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HS VIDEO PRODUCTION I & II
CURRICULUM
Middle Township Public Schools
216 S. Main Street
Cape May Court House, NJ 08210
Born: August 2022
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Video Production 1 & 2
Introduction/Overview/Philosophy
The arts infuse our lives with meaning on nearly all levels—generating significant creative and intellectual capital. They inspire creative
and critical thinking and encourage acceptance of diversity. A well-designed sequential arts program promotes responsible decision
making, enhances self-awareness, builds self-esteem and self-management skills, and helps students build relationship and collaboration
skills.
This course adheres to The New Jersey Student Learning Standards – Visual and Performing Arts which are designed to promote lifelong
artistic literacy and fluency and are guided by the mission and vision statements that follow.
Mission: To empower students to develop creative and critical thinking, social-emotional competencies, and intellectual and expressive
abilities that will allow them to become active, contributing members of a global society.
Vision: All students will have equitable access to a quality, arts education that leads to artistic literacy and fluency in the artistic
practices of the five art disciplines as a mechanism for:
Performing, presenting or producing, as artistically literate individuals, by expressing and realizing creative ideas and
implementing essential technical skills and cognitive abilities significant to many aspects of life and work in the 21st century;
Responding to artistic ideas and work with personal meaning and cognizance of the ability of the arts to address universal themes,
including climate change;
Creating new artistic work reflective of a variety of different ethnic, racial, and cultural perspectives;
Connecting and evaluating how the arts convey meaning through all arts and non-arts disciplines and contexts of our global
society.
The development of artistic literacy is dependent on creating an environment in which students are encouraged to independently and
collaboratively imagine, investigate, construct, and reflect. Philosophically speaking, the arts serve to communicate ideas, as an
opportunity for creative personal realization, to connect and reflect culture and history, and as a means to well-being and mechanism for
problem solving universal, global issues including climate change.
Within the broad lifetime goal of preparing artistically literate individuals, learning experiences that engage students with a variety of
artistic media, symbols, and metaphors for the purpose of creating and performing in ways that express and communicate their own ideas
are essential. Additionally, to become artistically literate, students need opportunities to respond to the arts through analyzing and
interpreting the artistic communications of others.
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All lessons in this course will follow the NJSLS that allow students to CREATE by:
Conceiving
Developing
Constructing
All lessons in this course will follow the NJSLS that allow students to PRODUCE by:
Practicing
Integrating
Presenting
All lessons in this course will follow the NJSLS that allow students to RESPOND by:
Perceiving
Interpreting
Evaluating
All lessons in this course will follow the NJSLS that allow students to CONNECT by:
Synthesizing
Relating
Students will be introduced to the field of video production and no prior video experience is required. Students enrolled
in this course will work in all phases of video production while planning, filming and editing a variety of creative
projects. These projects may include music videos, PSAs, commercials, mashups, movie trailers and studio productions.
Students will learn to operate HD video cameras, DSLRs, the GoPro, professional microphones, and lighting
equipment. Students will also have the opportunity to work as crew members either behind or in front of the camera.
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Objectives
Course Outline: Video I
UNIT 1: INTRODUCTION TO TELEVISION (approx. 2 weeks)
Demonstrate in oral and written fashion an analytical/critical approach to personal television viewing
Differentiate and list various TV formats
Identify and navigate the three phases of television production: pre production, production and postproduction.
Pitch a production idea through the proper use of treatments and proposals.
To plan a video production using storyboards and shot lists.
Identify a target audience by analyzing its demographics.
UNIT 2: INTRODUCTION TO EDITING (approx. 3 weeks)
Understand the difference between linear/nonlinear editing
Identify strategies and methods used in TV production
Produce a video designed to influence the viewer toward a specific idea
Learn and implement Adobe Premiere editing software
Study and implement stock footage libraries.
Apply audio and video effects and transitions.
Add and manipulate text, titles and graphics.
Mix and balance audio sources.
Share and distribute final video productions.
