Technological Education

Technological Education
Communications Technology Grade 11
Grade 11
Destination: XX
Course Code: TGJ3M

Developed by: Brian Evinou

Spring 2002
Course Overview
Communications Technology
Code: TGJ3M
Grade: 11
Destination: XX
Policy Document: ​The Ontario Curriculum, Grades 11 and 12, Technological Education, 2009.
Prerequisite: None

Course Description
This course examines communications technology from a media perspective. Students will develop
knowledge and skills as they design and produce media projects in the areas of live, recorded, and graphic
communications. These areas may include TV, video, and movie production; radio and audio production;
print and graphic communications; photography; digital imaging; broadcast journalism; and interactive
new media. Students will also develop an awareness of related environmental and societal issues, and will
explore college and university programs and career opportunities in the various communications
technology fields.

Course Notes
This course profile provides a framework for providing students knowledge and practical hands
on experience with multiple technological media. This program focuses on Print, Photography,
Audio, Animation and Video Production.

Fostering Inclusiveness
This profile describes activities in which students will explore themes relevant to their own
personal histories and the stories of their classmates. Our classroom and this course invite
students to push their imaginations in a safe environment that celebrates our differences.

Learning Skills
In addition to the specific skills that are developed throughout the course, students learn to:
● Creating images for print. Producing materials.
● Record, edit and produce audio.
● Understand basic photography theory with a heavy focus on composition.
● Introduction to animation. Creating cycles and repeatable elements.
● Recording and editing video. Transitions and graphics.

Safe and Appropriate Use of Equipment and Facilities

Equipment Requirements
The units in this course profile rely upon the availability of a wide range of ….The chart below provides
an overview of the equipment, resources and facilities required in each unit.

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 Equipment and Facilities Unit 4
Unit 1 Unit 2 Unit 3
etc
Category (eg., Hand Tools)
Item name
Item name
etc., add as many rows per category as you need

Category
Item name
etc
Category
Item name
Item name
Category
Item name
Item name
Category
Item name
Item name
Etc.

Units: Titles and Times

Unit 1 Print Graphics # hours
Unit 2 Photography # hours
Unit 3 Radio/ Audio Production # hours
Unit 4 Animation # hours
Etc. TV/ Video Production

Unit Overviews

Unit 1: ​Print Graphics

Time: ​# hours
Unit Description
This unit explores ​Photoshop/ Illustrator and printing. Vinyl cutting. Producing materials.
Students learn basic graphic design and how to prepare files for printing. Students then produce
their own shirt.

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Unit Overview Chart
Activity Learning
# Activity Expectations Assessment
Tasks
Title/Name - Overall Categories
- Specific
1.1 Add names of Eg.. ICV.03, Eg., Knowledge/ Students (verb) then (activity).
activities for the Understanding
unit here. You can
have as many as
you need
1.2
1.3
1.4
1.5 etc. Create a Shirt Students design a graphic for
a shirt. Students produce the
design and then print it onto a
shirt.

Unit 2: ​Photography
Time: ​# hours
Unit Description
In this unit students are introduced to the basics of photography. The first assignments are intro
assignments focused on composition and getting used to different settings/ lens and lighting.
Students are introduced to the tools commonly used in editing photography. Summative activity
students produce

Unit Overview Chart

Activity Learning
# Activity Expectations Assessment
Tasks
Title/Name - Overall Categories
- Specific
2.1 Add names of Eg.. ICV.03, Eg., Knowledge/ Students (verb) then (activity).
activities for the Understanding
unit here. You can
have as many as
you need, typically
2.2
2.3
2.4
2.5 etc. A night at the Students will emulate
Arena professional sports
photographers researching
the position. Students will
attend school sporting event

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 to document the events.
Students will edit and collate
photos in such a way that a
narrative of the event is clear.

Unit 3: ​Radio/ Audio Production

Time: ​# hours
Unit Description
Students will learn about microphone, and various editing softwares. Students will produce
podcasts that include intros, outros and interstitials.

Unit Overview Chart

Activity Learning
# Activity Expectations Assessment
Tasks
Title/Name - Overall Categories
- Specific
3.1 Add names of Eg.. ICV.03, Eg., Knowledge/ Students (verb) then (activity).
activities for the Understanding
unit here. You can
have as many as
you need, typically
3.2
3.3
4.4
4.5 Podcast Students will record and edit a
podcast. Podcast will connect
to the history of radio and
audio. Students interview
older generations about
audio, music, radio and news
and what it meant to them.
Podcast must include
appropriate interstitials, intros
and outros.

Unit 4: ​Animation
Time: #​ hours
Unit Description
In this unit, students explore Animation. Students learn about the elements and history of
animation and are introduced to Adobe Animate and producing animation.

Unit Overview Chart

Activity Activity Learning Assessment
Tasks
# Title/Name Expectations Categories

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4.1 The History of the A1.1,A1.3,A2. Knowledge/ -Ollie Johnston and Frank
12 Principles of 1, A3.1, B2.2, Understanding, Thomas who created the
Animation. B2.3, D2.2, Application Elements of animation.What
D3.1
are they?
Theory and -Students are provided with
Aesthetics clips from films that Johnston
and Thomas worked on.
students will take screen
grabs identifying at least five
of the elements of animation.

-Examining important
The art of historical texts of animation
teaching like the Preston Blair ‘Cartoon
animation. Animation’ and Richard
Examining the Williams Students will get
texts that their first lesson in animation.
dominate Giving an introduction to
animation Animate students will use one
instruction across of the aforementioned texts
North America. as reference to animate a
bouncing ball.

4.2 Students will be A2.1, A3.1, Knowledge/ -In groups students are assigned
introduced to A3.3, Understanding, one of the stages of
Pre-Production and A4.1,A4.3 Application, pre-production in animation.
the ‘Pipeline of B1.1, B1.2, (-Script -> Storyboards -> Design
Thinking and
animation’ B1.3, B1.4, -> Rigging -> Setup. )
B2.1, B2.4,
Inquiry -Students will present this
B2.5, D2.1, knowledge to the class.
D3.2 -Students will be asked to take
on the job of the rigger and
create assets in Animate.
-Students will be introduced to
the Symbol library. How to
create symbols. Arranging pivot
points and to beware of
duplication.

