Lesson+4


 * ** UNIT TITLE: Cultural diversity in our local community ** ||
 * ** LESSON: ****__ 8/10 __**
 * __ Preproduction- the planning behind a film __** |||| ** STAGE: 2 YEAR: 4 **


 * TIME: ** 60 mins ||
 * ** RELATED LESSON OUTCOMES: **


 * __ HSIE __**


 * CUS2.3 ** Explains how shared customs, practices, symbols, languages and traditions in communities contribute to Australian and community identities.


 * CUS2.4 ** Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.


 * __ English __**


 * TS2.1 ** Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.


 * TS2.2 ** Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.

In this lesson students will look at the features, structure and use of storyboarding in film production. The teacher, in collaboration with the class, will create a storyboard of a section of a novel previously studied in class. Students, in their small groups will then plan and create a storyboard for their group’s culture section of the final video advertisement using information they have collected in previous research lessons (planning includes: headings, music, camera angles, positioning, script, etc.). The teacher will then demonstrate how to use video editing software, using sections of video that have been made previously and adding something that was recorded earlier in the lesson. Students will be able to explore the features of the video editing program and practice using the program. Students will be shown how to use the program and given opportunities to explore the features of the video editing software. || IWB Youtube clip “ Storyboarding (AFI's Lights, Camera, Education!)” http://www.youtube.com/watch?v=pWPjjoOFIu8 Paper Information on group’s chosen culture gathered in previous lesson Video editing software- iMovie (or Jaycut, movie maker) Computers || Students watch a Youtube video on storyboards “ Storyboarding (AFI's Lights, Camera, Education!)” on the IWB. As a class, students reflect on the video and the storyboarding process
 * TS2.3 ** Identifies the effect of purpose and audience on spoken texts and distinguishes between different varieties of English. |||| ** LESSON AIM: **
 * ^  |||| ** RESOURCES: **
 * ** TEACHING/LEARNING **** SEQUENCE: ** || ** INDICATORS: ** || ** ASSESSMENT: ** ||
 * **__ Introduction (15 mins) __**

Teacher explains the function, features and structure of storyboards in film production to the students.

As a whole class, students and teacher create a storyboard using the IWB of a scene from a novel that the class has studied previously. || ** TS2.3 **// Discusses the effects different audiences can have on a speaker // || Are students able to clearly and effectively discuss the effects that audience have on what speakers say and how they say it? ||
 * **__ Body: 40 mins __**

Students plan their section of the final video and create a storyboard for their group’s section, ensuring that they include: headings, music, camera angles, positioning, script and lighting that they want in their shots.
 * __ Activity 1: __**


 * __ Activity 2: __**

The teacher will then show the students, on the IWB, the video editing software that they will be using. The teacher will create a quick video in front of the students from previously recorded footage to show the students exactly how they use the program.

Students will then be given the opportunity to engage creatively with the video editing software in order to familiarise themselves with the program. || ** CUS2.3 **// Examines the different perceptions that people living within a community have of that community //


 * CUS2.3 **// Identifies the advantages and disadvantages of living within a community //


 * CUS2.4 **// Gathers information about significant multicultural celebrations //// in //// the local community //


 * CUS2.4 **// Examines religious groups and forms of spirituality in the community //


 * CUS2.4 **// Gathers information about, and participates in, local community celebrations //


 * TS2.1 **// Plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented //


 * TS2.2 **// Plans spoken descriptions, recounts and information reports, identifying the main ideas or information to be presented // || Are students able to take into account the different points of view from different community groups?

Are students able to identify reasons why people should live in their community?

Did students gather information to present on Harmony Day?

Did students identify and include the major religious groups in the community?  Were students able to identify local community celebrations and include them in their film storyboard?

Were students able to identify the key points that they want to convey in their section of the film?

Were students able to identify the points they want to convey and plan to present this information in an effective manner? ||
 * **__ Conclusion (5 mins): __**

Students reflect on their video editing experience (did they enjoy it? Why/why not?) and any difficulties they came across.

Students sit on floor watch a video that has been improperly edited. Students are asked what is wrong with the video and how they would improve it. || ** TS2.1 **// Justifies a point of view with supporting evidence // || Did students justify their opinion of the film making process with evidence from their experiences? ||
 * __ Lesson Evaluation: __

Did students achieve the lesson outcomes? If not, why?

Did students enjoy the lesson? Why/why not?

How could the lesson be improved?

Was the Youtube clip used appropriate? Did it add to students’ learning?

Were the resources used appropriate? Would other resources have worked better? ||
 * __ Links to other KLAs: __

Creative Arts: It would be possible to link this lesson with dramatic techniques and skills that students will need to develop and practice in order to shoot their section of the film. Within the creative arts syllabus, links could also be made to music and its effect in film on the mood of the film and on the audience. || Following this lesson, students will shoot their section of the film based on the planning that they completed in this lesson. Students will then edit their work using the software program they were presented with in this lesson and the skills that they developed in the course of this lesson. ||
 * __ Further learning: __