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Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSCurriculum Development ResourcesClick the links below to access additional resources used to design this SAhttp://www.youtube.com/watch?v fSSOZxLnNychttp://www.youtube.com/watch?v tsgEzEJ t/http://lafcpug.org/http://www.fcp.co/?view es/http://www.youtube.com/user/filmriotUnit OverviewContent Area: Video ProductionUnit Title: Post-ProductionTarget Course/Grade Level: 8Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSUnit Summary: Students will edit using Final Cut Pro X on an iMac.They will learn how to build a timeline and to make basic edits. Students will learn to set proper audiolevels. Audio is 50 percent of any video production.It is during post-production that students will truly realize the impact of the decisions and choicesthey made during pre-production and production. For example, they will see why it’s important toshoot a master shot in addition to medium and close-up shots. (In news production this is referred toas b-roll and cutaways. In filmmaking, call it “coverage.”) This is important to create continuity andto explore options during your edit session.Interdisciplinary connections: Language Arts- Common Core State Standards for English LanguageArts for Visual Arts/Technical subjects are aligned and incorporated into the Visual ndards/8/index.html21st century themes:LEARNING AND INNOVATION SKILLSCreativity and InnovationCritical Thinking and Problem SolvingCommunication and CollaborationINFORMATION, MEDIA AND TECHNOLOGY SKILLSInformation LiteracyLIFE AND CAREER SKILLSFlexibility and AdaptabilityInitiative and Self-DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and ards/9/Unit Rationale: Students will learn that pre-production is essential. You must have a written plan inplace before you start to shoot.Learning TargetsCPI#Cumulative Progress Indicators (CPI)CCSS.ELALiteracy.W.8.1bSupport claim(s) with logical reasoning and relevant evidence, using accurate,credible sources and demonstrating an understanding of the topic or text.CCSS.ELALiteracy.W.8.1cUse words, phrases, and clauses to create cohesion and clarify the relationshipsamong claim(s), counterclaims, reasons, and evidence.Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSCCSS.ELALiteracy.W.8.2Write informative/explanatory texts to examine a topic and convey ideas,concepts, and information through the selection, organization, and analysis ofrelevant content.CCCS- TechnologyThe use of technology and digital tools requires knowledge and appropriate useof operations and related applications.8.1.8.A.3Create a multimedia presentation including sound and images.Unit Essential Questions Are we telling the story we want to tell? Are we creating a flow during the edit? Is the sound enhancing the production?Unit Enduring Understandings Use cuts on must edits. Video is a collaborative process.Unit Learning TargetsStudents will . Follow their plan and adjust when necessary. Learn to listen to ideas different from their own Learn to collaborate.Evidence of LearningSummative Assessment: Students will learn to build a timeline, use cuts and maintain even audiolevels throughout post-production, i.e. editing.Formative Assessments Students are expected to finish the project.Students should have effectively communicated their intended message.ObservationsQuestioning DiscussionSelf-AssessmentPeer AssessmentCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSEquipment Needed:StoryboardiMacFinal Cut Pro XTeacher Resources:The Filmmaker’s Handbook: A Comprehensive Guide for the Digital Age by Steven Ascher andEdward PincusThe Videomaker Guide to Video Production, 4th Ed. (Focal Press)The Shut Up and Shoot Documentary Guide by Anthony Q. SAhttp://www.youtube.com/watch?v fSSOZxLnNychttp://www.youtube.com/watch?v tsgEzEJ t/http://lafcpug.org/http://www.fcp.co/?view es/http://www.youtube.com/user/filmriotIntegration of Technology:Cameras, computers and video editing softwareCurriculum Development ResourcesClick the links below to access additional resources used to design this SAhttp://www.youtube.com/watch?v fSSOZxLnNychttp://www.youtube.com/watch?v tsgEzEJ t/http://lafcpug.org/http://www.fcp.co/?view es/http://www.youtube.com/user/filmriotCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSMODIFICATIONSBased on Students’ Individual Needs(Special Education Students, English Language Learners, Students at-Risk)Time/GeneralProcessingComprehension Allow extra time Repeat and clarifydirections Provide breaks inbetween tasks Have studentverbalize directions Providetimelines/due datesfor reports andprojects Provide extra Provide readingresponse timematerial onstudent’s level Have studentverbalize steps Have studentunderline important Repeat directionspoints Provide small group Assist student oninstructionhow to use context Include partnerclues to identifyworkwords/phrases Ensure shortmanageable tasksTests/Quizzes/Grading Behavior/AttentionOrganization Provide extendedtime Provide studyguides Limit number ofresponses Establish classroom Monitor the studentrulesand provide Write a contractreinforcement ofwith the studentdirectionsspecifying expected Verify thebehaviorsaccurateness of Provide preferentialhomeworkseatingassignments Re-focus student as Display a writtenneededagenda Reinforce studentfor staying on taskCareer Ready PracticesStandardsCRP1, CRP2, CRP3, CRP4, CRP8, CRP9, CRP10, CRP12Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS CRP1. Act as a responsible and contributing citizen and employee.Career-ready individuals understand the obligations and responsibilities of being a memberof a community, and they demonstrate this understanding every day through theirinteractions with others. They are conscientious of the impacts of their decisions on othersand the environment around them. They think about the near-term and long-termconsequences of their actions and seek to act in ways that contribute to the betterment oftheir teams, families, community and workplace. They are reliable and consistent in goingbeyond the minimum expectation and in participating in activities that serve the calskills.Career-ready individuals readily access and use the knowledge and skills acquired throughexperience and education to be more productive. They make connections between abstractconcepts with real-world applications, and they make correct insights about when it isappropriate to apply the use of an academic skill in a workplace ll-being.Career-ready individuals understand the relationship between personal health, workplaceperformance and personal well-being; they act on that understanding to regularly practicehealthy diet, exercise and mental health activities. Career-ready individuals also takeregular action to contribute to their personal financial wellbeing, understanding thatpersonal financial security provides the