4.3 A Career at a Desk. B3.1, D1.1, Knowledge/ -Tech jobs are often desk jobs.
How to keep D1.2 Understanding, These jobs may not be as
fighting fit while Communication dangerous as others but a career
sitting at a desk does come with many
, Thinking,
health risks.
Application -Lessons on Desk work, good
practice for time spent
sitteseated -Introducing
stretching and ergonomic
exercises to avoid common

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 issues like carpal tunnel.
-Is a standing desk right for you?
4.4 Creating Strong A1.1-3, A2.2, Knowledge/ -Students are introduced to full
Key Poses. B2.6, B3.2, Understanding, character rigs.
Communication -Students are led through an in
class demonstration on the
, Thinking,
board of creating a pose to pose
Application animation.
-Key Poses and strong posing is
Skills emphasized.
Development -Line of action is explained and
demonstrated.
-Strong silhouettes are described
and demonstrated.
-Students Create their own two
key poses.
4.5 Arcs, Tweening and A1.1-3, A2.2, Knowledge/ -Students are shown footage of
Timing in B2.6, B3.2, Understanding, different TV shows
Animation. Communication demonstrating how different
shows have different styles of
, Thinking,
timing.
Application -Students are assigned one of
the clips and animate their key
Skills poses (from the previous lesson)
Development with the timing of their assigned
show.
4.6 Paper animation A3.2, A3.3, Knowledge/ -Students are introduced to
and how that B3.3, DC1.1, Understanding, timing Charts.
Translates to Communication -Using the clips from the
Digital. previous week students must
, Thinking,
identify which timing chart
Application belongs to which show.

Literacy and
Numeracy
Considerations
4.7 Cycles and A1,A2, A1.5, Knowledge/ Teacher will provide lecture
Character A2.1, A2.3, Understanding, and tutorial videos. Using the
Animation B1, B2, Communication rigs from the previous
B3,B1.1, , Thinking, assignment students will
B1.2, B2.1, Application create a pose to pose cycle.
B2.2, B2.3,
B2.4, B2.6,
C2- C2.1,
C2.2, C2.3,
C2.4, C2.5,
D2.3, B2.4,
Etc.
 

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 TECHNOLOGICAL EDUCATION   

LESSON/LEARNING PLAN 
FACULTY OF EDUCATION, QUEEN’S UNIVERSITY 

Queen’s Lesson Plan Template

Teachers Name: Brian Evinou

Course ​TGJ2O

Lesson Title ​Cycles and Character Animation

Unit Title & Number ​ 4.5- Unit 4. Intro to Animation. Assignment 5. Culminating Task.

Specific Curriculum Expectations ​(​A1,A2,

A1.5, A2.1, A2.3, B1, B2, B3,B1.1,
B1.2, B2.1, B2.2, B2.3, B2.4, B2.6, C2- C2.1, C2.2, C2.3, C2.4, C2.5,
D2.3,

Prior Learning
- Students will have prior knowledge on the elements of animation.
-Students will have animated balls bouncing up and down.
-Students will know what a cycle is and its significance.

Key Learning Goals

-Students will be introduced to animating characters.
-Students will take the character rig they created in the previous assignment and create an animation
cycle.
-The animated cycle should have two distinct main poses that the character moves into in a convincing
manner.
-Students animation will seamlessly cycle.
-Students will gain an understanding of what a cycle is and how and why they are used in Animation.

Key Learning Question

-How does this skill apply in the professional field?

-How are cycles used in tv, film and games?
-Does the character animation cycle? (repeat the motion seamlessly)
-Does the animation move in a manner that is convincing, and possible?
-Does the character animation display an understanding of the elements of animation?

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Is the animation exported appropriately?
Are symbols being used efficiently?

Enduring Understandings and Essential Skills ​(List any enduring understanding and essential skills
which will be part of the students learning)
Technical skills, Creativity, Organization, Critical thinking.

Animated cycles are used in movies and tv but especially in video games. Understanding how to create a
cycle is a very important skill to have when animating.

Materials List ​(List the materials which may be needed to deliver the lesson, whether it is a Socratic or
Demonstration lesson format)

Tutorial youtube Link- ​https://www.youtube.com/watch?v=IOzU1qlQjhc&feature=youtu.be

Paper
Pencils
Computers
Adobe Animate

Teaching Aids ​(List any teaching aids needed for the lesson; Handouts, Power Points, etc. and include
them with this plan)

Computer
Videos
Projectors
Exemplars

Teaching Strategies ​(Give step by step instruction on how to deliver the lesson, this should be clear and
precise and there should be enough information given so that another teacher would be able to deliver the
lesson)

-Present assignment to students. Explain assignments expectations and how the assignment will be
evaluated.
-Play tutorial video for students. (Note-Will produce this later this module.)
-Stop video at key points to reemphasize key points. Take questions afterwards.
-Suggested workflow ->thumbnail/ plan -> Develop Keyposes -> Reflection/student and teacher input ->
Tweening -> Keying/timing -> Arcs -> Secondary animation -> Reflection -> Export and double check.
-> Submit assignment.

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-Students have the remainder of class to design their two main key poses. Teacher circulates and helps
students develop effective poses.
-For best results the two character poses should be very distinct from one another. Aim for a big motion
with clear silhouettes.
-Remind the students that for the cycle to work, within the character symbol, the timeline should have
placed in this order, key one, key two, key one. Once the tweening is done we can delete the second
example of key one. Once viewed outside the symbol our cycle will then work properly.
-At the outset of class teacher will play the tutorial video on inbetweening. (note-will produce this later in
this module)
-Teacher will emphasize animation elements. Arcs and timing specifically should be clear.
-Students will get into groups to brainstorm how they want their animation to look. Each student will
explain their characters movement and the other students will give feedback, or point out any issues they
notice.
-Remind students to double check their pivot points before tweening! If they are not set to the same
position in both key frames the tweening tool will not work properly.
-Students will have rest of class to work on tweening their animations.
-Next class will be a work period. Students will receive teacher feedback throughout.
-Teacher should emphasize arcs and timing in the tweening.
-Assignment is due in the next class. Students export their videos, following the provided settings, and
upload them for teachers.