UNIT 3: CAMERAS AND CINEMATOGRAPHY (approx. 8 weeks)
Experience field recording using portable video equipment
Carry out “on-camera” performance techniques necessary in TV production
Explore differences between Standard Definition (SD) and High Definition (HD) formats
Identify and utilize: camera angles, camera movements, shot variety and pacing, shot composition and beginning of
directing.
Explore different audio recording options.
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Apply new techniques to production of a variety of styled video “skits”.
UNIT 4: LEAD-IN (approx. 4 weeks)
Apply technical camera and audio skills to a creative production.
- Create a title sequence to be used for the Morning Show
Apply techniques to target a desired audience and create an emotional reaction within the audience.
Introduction to Studio setup and equipment including: audio board, lighting and chroma-keying effect of switcher.
UNIT 5: STUDIO EQUIPMENT AND PRODUCING/DIRECTING (approx. 10 weeks)
Recognize and identify camera, sound, editing, and special effects
Operate within the rigid time constraints implicit in broadcasting
Operate and care for in-studio and portable equipment, e.g. cameras, editors, character generators, switchers, audio
equipment etc.
Arrange lighting, teleprompter, and other necessary materials in studio
Identify related careers and occupations
Function as a contributing member of a production crew including: Director, Tech Director, Audio Engineer, CG
Operator, Source Player, Camera Operator, Teleprompter, Talent, Light Tech and Floor Manager
Develop complete “directable” TV scripts including video directions, audio directions, direction to talent, times (elapsed
and/or remaining), notes, etc.
Produce the Morning Show for 1 week.
Produce an in-class studio production.
UNIT 6: COMMERCIALS/PSAS (approx. 8 weeks)
Develop an understanding of the role of advertising in the field of TV and film.
Identify and apply means of hooking the attention of a target audience.
Create a production that clearly communicates a message.
Identify examples of product placement and co-promotion in the media.
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Create a graphic presentation (print media ad) using Adobe Photoshop.
Plan and produce a marketing campaign reaching a target audience through TV, radio and print media.
UNIT 7: MOVIE TRAILERS (approx. 4 weeks)
Explore different editing styles that allow for an emotional reaction within an audience.
Apply advanced techniques to a graphic presentation (movie poster) using Adobe Photoshop.
Experiment with advanced editing options within Adobe Premiere.
UNIT 8: OPEN ENDED CAMERA/EDITING TECHNIQUES (approx. 5 weeks)
Explore and create productions using a variety of advanced camera and editing techniques
Stop action animation
Multi track video cloning
Chroma key
Time lapse
UNIT 9: MUSIC VIDEO (approx. 5 weeks)
Explore and apply advanced audio / video sync techniques.
Create a video production that clearly communicates a message that directly corresponds to the emotion of a song.
Continue to develop strong cinematography.
Course Outline: Video II
UNIT 1: Review of technical operations (approx. 3 weeks)
Demonstrations of DSLR camera operations, audio equipment, and camera support systems.
- www.mediacollege.com and www.cybercollege.org
In-class scavenger hunt shoot to practice applying skills.
Critique of video for technical, media and cinematic strengths and weaknesses.
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UNIT 2: Campus Story Montage (approx. 3 weeks)
Define the montage and what its role in modern film is.
Cite specific examples in modern and historic films to analyze how the montage was used as a story-telling device.
Explore ways to create an emotional reaction through creative cinematography and stylistic editing.
Student creation of a Campus Story montage that tells the whole story of an aspect of campus life while conveying the
emotions associated with it.
UNIT 3: Technical Tutorial (approx. 3 weeks)
Break a technical process down into incremental steps needed for successful completion.
Tell a linear story line using visuals to help clearly communicate the process.
Used advanced camera controls to manipulate technical video quality.
Student creation of a Tutorial that clearly communicates a technical process.
UNIT 4: New Technique Free Choice (approx. 4 weeks)
Students will identify video (camera/editing) techniques that have been used in TV1 and TV2.
New video techniques (camera/editing) will be explored.
Students will plan, film and edit a short skit that tells a full story while implementing a new video technique.