peace of mind required to contribute morefully to their own career threason.Career-ready individuals communicate thoughts, ideas, and action plans with clarity,whether using written, verbal, and/or visual methods. They communicate in the workplacewith clarity and purpose to make maximum use of their own and others’ time. They areexcellent writers; they master conventions, word choice, and organization, and useeffective tone and presentation skills to articulate ideas. They are skilled at interacting withothers; they are active listeners and speak clearly and with purpose. Career-readyindividuals think about the audience for their communication and prepare accordingly toensure the desired outcome.CRP8. Utilize critical thinking to make sense of problems and persevere in solvingthem.Career-ready individuals readily recognize problems in the workplace, understand thenature of the problem, and devise effective plans to solve the problem. They are aware ofproblems when they occur and take action quickly to address the problem; theythoughtfully investigate the root cause of the problem prior to introducing solutions. Theycarefully consider the options to solve the problem. Once a solution is agreed upon, theyfollow through to ensure the problem is solved, whether through their own actions or theactions of others.CRP9. Model integrity, ethical leadership and effective management.Career-ready individuals consistently act in ways that align personal and community-heldideals and principles while employing strategies to positively influence others in theworkplace. They have a clear understanding of integrity and act on this understanding inevery decision. They use a variety of means to positively impact the directions and actionsof a team or organization, and they apply insights into human behavior to change others’action, attitudes and/or beliefs. They recognize the near-term and long-term effects thatmanagement’s actions and attitudes can have on productivity, morals and organizationalculture.CRP10. Plan education and career paths aligned to personal goals.Career-ready individuals take personal ownership of their own education and career goals,and they regularly act on a plan to attain these goals. They understand their own careerCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS interests, preferences, goals, and requirements. They have perspective regarding thepathways available to them and the time, effort, experience and other requirements topursue each, including a path of entrepreneurship. They recognize the value of each stepin the education and experiential process, and they recognize that nearly all career pathsrequire ongoing education and experience. They seek counselors, mentors, and otherexperts to assist in the planning and execution of career and personal goals.CRP12. Work productively in teams while using cultural global competence.Career-ready individuals positively contribute to every team, whether formal or informal.They apply an awareness of cultural difference to avoid barriers to productive and positiveinteraction. They find ways to increase the engagement and contribution of all teammembers. They plan and facilitate effective team meetings.Educational TechnologyStandards8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.C.1, 8.1.2.D.1, 8.1.2.E.1, 8.1.2.F.1 Technology Operations and Concepts Identify the basic features of a computer and explain how to use them effectively. Use technology terms in daily practice. Discuss the common uses of computer applications and hardware and identify theiradvantages and disadvantages. Create a document with text using a word processing program. Creativity and Innovation Illustrate and communicate original ideas and stories using digital tools and media-richresources. Communication and Collaboration Engage in a variety of developmentally appropriate learning activities with students inother classes, schools, or countries using electronic tools. Digital Citizenship Model legal and ethical behaviors when using both print and non-print information byciting resources. Research and Information Literacy Use digital tools and online resources to explore a problem or issue affecting children,and discuss possible solutions. Critical Thinking, Problem Solving, and Decision-MakingCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLSUse mapping tools to plan and choose alternate routes to and from various locations. ELL Strategies Provide explicit, systematic instruction in vocabulary.Ensure that ELLs have ample opportunities to talk with both adults and peers andprovide ongoing feedback and encouragement.Expose ELLs to rich language input.Scaffolding for ELLs language learning.Encourage continued L1 language development.Alphabet knowledgePhonological awarenessPrint awarenessDesign instruction that focuses on all of the foundational literacy skills.Recognize that many literacy skills can transfer across languages.English literacy development by helping ELLs make the connection between what theyknow in their first language and what they need to know in English.Graphic organizersModified textsModified assessmentsWritten/audio instructionShorter paragraph/essay lengthHomogeneously grouped by levelEnrichmentAccommodate Based on Students Individual Needs: Strategies Evaluate vocabularyElevate Text ComplexityIncorporate inquiry based assignments and projectsExtend curriculumBalance individual, small group and whole group instructionProvide tiered/multi-level activitiesInclude purposeful learning centersProvide open-ended activities and projectsCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Totowa Video Production Curriculum ProjectAligned to the NJDOE Model CurriculumENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21ST CENTURY GLOBAL SKILLS Offer opportunities for heterogeneous grouping to work with age and social peers as wellas homogeneous grouping to provide time to work with individual peersProvide pupils with experiences outside the ‘regular’ curriculumAlter the pace the student uses to cover regular curriculum in order to explore topics ofinterest in greater depth/breadth within their own grade levelRequire a higher quality of work than the norm for the given age groupPromote higher level of thinking and making connections.Focus on process learning skills such as brainstorming, decision making and social skillsUse supplementary materials in addition to the normal range of resources.Encourage peer to peer mentoringIntegrate cross-curricular lessonsIncorporate real-world problem solving activitiesFacilitate student-led questioning and discussionsCreated for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association. Pacing Guide Content Area: Video Production Course Title: Video Production Grade Level: 8 Unit 1: Pre-Production September Unit 2: Production October - November Unit 3: Post-Production December - January