Modifications and Accommodations ​(List any possible modifications or accommodations to the lesson
needed to help students achieve the key learning goals of the lesson)
-All and any IEP’s will be accounted for.
-Assets available online.
-Students can have extra time if needed.

Terminology List ​(List all new terminology that may be learned during the lesson)
Pose to pose
Key Pose
Inbetween
Tweening
Arcs
Settle
Slow in
Slow out
Timing
Rig
Layers
keyframes

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Literacy and Numeracy ​(List any literacy strategies and numeracy strategies which may be addressed or
delivered during the lesson)

-Students may use an inbetweening tool that slows movement. This change of speed is explained by a +/-
number system in the properties bar.
-in Cycle animation students must be aware of animation frame lengths to insure correct repeating
animation.

Closing Questions​ (List any closing questions which may be used to reflect student participation during
the lesson)

-Can this project be done at home?

-Is there enough access to resources for all students?

Lesson Reflections​ (What when wrong/What went right, What can be changed)

CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

COMMUNICATION- LIMITED SOME HIGH DEGREE THOROUGH

Understands key terms.

Able to convey ideas
effectively in class.

Communicates well with

others.

THINKING- LIMITED SOME HIGH DEGREE THOROUGH

Student applies design

planning to assignment.

Student develops creative

solutions to assignment.

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 APPLICATION LIMITED SOME HIGH DEGREE THOROUGH

Student animation is timed

and arced well

Poses are distinct and

effective.

KNOWLEDGE- LIMITED SOME HIGH DEGREE THOROUGH

Student animation is timed

and arced well

Poses are distinct and

effective.

Descriptive Feedback
And Learning Goals

RESPONSIBILITY ORGANIZATION INDEPENDENT COLLABORATION INITIATIVE SELF-REGULATION

WORK

Unit 5: ​TV/ Video Production

Time: ​# hours
Unit Description
In this unit work towards a final of creating a short film in small groups. Students explore storyboarding,
composition, lighting, recording audio and editing in the process of developing a short film that focuses
on issues of Inclusivity as it relates to technology. By drawing on all of this unit’s previous learning
students, working in groups, will succeed in producing a successful short film.

Unit Overview Chart

Activity Learning
# Activity Expectations
Assessment Categories Tasks
Title/Name - Overall
- Specific

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5.1 The A1, A2, A3, Assessment For Students create short videos that
Character of A1.1,A1.2, Learning. (diagnostic) identify shots types within
the Camera A1.4, A2.2, historical films.
A3.1, B3, B1.3, Knowledge/understandin Students provide their
B2.1-3, B3.1-3, g, Application, Thinking interpretation of the character of
D3.4-5. each shot.
5.2 Lighting A1, A2, A3, Assessment as Learning Students will review creating
and Safety A4, A1.2, (formative) effective 3 point lighting.
A1.3, A3.2, Safety!
B1.3, B3.1, Knowledge/understandin Students research safety on sets
B3.3, D1, D3, g, Thinking, Application and fill in organizer identifying
D1.1-1.2, D3.1, key items and proper ways to
D3.4, handle said resources

5.3 Pre-Producti A2, A3, A4, Assessment as learning Planning a film production.
on. A A1.4, A2.2, (formative) Students are introduced to the
mountain of A3.1, A3.3, jobs of pre-production in film.
work. A4.1, A4.2, B1, Knowledge/understandin Students will be given a script
B2, B1.1-B3.3, g, that they will ​‘DIVIDE and
D3. D3.1-D3.5, Communication,Applicat CONQUER’​. Assessing which
ion, Thinking jobs are required to see this script
through to filming. How do we
get these jobs?
5.4 etc. Short Film A1, A2, A3, Assessment of learning Students will produce a short
A4, A1.1-A4.2, (Summative) film. Issues of Inclusivity and
B1, B3, technology will be focused on.
B1.1-B3.3, C2, Knowledge/ Film will be appropriately edited.
C2.1, D1, D1.2, Understanding, Include Animated title cards and
D2.3, D3.6 Communication, credits.
Thinking, Application

Etc.
TECHNOLOGICAL EDUCATION    

ACTIVITY NAME- The Character of the Camera

Unit#: 5.1

Description: ​Students will be reintroduced to film cinematography by investigating clips from classic
films. Using this knowledge students will be tasked with creating short videos that break down selected
films and identify shot types. Students will narrate over the shots explaining the shot type and what these
shot types were used for.

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Assessment and Evaluation:

Assessment For Learning. (diagnostic)

CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

COMMUNICATION- LIMITED SOME HIGH THOROUGH

DEGREE
Understands key terms. Able to convey ideas
effectively in class.

Communicates well with others.

THINKING- LIMITED SOME HIGH THOROUGH

DEGREE
Student applies design planning to assignments.

Student develops creative solutions to assignment.

APPLICATION LIMITED SOME HIGH THOROUGH

DEGREE
Student film is edited cleanly

Audio is recorded and mixed at appropriate levels

KNOWLEDGE- LIMITED SOME HIGH THOROUGH

DEGREE
Student demonstrates clear understanding of film
shot terminology

Students provides insight into use of the

camera as a character

Descriptive Feedback
And Learning Goals

RESPONSIBILITY ORGANIZATION INDEPENDENT COLLABORATION INITIATIVE SELF-REGULATION

WORK

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Strands-
A1, A2, A3, A1.1,A1.2, A1.4, A2.2, A3.1, B3, B1.3, B2.1-3, B3.1-3, D3.4-5.

Prior Learning:
-Audio Recording and Editing
-Film cutting/editing knowledge
-Composition (from Photography Unit)

Activity Procedure:
-Students watch video reintroducing key shots to class.
https://www.youtube.com/watch?v=e5CwiBJYUXk
-Teacher leads a discussion about the shots. How can we use these shots? What situations
would these shots work best for? Does the camera shooting from this angle make us feel
anything? etc.
-Students are provided short clips of five different films. Students are to import the clips to
premiere.
-Students edit the clips they have to create short tutorial videos demonstrating,
*establishing/Wide shot *Full body shot *Medium Shot *Close up *Over the shoulder shot *Up
shot/ worms eye view shot *Down shot/birds eye view shot.
-Students will put text overlays identifying each shot. These overlays will transition in and out
differently each time.
-Students will record audio explaining the use of each shot. How would it be used in a film?
Does this shot invoke a feeling?
-Students export film and submit it to the class drop box.

