POV
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OBJECTIVES Students will: SUBJECTS: Communication, Language and Expression, Social Studies, Language Arts, Visual Arts and Media GRADE LEVELS: 9-12 MATERIALS ESTIMATED TIME NEEDED: Four 50-minute class periods, plus homework assignment. Top of Page
BACKGROUND In 2010, POV featured three films about adoption — Wo Ai Ni (I Love You) Mommy by Stephanie Wang-Breal; Off and Running by Nicole Opper and In the Matter of Cha Jung Hee by Deann Borshay Liem — and launched a national public awareness campaign to promote examination of issues facing adoptees and families who choose to adopt. The "This is My Family" video contest came out of a need to expand the definition of "family" and create an online environment where people whose lives have been touched by adoption can come together and share their stories. We expanded this to include non-adoption stories, as it quickly became clear that there was a need for all types of families to tell their stories. This lesson plan is designed for teachers to assign students video projects to enter in the This is My Family Contest. The contest deadline is November 15, 2010. We are assuming that each teacher has access to a digital video-editing lab and is familiar with basic video editing software or direct video capturing software via digital cameras or webcam. Teachers who do not have access to cameras and editing systems may want to follow the lesson plan through the proposal-writing stage. Although their students won't be able to submit their work to the contest, they can create "storyboards" (rough sketches outlining their ideas for production) that may then be displayed in public places in their schools to generate discussion and awareness. These sketches may also be displayed on our Flickr group page. Both the Flickr group page and submission page will continue to be updated after the contest deadline, extending the life of the project. Top of Page
ACTIVITY Day One: Viewing (optional, but recommended) 1. View and discuss a few of the short videos from the POV "This is My Family" project with the class. Recommended videos for viewing are DiversityDNA: multi-cultural Deb, MY FAMILY, Band of Brothers - I'm Alive and NICOLE - This is my family. To view these (and other) submissions, visit our playlist. Ask students to answer the following questions about each short video: Summarize and list on the board the qualities and elements of effective short videos. For example: An effective short video: A short video contains a combination of visual and audio elements that may include some or all of the following: 2. Ask students to answer the following questions about "family" and share their responses. Write students' responses on the board and briefly discuss them. 3. Ask each student to write a short "treatment," or proposal, for a short video he or she will create. The proposal should include the video's target audience and the idea the student wants to communicate to viewers. Suggest that students may want to use the phrase "this is my family" in their proposals. Their proposals should also describe the visual and audio elements they plan to use to grab viewers' attention. 4. Assign students to shoot their short videos as homework. Suggest that they may want to work in pairs to help each other during production. Explain that they also will have the opportunity to work on the project during the following day's class period. (This may be the best option for students using computer cameras or students in schools that are unable to lend out video equipment to students for home use). Ask students to bring into class CDs/mp3s of the music they want to include in their short videos. Make sure students are aware of the rights issues related to using copyrighted music. Refer to the Contest Rules for guidance. Days Two and Three: Production and Postproduction Depending on your school's resources, allow students two class periods (and additional time outside of class) to shoot and edit their videos. Have students edit their short videos using iMovie or another editing software program. They should add text and music. When students finish their videos, instruct them to save the videos in MPEG or MOV format and upload them to our website or onto YouTube.com. Day Four: Screening and Evaluation (optional, but recommended) Screen all of the short videos. Have students evaluate the process and results of the project by responding to the following questions in writing: ASSESSMENT Top of Page
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OBJECTIVES Students will: SUBJECTS: Communication, Language and Expression, Social Studies, Language Arts, Visual Arts and Media GRADE LEVELS: 9-12 MATERIALS ESTIMATED TIME NEEDED: Four 50-minute class periods, plus homework assignment. Top of Page
