Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.
Description:
Telecommunications IV teaches advanced skills and concepts for producing television programs and any visual media. Writing, speaking, audio-video recording and teamwork for actual production comprise the course’s main elements. Telecommunications IV also considers the media’s content, societal role, influence, new technology, current trends, and career possibilities. Students learn through completing in-class productions and through programs produced for the school community as members of the Brandywine Broadcasting Network (BBN). Course participants should have strong composition, oral, organizational, and analytical skills and the ability to work both independently and part of a team. Telecommunications IV also take on leadership roles in the television studio, including that of main director, producer and engineer. After studying the impact of film and filming techniques in movies and documentaries, students will also work independently on their own long-form video projects meant for consumer purposes, long-form documentaries and a fictional movie. Students will be responsible for brainstorming, storyboarding, producing, directing and editing a final project that should encompass all aspects of the Telecommunications courses. By producing at least a 20-minute film (creative or documentary), students will demonstrate their overall knowledge of production, consideration of audience and communicating ideas via moving image.
Students begin the year by reviewing the basics of shooting and editing video. Students run a television program that goes out live to the school, so they also review and update the procedure for the airing of the morning show/morning announcements. All content, with several exceptions, is aimed at providing information and entertainment to the high school audience. In this framework, students become better writers, team players and learn how to guide a project, with multiple individuals and components, to an end. By the end of the year, students will be able to write, produce and edit videos that appeal to the general public and are professionally planned and produced. In Telecommunications IV, students take on leadership roles both in and out of the studio. Students will be responsible for writing and producing their own movie or documentary after studying movie-making techniques. Students will study the impact of film in more detail and focus on techniques, such as shot angles, editing and perspective. Students also will have to plan, organize and run a set during their production. Guided by the teacher, students write and produce long-form projects and run the BBN club.
Telecommunications IV Units:
- Unit 1: Television Production Skills Review
- Unit 2: Advanced Documentaries and Entertainment Videos
- Unit 3: Movie Magic: Creating Entertaining Videos
- Unit 4: Making Memories: School-Based Video Yearbooks
- Unit 5: Event Production and Morning Show Production
Subject: Telecommunications IV / Grade:12 / Suggested Timeline: 2 weeks
Unit Title: Television Production Skills Review
Unit Overview/Essential Understanding:
What do you remember about television production? What skills do you need to refresh? Students begin the year by asking these questions and then laying out the television studio for the year. In setting up the cameras, planning the morning announcements for the school and discussing the features that need to be produced, students will review the equipment, process and deadlines for the television studio production team. Students will understand their roles in the television studio as both producers of content and on-air talent. All aspects of television production are essentially reviewed.
Unit Objectives:
- Students will become comfortable with both the filming equipment and the editing equipment.
- Students will become familiar with the television studio and its operation.
- Students will plan, organize and produce basic videos.
- Students will put music in the background of videos.
- Students will learn basic video evaluation criteria.
- Students will cooperate with other students.
- Students will write, produce and edit the introduction for the year’s morning show.
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking
Important Standards Addressed in this Unit:
- CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text
- CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly
- CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text
- CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses
Misconceptions:
- Video production is easy is the most common misconception because of the advancement of YouTube.
Concepts/Content:
- Writing effectively
- Speaking effectively
- Point of view
- Structure of text/script
- Script writing
- Public speaking skills
- Write effectively in a real-world situation
- Present ideas in a way that is both entertaining and informative
- Speak and write effectively in formal and informal situations
- Understanding of specific vocabulary
- Production of an “Intro” to the BBN Morning Show.
- Practice performing on the BBN Morning Show.
Assessments:
- Video evaluation
- Group video evaluation
- Evaluation of nightly news segments
- Checking the students’ ability to use the equipment safely and effectively
Interdisciplinary Connections:
- Any subject matter can be filmed for a feature.
- The BBN YouTube channel located by searching the Brandywine Broadcasting Network.
- District approved resources
Subject: Telecommunications IV / Grade: 12 / Suggested Timeline: Ongoing throughout the year
Unit Title: Advanced Documentaries and Entertainment Videos
Unit Overview/Essential Understanding:
Students that have achieved and excelled at the short-form and long-form video production continue to develop their skills into either a longer documentary or entertainment video. Both projects ask how to best plan and produce a 5-10 minute feature. The production of long-form film is the culmination of the telecommunications program. All aspects of planning and production are led by the student with support from the teacher and other students in the class, depending on the subject. This can include sports, drama, news programming or any other suitable subject for the documentary or entertainment project. Different filming techniques will be covered by demonstrating their effectiveness in getting across a director’s point of view.
Essential Questions:
- What kind of planning goes into a 5-10 minute video?
- How does a director coordinate the subjects being filmed?
- What are the film’s main objectives?
- What perspective/tone does the director want to achieve?
- How do they achieve it?
Unit Objectives:
- Students will determine the best plan for their long-form documentary or entertainment video.
- Students will analyze their script, shooting script, footage and editing techniques to determine the best tone for their chosen subject matter.
- Students will coordinate subjects and actors on screen as the director of the video.
- Students will coordinate the technical aspects of the recording and editing of the project.
- Students will become the main writer, producer and editor of their own video project. These projects can be submitted to school film festivals, but must be published in some way shape or form (either on our airwaves or in some other manner).
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking
Important Standards Addressed in this Unit:
- CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text
- CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly
- CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text
- CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses
Misconceptions:
N/A
Concepts/Content:
- Clarity of point of view
- Structure of video scripts
- Analysis of video’s effectiveness
- Validity of sources
- Best way to present ideas in a coherent video format
- Analyzing multiple videos and evaluating their effectiveness
- Demonstrate a knowledge of video productions ability to convey meaning
- Write, edit, produce, direct and coordinate a long-form documentary or entertainment video and publish it.
Assessments:
- Video evaluation
- Group video evaluation
- Evaluation of production of morning show, including features that are put on the air.
- Checking the students’ ability to get their ideas across to the viewer effectively.
Interdisciplinary Connections:
- Any subject area can be filmed, plus technology is relied on heavily in the process.
- Study and review of documentaries from outside sources, like Netflix.
- District approved resources
Subject: Telecommunications IV / Grade: 12 / Suggested Timeline: Ongoing throughout the year
Unit Title: Movie Magic: Creating Entertaining Videos
Unit Overview/Essential Understanding:
Up to this point, most students have focused on nonfiction types of filming. In Telecommunications IV, students will study different techniques brainstorming, storyboarding, scripting, producing and directing a creative movie shoot. This project will be the culmination of all four years of Telecommunications classes and will require the students to plan, produce, direct and edit a 10-15 minute feature that is fiction. The genre will be up to the student, but script writing techniques, filming techniques and the study of some film will be necessary for the student to understand the structure of fiction-based films.
Essential Questions:
- What kind of planning goes into a movie you see on the weekends?
- How does a director coordinate the subjects being filmed?
- What are the film’s techniques?
- What perspective/tone does the director want to achieve?
- How do they achieve it?
Unit Objectives:
- Students will determine the best plan for their movie.
- Students will analyze their script, shooting script, footage and editing techniques to determine the best tone for their chosen genre.
- Students will coordinate subjects and actors on screen as the director of the video.
- Students will coordinate the technical aspects of the recording and editing of the project.
- Students will become the main writer, producer and editor of their own video project. These projects can be submitted to school film festivals, but must be published in some way shape or form (either on our airwaves or in some other manner).
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking