CSPAN Student Cam 2014

The competition has started!

SEM: AREA 145 Cast and Crew Reflections

1. View credits for "Area 145" or "Time Traveling Scarecrows from Outer Space"

2. Make corrections to credits.

3. View latest version of the film. (cross faded audio, color correction)

4. Record reflections and interviews with blue screen background.

Romeo and Juliet Reflection

OBJ: Students will practice documentary style interviews about the poetry and plays of Shakespeare.

TASK:

1. What questions do you have about the play?

2. Did the play end how you expected?

3. How would you change the story?

4. Did you recognize any of the feelings from the play?

MINI LESSON:

1. How to do a great interview.

WORKTIME:

1. Conduct interviews about Shakespeare's poetry and plays.

CLOSING:

1. Reflect

2. Group Share

HW: Read Act 5 Scene 3

Romeo and Juliet 3

OBJ: SWBAT recognize parallels between Shakespeare's poetry and plays and influence on cinema.

TASK: Would you want to live in Verona (the play's setting)?

WORKTIME:1. Scenes from Romeo + Juliet (1996).

CLO:

1.Reflect

2. Group Share

HW: Read Act 2 Scene 2

Romeo and Juliet 2

OBJ: SWBAT recognize parallels between Shakespeare's plays and influence on cinema.

TASK: How did this story look when it was originally performed in the 1590s?

WORKTIME:1. Scenes from Romeo + Juliet (1996).

CLO:

1.Reflect

2. Group Share

HW: Find out how much money this film made on imdb

Theatre and Film Props

OBJECTIVE:

SWBAT understand the duties of a properties master.

TASK:

1. What does your prop or set dressing reveal about the character?

2. What other items might this character have in their room?

OPENING:

1. Alfred Hitchcock's "Rear Window" (1954) Opening Scene (1:28-4:01)

2. Look for details given in the set and the props.

3. What do the set, set dressings, props and costumes tell us about the main character L.B. Jeffries and his world?

MINI-LESSON:

1. Read Wikipedia's Theatrical Property as a group.

WORKTIME:

1. In groups, brainstorm answer for questions on worksheet "Notes for Changes"

2. If internet is available locate locations or websites where other versions of this item are available.

3. Complete "Budget Form" for items.

CLOSING:

1. What does the Properties Master have to do? (5 min written)

2. Small Group Share - Everyone in small group shares their writing one at a time (5 min reading, listening and speaking)

3. Whole Class Share - One student from every table shares their thoughts for a minute (10 min)

Logging Footage

OBJ: SWBAT understand nonfiction writing used in production.

VOCAB:

Tape Log- a list of start and end times with info about what is being filmed, for the editor.

WORKTIME:

1. View Event

2. Create a log for the editor

CLO:

1. How does the tape log help the editor

2. Table Share / Group Share

HW: Google Tape Log

Charlie Chaplin "The Kid" (1921)

OBJ: SWBAT identify technological differences between time periods through art.

TASK: Silent Film- a movie with no talking, but with orchestration.

WORKTIME:

1. View and take notes on "The Kid"

CLO:

1. What differences were there between 1921 and now?

2. Table Share

3. Group Share

HW: research Charlie Chaplin.

Romeo and Juliet

OBJ: SWBAT recognize parallels between Shakespeare's plays and influence on cinema.

TASK: What films have two groups that don't get along?

WORKTIME:

1. Scenes from West Side Story.

CLO

1.Reflect

2. Group Share

HW: Find a fact about the play "Romeo and Juliet"

Why Shakespeare?

OBJ: SWBAT find places where Shakespeare poetry and plays are still performed?

TASK: Why do they still perform Shakespeare plays almost 400 years after his death?

WORKTIME:

1. "Why Shakespeare"

CLO:

1. Reflect

2. Group Reflect / Share

HW: Google Shakespeare sonnets and read one.

Shakespeare in Our Time

OBJ: SWBAT dissect Elizabethan drama and poetry.

TASK: What Shakespeare plays have you seen?

WORKTIME:

1. "Shakespeare in Our Time" (25:06)

CLO:

1. Reflect

2. Group Share

HW

Google Shakespeare monologues.

107: Recording Poems in Garageband

OBJ: SWBAT record poems into an audio file.

TASK: How should you read if you are recording a poem?

MINILESSON: Garageband recording your voice

WORKTIME:

1. Record poems

2. Add sound effects or music in the background

CLO: Reflect / Group Share

HW: google garageband and watch tutorial videos.

SEM: "Area 145" Cast and Crew Reflections

The students working on the film will comment by clicking on the "comments" below.

"I worked on the lighting. We tried to make sure the mood stayed consistent with the lighting throughout the film. We did this by using gels and similar lighting styles for each scene."

