Audio Video Production
Practicum
Copyright © Texas Education Agency, 2015. All Rights Reserved.
1
Table of Contents
Introduction
3
Preparation for First Day of Class
4
Useful Websites
5
Practicum Schedule
6
General Housekeeping
7
Training Station Orientation
23
History
33
Leadership
59
Management and Interpersonal Skills
73
Goin’ Global
99
Math
122
Career Exploration
149
Program Forms
178
Additional Activities
193
Career Pathways
206
Personal Management
224
Portfolios
252
Project Management
264
Scholarship
281
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2
Audio Video Production Practicum
Introduction
This Practicum is designed to be used by new and veteran teachers who would like to enhance their students’
performance by utilizing computer-generated projects. The purpose of these lessons is to transform the
classroom into a lab setting with the students becoming self-driven learners and the teacher taking on the role
of a facilitator.
With the exception of the General Housekeeping unit, the material is adaptable and may be presented in any
order the teacher chooses. Because there are so many detailed forms that are necessary at the onset of the
school year or semester, the General Housekeeping unit should be covered first. Detailed lesson plans are
provided, which include handouts and activities.
Each unit contains at least one multimedia presentation; therefore, the teacher will need to use a desktop or
laptop computer attached to a projector in order to present the materials to the class.
Customarily, students enrolled in a Practicum course are placed on jobs prior to the onset of the school year.
Of course, there are often a few students who will need job placement by the teacher once school starts.
Students must be employed and a training plan must be filed within 14 days of the start of the school year. It
is important that all Texas Education Agency rules are followed and adequate records be kept, in the event of
an audit by a TEA representative.
The teacher is required to visit each training sponsor regarding student progress at least once per each sixweek grading period, regardless of whether or not the school calendar adheres to a six-week or nine-week
grading period.
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3
Preparation for the First Class Day
Classroom
• Are the students desks arranged the way you would like them to be for optimal class instruction?
• Is your desk in an area where it will be easy to manage the class?
• Do you have all the things you will need already in place at your desk? (a calendar/unit planner, grade
book, pencils, pens, notepad, etc.)
• Is the furniture easy to walk around?
• Are bulletin boards prepared and attractive to students?
• Do you have a space prepared for students to turn in work?
• Is the lighting in the room appropriate?
• Are the materials organized and easy to access?
• Do you have an emergency exit plan posted in the room?
Students/Parents
• Have you prepared the letters to the students and parents within the General Housekeeping portion of
the Practicum?
• Have you prepared home folders for the students?
Instruction
• Have you prepared a script of what you are going to do the first day?
• Do you have a classroom management plan prepared and expectations established?
• Do you know what procedures you are going to use in managing your class?
• Is there a sign-in paper or do you have a roll calling system ready to put in place?
• Do you have an activity/procedure for students who arrive before the bell rings?
• Do you have a grading system you would like to use ready?
• Do you have ice breakers/team builders ready to do on the first day?
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Useful Websites
Texas Education Agency
http://www.tea.state.tx.us
Career and Technical Education
http://cte.unt.edu/
O*NET
http://www.onetonline.org/
All Club Information
The Career and Technical Student Organization (CTSO), Skills USA is an extension of the Audio Video Practicum
course instruction. Dues and registration for most of the youth organizations is conducted online.
www.tea.state.tx.us
Parliamentary Procedure (Robert’s Rules of Order):
http://www.ohio.edu/csen/upload/gen_info_roberts_rules_of_order.pdf
Research
https://www.tsl.state.tx.us/elibrary
http://www.si.edu/
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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Practicum Schedule
Topic
General Housekeeping
Training Station
Orientation
Audio Video
Production History
Leadership
Management and
Interpersonal Skills
Goin’ Global
Audio Video
Production Math
Career Exploration
Additional Activities
Activity
Forms
Time Frame
5 Class Periods
Project
12 Class Periods
Notes, Activities, and Projects
7 Class Periods
Notes, Activities, and Projects
15 Class Periods
Notes, Activities, and Projects
20 Class Periods
Notes, Activities, and Projects
10 Class Periods
Notes, Worksheets, and Tests
20 Class Periods
Notes, Activities, and Tests
10 Class Periods
9 Class Periods
*Each Class Period is 45 – 50 minutes in length
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General Housekeeping: Forms
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate characteristics necessary to be a successful
student in the Audio Video Production program.
Specific Objectives
• Students will identify the critical rules of program operation.
• Students will explain the procedures for reporting an absence from school/work.
• Students will learn the policies and procedures of the Audio Video Production Practicum program.
• Students will obtain the necessary signatures on required forms.
This lesson should take 5 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
1. The student applies academic knowledge and skills in production projects. The student is expected
to:
a. apply English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; use correct grammar, punctuation, and terminology to write and edit
documents; and compose and edit copy for a variety of written documents such as scripts,
captions, schedules, reports, and manuals; and
b. apply mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
2. The student implements advanced professional communications strategies. The student is expected
to:
a. adapt language for audience, purpose, situation, and intent, such as structure and style;
b. organize oral and written information;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
7
c.
d.
e.
f.
g.
interpret and communicate information, data, and observations;
present formal and informal presentations;
apply active listening skills to obtain and clarify information;
listen to and speak with diverse individuals; and
exhibit public relations skills to increase internal and external customer/client satisfaction.
3. The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation independently
and in teams to solve problems and make decisions.
6. The student applies safety regulations. The student is expected to:
a. implement personal and workplace safety rules and regulations; and
b. follow emergency procedures.
7. The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
a. employ leadership skills to accomplish goals and objectives by analyzing the various roles of
leaders within organizations; exhibit problem-solving and management traits; describe effective
leadership styles; and participate in civic and community leadership and teamwork
opportunities to enhance skills;
b. employ teamwork and conflict-management skills to achieve collective goals;
c. establish and maintain effective working relationships by providing constructive praise and
criticism; demonstrate sensitivity to and value for diversity; and manage stress and controlling
emotions;
d. conduct and participate in meetings to accomplish work tasks by developing meeting goals,
objectives, and agendas; prepare for and conduct meetings to achieve objectives within
scheduled time; produce meeting minutes, including decisions and next steps; and use
parliamentary procedure, as needed, to conduct meetings; and
e. employ mentoring skills to inspire and teach others.
8. The student implements ethical decision-making and complies with laws regarding use of
technology. The student is expected to:
a. exhibit ethical conduct related to providing proper credit for ideas and privacy of sensitive
content;
b. discuss and apply copyright laws in relation to fair use and acquisition and use of digital
information by citing sources using established methods;
c. model respect of intellectual property when manipulating, morphing, and editing graphics,
video, text, and sound;
d. demonstrate proper etiquette and knowledge of acceptable use policies when using networks,
especially resources on the Internet and intranet; and
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8
e. analyze the impact of the audio/video production industry on society, including concepts
related to persuasiveness, marketing, and point of view.
9. The student demonstrates appropriate employability characteristics and maintains a professional
portfolio. The student is expected to:
a. identify and participate in training, education, or certification to prepare for employment;
b. identify and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;
c. demonstrate skills related to seeking and applying for employment to find and obtain a desired
job, including identifying job opportunities, developing a resumé and letter of application,
completing a job application, and demonstrating effective interview skills;
d. maintain a career portfolio to document work experiences, licenses, certifications, and work
samples;
e. demonstrate skills in evaluating and comparing employment opportunities; and
f. examine employment opportunities in entrepreneurship.
10. The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work tasks.
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
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Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will secure signatures on all forms, as specified by the teacher.
• Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (http://www.cte.unt.edu).
Preparation
• Display each form on projector screen if possible.
• Copy the handout sheets and rubric for the students.
• Have materials ready to go prior to the start of the lesson.
• SUGGESTION: make folder packets for each student ahead of time. Have students write their names
on the folder; the folder becomes part of the permanent record files for the school year.
Instructional Aids
• Student handouts
Materials Needed
• Copies of all forms
Equipment Needed
• Teacher computer
• Projector (for digital presentation
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Introduction
Learner Preparation
• Ask students why rules are necessary.
• Ask why daily attendance is important.
• Explain that is an honor to be accepted into this program and that all students must maintain high
expectations to remain in the class.
Lesson Introduction
• Explain each form in detail and check for understanding.
• Tell the class that all forms must be returned with appropriate signatures by the end of the first week
of class.
• Obviously, if a student has not secured employment by the first day of school, that student will not be
able to fill out the Training Plan form; however, make sure they fill in everything except the
employment information. (They will need to do this once they are employed.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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Outline
MI
OUTLINE
NOTES TO TEACHER
The following forms are included in the students’
packets:
Training Plan Form
• Used by the teacher to complete a
student’s training plan
• Can also be used by the teacher when
visiting training stations, if kept in a
Visitation binder
Student Responsibilities
• Rules of the program should be strictly
adhered to in order to avoid problems.
• Key rule: if a student is absent from
school, that student is not to report to
work.
• Key rule: a student may not quit a job
without the teacher’s permission, or is in
jeopardy of failing the class for the
grading period.
• Key rule: theft is not condoned.
Immediate removal from the program.
Syllabus
• Details what the students will learn
• Grading policy
Classroom Rules
• A must for every teacher
• Personalize to your methods
Unemployed Student Policy
Dependability Grade
Summary Verification Signatures Form
• Ensures the parent received all the
paperwork
Wage and Hour Report
• A document that can be audited.
• All students must keep an accurate
record of the hours worked. Keep these
Copy the instructions and
grading rubric and make into a
packet.
Tell the class about some of
the things you learned at
previous jobs. Explain how
those skills helped you to
become a teacher.
Explain the necessity of
learning as much as possible
about a job because some of
the skills learned will help
with future employment.
Explain to the class that
customers see a business
much differently than the
employees see it.
Ask the class if they ever
wanted to work at a place
where they shopped. Have
them give reasons why they
wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
12
•
There are several samples included
o “Mobile Me” Activity:
o Students will create a mobile
about themselves and will share it
with the class. Assign this on the
first or second day of class (due by
the end of the first week).
Teacher will hand out the
instructions go over them for
this assignment. If possible, it
would be helpful if the
teacher were to make one to
show as an example.
Hang all of the mobiles in the
classroom for the first few
weeks of school.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will go over each form individually and thoroughly. It is extremely important that all students
understand what is required of them in order to be in the program.
Set a deadline (usually the end of the first week of school) for all forms to be returned with signatures.
Keep in mind that during the first few days of classes, students will leave or enter your program. You will
need to keep up with all paperwork and will need to see that the new students receive all documents.
Independent Practice
• All work is to be reviewed in class, so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and establish time management
skills for completing on time.
• Students will complete all worksheets and forms.
• Students will obtain required signatures and return forms to the instructor by the deadline date.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
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Summary
Review
• Why is it important to follow all rules of the program?
• Why do students have to secure permission before they quit their job?
• What happens to a student who is fired from their job?
• What is the policy on theft?
Evaluation
Informal Assessment
• Incentive for turning in all forms before the deadline
Formal Assessment
• Daily grade or test grade on the deadline
Copyright © Texas Education Agency, 2015. All Rights Reserved.
14
Audio Video Production Practicum Syllabus
Welcome to the dynamic world of Audio Video Production! You were selected from many applicants to
experience a fun and rewarding year. It is my intent for you to learn a great deal about the world of work as
you learn about yourself.
This course consists of the following topics:
• General Housekeeping
• Goin Global
• Training Station Orientation
• Audio Video Production Math
• Audio Video Production History
•
•
•
Career Exploration
Leadership
Additional Activities
Management and Interpersonal Skills
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ THE TEXTBOOK!
There will be a lot of information given and discussed in class that is not in the text; however, you are still
accountable for reading assigned chapters. Students entered in AUDIO VIDEO PRODUCTION competition are
more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following:
• weekly work reports
• dependability grades (see Dependability sheet)
• individual and group assignments
• daily work,
• tests, and
• your employer evaluation.
CAREER AND TECHNOLOGY STUDENT ORGANIZATION (CTSO): SkillsUSA
All Audio Video Production Practicum students are expected to join SkillsUSA and to participate in competitive
events. Dues are $______ for the school year.
_____________________________
Parent’s Signature
___________________________
Student’s Signature
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15
Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert
name of school or school district), it is essential that the student, the parents, the training sponsor, the
coordinator, and school administrators agree to these basic principles:
1. The coordinator must provide appropriate interview opportunities for student job placement. The
coordinator must grant final approval of all job placements.
2. The student must remain at the same training station throughout the training period. A change may
only be made when approved by the coordinator.
3. A student will be removed from the Cooperative Training Program and lose state credits for any of the
following reasons:
a. If the student is dismissed from the training station and the coordinator determines that the
dismissal was for sufficient reasons. Example: theft or unethical conduct.
b. The second time a student has been fired and/or quits without the permission of the coordinator,
the student is released from the program without credit.
c. If a student’s attendance drops below 90%, the student may be removed from the Cooperative
Education Program. Removal from the class would result in loss of credit for the term.
4. The student is under school supervision at school, and during the work schedule at the training station.
School credit is given for four hours spent on the job, as well as in the classroom. The student must
work a minimum of 15 hours a week, 10 hours of which must be Monday through Friday.
5. If the student is to be absent from school on any particular day for any reason, the student is required
to notify the teacher-coordinator no later than 12:00noon on the day of the absence. The student may
not report to the training station without having first received permission from the coordinator.
Failure to observe this rule will result in unexcused absences in all classes missed.
6. A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading
period during which they were fired. The student is expected to find their own employment within five
days. Grades will be reduced from the sixth day forward.
7. Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
We enter into this agreement with the above understanding to provide the best training for the individual
student.
_________________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
_________________________________
Coordinator’s Signature
______________________________
Principal’s Signature
*** If you wish to communicate via e-mail, please list your e-mail address below:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
16
Classroom Rules
1. You must be in class on time; failure to do so may result in an after class detention on the day you are late!
Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course, so you must
devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you
are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the
floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. Be responsible for and respectful of ALL Audio Video Production Equipment entrusted to your care. Report
any problems or equipment issues immediately.
10. Know and follow all district and classroom policies or procedures regarding personal and district owned
technology devises such as computers, tablets, media players and communication devices.
11. You are responsible for your conduct in your other classes. If you are a behavior problem in another class,
it will be brought to my attention. You will be subject to removal from the co-op program due to
behavioral problems.
12. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
________________________________
Parent or Guardian’s Signature
_________________________________
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
17
Dependability Grade
An important characteristic of a good employee is dependability. Students must realize the vital importance
of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY GRADE” has been
created. This is a MAJOR TEST GRADE and is averaged in with the other major test scores.
When a student is absent from school for ANY REASON, they must telephone their Practicum (co-op) teacher
before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the following
information: Name, date, time, reason for absence, and phone number
The student is responsible to phone their employer to report the absence in a timely manner from work.
Practicum students are also required to sign in each day on the Practicum Dependability Log, located in the
classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in the deduction
of points from the “Dependability Grade” in the following manner:
ABSENT
CALLED IN
FAILED TO CALL or SIGN IN
1 DAY
97%
87%
2 DAYS
93%
78%
3 DAYS***
90%
65%
4 DAYS
87%
37%
5 DAYS
83%
0
0 DAYS = 100%
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from this
system for the period of time in which you were absent.
As you can see, it is critical that you become a dependable, responsible, young adult!
____________________________
Parent or Guardian’s Signature
______________________________
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
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18
Policies Governing Unemployed Students
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work
at another job, may receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the
grading period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades
will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding
a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS /
SIX WEEKS (Circle one) grade of no higher than 60 for the grading period during which he/she quit the
job.
6. The second time a student has been fired and/or quits without permission from the coordinator,
he/she will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; he/she
must be under the supervision of the Practicum instructor from the end of the class period through the end of
the school day, until a new training station is secured. The student may be exempt from this restriction if
he/she has a scheduled appointment for a job interview. (Documented proof of interview is required.)
__________________________
Parent/Guardian Signature
___________________________
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
19
Summary Signature Verification Form
I have reviewed the following forms:
•
•
•
•
•
Audio Video Production Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the stated policies.
___________________________
Parent or Guardian’s Signature
Please return this form to the teacher.
__________________________
Student’s Signature
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20
Wage and Hour Report
_________________________
Name/ID#
_________________________
Hourly Wage $
_________________________
Training Station
_________________________
Total Hours for 3 Weeks
_________________________
Student Signature
WEEK
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY - FRIDAY
TOTAL HOURS FOR WEEK
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21
Mobile Me
Objective:
The student will introduce his or herself to the class by creating a mobile that reflects the individual’s interests
and personality.
Materials Needed:
• Coat hanger
• String, ribbon or yarn
• A one-hole punch
• Family Pictures
• Pictures and words cut out from magazines
Directions:
Make a mobile that depicts who you are and be prepared to share it with the class. You must include a
minimum of three pictures of yourself (or family) and at least six of the following items:
• Achievements
• Favorite food
• Car you drive
• Favorite color
• Pets
• Favorite music
• Sports
• Quotation
• Favorite nursery rhyme
• The last book you read
• Pet peeve
• Your Choice
Have fun with this project! We will hang them in the classroom after everyone presents theirs to the class.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
22
Training Station Orientation
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work place.
Specific Objectives
• Students will learn or reinforce basic knowledge of their respective training stations.
• Students will demonstrate an understanding of what is expected from their training sponsors.
• Students will compile information and will build a multi-media presentation.
• Students will communicate their knowledge orally to their peers,
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents such as scripts, captions, schedules, reports, and manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
23
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student employs critical-thinking
and interpersonal skills, including data gathering and interpretation independently and in teams to
solve problems and make decisions.
(6) The student applies safety regulations. The student:
(A) implements personal and workplace safety rules and regulations; and
(B) follows emergency procedures.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student:
(A) employs leadership skills to accomplish goals and objectives by analyzing the various roles
of leaders within organizations, exhibiting problem-solving and management traits, describing
effective leadership styles, and participating in civic and community leadership and teamwork
opportunities to enhance skills;
(B) employs teamwork and conflict-management skills to achieve collective goals;
(C) establishes and maintains effective working relationships by providing constructive praise
and criticism, demonstrating sensitivity to, and value for, diversity, and managing stress and
controlling emotions;
(D) conducts and participates in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; preparing for, and conducting, meetings to achieve objectives
within scheduled time; produces meeting minutes, including decisions and next steps; and uses
parliamentary procedure, as needed, to conduct meetings; and
(E) employs mentoring skills to inspire and teach others.
(8) The student implements ethical decision-making and complies with laws regarding use of
technology. The student:
(A) exhibits ethical conduct related to providing proper credit for ideas and privacy of sensitive
content;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
24
(B) discusses and applies copyright laws in relation to fair use and acquisition of digital
information by citing sources using established methods;
(C) models respect of intellectual property when manipulating, morphing, and editing graphics,
video, text, and sound;
(D) demonstrates proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyzes the impact of the audio/video production industry on society, including concepts
related to persuasiveness, marketing, and point of view.
(9) The student demonstrates appropriate employability characteristics and maintains a professional
portfolio. The student:
(A) identifies and participates in training, education, or certification to prepare for employment;
(B) identifies and demonstrates positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;
(C) demonstrates skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a résumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintains a career portfolio to document work experiences, licenses, certifications, and
work samples;
(E) demonstrates skills in evaluating and comparing employment opportunities; and
(F) examines employment opportunities in entrepreneurship.
(10) The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work
tasks.
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25
Interdisciplinary Correlations
English
110.42(b)
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student:
(A) expands vocabulary through wide reading, listening, and discussing; and
(B) relies on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
Tasks
• Students will interview employer or owner to obtain necessary information.
• Students will obtain company information from employee handouts, trade journals, or employee
handbooks.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Secure the computer lab if you do not have immediate access to one in your classroom.
• Copy the handout sheets and rubric for the students.
Instructional Aids
• Student handouts
• Grading rubric
• Internet access
Materials Needed
• Paper for essay
• Camera or phone with camera
• Flash drive
Equipment Needed
• Computers (for students to complete project)
• Projector (for digital presentation)
• Scanner to scan pictures or materials brought to class
Copyright © Texas Education Agency, 2015. All Rights Reserved.
26
Outline
OUTLINE
MI
NOTES TO TEACHER
Assignment Outline:
I.
Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II.
Grading:
a. Completion of packet
b. Multi-media presentation
c. Pictures
d. Professionalism during
presentation
III.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV.
Layout format must be followed
***Handout the Portfolio Guidelines (p. 193)
Copy the instructions and grading
rubric and make into a packet.
Tell the class about some of the
things you learned at previous jobs.
Explain how those skills helped you
to become a teacher.
Explain the necessity of learning as
much as possible about a job
because some of the skills learned
will help with future employment.
Explain to the class that customers
see a business much differently
than the employees see it.
Ask the class if they ever wanted to
work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students
can set it up while working on the
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Verbal/Linguistic
Visual/Spatial
27
Application
Guided Practice
Using the digital presentation, the teacher will go over the project requirements. The student will follow along
and make notes on their hard copy. Students will be strongly encouraged to take the assignment packet to
their job sites so employers will know about the activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this document.
Give some ideas to students during the brainstorming session before the end of the first class period.
Independent Practice
• Students will work at their own pace to complete this activity.
• All work is to be done in class (with exception of interviews), so the teacher can check for
understanding.
• Students are strongly encouraged to take ownership of this activity and establish time management
skills for completing on time.
• Students should strive to produce the highest quality product.
• Students should be prepared to present their projects to the class.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
28
Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers or managers. If you
have an employee training manual; you may use it as a source. You might even have to get some information
from the company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation. You may bring
the pictures to class on a flash drive, a memory card or CD to import into your project.
All information will be compiled to prepare a Multi-media presentation, which will be shown to the class when
you present your project.
You will be graded on:
• Completion of the packet
• Multi-media presentation
• Use of pictures (as specified)
• Professionalism during presentation, including professional dress
• **Bonus credit will be given if your employer attends your presentation!**
Presentation must have:
• Name and logo of company
• Floor Plan
• Policies and Procedures
• History of the company
• Supervisor’s (or owner’s) previous experience
• Site of company (including number of employees)
• Organizational chart
• Miscellaneous supplemental information
• Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
• 3 things you like about the training station
• 2 things you would change
• 1 thing you have learned that will help you in your career choice
This project is due on:
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29
Layout Format:
1. Student’s name
2. Company’s name, address
3. Type of company
4. In a minimum of 75 words, (typed and turned in separately) state what your first day on the job was
like.
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts)
13. Procedure for accessing or handling clients files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
30
Summary
Review
• Why do customers see a different perspective of a business operation that that of the employees?
• Why is it important to learn as much as possible about the business establishment?
• Why are procedures established and why must they be followed?
Evaluation
Informal Assessment
• Instructor will observe students during Independent Practice
• Instructor will assist students as needed
Formal Assessment
• Use the Individual Presentation Rubric to evaluate
Copyright © Texas Education Agency, 2015. All Rights Reserved.
31
Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Criteria
0-5
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
Audience cannot
understand
presentation
because there is no
sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear.
Points
6-10
11-15
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience can
follow.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student is at ease
with content, but
fails to elaborate.
16-20
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used
visuals to reinforce
screen text and
presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had
no more than two
misspellings and/or
grammatical errors.
Presentation had
no misspellings or
grammatical errors.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
32
History of A/V Production and Associated Technologies
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the origin of Audio Video
Production and its relationship to Film, Broadcast, Web Based Media and Associated Technologies.
Specific Objectives
• Students will understand the origin of Audio, Film and Video, Broadcast, and Associated Technologies.
• Students will describe the evolution of the early Audio, Film and Video and Broadcast industries into
today’s multifaceted Audio Video Production and Broadcast Industry.
• Students will utilize the historic information to compare and contrast the evolution of current Audio
Video Technologies used in Film, Broadcast, Corporate, Industrial, Web Based, Personal and Social
Media.
• Students will compare and contrast the historic types of productions based on Technical Requirements,
Distribution Workflows and Market Share (the number of people using the technologies). Identify how
Technical Requirements, Distribution Workflows and Market Share have changed Social Attitudes over
time.
This lesson should take three class days to complete; add at least 2 days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents such as scripts, captions, schedules, reports, and manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
33
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(5) The student implements advanced knowledge of design systems. The student is expected to
analyze and summarize the history and evolution of the audio and video production field.
(10) The student employs effective planning and time-management skills. The student uses planning
and time-management skills and tools to enhance results and complete work tasks.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
34
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will create a digital timeline. The timeline is intended to give an overall view of the history of the
Audio, Film and Video, Broadcast and Associated Technologies.
• Students will create a 3-5 minute documentary on one of the following; (select only one)
o An Historical Person – How they or their invention(s) contributed to the industry
o An Historical Organization – Show the organizations’ influence on the industry
o An Historical Company - How the Company or their invention(s) contributed to the industry
o Historic Legislation – Show how government has influenced the industry
o An Historic Event – Show how the event influenced or impacted the industry
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Copy the handout sheets for the students
• Have materials ready to go prior to the start of the lesson
• Secure a computer lab if one is not readily accessible
Instructional Aids
• Student outline and handouts
• Student activity sheets
Materials Needed
• Computer with the following capabilities
o Access to WWW for research
o Access to a software program to create a Digital Timeline or Linear Presentation
o Access to Audio and Video Editing Programs
• Students can provide their own additional materials as needed
Copyright © Texas Education Agency, 2015. All Rights Reserved.
35
Equipment Needed
• Teacher computer
• Projector (for digital presentation)
Introduction
Lesson Introduction
• Ask students to compare and contrast the many current forms of Audio Video Productions and their
associated technologies. For example;
o Compare and contrast Film and Video to Broadcast to Web Based to Social Media
o Compare and contrast Audio for Film and Video to Radio to the Recording Industry to Social
Media
• Discuss how all of these Audio Video Production industries originated from the same historical
technological advancements. Discuss how each new invention or advancement gave rise to an
“industry within an industry”. For example, the TV broadcast industry spawned the Cable industry; and
Radio created a Recording industry.
• Discuss how advancements in technologies led to a change in social attitudes reflected by market share
(the number of people using the technologies). For example, how did the MP3 media player redefine
how a generation listens to music?
• Speculate if changing social attitudes and continuous shifts in market share (the number of people
using the technologies) drive the advancement of current audio video production technologies. For
example, how does the use of social media force manufactures to create new technologies?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
36
Outline
MI
OUTLINE
History of Audio Video Production
1 Early Years
A. Invention of moving pictures
B. Invention of audio recording
technologies.
B. Invention of broadcast technologies
D. Social impact of these new forms of
communications.
II. The Broadcast Years
A. First radio broadcast
B. First television broadcast
C. Birth of the cable television industry
D Social impact of these new forms of
Communications
III. The Dawn of the Digital Age
A. The invention of the integrated circuit,
WWW and the personal computer
B. The move from analogue AV
technologies to digital AV technologies
C. Social impact of these new forms of
communications
NOTES TO TEACHER
Students should complete the Overall
Historical Timeline Activity first. This
will help demonstrate what current
Audio Video Production industries
have a common history.
The 3-5 minute video activity will give
students the opportunity to select a
historical element that interests
them and create a documentary style
video to share with the class.
DUE TO COPYRIGHT the video activity
may or may not be legally distributed
outside the classroom. Be sure to
review all copyright and fair use
statutes before posting to social
media or streaming video sites.
Explain how the inventions in the
early years created a new and radical
form of communication.
Explain how the continued
improvement and development of
these technologies spawned new
niche industries. Example, moving
pictures led to film, film to broadcast,
broadcast to cable, cable to WWW.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
37
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will show the multi-media presentation and explain:
• How the inventions of the early years created a new and radical form of communication.
• How all-current Audio Video Production industries have a common history.
• How social influences have molded both Audio Video Production Technologies and its history.
Additional Instructor Notes : Explain how the evolving technologies impact social attitudes and discourse.
There are many examples of how a film or broadcast has affected social norms.
Explain how social attitudes and discourse impact the evolving AV Production technologies. (Think Social
Media)
Students will complete two guided assignments.
Independent Practice
Students will create a digital timeline to understand the overall evolution of the Audio, Film / Video, Broadcast
industry.
Students will create a 3-5 minute documentary video on a specific Person, Invention, Organization, Company,
Legislative Action or Historic Event that has had an impact on the Audio, Film and Video, and Broadcast
industry.
• Students will work at their own pace to complete this activity.
• All work is to be done in class, so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and establish time management
skills for completing on time.
• Students should strive to produce the highest quality product.
• Students will be prepared to present their projects to the class.
• Use the suggested rubrics for grading.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
38
Summary
Review
• How has the technology advancements in the Audio, Film and Video, and Broadcast industries changed
how people communicate and tell stories?
• Why have the Audio, Film and Video, and Broadcast industries become more complex and diverse?
• Which historical era do you feel experienced the biggest change? Why?
Application
Informal Assessment
• Daily work on assignments to monitor progress.
• Observation and informal questioning.
Formal Assessment
• Rubrics will be used to assess both activities.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
39
History of Audio, Film and Video, Broadcast and Associated Technologies
DATE
Audio, Film / Video, Broadcast and Associated Technology
THE EARLY YEARS
1821 Charles Wheatstone reproduces sound in a primitive sound box – the first microphone
Thomas Edison patents the phonograph – with a wax cylinder as recording medium.
1877
1887
Eadweard Muybridge invents high speed photography – creating first moving pictures that
captured motion.
Emile Berliner invents the gramophone – a system of recording which could be used over and
over again.
1888 George Eastman patents the Kodak roll film camera.
1893
Thomas Edison invents the Kinetoscope. This was a machine that allowed one viewer at a time
to watch a movie through a viewfinder.
Louise Lumiere invents the cinematograph, which allows projection of an
1894 image onto a wall. This system used a claw movement and perforated film that was synced to
an intermittent shutter movement.
Valdemar Poulsen invents the first magnetic recordings – using magnetized steel tape as
1898 recording medium. This is the foundation for both mass data storage on disk and tape and the
music recording industry.
1899 Edward Raymond Turner from London patented his color film process.
Guglielmo Marconi transmits radio signals from Cornwall to Newfoundland – the first radio
signal across the Atlantic Ocean.
1901 The new “78 rpm” disc technology is developed.
The Victor Talking Machine Company is founded by Emile Berliner and Eldridge Johnson.
1910 Thomas Edison demonstrated the first talking motion picture August 27th in West Orange, NJ
1919 The Radio Corporation of America (RCA) is founded.
1921 The first commercial AM radio broadcast is made by KDKA Pittsburg PA
Copyright © Texas Education Agency, 2015. All Rights Reserved.
40
1923
The 41conoscopi is invented by Vladimir Kosma Zworykin. This tube was used in the first
television camera. He also invents the Cathode-ray tube used in Televisions in 1929.
Zenith Radio Corporation founded.
Bell Labs develops a moving armature lateral cutting system for electrical recording on disk.
Concurrently they Introduce the Victor Orthophonic Victrola, “Credenza” model.
1925
The first electrically recorded 78 rpm disks appear.
Development of ribbon microphones.
John Logie Baird transmits the first experimental television signal.
THE BROADCAST YEARS
NBC starts two radio networks.
1927
CBS is founded.
First television broadcasts in England.
"The Jazz Singer" is the first successful talking motion picture.
1930
Radio popularity spreads with the "Golden Age" of radio.