Included in the student’s presentation of the final project, they will also give a demonstration on the new video technique.
UNIT 5: ENG (Electronic News Gathering) (approx. 4 weeks)
Equipment required for an ENG shoot (camera, tripod, mic, portable light)
Location scouting
Filming and editing
Storytelling devices
Students will plan, cast, film and direct an ENGstyle interview.
Students will write, plan and shoot a live studio magazine-style show built around the final ENG projects.
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UNIT 6: SATIRE (approx. 3 weeks)
Define satire as a story-telling device and identify samples from different types of media.
Explore how the satire is used in different facets of the media industry.
Critique the meaning and effectiveness pf different types of satire.
Students will produce a production using satire to target a specific current social issue.
UNIT 7: FOLEY AUDIO (approx. 2 weeks)
Explore how the TV / film industry uses foley artists to replace the audio in final productions.
Develop advanced technical skills in the field of audio, including microphone selection, audio recording and audio post
production.
Students apply newly learned skills to a production where they will remove the original audio from a movie scene and will
replace it with newly recorded sound effects and dialog.
UNIT 8: EFP (Electronic Field Production) *Movie Recreations (approx. 3 weeks)
Differentiate between ENG and EFP styled productions
Operate the equipment commonly used in an EFP production
– Lighting, audio, camera support systems
Serve as the different jobs commonly required for an EFP production
Analyze a film scene for directing and story telling strengths
Students will recreate a scene from a movie focusing on cinematography, audio and lighting.
UNIT 9: Story Telling (approx. 4 weeks)
Identify story structure and character development strategies.
Analyze advanced directing through cinematography.
Students will have the opportunity to practice story telling with a pair of short story projects: 30-second Mood Piece and
15-second Short Short.
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UNIT 10: 10-minute Short Film (whole year)
This is the overarching goal of the course that starts in September and completes in May, and includes elements that are
taught throughout the duration of the course.
Quarter 1: Brainstorm and develop storyline.
Quarter 2: Create and pitch story with appropriate treatment / logline.
Quarter 3: Write final script and produce opening title sequence.
Quarter 4: Film and record all audio and video and edit final production.
Student Outcomes:
After successfully completing this course, the student will be able to complete:
Edit stock footage interview w/ b-roll
Camera Angle Skit Web Series
Flag salute
In-class studio production
Commercials / Public Service Announcements
Movie trailer
Various TV production projects
Stop Action
Cloning
Time Lapse
Chroma Key
Music video
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1
Act as a responsible and contributing community member and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding
every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment
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around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum
expectation and in participating in activities that serve the greater good.
CRLLKSP 2
Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides
the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3
Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative
impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,
materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRLLKSP 4
Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or
problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a
variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring
innovation to an organization.
CRLLKSP 5
Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the
root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is
agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6
Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively
influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use
a variety of means to positively impact the directions and actions of 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 that management’s actions and
attitudes can have on productivity, morals and organizational culture.
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CRLLKSP 7
Plan education and career paths aligned to personal goals.
Students 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 career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to
them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and
experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8
Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace
problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They
understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these
risks.
CRLLKSP 9
Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers
to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and
facilitate effective team meetings.
Suggested Activities
The following methods of instruction will be incorporated into the daily class activities:
Lecture/discussion
Video presentations
Class work
Group discussion
Homework
Field / Event recording
Video production teamwork
Teacher demonstration and student performance utilizing the following telecommunication equipment:
camera systems – studio and portable
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switcher/mixer
editing software
audio system
computer graphics system
lighting systems
teleprompter
audio recording options
Methodologies
Career Readiness, Life Literacies, and Key Skills Mission: Career readiness, life literacies, and key skills education provides students
with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society,
and successfully meet challenges and opportunities in an interconnected global economy.
