Proper Planning Prevents Poor Performance

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Digital Video Technology

  Course Title: Digital Video Technology 2

  Course Number: 8201420

  Career Cluster: Arts, A/V Technology and Communication

  CIP Number: 0610010523

  Course Type: Career Preparatory

  CTE Standard(s) or benchmark(s):

  16.01   Define the objective and intended audience for a video production project

  16.03   Create a schedule for the production project

   

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Planning for A Sports News Package.” See CPALMS resource ID#209237.

   

• Career Connection

  
  

  This lesson will help students develop their skills and build industry knowledge by understanding the production process of preparing for a news package.  Students will also learn and use the following industry terms and phrases: shot list, reporter, covering the scene, B-Roll, and cinematographer.

   

• Learning Objectives

  
  

  Students will be able to:

  • Analyze the intended audience for the news cast and define the objective of the news report.
  • Analyze the scheduled planning of a news package to assess the possible outcome of the project.

   

• Prior Knowledge

  
  

  Students should be able to:

  • Read and highlight text.
  • Analyze and discuss thoughts about the text.
  • Describe details of the preproduction process.

   

• Guiding Questions

  
  
  • Why is it important to be prepared?
  • How can you ensure you are prepared for a project?

   

• Procedure

  
  

  1. To introduce the lesson: Open the class with the question, “Is there such a thing as over planning? Yes or no, give examples to support your thoughts.” This can be written on the board as students enter the classroom as a warm up.

  • Allow students time to think about the question and form a response. If needed, ask additional probing questions to get students thinking of an event or activity they attended or participated in that was well planned, or not.
  • Ask for student volunteers to share their thoughts.

  2. Now, hand out the case study, “Planning for a Sports News Package.”  Ask the students to read the case study.  Circulate the room to view the body language of the students to ensure students are taking the time to read.  If you see a student who isn’t reading, ask “How important is it to plan?”  Allow the student a moment to tell you what they think.  Then redirect them to the reading assignment. 

  3. After students have read the case study, ask the students the following questions to check their comprehension:

  • 1.  What are Julie's responsibilities?
  • 2. What are George's responsibilities?
  • 3. What is the plan the couple has created to make?  What is the deadine?

  Now, ask the students to fill out their initial thoughts on how prepared the team is to film. Allow students time to turn and talk with a partner about their initial ratings.

  4. Put students in groups of 2 - 3 and pass out the checklist handout to each student. Ask the students to work with their partner or group and highlight evidence in the text for each of the items on the checklist. Ask the students to compare and contrast how prepared the students were for the news package.

  • As the students are working, the teacher should circulate the room and listen to the students’ conversations, asking probing questions. If needed, the following questions can be asked to support students in finding the textual evidence in the case study:
    • What does it mean to cover the scene?
    • Did their plan think about enough people to interview?
    • What equipment should they bring with them?
    • What are they going to wear?
    • What questions are they planning to use?

  6. Ask students to share their evidence for each item on the checklist. Ask students to consider how their thoughts have changed now that they have compared the checklist to the details of the case study. Allow students time to discuss their thoughts with their partner/group.

  7. To bring the lesson to a close, direct students to revisit the initial/final thoughts sheet and give a final rating about the students' preparedness. Remind students to write a paragraph to support their rating.

   

• Teacher Notes

  
  
  • This could be taught within a unit on news packages and/or as a lesson within a multi-day project on news packages.

   

• Optional

  
  

  Extension Idea:

  • Students can create their own rubric or checklist to ensure the project will be done well.