TEMPLATE OF A DIDACTIC UNIT

Title : Technology- Video Production Unit 1 ESO

Justification. Students will learn the phases of video making-

preproduction, production, and post-production. Students
will learn how to plan, film, and edit a video using
iMovie and other applications on an Ipad. The video
incorporates co-teachers units of music, audiovisual
language, and tourism.

Class context. 1st of Eso, A2-B1

Students can say:

I can understand straightforward texts on subjects

related to my fields of interest.
I can find and understand general information I
need in everyday material, such as letters,
brochures and short official documents.
I can search one long or several short texts to
locate specific information I need to help me
complete a task.
I can recognise significant points in
straightforward newspaper articles on familiar
subjects.
I can recognise the general line of argument in a
text but not necessarily in detail.
I can understand the description of events,
feelings and wishes in personal letters well
enough to correspond with a friend or
acquaintance.
I can understand clearly written straightforward
instructions for a piece of equipment
I can write very brief reports, which pass on
routine factual information and state reasons for
actions.
I can briefly give reasons and explanations for
opinions, plans and actions.

Students can:
 List the components of the pre-production phase (e.g.,
purpose, script writing, target audience, schedule, etc.)

Conduct a pre-production meeting to create a production

plan

Make a storyboard

List the components of the production phase (e.g.,

operating equipment, camera angles, lighting, audio,
etc.)

Carry out the production phase

List the components of the post-production phase (e.g.,

video and audio editing, graphics, output medium, etc.)

Conduct the post-production phase

Key competences. Key competences that will be practiced.

The LOMCE defines 7 competencies:

Linguistic competence
Mathematical competence and basic competences
in science and technology
Digital competence
Learning to learn
Social and civic competencies
Initiative and entrepreneurship
Cultural awareness and expression
Learning objectives. Block of Block 1
contents.
How to create a video: pre-production,
production, and post-production
Lighting
Camera Angles
Green Screen
Storyboard
Editing

Standards:
Demonstrate types of camera angles and
movements
Demonstrate the rule of thirds
Demonstrate different shot compositions (e.g.,
medium shot, close up, long shot, etc.)
Use Chroma key techniques for compositing
(e.g., green screen, virtual sets, weather maps,
etc.)
Determine appropriate story board formats for
various production types (e.g., news story,
commercial, sports, PSA, narrative, etc.)
Demonstrate appropriate speaking skills for an
on-camera performance (e.g., pitch, tone,
emphasis, inflection, enunciation, timing, etc.)

Methodology. Project-Based Learning- Students will accomplish

standards by producing a project that incorporates all the
necessary skills they learn. By creating a project,
students demonstrate their mastery of standards taught
during the unit.

I do, we do, you do: Teacher demonstrates how to do a

skill, the class practices together, and then they
incorporate this skill into their project on their own.

Interdisciplinary Learning: Students will learn across

disciplines, incorporating different skills from four
classes: Video Production, Music, Social Science, and
Art. By creating an interdisciplinary project, students use
real world skills of collaboration and cooperation.
Students create a project that has real world implications
and share it with their community.
Teaching and learning activities. Description and justification of the teaching/ learning
activities that will be carried out and their connection
with the learning objectives.

Pre-production (Purpose, Schedule, Target Audience):

This lesson teaches students to consider the purpose of
the video and target audience and how this influences the
creation of a video. How does their communication
change if the video is for an adult versus a child? What
does the viewer need to walk away understanding after
they see the video? Students will discuss and present
how their project might change for different audiences
that vary in age- child, adult, and for their grandparents-
and familiarity- friend, teacher, principal. Students will
also make a schedule on a calendar for their
pre-production, production, and post-production.

Pre-production (Camera Angles, Rule of Third):

Students will learn about the different camera angles and
the rule of third when filming. They will be required to
have at least 3 different angles and they need to use the
rule of third when filming. They will practice these
techniques during class and then apply them to a
storyboard in the next class.

Pre-Production (Green Screens):

Students will learn about how green screens work and
methods for using them. They will practice using them
during the class and then apply what they have learning
into planning for their storyboard for their project.

Storyboard: Students will plan shots for their video,

drawing pictures and planning out the camera angles,
rule of third, and images they will use for their green
screens.

Production: Students will have three days to film,

including in the other classes, using the script and
storyboard.

Editing: Students will learn how to use Imovie to edit

their videos on their Ipads. They will demonstrate the
skills they have learned in their project.
Materials and resources. Ipads with the applications TouchCast and Imovie, green
screens (can use smart boards to do green screens,
simply project a green background onto the smartboard),
worksheets for the storyboard

Sessions. Session 1: Pre-production: Purpose, Schedule, Target

Audience
Think, Pair, Share: Create a list of ways that a
video for kids would be different than a video for
adults
Session 2: Pre-production: Camera Angles, Rule of
Thirds
HOTS: Analyze examples of these techniques
using short videos as an engaging opening
activity: What do all these videos have in
common in terms of angles? In terms of where
the people are sitting in the shot?
Three Stay, One Stray with different types of
camera angles
Session 3: Pre-production: Green Screens
Session 4: Begin Project: Make a Storyboard
HOTS: Analyze three different storyboards and
their corresponding videos: How does a good
storyboard change the way a video comes out?
What are the elements of a good storyboard?
Gallery Walk with examples of storyboards
Hands on Session: Drawing with colored pencils
and paper, rulers, etc
Session 5: Production Storyboard and filming
Hands on Session: Drawing with colored pencils
and paper, rulers, etc
Hands on Session: Using the iPad to film their
video using script and song
Session 6: Production and filming
Session 7: Imovie: Editing the video
Session 8: Final Editing and Exporting of Video
Session 9: Exposition and Presentation
Specific needs of educational Graphic Organizers (Story Boards), Multiple
support students. Intelligences, Extensive Planning and Roles in Group
Work

Evaluation. Criteria and Formative Assessments:

instruments.
 Each day the students will produce something
that checks their understanding of that days
lesson
Think Pair Share about target audiences, Three
Stay, One Stray with Camera Angles and
worksheet, Storyboard check, Production
Check-Ins

Summative Assessment:

Final storyboard and final video

Bibliography / Web sites Video Production Standards, Career and Technology

Education, State Department of Nevada (no direct link

http://bogglesworldesl.com/esl_games.htm

In this page it would be the board game studying

conditionals. In the script they can use if
consequences to describe the vacation.