Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name

Wallace Hall

Position

Teacher, Business and Computer Science

School/District

Paulding County High School / Paulding County School District

E-mail

whall@paulding.k12.ga.us whall24@students.kennesaw.edu

Phone

School: 770-443-808

Grade Level(s)

Grades 10-12

Content Area

CTAE - Digital Technology

Time line

4 Weeks

Cell: 770-295-9918

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Georgia Department of Education Standards

Information Technology Digital Technology Standard -7: Create and edit images and graphics.
Students will be able to:

Demonstrate appropriate image capturing techniques and sources.

Apply photographic composition techniques (e.g., rule of thirds, point-of-view, and framing) to
taking pictures for use in media project.
Select proper and ethical image-capturing techniques (e.g., royalty-free images, fair-use
guidelines).
Apply appropriate image and graphic editing techniques.
Use graphic-editing software to create and edit images for publications and presentations.
Understand and apply image composition techniques (e.g., resolution, anti-aliasing, and lighting).
Apply appropriate use of photo editing techniques (e.g., cropping, red eye, layers).
Select appropriate file type and resolution size for digital product use, editing, and storage.
Compare and contrast raster and vector graphics and editing programs.
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Use a raster edit program to create and edit digital images and graphics.
Edit digital images to fit digital products.
Create digital images to align to marketing strategy and target audience.
Work within a vector editing program to create and edit digital images. .

Information Technology Digital Technology Standard -8: Plan, produce, edit, and publish digital audio.
Students will be able to:

Describe the current uses for audio on the web.

Explore online/offline options available for creating and editing audio files.
Identify differences between the common audio file types and their proper uses.
Explain why conforming to copyright laws is important (cutting down to acceptable length).
Explore options available for converting file types for publication on web sites and presentations.
Demonstrate ability to appropriately include audio in digital product.

Information Technology Digital Technology Standard -9: Plan, edit, produce, and post a multimedia-rich video
project.
Students will be able to:

Research and reveal how video can be used to enhance the message intended for an audience.
Explain importance and model use of storyboarding a video project.
Develop an equipment list in creating and making videos with novice users for a professional quality
product.
Cite available software for creating videos ranging from free software to paid software, and online
compared to downloaded software.

ITSE Standards (Net-S)

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. Students:
a) articulate and set personal learning goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning outcomes.
b) build networks and customize their learning environments in ways that support the learning process.
c) use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
d) 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. Students:
a) cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
b) engage in positive, safe, legal and ethical behavior when using technology, including social interactions
online or when using networked devices.

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c) demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
d) 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. Students:
a) plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
b) evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
c) curate information from digital resources using a variety of tools and methods to create collections of
artifacts that demonstrate meaningful connections or conclusions.
d) 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. Students:
a) know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
b) select and use digital tools to plan and manage a design process that considers design constraints and
calculated risks.
c) develop, test and refine prototypes as part of a cyclical design process.
d) exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

Support of CTAE Foundation Course Standards and Common Core GPS and Georgia Performance
Standards
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Unit: School News Broadcast Episode 3 Highlight Film for School Football Team
Students in the Digital Technology course create a Top 10 short video broadcast that highlights the Schools
Varsity Football Season. This broadcast will be shown to the entire student body, staff, students, faculty,
parents and stakeholders on and embedded into our schools website. A team of students worked directly
with the coaches to select the plays that we all felt were the best of the best during the season.

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Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
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What is digital imaging?