Vision: An education in career readiness, life literacies and key skills fosters a population that:
Continually self-reflects and seeks to improve the essential life and career practices that lead to success
Uses effective communication and collaboration skills and resources to interact with a global society
Possesses financial literacy and responsibility at home and in the broader community
Plans, executes, and alters career goals in response to changing societal and economic conditions
Seeks to attain skill and content mastery to achieve success in a chosen career path
Career Readiness, Life Literacies, and Key Skills are intended to:
Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life
Literacies, and Key Skills
Foster greater coherence and appropriate progressions across grade bands
Establish meaning connections among the major areas of study
Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success
A wide variety of methodologies in this course will be used. The following are suggestions, not limitations, as to how the program may
be implemented and facilitated while paying special attention to the skills. Codes refer to the 2020 New Jersey Student Learning
Standards – Career Readiness, Life Literacies, and Key Skills.
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Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Individual assignments CRLLKSP2, CRLLKSP4
Whole class instruction CRLLKSP2, CRLLKSP4
Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9
Interdisciplinary Connections
Based on the New Jersey Student Learning Standards, this course requires the use of mathematics and language arts through the use of
time code calculations and reading modules in cybertext. Writing skills are met when creating scripts for projects and written homework
assignments. Visual and Performing Arts New Jersey Student Learning Standards are met through learning and applying TV
equipment and software to create various television productions.
English Language Arts - Following procedural instruction for project creation - RST.9-10.3. Follow precisely a complex
multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special
cases or exceptions defined in the text and RST.11-12.3. Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Appropriate and competent use of relevant websites and digital software and equipment
Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom
critique of student growth and progress
Presentation and exploration of related career possibilities
Working in teams to create group based learning activities and projects CRLLSKP1
Application of skills learned in class to project based activities CRLLSKP2
Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at
Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and
how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior
knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
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Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504 Plans)
Peer mentoring on problems
Differentiated teacher feedback on assignments
Visual aids as we project problems on whiteboard
Study guides
Tiered assignments
Scaffolding of materials and assignments
Re-teaching and review
Guided note taking
Exemplars of varied performance levels
Multi-media approach to accommodating various learning styles
Use of visual and multi-sensory formats
Use of assisted technology
Use of prompts
Modification of content and student products
Testing accommodations
Authentic assessments
Pre-teaching of vocabulary and concepts
Visual learning, including graphic organizers
Use of cognates to increase comprehension
Teacher modeling
Pairing students with beginning English language skills with students who have more advanced English language skills
Scaffolding
word walls
sentence frames
think-pair-share
cooperative learning groups
teacher think-alouds
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Differentiation for Enrichment
Supplemental reading material for independent study
Flexible grouping
Tiered assignments
Topic selection by interest
Enhanced expectations for independent study
Elevated questioning techniques using Webb's Depth of Knowledge matrix
Adjusting the pace of lessons
Curriculum compacting
Inquiry-based instruction
Independent study
Higher-order thinking skills
Interest-based content
Student-driven
Real-world problems and scenarios
Curriculum Map/Pacing Guide- Video I
Unit Topic
Time Allocated
Differentiating Instruction for
Students with Disabilities,
Students at Risk, Students
with 504 Plans, English
Language Learners, & Gifted
& Talented Students
Assessments
UNIT 1: Introduction
to Television
Demonstrate in oral
and written fashion
an analytical/critical
approach to personal
television viewing
Approx. 2 weeks
For Support:
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Formative Assessment:
Observation of
student engagement
and understanding
during discussion
portions of lessons.
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Differentiate and list
various TV formats
Identify and navigate
the three phases of
television production:
preproduction,
production and
postproduction.
Pitch a production
idea through the
proper use of
treatments and
proposals.
To plan a video
production using
storyboards and
shotlists.
Identify a target
audience through by
analyzing its
demographics.
Multi-media approach to
accommodating various
learning styles
Tiered assignments
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
Daily questioning of
students for
understanding
Observation of
student engagement
and understanding
during recreation of
preproduction
assignments.
Summative Assessment:
Online textbook note
based quizzes
Student re-created
treatment / proposal.
Students reverse
engineered
storyboard.
