Queens

University
Ac/vity Planning Template

Technological Educa/on Discipline: Communications Technology TGJ20

Ac/vity Name: The Black Sheep: When One Minute Can Become a Lifetime

Unit #: 6 (Second Part of Unit 5/6)

When a Day Can Become a Minute and a Minute Can Become a Lifetime (Pt. 2)

Ac/vity #: 6.4

Descrip/on:
The Black Sheep: When One Minute Can Become a Lifetime

Unit and Culminating Activity Introduction:

In this unit students will learn about film and what it takes to make a one. A short
interpretative film is the Unit’s Culminating Project, its presentation is the Culminating
Activity.
This 1st lesson introduces film as the communication medium, “The Black Sheep” story
by Augusto Monterroso, as the catalyst for its content, and the Culmination Activity/
Presentation as its objective or destination. (Since the Culmination Activity is a composed
of several components, it needs to be introduced at this point, and developed step by step
through out the following lessons as learning increases, thus making up the entire unit).

Therefore, the Goals for this lesson are:

• To Introduce the Film Unit
• To Introduce the Framework and Tone for the Unit as a process
• To Introduce the Culmination Project and outline its Components for the Unit

Assessment and Evalua/on: (which form of assessment and assessment tool will you use to
evaluate the students work, For, As, or Of Learning, using Rubric, Checklist etc.)(List the skill
areas which will be assessed; Knowledge/Understanding, Thinking /Inquiry/Problem Solving,
CommunicaHon and ApplicaHon/Making ConnecHons)(Note: SummaHve or CulminaHng
acHviHes should include many of the above skill areas)

Student/Teacher Conferencing
• Knowledge of content (e.g., facts, equipment, terminology, materials)
• Understanding of content (e.g., procedures, technological concepts, processes,
industry standards)
©Designed by; Jas. Robert Chambers Dip.Ed. OCT
Final Product Project Proposal
• Use of planning skills (e.g., identifying the problem, selecting strategies and resources,
scheduling)
• Use of processing skills (e.g., analysing and interpreting information, reasoning,
generating and evaluating solutions, forming conclusions)
• Use of critical/creative thinking processes
• (e.g., problem-solving, design, and decision-making processes)

• Expression and organization of ideas and information (e.g., clear expression, logical
organization) in oral, visual, and written forms
• Communication for different audiences in oral, visual, and written forms
• Use of conventions (e.g., standards/symbols, units of measurement, acronyms),
vocabulary, and terminology of the discipline in oral, visual, and written forms

• Application of knowledge and skills (e.g., concepts, processes, use of equipment and
technology) in familiar contexts
• Transfer of knowledge and skills (e.g., concepts, processes, use of equipment and
technology) to new contexts
• Making connections within and between various contexts (e.g., between disciplines;
between technology, the environment, and society; between school and future
opportunities)

Overall Curriculum Expecta/ons: (Which overall curriculum expectaHons will be assessed at the
end of the acHvity?)

• A1. demonstrate an understanding of the core concepts, techniques, and skills

required to produce a range of communications media products or services;
• A3. demonstrate an understanding of and apply the interpersonal and communication
skills necessary to work effectively in a team setting.
• B1. apply project management techniques to the planning and development of
communications media products;
• B2. apply a design process or other problem-solving processes to meet a range of
challenges in communications technology;
• B3. create products or productions that demonstrate competence in the application of
creative and technical skills.
• C2. demonstrate an understanding of social effects and issues arising from the use of
communications media technologies and the importance of representing cultural and
social diversity in media productions

©Designed by; Jas. Robert Chambers Dip.Ed. OCT

Specific Curriculum Expecta/ons: (List the Specific Curriculum ExpectaHons which need to be
taught before the students aSempt this acHvity)