-Stu Dent (write your name at the bottom)

"Trimming the Fat" when Editing

OBJ: SWBAT make informed judgements about the flow of a sequence.

VOCAB:

shot sequence - a series of camera shots about one event.

flow - the pace of a movie. (Action usually fast, Drama usually slower than Action)

MINILESSON

1. Visit vimeo lessons and look for the differences between the two videos.

WORKTIME

1. Listen to poem or song.

2. Make a list of 5 things to shoot for a music video that would go with the poem or song. Describe the location, how it should look, the mood, and the color in great detail.

CLO:

1.Describe in great detail the best type of flow for the music video of the poem or song.

2.Why do you think so?

3. Group Share

HW: Visit Vimeo Video School and look for more video lessons.

Exporting movies as mp4 from iMovie

OBJ: SWBAT use iMovie to export their advertisement videos.
CC W-10 write over long and short periods of time
CC SL-5 include multimedia components and visuals for clarity and emphasis

TASK: What tips do you remember from Vimeo's Film School? (5 min)

MINILESSON: Model mp4 export. (5 min)

WORKTIME:

1. Use vimeo guidelines to export mp4 to the desktop

2. Copy file onto Zi8 "No Name" like a thumbdrive.

CLOSING:

1. How did the process go? (2 min)

2. Group Share (10 min)

HW: Review vimeo.com "film school"

Storyboard Poems

OBJ: SWBAT design media for poetry

TASK: "What is the mood of your poem? How will the video show the mood?"

WORKTIME:

1. Storyboard Poems

CLO: Group Share & Journal entry on "How did your design grow today?"

HW: Finish Storyboards for next class

Copyright

OBJ: SWBAT understand legal issues with media.

VOCAB:

creative works - something made by someone

derivative works - works related to previous work

tangible expression - physical proof of work, not just an idea

infringement - using a work without copyright owner's permission

sued - brought to a court hearing

fair use - use for education, parody or news

parody - to make fun of another work

WORKTIME:

1. As a table write a paragraph using all of the vocab words to describe copyright.

2. Copy into everyone's notebook

CLO: When is downloading music illegal? When is it not illegal?

HW: visit creativecommons.org

Email Poems to Submit

OBJ: SWBAT email edited poetry for submission.

VOCAB: email- online mail sent through the internet within seconds.

WORKTIME:

1. Type and Email mediaarts145@gmail.com

CLO: How did you complete the task?

HW: email poem to mediaarts145@gmail.com

Group Poem

OBJ: SWBAT create their own group poetry.

VOCAB:

1. rhyme - word that sound the same

2. alliteration - repeated consonant sounds (Sally sold sandstone)

3. assonance - repeated vowel sounds (Ape ate eight acorns)

4. meter or rhythm - how many "beats" or syllables per line

5. metaphor - comparison without using like or as (love is a rose)

6. simile - comparison using like or as (as strong as a bull)

7. personification - giving human traits to something (Wind whistled)

WORKTIME:

1. Write 4 total lines each Group Poem

CLO: Group Share

HW: google "poetic devices"

Get it, Shoot it, Cut it

OBJ: SWBAT identify techniques for media production

VOCAB:

WORKTIME:

1. http://vimeo.com/videoschool/101

2. What did you learn from the video?

3. Apply learning.

CLO: How could you use what you learned outside of school?

107: Social Networking

OBJ: SWBAT apply digital citizenship concepts to real life.

VOCAB:

social networking

profile

network

privacy settings

O/ML: Brainpop "Social Networking", Tell story...

WORKTIME:

1. Identify and define each of the words above with your group.

2. Discuss why privacy settings are important with your group.

CLOSING:

1. Why are there privacy settings on Facebook?

HW: Adjust privacy settings on Facebook accounts.

107: Facebook Ads

OBJ: SWBAT examine targeted advertising.

VOCAB:

Algorithm

Text mining

Keywords

real-time

WORKTIME

1. Read Aloud article

2. Define words above

3. Do you like real-time targeted ads on Facebook?

4. Table Share

CLO: Reflection

HW: Look for targeted ads online.

Langston Hughes "Weary Blues" (1923)

OBJECTIVE: Students will be able to analyze poetry as a form of historical research for planning a film.

VOCAB: Langston Hughes– Harlem Renaissance poet during the 1920s-1950s. (3 min in journal)

OPENING:1. Describe renaissance and why African Americans moved to Harlem. Unfair treatment in the southern United States (2-3 min)

2. View/Listen to poet Langston Hughes recite “Weary Blues” (0:00-5:55)

MINI-LESSON: Model how to create a storyboard. Utilizing jigsaw method groups will design a storyboard for production based on this poem. (2 min)

WORKTIME: Create storyboards for 4 lines from "Weary Blues" (20 min)

CLOSING:1. Tables share and describe choices (5 min)

2. Based on this poem what do you think the world like in 1923? (5 min silent)

HW: Google “Langston Hughes Poems” and read two more. What is similar?