BACKGROUND In 2010, POV featured three films about adoption — Wo Ai Ni (I Love You) Mommy by Stephanie Wang-Breal; Off and Running by Nicole Opper and In the Matter of Cha Jung Hee by Deann Borshay Liem — and launched a national public awareness campaign to promote examination of issues facing adoptees and families who choose to adopt. The "This is My Family" video contest came out of a need to expand the definition of "family" and create an online environment where people whose lives have been touched by adoption can come together and share their stories. We expanded this to include non-adoption stories, as it quickly became clear that there was a need for all types of families to tell their stories. This lesson plan is designed for teachers to assign students video projects to enter in the This is My Family Contest. The contest deadline is November 15, 2010. We are assuming that each teacher has access to a digital video-editing lab and is familiar with basic video editing software or direct video capturing software via digital cameras or webcam. Teachers who do not have access to cameras and editing systems may want to follow the lesson plan through the proposal-writing stage. Although their students won't be able to submit their work to the contest, they can create "storyboards" (rough sketches outlining their ideas for production) that may then be displayed in public places in their schools to generate discussion and awareness. These sketches may also be displayed on our Flickr group page. Both the Flickr group page and submission page will continue to be updated after the contest deadline, extending the life of the project. Top of Page
ACTIVITY Day One: Viewing (optional, but recommended) 1. View and discuss a few of the short videos from the POV "This is My Family" project with the class. Recommended videos for viewing are DiversityDNA: multi-cultural Deb, MY FAMILY, Band of Brothers - I'm Alive and NICOLE - This is my family. To view these (and other) submissions, visit our playlist. Ask students to answer the following questions about each short video: Summarize and list on the board the qualities and elements of effective short videos. For example: An effective short video: A short video contains a combination of visual and audio elements that may include some or all of the following: 2. Ask students to answer the following questions about "family" and share their responses. Write students' responses on the board and briefly discuss them. 3. Ask each student to write a short "treatment," or proposal, for a short video he or she will create. The proposal should include the video's target audience and the idea the student wants to communicate to viewers. Suggest that students may want to use the phrase "this is my family" in their proposals. Their proposals should also describe the visual and audio elements they plan to use to grab viewers' attention. 4. Assign students to shoot their short videos as homework. Suggest that they may want to work in pairs to help each other during production. Explain that they also will have the opportunity to work on the project during the following day's class period. (This may be the best option for students using computer cameras or students in schools that are unable to lend out video equipment to students for home use). Ask students to bring into class CDs/mp3s of the music they want to include in their short videos. Make sure students are aware of the rights issues related to using copyrighted music. Refer to the Contest Rules for guidance. Days Two and Three: Production and Postproduction Depending on your school's resources, allow students two class periods (and additional time outside of class) to shoot and edit their videos. Have students edit their short videos using iMovie or another editing software program. They should add text and music. When students finish their videos, instruct them to save the videos in MPEG or MOV format and upload them to our website or onto YouTube.com. Day Four: Screening and Evaluation (optional, but recommended) Screen all of the short videos. Have students evaluate the process and results of the project by responding to the following questions in writing: ASSESSMENT Top of Page
EXTENSIONS " ["post_title"]=> string(87) "Adoption Stories: Lesson Plan: Creating a Short Video for the This is My Family Contest" ["post_excerpt"]=> string(353) "This lesson plan is designed for teachers to assign students video projects to enter in the This is My Family Contest. The contest deadline is November 15, 2010. We are assuming that each teacher has access to a digital video-editing lab and is familiar with basic video editing software or direct video capturing software via digital cameras or webcam." ["post_status"]=> string(7) "publish" ["comment_status"]=> string(6) "closed" ["ping_status"]=> string(6) "closed" ["post_password"]=> string(0) "" ["post_name"]=> string(11) "lesson-plan" ["to_ping"]=> string(0) "" ["pinged"]=> string(0) "" ["post_modified"]=> string(19) "2016-07-06 17:21:45" ["post_modified_gmt"]=> string(19) "2016-07-06 21:21:45" ["post_content_filtered"]=> string(0) "" ["post_parent"]=> int(0) ["guid"]=> string(56) "http://www.pbs.org/pov/index.php/2010/08/31/lesson-plan/" ["menu_order"]=> int(0) ["post_type"]=> string(4) "post" ["post_mime_type"]=> string(0) "" ["comment_count"]=> string(1) "0" ["filter"]=> string(3) "raw" } } ["post_count"]=> int(1) ["current_post"]=> int(-1) ["in_the_loop"]=> bool(false) ["post"]=> object(WP_Post)#7138 (24) { ["ID"]=> int(3185) ["post_author"]=> string(1) "1" ["post_date"]=> string(19) "2010-01-02 03:39:00" ["post_date_gmt"]=> string(19) "2010-01-02 08:39:00" ["post_content"]=> string(10235) " Jump to:
OBJECTIVES Students will: SUBJECTS: Communication, Language and Expression, Social Studies, Language Arts, Visual Arts and Media GRADE LEVELS: 9-12 MATERIALS ESTIMATED TIME NEEDED: Four 50-minute class periods, plus homework assignment. Top of Page
BACKGROUND In 2010, POV featured three films about adoption — Wo Ai Ni (I Love You) Mommy by Stephanie Wang-Breal; Off and Running by Nicole Opper and In the Matter of Cha Jung Hee by Deann Borshay Liem — and launched a national public awareness campaign to promote examination of issues facing adoptees and families who choose to adopt. The "This is My Family" video contest came out of a need to expand the definition of "family" and create an online environment where people whose lives have been touched by adoption can come together and share their stories. We expanded this to include non-adoption stories, as it quickly became clear that there was a need for all types of families to tell their stories. This lesson plan is designed for teachers to assign students video projects to enter in the This is My Family Contest. The contest deadline is November 15, 2010. We are assuming that each teacher has access to a digital video-editing lab and is familiar with basic video editing software or direct video capturing software via digital cameras or webcam. Teachers who do not have access to cameras and editing systems may want to follow the lesson plan through the proposal-writing stage. Although their students won't be able to submit their work to the contest, they can create "storyboards" (rough sketches outlining their ideas for production) that may then be displayed in public places in their schools to generate discussion and awareness. These sketches may also be displayed on our Flickr group page. Both the Flickr group page and submission page will continue to be updated after the contest deadline, extending the life of the project. Top of Page
ACTIVITY Day One: Viewing (optional, but recommended) 1. View and discuss a few of the short videos from the POV "This is My Family" project with the class. Recommended videos for viewing are DiversityDNA: multi-cultural Deb, MY FAMILY, Band of Brothers - I'm Alive and NICOLE - This is my family. To view these (and other) submissions, visit our playlist. Ask students to answer the following questions about each short video: Summarize and list on the board the qualities and elements of effective short videos. For example: An effective short video: A short video contains a combination of visual and audio elements that may include some or all of the following: 2. Ask students to answer the following questions about "family" and share their responses. Write students' responses on the board and briefly discuss them. 3. Ask each student to write a short "treatment," or proposal, for a short video he or she will create. The proposal should include the video's target audience and the idea the student wants to communicate to viewers. Suggest that students may want to use the phrase "this is my family" in their proposals. Their proposals should also describe the visual and audio elements they plan to use to grab viewers' attention. 4. Assign students to shoot their short videos as homework. Suggest that they may want to work in pairs to help each other during production. Explain that they also will have the opportunity to work on the project during the following day's class period. (This may be the best option for students using computer cameras or students in schools that are unable to lend out video equipment to students for home use). Ask students to bring into class CDs/mp3s of the music they want to include in their short videos. Make sure students are aware of the rights issues related to using copyrighted music. Refer to the Contest Rules for guidance. Days Two and Three: Production and Postproduction Depending on your school's resources, allow students two class periods (and additional time outside of class) to shoot and edit their videos. Have students edit their short videos using iMovie or another editing software program. They should add text and music. When students finish their videos, instruct them to save the videos in MPEG or MOV format and upload them to our website or onto YouTube.com. Day Four: Screening and Evaluation (optional, but recommended) Screen all of the short videos. Have students evaluate the process and results of the project by responding to the following questions in writing: ASSESSMENT Top of Page
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Adoption Stories: Lesson Plan: Creating a Short Video for the This is My Family Contest