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UNIT 2: Introduction
to Editing
Understand the
difference between
linear/nonlinear
editing
Identify strategies
and methods used in
TV production
Produce a video
designed to influence
the viewer toward a
specific idea
Implement stock
footage libraries.
Apply audio and
video effects and
transitions.
Approx 3 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Formative Assessment:
Observation of
student engagement
and understanding
during
demonstration of
editing skills.
Daily questioning of
students for
technical
understanding
Observation of
student engagement
and understanding
during editing.
Summative Assessment:
Edited interview
including audio and
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Add and manipulate
text, titles and
graphics.
Mix and balance
audio sources.
Share and distribute
final video
productions.
Real-world problems
and scenarios
b-roll using stock
footage.
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Unit 3: Cameras and
Cinematography
Experience field
recording using
portable video
equipment
Carry out “on-
camera” performance
techniques necessary
in TV production
Explore differences
between Standard
Definition (SD) and
High Definition (HD)
formats
Identify and utilize:
camera angles,
camera movements,
shot variety and
pacing, shot
composition and
beginning of
directing.
Explore different
audio recording
options.
Apply new
techniques to
production of a
variety of styled
video “skits”.
Approx. 8 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
Formative Assessment:
Observation of
student engagement
and understanding
during
demonstration of
camera operations.
Observation of
student engagement
and understanding
during hands-on
application of
camera operations.
Hands-on student
review of camera
operations.
Observation of
student application
of appropriate skills
during open lap
portions of class to
produce original
content.
Summative Assessment:
Hands-on camera
test.
Three “Web Series”
videos:
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preproduction,
filming and editing.
Unit 4: Lead-ins
Apply technical
camera and audio
skills to a creative
production.
Create a title
sequence to be used
for the Morning
Show.
Apply techniques to
target a desired
audience and create
Approx. 4 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Formative Assessment:
Observation of
student engagement
and understanding
during
demonstration of
studio operations.
Observation of
student engagement
and understanding
during production of
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an emotional reaction
within the audience.
Introduction to
Studio setup and
equipment including:
audio board, lighting
and chroma-keying
effect of switcher.
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems and
scenarios
Lead-in project and
Flag Salute.
Summative Assessment:
Lead-in filming and
editing.
Chroma Keyed Flag
Salute.
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Unit 5: Studio
Equipment and
Producing/Directing
Recognize and
identify camera,
sound, editing, and
special effects
Operate within the
rigid time constraints
implicit in
broadcasting
Operate and care for
in-studio and
portable equipment,
e.g. cameras, editors,
character generators,
switchers, audio
equipment etc.
Arrange lighting,
teleprompter, and
other necessary
materials in studio
Identify related
careers and
occupations
Approx. 10
weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
Formative Assessment:
Observation of
student engagement
and understanding
during
demonstration of
studio operations.
Observation of
student engagement
and understanding
during planning and
filming stages of
studio production.
Summative Assessment:
Studio job quizzes.
Completion of studio
jobs during Morning
Show
Completion of
pre/prod/post jobs
during in-class
studio production.
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Function as a
contributing member
of a production crew
including: Director,
Tech Director, Audio
Engineer, CG
Operator, Source
Player, Camera
Operator,
Teleprompter, Talent,
Lighting Tech and
Floor Manager
Develop complete
“directable” TV
scripts including
video directions,
audio directions,
direction to talent,
times (elapsed and/or
remaining), notes,
etc.
Produce the Morning
Show for 1 week.
Produce an in-class
studio production.
Unit 6: Commercials
and PSAs
Develop an
understanding of the
role of advertising in
Approx. 8 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Formative Assessment:
Observation of
student engagement
and understanding
during discussions of
advertising and
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the field of TV and
film.
Identify and apply
means of hooking the
attention of a target
audience.
Create a production
that clearly
communicates a
message.
Identify examples of
product placement
and co-promotion in
the media.
Create a graphic
presentation (print
media ad) using
Adobe Photoshop.
Plan and produce a
marketing campaign
reaching a target
audience through TV,
radio and print
media.