107: Poetry, Mood and Mind Maps

OBJ: SWBAT design moods for media using sound, movement and pacing.

TASK: How does the mood show through your job (director, camera, sound, editor?)(5min)

MINILESSON: Update chart, laptop procedures, camera procedures (5min)

WORKTIME:

1. Interpret the poem using visuals and sound following your group's mood.(25 Min)

CLO: What did you learn? What did you do? (5Min)

HW: Visit Vimeo.com and look at videos relating to poetry.

106: Media & Main Idea

OBJ: SWBAT recognize and interpret a main idea of a passage.

VOCAB:

Main Idea- the point of the passage

MINILESSON: Brainpop "Main Idea"

WORKTIME:

1. Find main idea of a commercial.

2. Brainpop group quiz

CLO: Reflect on work

HW: login to brainpop before 5:30 (EST) to watch video again.

106: Media: Mood and Tone.

OBJ: SWBAT identify mood and tone in media

VOCAB:

mood - the feeling a piece of literature creates in the reader.

tone - the attitude or feeling that comes across in a piece of literature revealed by the characters, word choice and the general writing style. The tone can be serious, funny, satiric, etc.

MINILESSON: Brainpop "Mood and Tone"

WORKTIME

1. Look at examples of mood and tone in media

CLO: How does mood and tone relate to media?

HW:

108: Harlem Renaissance

OBJ: SWBAT make connections between art, social studies, and literature.

VOCAB: Renaissance - "rebirth"

MINILESSON: Brainpop's "Harlem Renaissance" 1920-1930s

WORKTIME:

1. Group Quiz

2. Write a reflection about the Harlem Renaissance

CLO: What topics do you think Harlem Renaissance artists wrote about?

HW: Google "Langston Hughes"

Julie Taymor, Director

OBJ: SWBAT identify careers in theatre

VOCAB: William Shakespeare - The Tempest - a play about a old magician getting revenge and giving up his powers

WORKTIME

1. Behind the Scenes "Theatre"

CLO: What does a theatre director do?

HW: How does someone learn how to direct plays?

108: Historical Poetry, the Blues

OBJ: SWBAT identify and compose 12 bar blues lyrics in groups.

TASK:

MINILESSON: Brainpop blues

WORKTIME:

What pains are you feeling?

I. (introduce) 10-12 syllables describing problem

IV. (repeat) 10-12 syllables describing problem

V. (resolve) 10-12 syllables describing a possible solution or clever twist

CLO: What did you learn? What did you do?

HW: Listen for blues influences in other styles of music.

107: Mind Map for Gary Soto Project

OBJ: SWBAT organize a mind map for making a movie.

TASK: Write in your notebook about your group's plans.

MINILESSON: Mind map details

WORKTIME: Groupwork add to Mind Map

1.Write who is the DRI at the top

2. What is the mood of your section of poem? write under "What"

3. How will the camera create that mood?

4. How will the sound create that mood?

5. How will the editing create that mood?

CLO: verbal or written share

How did your project change today?

HW: Start collecting what you need for production (props, costumes, sounds)

108: Slander, Libel and the First Amendment

OBJ: SWBAT recognize first amendment's impact on journalism.

TASK:

Slander - a spoken defamation

Libel - a written or pictorial defamation

First Amendment - freedom of speech, religion, the press and right to peacefully protest.

Mini Lesson: "You give me the pictures and I'll give you the war"- William Randolph Hearst

When Hearst Artist Frederic Remington, cabled from Cuba in 1897 that "there will be no war," William Randolph Hearst cabled back: "You furnish the pictures and I'll furnish the war." (Time Magazine 10/27/1947)

http://www.time.com/time/magazine/article/0,9171,854840,00.html#ixzz1G7CbkBqq

Worktime:

1. Citizen Kane 23:46-27:14

2. What does the quote mean? write

3. Table Share

CLOSING: What does the quote mean? Group share.

108: Historical Fiction vs. Historical Fact

OBJ: SWBAT discuss historical ethics in journalism.

SWBAT make cross curricular study of journalism through historical fiction.

VOCAB: (ELA#1 WL)

William Randolph Hearst - real person, famous yellow journalist 1863-1951

Charles Foster Kane - fiction based on William Randolph Hearst

OPENING: Orson Welles made "Citizen Kane" (ELA#1LWS, ELA#4LWS)

WORKTIME:

1. View scenes from Citizen Kane (1941) (ELA#1L, ELA#3)

2. Detective on Kane (ELA#1LW, ELA#2WL, ELA 3)

3. Table Share (ELA#1 RWLS, ELA#2 RWLS, ELA#3RWLS, 4RWLS)

CLO: Describe Kane (5 Min) (ELA#2RW)

HW: Find out if Hearst Corporation still exists.