Tools and Equipment:​ -Computers, wifi, Microphones, Audacity, Adobe Premiere, Smartboard or
display, dropbox.

Accommodations and Modifications:

Students accommodations available include-

-Presentation of Material,
-Formatting of Material

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-Highlighting key words
-Repeating Instruction
-Breaks during instruction
-Large print books and worksheets
-Setting Change
-Physical activity (stress ball)
-Seating Change
-Balance Stability ball
-Specialized Keyboards
-Assistive technology
-Allowing more time

Student Modifications available include-

-Modifying portions of material

-Providing texts that are less complicated.
-Changing expectations for course or assessment
-Shortening Assignments
-Reducing amount of assignments
-Alternate Assessment

Terminology, Literacy and Numeracy:

-Establishing shot
-Wide Shot
-Medium Shot
-Full Shot
-Close up
-Extreme Close up
-Two Shot
-Over the Shoulder shot
-Worms eye View/up shot
-Birds eye view/ down shot

Additional Resources:​ (List and/or include, additional resources required such as; appendixes, Library,
computers, books, power points, videos etc.)

Editing in Premiere ​https://www.youtube.com/watch?v=PYTPXsMkYDE

Editing in Audaucity ​https://www.youtube.com/watch?v=GHe_Og-yEow&t=
Shot in film ​https://www.youtube.com/watch?v=e5CwiBJYUXk
Basic shots one sheet ​http://gihsfilm.weebly.com/basic-camera-shots.html
Basic Shots alt. ​https://hanyahblog.wordpress.com/2018/12/07/the-shots/

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Activity Name- Lighting and Safety
Unit# 5.2

Description: ​Students will review creating effective 3 point lighting and safety precautions that are
needed when handling lights and other materials on a set. Students and fill in an organizer identifying key
items and proper ways to safely handle equipment.

Assessment and Evaluation:

Assessment as Learning (formative)

Class discussions at the end of the research period.

Strands-

A1, A2, A3, A4, A1.2, A1.3, A3.2, B1.3, B3.1, B3.3, D1, D3, D1.1-1.2, D3.1, D3.4,

Prior Learning:
-3Pt Lighting Theory
-Setting up Lights

Activity Procedure:
Students will review 3 point lighting with a video demonstrating effective layout of lights.
https://www.youtube.com/watch?v=j_Sov3xmgwg&t=15s
Teacher will distribute a hand out on safety precautions that are needed when handling lights and other
materials on a set.
Students will be handed an organizer with various safety issues that could be encountered on a set.
Students will be tasked with researching a specific item of equipment and list precautions and
considerations that have to be taken when using those objects.
Object include-
-​Organizing and handling Cables
-Gaffers tape
-Handling lights
-Welders gloves

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-Safety Screens
-Weighing down lights and mikes

Students will make presentations on their safety issue to the class.

Class will take notes and fill out their organizers with the new information presented by their classmates.

Students submit organizers to drop box.

Tools and Equipment​:​ -Computers, wifi, Microphones, Smartboard or display, Pencil, Pen, Handout

Accommodations and Modifications:

Students accommodations available include-

-Presentation of Material,
-Formatting of Material
-Highlighting key words
-Repeating Instruction
-Breaks during instruction
-Large print books and worksheets
-Setting Change
-Physical activity (stress ball)
-Seating Change
-Balance Stability ball
-Specialized Keyboards
-Assistive technology
-Allowing more time

Student Modifications available include-

-Modifying portions of material

-Providing texts that are less complicated.
-Changing expectations for course or assessment
-Shortening Assignments
-Reducing amount of assignments
-Alternate Assessment

Additional Resources:​ (List and/or include, additional resources required such as; appendixes, Library,
computers, books, power points, videos etc.)

3 Point Lighting Tutorial ​https://www.youtube.com/watch?v=j_Sov3xmgwg&t=15s

Lighting Safety ​https://www.videomaker.com/article/12996-lighting-safety
General Lighting Safety ​https://www.youtube.com/watch?v=M8gbw-JMuVE

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Video Production Tutorial ​https://www.youtube.com/watch?v=hGSjMV2GM44

Activity Name- Pre-Production; A Mountain of Work

Unit. 5.3

Description: ​Planning a film production. Students are introduced to the jobs of pre-production in film.
Student’s are put into groups and choose a script from a series of short scripts. Students ‘​DIVIDE AND
CONQUER’ ​as individuals break down each of the jobs that are required before the film starts filming.
How do people get those jobs?

Assessment and Evaluation:

Assessment as learning (formative)

Students submit their completed pre-production documents to the drop-box

Specific Curriculum Expectations​:

A2, A3, A4, A1.4, A2.2, A3.1, A3.3, A4.1, A4.2, B1, B2, B1.1-B3.3, D3. D3.1, D3.2, D3.3, D3.4,
D3.5

Prior Learning:
-Storyboarding (animation unit)

Activity Procedure:
Students are introduced to the Pipeline of pre-producton in short film.
https://www.youtube.com/watch?v=NHjtHK9mTe8

Specifically they will look at the jobs of

Screen Writer
Producer
Cinematographer/Storyboard Artist
Cinematographer
Gaffer
Set Designer/builder
Lighting

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Student’s will be broken into groups. They will choose one of the scripts selected and start to breakdown
what materials/jobs are required before filming commences..

Script- Needs to be broken down for what is required for filming. Where should this script be shot? How
many people are needed? Costumes? Use highlighters to separate scenes.
Shotlist- Script is broken down into scenes and locations. Right individual shots on cue cards. You can
use these later when scheduling.
Storyboard- Shot List is translated into thumbnail size drawings describing action of the scene.
Location Scouting- Scouting locations for places to film their movies.
Schedule- who develops schedules for filming scenes. Re-visit cue cards. Cue cards of similar shots can
be filmed in a row. This saves time on having to set up the same shot multiple times.