Movietone system of recording film sound on an audio track right on the film invented.
1934 Joseph Begun invents the first tape recorder for broadcasting - first magnetic recording.
1936 First television broadcasts made available to the viewing public in London.
1938
Television broadcasts able to be taped and edited - rather than only live.
George Valensi produces initial proposal for color TV broadcast.
A handful of TV stations began to broadcast, led by RCA’s New York City station, a direct
1939 ancestor of today’s WNBC. By the end of the year, television was regularly broadcasting in
about a dozen cities.
1940 Walt Disney releases "Fantasia", with eight-track stereophonic sound.
1941 The first commercial FM radio broadcast begins.
The Blue Network, part of NBC, officially becomes the ABC network. A 1941 FCC ruling required
1945 RCA to divest itself of one of its two networks; NBC Blue was sold in1943 to Edward Noble for
$8 million, and becomes ABC in 1945.
"Howdy Doody," a children's series, premieres live in December as a one-hour Saturday
1947 program.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
41
"Meet the Press," a made-for-TV news conference debuts. It goes on to become the oldest
series on network TV.
Ampex produces its first audio tape recorder, the Model 200.
The microgroove 33-1/3 rpm long-play vinyl record (LP) is introduced by Columbia Records.
Transistors are invented - enabling the miniaturization of electronic devices.
"The Ed Sullivan Show" (originally "Toast of the Town") makes its debut in June. The show airs
1948 until 1971.
The earliest cable systems are born in remote areas of Pennsylvania and Oregon. Known then as
Community Antenna Television, its function was simply to bring TV signals into communities
where off-air reception was either non-existent or poor because of interfering mountains or
distance.
Network television starts in U.S. A special broadcast in January inaugurates East-Midwest TV
linkage.
1949
FCC adopts the Fairness Doctrine, making broadcasters responsible for seeking out and
presenting all sides of an issue when covering controversy.
RCA introduces the microgroove 45 rpm, large-hole, 7-inch record and record changer/adaptor.
"I Love Lucy," a half-hour filmed TV sitcom, is born. This show is unlike the live TV productions
typical of the time.
CBS broadcasts the first color program on June 21, but only 25 receivers can accommodate
1951 mechanical color. Viewers of 12 million existing sets see only a blank screen.
Charles Ginsburg and a research team at AMPEX develop the first practical video tape recorder
(VTR).
National Association of Radio and Television Broadcasters ratifies a new Television Code
1952 establishing guidelines for content and addressing the concerns of social critics. Nearly half the
code is devoted to advertising.
1953
Color broadcasting officially arrives in the U.S. on Dec. 17, when the FCC approves a modified
version of an RCA system.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
42
Videotape is introduced by Ampex Corp. at a CBS-TV affiliates' session. Most TV shows at the
time are produced by the kinescope process.
1956 Les Paul makes the first 8-track recordings using the "Sel-Sync" method.
The movie "Forbidden Planet" is released, with the first all-electronic film score, composed by
Louis and Bebe Barron.
There are 525 cable TV systems serving 450,000 subscribers in the U.S.
In February, CBS takes out a two-page ad in TV Guide in which it warns the public: "Free
1958 television as we know it cannot survive alongside pay television"
The first commercial stereo disk recordings produced by Audio Fidelity.
FCC issues its first cable regulation: There are about 1 million homes wired for cable in the U.S.
at the time.
1964 Philips introduces its own 30-minute compact audiocassette format for the tape cartridge and
offers licenses worldwide, allowing other manufacturers to duplicate the specifications. This
standardization of cassette tapes creates a market for an inexpensive and portable solution to
reel-to-reel tape.
1969
Public Broadcasting Service begins, and in November launches "Sesame Street," one of the
most influential achievements in children's TV.
ARPANET - the first Internet started by the Government.
DAWN OF THE DIGITAL AGE
The computer floppy disc is invented. The microprocessor is invented - considered a computer
on a chip.
1971 Sony introduces the U-matic system, the world's first commercial videocassette format.
The U.S. Congress declares sound recordings worthy of copyright protection and passes the
1971 Sound Recording Amendment to the 1909 Copyright Statute.
1972 HBO invents pay-TV service for cable.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
43
The home computer is invented.
First nationwide programming - via satellite: Ted Turner’s WTBS, Atlanta, becomes a
“superstation" to viewers in much of the U.S. via cable TV.
Dr. Stockham of Soundstream makes the first 16-bit digital recording in the U.S. at the Santa Fe
1976 Opera.
JVC introduced in Japan the VHS format VCR for $885. Sony introduced a Betamax VCR deck for
$1300 and began an aggressive advertising claiming that it "can actually videotape something
off one channel while you're watching another channel" and "build a library of your favorite
shows." The famous consumer video tape cartridge format war begins.
1978
"Apocalypse Now" became the first formal movie release in cinemas with three channels in the
front and two in the rear - Surround Sound!
ESPN, a total sports network, makes its debut on cable. It becomes the largest and most
1979 successful basic cable channel, carried by virtually every cable system, and reaches more than
57 million households.
Sony Walkman is invented.
1980
Pioneer begins selling home LaserDisc players.
Ted Turner's Cable News Network (CNN) is born.
MTV: Music Television makes its debut in August.
The first PC is sold (IBM). First laptop computers sold to the public. The computer mouse
becomes a regular part of computer.
1981
Philips demonstrates the Compact Disc (CD).
MIDI is standardized as the universal synthesizer interface.
First cellular phone network started in the United States.
1983
Fiber-optic cable is used for long-distance digital audio transmission, linking New York and
Washington, D.C.
Apple Macintosh released
1984
IBM PC AT released.
With the deregulation of the cable industry, Tele-Communications Inc. aggressively begins
buying cable systems nationwide. By the end of the decade, TCI will have spent nearly $3 billion
for 150 cable companies.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
44
Cellular telephones in cars become wide-spread.
CD-ROMs in computers.
1985 In March, Capital Cities Communications buys ABC for $3.5 billion
Amiga 1000 launched. The first real multimedia computer with groundbreaking A/V facilities:
4096 colour graphics, 4 channel 8-bit sound, and a proper pre-emptive multitasking OS.
In April, 20th Century Fox owner Rupert Murdoch launches Fox Broadcasting Co.
More than 50% of U.S. households are now wired for cable.
1987 The FCC establishes an Advisory Committee on Advanced Television Service. Their main role
was to decide which standard was to be used for future digital televisions. Of the 23 different
systems that were proposed, the Advanced Television Systems Committee chose the new
digital television standard that we use today. The ATSC standard (1920x1080 pixels, 16:9)
Widespread use of videocassette recorders drain away the TV viewing audience. At the start of
the year, almost 60% of TV households have a VCR -- up from 4% in 1982.
1988
The CD surpasses the LP in sales.
Recordable CDs are demonstrated.
Moving Pictures Expert Group (MPEG) working group is formed.
Fraunhofer received a German patent for MP3 - Moving Picture Experts Group-1, Audio Layer
1989 III, a standard for audio compression that makes any digital music file smaller with little or no
loss of sound quality.
Digital HDTV Grand Alliance forms in May of 1993 under the auspices of the FCC and was tasked
with producing a single set of standards that would allow HDTV transmission to be phased into
1993 use in the United States. Members of the Grand Alliance included General Instrument, Zenith,
Sarnoff Labs (RCA), the Massachusetts Institute of Technology (MIT), AT&T Labs, and Philips.
1994
1996
American government releases control of internet (ARPANET) and WWW is born - making
communication at lightspeed.
Digital satellite dishes that are only 18 inches in diameter hit the market. They become the
biggest selling electronic item in history next to the VCR.
Experimental digital recordings are made at 24-bits and 96 kHz.
1997
Mini DV is introduced as a new, higher definition, digital recording format. Perfect copies can be
made from them without losing any quality.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
45
1999
A record company called SubPop is the first to distribute music tracks in the MP3 format.
Portable MP3 players appear.
2000
The year of the Digital Disc, aka DVD. After years of speculation, the DVD finally takes hold and
DVD movies are as common as those on VHS tape.
2001 Apple introduces the iPod.
Sony introduces the MicroMV Digital MPEG-2 tape based digital recorders. This system offers
high resolution recorders small enough to fit in the palm of your hand. It records digitally onto a
2002 tiny tape with files small enough to be transferred to a PC within minutes. It also has the ability
to record video that can be played directly over the internet.
2003
2006
Skype is launched
Apple introduces iTunes store.
Blu-Ray DVDs are released in the middle of the year.
Digital TVs surpass sales of analog TVs to dealers for the first time.
Hi-Def is everywhere as all manufacturers release high definition TV's and monitors. Almost all
sets now have the capability of displaying high resolution images. 1080p is considered the
2009 standard in the industry as the must have number of lines of resolution.
HDMI becomes the new connection standard.
2010
3D movies and 3D television sets arrive. Discovery Communications and Sony announce plans
to launch 3D TV channels in US.
The AES -Audio Engineering Society
http://www.infinitelymore.org/timeline-audio-video-technology-infographic/
Sources The History of Communication About.com Inventors
http://www.high-techproductions.com/historyoftelevision.htm
http://amplioaudio.blogspot.com/
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46
Interesting Historical People:
Édouard-Léon Scott de Martinville –
Ernst W. Siemens –
Alexander G. Bell –
Thomas Edison –
Louise Lumiere –
Ernest W. Siemens –
Clement Ader –
Emile Berliner –
Guglielmo Marconi –
Valdemar Poulsen –
Edward Raymond Turner –
Lee DeForest –
Boris Rosing –
Major Edwin F. Armstrong –
Harold Arnold –
Albert Einstein –
John Logie Baird –
Joseph A. O’Neill –
Dr. Georg Neumann –
Harry Nyquist –
Vladimir Zworykin –
Benjamin B. Bauer –
Dr. Claude Shannon’s –
Les Paul –
Walt Disney –
Jack Kilby and Robert Noyce –
Robert Moog –
James Fergason –
Ted Turner –
Steve Jobs –
Earliest known recording
Moving coil transducers (Microphones and Speakers)
Telephone
Phonograph
invents Cinematograph
Loudspeaker horn
Produces Stereo Effect
Gramophone
Radio Transmitter
Telegraphone. Magnetic Recordings with steel wire
Color film Process
Invents Triode Vacuum Tube
First Patent on Television System
Patented regenerative circuit (radio reception)
Set priorities for phonographic sound recording
Theorizes on Fiber Optics
Invents first working television system
patents iron oxide-coated paper tape.
Invents condenser microphones
publishes the mathematical foundation for audio sampling
Cathode Ray tube
Cardioid Microphones
Mathematical Theory of Communication
Guitarist, Recording pioneer
Animation and multi plane camera
The Integrated Circuit
Moog synthesizers
Invented first use of LCD
Invents the superstation and cable broadcasting
CEO, Apple Computers
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47
Interesting Historical Organizations:
FCC - Federal Communications Commission
The Society of Motion Picture and Television Engineers
National Television Standards Committee (NTSC)
Society of Broadcast Engineers (SBE)
Audio Engineering Society (AES)
Recording Industry Association of America (RIAA)
Advanced Television Systems Committee
Moving Pictures Expert Group (MPEG)
National Association of Radio & Television Broadcasters
National Association of Broadcasters (NAB)
Digital HDTV Grand Alliance
BMI - Broadcast Music Incorporated
ASCAP - American Society of Authors Composers and Publishers
SESAC
Harry Fox Agency
A.C. Nielsen Co.
Arbitron
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48
Interesting Historical Companies:
The Radio Corporation of America (RCA)
Zenith Radio Corporation
General Electric
Bell Labs
The Columbia Broadcasting System (CBS)
Japan Victor Corporation (JVC)
Sony Corporation
Disney
BASF
Shure Brothers
AMPEX Corporation
Phillips Corporation
Minnesota, Mining and Manufacturing Company (3M)
Columbia Records
Dolby Laboratories
Commodore Amiga Computer system
Apple Computers
IBM Computers
Microsoft
Sharp Electronics
Napster
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49
Interesting Historical Legislation:
1909 – Copyright Statute
1910 – Wireless Act of 1910
1927 – The Radio Act of 1927
1934 – Communications Act of 1934
1940 – Congressional “Report on Chain Broadcasting”
1948 – Freeze of 1948
1949 – FCC Adopts Fairness Doctrine
1971 – Sound Recording Amendment
1976 – Major Revisions to the Copyright Act
1984 – The Supreme Court “Betamax Case”
1984 – Cable Act
1992 – Audio Home Recording Act of 1992
1996 – Telecommunications Act of 1996
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50
Interesting Historical Events:
1903
1921
1928
1935
1936
1938
1939
1948
1952
1958
1960
1963
1976
1980
1987
1991
First regular transatlantic radio broadcast between U.S. and England
KDKA and KQW began broadcasting
First color TV broadcast in London (John Logic Baird)
The Hindenburg Disaster
First TV Broadcasts in London
Orson Welles panics a nation with broadcast of "War of the Worlds"
BMI (Broadcast Music Incorporated) formed
WRGB TV channel 6 in Schenectady-Alby-Troy, New York (CBS) 1st broadcast
Cable TV Broadcast Systems begin.
First "Bandstand" broadcast in Philadelphia on WFIL-TV (Dick Clark joins in 1955 as a substitute-host)
First radio broadcast from space (President Eisenhower: "To all mankind, America's wish for peace on
Earth and good will to men everywhere")
Presidential Debate, Kennedy vs Nixon
President John F. Kennedy assassination
Martin Luther King’s “I have a Dream” speech
WTBS Atlanta becomes a “Superstation”
MTV and CNN Debut
Fox network begins
Persian Gulf War Coverage
The Video Tape Format Wars: Sony BETA vs JVC VHS
Copyright © Texas Education Agency, 2015. All Rights Reserved.
51
History of Audio, Film/Video, Broadcast and Associated Technologies
Student Notes Outline
The Early Years Highlights
1. In 1877, Thomas Edison patents the
, which uses a wax cylinder as a recording medium.
2. Also in 1877, Edward Muybridge invents
creating the first moving pictures.
3. In 1894, Louise Lumiere invents the
, which allows projection of an image onto a wall.
4. Valdemar Poulsen invents the first
using magnetized steel tape as recording medium
in 1898.
5. Guglielmo Marconi transmits
from Cornwall to Newfoundland in 1901.
This is the first radio signal across the Atlantic Ocean.
6. Thomas Edison demonstrated the first
August 27th, 1910 in West Orange, NJ.
7. The first commercial
is made by KDKA Pittsburg, PA in 1921.
8. The
is invented by Vladimir Kosma Zworykin in 1923. This tube was used in the first
television camera. He also invents the
used in televisions in 1929.
9. In 1925, John Logie Baird transmits the first experimental
signal.
The Broadcast Years Highlights
10. Joseph Begun invents the first magnetic
for broadcasting in 1934.
11. In 1935, the
disaster was broadcast via radio.
12. In 1938, Orson Welles panics a nation with broadcast of
.
13. In 1940, Walt Disney releases
, the first film with eight-track stereophonic sound.
14.
are invented in 1948, enabling the miniaturization of electronic devices.
15. Also in 1948, the earliest cable systems are born. Originally known as
.
16. Charles Ginsburg and a research team at
develop the first practical video tape
recorder (VTR) in 1951.
17.
TV broadcasting officially arrives in the U.S. on Dec. 17, 1953
18. Les Paul makes the first
using the "Sel-Sync" method in 1956.
19. Also in 1956,
is introduced by the Ampex Corp.
20. In 1960, the first
between John F Kennedy and Richard Nixon was broadcast.
21. In 1963, audiences experienced TV coverage of both the
and
assassinations.
22. Public Broadcasting Service begins in 1969, and in November launches
, one of the
most influential achievements in children's TV.
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52
Dawn of the Digital Age Highlights
23. In 1969
- the first Internet - is started by the Government.
24. The computer floppy disc and
are invented in 1971.
25. In 1971, the U.S. Congress declares sound recordings worthy of copyright protection and pass the
to the 1909 Copyright Statute.
26. In 1972
invents pay-TV services for cable systems.
27. First nationwide programming - via satellite starts in 1976.
, Atlanta, becomes a
"
" to viewers in much of the U.S. via cable TV.
28. "Apocalypse Now" became the first formal movie release in cinemas with three channels in the front
and two in the rear.
is born in 1978.
29.
, a total sports network, makes its debut on cable in 1979.
30. In 1980, Ted Turner's
and
are born.
31.
personal computer is released in 1984.
32. In 1984, the Supreme Court hears the “
” stating that recording TV shows for
time shifting purposes does not constitute copyright infringement.
33. The
computer is launched in 1985. The first real multimedia computer with
groundbreaking A/V facilities: 4096 color graphics, 4 channel 8-bit sound, and a proper pre-emptive
multitasking OS. This is the birth of desktop video.
34. In April 1987, 20th Century Fox owner Rupert Murdoch launches
.
35. In 1988, the
surpasses LP records in sales.
36. American government releases control of internet (ARPANET) in 1994 and the
is born.
37. A record company called SubPop is the first to distribute music tracks in the
format.
Portable
players appear in 1999.
38. Apple introduces the
in 2001 followed by the
in 2003.
39. In 2009,
is everywhere as all manufacturers release high definition TV's and monitors.
40. In 2010, 3D movies and 3D television sets arrive.
and
announce plans to launch 3D TV channels in US.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
53
History of Audio, Film / Video, Broadcast and Associated Technologies
Student Notes Outline KEY
The Early Years Highlights
1. In 1877, Thomas Edison patents the phonograph, which uses a wax cylinder as a recording medium.
2. Also in 1877, Edward Muybridge invents high-speed photography creating the first moving pictures.
3. In 1894, Louise Lumiere invents the cinematograph, which allows projection of an image onto a wall.
4. Valdemar Poulsen invents the first magnetic recordings using magnetized steel tape as recording
medium in 1898.
5. Guglielmo Marconi transmits radio signals from Cornwall to Newfoundland in 1901. This is the first
radio signal across the Atlantic Ocean.
6. Thomas Edison demonstrated the first talking motion picture August 27th, 1910 West Orange, NJ
7. The first commercial AM radio broadcast is made by KDKA Pittsburg PA in 1921.
8. The iconoscope is invented by Vladimir Kosma Zworykin in 1923. This tube was used in the first
television camera. He also invents the cathode-ray tube used in Televisions in 1929.
9. In 1925, John Logie Baird transmits the first experimental television signal.
The Broadcast Years Highlights
10. Joseph Begun invents the first magnetic tape recorder for broadcasting in 1934.
11. In 1935, The Hindenburg Disaster was broadcast via radio.
12. In 1938, Orson Welles panics a nation with broadcast of "War of the Worlds"
13. In 1940, Walt Disney releases "Fantasia", the first film with eight-track stereophonic sound.
14. Transistors are invented in 1948, enabling the miniaturization of electronic devices.
15. Also in 1948, the earliest cable systems are born. Originally known as Community Antenna Television.
16. Charles Ginsburg and a research team at AMPEX develop the first practical video tape recorder (VTR)
in 1951.
17. Color TV broadcasting officially arrives in the U.S. on Dec. 17, 1953.
18. Les Paul makes the first 8-track audio recordings using the "Sel-Sync" method in 1956.
19. Also in 1956, Videotape is introduced by Ampex Corp.
20. In 1960, the first Presidential Debate between John F Kennedy and Richard Nixon was broadcast.
21. In 1963, audiences experienced TV coverage of both the John F Kennedy and Martin Luther King, Jr.
assassinations.
22. Public Broadcasting Service begins in 1969, and in November launches "Sesame Street," one of the
most influential achievements in children's TV.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
54
Dawn of the Digital Age Highlights
23. In 1969 ARPANET, the first Internet, is started by the Government.
24. The computer floppy disc and microprocessor are invented in 1971.
25. In 1971, the U.S. Congress declares sound recordings worthy of copyright protection and pass the 1971
Sound Recording Amendment to the 1909 Copyright Statute.
26. In 1972, HBO invents pay-TV services for cable systems.
27. First nationwide programming - via satellite starts in 1976. Ted Turner’s WTBS, Atlanta, becomes a
“superstation" to viewers in much of the U.S. via cable TV.
28. "Apocalypse Now" became the first formal movie release in cinemas with three channels in the front
and two in the rear. Surround Sound is born in 1978
29. ESPN, a total sports network, makes its debut on cable in 1979.
30. In 1980, Ted Turner's Cable News Network (CNN) and MTV are born.
31. Apple Macintosh personal computer is released in 1984.
32. In 1984, The Supreme Court hears the “Betamax Case” stating that recording TV shows for time
shifting purposes does not constitute copyright infringement.
33. The Amiga 1000 computer is launched in 1985. The first real multimedia computer with
groundbreaking A/V facilities: 4096 color graphics, 4 channel 8-bit sound, and a proper pre-emptive
multitasking OS. This is the birth of desktop video.
34. In April 1987, 20th Century Fox owner Rupert Murdoch launches Fox Broadcasting Company.
35. In 1988, CDs surpasses LP records in sales.
36. American government releases control of internet (ARPANET) in 1994 and the WWW is born.
37. A record company called SubPop is the first to distribute music tracks in the MP3 format.
Portable MP3 players appear in 1999.
38. Apple introduces the iPod in 2001 followed by the iTunes Store in 2003.
39. In 2009, Hi-definition video is everywhere as all manufacturers release high definition TVs and
monitors.
40. In 2010, 3D movies and 3D television sets arrive. Discovery Communications and Sony announce plans
to launch 3D TV channels in US.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
55
Digital AV Production Timeline
OBJECTIVE:
Students will create a digital timeline based on the History of Audio, Film and Video, Broadcast and
Associated Technologies above. Students will use a computer based timeline program or a presentation
program to create their digital document. Students should research and become familiar with all the historical
elements of their individual timeline. Students should be prepared to present and discuss their decisions and
findings.
PROCEDURE:
You are to design a Digital AV Production Timeline that includes the following information:
The Early Years
6 – Events or inventions from The Early Years you believe significantly influenced the industry during
the future Broadcast Years.
The Broadcast Years
6 – Events or inventions from The Broadcast Years you believe significantly influenced the industry
during the future Dawn of the Digital Age.
Dawn of the Digital Age
6 – Events or inventions from The Dawn of The digital Age you believe significantly influenced the
industry, as we know it today.
Include 3 – United States or World Events for reference, example; a World War, Revolution, Economic
Disruption or Natural Disaster. History does not happen in a bubble.
MATERIALS NEEDED:
• A Computer and access to the Internet is required.
Be as creative as possible! Use pictures to make your timeline more appealing! Site your sources where
required and be mindful of copyrights.
TIME ALLOTTED:
Be ready to share your timeline with the rest of the class.
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56
Individual Presentation Rubric
Presentation Title:
Name
Teacher
ID#
Date of Presentation
Criteria
0-5
6-10
Organization
Audience cannot
understand
presentation
because there is
no sequence of
information
Audience has
difficulty following
presentation
because student
jumps around
Content
Knowledge
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Visuals
Mechanics
Delivery
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
11-15
Points
16-20
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student occasional
used visuals that
rarely support text
and presentation
Visuals related to
text and
presentation
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Student used
visuals to
reinforce screen
text and
presentation.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Presentation has
no misspellings or
grammatical
errors.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
57
Then and Now
OBJECTIVE:
Create a 3-5 minute documentary video on a specific person, invention, organization, company, legislative
action, or historical event that has had an impact on the Audio, Film and Video, and Broadcast industry of
today. Students should choose a topic that interests them specifically. For example, a student interested in
audio might pick an audio-related topic, e.g. Les Pauls’ first 8 track recording.
PROCEDURE:
Students will create a 3-5 minute documentary on one of the following; (select only one)
• An Historical Person – How they or their invention(s) contributed to the industry
• An Historical Organization – Show the organization’s influence on the industry
• An Historical Company - How the Company or their invention(s) contributed to the industry
• Historic Legislation – Show how government has influenced the industry
• An Historical Event – Show how the events influenced or impacted the industry
Video should be documentary-style in format. It should contain;
• An opening and closing title sequence.
• Music beds and sound effects as required.
• Visual effects and transitions used appropriately.
MATERIALS NEEDED:
• A Computer and access to the Internet is required. Video Editing and Voice-Over Software is required.
Be as creative as possible! Site your sources where required and be mindful of copyrights.
TIME ALLOTTED:
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58
“Then and Now” Video Rubric
Video Title:
Name
Teacher
ID#
Date of Presentation
Video Presentation Rubric
http://www.cheney268.com/Learning/Organizers/VideoPresentationRubric.htm
Beginning
1 – 12
Developing
13 - 24
Accomplished
25 - 37
Content & Organization
Is your project organized and
documented?
Not organized. Difficult to
follow. Poor quality shows
poor effort.
Portions may be poorly
documented and/or
organized. Hard to follow
the progressions of the
story. Explanation shows
some effort.
Usefulness
Does your video stay focused on
an informative topic?
Does it promote the use of
technology to inform the
audience about the topic?
Project’s usefulness is in
question. Does not inform;
does not stay focused on
the topic.
Project demonstrated
development of computer
technology; has problems
staying focused on topic.
Project is focused and
informative; promotes the use
of computer technology to
create the video to deliver
information.
Creativity &
Elements of Design
Is your video interesting? Did
your choice of elements such as
film clips, pictures, backgrounds,
and transitions enhance the
project?
Use of elements detracts
from video. Too many or
too gaudy graphics;
transitions, too many clips,
backgrounds and/or sounds
detract from content.
Pictures or video clips may
be out of focus or “shaky”.
Minimal use of design
elements. No transitions.
Sound is lacking or
inappropriate or scratchy.
Some pictures or video clips
may be out of focus or
“shaky”.
Good use of graphics and/or
other design elements. Some
transitions are inappropriately
placed. Sound quality is OK.
Video clips or pictures are
clear and in focus.
Mechanics
Did you check your grammar and
usage? Have you correctly
documented sources and obeyed
copyright rules?
Includes five or mare
grammatical errors,
misspellings, punctuation
errors; sources are not
documented.
Oral Presentations Skills – Did
you respond to the questions by
the students and instructor with
ease?
SCORE
Great difficulty
communicating ideas. Poor
voice projection; no eye
contact; no introduction;
mispronounced words;
stopped or had long pauses;
confused.
Includes 3 – 4 grammatical
errors, misspellings,
punctuation errors; some
sources are documented but
not correctly.
Some difficulty
communicating ideas. Poor
voice projections; some eye
contact; no introduction;
mispronounced a few
words; long pauses;
somewhat confused.
Fairly well documented and
organized. Format is easy to
follow. Good explanation
shows good effort.
Includes 2 – 3 grammatical
errors, misspellings,
punctuation errors; sources
are documented and correctly
and copyright law has been
followed.
Fairly fluid delivery.
Communicates ideas with
proper voice projection;
perhaps one mispronounced
work; made eye contact;
introduced self and project.
Respond to questions.
Distinguished
38 - 50
Program shows a continuous
progression of ideas and tells
a complete, easily followed
story. Well documented and
organized. Excellent, well
thought out explanation
shows superior effort.
Project is focused and very
informative; promotes the use
of computer technology to
create the video and makes
others want to use the same
type of format in delivering
information to an audience.
Excellent sense of design.
Effective camera techniques
used for the video and
pictures. Video and pictures
are I focus and of good
quality. Smooth transitions
are appropriate and aid in
delivery of the presentation.
Grammar, spelling,
punctuation, capitalization are
correct; sources are
documented correctly and
copyright law has been
followed.
Well-rehearsed. Voice, eye
contact and pacing hold
interest and attentions of
audience; introduced self and
project. Responded easily to
questions.
Teacher Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
59
Leadership
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits, and will determine
the characteristics necessary of successful leaders.
Specific Objectives
• Students will demonstrate skills necessary for leadership.
• Students will explain what people look for in a leader.
• Students will evaluate leadership roles.
• Students will determine the type of leader they want to be or want to follow.
This lesson should take six to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and
edit documents; and composing and editing copy for a variety of written documents such as
scripts, captions, schedules, reports, and manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
60
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student:
(A) employs leadership skills to accomplish goals and objectives by analyzing the various roles
of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employs teamwork and conflict-management skills to achieve collective goals;
(C) establishes and maintain effective working relationships by providing constructive praise
and criticism, demonstrating sensitivity to and value for diversity, and managing stress and
controlling emotions;
(D) conducts and participates in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; preparing for and conducting meetings to achieve objectives
within scheduled time; producing meeting minutes, including decisions and next steps; and
using parliamentary procedure, as needed, to conduct meetings; and
(E) employs mentoring skills to inspire and teach others.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
61
(8) The student implements ethical decision making and complies with laws regarding use of
technology. The student:
(A) exhibits ethical conduct related to providing proper credit for ideas and privacy of sensitive
content;
(B) discusses and applies copyright laws in relation to fair use and acquisition and use of digital
information by citing sources using established methods;
(C) models respect of intellectual property when manipulating, morphing, and editing graphics,
video, text, and sound;
(D) demonstrates proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet; and
(E) analyzes the impact of the audio/video production industry on society, including concepts
related to persuasiveness, marketing, and point of view.
Interdisciplinary Correlations
Tasks
• Students will complete all note sheets per the multimedia presentations.
• Students will complete assigned activities.
• Students will participate in group discussions and class activities.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Secure computer lab if one is not readily available.
• Copy the handout sheets.
• Have materials ready to go prior to the start of the lesson.
• Have incentives ready, if specified in the activity.
• Have a list of leaders handy to refer to during lecture.
• Identify a personality test from the Internet, or another source, for students to take before completing
activities.
Instructional Aids
• Student handouts
• Multi-media presentations
Copyright © Texas Education Agency, 2015. All Rights Reserved.
62
Materials Needed
• Copies of all activities in this unit
• Incentives (individually packaged candies)
Equipment Needed
• Teacher computer
• Projector (for digital presentation)
Introduction
Learner Preparation
• Ask students what they look for in a leader.
• Ask what positive skills and negative skills attract or sway them from others.
• Ask students if they have held leadership positions and if so, which type?
• Hand out Student Notes sheets.
Lesson Introduction
• Have students write a leader’s name that comes to mind on the top of their handout sheet.
• Present multi-media, “How to be a Team Player “, and lead class in discussion. (Take about 15-20 min.)
• Present multi-media, “Leadership Play Book”, and have students take notes. (About 15 min.)
• Show “Leaders in the World”
• Go around the room and ask students to share the leader’s name they wrote down and tell why they
chose that person. How many students chose the same person?
Copyright © Texas Education Agency, 2015. All Rights Reserved.
63
Outline
MI
OUTLINE
NOTES TO TEACHER
How to be a Team Player
Are you sensitive when your friend
has personal problems?
III.
Are you on time when you are
supposed to meet friends?
IV.
Do you offer support or offer to find
someone who can help?
V.
Do you accept your friends as they
are?
VI.
Are you excited for your friends
when something good happens to
them?
VII. Do you eagerly lend a helping hand?
VIII. If you answered, “Yes” to the
questions then you are on your way
to being a great teammate!
Leadership Play Book
1.
Together Everyone Achieves More
a. What makes a good team?
Knowledge: Every member of the
group has important information
or skill.
b. Learning is a life-long process.