NYS ELA#1: info and understanding RWLS

NYS ELA#2: respond to literature or self expression RWLS

NYS ELA#3: critical analysis and evaluation RWLS

NYS ELA#4: social interaction RWLS

108: William Randolph Hearst vs. Joseph Pulitzer 1890-1900

OBJ: SWBAT discuss historical ethics in journalism.

SWBAT make cross curricular study of journalism.

VOCAB: Yellow Journalism - sensational, exaggerated news stories

"Joseph Pulitzer and William Randolph Hearst were in a fierce competition for readers. In the late 1890s their newspapers published stories from Cuba, where Cuban rebels were fighting for independence from Spain. To attract readers, Pulitzer and Hearst printed sensational, often exaggerated news stories. This technique is called yellow journalism. Vivid stories about Spanish brutality in Cuba convinced many Americans that the U.S. military should support Cuban rebels." (Deverell & White 117)

OPENING: Timeline: 1890-1902

President: McKinley (elected in 1896)

Other forms of media: Post Office mail, drawings, photographs, paintings, theatre

WORKTIME:

Research "The Battle Over Citizen Kane" Chapter 3 (10:47 - 19:00)

CLO: Write a Reflection

HW: Find out if Hearst Corporation still exists.

All: Superbowl Ad Trends

OBJ: To calculate the cost per person for advertising and to understand media marketing

TASK: Personification- giving human traits to non humans

Slapstick - violent comedy

OPENING: 30 sec = $3.01 million, 90 million viewers.
WORKTIME:

1. Analyze ads

2. Identify target audience (who it's for)

3. Interpret subtext (what it "means", not what it says) THINK "If you don't use this, then..."

CLO: Why do theses types of commercials work during the superbowl?

HW: View more superbowl ads at the link below.

107: How Things Work (1985)

OBJ: Design visuals for a poem.

TASK: Read "How Things Work" by Gary Soto

WORKTIME:

1. make visuals (backgrounds, puppets, objects) for your table's section.

2. have one person narrate, others perform the scene on the table using visuals.

HOW THINGS WORK

(1985)

Today it's going to cost us twenty dollars
To live. Five for a softball. Four for a book,
A handful of ones for coffee and two sweet rolls,
Bus fare, rosin for your mother's violin.
We're completing our task. The tip I left
For the waitress filters down
Like rain, wetting the new roots of a child
Perhaps, a belligerent cat that won't let go
Of a balled sock until there's chicken to eat.
As far as I can tell, daughter, it works like this:
You buy bread from a grocery, a bag of apples
From a fruit stand, and what coins
Are passed on helps others buy pencils, glue,
Tickets to a movie in which laughter
Is thrown into their faces.
If we buy goldfish, someone tries on a hat.
If we buy crayons, someone walks home with a broom.
A tip. a small purchase here and there,
And things just keep going. I guess.

"How Things Work" Visual Poem from MEDIA ARTS on Vimeo.

108: Spanish American War Perspectives

OBJ: SWBAT compose / perform historical fiction from 1898-1901.
TASK: Who's lives were impacted most by the Spanish-American War (1898-1901) Why?
OPENING: Review timeline of Spanish American War
WORKTIME: (pick one)
1. Compose a one page diary from someone involved in the Spanish American War.
Include sensory details (sight, sounds, smells etc.)
Include factual information from the War and the time period.
2. Make a political cartoon with a caption telling us what is happening. Check out these examples.
CLO: Why makes your diary or cartoon interesting or unique?
HW: Finish creating your diary or cartoon.

107: Bieber Fever? or Propaganda?

OBJ: SWBAT identify new marketing strategies.

VOCAB:

Propaganda - set of messages aimed at influencing the opinions or behavior of large numbers of people.

WORKTIME:

1. Make a list of the products being sold within this commercial. Who is profiting?

2. What promotional merchandise has been used to hype up the film?

3. Where does the commercial stop? Commercial for a commercial for a commercial for a commercial...

4. What is the goal of this ad? What does this ad want you to do?

5. What persuasive techniques are used?

6. Was this ad successful? Will you buy their product?

108: Authors, Artists

OBJ: SWBAT examine parallels between artists.
TASK: How are artists and authors similar?
WORKTIME
1. View scenes from "Citizen Kane"
CLO: Comment on the art and the writing in the film.
HW: Google "Citizen Kane"

106: Hubris in Greek Myths

OBJ: SWBAT identify subtext within myths and legends.

