Lesson Plan
Course Title: Digital and Interactive Multimedia
Session Title: Video Production
Lesson Duration:
Lesson length is subjective and will vary from instructor to instructor
Performance Objective:
After completing this assignment, the student will be able to

Apply video production film techniques to plan, research, create, produce, and publish a
video project
Specific Objectives:







to apply safety techniques during video pre-production, production, and post production
to evaluate, analyze, and critique the quality of existing video productions to judge audio,
film and camera techniques
to understand the importance of the target market during pre-production, production, and
post-production decision-making
to understand and evaluate content necessary for storyboard creation during
preproduction
to provide collaborative feedback to all participants and roles involved during a video
production, to include producer, director, writer, videographer, editor, and actors
to understand and apply a variety of camera angle techniques and the rule of thirds to
video productions
to create and edit video productions publishable in the appropriate file formats according
to target market needs
Preparation
TEKS Correlations: (TEKS 9A, 9B, 9C, 9D, 9E)
(9)
(A)
(C)
(D)
(E)
The student demonstrates appropriate use of video equipment and techniques.
The student is expected to:
demonstrate proper use of safety procedures while using digital video equipment;
(B)
demonstrate proper use of terminology in relation to video technology;
demonstrate proper use of digital video photography equipment to capture video
images;
transfer video images from equipment to the computer;
demonstrate videographic enhancement and editing techniques such as panning,
transitions, zooming, content editing, and synchronizing audio and video using
appropriate digital manipulation software; and
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
1
(F)
export video files in digital formats to be used in various delivery systems such as
podcasting, downloadable media, and streaming.
Instructor/Trainer
References:
Content developer knowledge
Instructional Aids:
Video Production handout
Storyboard
Video Production Rubric
Video Production Peer Review
Materials Needed:
Flash Drive
Equipment Needed:
Students will need access to presentation and/or video editing software, online video or
presentation creation tools, a digital camera, a video camera, word processing software for a
storyboard, digital imaging software and access to a classroom website, channel or blog
Learner
Introduction
MI
Introduction (LSI Quadrant I):
Engage: Students will take a short interactive quiz on video production to determine
what they know, want to know and think they will learn about video production
Instructors may create their own short interactive quiz. Examples and further
instructional aids may be found by doing an internet search for video production
basics
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
2
The instructor will show a short presentation
introducing video and multimedia production.
Student as the Teacher:
Video Production Basics
presentation
Ask: "Why is it important to plan before
producing video project?"
How do you evaluate the
effectiveness of video
production?
Ask: "How can your team plan appropriately?"
Ask: "Why is it important to understand filming
techniques and how can they be used to
create a unified product?"
Ask: "How can you ensure that video productions
meet target market needs?"
Students will be divided into groups of 2-3.
Each group will be given a topic to research and
questions to answer
Video Production Handout
Students will create a storyboard for building an
informative web product on video production
basics that include multimedia, video production,
or web presentation mediums.
Storyboard
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
3
Students in cooperative groups will create an
Video Production Rubric
informative and collaborative web presentation,
multimedia or video production to teach the public
about video production basics.
Students will publish their informative
presentation, multimedia, or video to a classroom
website
Video Production Rubric
Students will evaluate other student collaborative
video productions using the Student As The
Teacher Video Production Peer Review sheet
Video Production Peer
Review
Application
MI
Guided Practice (LSI Quadrant III):
The instructor will deliver a short presentation introducing video production
basics, video production safety, and the Video Production assignment.
Students will be placed in collaborative groups of 2-3. The instructor will provide
each student with a Video Production handout. The instructor will remind
students of media literacy guidelines for research.
Each group will be assigned a topic for research and will complete the questions
for each topic as listed below
1. Topic One - Pre-production:
 Student one - storyboard strategies, steps for creating a
storyboard and script writing
 Student two -target market planning for video production and
planning Interviews for video production
 Student three - roles in film and video production safety
2. Topic Two - Production:
 Student One - rule of thirds and film techniques
 Student Two - effective video camera angles
 Student Three - lighting and audio techniques
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
4
3. Topic Three - Post-production:
 Student One - video editing tips
 Student Two - distribution
 Student Three - evaluating video productions
Independent Practice (LSI Quadrant III):
Students will:

research their topic, create and contribute research to a collaborative
group outline

share their research and teach their groups about their research task

produce an informative multimedia storyboard on their topic

plan, produce, and edit a group video or multimedia presentation on
their group topic

publish their final group multimedia or video production on an
informative classroom blog, channel, or website to teach the public
about their video production topic