POV

Jump to:

OBJECTIVES
Students will:

SUBJECTS: Communication, Language and Expression, Social Studies, Language Arts, Visual Arts and Media

GRADE LEVELS: 9-12

MATERIALS

ESTIMATED TIME NEEDED: Four 50-minute class periods, plus homework assignment.

Top of Page

BACKGROUND

In 2010, POV featured three films about adoption -- Wo Ai Ni (I Love You) Mommy by Stephanie Wang-Breal; Off and Running by Nicole Opper and In the Matter of Cha Jung Hee by Deann Borshay Liem -- and launched a national public awareness campaign to promote examination of issues facing adoptees and families who choose to adopt. The "This is My Family" video contest came out of a need to expand the definition of "family" and create an online environment where people whose lives have been touched by adoption can come together and share their stories. We expanded this to include non-adoption stories, as it quickly became clear that there was a need for all types of families to tell their stories.

This lesson plan is designed for teachers to assign students video projects to enter in the This is My Family Contest. The contest deadline is November 15, 2010. We are assuming that each teacher has access to a digital video-editing lab and is familiar with basic video editing software or direct video capturing software via digital cameras or webcam.

Teachers who do not have access to cameras and editing systems may want to follow the lesson plan through the proposal-writing stage. Although their students won't be able to submit their work to the contest, they can create "storyboards" (rough sketches outlining their ideas for production) that may then be displayed in public places in their schools to generate discussion and awareness. These sketches may also be displayed on our Flickr group page.

Both the Flickr group page and submission page will continue to be updated after the contest deadline, extending the life of the project.

Top of Page

ACTIVITY

Day One: Viewing (optional, but recommended)

1. View and discuss a few of the short videos from the POV "This is My Family" project with the class. Recommended videos for viewing are DiversityDNA: multi-cultural Deb, MY FAMILY, Band of Brothers - I'm Alive and NICOLE - This is my family. To view these (and other) submissions, visit our playlist.

Ask students to answer the following questions about each short video:

Summarize and list on the board the qualities and elements of effective short videos.

For example:

An effective short video:

A short video contains a combination of visual and audio elements that may include some or all of the following:

2. Ask students to answer the following questions about "family" and share their responses.

Write students' responses on the board and briefly discuss them.

3. Ask each student to write a short "treatment," or proposal, for a short video he or she will create. The proposal should include the video's target audience and the idea the student wants to communicate to viewers. Suggest that students may want to use the phrase "this is my family" in their proposals. Their proposals should also describe the visual and audio elements they plan to use to grab viewers' attention.

4. Assign students to shoot their short videos as homework. Suggest that they may want to work in pairs to help each other during production. Explain that they also will have the opportunity to work on the project during the following day's class period. (This may be the best option for students using computer cameras or students in schools that are unable to lend out video equipment to students for home use). Ask students to bring into class CDs/mp3s of the music they want to include in their short videos. Make sure students are aware of the rights issues related to using copyrighted music. Refer to the Contest Rules for guidance.

Days Two and Three: Production and Postproduction

Depending on your school's resources, allow students two class periods (and additional time outside of class) to shoot and edit their videos. Have students edit their short videos using iMovie or another editing software program. They should add text and music. When students finish their videos, instruct them to save the videos in MPEG or MOV format and upload them to our website or onto YouTube.com.

Day Four: Screening and Evaluation (optional, but recommended)

Screen all of the short videos. Have students evaluate the process and results of the project by responding to the following questions in writing:

ASSESSMENT

Top of Page

EXTENSIONS