VOCAB: hubris - pride to a dangerous extent, bragging

OPENING - "I am the best"

MINILESSON: Why was hubris bad in ancient greek society?

WORKTIME -

1. View Storyteller "Thesseus and the Minotaur"

2. Find examples of hubris within the myth.

CLOSING - How is hubris seen in our modern world?

HW- THINK ABOUT: What is a quality that society rejects?

108: War of the Worlds 2

OBJ: SWBAT recognize media's impact through historic radio broadcasts.

VOCAB: Orson Welles - entertainer behind the War of the Worlds radio broadcast.

WORKTIME:

1. View "The Battle over Citizen Kane" 47:00-59:00 War of the Worlds DVD 12 min

CLOSING: Is it fair to present a fake news broadcast? Why or why not?

Share with table

Share with class

106: Myth Making 1

OBJ: SWBAT create a myth

TASK: What is a bad human behavior you wish to fix?

WORKTIME:

Write a myth story that reveals the bad behavior following the hero's journey

Hero's Journey by Joseph Campbell

1. Hero doesn't fit in society because of an Obstacle

2. Hero goes somewhere and has a supernatural experience

3. Hero returns and defeats an Obstacle

4. Hero finds bliss, fits in with society.

5. Ends with a character being tortured by memories of their mistake

CLOSING: Share aloud 10 min.

108: 1920s Atlantic City in Brooklyn

OBJ: SWBAT identify modern special effects used on television and research authentic images.

TASK: Chroma Key

WORKTIME:

Practice finding research images from 1920s Atlantic City, New Jersey.

Boardwalk Empire VFX Breakdowns of Season 1 from Brainstorm Digital on Vimeo.

108: Archive.org

OBJ: SWBAT locate source material for historical fiction.

TASK:

WORKTIME:

1. Listen to Orson Welles' "War of the Worlds" (1938)

CLOSING: How do you think people reacted in 1938

HW:

106: Journey of the Hero

OBJ: SWBAT identify the Hero's Journey

VOCAB:

Hero's Journey by Joseph Campbell

1. Hero doesn't fit in society because of an Obstacle

2. Hero goes somewhere and has a supernatural experience

3. Hero returns and defeats an Obstacle

4. Hero finds bliss, fits in with society.

WORKTIME:

Analyze the hero's journey in Batman

CLOSING: How will your 2030 Batman follow the Hero's Journey?

108: Mise-en-scene in Historical Fiction

OBJ: SWBAT analyze media for design elements.

VOCAB: Historical Fiction - an made up story surrounding actual events.

OPENING: What is difficult about designing for historical fiction or "period" film?

WORKTIME:

1. Analyze mise-en-scene in "Forrest Gump"

CLOSING: How does the the mise-en-scene reveal what Forrest is feeling at different times?

HW: Find examples of other historical fiction media. Copy into notebook for next class.

108: Designing Mise-en-Scene for Monster

OBJ: SWBAT apply media design concepts to author study.
TASK/VOCAB: Mise-en-scene - designing the visuals (lights, background, costumes, etc.) to reflect what is happening inside a character. "Outer world reveals the inner world"

OPENING: What is going on inside Steve Harmon?

MINI LESSON: Mise-en-scene slide show & "V for Vendetta"

WORKTIME:

1. How does Steve feel in each of these locations?

a. Manhattan Detention Center (any handwritten)

b. Home (p.58)

c. Courtroom

2. How should the lights, background, costumes and camera show how Steve feels in these locations?

CLOSING:

HW: Look for an example of mise-en-scene in media.

Shot List

OBJ: SWBAT organize writing for media production.

VOCAB- Shot List - a list of things to film including notes about the shot.

MINILESSON: How is a shot list made?

The Mummy Returns

WORKTIME:

1. Find visuals within voice over scripts essay

2. Make a shot list of 15 visuals you could film.

CLO: How does a shot list help your project.

SEM: Screen Direction

OBJ:SWBAT apply visual media rules to storytelling.

TASK: 180 degree rule - a basic guideline in film making that states that two characters (or other elements) in the same scene should always have the same left/right relationship to each other. If the camera passes over the imaginary axis connecting the two subjects, it is called crossing the line. The new shot, from the opposite side, is known as a reverse angle.

MINI LESSON: Demonstrate with camera & playback.

WORKTIME

1. Choreograph scenes using 180 degree rule

2. Rehearse recording with Monitor and Director

CLOSING: How does the 180 degree rule apply to your department (lights, sound, special effects, script, directing, art, costumes, etc...)

HW: Look for examples of 180 degree rule.

Monster 6

OBJ: SWBAT recognize and identify elements of a screenplay.

