School of Education



82550-160020School of EducationService – Leadership – Competence – Character Lesson Design TemplateTeacher Candidate Joanna HarmonSchool Bellevue Christian School Grade 7th and 8th Subject Junior High Technology3. Learning Targets – What are the objectives for the lesson?3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.EALR 2. Visual Arts: The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in visual arts. 3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.GLE 2.3.1 Applies a responding process to visual arts. 3.5 – Cite the objectives (skills or concepts) for the lesson. Students will recognize the 5 basic shots in cinematography. Students will begin to differentiate good cinematography from bad cinematography. 4. Lesson Assessment – How will students demonstrate their learning?4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Description of formative assessment activityEvaluative criteriaWhat the assessment is designed to assessFeedback to studentsThe students will download a WORD document from Moodle called “Shot List”. This assignment will follow along with a Powerpoint presentation that I will be giving on cinematography. The assignment will begin with a summarizing activity, then move into section 2 where students will take notes on the 5 basic shots taught in the lesson. The assignment will conclude in section 3 where students practice finding similarities and differences in the cinematography examples that will be shown to the class. Students will be evaluated on the accuracy, quality and length of their answers. The assessment is designed to assess the students’ ability to recognize and explain the 5 basic cinematography shots that will be taught in the lesson. It is also meant to assess the students’ overall understanding of what good cinematography is. Since students will be turning this document in online, I will give students feedback through email. The feedback will recognize student effort while also correcting mistakes and misunderstandings. Description of summative assessment activityEvaluative criteriaWhat the assessment is designed to assessFeedback to studentsThe summative assessment activity is a video project that will apply what students have learned from the “Shot List” assignment. In this project, students will use the school’s video cameras to shoot the 5 basic shots that they learned in the “Shot List” assignment. Students will then edit that footage in a Premiere Elements project and turn in a completed video file that showcases their cinematography. Students will be graded on their completion of the project’s requirements that students downloaded from Moodle. This assessment is designed to assess the student’s growing knowledge of basic cinematography and beginning editing skills. It is assessing if students understand how to create different shots with a camera and also how do basic editing in a Premiere Elements timeline. Written feedback will be given to each student as well as a final grade on the project. 5. Instructing and Engaging Students in Learning – What will happen in the lesson?TimeLearning experiencesPurpose1:351:402:002:152:302:55Video Production class begins with a greeting and overview of what students should expect in today’s class. They will also be given the objectives that we are reaching and how I hope to get there. Students will then be asked to sign into the class’ online Moodle account to download the WORD doc “Shot List”. The students are then given instructions on how they will use the WORD doc to take notes from the lesson on cinematography. I will then go into the cinematography lesson by explaining how students will take notes in section 2 of “Shot List” beside the names of shots that are outlined in this WORD doc. Students will be instructed to write notes in their own words by summarizing what I am saying in the lesson. I will refer back to the summarizing activity in section 1 so that students understand that they will be practicing the same skills that they have already used. The lesson will begin as I verbally teach alongside a visual Powerpoint presentation. I will explain the following five basic shots that are used constantly in cinematography: Wide shot, full shot, medium shot, close-up shot, and extreme close-up. I then will show students a Star Wars Storyboard image to give them examples of each shot. We will then move into a class activity where I will apply the strategy of “Identifying Similarities and Differences”. In this activity I will show students film footage and examples of good and bad cinematography. However, I will not tell students which pieces of film are quality shots. They will instead have to work through the process of comparison to discover characteristics of good cinematography and to also recognize aspects of bad cinematography. In section 3 of the “Shot List” WORD doc, students are asked to identify what is similar about the film examples and what is different. Once students are done watching the examples and writing their answers for section 3, I will write the following two sections on the board: Film Similarities and Film Differences and we will engage in class discussion.I will end class by having students turn in their completed “Shot List” WORD doc on Moodle. I will then have students review what they have learned and also allow time for any questions. Class is dismissed. Students understand the purpose of this class time, the direction that we are going in, and the ending target that they are trying to reach. Since this is a new class and a new semester, it is important that students know what it means to take notes during lessons. It is crucial that students learn to note-take in their own words because that is what they will refer to during video projects. This first section forces students to practice summarizing and begin to develop the skills that they will need to take notes for the rest of the class. It also causes them to begin comprehending the question, “what makes good cinematography?” This lesson will introduce students to the fundamentals of cinematography. They will learn the components of the basic shots used in filmmaking. In the future, students will be able to further explore different types of shots, but this will provide a foundational understanding of what makes good cinematography. This will be an opportunity for students to deepen their understanding of good cinematography. The act of finding similarities and differences will cause students to think about the specific aspects and characteristics that make quality footage stand out. ................
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