Student groups will ​‘Divide and Conquer’​ individually researching one of these jobs. How do people get
these jobs? What schooling did they need? What level of education? What are the paths people take to do
these jobs?

Students return to the group when complete and share their findings.

Package is submitted to Dropbox for assessment

Tools and Equipment:​ -Computers, wifi, Smartboard or display, Pencil, Pen, handouts, scripts

Accommodations and Modifications:

Students accommodations available include-

-Presentation of Material,
-Formatting of Material
-Highlighting key words
-Repeating Instruction
-Breaks during instruction
-Large print books and worksheets
-Setting Change
-Physical activity (stress ball)
-Seating Change
-Balance Stability ball
-Specialized Keyboards
-Assistive technology
-Allowing more time

Student Modifications available include-

-Modifying portions of material

-Providing texts that are less complicated.
-Changing expectations for course or assessment

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-Shortening Assignments
-Reducing amount of assignments
-Alternate Assessment

Additional Resources:

Short Film Preproduction ​https://www.youtube.com/watch?v=NHjtHK9mTe8

Short Filming tips ​https://www.youtube.com/watch?v=Gpy5cm5OOVQ 
 
Activity Name- Short Film

Unit 5.4
 
LESSON/LEARNING PLAN 
FACULTY OF EDUCATION, QUEEN’S UNIVERSITY 

Queen’s Lesson Plan Template

Teachers Name: Brian Evinou

Course ​TGJ3M

Lesson Title ​Short Film

Unit Title & Number ​ 5.4- Unit 5. TV Film Production. Assignment 4. Short Film. Culminating Task

Specific Curriculum Expectations:

A1, A2, A3, A4, A1.1-A4.2, B1, B3, B1.1-B3.3, C2, C2.1, D1, D1.2, D2.3, D3.6

Prior Learning

- Students will have prior knowledge on storyboards and cinematography

-Students will have prior learning on recording sound
-Students will have prior knowledge of effective lighting.
-Students will have knowledge of pre-production and how to handle themselves safely on a set.
-Students will know how to operate cameras, tripods and other related technologies
-Students will have prior knowledge of film editing in Premiere.
-Students will know how to create animated elements.

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Key Learning Goals

-Students will workshop a script about an issue related to inclusivity and technology.
-Students will revisit each of the elements of pre-production introduced in the previous lesson.
-Students will film their short film.
-Students will add an animated title and animated credits produced in Flash Animate.
-Students will export film with all appropriate transitions, sound and visual affects added.

Key Learning Question

-How do these skills apply in the professional field?

-How do inclusivity and technology intersect?
-Does technology make the world more or less inclusive?
-How are animated titles used in tv, film and games?
-Does the short film work as a short film?
-Does the story of the short film make sense?
-Is the camera used strategically to support the story?
-Is the short film lit well?
- Is the short film shot well?

Enduring Understandings and Essential Skills ​(List any enduring understanding and essential skills
which will be part of the students learning)

Technical skills, Creativity, Organization, Critical thinking.

Materials List ​(List the materials which may be needed to deliver the lesson, whether it is a Socratic or
Demonstration lesson format)

Computers
Cameras
Tri-Pods
Lights
Extension Cords
Boom Mikes
Adobe Animate
Premiere
Wifi

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Teaching Aids ​(List any teaching aids needed for the lesson; Handouts, Power Points, etc. and include
them with this plan)

Computer
Videos
Projectors
Exemplars

Diversity and Tech Resources

Justin Promotes Inclusivity with Technology ​https://www.youtube.com/watch?v=MQztMZQXMO8

Inclusion in the Workplace ​https://www.youtube.com/watch?v=kvdHqS3ryw0
Inclusivity and Accessibility ​https://www.youtube.com/watch?v=qRtXpixafaI
Inclusion and Diversity ​https://www.youtube.com/watch?v=cvb49-Csq1o

Tutorial Videos,
Premiere- ​https://www.youtube.com/results?search_query=Adobe+Premiere
Animate -​https://www.youtube.com/watch?v=VGKBam84ZAA

Assessment-
https://web.archive.org/web/20141127132646/http://chs.camas.wednet.edu/tech/files/2012/06/grading_ru
bric.pdf

Teaching Strategies ​(Give step by step instruction on how to deliver the lesson, this should be clear and
precise and there should be enough information given so that another teacher would be able to deliver the
lesson)

Class one.

-Present assignment to students. Explain assignments expectations and how the assignment will be
evaluated.
-Students are given a variety of issues revolving around inclusivity and diversity.
-Students are to have a discussion about an agreed upon issue for ten minutes.
-Students are to workshop a short two minute script from their conversation. The script should include no
more than three characters
-Students have until the following class to finalize the script but should have working bullet points at the
end of first class.

Class Two and Three.

-Students are to go through the same preproduction process that they went through before in unit 5.3

Script- Needs to be broken down for what is required for filming. Where should this script be shot? How
many people are needed? Costumes? Use highlighters to separate scenes.

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Shotlist- Script is broken down into scenes and locations. Right individual shots on cue cards. You can
use these later when scheduling.

Storyboard- Shot List is translated into thumbnail size drawings describing action of the scene.
Location Scouting- Students scout schools for places to film their short movie.

Schedule- Students develop schedules for filming scenes. Re-visit cue cards. Cue cards of similar shots
can be filmed in a row. This saves time on having to set up the same shot multiple times.

Class Four and Five.

-Students will sign out cameras, lights and whatever else is required and film their short films.
-Students will use their pre-production assets to guide their filming.

Class Six and Seven

-Student will import raw footage

-Students will be walked through tutorials on color correction, audio correction.
-Student groups will work concurrently on editing film in Premiere and creating assets required such as
title cards and credits in Adobe Animate.

Premiere Tutorial- ​https://www.youtube.com/watch?v=PYTPXsMkYDE

Adobe Animate Tutorial- ​https://www.youtube.com/watch?v=VGKBam84ZAA
-Assignment is due in week eight. Students export their videos, following the provided settings, and
upload them for teachers.

Upkeep: Students will upload short film and pre-production materials to their online Portfolio. Students
will highlight their responsibilities in the production in a blog post attached to the post.