We grow as we learn
i. Cooperation
All team members must
work together in
harmony. Everyone has a
job to do to keep the
team operating smoothly,
ii. Flexibility
It is important for all
team members to be able
to adjust their ideas and
to be able to set their
opinions aside in order to
achieve the goal the team
The purpose of this activity is to
demonstrate to students that
compassion is a necessary quality
of a great leader. Often, students
choose their school or team
leaders by how popular or smart
they are, without considering that
anyone with the qualities in this
presentation would make a good
leader.
I.
II.
This lesson is to give introspective
thought to each student in order
to prepare them for the rest of the
activities in this unit.
This presentation explains
qualities of leaders. Students
should write down the notes from
the slides to keep in their folders
for reference.
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64
Multiple Intelligences Guide
Existentialist
Intrapersonal
Interpersonal
Kinesthetic/
Logical/
Bodily
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multi-media presentations and lead a class discussion during each one. Students
will take the Personality test and will self-grade to get the results. The teacher will lead the class in a
debriefing to talk about what students discovered about themselves.
There are numerous activities in this unit. The order in which the activities are completed is up to the
discretion of the teacher. It is suggested that the activities be broken up so that they are all completed within
the recommended time frame. Note: there are a couple of activities that may be used as sponge activities. It is
suggested these forms and the activities be kept in the students’ folders for later evaluation and to be used in
the event a student should decide to run for club office.
Independent Practice
• Influential Leaders Report
Research a leader in audio and video production and write a 500 word paper. (Alternative: Research
any leader for the report.)
• Character Traits of a Good Graphic Artist Leader
With a partner, list the positive and negative character traits of a person who is a leader in the audio
video production field.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
65
Summary
Review
• There are different personality categories and everyone fits into at least one of them.
• It is helpful to know what type a personality a person has in order for them to work with others on a
team.
• Personality surveys are helpful for use in clubs and other organizations.
• Leaders play a dual role when faced with responsibility.
• Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
• Teacher monitors during activities to check for understanding.
Formal Assessment
• Daily grades on class participation, completed activities, presentation, and essay.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
66
Leadership Word Search
Directions: Find all 15 words. The words are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
I
V
T
M
M
O
N
X
E
N
B
X
I
B
O
N
A
G
U
R
U
T
I
V
Y
X
I
O
N
U
O
L
L
O
F
F
I
C
E
R
A
I
C
H
A
R
A
C
T
E
R
G
G
D
A
D
V
I
S
O
R
B
E
A
E
E
I
B
C
U
Q
C
C
H
O
N
R
O
N
W
S
L
C
H
I
E
F
I
O
M
D
I
R
E
C
T
U
A
B
Z
S
P
U
N
C
T
U
A
L
D
W
E
L
B
O
S
S
N
N
I
O
T
E
R
E
Leader
Chief
Manager
Character
Boss
Mentor
Officer
Guide
Guru
Advisor
Direct
Head
Organizer
Punctual
Control
Copyright © Texas Education Agency, 2015. All Rights Reserved.
67
DIRECTIONS:
Make as many words as you can from the word, “LEADERSHIP” below.
You may use a letter more than once ONLY IF it appears more than once.
LEADERSHIP
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
___________________
____________________
__________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
68
IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just suggestions, by all
means, feel free to add your own “spin” to customize the activities for your students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth to their current
age. (Answers will vary, but here are a few to get you started: played a team sport; played an
individual sport; travelled to another country; planted a tree; rode an elephant; rode on a hot
air balloon; etc.) The number of opportunities should match the number of students in your
class. Give each student a copy of this list and have them go about the room, getting
signatures on each activity as it applies to members of the class. Allow about 10 minutes, and
then see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is how groups are
established. Ask if anyone found out something about a classmate they did not know before
taking part in this activity. Also ask the group if they had trouble getting their list filled out in
10 minutes. Discuss how this could be changed if a team effort were to be used when getting
signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
2. “Marooned” Intended to be used after the Multimedia presentations in the Leadership unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many students are on each
team, have each team member list an item they would bring with them if they knew there was
a chance they would be stranded. They must then discuss the items and select ONE ITEM per
team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they arrived at the ONE
ITEM.
e. EXTENSION: have students hypothesize how life would be different with only the items the
entire group brought with them to the island. Point out that the key to a successful operation
is COMMUNICATION! If all groups were allowed to communicate with each other, the items
could have been coordinated in a more efficient manner.
f. MATERIALS NEEDED: paper, pencil and whiteboard or poster board and markers.
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
69
3. “Take Me to Your Leader” This activity helps students to recall, brainstorm and identify various
leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their group will
need. (DO NOT disclose the objective of this lesson yet!) The leaders will need to get
the amount they think they will need and take the candies to their groups. DO NOT LET
THEM EAT THE CANDY! When all teams are ready, decide how much time you want to
allow, then give them the Student directions.
b. MATERIALS NEEDED:
i. Paper/pencil, Internet, assorted candy (miniature bars, individual packages, etc.)
DIRECTIONS TO STUDENTS:
The objective of this lesson is to identify as many leaders in business and industry as possible. Your team
will need to brainstorm and identify one leader in business or industry for each piece of candy at your table.
You will need to list the company and leader associated with it. At the end of the allotted time, your team
will have to forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired, (suggested: 15-20 min) have each team share their
answers with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and/or he or she must still be alive.
(This makes it a little tougher)
ii. Divide the requirements into categories, such as: Retail, Sports, Technology,
Entertainment, Food, and Transportation. (You may want to allow more time, but it is
your option)
NOTES:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
70
4. “Product in a Bag” This product always allows for an interesting discussion!
a. Divide the class into teams, using your chosen method.
b. Team members will work together to build a product from the items in their paper bag within
the allotted time period. (This may take the better part of a class period, but allow time to
discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. MATERIALS NEEDED: Paper bags (one per team); the following items are suggestions, but are
not limited to: small paper plates, paper cups, balloons, pipe cleaners, Q Tips, paper clips, tape,
sequins, cotton balls, scissors, a couple of markers, string or yarn, drinking straws, construction
paper, paper strips, etc.
DIRECTIONS TO STUDENTS: Your team will take the contents of this paper bag and will make a product that
could be sold to customers. You will need to use all of the materials in the bag and may not add anything
that is not supplied. Your team is responsible for naming the product and determining how it will be
advertised in the marketplace.
f.
DISCUSSION: Have each team present their “product”. Tell the class its purpose, and explain
how it will be advertised and marketed.
g. ALTERNATIVE DIRECTIONS: Have students create one of the following;
Audio Students - Create a jingle or radio commercial promoting the product.
Video Students – Create a 30 second TV commercial promoting the product, OR
create a HOW TO Video on how to use the product, OR
create a PODCAST talking about and demonstrating how the product
was designed and built.
*Note the number of groups who use the bags as part of their product!
NOTES:
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71
Influential Leaders Report
ASSIGNMENT:
Research a leader in audio video production who you admire. Type a report with a minimum of 500 words,
and include the following:
• Accomplishments this person has made
• Contributions he or she has made on the local, national or international level
• Background
• Personal triumphs
CHARACTER TRAITS OF A GOOD LEADER
DIRECTIONS:
Brainstorm with your partner and develop a list of traits, then be ready to share with the class.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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72
Suggested Club Activities
This list is compiled from various teachers across Texas.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Organize an alumni chapter
Show movies, films, videos, etc. during lunch
(possible public performance copyright issues)
Present awards to students who deserve
recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge out of unused space
Improve the school library
Paint the hall
Serve on principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming
freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each
quarter/semester during the year
Host a birthday breakfast for teachers once a
month
Plan an activity to welcome new teachers in the
fall
Plan a Yearbook Signing Party
Host a father and daughter or mother and son
lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Progressive dinner
Scavenger hunt; include food for a local pantry
on the list and donate what is collected
Sponsor a Career Day
Invite a guest speaker each month to talk about
careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the area
Plant a tree to honor a community leader,
veterans, or distinguished citizen
Participate in a toys for tots campaign
Spend time with children at a shelter or
orphanage
Entertain children while parents vote
Entertain children during open house at your
school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing
homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior
citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or
Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school.
Great for football or basketball team. Have
students enter the contest to guess the baby
picture “matchup”
Copyright © Texas Education Agency, 2015. All Rights Reserved.
73
Management and Interpersonal Skills
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to efficient
operation of a business. Students will discuss the relationship of interpersonal and team-building skills and
how effective managers use these skills.
Specific Objectives
• Students will identify the three levels of management.
• Students will theorize how a self-managing team functions.
• Students will evaluate the five functions of management.
• Students will discuss the difference between traditional and horizontal organizations.
• Students will explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
• Students will demonstrate effective interpersonal and team building skills by working together to
complete various audio and video projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents such as scripts, captions, schedules, reports, and manuals; and
Copyright © Texas Education Agency, 2015. All Rights Reserved.
74
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(6) The student applies safety regulations. The student is expected to:
(A) implement personal and workplace safety rules and regulations; and
(B) follow emergency procedures.
(10)The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work
tasks.
(11) The student implements an advanced understanding of a client-based production. The student:
(A) determines client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develops a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
75
(C) engages in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
(D) conducts a client meeting for presenting production strategies and implement client
feedback;
(E) applies advanced principles of production by:
(i) implementing a coherent sequence of events;
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to
diversity;
(F) implements advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including digital file
formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) delivers the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student:
(A) implements standard freelance self-promotion techniques;
(B) develops invoices and standard billing practices;
(C) researches small-business start up practices; and
(D) uses information technology applications common to small businesses.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
76
Copyright © Texas Education Agency, 2015. All Rights Reserved.
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will take notes, as directed by the teacher.
• Students will complete individual and group assignments.
• Students will present their projects to the class.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Secure a computer lab, if none is readily available in the classroom.
• Copy the handouts and assignments.
Instructional Aids
• Student handouts and multi-media presentations
Materials Needed
• Copies of assignments, empty CD cases
Equipment Needed
• Teacher computer and printer
• Projector (for digital presentation)
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77
Introduction
Learner Preparation
• Ask what makes management effective?
• Ask what character traits are common in “good” managers?
• Explain how interpersonal skills are important in the work place.
Lesson Introduction
• Ask the class if anyone has ever had to “manage” other people.
• Explain how effective interpersonal skills are necessary for managers to function in business.
• Tell students the information they will learn in this lesson will be important to them as they complete
the assigned project.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
78
Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another piece of the
puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager…
Interpersonal Skills
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative, Responsibility
Attitude
Self-control/Orderliness
Self-awareness & Willingness to
Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multi-media
presentation.
Teacher will lead the discussion of
material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually or
in pairs or groups at the discretion
of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of selfdirector.
It is suggested that the students
present all projects to the class.
Option: The teacher may want to
set up a competition among the
students and offer a small prize.
Counselors or school
administrators could serve as
judges.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
79
Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and will have the students complete the included assignments. It is up to the teacher’s discretion whether to
assign some of the larger projects to pairs or small groups instead of to individual students.
Independent Practice
• The (Your School) Film and Media Festival”
Students will use management and decision-making skills to complete all the necessary tasks of staging
a film and media festival at their school.
• Your Personal Brand
Students will create a video portfolio DVD with their own personal brand.
• Audio Video Podcast
Students will use management and leadership skills to successfully complete all assigned tasks in this
audio video podcast project.
Summary
Review
• We all possess personal traits that make us unique.
• Everyone has a set of personal ethics; however, the degree to which we use them is an individual
choice.
• Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation: The teacher has discretion when grading the daily and desk assignments. The
teacher will monitor the students’ Management:
work to check for
understanding.
Another
Piece of the Puzzle
Formal Evaluation: Students will complete extensive
projects
to demonstrate knowledge of material
Student
Notes
covered in this unit. Rubrics have been provided.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
80
TERMINOLOGY:
VERTICAL INTEGRATION:
______ to __________ management structure of an organization (consists of ____________, ____________,
and __________________levels).
TOP MANAGEMENT:
Makes _______________ affecting ____________; decisions have _______________ effect on the company.
MIDDLE MANAGEMENT:
_________________ the _________________ of ________ management; plan ways to implement
___________; communicate with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT:
_________________ the activities of employees; _________________the instructions of Middle and Top
management; _____________tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION:
_______________________teams set their own _________ and make their own ______________.
Organized by _____________ instead of ______________.
EMPOWERMENT:
__________________ team members’ _____________________ and willingness to take _________________.
MANAGING:
______________________ the___________ of an organization through its __________ and_______________.
ORGANIZING:
Bringing people, activities, and resources together for the _____________ of the company.
STAFFING:
______________ _______________ with the __________ to be done.
CONTROLLING:
__________________ performance; ___________________performance with company __________________
and goals for effective outcome.
LONG-RANGE PLANNING:
Information is ____________ and _________, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
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81
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
G. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts
when necessary
Can be slow; ___________ can be helpful
D. ______________________:
Allows majority rule; sometimes slow
process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees
________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince
employees it was good
Spend time getting people to “_______”
Copyright © Texas Education Agency, 2015. All Rights Reserved.
82
AN EFFECTIVE MANAGER
• Shows a __________ __________
o It’s ok to smile! It’s contagious!
• Cares about ___________
o Encourages and looks for the
_______ in others
o Says “________________”
• Is considerate
o Takes ___________
o Calls people by their __________
o ____________________ birthdays,
anniversaries, etc.
• Listens
o _______ questions
o __________ information
• Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
• Handles ______________ quickly and fairly
o Resolves ___________
• Communicates _____________
o ______________
o ______________
•
•
•
Appreciates ___________ at appropriate
times
o _________ alleviates stress
o Timing must be _____________
Is ______________
o Walks in “_____________” easily
Isn’t ___________ and doesn’t __________
o Sets a good ____________
o Isn’t a “________”
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees
adequately
C. Has ____________
D. Is consistent and _______, and _________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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83
Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
Top to bottom management structure of an organization (consists of Top, Middle, and Supervisory levels).
TOP MANAGEMENT:
Makes decisions affecting entire company; decisions have broadest effect on the company.
MIDDLE MANAGEMENT:
Implements the decisions of Top management; plan ways to implement goals; communicate with Supervisory
level management.
SUPERVISORY LEVEL MANAGEMENT:
Supervise the activities of employees; carry out the instructions of Middle and Top management; assign tasks
and evaluate performance of employees.
HORIZONTAL ORGANIZATION:
Self-managing teams set their own goals & make their own decisions. Organized by process instead of
function.
EMPOWERMENT:
Encourages team members’ contributions and willingness to take responsibility.
MANAGING:
Completing the work of an organization through its people and resources.
ORGANIZING:
Bringing people, activities, and resources together for the benefit of the company.
STAFFING:
Matching workers with the tasks to be done.
CONTROLLING:
Measuring performance; comparing performance with company objectives and goals for effective outcome.
LONG-RANGE PLANNING:
Information is gathered and analyzed, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of one year or less. Usually evaluated on quarterly or
semi-annual basis.
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84
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
G. Recruit and hire; evaluate performance
E. Leading
G. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
D. Democratic:
Allows majority rule; sometimes slow
process, but it’s easier to get employee’s
approval
E. Laissez-faire:
Manager acts as a mentor; allows employees
some control;
Focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince
employees it was good. Spend time getting
people to “buy in”
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85
AN EFFECTIVE MANAGER
• Shows a happy face
o It’s ok to smile! It’s contagious!
• Cares about others
o Encourages and looks for the good in others
o Says “thank you”
• Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
• Listens
o Asks questions
o Recalls information
• Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
• Handles disagreements quickly and fairly
o Resolves conflict
• Communicates clearly
o Written
o Oral
• Appreciates humor at appropriate times
o Humor alleviates stress
o Timing must be appropriate
• Is empathetic
o Walks in “others shoes” easily
• Isn’t negative and doesn’t whine
o Sets a good example
o Isn’t a “cry baby”
AN EFFECTIVE MANAGER also
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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86
The (Your School) Film and Media Festival
OBJECTIVE:
Students will use management decision-making skills to complete all the necessary tasks of staging a local film
and media festival.
MATERIALS NEEDED:
Computers; projector; Internet access; paper and printer for print items
PROCEDURE:
You are the Chairperson of the “(School) Film and Media Festival” Committee. Your goal is to ensure 100%
entry by students located within the school district. You have space for 15 different classes to participate,
such as Animation 1- first period, Advanced Theater, 4th period, etc. The event will take place on PICK A DATE.
Your duties are as follows:
1. Determine your Target Market (Who you want to draw to your event)
2. Selecting the classes (such as animation, film and production, theater, etc) which will participate (Plan
for variety).
3. Decide on admission charges
4. Plan the arrangement of the floor plan or viewing rooms for the event.
5. Secure the site (must be in YOUR School). Look up the location on Internet.
6. What type of films and media will be entered? Length? Genre?
7. Decide how you will promote the event to the public. You must include the following:
a. A Logo and a Brand for all marketing.
b. 1 direct mail (postcard or flyer)
c. 1 press release (story that tells who, what, where, when, why) and you must include at least 2
quotes from someone who has participated in the past;
d. 1 TV commercial (use multimedia software or a video production software)
e. 1 Non-traditional promotion such as a billboard, airplane trailer, a “sandwich promo” walker,
sky diver, etc.
f. A social media campaign utilizing various social media distribution sources.
8. Design a viewing schedule and floor plan and list the classes in their viewing locations. (Use word
processing software.)
9. What considerations did you take in deciding where to locate the participating classes within your
chosen site?
10. Present your plan to the class.
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Group Presentation Rubric
Presentation Title
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Points
3
4
Student presents
information in logical
sequence which
audience can follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
____
Student does not have grasp Student is uncomfortable
Student is at ease with
with information and is
of information; student
content, but fails to
cannot answer questions
able to answer only
elaborate.
about subject.
rudimentary questions.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
____
Student occasional used
Visuals related to text
visuals that rarely support
and presentation.
text and presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Presentation has no
misspellings or
grammatical errors.
____
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Student used no visuals.
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation of
most words correctly.
students in the back of class
difficulty hearing
terms.
to hear.
presentation.
____
Total---->
____
Teacher’s Comments
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88
Group Progress Rubric
Name: ________________________
Teacher:
Date: ____________
Title of Work: ___________________
Skills
Criteria
0
Helping
The teacher observed the students None of the Time
offering assistance to each other.
Listening
The teacher observed students working None of the Time
from each other's ideas.
Participating:
The teacher observed each student None of the Time
contributing to the project.
Persuading:
The teacher observed the students
None of the Time
exchanging, defending, and rethinking
ideas.
Sharing:
The teacher observed the students
None of the Time
offering ideas and reporting their
findings to each other.
10
Points
15
20
Some of the Time Most of the Time All of the Time
____
Some of the Time Most of the Time All of the Time
____
Some of the Time Most of the Time All of the Time
____
Some of the Time Most of the Time All of the Time
____
Some of the Time Most of the Time All of the Time
____
Total Points
____
Teacher Comments:
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89
Your Personal Brand
OBJECTIVE:
Now is the time to shine and create something all about you! Your job is to create the framework for a video
portfolio (DVD) that you will use to market yourself to universities or prospective employers.
MATERIALS NEEDED:
Computer, Internet access, personal pictures, blank DVD cases; good quality glossy or matte paper, printer
•
•
•
•
•
•
•
Select a name for your business that represents the “real you”. You may not use the name of another
company or individual.
Create a personal logo & include it on your DVD cover.
You will create the opening framework or title page, which will lead into DVD "chapters". You might
not have work to put in them yet, so plan on making artwork, audio or films throughout the year to fill
up your portfolio. The order of your chapters is your choice, but you must include the following:
o A chapter called "Video Shorts and Films"
o A chapter called "Audio Productions and Podcasts"
o A chapter called "Treatments, Scripts and Storyboards"
o A chapter called "Graphics and Titles"
o A chapter called "Visual Effects and Animations"
o A chapter called "Resume and Contact Information"
Make sure you acknowledge all contributors and their roles (music, etc) in the closing credits.
Add a copyright notice.
Design the front & back cover of a DVD.
Make sure to include your artist name, DVD title & logo (size= 4.5”x 4.5”).
Create a professional web page or social media page using your logo and correct information. Make
sure the URL addresses are on your DVD, resume', etc.
Written Report
How will you market your DVD? Type a summary on the following (1 page minimum)
• Product:
Why these artworks, audio and films and are a representation of your professional work and why have
you selected these works. Explain your choices.
• Price:
How much you’d charge (per storyboard, 30 video production, etc.)
• Place:
Where people can see your AV work.
• Promotion:
How you will promote your original work.
• Extra credit: Design the inside of the DVD jacket.
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90
Teacher’s Comments:
Name: _____________________
Date: ___________________
Your Personal Brand Rubric
Title: ___________________________________________
Process
Below Avg.
Satisfactory
Excellent
Has clear vision of final product
Directions were followed
1, 2, 3
4, 5, 6
7, 8, 9
Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9
Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
Creativity
1, 2, 3
4, 5, 6
7, 8, 9
Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Total Score:____________________________
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
•
•
•
Creativity Initiative and Responsibility
•
•
•
Attitude
•
o
o
Self-Control/Orderliness
•
•
Self-Awareness & Willingness to Change
•
•
•
•
Self-Esteem
•
•
•
o
o
Empathy
•
•
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II.
Personal Skills
Assertiveness:
•
•
•
Time Management:
•
•
•
Goal Setting:
•
•
•
•
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93
Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
• Honesty
• Integrity
• Play Fair
Creativity Initiative and Responsibility
• Find new ways to do your job (cuts boredom)
• Doing what needs to be done without being told
• Be accountable for your actions
Attitude
• Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
• Tactfulness…what does it mean?
• A must when dealing with difficult customers
Self-Awareness & Willingness to Change
• Make a list of strengths & weaknesses
• You may think you know everything!
• The first 100 years are the hardest!
• Adaptable employees are valuable
Self-Esteem
• The way you see yourself---your value
• Demonstrate self-esteem on the job by showing confidence in your work
• Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
Empathy
• Understand another’s situation or frame of mind
• Putting oneself in another’s place
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II.
Personal Skills
Assertiveness:
• Stand up for yourself, but don’t be pushy
• Don’t boss others
• Make sure you know what you’re talking about
Time Management:
• Budget your time
• Don’t over-commit yourself or you will regret it
• Sometimes “NO” is okay!
Goal Setting:
• What do you want out of:
o Life
o Career?
o Personal Relationships?
• Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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95
Personal Bucket List
50 Things You Want to Do Before Age 65
Think about this carefully before you begin.
In your “50 Things”, you will need use word processing program to devise a list of 50 things to do before you
reach age 65, and include a brief (1 or 2 sentence) explanation why you would do each task/activity. You may
not repeat or combine any! Your list must include:
•
•
•
•
•
•
•
•
•
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each counts as 1 “thing”)
2 career options (each counts as 1 “thing”)
2 personal goals (each counts as 1 “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as 1 “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due: __________________
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96
Audio and Video Podcast Development
OBJECTIVE:
Students will use management and leadership skills learned in order to complete all assigned tasks in this
Audio Video Podcast project successfully.
MATERIALS NEEDED:
Computers; Internet access; projector for presentations; printer and paper for proposal and brochure
Podcasts have become an influential medium in today’s’ well connected society. In this project, your team, as
part of the Department for Product Design and Development for AlphaGenX Broadcasters, is vying for your
idea to develop one or more podcasts channels to increase market share and advertising options.
First rule of thumb…Be sure to read the through the whole project before beginning.
Part 1 Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English class. The survey is to find out what
your peers would like to see or hear about on a Podcast channel. The survey must include at least 10
QUALITY questions. Type the questions and turn them in and include the number of copies you will
need.
C. After your surveys have been completed, you are to write a final analysis of “The Podcast Evolution:
The Future of Marketing and Advertising" based on personal ideas and survey results.
Part 2 Research and Development
1. Research 3 different Podcasts that meet the survey analysis and that will be similar to yours. (They
must be school appropriate.) For each of the Podcasts you will need to find the following information.
1. Name of the Podcast
2. Location of the Podcast (URL, Social Media, Video Streaming Service,)
3. Does the Podcast have an associated app.
4. Is the Podcast associated with a product, service or company?
5. How much of the Podcast is devoted to advertising?
6. What is the average length of the Podcast?
7. How often are new Podcasts released?
8. Judge the overall production quality of the Podcast?
9. Does the Podcast have one or more personalities or talent?
10. What is your target market.
11. Any other pertinent information you discover (be sure you have some pertinent
information)
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Part 3: Your Audio and Video Podcast Outline
1. This is the section where YOUR design of YOUR Audio Video Podcast comes to life.
Careful not to COPY other Podcast, Copyrights do APPLY to form as well as content!!!
1. Podcast them and / or Topic
2. Principal Sponsor or Advertiser (Product, Service, Company)
3. How do People get to your Podcast?
(Web, Social Media, Video Streaming Service, Media Store)
4. How do you notify people when a new Podcast is available?
5. How do you track views of your podcast?
6. Podcast name, Logo and Brand
7. What is the average length of your Podcast?
8. How will you catch the attention of your target market? (A hook or gimmick)
9. What is the format of your Podcast?
(Example, Intro, Set-up, Commercial, Body or topic, Commercial, Close)
10. Who will be your talent and how will they appeal to your target market?
11. Think of any other things you can do to build viewership.
Considerations
• Define your target market
(age, gender, hobbies, economic status, anything to cause someone to be interested in your podcast)
Be prepared to defend your reasoning.
• What is the name of the Podcast?
• What type of Podcast it will be and what is the overall theme or topic?
• Include a logo design.
o Who is your Podcast sponsor?
• Are there additional advertiser?
o What is the format of the Podcast and does it appeal to your target market?
• How much will it cost you to produce each episode?
o How long will it take you to produce each episode?
o What will be the final production quality of the podcast?
• How will you market the new Podcast to your target market? (Before the first episode is released)
You must include the following:
• A typed proposal for the Podcast with Logo (limited to 7 pages)
• An example web Splash page. (A digital brochure)
• Create a multimedia presentation with examples of what the Podcast might look like.
Use photos, videos or animations to sell the Podcast to the Board of directors.
The project needs to be neat and look professional.
All written information must be typed or word-processed.
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98
Audio Video Podcast Rubric
Presentation Title
Name: ________________________
Teacher:
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
Audience has difficulty
Audience cannot understand
following presentation
presentation because there is
because student jumps
no sequence of information.
around.
Points
3
Student presents
information in logical
sequence which
audience can follow.
Student does not have grasp Student is uncomfortable
Student is at ease with
of information; student
with information and is
content, but fails to
cannot answer questions
able to answer only
elaborate.
about subject.
rudimentary questions.
4
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
____
____
Student used no visuals.
Student occasional used
visuals that rarely
support text and
presentation.
Visuals related to text
and presentation.
Student used visuals to
reinforce screen text
and presentation.
____
Student's presentation had
four or more spelling errors
and/or grammatical errors.
Presentation had three
misspellings and/or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has no
misspellings or
grammatical errors.
____
Student mumbles, incorrectly
Student incorrectly
Student used a clear
pronounces terms, and
pronounces terms.
Student's voice is clear.
voice and correct,
speaks too quietly for
Audience members have Student pronounces
precise pronunciation of
most words correctly.
students in the back of class
difficulty hearing
terms.
to hear.
presentation.
____
Total----> ____
Teacher’s Comments:
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99
Goin’ Global
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will evaluate and conclude why international trade is vital to a
nation’s economy.
Specific Objectives
• Students will discover the interdependence among nations.
• Students will assess the benefits of international trade.
• Students will examine the requirements of a balance of trade and its barriers.
• Students will interpret the standard business practices involved in importing and exporting.
• Students will determine the cultural, economic, and political factors that should be considered when
deciding whether to do business abroad.
This lesson should take 5 class days to complete.
Preparation
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents such as scripts, captions, schedules, reports, and manuals; and
(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
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100
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student uses
personal information management, email, Internet, writing and publishing, presentation, and
spreadsheet or database applications for audio and video projects.
(10) The student employs effective planning and time-management skills. The student uses planning
and time-management skills and tools to enhance results and complete work tasks.
(11) The student implements an advanced understanding of a client-based production. The student:
(A) determines client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develops a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
(C) engages in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
(D) conducts a client meeting for presenting production strategies and implement client
feedback;
(E) applies advanced principles of production by:
(i) implementing a coherent sequence of events;
Copyright © Texas Education Agency, 2015. All Rights Reserved.
101
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to
diversity;
(F) implements advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including digital file
formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) delivers the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student:
(A) implements standard freelance self-promotion techniques;
(B) develops invoices and standard billing practices;
(C) researches small-business start up practices; and
(D) uses information technology applications common to small businesses
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
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102
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will take notes and keep them in their notebook.
• Students will complete all assignments in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
Preparation
• Make copies of all handouts for this unit.
• Secure a computer lab, if one is not readily available to your class.
Instructional Aids
• Student handouts
Materials Needed
• Copies of assigned activities
• Internet access
Equipment Needed
• Computer lab
• Teacher computer
• Projector (for digital presentation)
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103
Introduction
Learner Preparation
• Ask why it is necessary to get goods from other countries.
• Ask why our government puts trade restrictions on imports.
• How do emerging nations become involved in international trade?
Lesson Introduction
• Show the multi-media presentation and lead class in a discussion.
• Explain how all leading nations are interdependent.
• Discuss the impact of cultural and social environments on global trade.
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104
Outline
MI
OUTLINE
Terminology
(Students will fill in blanks from the multimedia presentation)
Business Cycle: (diagram in presentation)
Prosperity
Inflation
Recession
Depression
U.S. and International Trade
”Approximately 1/3 of world-wide production
is sold outside of the “home” country;
Raw materials
Manufactured goods
Services as popular exchanges
Data is transferred
Businesses are Going Global
Changing markets
Foreign markets draw attention
Competition
Demand
Government support
Importance of International Trade
Over 250,000 U.S. businesses
export products
11% of GNP
95% are small to med. Sized
Export over $500 billion in products
Wholesalers export over $100 billion
U.S.is 2nd largest exporter
U.S. is 1st in imports
U.S. trade deficit in 1971
NOTES TO TEACHER
Each student should have a
Student Notes sheet to complete
during the multi-media
presentation. Explain to the class
that the vocab will be on an exam
so it is important they fill in all
blanks.
Have students take notes to keep
in notebook.
Notes Extension Activity: Hand
out the assignment sheet and
complete in class. You may want
the group to partner up or just
have each student complete it
individually. This is one reason
why students should have taken
notes! DISCUSS the questions.
Assign “Cultural Differences”
project. This project will take
approximately 3 to 4 class periods
to complete and 1 to 2 class
periods to present to the class.
*Note: prior to the onset of this
activity, the teacher will need to
go to the website and pre-select
the countries to use. Try to get
countries that are not popular and
those that are not in the news as
much, in order for the students to
really learn something when they
research
This activity allows for great class
discussion, especially when the
students present the final section.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multi-media presentation while students take notes using their handout.
Students will work in class to complete the Notes Completion Activity to ensure understanding of the material.
The projects are student-driven; therefore, the teacher will take on the role of a facilitator after students
begin working on them.
Independent Practice
• Students will work at their own pace to complete this activity.
• All work is to be done in class, so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and establish time management
skills for completing on time.
• Students will complete the research required to effectively identify and understand cultural
differences.
• Students will complete the video project.
• Students will present and discuss how they resolved any cultural differences.
Summary
Review
• Why do countries trade with each other?
• Why do governments put trade restrictions on businesses?
