Required Components

English Language
Proficiency Standards
(ELPS) Strategies

College and Career

Readiness Connection1

Recommended Strategies

Reading Strategies

Quotes
Multimedia/Visual
Strategy
Presentation Slides +
One Additional
Technology Connection
Graphic
Organizers/Handout

Writing Strategies
Journal Entries + 1
Additional Writing
Strategy

Communication
90 Second Speech Topics

Other Essential Lesson Components

Enrichment Activity Students could create an Information Technology blog or portfolio
(e.g., homework on video production techniques and best practices.
1
Visit the Texas College and Career Readiness Standards at
http://www.thecb.state.tx.us/collegereadiness/CRS.pdf, Texas Higher Education Coordinating Board
(THECB), 2009.

* Special Education Modifications or Accommodations, if applicable

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 assignment)
Family/Community
Connection

CTSO connection(s) SkillsUSA,

TSA

Service Learning
Projects

Lesson Notes

* Special Education Modifications or Accommodations, if applicable

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