Modifications and Accommodations

-All modifications that are on a student's IEP will be accounted for. Preferential seating, assistive devices,
multiple teaching/ learning.
-Assets and tutorials available online.
-Accommodations are on a case by case basis specific to students.
-Participation in the project group can still be attained by anyone. Level of participation can be adjusted.

​Students accommodations available include-

-Presentation of Material,
-Formatting of Material
-Highlighting key words
-Repeating Instruction
-Breaks during instruction
-Large print books and worksheets

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-Setting Change
-Physical activity (stress ball)
-Seating Change
-Balance Stability ball
-Specialized Keyboards
-Assistive technology
-Allowing more time

Student Modifications available include-

-Modifying portions of material

-Providing texts that are less complicated.
-Changing expectations for course or assessment
-Shortening Assignments
-Reducing amount of assignments
-Alternate Assessment

Terminology List ​(List all new terminology that may be learned during the lesson)

-Establishing shot
-Wide Shot
-Medium Shot
-Full Shot
-Close up
-Extreme Close up
-Two Shot
-Over the Shoulder shot
-Worms eye View/up shot
-Birds eye view/ down shot
-Gaffer
-Tripod
-3pt Lighting
-Framing
-DLSR
-Cutting
-Transitions

Literacy and Numeracy ​(List any literacy strategies and numeracy strategies which may be addressed or
delivered during the lesson)

-Producing shot sheets requires balancing many jobs and problem solving efficiencies to make shooting
more successful

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-Plotting out locations successfully and planning equipment logs requires great organizational abilities.

Closing Questions​ (List any closing questions which may be used to reflect student participation during
the lesson)

-Is there enough access to resources for all students?

-What was the most challenging part of this process?

Lesson Reflections​ (What when wrong/What went right, What can be changed)

ASSESSMENT

Assessment of learning (Summative)

Criteria Developing (10) Proficient (15) Exemplary (20)

Plan Script / * Sketchy script or * Complete script or * Clearly describes each

Storyboard storyboard storyboard, though not shot visually
* Shows evidence of detailed * Includes movements,
planning for a few parts * Shows evidence of narration or dialogue, and
of production planning through most fx
parts of production * Shows evidence of
planning through all parts
of the production

Content * The video is a * The video tells a * The video tells a

Objective disconnected (or loosely connected story or has a compelling story or has a
connected) series of clear and complete compelling structure and
scenes with no unifying structure is expressed creatively *
story or structure * Most content relates All content relates to the
* Random or irrelevant to the storyline storyline * Provides fresh,
content included interesting, or humorous
insights

Footage Video * Sometimes in focus * Usually in focus * Always in focus (unless

Shoot * Sometimes steady * Usually steady purposefully done)
* No camera movement * Pans and zooms are * Always steady
OR excessive limited and usually * Variety of camera
movement (panning, purposeful movements. Movements
zooming, trucking, etc.) * Composition usually are planned, purposeful
follows the rule of thirds and provide impact
* Variety of angles and
shots (close-up to long
shot)
* Varied composition
(based on rule of thirds)

Audio * Sound sometimes * Sound usually clear, * Sound always clear

unclear: due to low no unintended ambient (unless purposefully done)

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 voices, overly loud noise and ambient noise always
ambient noise appropriate
* Appropriate use of
silence

Voiceovers, *Background music * Background music and * Background music and

Background overly loud or too quiet * sound fx usually sound fx always balanced
Music & Narration sound balanced well (doesn’t well
Sound FX subtitled or unrehearsed overpower the main * Music and fx enhance
* Sound FX unrelated or audio) mood/ pacing
sound fake * Music and fx * Creative/appropriate use
appropriate to of sound effects,
mood/pacing narration, etc.

Lighting * Only ambient * Additional lighting is * Additional lighting is

(available) light is used * used as necessary used to eliminate shadows
Many scenes are overly * Most scenes have and glares
bright or dark sufficient lighting to tell * All scenes have
what is happening sufficient lighting for
viewer to easily see action
* Vivid colors
* Innovative use of lighting

Cutting * Clips begin and/or end * Most clips edited to * Clips show no slack time
with slack time or in mid remove slack time and and begin and end with
action to begin and end with thought to action
thought to action

Transitions * No transitions between * Basic transitions used * All transitions between

clips are used or too (cut and fade) clips appropriate, suit
many different appropriately and other mood and content, and
transitions used without types of transitions smooth the flow from
thought or purpose usually added as scene to the next
appropriate for the
scene

Pacing *Many video clips are * Most video clips move * Variety of pacing and
/Continuity too long or too short and at a steady pace, fast changes fit the “mood” of
leave out essential enough to keep the the content * Pacing
action or dialogue audience interested and keeps viewers interested
*Several video clips do slow enough to tell the * All video clips fit the
not fit the storyline or complete story storyline and transitions
are poorly ordered and * Most video clips fit the between scenes
transitions between storyline and most thoughtfully executed
scenes do not show transitions between
evidence of thoughtful scenes thoughtfully
execution executed

Enhance Titles *Titles and subtitles * Titles and subtitles * Titles and subtitles
unclear due to font, size, usually clear always clear
or color contrast * Used appropriately * Used appropriately and
enhance the story/content
* Innovative

Creativity *Little evidence of * Some evidence of * Thorough evidence of

imagination, creativity, imagination, creativity, imagination, creativity, or
or thoughtfulness or thoughtfulness thoughtfulness
* No style or mood is * Some evidence of * Style or mood which
apparent thought to style and suits the content evident
mood, though may not * Creative and original

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 suit the content

Total

List of Online Resources that will aid in planning of Short Film.