• Why is it important to an economy to maintain a balance of trade?
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Evaluation
Informal Evaluation:
Daily assessment of projects: The teacher will become the Facilitator since the “Cultural Differences” and
“Foreign Business” activities are student-driven.
As a suggestion, the teacher may want to have students evaluate their peers as well. If so, copy extra rubrics
ahead of time.
Formal Evaluation:
Rubrics will be used to assess student projects.
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Global Economy
Student Notes
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
________:
North American Free Trade Agreement
______:
World Trade Organization
_____:
European Union
International Trade: The _____
of products/services to people in _______ countries
Imports:
Products/services _______________ from another _____________
Exports:
Products/services _______ to _____________ country
Indirect Exporting:
Marketers with ______________ experience __________ the ____________ company;
____________ for the _________ of products in other countries
Direct Exporting:
Company handles ____ responsibilities to market products in other ___________
Balance of Trade:
The ________________ between a country’s _________ and __________
Foreign Production: A company ______ and __________ production ___________ in another country
Joint Venture:
____ or_____ companies in ____________ countries with _____________
interests develop a ______________ to join in __________ ______________activities
Multinational Companies:
Businesses that have_________________ all over the ___________ and conduct
planning for _________________ markets
Pre-industrial Economy:
Based on __________ and ______ ______development; _____ standard of living
Post-industrial Economy:
Based on____ of business & consumer __________ produced & marketed in
the__________ marketplace
Gross Domestic Product:
The ________ $ value of all ___________ produced within a country in____ year
Gross National Product:
The total___________ of all goods/services (_____________ _____________)
produced within a country in one year
Quota:
_________ on the numbers of ___________ _________ of products ____________
_________________ can ______ in a country
Tariffs:
_________ placed on imported products to increase the ____________ __________
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Subsidy:
__________ provided to a business to _______ in the development and sale of products
Standard of Living:
A ______________ of the quality of life for the citizens of a country
Productivity:
The____________ output by workers for a ______________ period of time
Purchasing Power:
The ___________ of goods/services that can be bought with a _____$ amount of money
Consumer Price Index: The _____________ in the ________ of a specified set of goods over _______
____________ _________: Consists of 4 stages: Prosperity, Recession, Depression and Inflation
U.S. and International Trade
”Approximately _____ of world-wide production is sold _________ of the _______ country
The bulk of products that Americans use daily are_______________
U.S. __________music, movies, cars, airplanes and food items
International Trade is Changing:
Raw materials once were an _____________ commodity; today makes up less than ____ of
exports
world’s
__________________ goods/services are most popular
________(communications, travel, education, and financial) are most popular exchanges between _________
_______ is transferred via phone, fiber optics, or satellite on a daily basis
Businesses are Going Global
_____________ are changing.
____________ markets are enticing to ________________ businesses who experience dropping sales & profit
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Foreign markets are another way to expand ________________and increase worldwide ___________for
products
Benefit of international marketing: __________________ support is available
Importance of International Trade
U.S. economy: over ___________ businesses _________ products
Accounts for over _____ of GNP
_____ of U.S. exporting businesses are small to medium sized
Manufactures ________ over $500 billion of products
Wholesalers export over $____ billion worth of products
U.S. is __________ largest exporter
_____________ is #1 exporter
U.S. is #1 ___________ of products
Germany is _____ importer
_____ had 1st_________ deficit of the 20th Century in ______
(imports exceeded exports by over $1 billion that year)
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Goin’ Global
Student Notes
UPDATE ACCORDING TO YOUR SUBJECT. EXAMPLE PROVIDED BELOW
Fill in the blanks as we discuss the multi-media presentation. Keep this as a study guide.
TERMINOLOGY:
NAFTA:
North American Free Trade Agreement
WTO:
World Trade Organization
EU:
European Union
International Trade: The sale of products/services to people in other countries
Imports:
Products/services purchased from another country
Exports:
Products/services sold to another country
Indirect Exporting:
Marketers with exporting experience represent the exporting company; arranges for the
sale of products in other countries
Direct Exporting:
Company handles all responsibilities to market products in other countries
Balance of Trade:
The difference between a country’s imports and exports
Foreign Production: A company owns and operates production facilities in another country
Joint Venture:
Two or more companies in different countries with common interests develop a
relationship to join in common business activities
Multinational Companies:
Businesses that have operations all over the world and conduct planning for
world-wide markets
Pre-industrial Economy:
Based on agriculture and raw material development; low standard of living
Post-industrial Economy:
Based on mix of business & consumer products/services produced & marketed in
the global marketplace
Gross Domestic Product:
The total $ value of all goods/services produced within a country in one year
Gross National Product:
The total $ value of all goods/services (including imports) produced within a
country in one year
Quota:
Limits on the numbers of certain types of products foreign companies can sell in a country
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Tariffs:
Taxes placed on imported products to increase the selling price
Subsidy:
Money provided to a business to help in the development and sale of products
Standard of Living:
A measure of the quality of life for the citizens of a country
Productivity:
The average output by workers for a specified period of time
Purchasing Power:
The amount of goods/services that can be bought with a specific $ amount of money
Consumer Price Index: The variance in the cost of a specified set of goods over time
Business Cycle:
Consists of 4 stages: Prosperity, Recession, Depression and Inflation
Prosperity
Recovery
Recession
Depression
U.S. and International Trade
The bulk of products that Americans use daily are imported
U.S. exports music, movies, cars, airplanes and food items
International Trade is changing:
Raw materials once were an abundant commodity; today make up less than 1/3 of world’s
exports
Manufactured good/services are most popular
Services (communications, travel, education, and financial) are most popular exchanges
between countries
Data is transferred via phone, fiber optics, or satellite on a daily basis
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Businesses are Going Global
Markets are changing.
Foreign markets are enticing to domestic businesses who experience dropping sales & profit
Foreign markets are another way to expand competition and increase worldwide demand for
products
Benefit of international (INSERT YOUR PROGRAM HERE): Government support is available
Importance of International Trade
U.S. economy: over 250,000 businesses export products
Accounts for over 11% of GNP
95% of U.S. exporting businesses are small to medium sized
Manufacturers export over $500 billion of products
Wholesalers export over $100 billion worth of products
U.S. is second largest exporter
Germany is #1 exporter
U.S. is #1 importer of products
Germany is #2 importer
U.S. had 1st trade deficit of the 20th Century in 1971
(imports exceeded exports by over $1 billion that year)
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Global Economy
Cultural Differences
60sec. TV Commercial for a Product:
Create a TV commercial for a product to be marketed abroad
You are in charge of creating a 60 second TV spot for YOUR American-made product that will be marketed in
another country. The key to any successful advertising campaign is to understand the market (people) that
you are trying to sell the product to. Your goal is to identify the country and the target market (people) inside
that country who will buy your product. Many foreign countries have much tighter regulations regarding
advertising than does the US. Be sure to research the country’s broadcast and or advertising regulations.
Research any cultural, social, or economic differences that might create problems for marketing the product.
For Example: How, when and where a product is seen or displayed can vary from country to country.
Project Guidelines:
1. To avoid any trademark issues with existing companies, students should invent their own product
and brand to market.
2. Students will draw to determine what country their American product will be marketed to.
3. Language can be a barrier. For this project the Commercial will be in English (Dub) of the final
product. Students will not be expected to do the commercials voice over in that country’s
language. However, they will be expected to consider and adapt the English (Dub) content to that
country’s customs.
4. The Audio and Video technical requirements for the commercial should be high. The quality of the
audio, video and editing should be of good quality and representative of an Audio Video Practicum
student.
Remember the following when researching and planning:
1. Consider any social, cultural or religious issues that your product might violate.
2. Consider the economic issues regarding your product. How much will the product cost in local
monies and can the target market (people) afford the product?
3. Consider the “Target Market”. Are they male or female? Are social and economic rules different for
males and females in that country? Are they young or old? Are there different social and economic
classifications for citizens?
4. Consider that country’s broadcast and advertising regulations as it pertains to your product and the
commercial. Can it only be seen during certain times of the day and is your target market watching
during those times?
5. Be prepared to discuss and share with the class your research and how that research affected any
decisions regarding the content or marketing of your commercial.
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Project Pointers:
You will be graded on the following:
1. Participation with your partner
2. The audio and video quality of the final product
3. Daily work and time management
4. Appropriateness of your content and product.
5. Presentation to the class (oral)
6. Appearance of the presentation (minimum of 3 minutes run time)
7. Your appearance
8. Realistic nature of project
9. Find out important info about your country:
a. Discuss your Target Market. Who are they and what social, economic or religious
differences are specific to them?
b. Why will your Target Market want to buy your American product?
c. Discuss any broadcast or marketing issues you may have discovered.
d. Discuss currency and product cost. How much does the product cost in the US? How much
will they pay for it? What are the trade rules between our countries that affect that price?
***Both students must present for presentation***
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Research “Fact” Sheet
Be as detailed as possible ~ Be as creative as possible.
Think outside the box!
You have been assigned a country to research. Use the website below. Read over the following categories and
take notes to begin your research. Compare your country’s information with the United States.
https://www.cia.gov/library/publications/the-world-factbook/
Country:
Language:
Major Religion:
Type of Government:
Commerce (compare to US Dollar)
Major Past-time or Sport:
Natural Resources:
Major Export:
Major Import:
General Attitudes:
Personal Appearance:
CUSTOMS AND COURTESIES
1. Greetings:
2. Gestures:
3. Social Customs:
LIFESTYLE
1. Family / Family Structure Example; Patriarchal:
2. Dating/Marriage:
3. Diet:
4. Recreation:
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SOCIETY
1. Transportation:
2. Communication:
3. Education:
4. Literacy Rate:
5. Health:
6. Life expectancy:
7. Social or Community Attitudes:
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60sec TV Commercial Project Country Selection
Teacher’s Directions:
You will need two copies of this list (or add your own selections). One is to be cut in strips so
the students can draw to see which country (and partner) they will get and the other is to be
used to write the students’ names beside the country so you will have record of which
students are assigned to which country.
Finland
Finland
Wales
Wales
Portugal
Portugal
Denmark
Denmark
Australia
Australia
Peru
Peru
Uruguay
Uruguay
Nigeria
Nigeria
Turkey
Turkey
Poland
Poland
New Zealand
New Zealand
Algeria
Algeria
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Austria
Austria
Norway
Norway
India
India
Columbia
Columbia
Greenland
Greenland
Korea
Korea
Switzerland
Switzerland
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Detail Sheet:
Record each person’s responsibilities for this project. Check off the tasks as they are completed. This will be a graded
portion of your project.
Assigned Task
Name
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Teacher-Facilitator Rubric
(To be used to grade daily work as part of a major group or partner project)
Name:
Teacher:
Date:
Title of Work:
Skills
Criteria
0
10
Points
15
20
Helping
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students offering assistance to
each other.
Listening
The teacher observed students None of the Time Some of the Time Most of the Time All of the Time
working from each other's ideas.
Participating:
The teacher observed each None of the Time Some of the Time Most of the Time All of the Time
student contributing to the
project.
Persuading:
The teacher observed the None of the Time Some of the Time Most of the Time All of the Time
students exchanging, defending,
and rethinking ideas.
Sharing:
The teacher observed the
students offering ideas and None of the Time Some of the Time Most of the Time All of the Time
reporting their findings to each
other.
Total Points
____
____
____
____
____
____
Teacher Comments:
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Name: _____________________
Date: ___________________
Foreign Business Project Rubric
Title:
Process
Below Avg.
Satisfactory
Excellent
1. Has clear vision of final product
Directions were followed
1, 2, 3
4, 5, 6
7, 8, 9
2.Properly organized to complete project
1, 2, 3
4, 5, 6
7, 8, 9
3. Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9
4. Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9
5. Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1. Format (required # of slides present)
1, 2, 3
4, 5, 6
7, 8, 9
2. Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9
3. Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9
4. Creativity
1, 2, 3
4, 5, 6
7, 8, 9
5. Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
6. Audio and Video Quality
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Teacher’s Comments:
Total Score:____________________________
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Math
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will calculate mathematical problems used by Audio Video
Production and Broadcast Industry Professionals, such as file size calculations, frame speed and production
cost estimates. They will also calculate budgets, estimates, time cards and other calculations needed to run an
Audio Video Production or Broadcast business.
Specific Objectives
• Students will explain the concepts of cost, profit and budgeting.
• Students will calculate Audio and Video file sizes.
• Students will calculate subcontractor markups, discounts and late fees.
• Students will calculate the area of a rectangle and other geometry calculations.
This lesson should take 10-12 class days to complete, unless the teacher decides to teach the discount
material separately from mark-up.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(2) The student implements advanced professional communications strategies. The student :
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals; and
(G) exhibit public relations skills to increase internal and external customer/client satisfaction.
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(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(11) The student implements an advanced understanding of a client-based production. The student:
(A) determines client needs by:
(i) conducting client meetings to identify specific project requirements; and
(ii) researching target audience and demographics to meet client needs;
(B) develops a production proposal for client approval by:
(i) creating a production schedule;
(ii) researching and determining production costs; and
(iii) researching and determining appropriate delivery and distribution options;
(C) engages in pre-production activities for successful execution of the project by:
(i) identifying equipment, crew, and cast requirements;
(ii) developing a budget with considerations for crew, cast, and equipment;
(iii) analyzing the script and storyboard processes; and
(iv) assigning team roles required for production;
(D) conducts a client meeting for presenting production strategies and implement client
feedback;
(E) applies advanced principles of production by:
(i) implementing a coherent sequence of events;
(ii) using necessary equipment and crew for quality productions; and
(iii) demonstrating teamwork and knowledge of interpersonal skills with sensitivity to
diversity;
(F) implements advanced skills in the post-production process by:
(i) demonstrating appropriate use of editing systems;
(ii) making decisions appropriate for each element of production;
(iii) making necessary adjustments regarding compatibility issues, including digital file
formats and cross-platform connectivity;
(iv) using various compression formats; and
(v) demonstrating knowledge in outputting for distribution; and
(G) delivers the product by:
(i) researching the appropriate delivery formats for the target audience;
(ii) advising clients on optimal delivery options; and
(iii) discussing distribution options with optimal project reach.
(12) The student practices business skills for freelance contractors. The student:
(A) implements standard freelance self-promotion techniques;
(B) develops invoices and standard billing practices;
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(C) research small-business start up practices; and
(D) use information technology applications common to small businesses.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word study. The
student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
• Students will secure signatures on all forms, as specified by the teacher.
• Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website (cte.unt.edu).
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Preparation
• Students will take notes and complete all problems as required.
• Students will complete all worksheets.
Instructional Aids
• Student Notes sheet
• Student worksheets
Materials Needed
• Copies
• pencils
Equipment Needed
• Teacher computer
• Projector (for digital presentation)
• Calculators
Introduction – The Clients Budget
Learner Preparation
• How do you determine how much hard drive or server storage you need for projects?
• How much does it cost you to do business?
• How do you figure out how much to charge a client?
• Explain how overhead and profit margins are related to your costs of doing business and why they are
important for staying in business.
Lesson Introduction
• Ask the class how much what they think Audio and Video Production should cost per hour.
• Ask them how much product the client would have to sell to make their Audio Video Production pay
for itself.
• Explain Overhead, Profit Margins and Production Expenses.
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An Audio Video Production Budget
•
•
•
•
How does an Audio Video Production or Broadcast Company decide on prices and fees?
How does Audio Video Production or Broadcast Company create an estimate for a project?
List on the board what is included in overhead expenses and project specific expenses.
Explain that profit margin is the amount of money earned above overhead and project expenses. Profit
is what is left after ALL expenses have been paid.
Lesson Introduction
• Ask the class to speculate on what it would cost to produce and broadcast a 60sec TV Spot.
(Superbowl spots are a great conversation starter.)
• Explain the difference between a budget to produce the spot and a budget to broadcast the spot. The
two costs together constitute the total expense to the client.
• Explain how the production company will estimate overhead and project expenses to determine a
"break-even point" and then add profit margins to justify the project. Broadcasters will do the same
except they may factor in Market Share (the number of people watching at the time of broadcast) to
increase profit margins.
• Explain that other factors can affect the final break-even point and later income streams, such as
residuals and product licensing, which may increase profit margins.
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Outline
MI
OUTLINE
I- Calculating Single File Sizes
A- Scenario with questions
B- Answers
C-Concepts you need to know
1-Aspect Ratio
2-What is a byte, bit,
kilobyte, megabyte, gigabyte
II- Calculating Audio And Video File
Sizes
A- Scenario with questions
B- Answers
C-Concepts you need to know
NOTES TO TEACHER
The teacher has the discretion to
teach math concepts back to back or
separate them.
These concepts may be somewhat
difficult for the students to grasp. It
may be necessary for the teacher to
make up additional problems. One
suggestion is to put students into
groups or pairs and have them craft 5
or 10 problems (and work the answer
keys) that could be compiled and
shared with the entire class.
III- Calculating Production Costs
A- Scenario with questions
B- Answers
C-Concepts you need to know
1-Cost of Goods
2- Cost of Labor
VI- Calculating a job bid
A- Scenario with questions
B- Answers
C-Concepts you need to know
1-Overhead
2-Estimating
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128
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor students’
guided and independent practice activities.
Independent Practice
• Students will complete all work in class, so the teacher can check for understanding.
• Students will complete all worksheets or problems.
• Students will be prepared to present their answers to the class.
Summary
Review
• Why do Audio Video Production and Broadcast Companies consider overhead expenses when pricing
projects?
• Why is it important for Audio Video Production and Broadcast Companies to factor the cost of time
and materials for individual projects?
• Why do Audio Video Production and Broadcast Companies calculate files sizes and aspect ratios, and
why is this important?
• Why are discounts and special pricing on overhead and project resources important to the Audio Video
Production and Broadcast Companies?
•
•
•
Evaluation
Informal Evaluation:
o Teacher will check for understanding
o Very small work group option (students help each other)
Formal Evaluation:
o Tests over the material
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129
Math: Calculating Single File Sizes
Objective:
Learn how to calculate the file size of a Video Project to determine if the costs of the project will fall within
budget guidelines.
*Teacher Note: Use the following information for class instruction or make copies for students to keep in
their folders. Use this information so students can do the following:
1.
2.
3.
4.
5.
Calculate an assortment of file sizes
Understand how file sizes change with content and distribution method.
Demonstrate knowledge of why file data is manipulated
Demonstrate proficiency with math calculations
Learn industry standard aspect ratios, terms and formulas
Everyone who creates content that will be broadcast, streamed, downloaded or shared must be aware of the
file size of the project. Productions that are too big won't play quickly, won't load quickly, and will take up
bandwidth and server storage space. Productions compressed to smaller file sizes will pixelate and will suffer
from poor quality.
For the Audio Video Production Companies, file size (video quality) is determined by the client and distribution
method. For Broadcast Companies, a smaller file size (lower video quality) is often preferred in order to
maximize storage capacity and bandwidth of their network.
In this math section you will learn to roughly figure out the file sizes of images so that you can adjust them for
quality and speed of reproduction and so when you upload to an internet video site and it says your video is
too big, you can make an informed decision on whether to adjust DPI, aspect ratio, etc.
Example:
Let's start with a standard video application screen stage or canvas that is 720 x 480 pixels in size. The DPI is 72
and the bit depth is 24 bits RGB (16.7 million colors).
This produces a file that is 345,600 total pixels in size and is 10 inches x 6.66 inches in print size. There are
1,036,800 bytes, 1012.5 kilobytes (kb) and .9887 Megabytes (Mb) in the file. Some applications will tell you all
of this information, but others will not. You can calculate this by yourself so it is not a mystery how the
computer comes up with these numbers.
Let's look at how this information is figured out
Total pixels is an easy math problem. It is simply the total pixels of any size area (length x width = area).
L x W = Area
SD Video - 720 px x 480 px = 345,600 total pixels
HD Video – 1920px x 1080px = 2,073,600 total pixels (sometime called 2K resolution)
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To convert pixels to inches you need to know that there are 72 pixels per inch. The formula to convert pixels
to inches is X/72=inches, where X is the number of pixels on a side.
720px/72 = 10 inches
480px/72= 6.6666 inches
1920px/72 = 26. 6666 inches
1080px/72 = 15 inches
So once you figure out the size of your bitmap, how can you convert it to a data file size?
There are several formulas for the number of bytes of data each pixel holds, but the average we will use here
is 3, which is the norm for RGB color.
The formula for figuring out the number of bytes in an image is L x W x 3 = Bytes, where the length and width
are measured in pixels.
SD - 720px x 480px x 3 = 1,036,800 bytes (of information)
HD - 1920px x 1080px x 3 = 6,220,800 bytes (of information)
Now how do we convert that to kilobytes or megabytes?
Back in the early computer days, when data cost so much to process and store and we managed data in
kilobytes, the standard was set to binary kilobytes. Memory chips and file sizes are kilobytes (1024 bytes) or
megabytes (1024x1024 bytes) or gigabytes (1024x1024x1024 bytes). Yes, it really doesn’t matter to us today
if we have some extra kb’s in storage when we’re measuring our storage in gigs, but it still matters when
you’re saving tens of thousands of images to be used in a game, animation or video. Even today we still need
to keep our file sizes as small as possible.
To convert our photograph to kilobytes we divide by 1024.
To convert to megabytes we divide by 1,048,576 (1024 x 1024)
For gigabytes we divide by 1024 cubed (1024 x 1024 x 1024).
1,036,800 / 1024 = 1,012.5 kilobytes (kb)
1,036,800 / (1024 x 1024) = .9887695 megabytes (Mb)
1,036,800/ (1024 x 1024 x 1024) = .0009655 gigabytes (GB)
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Name
Period
Calculating Single Image File Sizes
Practice Formulas:
Total pixels L x W = Area
To convert pixels to inches, 72 pixels per inch with X/72=inches, where X is the number of pixels on a side.
Number of bytes of data in an RGB pixel = 3
The formula for figuring out the number of bytes in an image is Length in Pixels x Width in Pixels x 3 = Bytes
To convert our photograph to kilobytes we divide by 1024. To convert to megabytes we divide by 1,048,576
(1024 x 1024) and to gigabytes we divide by 1024 cubed (1024 x 1024 x 1024).
1. You have an analog photograph that measures 8” x 10”.
If you scan the photo at 72 DPI and keep it 8” x 10” what would the kilobyte file size be?
Megabytes?
2. If you take the same photo in question 1 and scan the photo at 72 DPI and reduce the size to 5” x
7”, what would the file size be in kilobytes? Megabytes?
3. You have a digital file that is 1080 pixels by 500 pixels. What is the size in inches?
4. Your 10-second video contains individual images at a resolution of 720 pixels x 480 pixels at 72DPI.
Your frame rate is 30 frames per second. How many images will be needed for the movie? What is
the size of each image? What is the size of the total movie in bytes? Kilobytes? Megabytes?
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Calculating Single Image File Sizes: Answer Key
Formulas:
Total pixels L x W = Area
To convert pixels to inches, 72 pixels per inch with X/72=inches, where X is the number of pixels on a side.
Number of bytes of data in an RGB pixel = 3
The formula for figuring out the number of bytes in an image is Length in Pixels x Width in Pixels x 3 = Bytes
To convert our photograph to kilobytes we divide by 1024. To convert to megabytes we divide by 1,048,576
(1024 x 1024) and to gigabytes we divide by 1024 cubed (1024 x 1024 x 1024).
1. You have an analog photograph that measures 8” x 10”.
If you scan the photo at 72 DPI and keep it 8” x 10” what would the kilobyte file size be?
Megabytes?
(8" x 72 pixels per inch) x (10" x 72 pixels per inch) =
576 x 720 = 414,720 pixels
414,720 x 3 (number of bytes in a pixel) = 1,244,160 bytes
1,244,160 bytes / 1,024 = 1,215 KB
1,244,160 bytes / 1,048,576 = 1.1865 MB
2. If you take the same photo in question 1 and scan the photo at 72 DPI and reduce the size to 5” x
7”, what would the file size be in kilobytes? Megabytes?
(5" x 72 pixels per inch) x (7" x 72 pixels per inch) =
260 x 504= 131,040 pixels
131,040 x 3 (number of bytes in a pixel) = 393,120 bytes
393,120 bytes / 1,024 = 383.906 KB
393,120 bytes / 1,048,576 = .37490 MB
3. You have a digital file that is 1080 pixels by 500 pixels. What is the size in inches?
1080 / 72 = 15"
500/ 72 = 6.944"
Answer is 15" x 6.9"
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Calculating Single Image File Sizes: Answers continued
4.
Your 10-second video contains individual images at a resolution of 720 pixels x 480 pixels at 72DPI.
Your frame rate is 30 frames per second. How many images will be needed for the movie? What is
the size of each image? What is the size of the total movie in bytes? Kilobytes? And Megabytes?
10 seconds x 30 frames per second = 300 frames
720 px x 480 px x 3 (bytes in a pixel) = 1,036,800 bytes per frame
300 frames x 1,036,800 bytes per frame = 311,040,000 bytes in the movie
311,040,000 / 1,024 = 303,750 KB
311,040,000 / 1,048,576 = 296.630 MB
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Name
Period
Calculating Video and Audio File Sizes
Student Notes: (Keep a copy in your folder)
To calculate file size for a movie you will need to first calculate the size of the video portion of the movie. We
will then calculate the audio portion of the video and add them together for a total movie size. Understand for
this lesson we are using UNCOMPRESSED values for both the Audio and Video. Compression Algorithms, such
as MP4, MP2 and H.264 employ different variables when compressing a movie. These algorithms are complex
and can be difficult to accurately calculate file size using the methods we are teaching. Uncompressed file
sizes will be larger than compressed files.
CALCULATING VIDEO FILE SIZE
• The Duration of the Video in Time (may need to convert to seconds)
• How many Frames per Second (fps) Today’s cameras allow the user to select several frame rates.
• The amount of Horizontal Pixels. (SD Video = 720 HD Video = 1080 or 1920)
• The amount of Vertical Pixels. (SD Video = 480 HD Video = 720 or 1080)
• Bit Depth of the image – the number of bits per pixel. More pixels = More Color
Example
Video is shot in 720x1080 HD, 36 seconds in duration at 24 fps and a bit depth of 8-bit
Audio is Stereo 48K at 16bit
Formulas:
Step 1.
Total # of Frames = Frame Rate x Duration of Video in Seconds
Example: The above example Video has a duration of 36 second and shot at 24 fps
24fps x 36sec = 864 frames
Step 2.
File Size of the Frame = Horizontal Pixels x Vertical Pixels x Bit Depth / 8 x 1024
Example: The above example Video is formatted at HD 720 x 1080 at a bit depth of 24.
1080H x 720V x 8 = 6,220,800 = 759.375 KB
8 x 1024
8192
Step 3.
Total VIDEO File Size = Total # of Frames x File Size of the Frame
Example:
The above example final step.
864 frames x 759.357 KB = 656,084.448KB or 640.707MB
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CALCULATING AUDIO FILE SIZE
Required Information
• The Duration of the Audio File in Time (may need to convert to seconds)
• Sample Rate: The number of times a sample is taken from the sound wave per second. CD audio is
44100 or 44.1K. Many video cameras and editors use 48K
• Sample Size (bit resolution): Number of bits per sample. The most common are 8-bit, 16-bit and
new 32-bit
Example
Video is shot in 720x1080 HD, 36 seconds in duration at 24 fps and a bit depth of 8-bit
Audio is Stereo 48KHz at 16bit
Mono Audio File Size = Sample Rate x Sample Size x Time
Stereo Audio File Size = (Sample Rate x Sample Size x Time) x 2
Step 4.
Total AUDIO File Size = Stereo Audio File Size = (Sample Rate x Sample Size x Time) x 2
(48,000Hz x 16 bits x 36 seconds) x 2 = 27,648,000 bits
27,648,000 = 3,456,000 Bytes
3,456,000 = 3,375 KB
3,375 = 3.29 MB
8
1024
1024
Notice we added some conversion steps to get the value to where we can ad it to our video file size. We
converted bits to Bytes by dividing by 8: We converted Bytes to Kilobytes by Dividing by 1024: we converted
Kilobyte to Megabytes by again dividing by 1024. Final Answer is 3.29MB
Step 5.
Video File Size + Audio File Size = Total Video File Size
(Video File Size) 640.707MB + (Audio File Size) 3.29MB = (Total File Size) 643.997MB
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Name
Period
Calculating Video and Audio File Sizes: Practice
PROBLEM 1: Calculate the file size for a Video with NO AUDIO. The Video is 1 minute and 45 seconds long. It
was shot in uncompressed 10-bit Full HD format 1920 x 1080 at 30 fps.
PROBLEM 2: Calculate the file size for an AUDIO VOICE OVER. The audio is in Mono at a sample rate of 48Khz
and a bit rate of 16. Voice over run time is 2 minutes 38 seconds
PROBLEM 3: Calculate the Total File Size For a Movie: Run time 1hr:29min:16sec. The movie is HD 1080 x
720 uncompressed 8-bit video at 24frames per second. Audio is 8-bit at 44.1Khz Stereo.
PROBLEM 4: Calculate the Total File Size for a Video Clip. It was shot with one of the new 4K cameras. Run
time is 48 seconds. It is 10-bit uncompressed raw video at a resolution of 1920 x 1920 at 60fps.
Audio is 32-bit mono at 96Khz.
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Calculating Video and Audio File Sizes: Answer Key
PROBLEM 1: Calculate the file size for a Video with NO AUDIO. The Video is 1 minute and 45 seconds long. It
was shot in uncompressed 10-bit Full HD format 1920 x 1080 at 30 fps.
105seconds x 30 fps = 3150 frames
1920H x 1080V x 10-bit = 20,736,000bits = 2531.25KB per frame
8 x 1024
8192
3150 frames x 2531.25 KB per frame = 7,973,437.5KB = 7,786.56MB = 7.6GB
1024
1024
PROBLEM 2: Calculate the file size for an AUDIO VOICE OVER. The audio is in Mono at a sample rate of 48Khz
and a bit rate of 16. Voice over run time is 2 minutes 38 seconds
48,000 x 16-Bit x 158sec = 121,344,000bits = 15,168,000Bytes = 14,812.5KB = 14.465MB
8
1024
1024
PROBLEM 3: Calculate the Total File Size For a Movie: Run time 1hr:29min:16sec. The movie is HD 1080 x
720 uncompressed 8-bit video at 24frames per second. Audio is 8-bit at 44.1Khz Stereo.
5356seconds x 24fps = 128,544frames
1080H x 720V x 8bit = 6,220,800bits = 759.375KB per frame
8 x 1024
8192
128,544frames x 759.375KB per frame = 97,613,100KB = 95,325.293MB = 93.09GB
1024
1024
(44100 x 8 x 5356seconds) x 2 = 3,779,193,600bits = 472,399,200Bytes = 461,327.343KB = 450.51MB
8
1024
1024
Video File 95,325.293MB + Audio File 450.51MB = 95,775.803MB = 93.53GB
1024
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Calculating Video and Audio File Sizes: Answers continued
PROBLEM 4: Calculate the Total File Size for a Video Clip. It was shot with one of the new 4K cameras.
Run time is 48 seconds. It is 10-bit uncompressed raw video at a resolution of 1920 x
1920 at 60fps. Audio is 24-bit mono at 96Khz.