VOCAB: Voice over (VO) - hearing a characters voice but seeing something else.

WORKTIME:

1.Read "Monster"

2. Answer CLO

CLO: Why does a screenplay use "Voiceover" or "VO"?

Essay to A/V Script

OBJ: SWBAT compose a multimedia report for information.

TASK: Pace - the speed and flow within

MINI LESSON: Put what you say in Audio column.

WORKTIME:

Advertising process

1. Product - WHAT are you selling?

2. Target - WHO are you selling it to? (Men, Women or both, Age 18-49, WHERE do they live)

3. Appeal - HOW are you selling it (Lifestyle, Testimonial, Slice of Life)

4. Slogan - (Subway "Eat Fresh", Coke "Open Happiness)

5. Script - 1/2 Page,

6. Rehearse -

7. Record - use cameras

8. Edit -

9. Export as Mp4 -

10. Upload to Vimeo.com -

CLO: How do you plan to pace your report or ad?

HW: Finish A/V Script

Monster 5

OBJ: SWBAT recognize and identify elements of a screenplay.

VOCAB: Fade In - transition from black to full exposure (start)

Fade Out - transition from full exposure to black (end)

WORKTIME:

1.Read "Monster"

2. Answer CLO

CLO: Why does a screenplay use "Fade in" and "Fade out"?

106: Feature Article Peer Grading

OBJ: SWBAT recognize elements of a feature article.

TASK: Peer Grading - 1,2,3,4

OPENING: Feature article importance

WORKTIME:

1. Peer grade feature articles

2. Independent reading (SSR)

CLOSING:

What are the parts of a feature article?

1. Word Choice-

2. Lead-

3. Focused Topic-

4. Expert-

5. Text Features-

6. Conclusion-

7. Grammar & Spelling-

8. Capitalization & Punctuation-

Works Cited Page

OBJ: SWBAT compose write a works cited page for their essays.

TASK: MLA-

Works Cited - the source information you used in your essay

MINI LESSON: How to write a works cited page

WORKTIME:

Finish 5 paragraph essay on video topic.

Write Cited in your notebook for "Attack of the..."

CLO: Why do we need to cite our sources?

HW: Google "MLA format" and look at the links.

References to an entire book should include the following elements:

• author(s) or editor(s)
• the complete title
• edition, if indicated
• place of publication
• the shortened name of the publisher
• date of publication
• medium of publication

it looks like this:

Paulen, Gary. The Boy Who Owned the School. New York: Bantam Doubleday Dell, 1990. Print.

"How does _____________ make your movie better?"

OBJ: SWBAT compose five paragraph informational essay.

TASK:

Essay Format

1. Introduction

2. Body 1

3. Body 2

4. Body 3

5. Conclusion

4-5 sentences for each paragraph x 5 paragraphs = TOTAL 20 - 25 sentences

MINI LESSON:

WORKTIME:

Write 5 paragraph essay on video topic.

CLO: Will the essay make a good voice over for your movie?

HW: Look for examples of media in 3 or 5 parts.

Mr. Kapoor of Bloomberg LLP as Principal

INTERVIEW QUESTIONS:

Welcome Mr. Kapoor to the LION's DEN at WDEN here at IS 145. Thanks for being our principal for the day.

What do you normally do for work?

Why did you want to be principal for a day?

Do you have any advice for students growing up today?

You have studied Acting at New York Film Academy.

Do you have any acting advice for our students making an action movie this year?

Thank you very much for your time. Signing off for WDEN

108: Monster 2

OBJ: SWBAT identify elements in screenplay through a fictional narrative account.

VOCAB: INT.- interior or inside

EXT.- exterior or outside

OPENING: Why does the writer include int. or ext. ?

WORKTIME:

1. Read "Monster" by Walter Dean Myers

CLO: You are a journalist covering the story:

Write the 5W&H and a news lead for what happened

Who:

What:

Where:

When:

Why:

How:

107: Ad for Video Technique

OBJ: SWBAT compose persuasive account within a report for information.

TASK: What is your favorite commercial and why?

MINI LESSON: Video Techniques in a commercial.

WORKTIME:

Advertising process

1. Product - WHAT are you selling?

2. Target - WHO are you selling it to? (Men, Women or both, Age 18-49, WHERE do they live)

3. Appeal - HOW are you selling it (Lifestyle, Testimonial, Slice of Life)

4. Slogan - (Subway "Eat Fresh", Coke "Open Happiness)

5. Script - 1/2 Page,

6. Rehearse -

7. Record - use cameras

8. Edit -

9. Export as Mp4 -

10. Upload to Vimeo.com -

CLO: How does your ad get attention?

HW: Finish A/V Script of Ad.

