Lights, Camera, ... Wait! What's the Plan?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Television Production Technology

  Course Title:

  Television Production Technology 1

  Course Number:

  8201510

  Career Cluster:

  Arts, A/V Technology and Communication

  CIP Number:

  0610020217

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  02.04 Write a script in an appropriate format.

  05.01 Understand the job functions of a television production team.

  05.03 Function as a member of a production team.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Boss’s Pet Project PSA.” See CPALMS resource ID#209647.

• Career Connection

  
  

  Students will learn how to work as a team according to assigned roles/job descriptions and contribute to a project constructively, and productively. They will collaborate as a team to make suggestions and contributions to produce an impactful, meaningful, and appealing message. They will analyze their request for the PSA, determine what information is needed, and creatively present that message.

• Learning Objectives

  
  

  Students will be able to:

  • Create a scripted, digital storyboard using collaborative tools for a one-minute PSA.
  • Discuss and plan visuals and animations (photographs, diagrams and/or video) or find resources online that can be used to support the communication.
  • Collaborate as a production team member with specific responsibilities.

• Prior Knowledge

  
  

  Students should be familiar with:

  • the emotional impact of photos and video (movement).
  • the 6 reporter questions: Who, What, When, Where, Why, How.
  • how to use digital technology.

• Guiding Questions

  
  
  • What key questions must a reporter ask to assemble an effective public service announcement?
  • How does a broadcast producer organize their studio production team to collaborate on a news segment?
  • What content promotes audience engagement and response to a call-to-action?

• Procedure

  
  

  1. To introduce the lesson, ask students the guiding question:

  • How does a broadcast producer organize their studio production team to collaborate on a news segment?

  2. Assign students to groups of 4-6 students with the following news team roles:

  • Producer/Editor (see Teacher Notes)
  • Script Writer/Prompter Operator
  • Anchor
  • Camera Man
  • Optional: Second Anchor
  • Optional: Researcher/Interviewer

  3. Organize students in discussion groups before handing out the case study, “The Boss’s Pet Project PSA.” See CPALMS resource ID#209647.

  4. Share with students that even in the adult professional world, advertisers, businesses, non-profits, and agencies often don’t know how to create compelling visual messages to advertise or promote their products, service, or event. Students read a fictional account that happens daily in newsrooms worldwide

  5. Provide students sufficient time to read and discuss case study, “The Boss’s Pet Project PSA.”

  • Display the suggested discussion questions at the front of the room as students read the case study.
  • • What do you do when you get an assignment needing more information?
    • What were Mr. Hotstone’s concerns and priorities? (Note - there are multiple) How would you ensure that you impressed your boss?
    • Who was the target audience for Mr. Hotstone’s pet project PSA? Describe what would motivate them to listen to your PSA.
    • Who is the secondary audience? How could you move them off the fence and into the target audience group?
    • How will these audiences benefit from the PSA?
    • What other information do we need about the fundraiser?
  • Students will record their group’s answers to the above questions in their notebooks.
  • Debrief the case study and questions with students.

  6. Have students collaborate to list their positions/names and what they would contribute to the PSA (see Teacher Notes). Students can discuss the 6 reporter questions (who, what, where, when, why, how).

  7. Distribute the storyboard in an electronic format (see attachments) via a learning management system. Students will provide the studio/photo/video shots with scripts and titles.

  • Available presentation software is an excellent choice for storyboarding on the computer.
  • Students can produce a much better product because they can use online logos, maps, photos, etc. They can leverage music beds, sound effects, and animations to make a true multimedia plan. It is much easier to brainstorm, substitute, rearrange, experiment with different choices, and edit a digital

  8. Direct students to brainstorm and storyboard a one-minute public service announcement.

  • Circulate the room and provide guidance/feedback as needed.
  • See summative assessment idea and attached critique grid that can be used when visiting each group.

  9. To close the lesson, have each group’s producer/editor display on available technology and explain the feature of their invented PSA storyboard that they are most proud of.

  • Acknowledge team member(s) contributions - especially for that unique feature.
  • Ask students to reflect on the guiding questions.

• Teacher Notes

  
  
  • The case study reflects a real-life challenge that broadcasters face. Community members, clubs, and volunteer organizations frequently request an event to be advertised but do not provide pertinent information in their requests.
  • Mindfully choose students as the Producer/Editor since they will be the group leader to oversee group project.
  • Many students are not comfortable with their artistic illustration skills. Consider having students take photos with team members posing so that they can think about composition, focal point, background distractions, angles, etc.
  • In Step 6, the teacher can provide local/current dates, locations, and other details for the PSA to make the information more relevant and realistic for the students. Another option is to have the class or each group make those decisions.

• Optional

  
  

  Formative Assessment Ideas:

  • Teacher may circulate around the room during group work and provide feedback on the team’s collaboration and storyboard.

  Summative Assessment Ideas:

  • Teachers may choose to collect the students work and use the attached critique grid, or they might hand out the critique grid to the students do a round robin visiting each group’s storyboard.

  Extension Ideas:

  • Students can apply this exercise to an email from a school club sponsor asking for students to create a PSA.
  • Provide students additional time to film their PSA and present to the class.