How can an image be captured?
What ethics are involved with image capturing?
What are the stages in image processing?
What tools can be used to edit audio?
What copyright laws or fair use policies should be considered when editing audio?
What are the steps for converting an audio file into a type that can be used in presentations and on
web sites?
What editing tasks can be accomplished with typical audio editing programs?
How is video used on the Internet?
What tools can be used to create video?
What copyright laws affect the use of video?
How can video enhance the message intended for an audience?
Why is a storyboard important in a video project?
What equipment is useful for beginners for creating and editing video?
What are the steps in video production?
Why is planning a video project important?
How can editing enhance or detract from my video project?
How do I produce a highlight film using pre-production, production and post-production skills?
What were the top plays of the 2016 PCHS football team?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
Students will work in teams and be assigned different tasks to create a final production: The task will include
Producer, Director, and Scriptwriters. During this process, students gain valuable work experience
working as a team, demonstrating leadership qualities, soft skills, storyboarding, technical skills, and writing.
The final video will be assessed on 4 criteria: length of video, organization, persuasiveness, and clarity.
Included in this final project is graphics, music, rearrange of camera shots, etc. The final production will be
assess using a rubric developed by the Georgia Virtual Learning Website for Audio-Video Technology and
Film.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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Students utilized the tutorial videos from Lynda.com to learn about graphics and video editing. Some
students with prior experience in graphics and video also created Screencast tutorial videos using
www.Screencast-o-matic.com which helped other students learn how to use the programs and some of the
features.
Other digital tools used were: Adobe Photoshop, Adobe Premiere, Windows Movie Maker, Animoto, and
Bensound.com, and Audacity.
Scriptwriting and the creation of storyboards were the visual representation of the final production. The final
version of the video requires forethought for getting the right music, graphics, camera shots and angles.
Throught this process students began to understand that the more time you spend on your storyboard and
pre-production, the more efficient your production phase will be.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students involved in this project all have prior experience working with video. Prior lessons were taught to
help students learn how to download, edit and re-produce music and audio files using audacity. Students
also were able to rely on the skills they developed while using Windows Movie Maker and was able to
transfer those skills in Adobe Premiere. They all developed a short presentation of their goals in a prior
lesson. In that prior lesson students used royalty free images, video, audio and graphics to develop the
final presentation.
This is the second course in the Web Design pathway, therefore students in this course all have completed
the first course in the pathway and therefore have general knowledge of technical skills using iPads, PCs
and Macs.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
Teacher helped facilitate the instruction by providing video, web, textbook and other resources for
students to learn the concept of creating a quality video production. In the class, there are 32 PC
computers, which is 1:1 ratio for computers and students. We also have 3 iPads, and 1 Macbook Air.
Also in this course, of the 29 students, 24 of them have smartphones equipped with Wifi and Green
Screen Apps.
Students worked in small groups and were able to develop networking and leadership skills.
Technical difficulties sometimes included the school internet being slow, certain websites being blocked
by the district, and other slow software updates. .

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Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Students were grouped according to their learning abilities. Remedial students used Animoto,
and Windows Movie Maker to produce their film, while more advanced students used Adobe
Photoshop and Adobe Premiere. All reading and video instructions were uploaded into the
Schoology classroom platform for students to have access at any time. Students also used
whiteboards, oversized paper and Google Docs to help them develop their storyboards. The
teacher encourage each group to come up with titles based on prior knowledge, ability and the
ability to communicate and work well as team. The teacher facilitated the entire project,
answered any questions that may arise and uploaded new resources that some students
found online for entire class to share.
Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
Students were grouped according to their abilities. Although some students in the class were
labeled as having a disability, the teacher was able to determine how each student would be
grouped. Some students with learning plans were actually more advanced at technical pathway
courses that involved developing and creativity than they are in some other academic courses.
For students with disabilities, the teacher should refer to the student's IEP to be sure that the
accommodations specified are being provided. Teachers should also familiarize themselves with
the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent
consultation with a student's special education instructor will be beneficial in providing appropriate
differentiation.
As our school news broadcast team had already produced two prior videos and was developed by
the Schools FBLA student organization, this project was done as a class project. Observation
and comparisons were done to help students stay on task and develop goals for their project.
The project managers were given the task of retrieving the video footage from the football teams
video coordinator. After the videos were in our possession, every group worked as a team and
decided on which of the clips were the best and determined the top plays and listed them.
Every team also sampled royalty free music from Bensound.com and decided which music will go
with the final production. Audacity was used to cut and edit the audio.
All students have access to Animoto and had used it in past to create video commercials for our
school store. So prior experience was important. Students also were able to use video tutorials
from Lynda.com to help support new platforms and software like Adobe Photoshop and Premiere.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
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Did students find the lesson meaningful and worth completing?

In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

At the end of the production, each group gave an oral presentation which included the introduction of
their videos. Students used Google Slides to develop the Slideshow and then were able to upload
their videos on the class website. At the end of the presentation, students encouraged the other team
by applause and each team shook hands and said good job to one another. In the presentation, the
videos were played and after the videos were over, the teacher created a Google Survey and had
students from other classes watch both videos and vote on which video was the best. The team with
the most votes were declared the winner and their video was ultimately the one that we kept on the
class website.
Students gave their opinions and shared their thoughts on the project in the class blog using Kidblog.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Recommendations:

Provide more opportunities for students to be put in leadership roles.

Allow for students to choose the sport they have an interest in as opposed to only using
football
Collaborate with other teachers across different departments
Allow for more time to finish

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