48sec x 60fps = 2880 frames 1920H x 1920V x 10bit = 36,864,000bits = 4500KB per frame
8 x 1024
8192
2880 frames x 4500KB per frame = 12,960,000KB = 12,656.25MB = 12.359GB
1024
1024
96000Hz x 24-bit x 48sec = 110,592,000bits = 13,824,000KB = 13,500MB = 13.18GB
8
1024
1024
Video File 12.359GB + Audio File 13.18GB = 25.54GB
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139
Name
Period
Calculating Production Costs
Objective:
Calculate the cost of an Audio Video Project and determine how much it will cost a small business to
produce the video.
The Scenario:
Sam is a new startup video production company. His new production company has limited equipment and
resources. However, he has built a reputation for creating quality work and is on the verge of growing his
business.
Sam has been asked to provide a proposal to a local municipality for an informational video on Trash
Collection. The video is to air on the local municipality cable TV channel. The video must be produced to
broadcast standards. Sam will be responsible for shooting and editing the video only. All Pre-production
requirements such as script, storyboards and permissions will be the responsibility of the municipality. He has
been given guidelines stating that he will have only 5 full workdays to shoot the required video and 10 days to
edit and complete the project. These days are consecutive and not concurrent. In other words, 15 days total to
compete the project. Do not include weekends.
GOAL:
Sam needs to determine what his actual production costs are going to be to his business for this specific
project. These are the costs that he must incur and manage before the municipality pays the bill. He must
decide if his small businesses budget can facilitate production costs associated with this project.
Problem 1: Figure out equipment needs and how much it will cost to rent all the equipment
Sam needs to rent the following equipment in order to meet the Broadcast Standard specified by the
municipality cable TV Station. Sam will lease the Camera for 6 days. I needs one day to get familiar with its
operation. He will lease the tripod and dolly, pro light kits, boom mic with pole and C stands with sand bags for
5 days. He will lease the Non-Linear Computer Editing Station for 12- days, also to become familiar with its
operation. Rental Company 2 offers a 10% discount if you rent the equipment by the week instead of by the
day. A week rental (7 days with the equipment) is defined as 5 individual Day Rates. Day Rate Price is for
individual Items.
Equipment Needed
Rental Company 1
Rental Company 2
(DAY RATE)
(DAY RATE)
1-Broadcast Quality Video Camera
$340.00
$365.00
1- Pro Tripod and Dolly
$210.00
$195.00
2- Pro Light Kits
$107.00 ea.
$112.00 ea.
1 – Boom Mic and Pole
$96.00
$100.00
4 – C stands with sand bags
$ 19.00 ea.
$23.00 ea.
1 – Non-Linear Computer Editing Station
$495.00
$575.00
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140
How much is Sam’s Rental costs from Rental Company 1?
How much is Sam’s Rental costs from Rental Company 2?
How much is Sam’s Rental costs from Rental Company 2 if he utilizes the 10% discount for weekly rentals?
Which Company provides Sam with the best deal and why? What is his final rental cost?
Problem 2: Figure what his labor costs will be based on the schedule that the municipality has provided –
Sam will need help to shoot and edit the video. He employs 1- Video Assistant at $8.75 per hour and 1-Audio
Assistant at $7.85 per hour. Sam is required to pay 3.25% payroll tax (employer contribution) and 1.25%
unemployment tax on both employees. Sam needs to earn $25.00 an hour and pays 6.50% in payroll tax and
0% in unemployment tax. Sam will use both employees for the 5-day video shoot. Sam will use the Video
Assistant for 7- of the 10 editing days and the Audio Assistant for 4 of the 10 editing days. Sam will work all 15
days of the project.
What is the total Labor cost for the Video Assistant?
What is the total Labor cost for the Audio Assistant?
What is the total Labor cost for Sam?
How much total does Sam pay the government in payroll taxes?
How much total does Sam pay for unemployment tax?
What is Sam’s Total labor cost for this project?
Problem 3: How much will it cost Sam’s company to produce the Trash Video for the municipality?
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141
Calculating Production Costs: Answer Key
Problem 1: Figure out equipment needs and how much it will cost to rent all the equipment. –
Sam needs to rent the following equipment in order to meet the Broadcast Standard specified by the
municipality cable TV Station. Sam will lease the Camera for 6 days. He needs one day to get familiar with its
operation. He will lease the tripod and dolly, pro light kits, boom mic and pole and C stands with sand bags for
5 days. He will lease the Non-Linear Computer Editing Station for 12- days, also to become familiar with its
operation. Rental Company 2 offers a 10% discount if you rent the equipment by the week instead of by the
day. A week rental (7 days with the equipment) is defined as 5 individual Day Rates. Day Rate Price is for
individual Items.
Equipment Needed
1-Broadcast Quality Video Camera
1- Pro Tripod and Dolly
2- Pro Light Kits
1 – Boom Mic and Pole
4 – C stands with sand bags
1 – Non-Linear Computer Editing Station
Rental Company 1
(DAY RATE)
$340.00
$210.00
$107.00 ea.
$96.00
$ 19.00 ea.
$495.00
Rental Company 2
(DAY RATE)
$365.00
$195.00
$112.00 ea.
$100.00
$23.00 ea.
$575.00
How much is Sam’s Rental costs from Rental Company 1? $10,955.00
Formula: Multiply the # of Days Needed by the Day Rate. Where applicable multiply quantity needed
1-Broadcast Quality Video Camera – 6days x $340.00per day = $2040.00
2- Pro Light Kits – 5days x $107.00 x 2qty = $1070.00
Total rental cost from Rental Company 1 is the sum of all Rental Costs per Item
Equipment Needed
1-Broadcast Quality Video Camera
1- Pro Tripod and Dolly
2- Pro Light Kits
1 – Boom Mic and Pole
4 – C stands with sand bags
1 – Non-Linear Computer Editing Station
TOTAL Cost from Company 1
# of
Days
Needed
6
5
5
5
5
12
Rental Company 1
(DAY RATE)
Rental Cost per Item
$340.00
$210.00
$107.00 ea.
$96.00
$ 19.00 ea.
$495.00
$2040.00
$1050.00
$1070.00
$475.00
$380.00
$5940.00
$10955.00
How much is Sam’s rental costs from Rental Company 2? $12,145.00
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142
Equipment Needed
1-Broadcast Quality Video Camera
1- Pro Tripod and Dolly
2- Pro Light Kits
1 – Boom Mic and Pole
4 – C stands with sand bags
1 – Non-Linear Computer Editing
Station
TOTAL Cost from Company 2
# of Days
Needed
6
5
5
5
5
12
Rental Company 2
(DAY RATE)
$365.00
$195.00
$112.00 ea.
$100.00
$23.00 ea.
$575.00
Rental Cost per Item
$2190.00
$975.00
$1120.00
$500.00
$460.00
$6900.00
$12145.00
How much is Sam’s Rental costs from Rental Company 2 if he utilizes the 10% discount for weekly rentals?
$9567.00
Formula: The discount states if you rent it for 5 DAY RATES you get a 10% discount and you get to keep the
equipment for 2 additional days. To calculate the weekly rate: Multiply Day Rate x 5; next Multiply the
answer times 10%; Next subtract the 10% answer from the Day Rate Total. Where applicable multiply by
quantity needed and/or additional weeks.
1-Broadcast Quality Video Camera – 5 x $365.00 Day Rate = $1825.00 next $1825.00 x .10(10%) = $182.50
next $1825.00 - $182.50 = $1642.50 Weekly Rate.
Equipment Needed
1-Broadcast Quality Video Camera
1- Pro Tripod and Dolly
2- Pro Light Kits
1 – Boom Mic and Pole
4 – C stands with sand bags
1 – Non-Linear Computer Editing
Station
TOTAL Cost from Company 2
# of
Days
Needed
Rental Company
2
(DAY RATE)
Rental Cost per
Item
(Day Rate)
Weeks
Needed
6
5
5
5
5
12
$365.00
$195.00
$112.00 ea.
$100.00
$23.00 ea.
$575.00
$2190.00
$975.00
$1120.00
$500.00
$460.00
$6900.00
1
1
1
1
1
2
$12145.00
Rental
Cost per
Item
(Weekly)
$1642.50
$877.50
$1008.00
$450.00
$414.00
$5175.00
$9567.00
Which Company provides Sam with the best deal and why? What is his final rental cost? $9567.00
Company 2 provides the best deal. With the 10% discount not only is his total rental cost cheaper but he
gets additional time with ALL of the leased equipment.
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Problem 2: Figure what his labor costs will be based on the schedule that the municipality has provided –
Sam will need help to shoot and edit the video. He employs 1- Video Assistant at $8.75 per hour and 1-Audio
Assistant at $7.85 per hour. Sam is required to pay 3.25% payroll tax (employer contribution) and 1.25%
unemployment tax on both employees. Sam needs to earn $25.00 an hour and pays 6.50% in payroll tax and
0% in unemployment tax. Sam will use both employees for the 5-day video shoot. Sam will use the Video
Assistant for 7- of the 10 editing days and the Audio Assistant for 4 of the 10 editing days. Sam will work all 15
days of the project. All days or standard 8-hour workdays.
What is the total Labor cost for the Video Assistant? $877.80
$8.75wage x 8hours worked per day x 12days(5 for the shoot + 7 for Editing) = $840.00
$840.00 x .0325 (3.25% Payroll Taxes) = $27.30
$840.00 x .0125 (1.25% Unemployment Taxes) = $10.50
$840.00Wages + $27.30Payroll Tax + $10.50Unemployment Tax = $877.80 Total Labor Cost for employee
What is the total Labor cost for the Audio Assistant? $590.63
$7.85wage x 8hours worked per day x 9days(5 for the shoot + 4 for Editing) = $565.20
$565.20 x .0325 (3.25% Payroll Taxes) = $18.37
$565.20 x .0125 (1.25% Unemployment Taxes) = $7.06
$565.20Wages + $18.37Payroll Tax + $7.06Unemployment Tax = $590.63 Total Labor Cost for employee
What is the total Labor cost for Sam? $3195.00
$25.00wage x 8hours worked per day x 15days(5 for the shoot + 10 for Editing) = $3000.00
$3000.00 x .0650 (56.50% Payroll Taxes) = $195.00
As an employer Sam does not pay unemployment on himself only his employees.
$3000.00Wages + $195.00Payroll Tax + $0.00Unemployment Tax = $3195.00 Total Labor Cost for employer
How much total does Sam pay the government in payroll taxes? $240.67
Video Assistant $27.30 + Audio Assistant $18.37 + Sam$195.00 = $240.67
How much total does Sam pay for unemployment tax? $17.56
Video Assistant $10.50 + Audio Assistant $7.06 + Sam$0.00 = $17.56
What is Sam’s Total labor cost for this project? $4663.13
Total Video Assistant $877.50 + Total Audio Assistant $590.63 + Sam $$3195.00 = $4663.13
Problem 3: How much will it cost Sam’s company to produce the Trash Video for the municipality?
$9567.00
Total Rental Costs + $4663.13 Total Labor Costs = $14,230.13
At this point is important to talk about how this is Sam’s cost to his business. This is how much he will have to
pay to do the project. This is NOT what he would ultimately bill the municipality for the project.
These are his COSTS.
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Name
Period
Calculating a Bid
Objective:
Calculate the cost of a new project to determine what to charge the client.
Sonya has been offered a commission to create a 30 second commercial. She knows she can do the job and
has the equipment, but she has no idea what to charge. She wants to charge enough to cover her expenses
and make a profit, yet doesn't want to price herself above industry standards. She wants her rates to be
competitive with other production companies.
The first thing she does is research the industry standards for the final selling cost of a 30 second commercial.
She finds that the professional fees depend on size of the market that the commercial will be seen in, its
production quality and the reputation of the producer. Published rate for a completed commercial range from
$3,000 to $150,000. Sonya realizes she will be charging from the low end of the range because she is not
known in the industry.
Can she do a 30 second commercial for about $3,000 and still make a profit?
She sits down and thinks of what it costs her to run her business.
She must consider
• overhead (rent, utilities, insurance, advertising and promotion),
• equipment costs (computers, software, peripherals like scanners and printers, cameras, audio
equipment office supplies),
• materials (storyboards, pencils, recording media),
• the cost of professional sound design and voice actors,
• the cost of initial meetings, storyboards and preplanning,
• the time it takes for her to shoot and edit the commercial,
• the cost of client revisions and updates,
• the cost of travel time and travel expenses,
• the time it takes for final editing and distribution to media outlets,
• and a profit.
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Here are the numbers she comes up with.
• Her home office is 25% of her apartment. The Internal Revenue Service will only allow her to deduct
the part of her apartment she is actually using for business, not the entire apartment. The cost of her
apartment (rent, utilities, insurance) is $1,500 per month.
• Her computer cost her $1,500 and must be replaced every 2 years.
• Her DSLR Camera cost about $1,000 and must be replaced every 2 years.
• Her software is leased at $50 a month.
• Recording media for one commercial will run about $75.
• Her office expenses are health insurance ($550/month), business licenses and professional
organization dues ($50/month), advertising and promotion ($100/month), answering service
($25/month), cell phone plan ($75/month), high speed internet hook up ($75/month), office
supplies/postage ($125/month)
• The standard gross (pre-tax) income for a video producer at her level is $35,000 a year.
• She finds that the industry standard states that 1 second of the final video production takes 8 hours to
create.
• She has found that for every hour of production work she should expect another 2 hours in preproduction and post-production editing.
• A professional voice actor has quoted her $500 for the voice over.
• Sound effects and background music are going to cost $1,200.
• Sound design and mixing will cost $750.
• The markup for hiring subcontractors and buying music rights is 30%.
• She will expect at least 5 client meetings during the course of production that will take at least 3 hours
each in travel time and meeting time.
• She should add 10% to the estimated number of total production hours to cover unexpected revisions
and problems.
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Problem 1:
What is Sonya's monthly overhead to run her production business?
What is the daily and hourly overhead rate?
Problem 2:
How long should it take for Sonya to pre-produce, produce, and post-produce this project?
Problem 3:
What is Sonya's hourly rate?
Problem 4:
What is Sonya's total business cost per hour? What is the cost per hour for the project?
Problem 5:
Sonya has the hourly costs figured out, so what is the total estimated cost of the project?
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Calculating a Bid: Answer Key
Problem 1:
What is Sonya's monthly overhead to run her production business?
What is the daily and hourly overhead rate?
Rent = $1,500 x .25 = $375/month
Equipment = [$1,500 (computers) + $1,000 (peripherals)] / 24 = $104.16/month
Software = $50/month
Office Expenses = [$550 (medical insurance) + $50 (professional dues/fees) + $100 (advertising) + $25
(answering service) + $75 (cell phone) + $75 (internet) + $125 (office supplies) = $1,000/month
$375 + $104.16 + $50 + $1,000 = $1,529.16 per month
Her daily overhead rate for a 5 day work week is $76.46 per day.
$1,529.16/ 20 work days per month = $76.46/day. $76.46/8 hours = $9.56/hour
Her hourly overhead rate for an 8-hour day is $9.56 per hour.
Problem 2:
How long should it take for Sonya to pre-produce, produce, and post-produce this project?
Industry standard is 8 hours per 10 seconds. A 30 second commercial should take 24 hours to produce. Preproduction and post-production should be another 48 hours of billable time. She can expect 15 hours of
meetings and travel time. She should add 10% of the total time to cover unexpected glitches and revisions.
(24 + 48 + 15) + (24 + 48 + 15).10 = 95.7 hours
Sonya estimates that she will put 95.7 hours into this project.
Problem 3:
What is Sonya's hourly rate?
Sonya wishes to make $35,000 a year in gross salary. Her hourly rate is $35,000 divided by 52 weeks to get her
weekly income (note that this doesn't give her any holiday or sick time off!) and that number is divided by 40
hours a week to get her hourly rate.
($35,000/52)/ 40 = $16.83/hour
Problem 4:
What is Sonya's total business cost per hour? What is the cost per hour for the project?
Sonya's business cost per hour is overhead plus salary. The cost of the project is her total cost per hour times
the number of hours in the project. Sonya's cost per hour is $9.56 + 16.83 = $26.39/hour
The hourly cost of the project is $26.39 x 95.7 = $2,525.52
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Problem 5:
Sonya has the hourly costs figured out, so what is the total estimated cost of the project?
The total costs are the hourly costs of production and overhead ($2,525.52), $500 for the voice over, sound
effects and background music are $1,200 and hiring professional sound design and mixing is $750. Ten percent
is added for profit. There is a 30% markup for hiring subcontractors and buying music/sound rights.
($2,525.52 + $1,200 + $500 + $750) + ($2,525.52 + $1,200 + $500 + $750)/.10 + ($1,200 + $500 + $750)/.30 =
$4,975.52 + $497.55 + $735 = $6,208.07
Sonya's total estimated cost for a 30 second commercial in her market is $6,208.07.
She cannot do a commercial as specified and sell her services for $3,000, but upon investigation she realizes
that no one else can, either, and she learns that those who are charging $3,000 are not producing a quality
product and are not getting new commissions. She submits a bid at $6,500 and it is accepted.
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O*NET: Career Exploration
Practicum in Audio Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will investigate O*NET to prepare for a future career.
Specific Objectives
• Students will identify the criteria necessary for a resume.
• Students will prepare a cover letter, resume, and letter of resignation.
• Students will evaluate their career readiness by using the O*NET web site.
Terms
• O*NET: a free website that contains hundreds of occupation-specific careers. It helps to evaluate
or investigate career options.
• Resume: a document that is used to “sell” applicant’s abilities to prospective employers.
• Cover Letter: serves as an “introduction” of the applicant and gives an overview of qualifications.
• Letter of Resignation: formal advance notice of intent to leave current position.
• Basic Skills: entry level; basic math and writing knowledge; little or no experience.
• Advanced Skills: more direct knowledge; complex math and writing abilities; experience
handling complex situations; analytical skills; a track record of successes; leadership skills;
may have advanced computer knowledge of software applications.
Time
This lesson should take 7 to 9 days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
(1) The student applies academic knowledge and skills in production projects. The student:
(A) applies English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and terminology
to write and edit documents; and composing and editing copy for a variety of written
documents such as scripts, captions, schedules, reports, and manuals; and
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(B) applies mathematics knowledge and skills in invoicing and time-based mathematics by
demonstrating knowledge of arithmetic operations and applying measurement to solve
problems.
(2) The student implements advanced professional communications strategies. The student:
(A) adapts language for audience, purpose, situation, and intent such as structure and style;
(B) organizes oral and written information;
(C) interprets and communicate information, data, and observations;
(D) presents formal and informal presentations;
(E) applies active listening skills to obtain and clarify information;
(F) listens to and speak with diverse individuals; and
(G) exhibits public relations skills to increase internal and external customer/client satisfaction.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
(4) The student implements advanced information technology applications. The student is expected
to use personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for audio and video projects.
(9) The student demonstrates appropriate employability characteristics and maintains a professional
portfolio. The student:
(A) identifies and participate in training, education, or certification to prepare for employment;
(B) identifies and demonstrate positive work behaviors and personal qualities needed to be
employable such as self-discipline, self-worth, positive attitude, integrity, and commitment;
(C) demonstrates skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a résumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintains a career portfolio to document work experiences, licenses, certifications, and
work samples;
(E) demonstrates skills in evaluating and comparing employment opportunities; and
(F) examines employment opportunities in entrepreneurship.
(10) The student employs effective planning and time-management skills. The student is expected to
employ planning and time-management skills and tools to enhance results and complete work
tasks.
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Interdisciplinary Correlations
English
110.42 (b)
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to
read unfamiliar words and to build vocabulary. The student:
(A) expands vocabulary through wide reading, listening, and discussing; and
(B) relies on context to determine meanings of words and phrases such as figurative language,
idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Communication Applications
110.58.
(4) Presentations. The student makes and evaluates formal and informal professional presentations.
The student is expected to:
(C) research topics using primary and secondary sources, including electronic technology;
(G) prepare and use visual or auditory aids, including technology, to enhance presentations;
(H) use appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information;
(K) make individual presentations to inform, persuade, or motivate an audience;
Practical Writing Skills
110.54 (b)
(1) The student uses the conventions and mechanics of written English to communicate clearly.
The student:
(A) employs written conventions appropriately such as capitalizing and punctuating for various
forms;
(B) uses correct spelling;
(C) produces error-free writing by demonstrating control over grammatical elements such as
subject-verb agreement, pronoun-antecedent agreement, and appropriate verb forms;
(D) uses varied sentence structures to express meanings and achieve desired effect; and
(E) uses appropriate vocabulary.
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(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals)
Occupational Correlation (O*Net – www.onetonline.org/)
Job Zone Three: Medium Preparation Needed; most occupations require training in vocational school, related
on-the-job experience, or an associate’s degree. Previous work-related skill, knowledge, or experience is
required for these occupations.
Job Zone Four: Considerable Preparation Needed; most of these occupations require a four-year bachelor’s
degree, but some do not. A considerable amount of work-related skill, knowledge, or experience is needed.
Job Zone Five: Extensive Preparation Needed; most occupations require graduate school. For example, they
may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree)
O*Net Number: Varies, according to each student’s career choice.
Reported Job Titles: Varies, according to each student’s career choice.
Soft Skills:
Time Management; Flexibility; Active Learning; Personal Effectiveness; Decision Making and Honesty
Accommodations for Learning Differences
Lessons should accommodate the needs of every learner. These lessons may be modified to accommodate
your students with learning differences by referring to the files found on the Special Populations page of this
website http://www.cte.unt.edu
Preparation
• Review and familiarize yourself with the terminology, website links.
• Review elements of resume preparation, cover letter writing and social media.
• Review and familiarize yourself with the functions of O*NET and the links listed in the presentation.
• Have materials and websites ready to go prior to the start of the lesson.
References
• O*NET (http://www.onetonline.org)
• Social Media sites
• Job search sites
Instructional Aids
• Portfolio and /or Demo Reel
• “Would YOU Hire YOU?” Digital Presentation
• “Would YOU Hire YOU?” Student Outline Fill-in Notes
• O*NET Scavenger Hunt
• O*NET Scavenger Hunt Answer Key
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• O*NET, Part II Activity
• Career Project
• Rubric for Career Project (Resume, Cover Letter, Letter of Resignation)
• Rubric for Career Project (overall project)
• 140 Words! Activity
• Internet
Materials Needed
• Printer paper
• Notebook paper
• Flash drive (optional for students to save their work)
Equipment Needed
• Computers (for students to complete projects)
• Projector (for digital presentation)
• Internet Access
Instruction
Learner Preparation
• Ask students to raise their hand if they currently have a job. Ask them if they intend to keep that job
until they retire.
o What was the process when they were hired?
o Did they fill out an application or were they also required to submit a resume?
•
Explain that once students graduate from high school, often they will be required to submit a resume
when seeking employment.
•
Ask students what they think should be on a resume and Demo Reel. List their answers on the board.
•
Ask students what qualifies as Social Media. Ask for a show of hands if they have social media
accounts.
•
Ask them if they have ever deleted questionable material from their accounts.
o Explain the importance of maintaining a professional image on all social media when applying
for a job (and college too!)
Lesson Introduction
• Have each student list his/her Strengths and Weaknesses on a sheet of notebook paper. Tell them to
be honest! Now break the class into pairs. Have them list the Strengths and Weaknesses of each
other. Take about 10 minutes for this activity. Tell them to look at their lists, compare it to the list
their partners made and put a check mark beside the trait if they agree. Are the lists similar or
different? Tell them to save these papers for future use.
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Outline
MI
OUTLINE
I. OBJECTIVES
Upon completing this unit, the studentlearner will be able to:
a. Investigate the O*NET website
b. Assess necessary skills for employment
c. Select a prospective career
d. Compare one’s skills with job
requirements
e. Probe techniques prospective
employers use in the hiring process
f. Scrutinize possible questions
interviewers may ask on an interview
II. O*NET
a. What is O*NET and how can I use it?
1. Free; contains hundreds of
occupation-specific careers
2. Helps to evaluate or investigate
career options
III. QUESTIONS:
a. How many times does the average
person change jobs in a lifetime?
b. What is the difference between entrylevel and advanced-level skills?
c. What purpose does the Resume serve?
d. Why is a Cover Letter important?
e. How is Social Media used in the job
search process?
NOTES TO TEACHER
DO: Read these objectives out
loud and have students copy
then onto their Student Notes
Handout.
O*NET is the nation’s primary
FREE source of occupational
information which contains
hundreds of occupation-specific
career descriptions. This site
may be used throughout your
life in the event you decide to
change jobs later on.
There are surveys which will
lead to career options so
students can investigate career
options and evaluate career
expectations.
Have students write the web
site on their student note sheet
under the proper section.
Click on the links so the
students can see what you are
referring to. Explain that there
will be an opportunity later
during this unit to further
investigate O*NET.
ASK: these questions, one at a
time, then tell the class this
lesson will uncover the answers
and they will need to record
h
h
d
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3. Network with others and join
their networks to enhance opportunities
learned of the job opportunity
on their wall.
4. Has an “apply now” button for
immediate resume upload; sends it directly
to !
You may want to check out the
videos that CareerBuilders.com
posts on
4. Some recruiters use Social Media
with 140 characters because it is brief.
5. Link Social Media to your
personal web page so recruiters can see
more details of your skills
XII. PERSONAL WEB PAGE
a. Increasingly popular
b. Can be linked to your resume, Social
Media, etc.
c. Display qualifications in detail, including
video, pictures, samples of your work, etc.
XIII. SUMMARY
a. What is O*NET?
b. What is the difference between entrylevel and advanced level skills?
You Tube to help with the job
search. There are several titles
posted. Be careful about
watching independent videos
because some of them are
satires and give erroneous tips.
LinkedIn is a great professional
form of social media. There are
many people who form
connections for networking
purposes to aid in the job
search. Also those in your
network can “recommend” as
their comments stay in your
profile. People in your network
can also send your resume and
profile information to others
which enhances your chance to
land that interview. Always keep
your account updated. You
never know who is reviewing
your information! You may even
get a job offer when you aren’t
even looking! Join groups on
LinkedIn and make comments,
but be sure they are positive!
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will explain the procedure for career exploration and resume
preparation using O*NET. The teacher will give students a Student Notes Outline to fill in while the teacher
presents the material.
Introductory sponge activity: the teacher will divide the class into partners and instruct them to develop a list
of strengths and weaknesses of each other. Then students will draw up a list of what they consider to be their
own strengths and weaknesses. They will compare findings and discuss (approximately 10-15 min.)
Additional Instructor Notes:
SAY: It costs an average of $3,400 to hire a new employee. For that reason, many companies are not using
“Screening Systems” to extract names of likely candidates. Once an applicant makes it past the screen system,
a recruiter reviews the applicant’s data, then has him/her complete a questionnaire about his/her skills. If the
applicant’s skills are compatible with the job, then the recruiter either schedules a live, in-person, or
automated phone interview.
BIG TIP: Make sure you use key words from the job description in your resume when you can. Post dates of
employment or education on the right margin of your resume because most screen systems cannot read
numbers on the left margin.
QUESTION: Does anyone have their own personal web page? What sort of categories or postings should you
have on your personal web page? (List on the board, if possible)
Possible answers: interests, hobbies, videos, pictures, personal philosophy, samples of work,
recommendations, etc.
SAY: O*NET is the nation’s primary FREE source of occupational information which contains hundreds of
occupation-specific career descriptions.
Entry-level skills are very basic, such as simply math, basic reading and writing skills; possibly basic computer
skills.
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Independent Practice
• “Would You Hire YOU?” Students’ Notes Handout
This is to be used in conjunction with the Digital presentation. Students will be given opportunities to
fill in the blanks as the instructor presents the material. The instructor has the discretion to use this as
a daily grade or a completion grade.
• O*NET Scavenger Hunt
Students will be given a worksheet to complete while searching for required information using the
O*NET website. The purpose of this activity is to help students to become familiar with O*NET. An
answer key is provided; the teacher should go over the answers and discuss the material. The teacher
is encouraged to refer to O*NET often, during the digital presentation.
• O*NET Part II
Students will answer questions pertaining to personal interests. No key or rubric is required. This is
intended as a completion grade.
• Career Project
This is a very in-depth assignment. Students will use O*NET to research at least 3 careers and then
write a paper reflecting their research and career choices. Upon completion of part 1, students will
type a resume, cover letter, and letter of resignation using examples found on the Internet. Students
will also prepare a multi-media presentation, which includes what to wear on a job interview. Rubrics
are provided for this activity. A summary sheet is provided as a checklist to make sure students have
met all requirements for the activity. This sheet may be turned in to the instructor for grading
purposes, if desired.
Summary
Review
Q.
A.
What is O*NET?
O*NET is the nation’s primary FREE source of occupational information which contains hundreds of
occupation-specific career descriptions.
Q.
A.
What is the difference between entry-level and advanced level skills?
Entry-level skills are very basic, such as simply math, basic reading and writing skills and possibly basic
computer skills.
Advanced skills require more training. Examples would be more difficult math calculations,
interpersonal skills, specific software applications; leadership skills; managerial experience, etc.
Q.
A.
What purpose does the Resume serve?
The resume is your life on paper, or, when submitted on computer, it is your professional profile.
Q.
A.
Why is a Cover Letter important?
The cover letter “introduces you and provides an overview of your skills”
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Q.
A.
How is Social Media used in the job search process?
Social media is becoming a valuable tool for both the recruiters and the job seekers.
It is more economical and direct than using classified ads or personnel agencies.
Note: Be sure to discuss the importance of the AV Demo Reel
Evaluation
Informal Assessment
• Instructor will observe students during Guided and Independent Practice.
• Instructor will assist students as needed.
Formal Assessment
Answer Keys have been provided for the following Independent Practice Assignments:
• Would You Hire YOU? Student Notes Handout
• O*NET Scavenger Hunt
**O*NET Search, Part II is a completion grade; therefore, no rubric or key is provided.
**Use the rubrics included to evaluate the following Independent Practice Assignment:
• Career Project (2 rubrics; one for resume, cover letter, and letter of resignation and one for project
presentation)
Enrichment
Extension
Students will present their Career Projects to the class.
A rubric is provided for this activity
“What a Character!”
o Students will write their resume in a social media format, using only 140 characters. Hint: they can
do a word count, using the Review Tab in the word processing software, then select “word count.”
Have the students send their resume to their classmates using some form of social media.
• A rubric is provided for this activity.
•
•
•
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Student Portfolio Audio Video Production Practicum
TASK:
Compile a working electronic portfolio or Demo Reel and keep it up to date.
OBJECTIVE:
To prepare and collect documents necessary for college and employment applications.
MATERIALS NEEDED:
• Computer
• Scanner or cell phone with a scanner app (to add documents to portfolio)
• Paper
• Flash drive or Cloud service (to save portfolio)
TIME ALLOCATED:
This is an on-going activity, with deadlines established by the instructor.
DIRECTIONS:
As part of this class you will be responsible for the compilation of your personal portfolio. From time to time
you will be expected to add documents to your portfolio which you will then use when applying for
employment for college. Note: some documents may need to be scanned into your electronic file.
