Description
Students will spend time working on advanced multimedia broadcast stories to improve their production skills. They will tell a story with situational elements, create news stories, review work of others, create documentary-style profiles, create stories from other people’s words and promote something for an audience.
Objectives
- Students will determine the purpose of a project.
- Students will determine the target audience for a project.
- Students will determine the location(s) of a project.
- Students will schedule locations for use of a project.
Common Core Standards
| CCSS.ELA-Literacy.SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
Length
Six weeks or 30 50-minute classes, depending on your schedule and student-to-equipment ratio
Resources
Slideshow: Video storytelling & advanced methods
Rubrics: News package practice, news package review, news package, personal profile long form, promotion, tell a story B-roll, they tell a story
*Cyclocross Video 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83
*News Packages Video 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21
*PLEASE NOTE: Footage files are high-definition .mov, .mp4 and .flv files that range from 50 to 200 MB each.
Lesson step-by-step
Unit Breakdown
Introduce students to the idea of this unit. This unit focuses on the work itself and can be divided in multiple ways. You may rotate projects so different groups of students are working on different projects to fill a show. Or, you may run this unit like a production class where students are always working a one or more projects at a time. Sometimes it works better to assign students multiple projects at a time so when they have the equipment, they make best use of their time with it.
Each project can take a few days depending on the amount of students in your class. Be sure to show the provided examples for students to reference each project. Have students edit the Cyclocross footage into a news story as practice before shooting their own.
It is also suggested that you take time in-between projects to have students critique each other’s work. It is important to preface these sessions with the idea of having thick skin for the benefit of increasing the quality of everyone’s work.