showcase their group production to all students in the course

view and evaluate each group’s Video Production project

be provided with copies of assignment, worksheets and rubric
Summary

MI
Review (LSI Quadrants I and IV):
Review steps necessary to create a video project from start to finish.
Evaluation
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
5
MI
Informal Assessment (LSI Quadrant III):
The teacher will conduct periodic progress checks. Graded class work provides
students with feedback
Ask: " How does your topic influence the effectiveness of the video production?"
Ask: "Why is it important?"
Ask: " How will you share the information you have found with others?"
Video Production Peer Review should be used to evaluate peer projects
MI
Formal Assessment (LSI Quadrant III, IV):
Video Production Rubric
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students could create an Information Technology blog or portfolio on video
production techniques and best practices.
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
6
Icon
MI
Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Personal Development
Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Reading, highlighting, outlining,
teaching others, reciting information
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose songs
or raps, use musical
language or metaphors
Organizing material logically, explaining
things sequentially, finding patterns,
developing systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing
with color, mental imagery (drawing in
the mind’s eye)
Use manipulatives, hand
signals, pantomime, real life
situations, puzzles and board
games, activities, roleplaying, action problems
Reflective teaching,
interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming,
cross-cultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
Creating rhythms out of words, creating
rhythms with instruments, playing an
instrument, putting words to existing
songs
Moving while learning, pacing while
reciting, acting out scripts of material,
designing games, moving fingers under
words while reading
Reflecting on personal meaning of
information, studying in quiet settings,
imagining experiments, visualizing
information, journaling
Studying in a group, discussing
information, using flash cards with
other, teaching others
Connecting with nature, forming study
groups with like-minded people
Considering personal relationship to
larger context
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
7
Video Production Handout
Congratulations! You were just hired to work at a new video production company and will be
working in cooperative teams. Your first project is to create an informative multimedia or video
production for middle school students on the basics of video production. Each team will need to
have a participant fulfill one of the following roles.

Student One Director: Leader of the team, providing support to all members of the
team, directing time management for the group and leading all phases of production and
research

Student Two Producer: Storyboard organizer and researcher

Student Three Editor: Responsible for directing the editing phase of the production
and for providing technical support for the project. This team member will also participate
in the research phase
Each group and group participant will be assigned a topic and sub topic for research. He/she
will take notes and submit a summary/outline of information related to their topic/question. Each
participant will teach or share information from their outline to the group.
Topic One - Pre-production:
 Student one - storyboard strategies, steps to creating a storyboard, and script
writing
 Student two - target market planning for video production and planning Interviews
for video production
 Student three - roles in film and video production safety
Topic Two - Production:
 Student one - rule of thirds and film techniques
 Student two - effective video camera angles
 Student three - lighting and audio techniques
Topic Three - Post-production:
 Student one - video editing tips
 Student two - distribution
 Student three - evaluating video productions
Groups will create an informative multimedia or video presentation about their topics and how
they relate to the creation of an effective video production. Groups should consider the
following questions.



"How does your topic influence the effectiveness of the video production?"
"Why is it important?"
"How will you share the information you have found with others?"
Groups will need to provide and publish information using a web platform
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
8
Video Production Rubric
Student Name: __________________________________________
Criteria
Excellent
Good
Average
Poor
Message
Clearly and
concisely
stated to
inform a
specific
target market
about video
production
techniques.
Creativity is
used to
promote
interest. The
message is
accurate.
Format
highlights are
very
professional,
Information is
concise, font
size is
appropriate,
graphics add
interest,
audio level
adds impact
to overall
presentation
of content.
Very unified
product
following
principles
and elements
of design.
Rule of thirds
evident.
Clearly and
concisely stated to
inform a specific
target market about
video production
techniques. The
message is
accurate. More
creativity needed.
The message
is clearly
stated but
needs to be
more concise
with more
appeal. The
target market
needs are
not
addressed.
The message is
unclear.
Inaccuracies
exist. There is no
thought to target
market needs.
Little to no effort
given to
audience.
Format is
professional. Font
is readable.
Graphics are used
however more are
needed or are of
low quality. Audio
is used but it
includes little to no
adjustment.
Unified and follows
principles and
elements of design.
Rule of thirds
evident.
Some of the
formatting
used distracts
the user.
Graphics are
used but are
low quality.
More
graphics
needed. No
audio used.
Format needs
much
improvement.
Font size not
appropriate or
unreadable.
Format is not
unified.
Presentation
Design
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
9
Multimedia
Format
Professionalism
Format is
paced
professionally
in length;
format
addresses a
variety of
mediums and
can be
accessed
using a
variety of
devices.
Follows
accessibility
guidelines.
No spelling/
Grammar
errors, very
creative,
knowledge of
target market
evident.
Format addresses
a variety of
mediums and can
be accessed using
many devices.
Follows
accessibility
guidelines.
1- 2 errors,
creative,
knowledge
of target
market
Some
formatting but
accessibility
guidelines
are not
followed
completely
No thought on
accessibility, very
limited in terms of
delivery.
2-3 errors,
target market
issues.
4-5 errors,
Unprofessional
product,
plagiarism or
violates digital
copyright.
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
10
Storyboard
Student Name: _____________________
Student as the Teacher: Video Production
Title:
Images:
Artifacts:
Reflection Statement:
Subject: _____________________________________
Images: ______________________________________________________
Links: _________________________________________________________
Artifacts:
Reflections:
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
11
Storyboard
Subject:
Student Name: _____________________
_____________________________________
Images: ______________________________________________________
Links: _________________________________________________________
Artifacts:
Reflections:
Subject: _____________________________________
Images: ______________________________________________________
Links: _________________________________________________________
Artifacts:
Reflections:
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
12
Video Production Peer Review
Name: ____________________________________
Date of Critique: ___________
Name of Video Production: ________________________________________
What did you like best about the video production? Give specific examples.
Identify and explain three areas of improvement needed.
A.
B.
C.
IT: Digital and Interactive Multimedia, Student as the Teacher Video Production
Copyright © Texas Education Agency, 2013. All rights reserved.
13