REQUIRED DOCUMENTS:
• Teacher recommendations (at least five)
• Recommendations from clergy, counselors, family friends
• Employer recommendations
• Documented awards and honors (including academic, sports, and extracurricular activities)
• Transcripts (unofficial)
• ACT and SAT scores
• Community Service Record
• Samples of student-created work (Demo Reel)
o Completed Narrative or Documentary Style Video Productions
o Completed Commercial or Advertising work
o Original Audio compositions or Voice Over work
o Graphics, Designs, Animations or Visual Effects
o Examples of Pre-production work; Treatments, Scripts, or Storyboards
• Resume
• Generic cover letter
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Pointers regarding recommendation requests:
1. Keep it simple and put it in writing (typed). State why you are requesting the person’s assistance. In
this case, it is for your professional portfolio.
2. You may need to remind the recipient how you know each other, especially if it has been awhile since
you were in that teacher’s class, or since you have seen this person.
3. State the date you need it by. DO NOT wait until the last minute. Make your request at least one week
prior to the due date. Be sure to return to the teacher on that date (or the day before) to pick it up.
4. Provide a self-addressed, stamped envelope for those outside of school. For teachers, provide an
envelope with your name on the front. You may want to include the room number of your Practicum
teacher in the event the recipient chooses to hand deliver the material.
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Would YOU Hire YOU?
Student NOTES
I.
OBJECTIVES:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
II.
O*NET:
6. O*NET is ________ and contains _______________ of ___________________-specific
_____________________.
7. It helps to __________________ or ___________________ career ______________.
8. The Main Web site is: ________________________________________
9. The on-line survey link is: ________________________________________
10. If you already have a career in mind, use this link: _______________________________
11. The average person changes jobs _____ times in a lifetime.
12. The average _________________ age is _______ years.
13. _______________________ doesn’t end with ________ ____________ or ___________
.
14. ___________ -level skills: __________ skills.
15. ________________ skills: require ___________ knowledge pertaining to the job or could be
previous ________ experience.
16. A ____________ is used to “________” abilities to ______________ _______________.
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17. A ____________ Letter is used to “_________________” the applicant and give an overview
of one’s _____________________.
18. Resumes may be ______ _______________, _______________, or sent via _________.
19. Some sites allow for ___________________ _____________________.
20. Keep the resume to ______ page.
21. Use ________ phrases; no complete _________________.
22. No more than _____ to ______ words per statement.
23. Make sure to have a professional ___________ address.
24. Use _________ __________ where applicable.
25. _______________ or use ______ font on section headings.
26. __________ space within sections; ___________ space between sections.
27. Be ______________.
28. Stress your ______________________.
29. If printing, use good, quality _________ _____________.
30. Do not include ____________________ on the resume.
31. ______% of companies research candidates via _______ ____________.
32. Delete ____________________ pictures.
33. Re-evaluate your _____________ on Social Media.
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Would YOU Hire YOU?
Student NOTES
ANSWER KEY
NOTE: It is the instructor’s option to use this activity as a daily grade or a completion grade.
I.
OBJECTIVES:
1.
2.
3.
4.
5.
II.
Investigate the O*NET Website
Assess necessary skills for employment
Select a prospective career
Compare one’s skills with job requirements
Probe techniques prospective employers use in the hiring process
O*NET:
6. O*NET is free and contains hundreds of occupation-specific careers.
7. It helps to evaluate or investigate career options.
8. The Main Web site is: http://www.onetonline.org
9. The on-line survey link is: http://www.mynextmove.org/explore/ip
10. If you already have a career in mind, use this link: http://www.mynextmove.org/
11. The average person changes jobs 11 times in a lifetime.
12. The average retirement age is 67 years.
13. Education doesn’t end with high school or college graduation!
14. Entry-level skills: basic skills.
15. Advanced skills: require direct knowledge pertaining to the job or could be possible work
experience.
16. A resume is used to “sell” abilities to prospective employers.
17. A Cover Letter is used to “introduce” the applicant and provide an overview of one’s
qualifications
18. Resumes may be hand delivered, mailed, or sent via e-mail
19. Some sites allow for immediate uploading
20. Keep the resume to one page
21. Use brief phrases; no complete sentences
22. No more than 10 to 12 words per statement
23. Ensure you have a professional email address
24. Use bullet points where applicable
25. Capitalize or use bold font on section headings
26. Single space within sections: double space between sections
27. Be honest
28. Stress your achievements
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29. If printing, use good, quality bond paper
30. Do not include references on the resume
31. 37% of companies research candidates via social media
32. Delete questionable pictures
33. Re-evaluate your “friends” on social media
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
DIRECTIONS:
Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss your answers!
1. What is the definition of O*NET?
2. List THREE occupations that fall into the “Rapid Growth” Sector:
a._________________________________________________
b._________________________________________________
c._________________________________________________
3. How many categories fall under the “Rapid Growth” Sector?
4. Looking back at the three occupations you listed in Question #1, list the median wages and the skills
that are necessary for each:
Occupation
Median $$$
Skills
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5. How many “New & Emerging” fields are listed under “Bright Outlook” occupations?
6. How many STEM Disciplinary categories are there?
7. The _________ _______________will cause a change in_________________ employment demand.
8. Green Occupations are linked to ________________ __________________ _____________________
9. List the NINE categories one could research using the Advance Search feature:
_____________________
_____________________
______________________
_____________________
_____________________
______________________
_____________________
_____________________
______________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
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O*NET SCAVENGER HUNT
(Learn to Navigate O*NET)
Answer Key
DIRECTIONS:
Using the Internet, go to www.onetonline.org to complete this activity. Be prepared to discuss your answers!
1.
2.
What is the definition of O*NET? Answers will vary; however, it is a free website that contains
hundreds of occupation-specific careers. It helps to evaluate or investigate career options.
List THREE occupations that fall into the “Rapid Growth” Sector: Answers will vary
a._________________________________________________
b._________________________________________________
c._________________________________________________
69
3.
How many categories fall under the “Rapid Growth” Sector?
4.
Looking back at the three occupations you listed in Question #1, list the median wages and the skills
that are necessary for each:
Occupation
Median $$$
Answers will vary based
on answers in question 1
Skills
Answers will vary
5.
How many “New & Emerging” fields are listed under “Bright Outlook” occupations? 147
6.
How many STEM Disciplinary categories are there? 8
7.
The GREEN ECONOMY will cause a change in OCCUPATION’S employment demand.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
168
8.
Green Occupations are linked to GREEN ECONOMY SECTORS.
9.
List the NINE categories one could research using the Advance Search feature:
(Answers Will Vary)
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
_______________________ _______________________ ________________________
10. List the SIX categories to search occupations under the “Crosswalk” category (section)
(Answers Will Vary)
______________________
______________________
________________________
______________________
______________________
________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
169
O*NET Search, Part II
Congratulations! You are now ready to refine your employment search on O*NET.
1. Go to the O*NET website (www.onetonline.org)
2. Click on “Advanced Search”; next click “Go to Skills Search” which is right under “Skills Search”. Check
the boxes that you think apply to you in each category, then click, “GO”.
Note the assortment of occupation titles that represent your skills interests.
Are any titles tagged “Bright Outlook” or “Green”? _______ Yes _______No
This is one way to use O*NET to direct you toward a prospective career. Another way to search is to browse
under “Find Occupations”. If you select this method, you will notice a wide variety of choices which will assist
you in your career search.
.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
170
Career Project
Instruction Sheet
PART I
Use word processing to compose a report, using the research material you gather from the O*NET website.
(www.onetonline.org)
FORMAT FOR PAPER:
Use word processing to prepare the report. Begin the report, with the main title centered, on the first line,
Double Space, and then type your name. Triple space after your name. Double space the entire report and
indent paragraphs.
OUTLINE OF PAPER:
Paragraph 1: Introduce the three careers you researched.
Paragraph 2: Career 1 (with explanation)
Paragraph 3: Career 2 (with explanation)
Paragraph 4: Career 3 (with explanation)
Paragraph 5: Conclusion (summary and the career you will most likely pursue and why)
The following information MUST be included in each of the three career paragraphs:
• Definition or nature of work
• Requirements for employment
• Opportunities for experience or exploration
• Related occupations (at least four)
• Methods of entering the field
• Advancement
• Employment outlook
• Earnings (wages) and prospective pay increases
• Conditions of work
• Whether or not this is designated as a “Bright Outlook” or “Green” occupation
All of your research will be done using the Internet, but you may also use other sources, if approved by your
instructor. Remember: all work must be cited at the end of this project, so keep track of your sources!
Copyright © Texas Education Agency, 2015. All Rights Reserved.
171
PART II
Once you have completed the essay, you will select one of the careers you explored to complete the next
assignments. You may assume you are a college graduate in order to meet the qualifications. Use the Internet
to find samples of a resume, cover letter, and letter of resignation. Make sure you print the samples!
Follow these next directions:
1. Type a Cover Letter to introduce yourself to your prospective employer.
2. Type a Resume that reflects skills required of the career you selected.
3. Assuming you are currently gainfully employed, you will type a Letter of Resignation to your current
employer.
PART III
Multimedia Presentation:
Prepare a presentation with illustrations and a minimum of FIVE slides. (You will probably have more than 5
slides.)
Include the following:
1. What to wear or what not to wear (Male and Female).
2. How to prepare for the interview?
3. Five Interview tips you have researched
4. How to know when it is time to change jobs?
5. How to change jobs?
6. Compile a list of 15 questions that one could be asked on a job interview.
7. Compile a list of at least 5 questions which are considered illegal and cannot be asked on an interview.
8. Compile a list of 5 questions one might ask the person conducting the interview.
9. Works cited slide (does not count toward the 5 slide minimum).
**If you prefer, you may make a video; however, you must address the same requirements for the slide
presentation**
Copyright © Texas Education Agency, 2015. All Rights Reserved.
172
Career Project Checklist
Use the checklist below to make sure you have completed all the requirements for this project.
SUMMARY CHECKLIST:
_____ All documents are typed in a word processer
_____ Career Essay typed in proper format (did you check your spacing?)
_____ Resume completed for career selected
_____ Cover letter completed for career selected (goes on top of resume)
_____ Letter of Resignation completed
_____ Sample of resume from your research (print it and include it)
_____ Sample of cover letter from your research (print it and include it)
_____ Was cover letter customized to the qualifications for the career?
_____ Sample Letter of Resignation (for your “current job”)
_____ Media Presentation (or Video)
_____ At least 5 slides
_____ What to wear/not to wear (male/female)
_____ How to prepare for the interview
_____ 5 Interview tips
_____ When to know to change jobs
_____ How to change jobs
_____ 15 questions that could be asked on an interview
_____ 5 questions which are considered illegal
_____ 5 questions an applicant might ask
_____ Works Cited (include all research for this project.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
173
Career Project Rubric
Resume, Cover Letter, and Resignation Letter
Name:
Teacher:
Date Submitted:
Title of Work:
Criteria
0-5
Organization
Content
Knowledge
Grammar and
Spelling
Neatness
Attachments
6-12
Points
13-17
18-20
Reader has difficulty
Student presents Information is logical,
Sequence of information
following work
information in logical interesting; spacing
because student jumps sequence which and format directions
is difficult to follow.
around.
reader can follow.
were followed.
Student is
Student
Student does not have
Student is at ease
uncomfortable with
demonstrates full
grasp of information;
with content, but
content and is able to
knowledge of topic;
student work does not
fails to elaborate/ 1-2
demonstrate basic
required paragraphs
elements are missing.
demonstrate completion.
concepts.
were present.
Presentation has no
Work has four or more Presentation has three
Presentation has no
more than two
spelling errors and/or
misspellings or
misspellings and/or
misspellings and/or
grammatical errors.
grammatical errors.
grammatical errors.
grammatical errors.
Work is Illegible or
incomplete.
Required samples were
not submitted with
completed work.
____
____
____
Work has three or four Work has one or two Work is neatly typed
areas that are sloppy. areas that are sloppy. in Microsoft Word.
____
Work does not have
Required samples
the appropriate
were present, but
number of required
were attached out of
attachments included
order.
with completed work.
Required samples
were attached and
entire packet was
submitted in proper
order.
____
Total--->
____
Teacher’s Comments
Copyright © Texas Education Agency, 2015. All Rights Reserved.
174
Name: _____________________
Date: ___________________
Career Project Rubric
Power point Presentation
Process
Below Avg.
Satisfactory
Good - Excellent
Has clear vision of final product;
Followed directions
1, 2, 3
4, 5, 6
7, 8, 9, 10
Properly organized to complete;
Presentation was easy to follow
1, 2, 3
4, 5, 6
7, 8, 9, 10
Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9, 10
Acquired needed knowledge base
**Works Cited was included
1, 2, 3
4, 5, 6
7, 8, 9, 10
Communicated efforts with teacher
1, 2, 3
4, 5, 6
7, 8, 9, 10
Below Avg.
Satisfactory
Good - Excellent
Format (Correct # of slides)
1, 2, 3
4, 5, 6
7, 8, 9, 10
Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9, 10
Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9, 10
Creativity
1, 2, 3
4, 5, 6
7, 8, 9, 10
Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Total Score:________
Teacher(s) Comments:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
175
WHAT A CHARACTER!
Enrichment Activity
By now you should be an expert in what it takes to pursue a career! Test your savvy resume writing skills!
DIRECTIONS:
Send an abbreviation of your resume in social media language, using 140 characters or less. It’s that simple…or
is it?
Use either a word processor software or media presentation software to count your characters, include your
picture, and then type in your resume.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
176
Name: _____________________
Date: ___________________
Enhancement Rubric
Project Title: “What a Character!”
Process
Below Avg.
Satisfactory
Good - Excellent
Has clear vision of final product;
Followed directions
1, 2, 3
4, 5, 6
7, 8, 9, 10
Properly organized to complete
Presentation was easy to follow
1, 2, 3
4, 5, 6
7, 8, 9, 10
Managed time wisely
1, 2, 3
4, 5, 6
7, 8, 9, 10
Acquired needed knowledge base
1, 2, 3
4, 5, 6
7, 8, 9, 10
Demonstrated knowledge of lesson
1, 2, 3
4, 5, 6
7, 8, 9, 10
Below Avg.
Satisfactory
Good - Excellent
Format:140 characters or less
1, 2, 3
4, 5, 6
7, 8, 9, 10
Mechanics of speaking/writing
1, 2, 3
4, 5, 6
7, 8, 9, 10
Organization and structure
1, 2, 3
4, 5, 6
7, 8, 9, 10
Creativity in presentation
1, 2, 3
4, 5, 6
7, 8, 9, 10
Demonstrates knowledge
1, 2, 3
4, 5, 6
7, 8, 9, 10
Product (Project)
Total Score:_______
Teacher(s) Comments:
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177
Program Forms
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178
(Date)
Dear Parent(s):
Your son/daughter is enrolled in the Audio Video Production Practicum (co-op) program for this school year.
This unique course, which runs the entire 36 weeks, enables students to take core courses and work within
the community for (fill in this blank) credits toward graduation.
My job as Audio Video Production Practicum Coordinator determines that students are working in jobs that
are related to their interests and that employers are training them adequately and treating them fairly.
Employers must meet specific rules and guidelines when hiring a co-op student. I serve as the liaison between
students and employers. If problems arise on the job, students are to inform me immediately so we can
determine the best way to handle the situation. Similarly, students should behave ethically and professionally
while at work. Students MAY NOT quit a job arbitrarily without the risk of failing the Audio Video Production
Practicum and losing credit for the course.
Because your child is enrolled in this program, he/she has the opportunity to join DECA, an Association of
Audio Video Production Practicum Students. As members of DECA, students will have various opportunities to
participate in co-curricular activities such as leadership training, community service, and local, state, and
international competition. These activities make the co-op experience unique and add fun to learning.
Membership in (INSERT YOUR YOUTH ORGANIZATION HERE) is $____, which is due by_???_. (This includes the
$_____ fee for state and national DECA dues. I urge you to encourage your child to participate in all DECA
activities—even encourage him/her to run for chapter office! The benefits and opportunities are invaluable.
The goal of this course is simple: to guide and direct students toward becoming responsible, productive young
adults who can succeed in the “real world”.
It’s going to be a great year! If you have any questions or concerns, please call me anytime at school at (phone
number). If you prefer, you may e-mail me at: (email address)
Regards,
(Your Name)
Audio Video Production Practicum Coordinator and DECA Sponsor
Copyright © Texas Education Agency, 2015. All Rights Reserved.
179
Audio Video Production Practicum (Co-op) Application
NAME
SCHOOL I.D. #
Date of Birth ___________
Grade Level _______
Address
Cell Phone #
_______________
Present age ______
Home Phone #
Dad’s Name
Mom’s Name
Dad’s work
Mom’s work
Phone#
Phone#
Will you have transportation to/from job?
What discipline problems have you had?
______________________________________ ___________________________________
# of days absent this year ____ fall ____ spring
(Practicum students: limit is 3 per nine weeks)
List your school activities:
What promoted your interest? _____________________________________________
Ask three teachers to sign below as a reference for you:
Name
Course
1.________________________________
____________________________________
2.________________________________
____________________________________
3.________________________________
____________________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
180
List your current schedule:
TEACHER
COURSE
RM#
EMPLOYMENT HISTORY (Leave blank if you have never worked)
COMPANY
SUPERVISOR
REASON FOR LEAVING
Parent(s) signature:
(Required before application may be processed.)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
181
Employment Information
To be used to complete the student’s Training Plan
GRADE
AGE
STUDENT NAME
SCHOOL I.D. NUMBER
CELL #
COMPANY NAME
DESCRIBE YOUR DUTIES
SUPERVISOR’S NAME
WORK PHONE NUMBER
WAGE PER HOUR
DAYS AND HOURS YOU WORK (if you work various hours/days, then specify as such)
DIRECTIONS TO YOUR TRAINING STATION (YOU MAY DRAW A MAP)
Copyright © Texas Education Agency, 2015. All Rights Reserved.
182
Audio Video Production Practicum Syllabus
Welcome to the dynamic world of AUDIO VIDEO PRODUCTION! You have been selected from many
applicants to experience a fun and rewarding year. It is my intent for you to learn a great deal about the world
of work as you learn about yourself.
This course consists of the following topics:
•
•
•
•
•
General Housekeeping
Goin Global
Training Station Orientation
Audio Video Production Math
Audio Video Production History
•
•
•
•
Career Exploration
Leadership
Additional Activities
Management and Interpersonal Skills
As you can see, we will cover a lot of ground this year. Please take this suggestion seriously:
READ THE TEXTBOOK!
There will be a lot of information given and discussed in class that is not in the text; however, you are still
accountable for reading assigned chapters. Students entered in AUDIO VIDEO PRODUCTION competition are
more successful due to reading the material in the text.
GRADING:
Your grade will consist of the following: weekly work reports, dependability grades (see Dependability sheet),
individual and group assignments, daily work, tests, and your employer evaluation.
CAREER AND TECHNOLOGY STUDENT ORGANIZATION (CTSO): SkillsUSA
All Audio Video Production Practicum students are expected to join SkillsUSA and to participate in competitive
events. Dues are $______ for the school year.
Parent’s Signature
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
183
Type Your School District Name Here
Student Responsibilities in Cooperative Training Program
Type Your School District Name Here
Career and Technical Education Department
In order to establish and maintain a responsible, high quality type of Cooperative Training Program for (insert
name of school or school district), it is essential that the student, the parents, the training sponsor, the
coordinator, and school administrators agree to these basic principles:
1.
The coordinator will provide appropriate interview opportunities for student job placement.
The coordinator must grant final approval of all job placements.
2.
The student must remain at the same training station throughout the training period.
A change may be made only when approved by the coordinator.
3.
A student will be removed from the Cooperative Training Program and lose state credits for any of the
following reasons:
a. If the student is dismissed from the training station and the coordinator determines that the
dismissal was for sufficient reasons. Example: theft or un-ethical conduct.
b. The second time a student has been fired and/or quits without the permission of the coordinator,
he/she is released from the program without credit.
c. If a student’s attendance drops below 90%, the student may be removed from the Cooperative
Education Program. Removal from the class would result in loss of credit for the term.
4.
The student is under school supervision at school, and during the work schedule at the training station.
School credit is given for four hours spent on the job, as well as in the classroom. The student must
work a minimum of 15 hours a week, 10 of which must be Monday through Friday.
5.
If the student is to be absent from school on any particular day for any reason, the student is required
to notify the teacher-coordinator no later than 12:00 (noon) on the day of the absence. He/she may
not report to the training station without having first received permission from the coordinator.
Failure to observe this rule will result in unexcused absences in all classes missed.
6.
A student who is fired or quits a job shall receive a nine weeks grade no higher than 60 for the grading
period during which he/she was fired. The student is expected to find his/her own employment within
five days. Grades will be reduced from the sixth day forward.
7.
Students enrolled in Cooperative Education are expected to belong to the youth organization, as
activities are related.
We enter into this agreement with the above understanding to provide the best training for the individual
student.
Parent or Guardian Signature
Student’s Signature
Coordinator’s Signature
Principal’s Signature
***If you wish to communicate via e-mail, please list your e-mail address:
Copyright © Texas Education Agency, 2015. All Rights Reserved.
184
Classroom Rules
1. You must be in class on time; failure to do so may result in an after class detention on the day you are late!
Class is from INSERT TIME
2. Bring your materials to class and be ready to work on assignments. ALWAYS BRING YOUR TEXTBOOK.
3. Sleeping is NOT allowed in class. We will cut your work hours if you are too tired.
4. No work from other classes is to be done in our class. You are earning credit for this course, so you must
devote your attention to our subject material.
5. Do not comb hair, put on makeup, paint fingernails, etc. You don’t have to impress us—we like you as you
are.
6. Treat all guest speakers with respect. Treat all substitutes as respectfully as you treat me.
7. RESPECT each other at ALL TIMES. Refrain from talking to your neighbors when someone else has the
floor.
8. NO FOOD OR DRINKS ARE ALLOWED IN OUR CLASS.
9. Be responsible for and respectful of, ALL Audio Video Production Equipment entrusted to your care.
Report any problems or equipment issues immediately.
10. Know and follow all district and classroom policies or procedures regarding personal and district owned
technology devises such as computers, tablets, media players and communication devices.
11. You are responsible for your conduct in your other classes. If you are a behavior problem in another class,
it will be brought to my attention. You will be subject to removal from the co-op program due to
behavioral problems.
12. Park in the designated parking lot only. DO NOT park in the front of school or in the teachers’ lot.
Parent or Guardian Signature
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
185
Dependability Grade
An important characteristic of a good employee is dependability. It is vital that the student realize the
importance of being dependable on the job and in the classroom. To reinforce this, a “DEPENDABILITY
GRADE” has been created. It is treated as a MAJOR TEST GRADE and is averaged in with the other major test
scores.
When a student is absent from school for ANY REASON, he/she must telephone his/her Practicum (co-op)
teacher before NOON that day. If the teacher’s phone rings to voice mail, the student should leave the
following information:
Name, date, time, reason for absence, and phone number
The student must phone his/her employer to report the absence in a timely manner from work. Practicum
students are also required to sign in each day on the Practicum Dependability Log, located in the classroom.
Practicum students are required to sign in each day on the Practicum Dependability Log!
Failure to phone the teacher in the event of an absence or to sign in when present will result in points being
deducted from the “Dependability Grade” in the following manner:
ABSENT
CALLED IN
FAILED TO CALL or SIGN IN
1 DAY
97%
87%
2 DAYS
93%
78%
3 DAYS***
90%
65%
4 DAYS
87%
37%
5 DAYS
83%
0
0 DAYS = 100%
***If you are absent 3 or more continuous days, and you have a doctor’s note, you will be exempt from this
system for the period of time in which you were absent***
As you can see, it is critical that you become a dependable, responsible, young adult!
Parent or Guardian Signature
Student’s Signature
Practicum Teacher’s Phone Number: (xxx) xxx-xxxx
Copyright © Texas Education Agency, 2015. All Rights Reserved.
186
Policies Governing Unemployed Students
1. If a student is released from a job because he/she has been found guilty of theft/unethical conduct, the
student is released from the program with no credit.
2. Students fired from jobs for reasons other than theft/unethical conduct, even though they go to work
at another job, may receive a NINE-WEEKS / SIX WEEKS (Circle one) grade of no higher than 60 for the
grading period during which they were fired.
3. Students fired from jobs are expected to find their own employment within five school days. Grades
will be reduced from the sixth day forward.
4. Students who are laid off will have ten days to find a job and the coordinator will assist them in finding
a job. Grades will be reduced from the eleventh day forward.
5. If a student quits a job without permission from the coordinator, he/she will receive a NINE-WEEKS /
SIX WEEKS (Circle one) grade of no higher than 60 for the grading period during which he/she quit the
job.
6. The second time a student has been fired and/or quits without permission from the coordinator,
he/she will be released from the program with loss of credit.
I understand that any time the Practicum student is not employed in an APPROVED training station; he/she
must be under the supervision of the Practicum instructor from the end of the class period through the end of
the school day, until a new training station is secured. The student may be exempt from this restriction if
he/she has a scheduled appointment for a job interview. (Documented proof of interview is required.)
Parent or Guardian Signature
Student’s Signature
Copyright © Texas Education Agency, 2015. All Rights Reserved.
187
Summary Signature Verification Form
I have reviewed the following forms:





Audio Video Production Practicum (Co-op) Syllabus
Student Responsibilities in Cooperative Training Program
Classroom Rules
Dependability Grade
Policies Governing Unemployed Students
My signature acknowledges I have read all documents listed above and agree to abide by the
stated policies.
Parent or Guardian Signature
Student’s Signature
Please return this form to the teacher.
Copyright © Texas Education Agency, 2015. All Rights Reserved.
188
(Fill in the Blank) INDEPENDENT SCHOOL DISTRICT
(Fill in the Blank) High School
Evaluation of Student’s Performance at the Training Station
Student Trainee
Job Classification
RETURN BY
Training Station
FACTOR
WORK VOLUME
DEPENDABILITY
10
Exceptionally fast;
output high
Always on time;
always present
9-8
Usually does more
than expected
Usually on time;
seldom absent
7-6
Usually on time;
frequently absent
5
Does less than
required
Seldom on time;
excessively absent
Adequate volume
QUALITY OF WORK
DONE ON ROUTINE
TASKS
ATTITUDE &
ENTHUSIASM FOR JOB
SUPERVISION REQUIRED
ON ROUTINE TASKS
JUDGMENT SHOWN ON
THE JOB
Always neat and
accurate
Usually neat and
accurate
Sometimes neat
and/or accurate
Never neat and/or
accurate
Very enthusiastic;
very cooperative
Finishes assignments
and takes initiative
Clearly outstanding
for level of training
Interested in job;
cooperative
Finishes assignments
with little supervision
Usually correct and
with confidence
Dislikes job; poor
cooperation
Needs constant
supervision
USE OF HUMAN
RELATIONS SKILLS
Above average;
always tactful, poised
Average; often
tactful, poised
APPEARANCE AND
GROOMING
Professional for
jobsite
Appropriate for
jobsite
Indifferent to job;
some cooperation
Needs some
supervision
Usually correct but
lacks confidence
Needs
improvement; tries
to be tactful
Usually
appropriate for
jobsite
Welcomes
suggestions
Accepts suggestions
Indifferent to
suggestions
Rejects suggestions
Steady improvement
with minimum
supervision
Steady improvement
with supervision
Slow improvement
with supervision
No improvement
RESPONSE TO
SUGGESTIONS MADE BY
SUPERVISOR
RESULTS OF
SUGGESTIONS
RATING
Poor
Poor; seldom
tactful or poised
Needs
improvement
TOTAL POINTS
COMMENTS
DAYS ABSENT AT JOBSITE
DAYS LATE TO JOBSITE
EMPLOYER/SUPERVISOR
DATE
Please return with student or fax to:
(YOUR NAME), Teacher/Coordinator
Fax #__________________
Phone # __________________________
Copyright © Texas Education Agency, 2015. All Rights Reserved.
189
High School Audio Video Production Practicum
I.
Student Disciplinary Action
Student Name:
ID#:
Grade:
1.
Infraction
Date
Time
Location
2.
Description
3.
Disciplinary Action Taken
Teacher
Date
Student
Date
Parent
Date
Counselor
Date
Assistant
Principal
Date
Copyright © Texas Education Agency, 2015. All Rights Reserved.
190
WAGE AND HOUR REPORT
NAME/ID#
___________________________________________________
___
TRAINING STATION
HOURLY WAGE $
_________________________________
TOTAL HOURS FOR 3 WEEKS _________
STUDENT SIGNATURE
___________________________________________________
___
Your signature verifies the information on this report is
accurate and honest
Copyright © Texas Education Agency, 2015. All Rights Reserved.
191
WEEK: 9/25-9/29
HOURS
From
WORKED
To
TOTAL
HOURS
CLASSES
MISSED
MONDAY
1 2 3
TUESDAY
1 2 3
WEDNESDAY
1 2 3
THURSDAY
1 2 3
FRIDAY
1 2 3
SATURDAY
1 2 3
SUNDAY
1 2 3
REASON FOR ABSENCE
TOTAL HOURS: MONDAY – FRIDAY
TOTAL HOURS FOR WEEK
Copyright © Texas Education Agency, 2015. All Rights Reserved.
192
Additional Activities
Copyright © Texas Education Agency, 2015. All rights reserved.
193
Activity Evaluation
CRITERIA:
A. Intellectually or Academically
Challenging
10
9
8
7
Not Challenging
6
5
4
3
B. Adequate Time Allowed
10
9
8
9
8
7
6
5
4
3
7
6
5
4
3
1
2
1
2
1
Boring
9
8
7
6
5
4
3
E. Repeat Assignment Next Year
10
2
Unclear
D. Interesting
10
1
Inadequate Time
C. Assignment Very Clear
10
2
9
8
7
Do Not Repeat
6
5
4
3
2
1
Rate the following activities using the criteria above on a scale of 1 to 10. List the name of the activity in
the space allocated. Total responses in the total column on the right.
A.
B.
ACTIVITY 1
_____ _____
ACTIVITY 2
C.
D.
E.
TOTAL
_____ _____ _____
______
_____
_____ _____ _____ _____
______
ACTIVITY 3
_____
_____ _____ _____ _____
______
ACTIVITY 4
_____
_____ _____ _____ _____
______
ACTIVITY 5
_____
_____ _____ _____ _____
______
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194
College Investigation Project
OBJECTIVE:
The student will research a prospective college/university and prepare informative documents. The purpose
of this activity is to introduce students to various college websites, which will serve as tools for use when
making application.
PROCEDURE:
Pick any college or university that interests you, but consider your planned major to be certain the program is
offered. After completing your investigation, complete the following activities:
1. In typed format, gather the following information which MUST include:
a. Date school was founded and its location
b. Size of Campus
c. Student population (only include your chosen campus)
d. Where college is located
e. Tuition per semester, including room, board and fees
f. Entrance requirements (SAT, ACT, etc.)
g. Majors offered
h. Campus map
2. You will prepare a newsletter of information regarding your chosen college/university. Use your
own creativity; therefore, delete any preloaded artwork in the newsletter and insert your own
pictures, etc.
Your newsletter will be minimum of 2 pages in length. When you print, only print the two pages. (Print
Current Page Only for each one)
You must include information from the following categories:
• Admission information, including deadlines
• Student Life
• New Student Orientation
• Sports (limit to 2 or 3 different sports and include information on each)
• Clubs and Activities
• Housing information (dormitories/apartments on campus)
• Financial Aid
• 3 other areas of your choice not listed above
DO NOT COPY AND PASTE! THAT IS PLAGIARISM! You must use your own words!