107: Mystery Murder Poems

OBJ: To find elements of mystery within media.
VOCAB:
Alibi - A plea offered by an accused person of not having been at the scene of crime.
Clue - Something that appears to give information toward solving the crime.
Evidence - Someone or something that proves who committed the crime.
Red herring - A false lead that throws the investigator off track.
Sleuth - An investigator or detective.
WORKTIME: View / Dissect "WKMC"
CLOSING:
1. What were the clues in the story so far?
2. Who is the sleuth in the story?
3. What is the criminals alibi?
3. What do you think will happen?
HW: Look for elements of mystery in media.

108: Monster 1

OBJ: SWBAT identify elements in screenplay through a fictional narrative account.

VOCAB: Screenplay- a script for the screen (film, television)

WORKTIME:

1. Read "Monster" by Walter Dean Myers

CLO: You are a journalist covering the story.

Write the 5W&H and a news lead for what happened.

Poe and Puppets

OBJ: SWBAT identify elements of mystery.

VOCAB: Adaptation - an altered version which follows some of the original

WORKTIME:

Tattle Tale Heart

CLOSING: Was this a good Mystery? Why or why not?

Record Newscast in Photo Booth

OBJECTIVE: To practice reading a news story
VOCAB:
Chroma Key- replaces a constant background with a image or video
WORKTIME:
1. Finish writing your news script in Microsoft Word

2. Copy and paste it into www.cueprompter.com

3. Open Photo Booth click and drag window to the bottom of your screen.
CLOSING: What did you learn? What did you do?
HOMEWORK: Finish writing your news script

Math Performance

Go to: www.edperformance.com

SITE ID: 55-9873-6997

click "MATH"

enter STUDENT ID NUMBER

GOOD LUCK!

WDEN Sample News Script

[REPORTER 1]

HEY EVERYONE IT'S TUESDAY, OCTOBER 26TH. TODAY WE'VE GOT A STORY ABOUT GETTING FORMS BACK TO SCHOOL, THIS WEEKEND’S HALLOWEEN PARADE AND OUR ANNUAL THANKSGIVING FOOD DRIVE. I'M [SAY YOUR NAME] AND WDEN NEWS STARTS RIGHT NOW.

[REPORTER 1]

FIRST UP TODAY WE'RE REMINDING STUDENTS TO BRING IN YOUR ETHNIC FORMS TO YOUR HOMEROOM TEACHER AS SOON AS POSSIBLE. OVER TO YOU [REPORTER 2’S NAME].

[REPORTER 2]

THANK YOU [REPORTER 1’S NAME] AND I'VE GOT AN UPDATE ON WHAT IS HAPPENING THIS SUNDAY NIGHT IN JACKSON HEIGHTS- ITS OUR ANNUAL HALLOWEEN PARADE. THE IS 145 MARCHING BAND WILL REPRESENT US UP AND DOWN THE STREETS AT THE PARADE. BRING YOUR PARENTS TO COME OUT AND ENJOY THE PARADE FROM 5PM TO 9PM THIS SUNDAY OCTOBER 31ST. BACK TO YOU [REPORTER 1’S NAME].

[REPORTER 1]

THANK YOU [REPORTER 2’S NAME]. OUR LAST STORY IS ABOUT OUR UPCOMING THANKSGIVING FOOD DRIVE. EVERY YEAR IS 145 COLLECTS CANS AND NON-PERISHABLE FOOD FOR FAMILIES AT THE KINGS INN. BRING ITEMS TO YOUR HOMEROOM TEACHER STARTING OCTOBER 18TH TO MAKE A WONDERFUL THANKSGIVING FOR FAMILIES IN NEED. THAT'S IT FOR TODAY'S SHOW- I'M [REPORTER #1] AND WE'LL SEE YOU BACK HERE TOMORROW.

Advertising Process

1. Product - WHAT are you selling?

2. Target - WHO are you selling it to? (Men, Women or both, Age 18-49, WHERE do they live)

3. Appeal - HOW are you selling it (Lifestyle, Testimonial, Slice of Life)

4. Slogan - (Subway "Eat Fresh", Coke "Open Happiness)

5. Script - 1/2 Page,

6. Rehearse -

7. Record - use cameras

8. Edit -

9. Export as Mp4 -

10. Upload to Vimeo.com -

WDEN News Crew

OBJ: SWBAT analyze and recognize jobs in tv & web journalism.

VOCAB:

News Anchor - The reporter in the studio.

Teleprompter - the scrolling screen you read off while looking in the camera.

On the Scene Reporter - The reporter that is outside of the studio

Camera Operator - the person shooting.

OPENING/MINI LESSON: Channel One

WORKTIME:

Work on your newscast.

