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Project goal:To create an advertisement for a real or fictional product or service.

Rubric for script

Outstanding 90-100

  • The script follows the standard script format of our templates
  • The script clearly indicates characters, scene notes, and dialogue or VO. The writing creates a clear picture of what the video will look like.
  • The script provides enough material for at least two minutes of video
  • No mistakes in grammar, spelling, or punctuation

Proficient 80-90

  • The script follows the standard script format of our templates
  • The script indicates characters, scene notes, and dialogue or VO. The writing creates a fairly clear picture of the video, but more detail would help.
  • The script provides enough material for at least two minutes of video
  • Minor mistakes in grammar, spelling, or punctuation

Basic 70-80

  • The script follows the standard script format of our templates
  • Characters, scene notes, and dialogue or VO are covered, but it is not entirely clear what the author has in mind for the final video.
  • The script provides enough material for at least 1.5 minutes of video
  • Numerous mistakes in grammar, spelling, or punctuation

Insufficient 60-70

  • The script does not follow the standard script format of our templates
  • Major details are lacking for characters, scene notes, and or dialogue/VO.
  • The script does not provide enough material for at least 1.5 minutes of video
  • Major mistakes in grammar, spelling, or punctuation

Rubric for Shot list and storyboard

Outstanding 90-100

  • Shot list or storyboard includes at least 15 shots
  • Shot list or storyboard uses one of our templates or uses the format of one of our templates
  • Shot list or storyboard includes subject, shot type/size, and notes or any unusual angle or shot element (i.e., OTS, Dutch angle, bird's eye view, POV, etc.) If you are using a storyboard, these elements should be obvious by your drawing and any notes you include.

Proficient 80-90

  • Shot list or storyboard includes at least 12 shots
  • Shot list or storyboard uses one of our templates or uses the format of one of our templates
  • Shot list or storyboard includes subject, shot type/size, and notes or any unusual angle or shot element (i.e., OTS, Dutch angle, bird's eye view, POV, etc.) If you are using a storyboard, these elements should be obvious by your drawing and any notes you include.

Basic 70-80

  • Shot list or storyboard includes at least 10 shots
  • Shot list or storyboard uses one of our templates or uses the format of one of our templates
  • Shot list or storyboard includes subject and shot type/size

Insufficient 60-70

  • Shot list or storyboard includes fewer than 10 shots
  • Shot list or storyboard does not use a template or follow template format
  • Shot list or storyboard includes subject and shot type/size, but some information is not accurate

Rubric for video

Outstanding 90-100

  • Video is at least 2 minutes long
  • Video has clear subject and purpose and follows the project instructions
  • Editing is clean, effective, and adds to the video
  • Video includes at least two sound tracks

Proficient 80-90

  • Video is at least 2 minutes long
  • Video has clear subject and purpose and follows the project instructions
  • Editing is clean, effective, and adds to the video
  • Video includes at least one sound track

Basic 70-80

  • Video is at least 1.5 minutes long
  • Video has clear subject and purpose and follows the project instructions
  • Editing is clean, effective, and does not interfere with the video
  • Video includes at least one sound track

Insufficient 60-70

  • Video is less than 1.5 minutes long
  • Video subject and purpose are not clear or video does not follow project instructions
  • Editing is choppy and distracting
  • Video does not include sound or sound track is too long or too short

Learning objectives: By the end of this activity, you will be able to:

  1. write a short script using a standard format
  2. construct a shot list or storyboard for a script
  3. using one of the school cameras or your phone, set up and record different shots according to a script and shot list or storyboard
  4. create a project folder on your C drive within your existing course folder
  5. import recorded shots into your project folder
  6. create a new Premiere Pro project for your video, and save the Premiere Pro project file (extension pproj) in your project folder on your C drive
  7. import your recorded shots into your new Premiere Pro project
  8. edit your video so that it includes the minimum number of shots combined in a way that is appealing and easy to watch
  9. export your video to mp4 format
  10. export your mp4 video to Google Drive, get a shareable link, and submit that link to Google Classroom

ISTE Standards for Students

1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

1a
Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

1b
Students build networks and customize their learning environments in ways that support the learning process.

1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1d
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.


2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

2a
Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

2c
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

2d
Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.


3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3a
Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3b
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

3c
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.


4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

4b
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

4c
Students develop, test and refine prototypes as part of a cyclical design process.

4d
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.


5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

5a
Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5b
Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

5c
Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

5d
Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.


6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

6b
Students create original works or responsibly repurpose or remix digital resources into new creations.

6c
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d
Students publish or present content that customizes the message and medium for their intended audiences.


7: Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

7a
Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

7b
Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

7c
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

7d
Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.


Pre Production

Step One

Choose or create something you want to advertise. You can choose to advertise a product or service, which means basically anything. You can choose to advertise something real or fictional. It can be fun to think of something new to advertise, such as a time travel machine, ghost busting service, or money tree.

You might also choose something real, including locations. (Cities, states, and countries advertise themselves as destinations for business or pleasure.) We'll brainstorm ideas in class.

Step Two

Write your script. You must the same format as our script template and example linked at left.

Note that grammar, spelling, and punctuation do count!

Turn in your script on Google Classroom.

Step Three

You have the option of creating a hot list or storyboard for your script. Your shot list or storyboard must follow the format used by our template. Once you have completed your shot list or storyboard, turn it in on Google Classroom. NOTE: For Fall semester 2021, you will not have to complete this step.

Production

Step Four

Shoot your video!

Move all media to your project folder on your C drive.

Post Production

Step Five

Create your new Premiere Pro project if you haven't already, being sure to create it in your project folder on your C drive.

Import your media into your Premiere Pro project, and begin editing.

Step Six

Once you are done editing, export to mp4, upload your finished video to Google Drive, and submit a link on Google Classroom.

Your done! Congratulations!