MATERIALS NEEDED
Computer, paper, Internet, projector and screen (for presenting)
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195
Emerging Leaders
OBJECTIVE:
Student groups will work cooperatively to invent a product, using directions provided. The purpose of this
lesson is to determine the leaders in the classroom. Discussion about types of political societies may also take
place.
MATERIALS NEEDED:
LEGOS, Tinker Toys, or building blocks (enough for an entire class). These items should be secured well in
advance of the activity to be certain you have enough materials.
Prepared slips of paper with group information for each group. (See Group A-E below)
TIME ALLOTED:
One class period. (Make sure time is allowed for discussion and take away. Suggested discussion time: 20
minutes)
DIRECTIONS:
Each group will invent a product using the materials provided. Groups must follow directions, interpreting and
determining how to execute the instructions as they are given by the teacher. (See Group A-E below)
Teacher’s Directions:
1. Divide the class into groups of 3 or 4 by handing out numbers, colors, etc.
2. Secure the materials in the front of the room, near your desk.
3. Designate the youngest (or oldest or whatever category you choose) as the leader of the group.
The oldest (youngest, or the one with the most brothers/sisters, etc.) is in charge of procuring materials for
the group. The procurers are the only ones who may approach the materials area. They are to take back to
their groups only what they can carry in two hands. (It is up to the teacher to decide when to call the
procurers back to the materials area to secure more materials.)
4. Make sure each member has a responsibility. Depending on the size of the group, someone may have
more than one job.
5. The spokesperson in each group will have the largest (or smallest hand or foot).
You decide.
6. Once the groups have been established and re-located within the classroom, give each group their
instructions for completing the task. Due to variations in class size, some products or decision making
processes may be repeated.***
7. After about 10 minutes, instruct the groups they must barter at least one of their materials with
another group. This is the job of the procurer.
8. Walk around the room, listen and observe. You will see leaders emerge.
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Suggestions:
Group A:
Design and name a skyscraper that doubles as an aircraft.
All members may provide input.
Group B:
Design and name a futuristic retail establishment. Group leader makes all decisions.
Group C:
Design and name a new tech product. All members must vote on all decisions.
Group D:
Design and name a new educational product. No talking is allowed while building the product.
Group E:
Design and name a new means of transportation. Each member will have tasks assigned by the group
leader.
Number of groups will vary according to the size of the class. Improvise if needed.
SUMMARY/DISCUSSION/TAKE AWAY:
Each group’s spokesperson will present their group’s product to the class, stating their directions as well as
explaining their invention. Have the members discuss the decision making process and how they felt during
the process.
Explain the role of managers and employees and the differences in companies’ operational procedures. Ask
the class what type of leader or manager they work better with. Discuss.
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Current Event Summary
Title of Article:
Source of Article:
State the key point of the article:
Summarize the supporting facts of the article:
What information did you learn?
Definitions to NEW WORDS: (You cannot leave this blank)
Attach a copy (or the original) article to this sheet.
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198
(Name of Assignment or Activity)
OBJECTIVE:
PROCEDURE:
MATERIALS REQIRED:
APPROXIMATE TIME REQUIRED:
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199
Product Development Strategy
1. People are drinking all types of cold beverages today: soft drinks, bottled waters, fruit juices, and
sports drinks, to name a few. Evaluate the positioning of three brands on the market. For example,
compare the positioning of different varieties of iced tea that are currently on the market. You may
have to look on the Internet to help you determine the product development strategies.
2. The challenge for yogurt makers is how to increase that percentage. Some yogurt makers are now
catering to children as well as adults. Develop a yogurt of your own (complete with name) and devise
your appeal to the age bracket of your customers.
What would make them want to eat your product over the competitors?
3. List an assortment of business establishments (by name) you would like to have in your city or town.
List where you would have them locate. What would this do to our current economic situation? What
would happen to the existing businesses?
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200
Thinking Demographically
OBJECTIVES:
Learn the importance of demographics used in business decisions.
MATERIALS NEEDED:
• Library for research
• Internet for research
TIME ALLOCATED:
One class period
DIRECTIONS:
• You will log into the computer to prepare for research.
• You will research three different cities or towns in one state:
1. Write down the name of the city you choose and write down ALL of the demographic information for
each town or city. (E.g. age, income, gender…)
2. After you have researched the three cities you are to assume the role of a product development
manager of a major car company you are to decide what product would be a candidate for this specific
area.
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City
Demographic Information
You work for a major corporation and want to corner the market for computers used by college students.
Based on research you conducted, where would you spend you advertising dollars and why?
GRADING CRITERIA:
The report will be evaluated on thoroughness, spelling, and grammar. This report must be typed. This entire
complete report is due at the end of class
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202
Should You Become an Entrepreneur?
1.
How are entrepreneurs different from employees?
2.
Describe different types of entrepreneurial businesses.
3.
Name one historical entrepreneur and describe what he or she did.
4.
Why are small businesses so important to our economy?
5.
What are the reasons for wanting to become an entrepreneur?
6.
Do you think the reasons are common to all entrepreneurs, or are some of your reasons unique?
7.
What other entrepreneurs in the 19th or 20th century have changed the American economy? How?
8.
Clarence Birdseye developed the first packaged frozen foods. He greatly influenced eating habits in
the United States and throughout the world. What do you think a typical family’s daily eating habits
were like at the end of the nineteenth century? Write a short scenario describing them.
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BUSINESS PROJECT
Instructions:
Read the case problem below and execute your plan. When you are finished, you will print your responses
and SUBMIT your work.
PERFORMANCE INDICATORS:
• Explain the nature of your promotional plan.
• Coordinate activities in the promotional mix.
• Explain the nature and scope of the selling function.
• Determine customer wants and needs.
• Explain key factors in building a clientele.
THE PROBLEM:
You are to assume the role of sales manager for HOLLYWOOD THEATRE. Your manager, Brian Miller, has
asked you to provide strategies to increase business for the movie theatre during the hot summer months.
HOLLYWOOD THEATRE, located in a city with a variable climate, has eight movie screens that can each
accommodate 600 people. Business at HOLLYWOOD THEATRE is very strong during the cold winter months;
however, in the summer months, the movie theatre’s revenue declines 40 percent. Tickets at HOLLYWOOD
THEATRE cost $8.00 for adults.
Recently, several drive-in theatres in the area have captured the interest of many movie enthusiasts. The new
outdoor theatres not only allow customers to watch movies from their cars, they also offer comfortable picnic
settings where customers bring an outdoor meal to eat while lounging in comfortable chairs to watch the
movie under the stars. Drive-in theatres charge $8.00 per person or a maximum of $30 per any four-door
vehicle. The carload rate has been very popular.
HOLLYWOOD THEATRE was built four years ago and recently received a significant facelift that included new,
more comfortable seats, a better sound system and a great heating/cooling system. The spacious lobby gives
customers plenty of room to wait for the next movie and to purchase their favorite snacks from the snack bar.
The theatre manager has asked you to present a plan to increase business significantly during the hot summer
months and to intercept business from the popular outdoor drive-in movie theatres. You are also to define a
pricing strategy to increase business. The manager also wants the plan to attract group sales. You must
include a strategy to develop relationships with other businesses in the community and special promotions to
increase business for HOLLYWOOD THEATRE.
You will complete your task in the following format, making sure you use facts stated in the above case
problem in your response.
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TASKS IDENTIFIED:
(EACH TASK AND PLAN OF ITS EXECUTION/JUSTIFICATION IS WORTH 20 PTS)
1.
2.
3.
4.
5.
PLAN OF EXECUTION AND JUSTIFICATION FOR
(each task will have its own justification/plan of execution)
1.
(each task):
2.
3.
4.
5.
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205
Career Pathways
Practicum in Audio/Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate they have learned about the various Career
Pathways adopted by the federal government, explore a career of interest, research a college of choice,
choose companies of interest to work for after graduating from college, and match the criteria in the three
presentation rubrics.
Specific Objectives
• Define what Career Pathways are.
• Identify the 16 Career Pathways – Programs of Study.
• Research Income and Job Growth Projections 2011 – 2020.
• Determine individual Career Pathway.
• Determine Career Pathways Resources.
• Develop Career Pathway Research Presentation.
• Determine College or University of Choice.
• Develop College or University of Choice Research Presentation.
• Determine Companies of Interest.
• Develop Companies of Interest Research Presentation.
Terms
• Career Pathways - a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
• Programs of Study - an academic and career plan developed by your school to help move you towards
a college and career path.
• Bureau of Labor Statistics (BLS) - a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
• Department of Labor (DOL) - a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
• O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
Time
This lesson should take six days (270 minutes) to complete.
• Days one through two - What are the Career Pathways? Career Pathway Research (90 minutes)
• Days three through four- Career Pathways Resources and Career Pathway Presentation (90 minutes)
• Days five through six - College or University of Choice Presentation and Companies of Interest Research
Presentation (90 minutes)
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
o (1) The student applies academic knowledge and skills in production projects. The student is
expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; use correct grammar, punctuation, and
terminology to write and edit documents; and compose and edit copy for a variety
of written documents such as scripts, captions, schedules, reports, and manuals;
o (2) The student implements advanced professional communications strategies. The student is
expected to:
(A) adapt language for audience, purpose, situation, and intent, such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) listen to and speak with diverse individuals;
o (3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
Interdisciplinary Correlations
English Language Arts and Reading, English I
• 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
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Public Speaking I, II, III
• 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Review and become familiar with the terminology, website links, and the slide presentation.
• Have materials, slide presentation, and websites ready prior to the start of the lesson.
• Print handouts for each student.
Reference
• Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
• Career Pathways slide presentation and notes
• Note Taking Form handout
Materials Needed
• Handouts for each student
o Career Pathways Terms and Definitions
o Note Taking Form
o Activity 1 – My Career Pathway
o Activity 2 – Career Pathway Presentation
o Activity 3 – College or University of Choice Presentation
o Activity 4 – Companies of Interest Research Presentation
• Supplies listed in each activity
• Pencils and pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
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208
Introduction
•
Say
•
Say
o To achieve your Career Pathway success, you must choose the best career, college, and
company paths and make a commitment to them, while remaining flexible enough to deal with
changes and new opportunities.
Ask
o Why do you think it is necessary to understand what Career Pathways are?
Say
o You will research and create presentations for your Career Pathway, College or University of
Choice, and Companies of Interest, which will guide you into establishing a solid career
foundation.
Show
o Career Pathways slide presentation
•
•
•
o During this lesson you will learn about Career Pathways. You will explore the various Career
Pathways adopted by the federal government, choose a Career Pathway of interest, research a
college of choice, and choose companies of interest to work for after graduating from college.
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209
Outline
MI
OUTLINE
Days 1-2
2.
3.
Introduce Career Pathways
a. Objectives
b. What are Career Pathways?
c. Programs of Study
d. Career Pathway Research
Activity 1 - My Career Pathway
Day 3-4
4.
5.
Career Pathways Resources
a. Bureau of Labor Statistics
b. Department of Labor
c. O*NET Online
NOTES TO TEACHER
Begin the Career Pathways slide
presentation. Students will use
Note Taking Form handout to take
notes.
Distribute handouts and have
students read and discuss them.
Days 1-2 refer to slides 1-9.
Students will participate in group
discussions and complete class
activities.
Days 3-4 refer to slides 10-11.
Activity 2 - Career Pathway Research
Presentation
Day 5-6
Days 5-6 refer to slides 12-15.
IV. College or University of Choice
A. Research a college or university
B. Create and deliver presentation
V. Activity 3 - College or University of Choice
Research Presentation
VI. Companies of Interest
A. Research 10 companies of interest
B. Create and deliver presentation
VII. Activity 4 – Companies of Interest
Research Presentation
VIII. Assessment = Daily Activities
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
• The teacher will present the Career Pathway slide presentation and lead the class discussion.
• The teacher will distribute all handouts and the class will discuss them.
• After the students have learned about Career Pathway they will begin to work on the activities.
Independent Practice
• Students will determine their Career Pathways.
• Students will design a Career Pathway Research Presentation.
• Students will determine their college or university of choice.
• Students will design a College or University of Choice Research Presentation.
• Students will determine their companies of interest.
• Students will design a Companies of Interest Research Presentation.
Summary
Review
There are several Career Pathways, college or university choices, and companies of interest, which students
are able to determine in high school. It is important for students to begin researching their Career Pathways
and other methods to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
Daily grade on activities based on rubrics.
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Career Pathways, college or university choices, and companies of interest in high school.
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211
Career Pathways Terms and Definitions
1. Career Pathways - is a workforce development strategy used in the United States to support workers’
transitions from education into and through the workforce.
2. Programs of Study - is an academic and career plan developed by your school to help move you
towards a college and career path.
3. Bureau of Labor Statistics (BLS) - is a United States government agency that produces economic data
that reflects the state of the United States’ economy. This data includes the Consumer Price Index
(CPI), the unemployment rate, and the Producer Price Index (PPI).
4. Department of Labor (DOL) - is a United States government cabinet body responsible for standards in
occupational safety, wages and number of hours worked, unemployment insurance benefits, reemployment services, and a portion of the country's economic statistics.
5. O*NET Online - is the Occupational Information Network (O*NET). It is a free online database that
contains hundreds of occupational definitions to help students, job seekers, businesses, and workforce
development professionals to understand today's world of work in the United States.
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212
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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213
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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214
Activity 1 – My Career Pathway
Name ______________________________________________________________
Class Period ________________ Date ____________________________________
Directions
Earn 10 points for each circle completed with responses.
Make a list of longterm goals.
Where do you want to
live? List the city and
state where you would
like to live.
List your interests.
Fill in your name in
this circle.
List your
preferred
working
conditions. For
example, would
you like to work
weekends or
evenings?
List your preferred
salary. How much
money do you
realistically expect to
earn?
List your preferred
environment. Would
you like to work with
people in a medical
industry, education,
industry, or etc.?
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215
Activity 1 – My Career Pathway
1. Which is the most important, salary or working environment? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Visit the websites below to learn more about the 16 Career Clusters.
• http://cte.unt.edu/other-clusters/
• http://www.texascaresonline.com/clusters/clusters.asp
3. Now that you have thought about career choices, select a Career Pathway – Program of Study
that matches your interests and preferred salary from the list below.
___ 1. Agriculture, Food & Natural Resources
___ 2. Architecture & Construction
___ 3. Arts, A/V Technology & Communications
___ 4. Business Management & Administration
___ 5. Education & Training
___ 6. Finance
___ 7. Government & Public Administration
___ 8. Health Science
___ 9. Hospitality & Tourism
___ 10. Human Services
___ 11. Information Technology
___ 12. Law, Public Safety, Corrections & Security
___ 13. Manufacturing
___ 14. Marketing
___ 15. Science, Technology, Engineering & Mathematics
___ 16. Transportation, Distribution & Logistics
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216
Rubrics
Graded Elements
9-10 Responses
90-100
7-8 Responses
70-80
5-6 Responses
50-60
3-4 Responses
30-40
1-2 Responses
10-20
0 Responses
0
Total Points
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217
Activity 2 - Career Pathway Research Presentation
Project
Research and create a presentation about a career that you are interested in pursuing after
graduation.
Activity
Research the career on the Internet and find the following information:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Career
Nature of the Work
Working Conditions
Educational Requirements
Training and Other Qualifications
Experience/Required Skills
Salary/Income
Job Market Outlook – Is this a career field with good future job prospects?
Upside – What are the benefits of working in this career field?
Downside – What are the detriments to this career?
Related Occupation(s)
Conclusion
Prepare a presentation to share this information with the class. Please cite the sources of
your information in the footnote section of your presentation.
Use graphics, animation, and slide transitions to make your presentation engaging and
interesting. Include at least one website hyperlink to use during the presentation for
demonstration.
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218
Supplies
Computer, Internet access, presentation software
Deliverables Completed career research presentation and reflection response
Reflection
How important do you think it is to research career choices? What are some of the
benefits that you can obtain from this research?
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
100
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219
Activity 3 - College or University of Choice Research Presentation
Project
Research and create a presentation about a college or university of interests that will
assist you with pursuing your Career Pathway.
Activity
You will research the college or university of your choice and produce a presentation.
1. Select a college or university that interests you.
2. Locate the website (URL) for that college or university.
3. Include the following in your presentation (you will find all of this information on the
website):
A. Name of the College or University
B. Location (City and State)
C. School banner, logo, or mascot
D. School colors
E. Map of the campus if available
F. Photos of campus
G. Estimated cost of attending one full year (this should include tuition, fees,
housing, and meals)
H. Number of students currently enrolled (can be an estimate)
I. Degree of the most interest to you and why
J. Important dates such as application deadlines and scholarship deadlines
K. Cite all of your sources in the footnote of each slide
Supplies
Computer, Internet, presentation software
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220
Deliverables You will prepare a presentation of your college or university research that includes all of
the information listed above, along with anything else that you find interesting, and
respond to the reflection question.
Reflection
Why did you choose this college or university? How will this college or university assist
you in pursuing your Career Pathway? Please be prepared to answer this question during
your presentation.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and
capitalization
15
Presentation Skills
15
Original and creative presentation
10
Reflection
10
Total
100
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221
Activity 4 - Companies of Interest Research Presentation
Project
Research 10 companies of interest that will assist you in pursuing your Career
Pathway.
Activity
Using an Internet browser, use the search terms “find career jobs” to assist you in
researching and locating 10 companies of interest.
Create a presentation and share your research with the class.
Slide 1:
Introduce yourself and your Career Pathway
Slide 2:
Rank the 10 companies in order from most desirable to least.
Slides 3-12: Write a brief description about each company you would choose to
work for and explain the Career Pathway you wish to pursue.
Slide 13:
Reflection
Slide 14:
Resources
Present your research to the class!
Supplies
Computer, Internet access, presentation software
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222
Deliverables
Presentation of 14 slides based on research and reflection
Reflection
Please provide five reasons that are important to you when choosing a
company/employer.
Rubrics
Graded Elements
Total Points
Complete Presentation – Required Elements
30
Quality of Research
20
Correct use of spelling, grammar, and capitalization
15
Presentation Skills
15
Original and Creative Presentation
10
Reflection
10
Total
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100
223
Personal Management
Practicum in Audio/Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will apply concepts of personal development using the goalsetting concept to create short-term goals and long-terms goals for the current school academic year.
Specific Objectives
• Understand what goal-setting is and its importance in Personal Management.
• Identify the benefits of goal-setting.
• Determine short-term goals and long-term goals.
• Develop S.M.A.R.T. Goals Planner.
• Sign a Personal Development Mentor/Mentee Partnership Agreement.
Terms
• Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
• Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
• Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
• Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
• Mentee - a person who is guided by a mentor.
• Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
• Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
• S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
Time
This lesson should take five days (225 minutes) to complete in its entirety. The last two days (90 minutes) are
recommended if time permits within the entire year-long curriculum.
• Days one through three: What is Personal Management? (135 minutes)
• Day four: Six Weeks S.M.A.R.T. Goals Planner (45 minutes)
• Day five: Mentor and Mentee Partnership (45 minutes)
Preparation
TEKS Correlations
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This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
§130.87. Practicum in Audio/Video Production
(c) Knowledge and skills
o (2) The student implements advanced professional communications strategies. The student is
expected to:
(G) adapt language for audience, purpose, situation, and intent, such as structure and
style;
(H) organize oral and written information;
(I) interpret and communicate information, data, and observations;
(J) present formal and informal presentations;
(K) apply active listening skills to obtain and clarify information;
(L) listen to and speak with diverse individuals;
o (3) The student implements advanced problem-solving methods. The student is expected to
employ critical-thinking and interpersonal skills, including data gathering and interpretation
independently and in teams to solve problems and make decisions.
o (4) The student implements advanced information technology applications. The student is
expected to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications for audio and video projects.
o (10) The student employs effective planning and time-management skills. The student uses
planning and time-management skills and tools to enhance results and complete work tasks.
Interdisciplinary Correlations
English Language Arts and Reading, English I
• 110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Public Speaking I, II, III
• 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences, and
occasions;
(C) choose logical patterns of organization for bodies of speech; and
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(D) prepare outlines reflecting logical organization.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Review and become familiar with the terminology, website links, and the slide presentation.
• Have materials, slide presentation, and websites ready prior to the start of the lesson.
• Print handouts for each student.
Reference
• Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing
Co.
Instructional Aids
• Personal Management slide presentation and notes
• Note Taking Form handout
Materials Needed
• Handouts for each student
o Personal Management Terms and Definitions
o Note Taking Form
o Activity 1 - Short-Term Goals
o Activity 2 - Long-Term Goals
o Activity 3 - Life Goals Collage
o Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
o Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
• Supplies listed in each activity
• Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Personal
Management using goal-setting techniques.
• Say
o During this lesson you will learn about Personal Management. You will focus on what goalsetting is, understanding the benefits of goal-setting, determining your short-term goals and
long-term goals, developing a Six Weeks S.M.A.R.T. Goals Planner, and establishing a mentor
and mentee partnership agreement.
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226
Say
o To achieve your goals, you must choose the best path and make a commitment to it, while
remaining flexible enough to deal with changes and new opportunities.
• Ask
o Why do you think it is necessary to establish short-term goals and long-term goals?
• Say
o You will create your short-term goals and long-term goals for the current academic school year.
• Show
o Personal Management slide presentation
•
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Outline
MI
OUTLINE
Days 1-3
6.
Introduce Personal Management
a. What is Personal Management?
b. What is Goal Setting?
c. Benefits of Goals
d. S.M.A.R.T. Goals
e. Short-Term Goals
f. Long-Term Goals
g. Activities
i. Activity 1 - Short-Term
Goals
ii. Activity 2 - Long-Term
Goals
iii. Activity 3 - Life Goals
Collage
NOTES TO TEACHER
Begin the Personal Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Days 1-3 - refer to slides 1-15
Day 4
7.
Weekly S.M.A.R.T. Goals Planner
a. How do you use your planner?
b. Planner Expectations
8.
Activity 4 – Six Weeks S.M.A.R.T.
Goals Planner
Day 4 - refer to slides 16-23
Day 5
VIII.
Mentor and Mentee Partnership
C. What is a mentor?
D. What is a mentee?
IX. Activities
A. Activity 5 – Personal Development
Mentor and Mentee Partnership
Agreement
B. Activity 3 – Life Goals Collage
Presentation
VI.
Day 5 - refer to slides 24-29
Each student will present his/her
Life Goals Collage to the class.
Assessment = Daily Activities
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
• The teacher will present the Personal Management slide presentation and lead the class discussion.
• The teacher will distribute all handouts and the class will discuss them.
• After the students have learned about Personal Management they will begin to work on the activities.
Independent Practice
• Students will determine their short-term goals and long-term goals.
• Students will design their Life Goals Collage.
• Students will establish their Six Weeks S.M.A.R.T. Goals Planner.
• Students will sign their Personal Development Mentor/Mentee Partnership Agreement.
• Students will present their Life Goals Collage to the class.
Summary
Review
There are several short-term goals and long-term goals that students are able to determine in high school. It is
important for students to establish their life goals to serve as a roadmap to their success in life.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
• Daily grade on activities
Enrichment
Classroom guest speaker presentation from a career counselor may be used as enrichment to discuss the
importance of Personal Management and goal-setting in high school.
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Personal Management Terms and Definitions
2. Goal Setting - a powerful technique for helping you develop a solid foundation for future planning and
organization.
3. Short-Term Goals - goals you want to do in the near future; the near future can mean today, this week,
this month, or even this year.
4. Long-Term Goals - something you want to accomplish in the future; they require time and planning;
they are not things you can do this week or even this year; they are usually at least several years away.
5. Personal Management - is about mapping a plan for your life that will involve setting short-term and
long-term goals and investigating different ways to reach those goals; education, training, and
experience all help make your goals become a reality.
6. Mentee - a person who is guided by a mentor.
7. Mentor - a wise and trusted counselor or teacher, an influential senior sponsor or supporter.
8. Planner - used to manage your time, prioritize assignments, and track grades for every six weeks
during the academic school year.
9. S.M.A.R.T. - guidelines to help you set effective goals; S = Specific; M = Measurable; A = Achievable; R =
Realistic; T = Timely.
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NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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Name _______________________________ Date ____________________
Activity 1 - Short-Term Goals
Project
Determine your short-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your short-term goals for the current academic school year. Keep a
copy of your Activity 1 - Short-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 1 - Short-Term Goals handout, pen or pencil
Deliverable
Activity 1 - Short-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your short-term goals and why it is important to
set short-term goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 1 - Short-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
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100
233
Part 1
Practice identifying short-term goals. NOTE: Sometimes accomplishing short-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are short-term goals.
Checkmark
Short-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Directions
Determine your five short-term goals and list in the space provided below.
My SHORT-TERM Goals
Something Achievable in the Next Month!
1.
2.
3.
4.
5.
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
My Short-Term Goal is
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Actions to Take to Achieve My Short-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your short-term goals and why it is important to set short-term goals.
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235
Name _______________________________ Date ____________________
Activity 2 - Long-Term Goals
Project
Determine your long-term goals for the current academic school year.
Activity
It is important to understand and determine your goals. In this activity you will
understand the difference between short-term goals and long-term goals. You
will determine your long-term goals for the current academic school year. Keep a
copy of your Activity 2 - Long-Term Goals handout to remind yourself to stay
focused on your goals during the current academic year.
Supplies
Activity 2 - Long-Term Goals handout, pen or pencil
Deliverable
Activity 2 - Long-Term Goals handout completed (including reflection)
Reflection
Write a short paragraph listing your Long-Term Goals and why it is important to
set Long-Term Goals.
How Your Grade will be Calculated
Graded Elements
Total Points
Activity 2 - Long-Term Goals
50
Difference Between Short-Term and Long-Term Goals Activity
15
Shows depth of thought
20
Reflection
15
Total
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100
236
Part 1
Practice identifying long-term goals. NOTE: Sometimes accomplishing long-term goals may help you achieve
one big long-term goal.
Directions
Place a checkmark next to the phrases you think are long-term goals.
Checkmark
Long-Term Goals
1. Talk to a teacher after school concerning a class assignment.
2. Go to a university or a community college.
3. Get married and have a family.
4. Apply for a job.
5. Learn how to speak English fluently.
6. Deposit a check into your bank account.
7. Purchase healthy foods from the grocery store.
8. Purchase a home in within the next five years.
9. Become a manager at your job.
10. Raise your mathematics grade from 80% to 90% by the end of the semester.
Part 2
Determine your five long-term goals and list in the space provided below.
My LONG-TERM Goals
Something that will take longer than a month to achieve!
1.
2.
3.
4.
5.
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
My Long-Term Goal is
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Actions to Take to Achieve My Long-Term Goals!
1.
2.
3.
4.
5.
Reflection
Directions
Write a short paragraph listing your long-term goals and why it is important to set long-term goals.
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Name _______________________________ Date ____________________
S.M.A.R.T. Questions to Ask Yourself
Directions
Answer YES or NO to the following questions.
1. Is the goal achievable? _____
A. Can I accomplish my goal in the time-span I have set? _____
B. Does achieving this goal depend only on me and not on conditions outside of me? _____
2. Do I believe I can achieve this goal? _____
A. Are my skills and abilities equal to this goal? _____
3. Will I know when I have reached my goal? _____
A. Have I set my goal in specific terms? _____
4. Do I want to do what it takes to reach my goal? _____
A. Is the goal one that interests me? _____
5. Is the goal presented with an alternative? _____
A. Have I made a firm decision? _____
B. Am I focused on what I need to be doing? _____
C. Do I have an alternative if I cannot reach my goal? _____
6. Am I motivated to pursue my goal? _____
A. Do I have a support system? _____
B. Have I set up a timeline towards my goal? _____
C. Do I have a reward system in place? _____
7. Is the goal of value to me? _____
A. Is the goal compatible with my values? _____
B. Does my goal have longevity? Do I need to consider more education? _____
NOTE: If you have answered “YES” to the questions listed above, you have selected valid goals.
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Name _______________________________ Date ____________________
Activity 3 - Life Goals Collage
Project
Create a collage depicting 10-12 Life Goals
Activity
It is important to set goals and develop an action plan to achieve those goals. In this activity,
think about 10 goals that you want to achieve in the next 10 years. Find photos that represent
those goals. For example, if one of your goals is to graduate from college, find a photo of a
person in cap and gown to represent that goal. Use a photo of something from the college of
your choice, such as a banner or mascot, to identify the college. If one of your goals is to have a
new car, find a photo of the car. Create a new 8.5”x11” document when you have all of your
photos that represent your life goals. You can create this document in any photo editing
software program for this project. Create the best arrangement and resize the photos as
needed. Finally, add text to the collage. The text can be as simple as, “Elizabeth’s Life Goals.”
Choose something meaningful.
Print your collage and keep it to remind you to stay focused on your goals.
Remember the action plan. If graduating from college is one of your life goals, take action in
high school to prepare for college by taking more than the required classes and plan ahead.
Good luck with the project and with achieving your goals.
Supplies
Internet access, photo editing software, printer
Deliverable
An 8.5”x 11” collage representing 10 life goals with text (including reflection)
Reflection
Write a short paragraph listing your life goals and why it is important to set goals and develop
an action plan.
How Your Grade will be Calculated
Graded Elements
Total Points
8.5”x 11” collage with 10 life goals
50
Descriptive text
10
Shows depth of thought
15
Creativity in design
15
Reflection
10
Total
100
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Name _______________________________ Date ____________________
Activity 4 - Six Weeks S.M.A.R.T. Goals Planner
MONTHLY Activities
Week
1
Monday
Tuesday
Wednesday
Thursday
Friday
2
3
4
5
6
SIX WEEKS PRIORITIES
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Six Weeks S.M.A.R.T. Goals Planner
My #1 Weekly S.M.A.R.T. Goal is
Signature
______________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #2 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #3 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #4 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #5 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Six Weeks S.M.A.R.T. Goals Planner
My #6 Weekly S.M.A.R.T. Goal is
Signature
_____________
Monday
Tuesday
Wednesday
Thursday
Friday
English
Math
Science
Social Studies
Saturday
To-Do List
Sunday
Mentor Teacher Comments:
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Activity 5 - Personal Development Mentor/Mentee Partnership Agreement
A successful mentee and mentor relationship requires a commitment on the part of both partners. The
following agreement is intended to provide a starting framework for the partnership. Either party should
understand that they may withdraw from the relationship at any time by contacting each other. Each partner
should keep a copy of this agreement and make every effort to fulfill the terms of the agreement.
Mentor ___________________________ Room Number _________________________
Subject Taught _____________________ Email Address _________________________
Mentee ___________________________ Email Address _________________________
Mentor and mentee are encouraged to share additional contact information as needed.
MENTEE GOALS
The mentee should establish with the mentor at least four personal development short-term goals and longterms goals. Goals should be Specific, Measurable, Achievable, Relevant, and Timely (S.M.A.R.T.).
GOAL # 1 ______________________________________________________________
GOAL # 2 ______________________________________________________________
GOAL # 3 ______________________________________________________________
GOAL # 4 ______________________________________________________________
CONTACT AGREEMENT
The duration of the formal mentoring program is 10 months during the school session. Mentors are
encouraged to continue the relationship on a voluntary basis. Contacts with mentee must be in person each
Wednesday.
