🗓️ Before Class: Teacher Prep
- Gather/set out: Camera (video), Tripod, if available, Computer with video editing software, Shot list template.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
- Day 3: 📋 Open Substitute Guide
🎯 Essential Question
- How do we capture and edit a short video for a real school purpose?
📈 Learning Objectives
By the end of this lesson (3 Days), students will be able to:
- Plan a short video (announcement, event recap, or promo) with a clear purpose and audience.
- Capture clean footage using the studio's camera(s).
- Edit the footage into a finished short video using a basic non-linear editor, and export it correctly for its intended use.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
Industry Standards (CCTC)
- AR-VIS 3-3 — Analyze multimedia applications of software/hardware for the purposes of visual communication.
📚 Key Vocabulary
- Shot List
- A planned list of the specific shots needed before filming begins.
- Non-Linear Editor (NLE)
- Video editing software that lets you arrange and rearrange clips freely.
- Export Settings
- The resolution, format, and platform-specific settings a finished video needs for its destination (e.g. a screen in the lobby vs. social media).
🧰 Materials & Tools
- Camera (video)
- Tripod, if available
- Computer with video editing software
- Shot list template
🧠 Do Now (Warm-Up)
Think of a school announcement or event video you've seen. What made it feel professional (or not)?
📋 Main Workshop / Lesson Sequence
This lesson spans 3 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Plan | Do Now (5 min, above): what makes an announcement video feel professional? Mini-lesson (10 min): planning a video's purpose and audience. Independent planning (25 min): define the video's purpose and audience, and write a shot list. Share (5 min). |
| Day 2 | Capture | Do Now (5 min): review your shot list. Mini-lesson/demo (8 min): basic camera/tripod setup for clean footage. Independent capture (27 min): film the planned shots, checking footage quality as you go. Log & back up footage (5 min). |
| Day 3 | Edit & Export | Do Now (5 min). Mini-lesson/demo (8 min): a basic NLE workflow (import, trim, arrange, titles). Independent edit (27 min): assemble the footage, add basic titles/music if appropriate. Export (5 min): export at the correct settings for where it will be shown. |
✅ Assessment & Exit Ticket
Finished video scored with a rubric: matches the planned purpose/audience, clean footage, correctly exported for its destination.
Exit Ticket: What was the hardest part of turning your raw footage into a finished video?
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.