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
techniques utilized
in media.
Observation of
student engagement
and understanding
during planning and
filming stages of
commercial/psa.
Observation of
student engagement
and understanding
during screening and
discussion
of Greatest Movie
Ever
Sold documentary.
Summative Assessment:
Student created ad
campaign: Radio Ad,
Print Media Ad, TV
Ad.
Critique of ad
campaigns.
Reaction paper
to Greatest Movie
Ever
Sold documentary.
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Unit 7: Movie Trailers
Explore different
editing styles that
allow for an
emotional reaction
within an audience.
Apply advanced
techniques to a
graphic presentation
(movie poster) using
Adobe Photoshop.
Experiment with
advanced editing
options within Adobe
Premiere.
Approx. 4 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Formative Assessment:
Observation of
student engagement
and understanding
during planning and
editing stages of
Movie Trailer
project.
Summative Assessment:
Student created
Movie Trailer.
Critique of Movie
Trailers.
26 | P a g e
Student-driven
Real-world problems
and scenarios
27 | P a g e
Unit 8: Open Ended
Camera / Editing
Techniques
Explore and create
productions using a
variety of advanced
camera and editing
techniques
Stop action
animation
Multi track video
cloning
Chroma key
Time lapse
Approx. 5 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
Formative Assessment:
Observation of
student engagement
and understanding
during
demonstrations of
video techniques.
Observation of
student engagement
and understanding
during planning,
filming and editing
stages of open
ended.
Summative Assessment:
Student created
mini-projects: stop
action, cloning,
chroma-key and time
lapse.
28 | P a g e
Unit 9: Music Videos
Explore and apply
advanced audio /
video sync
techniques.
Create a video
production that
clearly communicates
a message that
directly corresponds
to the emotion of a
song.
Approx. 5 weeks
For Support:
Peer mentoring on
problems
Differentiated teacher
feedback on assignments
Visual aids as we project
problems on whiteboard
Multi-media approach to
accommodating various
learning styles
Formative Assessment:
Observation of
student engagement
and understanding
during planning,
filming and editing
stages of music
video.
Summative Assessment:
29 | P a g e
Continue to develop
strong
cinematography.
Use of visual and multi-
sensory formats
For Enhancement:
Flexible grouping
Tiered assignments
Independent study
Interest-based content
Student-driven
Real-world problems
and scenarios
Student created
music video
(technical, media,
project specific).
Presentation of
music video w/ self
critique.
30 | P a g e
Curriculum Map/Pacing Guide- Video II
Unit Topic
Time
Allocated
Differentiating
Instruction for
Students with
Disabilities, Students
at Risk, Students with
504 Plans, English
Language Learners,
& Gifted & Talented
Students
Standards
Assessments
Unit 1: Review of Technical Operations
Demonstrations of DSLR camera operations,
audio equipment, and camera support systems.
www.mediacollege.com www.cybercollege.org
In-class scavenger hunt shoot to practice
applying skills.
Critique of video for technical, media and
cinematic strengths and weaknesses.
3 weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
Formative
Assessment:
Observation of
student
engagement and
understanding
demonstrations
and hands-on
application of
31 | P a g e
Student creation of a Morning Show Lead-in w/
flag salute.
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
camera
equipment.
Observation of
student
engagement and
understanding
demonstrations
and hands-on
application of
Adobe Premiere
editing software.
Observation of
student
engagement and
understanding
during planning,
filming and
editing stages of
Lead-in project.
Summative
Assessment:
Student
completion of
DSLR
scavenger hunt.
Lead-in
preproduction,
production and
final project.
32 | P a g e
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Presentation of
lead-in w/ self
critique.
Unit 2: Campus Story Montage
Define the montage and what its role in
modern film is.
Cite specific examples in modern and historic
films to analyze how the montage was used as
a story-telling device.
Explore ways to create an emotional reaction
through creative cinematography and stylistic
editing.
Student creation of a Campus Story montage
that tells the whole story of an aspect of
campus life while conveying the emotions
associated with it.