Mentee and Mentor agree to meet at least once each week for 10 months.
Mentee and Mentor to provide a final evaluation of the relationship at the end of the formal program.
_________________________________
Mentee Signature and Date
___________________________
Mentor Signature and Date
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MENTEE FINAL EVALUATION
Mentee _______________________________________ Mentor _____________________________________
Mentor Title _____________________________ Email Address _____________________________________
Number of Mentee Contacts with Mentor _____ Type of Contacts ___________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments _________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 - Don’t Know
_____ I feel that I have reached all or some of my short-term goals for personal growth.
_____ I feel that I have reached all or some of my long-term goals for personal growth.
_____ I feel more self-confident since completing the Mentor/Mentee program.
_____ My Mentor played an important part in my growth and development.
_____ I plan to continue my training and education.
_____ I plan to continue to work on reaching current and future career goals.
_____ I feel the training I received had a positive effect on my academic success.
My Mentor and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
I would like to serve as Mentor in the future. Yes _____ No _____ Don’t Know _____
_______________________________________________________
Mentee’s Signature and Date
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MENTOR FINAL EVALUATION
Mentor _________________________________ Email Address
______________________________________
School __________________________________ Subject Taught
_____________________________________
Number of Mentor Contacts with Mentee _____ Type of Contacts
____________________________________
Mentee_______________________________ Email Address
________________________________________
Overall, how would you rate the mentoring experience?
5 - Excellent
4 - Good
3 - Satisfactory
2 - Fair
1 - Poor
Comments
_________________________________________________________________________________
_____________________________________________________________________________________
_____
_____________________________________________________________________________________
_____
Rate the following statements on the scale of 1 - 5.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
1 – Don’t Know
_____ I feel that the Mentee reached all or some of his/her goals for personal short-term goals and longterm goals growth.
_____ I feel better about his/her potential for professional growth since completing the mentoring
program.
_____ I see in the Mentee a greater self-confidence since we began the mentoring relationship.
_____ I feel I played an important part in the academic and personal development of the Mentee.
_____ I think the Mentee will become a long-term productive student.
_____ I feel that I have gained from the mentoring relationship.
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_____ I would encourage others to serve as mentors.
_____ I would like to mentor others in the future.
_____ I found the mentor role to be too demanding.
My Mentee and I plan to continue our relationship. Yes _____ No _____ Don’t Know _____
________________________________________________________
Mentor’s Signature and Date
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251
Portfolios
Practicum in Audio/Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate how to create a portfolio and their
benefit.
Specific Objectives
•
•
•
•
Define a career portfolio
Identify the types of information employers want to see in a candidate’s career portfolio
Prepare for post-secondary education, and/or a career, by developing a career portfolio
Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what
important components should be included in a portfolio
This lesson should take three class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
o (2) The student implements advanced professional communications strategies. The student is
expected to:
(M) adapt language for audience, purpose, situation, and intent, such as structure
and style;
(N) organize oral and written information;
(O) interpret and communicate information, data, and observations;
(P) present formal and informal presentations;
(Q) apply active listening skills to obtain and clarify information;
(R) listen to and speak with diverse individuals;
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o (9) The student demonstrates appropriate employability characteristics and maintains a
professional portfolio. The student:
(A) identifies and participates in training, education, or certification to prepare for
employment;
(B) identifies and demonstrates positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(C) demonstrates skills related to seeking and applying for employment to find and obtain
a desired job, including identifying job opportunities, developing a résumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintains a career portfolio to document work experiences, licenses, certifications,
and work samples;
(E) demonstrates skills in evaluating and comparing employment opportunities; and
(F) examines employment opportunities in entrepreneurship.
Reading I, II, III
110.47 (b)
(1) The student uses a variety of word recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words; and
(B) use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by identifying main ideas and relevant details;
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Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(C) develop verbal, vocal, and physical skills to enhance presentations;
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when needed.
2. Use study habits necessary to manage academic pursuits and requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
Tasks
• Students will create a career portfolio.
Activities
Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their
current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet
before adding the document to the folder. Inform the students that it is expected they keep the
portfolio for the following year.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• If possible, display each form on projector screen
• Copy the handout sheets and rubric for the students
• Have materials ready prior to the start of the lesson.
Instructional Aids
• Student handouts
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254
Materials Needed
• Portfolio computer-based presentation
• Portfolio Guidelines
• Student Reflection Sheet
• Three-Ring Notebook Paper protectors
• Dividers
Resources
Office of Research, Office of Educational Research and Improvement
(OERI) of the U.S. Department
of Education, http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
Do an Internet search for “Kimeldorf, Martin, Portfolio Library and Selected Works”
Equipment Needed
• Teacher computer
• Projector (for digital presentation)
Introduction
Learner Preparation
•
•
Ask students what the benefits of using portfolios are.
Ask students what employers are looking for in job applicants.
Lesson Introduction
•
Explain each form in detail and check for understanding.
Copyright © Texas Education Agency, 2015. All rights reserved.
255
Outline
MI
OUTLINE
I. Portfolio definition
A. Reflects a student's interests and
achievements
B. Exhibits a sample of a student’s work
that purposefully represents his or her
efforts, progress, and achievements in
one or more areas
C. Includes a student’s participation in
selecting the contents, the criteria for
selection, the criteria for judging merit,
and evidence of the student’s selfreflection
II. Student portfolio components
A. Cover sheet – identifies the student
B. Table of contents – listing of entries
C. Letter of Introduction – introduces the
student
D. Application – practical exercise that
displays "real world skills"
E. Résumé – student qualifications
F. Academic skills – an entry from areas
showcasing growth in content and real
world skills, with a reflection sheet for
every item
G. Transcript – provides the official record
of a student's coursework and testing
H. Letters of recommendation – show how
others view a student
I. Special interests and awards – special
interests and awards achieved in or
outside of school; a vital part of a
student's total package
NOTES TO TEACHER
Have students brainstorm and
list attributes they think
employers look at or look for
in prospective employees.
Discuss how the images they
post to social networking
websites and the email
address names they choose
can affect their ability to get a
job. Show examples, real or
created, of social networking
websites and/or email
addresses that might cause a
potential employer to
disregard an application. Use
the Discussion Rubric for
assessment.
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III. Benefits of the portfolio process
A. Students will benefit from tangible proof
of their abilities and achievements
B. Intangible benefits come from closer selfassessment
C. Students develop a sense of pride and
ownership from collecting their best
work
D. A portfolio provides future employers,
scholarship committees, or entrance
committees additional evaluation tools
II. Maintaining the portfolio
A. Appearance – neat and clean
B. Update – insert best work
C. Evaluate – reflect on work collected in
the portfolio
D. Replacement – insert new work,
displaying a greater mastery of skills
III. Teachers are encouraged to be a mentor or
wise advisor to the student during the
preparation of the portfolio
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
• The teacher will go over each form individually and thoroughly. It is extremely important that all
students understand what is required of them in order to complete the assignment.
Summary
Review
• Why is it important to develop a career portfolio?
• What important components should be included in a career portfolio?
Evaluation
Informal Assessment
• Discussion rubric
• Individual work rubric
Formal Assessment
• Portfolio rubric
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Student Portfolio Guidelines
Student portfolios should include:
A.
B.
C.
D.
E.
F.
Cover sheet – identifies the student
Table of contents – listing of entries
Letter of Introduction – introduces the student
Application – practical exercise that displays "real-world skills"
Résumé – student qualifications
Academic skills – an entry from areas showcasing growth in content and real-world skills,
with a reflection sheet for every item
G. Transcript – provides the official record of a student's coursework and testing
H. Letters of recommendation – show how others view a student
I. Special interests and awards – special interests and awards achieved in or outside of school;
a vital part of a student's total package
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Portfolio Reflection Sheet
Name_____________
_____
Date_____________
_______
Describe the portfolio item:
Explain the purpose for including the item:
Discuss what you learned, its importance to you, and what improvement you can make:
Copyright © Texas Education Agency, 2015. All rights reserved.
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing to
achieve goals
Shares thoughts actively while offering
helpful recommendations to others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions or
requesting input
Expresses thoughts and ideas clearly
and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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Name_______________________________________
Date_______________________________
Portfolio Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Visual Appeal
Cover Page
Table of Contents
Letter of Introduction
Application
Letters of Recommendation
Résumé
Work Sample 1 + Reflection
Work Sample 2 + Reflection
Work Sample 3 + Reflection
Work Sample 4 + Reflection
Certificates & Awards
Total Points (48 pts.)
Comments:
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Project Management
Practicum in Audio/Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate the importance of using Project Management
in the school environment by completing Activity 1 - Project Management Team Project and Project
Management Assessment Tool matching the criteria in the rubrics.
Specific Objectives
• Define what Project Management is.
• Apply the seven Project Management Techniques.
• Describe the Project Management Planning Process.
• Use the most common Project Management Organizational Tools.
• Complete Project Management Team Projects.
Terms
• Project Management – involves the planning, monitoring, and coordinating of all aspects of a project,
and the motivation of all those involved, in order to achieve desired results.
• Project Management Techniques
1. Understand the project
2. Research and summarize
3. Cite the source
4. Working on the project
5. Group work
6. Time
7. Time management
• Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
• Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
be started. They allow the project team to determine the several factors in project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
Time
This lesson should take three days (135 minutes) to complete.
• Day one – Project Management slide presentation (45 minutes)
• Day two – Activity 1 - Project Management Team Project (45 minutes)
• Day three – Activity 2 - Team Project Task List and Schedule (45 minutes)
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
o (7) The student implements leadership characteristics to student leadership and professional
development activities. The student:
(A) employs leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management traits,
describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(B) employs teamwork and conflict-management skills to achieve collective goals;
(C) establishes and maintains effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to, and value for, diversity, and managing
stress and controlling emotions;
(D) conducts and participates in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for, and conducting, meetings to
achieve objectives within scheduled time; produces meeting minutes, including
decisions and next steps; and uses parliamentary procedure, as needed, to conduct
meetings; and
(E) employs mentoring skills to inspire and teach others.
Interdisciplinary Correlations
English Language Arts and Reading, English I
110.31 (b)
o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Copyright © Texas Education Agency, 2015. All rights reserved.
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Preparation
• Review and become familiar with the terminology, website links, and the slide presentation.
• Have materials, slide presentation, and websites ready prior to the start of the lesson.
• Print handouts for each student.
Reference
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt Publishing Co.
Instructional Aids
• Project Management slide presentation
• Note Taking Form
Materials Needed
• Handouts for each student
o Project Management Terms and Definitions
o Note Taking Form
o Activity 1 - Project Management Team Project
o Activity 1 - Project Management Team Project Task List and Schedule
o Activity 2 - Team Project Task List and Schedule
o Project Management Assessment Tool
• Pencils and Pens
Equipment Needed
• Computer and Internet access for teacher and students
• Projector (for digital presentation)
Introduction
The main purpose of this lesson is to give students an opportunity to apply the concepts of Project
Management using seven Project Management Techniques.
Say: During this lesson you will learn about Project Management in school and the workplace. You will
explore the various Project Management Techniques and will apply them to two separate team
activities.
• Say: To learn about Project Management you will need to explore the various techniques used and
organizational tools.
• Ask: Why do you think it is necessary to understand how to use Project Management in the school
environment?
• Say: Project Management involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
• Show: Project Management slide presentation
•
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266
Outline
MI
OUTLINE
Day 1
9.
Introduce Project Management
a. Objectives
b. What is Project Management?
c. Project Management Techniques
i. Understand the Project
ii. Research and Summarize
iii. Cite the Source
iv. Working on the Project
v. Group Work
vi. Time
vii. Time Management
d. Summary
e. Project Management Planning
Process
i. Planning
ii. Monitoring
iii. Coordination
f. Project Management
Organizational Tools
i. Task List and Schedule
ii. Gantt Chart
NOTES TO TEACHER
Begin the Project Management
slide presentation. Students will
use Note Taking Form handout to
take notes.
Distribute handouts and have
students read and discuss them.
Students will complete assigned
activities.
Students will participate in group
discussions and class activities.
Day 2
10.
Day 3
Activity 1 – Project Management
Team Project
A. Analyzing Career Job Ads
B. Group Discussion
11.
Activity 2 – Team Project Task List
and Schedule
12.
Assessment = Daily Activities
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267
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
• The teacher will present the Project Management slide presentation and lead the class discussion.
• The teacher will distribute all handouts and the class will discuss them.
• After the students have learned about Project Management they will begin to work on the activities.
Independent Practice
• Student teams will analyze and identify Project Management careers.
• Student teams will complete a specific Project Management Task List and Schedule.
Summary
Review
Project Management requires skills that are highly desirable in the workplace. School projects provide
excellent opportunities for students to refine their planning and Time Management skills and to acquire
“executive” thinking skills as they analyze and synthesize tasks using Project Management Tools.
Evaluation
Informal Assessment
The teacher monitors during activities to check for understanding.
Formal Assessment
• Daily grade on activities
Enrichment
Classroom guest speaker presentation from a professional Project Manager may be used as enrichment to
discuss the importance of Project Management in high school and the workplace.
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268
Project Management Terms and Definitions
1. Project Management – involves planning, monitoring, and coordinating all aspects of a project, and
the motivation of all those involved, in order to achieve desired results.
2. Project Management Techniques
o Understand the Project
o Research and Summarize
o Cite the Source
o Working on the Project
o Group Work
o Time
o Time Management
3. Project Management Planning Process – involves planning, monitoring, and coordinating projects.
During the process there are several questions you will encounter with your project team.
4. Project Management Organizational Tools
o Task List and Schedule – are used to identify tasks that need to be completed before others can
start. It allows the project team to determine the several factors in a project planning.
o Gantt Chart – referred to as a project timeline. It consists of bar graphs that help plan and
monitor project development or resource allocation on a horizontal time scale.
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269
NAME ____________________________________ DATE ____________________PERIOD_____________
NOTE TAKING FORM
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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270
TOPIC:
ESSENTIAL QUESTION?
MAIN IDEA – QUESTIONS
VOCABULARY TERMS:
NOTES:
SUMMARY: WHAT HAVE I LEARNED TO ANSWER THE ESSENTIAL QUESTION?
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271
Name ___________________________________Date ____________________ Class ____________________
Activity 1 - Project Management Team Project
Part 1 - Analyzing Career Job Ads
1. Students will work with a partner.
2. Visit the school library.
3. Use copies of the career job ads pages from newspapers in the school library.
4. Underline references to any of the essential skills and circle specific references to Project Management in
the ads.
5. Identify a job website and refer to Project Management positions advertised on the Internet.
Part 2 - Analyzing Career Job Ads
Group Discussion
1. What are some of the jobs/careers that specifically identified Project Management Skills as a required skill
or an asset for employment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the salary ranges for these jobs?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What additional skills are identified in these ads?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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4. From these examples, what do you think Project Managers do?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Rubrics
Graded Elements
Total Points
Quality of Research
50
Correct use of Spelling, Grammar, and
Capitalization
25
Presentation Skills
25
Total
100
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274
Activity 1 - Task List and Schedule
Project Title_____________________________ Completion Date _______________
PROJECT MANAGEMENT
Project Team Members:
Tasks
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
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Actual Start
Date
Actual End
Date
275
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
12. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
13. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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276
Activity 2 - Team Project - Task List and Schedule
PROJECT
PROJECT MANAGEMENT
MANAGEMENT
Project Title_____________________________ Completion Date ______________
Project Team Members:
Task
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
Hours/Days
Required
Member(s)
Assigned
1, 2, 3, 4
Planned Start
Date
Planned End
Date
Copyright © Texas Education Agency, 2015. All rights reserved.
Actual Start
Date
Actual End
Date
277
Project Management Assessment Tool
Directions
Each student will rate each of the following skills using a five-point scale, with one being the lowest rating and five the highest. Circle
your answer.
PROJECT MANAGEMENT
Student
1. Defined clearly the end product or outcome of the project.
12345
5. Identified and procured needed resources.
12345
2. Identified the tasks necessary to complete the project.
12345
6. Anticipated potential problems and developed contingency
plans.
12345
7. Reflected on the project outcomes and process to identify new
understanding.
12345
3. Developed the steps in an action plan for each distinct task
category.
12345
4. Highlighted critical tasks with specific deadlines that impacted
project completion and monitored these carefully.
12345
For group projects, consider these additional criteria:
8. Shared leadership and ownership for project success.
12345
11. Contributed to the learning of others.
12345
9. Negotiated roles and responsibilities.
12345
12. Demonstrated mutual respect and appreciation for team
members.
12345
10. Shared workload equitably.
12345
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278
Rubrics:
Graded Elements
Total Points
Task List and Schedule
40
Project Management Assessment Tool
40
Correct use of Spelling, Grammar, and
Capitalization
20
Total
100
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279
Project Management Organizational Tool
Gantt Chart
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280
Scholarships for Post-Secondary Options
Practicum in Audio/Video Production
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will create an organized structure and the files
needed to apply to multiple scholarships.
Specific Objectives
•
•
•
•
•
•
Students will locate five scholarships that they meet the requirements for.
Students will create an organized file system for the documents required by the
scholarship.
Students will write three essays appropriate to submit with scholarship applications.
Students will request and collect at least three references to be submitted with
scholarship applications.
Students will write thank you letters to anyone who writes references.
Students will create a calendar to track the due dates of the scholarships.
This lesson should take eight to 10 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Practicum in Audio/Video Production
130.87 (c)
o (2) The student implements advanced professional communications strategies. The
student is expected to:
(S) adapt language for audience, purpose, situation, and intent, such as
structure and style;
(T) organize oral and written information;
(U) interpret and communicate information, data, and observations;
(V) present formal and informal presentations;
(W)apply active listening skills to obtain and clarify information;
(X) listen to and speak with diverse individuals;
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o (3) The student implements advanced problem-solving methods. The student is
expected to employ critical-thinking and interpersonal skills, including data gathering
and interpretation independently and in teams to solve problems and make decisions.
o (9) The student demonstrates appropriate employability characteristics and maintains a
professional portfolio. The student:
(A) identifies and participates in training, education, or certification to prepare
for employment;
(B) identifies and demonstrates positive work behaviors and personal qualities
needed to be employable such as self-discipline, self-worth, positive attitude,
integrity, and commitment;
(C) demonstrates skills related to seeking and applying for employment to find
and obtain a desired job, including identifying job opportunities, developing a
résumé and letter of application, completing a job application, and
demonstrating effective interview skills;
(D) maintains a career portfolio to document work experiences, licenses,
certifications, and work samples;
(E) demonstrates skills in evaluating and comparing employment opportunities;
English Language Arts and Reading, English IV (One Credit), Beginning with School Year
2009- 2010
110.34.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or
work- related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(B) write procedural and work-related documents (e.g., résumés, proposals, college
applications, operation manuals) that include:
(i) a clearly stated purpose combined with a well-supported viewpoint on the
topic;
(ii) appropriate formatting structures (e.g., headings, graphics, white space);
(iii) relevant questions that engage readers and address their potential problems
and misunderstandings;
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282
(iv) accurate technical information in accessible language; and
(v) appropriate organizational structures supported by facts and details
(documented if appropriate).
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write an
argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes:
(A) a clear thesis or position based on logical reasons with various forms of support
(e.g., hard evidence, reason, common sense, cultural assumptions);
(B) accurate and honest representation of divergent views (i.e., in the author's own
words and not out of context);
(C) an organizing structure appropriate to the purpose, audience, and context;
(D) information on the complete range of relevant perspectives;
(E) demonstrated consideration of the validity and reliability of all primary and
secondary sources used;
(F) language attentively crafted to move a disinterested or opposed audience, using
specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical
beliefs); and
(G) an awareness and anticipation of audience response that is reflected in different
levels of formality, style, and tone.
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to correctly and consistently use conventions of
punctuation and capitalization.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to
spell correctly, including using various resources to determine and check correct spellings.
Tasks
Day 1: Scholarship & Funding Opportunities
•
•
Teacher presentation on scholarships and demonstration of finding scholarships.
Students will identify two sources of scholarships.
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283
Day 2: Getting Organized
•
•
•
•
Teacher presentation on scholarship process and organizations.
Students will identify two additional sources of scholarships.
Students will create a digital system to organize and track scholarship applications.
Students will identify the common elements of scholarship applications, including but
not limited to, transcripts, resumes, essays, photographs, and letters of
recommendation.
Day 3: Keeping Track of Time
•
•
•
Teacher presentation on time keeping and calendaring.
Students will identify one additional source of scholarships.
Students will create a plan for five scholarships with a calendar timeline to complete and
submit the materials.
Day 4: Resumes
•
•
•
Teacher presentation on writing resumes.
Students will write resumes.
In partners, students will edit and review resumes.
Day 5: References
•
•
•
Teacher presentation on getting personalized references.
Student will write an email that can be used to solicit references.
Students will contact at least three individuals for reference letters for each scholarship.
Day 6- 8: Writing essays
•
•
•
•
Teacher presentation on writing scholarship essays.
Students will write and edit one essay per day.
In pairs, students will review and revise edits.
Essays can be written in class or assigned as homework.
Day 9: Collecting Transcripts
•
•
•
•
•
•
Students will collect necessary transcripts from high school or college programs.
Students will work on documentation in folder system.
Students will be editors for each other’s work for proof and review.
Students will contact/follow-up with individuals for reference letters.
Students will scan and organize reference letters.
Students will write thank you letters to references.
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Day 10: Finalize Project
•
•
•
Students will finalize project.
Students will complete a self-evaluation of the project using the rubric.
Students will submit final USB flash drive or link to collaborative drive.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
• Find scholarships that would be appropriate for your cluster area.
• Find scholarship listings for your local community.
• Pull example resumes.
• Each year, ask students for samples to share with other students.
Instructional Aids
• Scholarship websites
• Grading rubric
• Internet
Materials Needed
• USB flash drives or collaborative drives
Equipment Needed
• Computers (for students to complete project)
• Projector (for digital presentation)
• Scanner to scan recommendation letters
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285
Outline
MI
I.
II.
III.
IV.
V.
VI.
OUTLINE
Explain different types of funding
a. Apply for Financial Aid
b. Scholarships
c. National Grants
d. Pell Grants
e. Service Commitment:
AmeriCorps, PeaceCorps,
ROTC, Military
f. Local schools / living at home
What Kinds of Scholarships
a. University / College
b. National
c. State
d. Organizational
e. Local
Scholarship Searches & Strategies
a. Search sites & aggregators
b. Professional organizations
c. Local organizations
d. School counselors
e. Lists
f. Emails
Scholarship Process
a. Key components
b. Personal information
c. Resume
d. Academic information
e. Community information
f. Essay
g. References
h. Transcripts
i. Due dates
Organization
a. File types
b. USB flash drives or
collaboration drives
Keeping Track of Time
a. Start early
b. December due dates
c. Documentation of enrollment
/ grades
NOTES TO TEACHER
Talk through the different types
of funding for post-secondary
education. Open the discussion
to see what the students have
thought about using.
Give examples of the different
types of scholarships someone
may find at each level. Add
appropriate examples from your
own industry.
Help students find scholarships
that would be beneficial to
them.
By looking at the scholarships
that they found, have a
discussion about the common
elements that students have
found.
Based on your school’s security,
find out what collaborative
drives are available.
Show different types of calendar
templates. Allow students to
use what they will actually
follow – even their smart
phones.
Provide examples of student
resumes.
Help students brainstorm whom
they could ask to be a reference.
Essays may take more or less
time in the classroom
286
Copyright © Texas Education Agency, 2014. All Rights Reserved.
VII.
VIII.
IX.
X.
XI.
Resume
a. Content types
b. Writing tips
c. Example
d. Content Ideas
Reference letters
a. Reference process
b. Get more letters than you
need
c. Write thank you notes
Scholarship Essays
a. Good writing
b. Flow / structure
c. Memorable
d. Tell your story
e. Share your heart
f. Stand out from other students
g. Essay ideas
Transcripts
a. Ordering and organizing
Finalize Project
a. Self-review
b. Finalize project pieces
c.
depending on your own
schedule and how much writing
they can do at home.
Check with your own school
about the transcript request
process.
Give a copy of a rubric to each
student for a self-evaluation.
Submit
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhyth
mic
Naturalist
Verbal/Linguistic
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Visual/Spatial
287
Application
The application for this lesson is outlined in the Scholarship Planning Project and Rubric at the
end of this lesson.
Extension
Create a bulletin board to share the successes of each scholarship received. One idea is to
have fake checks that can be put up on the board. You can also track how much total funding
each class receives.
Summary
Review
•
•
What do you think scholarship committees are looking for when they review resumes,
essays, and letters of recommendations?
Where are the best places to find scholarships?
Evaluation
Informal Assessment
• Instructor will observe students during Independent Practice.
• Instructor will assist students as needed.
Formal Assessment
• Use the Scholarship Planning Rubric to evaluate.
Copyright © Texas Education Agency, 2014. All Rights Reserved.
288
Scholarship Resources Handout
You can search for scholarship listings and find many sites that include listings of scholarships.
Here are a few to get you started.
•
•
•
•
•
•
Every Chance Every Texan
o http://www.everychanceeverytexan.org/funding/aid/faidalpha.php
My College Options (Texas)
o https://www.mycollegeoptions.org/TX/0/Texas/search-results-scholarship-search-bylocation.aspx
College Scholarships (Texas)
o http://www.collegescholarships.org/states/texas.htm
College Scholarships (Subjects)
o http://www.collegescholarships.org/scholarships/subject-specific.htm
Big Future by the College Board
o https://bigfuture.collegeboard.org/scholarship-search
Student Scholarships
o http://www.studentscholarships.org/
Some school districts have great scholarship listings too:
•
•
•
•
•
•
Austin ISD
o https://www.austinisd.org/scholarships
Arlington ISD
o http://www.aisd.net/AISD/Default.aspx?alias=www.aisd.net/aisd/scholarships
Mesquite ISD
o http://www.mesquiteisd.org/college-scholarships/
Fort Worth ISD
o http://www.fwisd.org/files/_FFAsx_/a22733bd372513063745a49013852ec4/scholarshi
p_senior.pdf
Houston ISD
o http://www.houstonisd.org/site/default.aspx?PageID=110473
Waxahachie ISD
o http://schools.wisd.org/default.aspx?name=whs.scholarships
Scholarship Aggregators
There are many sites that help you find scholarships. You can use them to help find the
scholarships, but we recommend that you use it only as a directory and submit directly to the
organization instead of through the aggregator site. There are many scams where you have to
pay to get scholarships. You should never have to pay anything to receive a scholarship.
Copyright © Texas Education Agency, 2014. All Rights Reserved.
289
Scholarship Project
For this project, you will be setting up your own plan to apply for scholarships that you meet
the requirements for. You will collect files and documents to do this.
There are two options for completing this task.
A) Collaborative Drives – This option is valuable if you want to be able to work with your
teachers and parents. You can share documents and get help with reviewing
documents very easily.
B) A USB flash drive – If your school limits the access to a collaborative drive or file sharing,
then a USB flash drive is a good way to bring the documents back and forth to school
and home.
Requirements
1. Identify at least five scholarships for which you meet the requirements.
2. For each scholarship, create a folder in either a USB flash drive or virtual drive. Name
that folder to correspond to the name of the scholarship.
a. In each folder, create a document named REQUIREMENTS that lists with each of
those requirements.
3. Create a folder called ESSAYS.
a. In this folder, you will put any essay that you have written as a scholarship essay
or for a class that could be used as content in a scholarship essay.
b. Review the current essays in “Apply Texas” if you are planning on attending
school in Texas.
c. Include at least three different essays in your folder.
4. Create a folder called RECOMMENDATIONS.
a. In this folder, you will file any letters of recommendations that you have been
able to collect. These are best if they have been signed, scanned, and can be
reprinted or sent digitally if needed.
b. Include at least three letters of recommendation.
i. A teacher
ii. An administrator
iii. A member of the community
5. Create a folder called RESUMES.
a. In this folder, you will file a copy of your resume. Some scholarships will require
different lengths. Therefore, if you create a new version, keep any copies in this
folder and save with the name of the file relevant to the type of resume that it is
(For example, “One-Paged Resume” or “Two-Paged Resume).
Copyright © Texas Education Agency, 2014. All Rights Reserved.
290
b. Include at least one resume in this folder.
6. Create a CALENDAR to document the due date of each scholarship.
a. If you are using a collaborative drive with a calendar app, you can make this in a
shared Calendar that you can share with your family.
b. If you are using digital file share site or a USB flash drive, you can make a
calendar in a table in a document, spreadsheet, or a calendar template for a
slide.
Copyright © Texas Education Agency, 2014. All Rights Reserved.
291
Scholarship Planning Rubric
0
Poor/Not Evident
Scholarships were
identified, however,
they were not an
appropriate match for
the qualifications of the
student.
The drive is not
organized.
1
Needs Improvement
Four scholarships were
identified that match the
qualifications of the student.
2
Exemplary
Five scholarships were identified that
match the qualifications of the
student.
The drive includes a folder for
each scholarship.
Requirements
The requirement listing
is not included.
Essay 1
The first essay is missing
or is too short to be
considered for a
scholarship.
Essay 2
The second essay is
missing or is too short to
be considered for a
scholarship.
Essay 3
The third essay is
missing or is too short to
be considered for a
scholarship.
Recommendations
Zero to one
recommendation letters
are included.
A resume is not included
in a folder.
Some requirements for
scholarships are missing in
the folder structure.
The first essay does not align
well to the prompt or may not
be appropriate yet without
revision for scholarship
consideration.
The second essay does not
align well to the prompt or
may not be appropriate yet
without revision for
scholarship consideration.
The third essay does not align
well to the prompt or may not
be appropriate yet without
revision for scholarship
consideration.
Two recommendation letters
are included.
The drive includes a well-organized
structure with a folder for each
scholarship.
Requirements for each scholarship are
listed in each folder.
Scholarship
Identification
Folders Created
Resumes
Calendar
A calendar is not
included.
Writing
The writing needs
significant revisions with
many errors in grammar
or mechanics.
A resume is included in a
folder that needs revisions to
be able to appropriately
highlight the student’s
academic career for
scholarship consideration.
A calendar is created to
document due dates for each
of the scholarships identified,
but the formatting is not
clean and professional.
The writing needs revisions
with some errors in grammar
or mechanics.
The first essay aligns well with the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
The second essay aligns well to the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
The third essay aligns well to the
prompt and would be an appropriate
essay to submit for scholarship
consideration.
Three recommendation letters are
included.
A resume is included in a folder that
appropriately highlights the student’s
academic career for scholarship
consideration.
A professional, well-formatted
calendar is created to document due
dates for each of the scholarships
identified.
The writing is exemplary with no
errors in grammar or mechanics.
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292
Peer Review for Essay
Writer: ___________________________________________________________________________________
Peer Reviewer: ____________________________________________________________________________
Essay Prompt: _____________________________________________________________________________
Scholarship Organization: ____________________________________________________________________
Does the essay meet the
prompt?
Does the essay meet the goals of
the scholarship organization?
Does the essay convey a
personal tone and voice?
Does the essay maintain good
organization, structure, and
flow?
Does the essay maintain correct
writing grammar and
mechanics?
Is the essay unique and
memorable?
Yes/No
Notes
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293