Order of Tool or material Use “X” to indicate method of use

use (mark
“O” for project time production
ongoing) management management paperwork

O Asana X X X

O Boomerang Calender X X

5 Shot Log X X X

5 Scene Take Log X X X

3 Video Equipment Check List X X X

O/1 Google Docs X X

O Google Drive

O Google Calender

4 Luxli

2 Storyboard Pro X X

4 Audacity X

6 Premiere X X

Asana ​https://lifehacker.com/five-best-personal-project-management-tools-1441334694
Boomerang ​https://zapier.com/blog/best-meeting-scheduler-apps/
Shot/Scene Log ​https://www.videomaker.com/video-production-forms-download

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Teaching/Learning Strategies
(HERE IS AN EXAMPLE ONLY
Students use and explore XXX technologies by means of the following learning strategies:
Application ​– creation of technological products for identified purposes;
Brainstorming​ – group generation of initial ideas expressed without criticism or analysis;
Collaborative/Cooperative Learning​ – small group learning and decision making providing high levels of
student engagement and interdependence;
Computer-assisted Learning​ – learning of new material through online methods of instruction;
Conferencing/Discussion​ – student-to-student discussion and teacher-to-student conferencing to
encourage confidence and motivation to success in all learners;
Design Process​ – the stages of development of a product or process, including developing a focus,
developing a framework, choosing the best solution, implementing a plan and reflecting on the process
and the product;
Independent Study​ – exploration and research of a topic interesting to students.
Problem Solving​ – identifying and working through a problem;
Report/Presentation​ – oral, visual, written and electronic presentation of researched topic to class;
Socratic Lesson​ – oral presentation of information by the teacher;
Teacher-directed Class Discussion​ – students actively participate by taking turns discussing current
issues.
Teachers may seek the collaboration of other teachers in interdisciplinary and cross-curricular projects
(for example in the production of multimedia or interactive presentations). Teachers should seek the
collaboration and participation of Guidance personnel during Unit 1.

Assessment & Evaluation of Student Achievement

The assessment techniques described below focus on both the process and product of student learning.
Assessment/Evaluation Techniques
Paper-and-Pencil
● Quizzes and tests
● Worksheets
● Project proposals
● Final written evaluation
Performance Assessment
● Skills demonstrations
● Presentation
● Finished product
● Portfolio
Personal Communication
● Conferencing
● Student-teacher

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● Teacher-group
● Daily activity log or journal
● Critique peer conferencing

Assessment Tools
● Checklists
● Marking schemes
● Rubrics
● Anecdotal comments with suggestions for improvement
● Rating scales
Purposes of Assessment
● Assessment for Learning – This is data assessment in both formative and summative. The idea is to
provide feedback for your students on their next steps for Learning – to improve their learning.
● Assessment as Learning – Assessment as learning is a reflective, metacognition process where the
student engages in self-assessment, thinking about their achievement. Once students begin to think
about the overall learning of skills, they begin to become independent thinkers.
● Assessment of Learning – In assessment of learning, the teacher gathers evidence of the students’
achievement through summative activities. This is always based on the course expectations and forms
the basis for the students overall evaluation.

Evaluation of Student Achievement

Students are formally evaluated on their demonstration of curriculum expectations using the categories of
skills and knowledge set out in the Achievement Chart. Checklists are used to provide information about
the operational steps of the production process (such as the completion of planning documents) and an
ongoing means of monitoring the level of achievement attained. Rating scales and rubrics describe the
look and feel of completed products. All evaluation tools should be available to students at the beginning
of an activity to provide information about task requirements and the features of exemplars.
Teacher/student discussions during pre-production, production and post-production can clarify standards
and expectations as well as provide a way of monitoring progress. The inclusion of informal opportunities
for peer and self-assessment can promote in students a sense of responsibility, accountability, and growth.
Written tests and question sheets are effective in the evaluation of required knowledge. The vocabulary
used in test questions should reflect that used in the learning situation. The option for oral testing and
student demonstrations of acquired skills should also be used. Although students are encouraged to write
answers in proper sentence form, diagrammatic answers are effective assessment instruments in
technological education. In their planning and implementation of projects, work assignments, and
problem-solving activities, students demonstrate their ability to combine skills and knowledge
successfully in practical tasks. Seventy per cent of the grade will be based on assessments and evaluations
conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the
form of an examination, performance, essay, and/or other methods of evaluation.

Accommodations
The teacher consults individual student IEPs for specific direction on accommodations for individuals.
The teacher uses a range of teaching/learning strategies to accommodate the needs of all students.
Exceptional students benefit from accommodations in the overall activity criteria, as well as teacher and
peer assistance when appropriate. Written tests are designed to suit students’ reading and writing levels.
The teacher adapts teaching strategies to accommodate learning styles. These may include:
● verbal instead of written tests;

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● demonstrations of acquired skills instead of written evaluations;
● providing rewrite opportunities when appropriate;
● conferencing/discussion – student-to-student discussion and teacher-to-student conferencing to
encourage confidence and motivation;
● small-group learning;
● flexible timelines;
● adapting handouts;
● peer tutoring;
● enrichment and extension activities.

Resources
Units in this Course Profile make reference to the use of specific texts, magazines, films and websites.
The teacher must consult board policies regarding the use of any copyrighted materials. Before
reproducing materials for student use from printed publications, the teacher must ensure that the school
board has a Cancopy licence and that this licence covers the resources to be used. Before screening
videos/films with the students, the teacher must ensure that the board/school has obtained the appropriate
public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc.
Note:​ much of the material on the Internet is protected by copyright. The person or organization that
created the work usually owns the copyright. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
Each activity in this profile lists specific resources that may include textbooks, training manuals,
magazines, websites, multimedia and presentation packages, videos, online tutorials and career/industry
sources. Below is a comprehensive list of resources referenced in the activity descriptions for each course
unit.