• A1.3 demonstrate an understanding of production processes and workflows (e.g.,

subject/location selection, lighting set-up, shooting, digital imaging, and digital editing
in audio/video and photography; layout, pre-press, presswork, and binding in
publishing; site design, page layout, content development, and testing in web design)
• A1.4 identify different types of communications technology devices and their
components (e.g., cameras and accessories, lighting equipment, audio and video
recorders, audio mixers, scanners, printing equipment), and explain how they are used
to produce communications products and services
• A3.1 explain the value of sharing ideas, information, resources, and expertise when
working in a team setting;
• A3.2 describe and use techniques that encourage participation by all members of a
team (e.g., brainstorming, group discussion, celebration of others’ thoughts or
contributions, acceptance of cultural differences);
• B2.1 define a problem or challenge precisely and in adequate detail, taking into
account relevant contextual or background information;
• B2.2 define project objectives and performance criteria precisely and in adequate
detail, and identify constraints such as cost, time, or technology restrictions that will
limit design or problem-solving options
• C2.1 demonstrate an understanding of social standards and cultural sensitivity and use
appropriate and inclusive content, images, and language in communications media
productions (e.g., including people from different races, cultures, and backgrounds in
media productions; portraying minority groups with respect and sensitivity; avoiding
sexism, homophobia, and cultural or racial bias);
• C2.4 describe legal concepts and issues relating to communications technology and
media production (e.g., copyright, privacy rights, consent);
• C2.5 describe social and ethical issues relating
• to the use of communications technology (e.g., promotion of hatred, irresponsible use
of the Internet, cyberbullying, cultural appropriation).

Prior Learning: (What prior learning should have taken place before this acHvity is given to the
students)

1. Design Process,
2. Effective Project Management
3. Proposal Writing
4. The Elements of Design
5. Photography (basic light and camera concepts)
©Designed by; Jas. Robert Chambers Dip.Ed. OCT
Enduring Understandings and Essen/al Skills: (List what Enduring Understandings and EssenHal
Skills the students will take away from compleHon of this acHvity i.e.; FoundaHonal Knowledge
and skills, Transferable skills etc.)

1. Problem Solving
2. Consensus Building
3. Interpretative Design
4. Using content and form to effectively convey message.

Ac/vity Procedure: (List a step by step process (Planning Notes) in which you feel the acHvity
should take, describe the process fully (All Key InformaHon) so that any teacher supervising this
acHvity will be able to assist student with successful compleHon of the acHvity.)

Procedure:

Part 1
• Introduce Film Production as the next unit. Discuss Film as a communication
tool. What goes into making a film? What is needed to make a film. How long
does it take to make a film? How much does it cost? What makes a film great?
What are the challenges?
• Introduce the Culminating Activity: To produce a short film interpreting “The
Black Sheep” by Augusto Monterroso.
Part 2
• Provide students with a hard copy of the story. Read and discuss the story.
Guide the conversation towards themes related to exclusion, discrimination,
selective memory, heroism, art as communication, art for the sake of art.
Part 3
• Briefly revisit the Design Process, and Effective Project Management (Unit 2).
Take up and write both on the board, so that it the processes are displayed
clearly or emphasized for all to see.
• Outline the components needed to make a film production.
• Script writing,
• Storyboarding,
• Aesthetic: set/location, costume design, prop design, filming style
• Equipment required
• Actors and specific personnel required
• Sound/Music required

©Designed by; Jas. Robert Chambers Dip.Ed. OCT

Part 4
• Allow students to gather in selected work groups/teams), no larger than 5 nor
smaller than 2. Exceptions can be made, use your professional judgement.
• Allow students to brainstorm ideas for the film, problem solve and use the
design process with the objective of reaching consensus on a working concept.
• Students begin writing a project proposal for their selected idea.
• Conference with student teams as they prepare their proposal

Materials: (list all materials required for students to successfully complete the acHvity; metals, plasHc,
wood, glues, bricks, stones, paper, etc.)

• Hard Copy of the story “The Back Sheep” by Augusto Monterroso.

• Paper and pencils for students to jot and brainstorm

Tools and Equipment: (List all tools and equipment required for this acHvity)

• Chart paper, chalk or smart board to take up ideas.

Accommoda/ons and Modifica/ons: (list any accommodaHons and modificaHons you may need to use
if necessary to help students succeed, i.e.; Hme, scribing, organizaHonal aid, computer or tablets, etc.)

• Student selective groups of 3-4

• Students will work in group of 2 or 5, if it means avoiding exclusion of it is
difficult for a pair of student to find a third.
• Small groups may join with some encouragement.
• Students may use computers to research or brainstorm if deemed necessary

Terminology, Literacy and Numeracy: (List all Terminology, literacy or numeracy addressed in this
acHvity)

• The underdog,
• The hero,
• Art as Communication,
• Art for the Sake of Art (Ars Gratia Artis)

©Designed by; Jas. Robert Chambers Dip.Ed. OCT

Addi/onal Resources: (List and/or include, addiHonal resources required such as; appendixes, Library,
computers, books, power points, videos etc.)
• None

Ac/vity Review: (Review the acHvity aWer it has been completed by students, what, could be improved?)

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©Designed by; Jas. Robert Chambers Dip.Ed. OCT