Description
When students are covering an event as part of a beat or other piece of online coverage, they may find themselves in a situation that would be complemented by a video clip. However, the student is all alone and nobody with a video camera is available. Fortunately, they can use their cell phone to film, edit, and publish a quick video and embed it within their posted beat.
In the lesson, students will learn about the stories on the web that are best complemented by video and the rationale for using a free online app called Adobe Premiere Clip. Then they will create their own video using this tool.
Objectives
- Students will describe tips for creating an effective video
- Students will apply the concepts in the lesson by collecting video artifacts to include in a video of their own.
- Students will understand how to quickly edit and embed these videos onto their online beats or features.
Common Core State Standards
| CCSS.ELA-LITERACY.CCRA.W.6 | Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. |
| CCSS.ELA-LITERACY.CCRA.W.7 | Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. |
| CCSS.ELA-LITERACY.SL.9-10.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest. |
Length
50 minutes if the project will be done as homework.
100 to 150 minutes if all project work will be done during class time.
Resources
- Cell phones with data access
- Download the free app Adobe Premiere Clip and set up an account (possibly for homework before the lesson.
- Slideshow: Easy Cell Phone Video
- Handout: Presentation Notes
- Handout: Cell Phone Video Assignment
- Rubric: Cell Phone Video Assignment Rubric
Lesson step-by-step
1. Introduction — 15 minutes (or more)
Warm-up – poll the class and find out which students have used Snapchat or shot an Instagram video. Solicit responses for how easy it is to do. Explain that shooting video to complement a news or feature story is almost as easy, but they need to follow certain standards.
Explain the following to students:
When students are covering an event as part of a beat or other piece of online coverage, they may find themselves in a situation that would be complemented by a video clip. However, the student is all alone and nobody with a video camera is available. Fortunately, they can use their cell phone to film, edit, and publish a quick video and embed it within their posted beat.
If students need more focus during the presentation, distribute the optional handout for students to take notes on. Lead the students through slides 1-6 of the presentation, stopping to allow students to discuss which stories are best complemented by cell phone video.
If students have not done so, please have them download the free app Adobe Premiere Clip and set up an account. Explain that the project today will have students create a short video.
2. Direct instruction — 25 minutes
Students will take notes as you deliver the information on the Easy Cell Phone Video presentation, continuing with slide 7. Pause during the lecture to allow students to discuss and share. Using a think-pair-share and calling on students with equity cards is an effective way to deliver this content. There is a short video produced by Adobe that demonstrates how to use the app (linked on slide 41).
End class and allow students to begin working on their projects.
Cell Phone Video Assignment
Students will choose a topic to cover with a 60 second video produced on Adobe Premiere Clip.
Students must decide the style the will produce
- A series of interviews spliced together
- A series of B Roll images narrated.
- i) If you choose this method, you must “add a soundtrack” in Adobe clip of audio recorded onto your phone.
- ii) Reduce the audio on the other clips to 10% to keep NAT sound or mute it altogether.
The audio must be of acceptable quality
The video must include all of the WALLDO elements and be visually appealing.
3. Application — homework or 50 minutes of class time the next day
Students will work alone or in pairs to complete the projects using their cellphones to collect their video and audio artifacts and use their phones to edit them together. The teacher should walk around the room to provide support as students work. Students will submit to the teacher through email, Twitter, Google Classroom or preferred method.
Differentiation
Depending on students’ skill level and available technology, they can work alone or in groups to complete the project.
Students may need more time and support to work with the tools.
Advanced students can be required to help other students.
The presentation could be split into two parts – stop after slide 41 and have students collect their video artifacts. Once all of the artifacts are collected, continue the presentation and have the students do the editing after.
Once students have completed this, have students complete one of their own to complement an online feature or beat and embed the final product into their work for publication.