Approx 3
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion of
historical
montages.
Summative
Assessment:
Montage
analysis activity.
33 | P a g e
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
Student created
campus story
project.
Presentation of
campus story
project w/ self
critique.
34 | P a g e
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Unit 3: Technical Tutorial
Break a technical process down into
incremental steps needed for successful
completion.
Tell a linear story line using visuals to help
clearly communicate the process.
Used advanced camera controls to manipulate
technical video quality.
Student creation of a Tutorial that clearly
communicates a technical process.
Approx 3
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion of
linear story
lines.
Observation of
student
engagement and
understanding
during planning,
production and
editing of
tutorial project.
Summative
Assessment:
Student created
tutorial project.
35 | P a g e
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Completion of
technical
process based
on tutorial
directions.
36 | P a g e
Unit 4: New Technique Free Choice
Students will identify video (camera/editing)
techniques that have been used in TV1 and
TV2.
New video techniques (camera/editing) will be
explored.
Students will plan, film and edit a short skit
that tells a full story while implementing a new
video technique.
Included in the student’s presentation of the
final project, they will also give a
demonstration on the new video technique.
Approx 4
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion and
demonstrations
of past video
techniques.
Observation of
student
engagement and
understanding
during planning,
production and
editing of free
choice project.
Summative
Assessment:
Student created
free choice
project.
Student
demonstration
of new
technique.
37 | P a g e
Real-world
problems and
scenarios
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Unit 5: ENG (Electronic News Gathering)
Students will identify video (camera/editing)
techniques that have been used in TV1 and
TV2.
New video techniques (camera/editing) will be
explored.
Approx 4
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
Formative
Assessment:
Observation of
student
engagement and
understanding
38 | P a g e
Students will plan, film and edit a short skit
that tells a full story while implementing a new
video technique.
Included in the student’s presentation of the
final project, they will also give a
demonstration on the new video technique.
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
during
discussion and
analysis of
professional
ENG samples.
Observation of
student
engagement and
understanding
during planning,
production and
editing ENG
projects.
Observation of
student
engagement and
understanding
during planning
and live
production of
studio
production.
Summative
Assessment:
Student created
ENG project.
Student created
studio
production.
39 | P a g e
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Unit 6: SATIRE
Define satire as a story-telling device and
identify samples from different types of media.
Explore how the satire is used in different
facets of the media industry.
Critique the meaning and effectiveness pf
different types of satire.
Students will produce a production using satire
to target a specific current social issue.
Approx 3
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion and
analysis of satire
in the media.
Observation of
student
engagement and
40 | P a g e
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
understanding
during planning,
production and
editing satire
project.
Summative
Assessment:
Student analysis
/ reaction to
satire in film.
Student created
satire
production.
41 | P a g e
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Unit 7: FOLEY AUDIO
Explore how the TV / film industry uses foley
artists to replace the audio in final productions.
Develop advanced technical skills in the field
of audio, including microphone selection,
audio recording and audio post production.
Students apply newly learned skills to a
production where they will remove the original
audio from a movie scene and will replace it
with newly recorded sound effects and dialog.
Approx 2
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion of
audio adv
techniques.
Observation of
student
engagement and
understanding
during recording
and editing of
foley projects.
Observation of
student
engagement and
understanding
42 | P a g e
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
during planning
and live
production of
studio
production.
Summative
Assessment:
Student created
foley project.
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CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
UNIT 8: EFP (Electronic Field Production)
*Movie Recreations
Differentiate between ENG and EFP styled
productions
Operate the equipment commonly used in an
EFP production
Lighting, audio, camera support systems
Serve as the different jobs commonly required
for an EFP production
Analyze a film scene for directing and story
telling strengths
Students will recreate a scene from a movie
focusing on cinematography, audio and
lighting.
Approx 3
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
Formative
Assessment:
Observation of
student
engagement and
understanding
during
discussion and
analysis of
behind the
scenes videos.
Observation of
student
engagement and
understanding
during
demonstrations
of video and
audio crew
responsibilities.
