Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.
Description:
Telecommunications teaches basic skills and concepts for producing television programs and content. Writing, speaking, audio-video recording and teamwork for actual production comprise the course’s main elements. Telecommunications also considers the media’s content, societal role, influence, new technology, current trends, and career possibilities. Students learn through completing in-class productions and through programs produced for the school community as members of the Brandywine Broadcasting Network. Course participants should have strong composition, oral, organizational, and analytical skills and the ability to work both independently and as part of a team.
Students begin the year by learning the basics of shooting and editing video. Students learn how to operate the cameras, upload video to the editing program, plan out video shoots, execute a plan for video shoots, edit video and complete video projects. Students also run a television program that goes out live to the school. All content, with several exceptions, is aimed at providing information and entertainment to the high school audience. In this framework, students become better writers, team players and learn how to guide a project, with multiple individuals and components, to an end. By the end of the year, students will be able to write, produce and edit videos for the morning announcements (including, but not limited to, commercials, school highlights, interviews and entertainment). Students will also gain skills by appearing on the air during the morning announcements. This aspect teaches public speaking and poise in overcoming adversity.
Telecommunications I Units:
- Unit 1: Introduction to Equipment, Editing, Script Writing, Morning Show, Pre and Post Production
- Unit 2: News Gathering and Commercials
- Unit 3: Production and Post-Production Techniques (Documentary and Instructional)
- Unit 4: Event Production and Morning Show Production (Culminating Activity)
Subject: Telecommunications I / Grade: 9, 10, 11, 12 / Suggested Timeline: 8 weeks
Unit Title: Introduction to Equipment, Editing, Script Writing, Morning Show, Pre and Post Production
Unit Overview/Essential Understanding:
This unit introduces students to the basic equipment used in the video production room and in filming. Also, students view previous production videos and discuss various factors involving the videos’ purpose, tone and production value. Students will perform hands-on tasks during this unit to demonstrate their ability to properly use the physical equipment in the studio, like cameras, lights, microphones and broadcasting equipment. The essential understanding students should have when finished with this unit is the function of all the equipment, how to properly and safely use the equipment and what the main function is of the morning show. This will culminate in the students producing a short video (an introduction to the morning announcements) so they can get used to the process of using all the equipment.
Unit Objectives:
- Students will become comfortable with both the filming equipment and the editing equipment.
- Students will become familiar with the television studio and its operation.
- Students will plan, organize and produce basic videos.
- Students will put music in the background of videos.
- Students will learn basic video evaluation criteria.
- Students will cooperate with other students.
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking
Important Standards Addressed in this Unit:
- CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text
- CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly
- CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text
- CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses
Misconceptions:
- Video production is easy is the most common misconception because of the advancement of YouTube.
Concepts/Content:
- Writing effectively
- Speaking effectively
- Point of view
- Structure of text/script
- Script writing
- Public speaking skills
- Write effectively in a real-world situation
- Present ideas in a way that is both entertaining and informative
- Speak and write effectively in formal and informal situations
- Understanding of specific vocabulary
- Production of an “Intro” to the BBN Morning Show
- Practice performing on the BBN Morning Show
Assessments:
- Video evaluation
- Group video evaluation
- Evaluation of nightly news segments
- Checking the students’ ability to use the equipment safely and effectively
Interdisciplinary Connections:
- Any subject matter can be filmed for a feature.
- The BBN YouTube channel located by searching the Brandywine Broadcasting Network
- District approved resources
Subject: Telecommunications I / Grade: 9, 10, 11, 12 / Suggested Timeline: Ongoing throughout the year
Unit Title: News Gathering and Commercials
Unit Overview/Essential Understanding:
Students will write, produce and edit their own news segments and commercials. Students will be asked, how does one effectively communicate a point of view to an audience visually? By studying their textbook and local television news, students will decide what the best method is for getting their point across. Students will be asked to examine the difference between a news segment (facts) and a television commercial (persuasion). Then, students will write effective scripts and plan a video shoot. The final copies will be evaluated by asking, is the information presented clear? Is the information logical? Does the video make sense and prove its point?
Unit Objectives:
- Students will write and produce a news segment and television commercial.
- Students will analyze the segments for their effectiveness in conveying information and their clarity of purpose.
- Students will continue to work on public speaking skills, grammatical rules, organization, critical thinking and audience purpose.
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking
Important Standards Addressed in this Unit:
- CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text
- CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly
- CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text
- CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses
Misconceptions:
- Students sometimes struggle with how to visually show information without showing too much. Video editing should be quick but informative.
Concepts/Content:
- Clarity of point of view
- Structure of video scripts
- Analysis of video’s effectiveness
- Validity of sources
- Best way to present ideas in a coherent video format
- Analyzing multiple videos and evaluating their effectiveness
- Demonstrate a knowledge of video productions ability to convey meaning
- Production and evaluation of news segments and television commercials
Assessments:
- Video evaluation
- Group video evaluation
- Evaluation of own news segments and commercials
- Checking the students’ ability to get their ideas across to the viewer effectively
Interdisciplinary Connections:
- Any subject matter can be filmed for a feature.
