Promo Films for Elective Classes
This lesson plan is for a short unit on making promotional films for elective classes to recruit students and to help students build their multimedia presentation skills as well as digital media literacy. The goal is to create a 2-3-minute example film that will promote elective classes and give reasons why students take specific programs and what their goals and intentions for these classes are.
This is part of a unit that can be taught in as little as a week but would probably be best spaced out over at least 1-2 weeks.
Thumbnail Credits: Photo by NEOSiAM 2021 from Pexels
This is an introduction to filmmaking for students to showcase why others should take their favorite elective classes. This lesson plan is geared toward one 90-minute or two 45-minute blocks and can be taught synchronously or asynchronously in-person or remote. Students will brainstorm, script, film, and edit their own short videos to help recruit for elective classes and will be able to publish them on school websites and social media.
Photo by NEOSiAM 2021 from Pexels
Background for Teachers
To teach this class, teachers need to have a basic understanding of filmmaking and editing. It helps to have some references from Youtube or TikTok that are school and content-appropriate and to have a basic understanding of how to use video editing tools, though many tutorials are available on Youtube.
Finally, it helps to be aware of current social media trends and strategies content creators use to persuade audiences.
Step 1 - Goals and Outcomes
- Students will script, produce, and edit a short (2-3 minute) film to promote their favorite elective class.
- Students publish fully edited and polished projects online and on school websites and social media to help recruit others to their favorite elective classes. They will receive feedback comments from their peers and other teachers.
Step 2 - Planning Instruction
Student Background Knowledge
Students will activate their background knowledge of Youtube and TikTok trends and common strategies content creators use to retain and entertain audiences. Students will find some examples of video content they like to inspire them to come up with their own ideas and will analyze what does and doesn't work in the examples they are viewing and apply this to their own videos.
Strategies for Diverse Learners
This activity can easily be extended by adding length and/or complexity to student films or to assign more advanced students as peer mentors to beginners. For beginners, this project can be scaffolded by giving students stems to build their script on or a scaffold (such as trailers in iMovie) to help them put together a movie with some additional help from teachers and peers.
Step 3 - Instruction
1. Find an example of a Youtube or TikTok video you really like that is persuasive or argumentative in nature. Share this example with your group and evaluate the following:
- What's the video's strongest point?
- (How) is it convincing?
- What could be improved?
- How can it inspire you to make your own film and what ideas could you use?
2. In a group of 2-3 people, decide which class you want to promote in your video, then fill out this document to help you research and script your film.
3. With your group, create a script and/or storyboard for your video.
Check out this example of a script or this example of a storyboard.
4. Produce your film. After each period, complete this exit ticket to update your progress:
- What did you accomplish today? (Be specific. This is where you are showing me that you have earned today's participation points.)
- What did you struggle with and how did you deal with it?
- What are your next steps?
5. Use Canva to design a Youtube thumbnail and any transition screens/end credit scenes you may need.
6. Publish your video on your @granitesd.org Youtube.
7. When watching your classmates' videos, answer the following questions on a sticky note to them:
- List two new things you learned
- List one thing they could improve on their video
Step 4 - Assessments
Information is very organized with well-structured opening, middle, and end.
Information is organized with well-structured opening, middle, and end.
Information is organized, but opening, middle, and end are not well-structured.
The information appears to be disorganized.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Amount of Information
The topic is addressed clearly and informatively without any bias or one-sided opinion. The information given covers the topic in depth and relies on at least five credible sources.
The topic is addressed clearly and informatively, mostly without bias or one-sided opinion. The information given covers the topic mostly and relies on at least five credible sources.
The topic is addressed informatively, but there is some bias or one-sided opinion. The information given only partly covers the topic and relies on three or fewer credible sources.
The topic is not explained fully and information is not based on credible sources.
Diagrams & Illustrations
Photos, diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.
Photos, diagrams and illustrations are accurate and add to the reader's understanding of the topic.
Photos, diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.
Photos, diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.
All sources (information and graphics) are accurately documented both within the vlog and in the credits.
All sources (information and graphics) are accurately documented, but a few are left out of either vlog or credits
All sources (information and graphics) are accurately documented, but many are not properly formatted.
Some sources are not accurately documented.
The video is well-edited, with appropriate light and sound and well-structured transitions
The video is mostly well-edited, with one or two light and sound problems and structured transitions.
The video lacks editing, but light and sound are mostly clear. There are at least some transitions.
The video lacks editing, has light and sound problems and transitions are missing.
Total: ____/60 points