Rehearse

www.cueprompter.com

Record

Edit

Export as MP4

CLOSING: What did you learn? What did you do?

Interactive Ads

OBJ: SWBAT analyze and recognize events marketing.

VOCAB:

Interactive Advertising - An ad that exists in our world

Branding - getting people to only buy your brand

OPENING/MINI LESSON: What did we do on the schoolyard during period 2 on 10/12?

WORKTIME:

Identify:

1. Target Audience (Who is it aimed at? Age? Ethnicity?) -

2. Subtext (What do you get with the product?) -

3. Appeal (Testimonial, Slice of Life, Lifestyle) -

CLOSING: What did you learn? What did you do?

Happy Hispanic Heritage Month (10/12/2010) from MEDIA ARTS on Vimeo.

(108) 5W's & H

OBJ: SWBAT write news leads.

TASK: What effects you every day?

WORKTIME: Research about your topic with your table

1. Answer:

Who?

What?

Where?

When?

Why?

How?

2. Then use your answers above to write a 25-30 word news lead about your topic

CLO:What did you learn? What did you do?

(108) News Leads

OBJ: SWBAT compose an Audio/Video script for production

TASK: News Lead- first paragraph or two which aims to answer the readers most urgent questions: Who? What? Where? When? Why? How? (AKA "Five W's and an H")

MINI LESSON: News Leads p.10 My Journalism Journal
WORKTIME:

1. Pick a scene from a story: summer reading or from a movie.
2. Write the 5 W's and an H in your notebook

3. Write a news lead to start your news story.

4.Adapt your news story to an A/V Script.
CLO: What are some of the benefits to an A/V Script?

HW: Finish Script.

A/V Script

OBJ: SWBAT compose an Audio/Video script for production

TASK: Audio- what we hear with our ears

Video- what we see with our eyes

WORKTIME:

1. Read example A/V Script "Middle School Film Festival Promo".
2. Adapt your script to an A/V Script.
CLO: What are some of the benefits to an A/V Script?

HW: Finish Script.

Movie Rubric

MEDIA ARTS: Movie Rubric

Title:___________________________Student(s)________________________________Class______ Date_____

	Level 1	Level 2	Level 3	Level 4	Total
Organization (5X)	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge (10X)	Student does not demonstrate an understanding of topic. Research questions are not addressed or include incorrect or unclear information.	Student demonstrates an incomplete understanding of topic. Missing some research questions. Few supporting details.	Student demonstrates a basic understanding of topic. All research questions are answered; but with limited supporting details.	Student demonstrates full knowledge (more than required) of topic, and includes many supporting details to enhance presentation
Graphics (3X)	Student uses superfluous graphics or no graphics	Student uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text.
Text Mechanics (3X)	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Movie Design (3X)	Student does not use effects and/or music. Frames move too fast for audience to read.	Student uses effects and music that distract the audience OR frames move too fast to read.	Student uses effects and music that complement the information in the movie.	Student uses effects and music that enhances the information in the movie. Wow!
Neatness (3X)	Fonts are hard to read (color, style, size).			Fonts are easily read by audience.
				Total Points:

Composing Music in Garageband

Do you want to write a movie score or a pop song?

Maybe you want to record a podcast?

Use Garageband to record your voice, sound and instruments

Click below:

Garageband 09 Tutorial

iMovie Tutorials

iMovie 09 Tutorial

Old iMovie

Just pay attention to the iMovie parts, not the ballet.

Tutorial - iMovie from Crowe Video Productions on Vimeo.

Old iMovie with uploading to Vimeo.com info

iMovie Quick Tutorial from Vimeo Staff on Vimeo.

iMovie 09

In this episode we look at starting a movie project in iMovie ‘09.

The episode covers:
1. The Interface
2. Capturing video
3. Editing and adding video clips to the project
4. Adding images to the project
5. Adjusting the images
6. Using the Ken Burns effect

iMovie Video Tutorial Episode 1 from Ewan Mackie on Vimeo.

iMovie 09 (Part 2)

In this second episode on using iMovie we look at;

1. Importing audio files

2. Adjusting audio files

3. Removing audio from a video clip

4. Adding titles and credits

5. Adding transitions

6. Exporting a completed movie

iMovie Video Tutorial 2 from Ewan Mackie on Vimeo.

iMovie 09 (Part 3)

In this episode we look at some advanced skills in iMovie ‘09. We show how to;

1. Use green screen video effects

2. Tweak green screen settings

3. Create a picture in picture effect

4. Create cutaways

iMovie Video Tutorial 3 from Ewan Mackie on Vimeo.

Organize Your Materials

Here's how to save on the desktops of our computers. Write the year you graduate middle school after your folder's name: Unicorn 2011