- Brandywine Broadcasting Network on YouTube
- District approved resources
Subject: Telecommunications I / Grade: 9, 10, 11, 12 / Suggested Timeline: Ongoing throughout the year
Unit Title: Production and Post-Production Techniques (Basic Documentary and Instructional Videos)
Unit Overview/Essential Understanding:
Students will write edit and produce basic documentary and instructional videos by utilizing storyboard techniques, treatment, script, shot lists and talent/location. After analyzing several documentaries and instructional videos, students will begin by following production protocol to develop and produce their own documentary and instructional video. Students will need to determine the best way to present their ideas in a coherent video format. The selection of a topic will begin their process and lead into further research investigation.
Unit Objectives:
- Students will write and produce a basic documentary and instructional video.
- Students will analyze the segments for their effectiveness in conveying information and their clarity of purpose.
- Students will continue to work on public speaking skills, grammatical rules, organization, critical thinking and audience purpose.
Focus Standards Addressed in this Unit:
- CC.1.2.11–12.C Analyze the interaction and development of a complex set of ideas
- CC.1.2.11–12.F Evaluate how words and phrases shape meaning
- CC.1.2.11–12.G Integrate and evaluate multiple sources of information presented in different media or formats
- CC.1.2.11–12.J Acquire and use accurately general academic and domain specific words and phrases
- CC.1.2.11–12.L Read and comprehend literary nonfiction and informational text on grade level
- CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas
- CC.1.4.11–12.B Write with a sharp, distinct focus
- CC.1.4.11–12.C Develop and analyze the topic thoroughly by selecting the most significant and relevant facts
- CC.1.4.11–12.D Organize complex ideas, concepts, and information so that each new elements
- CC.1.4.11–12.E Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.H Write with a sharp, distinct focus identifying topic
- CC.1.4.11–12.K Write with an awareness of the stylistic aspects of composition
- CC.1.4.11–12.L Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.M Write narratives to develop real or imagined experiences or event
- CC.1.4.11–12.O Use narrative techniques such as dialogue, description
- CC.1.4.11–12.P Create a smooth progression of experiences or events using a variety of techniques to sequence
- CC.1.4.11–12.Q Write with an awareness of the stylistic aspects of writing
- CC.1.4.11–12.R Demonstrate a grade-appropriate command of the conventions of standard English grammar
- CC.1.4.11–12.S Draw evidence from literary or informational texts to support analysis
- CC.1.4.11–12.T Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
- CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing
- CC.1.4.11–12.X Write routinely over extended time frames
- CC.1.5.11–12.A Initiate and participate effectively in a range of collaborative discussions
- CC.1.5.11–12.B Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument
- CC.1.5.11–12.C Integrate multiple sources of information presented in diverse formats and media
- CC.1.5.11–12.D Present information, findings, and supporting evidence, conveying a clear and distinct perspective
- CC.1.5.11–12E Adapt speech to a variety of contexts and tasks
- CC.1.5.11–12.F Make strategic use of digital media in presentations
- CC.1.5.11–12.G Demonstrate command of the conventions of standard English when speaking
Important Standards Addressed in this Unit:
- CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text
- CC.1.2.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly
- CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text
- CC.1.2.11–12.E Analyze and evaluate the effectiveness of the structure an author uses
Misconceptions:
- Students are unaware of how much time and effort go into long-form video production. This includes the planning, shooting and editing process.
Concepts/Content:
- Clarity of point of view
- Structure of video scripts
- Analysis of video’s effectiveness
- Validity of sources
- Best way to present ideas in a coherent video format
- Analyzing multiple videos and evaluating their effectiveness
- Demonstrate a knowledge of video productions ability to convey meaning
- Production and evaluation of basic documentaries and instructional videos
Assessments:
- Video evaluation
- Group video evaluation
- Evaluation of documentaries and instructional videos
- Checking the students’ ability to get their ideas across to the viewer effectively
Interdisciplinary Connections:
- Any subject matter can be filmed for a feature.
- Brandywine Broadcasting Network on YouTube
- District approved resources
Subject: Telecommunications I / Grade: 9, 10, 11, 12 / Suggested Timeline: Ongoing throughout the year
Unit Title: Event Production and Morning Show Production (Culminating Activity)
Unit Overview/Essential Understanding:
Students will plan, produce and direct in-studio projects based on ideas generated by the student production team. Students will then work as a group to plan, produce and direct features meant to air on the BBN channel, run by the students. Students will ask themselves what subject matter would be interesting to the audience, what format would hold the audience’s interest and how best to implement the plan to film. Students will discuss and complete all major aspects of the recording, including the eventual airing of the interview/project on the school’s television show in the morning. Tone, audience, point of view are all very important in this ongoing project. Students also work on the morning show production team, which includes appearing as on-air talent, producing or directing the television show, working behind the scenes on the audio, running the teleprompter or working the cameras.