Summative
Assessment:
Small group
presentations on
6 basic lighting
styles.
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Interest-based
content
Student-driven
Real-world
problems and
scenarios
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
Student analysis
of original
movie scene.
Student created
[EFP] Movie
Recreation
project.
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UNIT 9: Story Telling
Identify story structure and character
development strategies.
Analyze advanced directing through
cinematography.
Students will have the opportunity to practice
story telling with a pair of short story projects:
30-second Mood Piece and 15-second Short
Short.
Approx 4
weeks
For Support:
Peer mentoring
on problems
Differentiated
teacher
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
Formative
Assessment:
Observation of
student
engagement and
understanding
during analysis
of short film
story
development
samples.
Observation of
student
engagement and
understanding
during planning,
filming and
editing of Mood
Piece and 15-
second Short
Short projects.
Summative
Assessment:
Student created
Mood Piece
project.
Student created
15-secodn Short
Short project.
46 | P a g e
Real-world
problems and
scenarios
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9
UNIT 10: 10-minute Short Film
This is the overarching goal of the course that
starts in September and completes in May, and
includes elements that are taught throughout
the duration of the course.
Quarter 1: Brainstorm and develop storyline.
Whole year
For Support:
Peer mentoring
on problems
Differentiated
teacher
NJSLS:
(*Students will
strive to meet
advanced
standards,
however
accomplished
Formative
Assessment:
Observation of
student
engagement and
understanding
47 | P a g e
Quarter 2: Create and pitch story with
appropriate treatment / logline.
Quarter 3: Write final script and produce
opening title sequence.
Quarter 4: Film and record all audio and video
and edit final production.
feedback on
assignments
Visual aids as
we project
problems on
whiteboard
Multi-media
approach to
accommodating
various learning
styles
Use of visual
and multi-
sensory formats
For Enhancement:
Flexible
grouping
Tiered
assignments
Independent
study
Interest-based
content
Student-driven
Real-world
problems and
scenarios
and proficient
standards are
acceptable as
well.)
1.2.12adv.Cr1a
1.2.12adv.Cr1b
1.2.12adv.Cr1c
1.2.12adv.Cr2a
1.2.12adv.Cr2b
1.2.12adv.Cr3a
1.2.12adv.Cr3b
1.2.12adv.Pr4a
1.2.12adv.Pr5a
1.2.12adv.Pr5b
1.2.12adv.Pr5c
1.2.12adv.Pr6a
1.2.12adv.Pr6b
1.2.12adv.Re7a
1.2.12adv.Re7b
1.2.12adv.Re8a
1.2.12adv.Re9a
1.2.12adv.Cn10a
1.2.12adv.Cn10b
1.2.12adv.Cn11a
1.2.12adv.Cn11b
8.1 & 8.2
Standards
8.2.12.NT.1
9.2 & 9.4
Standards
9.2.12.CAP.4
9.2.12.CAP.5
9.2.12.CAP.6
9.2.12.CAP.8
9.2.12.CAP.9
9.4.12.CI.1
9.4.12.CI.2
9.4.12.CI.3
9.4.12.CT.1
during
preproduction
phase of short
film project.
Observation of
student
engagement and
understanding
during filming
and editing of
short film.
Summative
Assessment:
Short film
treatment (Q2).
Short film script
and opening title
sequence (Q3).
Short film final
production (Q4).
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9.4.12.CT.2
9.4.12.DC.1
9.4.12.DC.2
9.4.12.DC.3
9.4.12.DC.4
9.4.12.DC.5
9.4.12.DC.6
9.4.12.DC.7
9.4.12.DC.8
9.4.12.IML.2
9.4.12.IML.4
9.4.12.IML.8
9.4.12.IML.9
9.4.12.TL.1
9.4.12.TL.3
9.4.12.TL.4
CRLLKSPs
CRLLKSP 3
CRLLKSP 4
CRLLKSP 5
CRLLKSP 7
CRLLKSP 8
CRLLKSP 9