Books

LIST ALL COURSE BOOKS AND MANUALS in proper bibliographic format

Journals/Magazines

LIST ALL COURSE JOURNALS/MAGAZINES in proper bibliographic format

Websites

LIST ALL COURSE URLS and TITLES or DESCRIPTION

Videos

LIST ALL COURSE VIDEOS in proper bibliographic format

Websites for Teachers

LIST ALL COURSE URLS and TITLES or DESCRIPTION

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OSS Considerations
Grade 12 Communications Technology, College/University Preparation is designated as a Technological
Education, Part A, Broad-Based Technology program. The philosophy that underlies the teaching of
broad-based technology is that students learn best by doing. University/College Preparation courses are
designed to equip students with the knowledge and skills they require to meet the requirements for
admission to college and university programs. (See ​Ontario Curriculum, Grades 9 to 12: Program
Planning and Assessment, 2000​ for a description of the different types of secondary school courses).
Ontario secondary school graduates are expected to be technologically literate as stated in ​Ontario
Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999.​ They should be able to
understand and apply technological concepts, use computers in various applications and analyse the
implications of a wide range of technologies for individuals and society.
To ensure that all students in the province have equal opportunity to achieve their full potential, the
education system must be free from discrimination and provide all students with a safe and secure
environment so that they can participate fully and responsibly in the educational experience. Schools are
also required to adopt measures to provide a safe environment for learning that is free from harassment of
all types, violence and expressions of hate. Anti-discrimination education, equity/social justice issues,
conflict resolution/violence prevention, community partnerships and faith development are addressed in
the course. These support the Ontario Secondary School board policies as well as the Ontario Catholic
School Graduate Expectations. For more information, consult Section 7.13 Anti-discrimination Education
of the OSS document.
Career exploration is a component of all units and is aligned with ​Choices Into Action: Guidance and
Career Education Program Policy for Elementary and Secondary Schools, 1999.​ Students have a broad
range of career exploration opportunities.

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Coded Expectations

Theory and Foundation

Overall Expectations
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Specific Expectations
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Skills and Processes

Overall Expectations
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Specific Expectations
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;

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Code​ · and text of expectation;
Etc.
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Impact and Consequences

Overall Expectations
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

Specific Expectations
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.
Education, Training, and Career Opportunities
Name of Category
Code​ · and text of expectation;
Code​ · and text of expectation;
Etc.

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Unit 1: TITLE
Time: XX​ hours

Unit Description
In this unit students utilize the skills and concepts of …

Unit Overview Chart

Activity # Learning
Activity Expectations Assessment
Tasks
Title/Name - Overall Categories
- Specific
1.1 Add names Eg.. ICV.03, Eg., Knowledge/ Students (verb) then (activity).
of activities Understanding
for the unit
here. You
can have as
many as
you need,
typically
1.2
1.3
1.4
Etc.

Activity 1.1: TITLE

Time: ​X hours

Description
Students research technical information concerning …

Strand(s) & Learning Expectations

Strand(s): ​Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations

Specific Expectations

Unit 3 - Page​ ​1 ∙​ Communications Technology – University/College Preparation

Prior Knowledge & Skills
● A basic understanding of …. Grade XXX. Key concepts are:
● XX;
● XX;
● XX;
● Etc.

Planning Notes
● XX
● XX
● XX
● Etc.

Teaching/Learning Strategies
● XX
● XX
● XX
● XX
● XX
● Etc.

Assessment & Evaluation of Student Achievement

Task/Product Tool Purpose Assessment Categories
Eg. Research and Anecdotal comments Formative Knowledge/Understanding
Theory Class Discussion Communication

Accommodations
The teacher consults individual student IEPs for specific direction on accommodation and adapts the
activity and teaching strategies to meet the needs of individual students. Students’ individual needs may
be accommodated through an adaptation of the design and/or production stages of the activity.

Resources
The equipment and tools required to complete the activity include …
General
EGs. Samples of student work.
Manufacturer’s equipment manuals.
Software manuals.
Books

Videos

Unit 3 - Page​ ​2 ∙​ Communications Technology – University/College Preparation

Magazines

Websites

Unit 3 - Page​ ​3 ∙​ Communications Technology – University/College Preparation

Appendix 1.1.1

Student Work Sheet

Unit 3 - Page​ ​4 ∙​ Communications Technology – University/College Preparation

Appendix 1.1.2

Samples Forms

Unit 3 - Page​ ​5 ∙​ Communications Technology – University/College Preparation

Appendix 1.1.3

Quiz

Unit 3 - Page​ ​6 ∙​ Communications Technology – University/College Preparation

Activity 1.2: TITLE
Time: ​XX hours

Description
Students research technical information with respect …

Strand(s) & Learning Expectations

Strand(s): ​Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations

Specific Expectations

Prior Knowledge & Skills

● A basic understanding of …in Grade XX. Key concepts are:
● XX;
● XX
● XX;
● Etc.

Planning Notes
● XX.
● XX.
● XX.
● Etc.

Teaching/Learning Strategies
● XX
● XX
● XX
● Etc.

Assessment & Evaluation of Student Achievement

Task/Product Tool Purpose Assessment Categories
Eg. Research Theory Anecdotal Comments Formative Knowledge/Understanding
Class Discussion Communication

Resources
The equipment and tools required to complete the activity ….
General
Eg. Samples of student work

Unit 3 - Page​ ​7 ∙​ Communications Technology – University/College Preparation

Manufacturer’s equipment manuals
Software manuals
Books

Videos

Magazines

Websites

Unit 3 - Page​ ​8 ∙​ Communications Technology – University/College Preparation

Appendix 2.2.1

Student Reference Sheet

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Appendix 2.2.2

Questions and Answer Sheet

Using textbooks, the Internet, equipment manuals, or other sources for information, students answer the
following questions

Unit 3 - Page​ ​10 ∙​ Communications Technology – University/College Preparation

Appendix 2.2.3

Checklist

Criteria Yes No
Name of Category
Descriptors

Eg.Sound Quality
Sound is audible.
Consistent amplitude.
Amplitude from different sources balanced.
Range of frequencies is balanced from each source.
Interference, hum, or squeal is eliminated.
Background noise is eliminated.
Microphone noise is eliminated.

Unit 3 - Page​ ​11 ∙​ Communications Technology – University/College Preparation

Appendix 2.2.4

Production Tips

Production tips are provided to help teachers and students recognize areas that may require particular
attention.

● XX
● XX
● XX
● Etc..

Unit 3 - Page​ ​12 ∙​ Communications Technology – University/College Preparation

CONTINUE UNTIL ALL YOUR UNIT ACTIVITIES ARE COMPLETE.

YOUR APPENDICES FOR EACH ACTIVITYVSHOULD INCLUDE ALL MATERIALS

THAT YOU HAVE DEVELOPED TO COMPLETE THE ACTIVITY, SUCH AS:
● COURSE HANDOUTS-TEACHER NOTES
● RUBRICS
● CHECKLISTS
● TIP SHEETS
● TESTS OR QUIZZES
● STUDY GUIDES, OR SAMPLE TESTS
● REPORTS
● FORMS
● ETC.

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