Lights, Camera, Screen Education (8th)

Lights, Camera, Screen Education Post Survey

Overview of Lights, Camera, Screen Education (8th)

"Lights, Camera, Screen Education" at HWMS is a class designed to give students an introduction to using digital cameras and the process of making movies. Specifically, students will learn and use:

  • Navigating the Network Drives
  • Google Apps
  • Using Digital Video Cameras
  • Microsoft Movie Maker
  • Peer Assessment
  • Stroyboarding
  • Collaboration and Teamwork
  • Scriptwriting
  • Editing


The Projects

The first project is a refresher project where students collaborate to create a one minute long video promoting a club or service that exists at HWMS or a one minute long Public Service Announcement. 

Students are divided into teams of four or five and will research any of the numerous school clubs available for students here at HWMS or create a short public service announcement about any topic that is important for students and staff here at HWMS to know about (i. e. Following the dress code, wearing your ID, using your planner, etc.)  The idea behind these projects is to review the movie making process with students and to produce short (one minute long) promotional videos to inspire students to get involved in any of the clubs offered to them at HWMS. These videos will be shown during the daily HAWK NEWS program seen throughout the school.

PROJECT: TIME (Transforming Important Moments Everyday)

This is the big movie project where students again work in production teams and work collaboratively to create a 4-6 minute movie. In this project, I utilize several of Marzano's Instructional Strategies. Utilize the following Marzano Instructional Strategies.

a. Identifying similarities and differences. This is the meat of the project. Students research two separate topics and are charged with finding the over-arching connections between the two topics. Once they identify these connections, they then apply those connections to their own life as a 14 year old living in the 21st century. An example would be: students research the civil rights movement and the women’s rights movement and conclude that determination and courage are two connections. It takes determination and courage to be a 14 year old in the 21st century because at times, life can be challenging and students need to have courage to make it in today’s world of bullying and cyber bullying.

b. Summarizing and note taking. Students do this when they research their topics. They must find credible sources on the web and examine and analyze it for relevance to their topic. Students must put this information into their own words as they take notes for their topics.

c. Cooperative learning. This is how students really make sense of what they are learning by sharing and bouncing off ideas with their teammates. Students work individually at times, but then come together as a team to apply what they have learned.

d. Setting objectives and providing feedback. Students know daily what their learning targets (goals) are for the day and the activities planned to help them reach their targets. Feedback is given in a timely manner to ensure that students know what they have done correctly and where they need to improve. For example, students are given due date for rough drafts of their script and final movie. I read the scripts, provide the teams with feedback and then allow for time for students to revise accordingly. I also watch the draft of their final movie, type out an extensive list of “edit notes” for each team explaining what they did well and where they need to improve to ensure that their project earns a “4 Star” rating on the rubric as seen below.

A-4 Stars

-The story is very clear and interesting. The story had a beginning, middle and end. Excellent: No room for improvement

-Uses five or more camera angles. Shots are framed and well lit. Camera movement is smooth and steady, using the tripod.

-Actors create believable and compelling characters that enhance the film. Actors clearly know their lines.

-Film had transitions, music titles and credits. Editing choices all work to create a distinctive flow and flavor.

-The film utilized a variety of creative ways to tell the story. Used pictures, music, interviews, creative framing to effectively enhance the story.

-All members of the team contributed equally in all parts of the project.

5. I will integrate Standards 4, 5, 6, and 8 from the ELA Common Core Anchor Standards for Writing.

  • CC Standard 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • CC Standard 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • CC Standard 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others
  • CC Standard 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

6. Although there are not specific 8th Grade Social Studies GLCE’s incorporated within this lessen, I will integrate Social Studies topics into the project by requiring students to pick topics that they are currently learning about in Social Studies class, such as the American Revolution, World War I and World War II.