District Overview:
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 III teaches advanced 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 III 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 (BBN). Course participants should have strong composition, oral, organizational, and analytical skills and the ability to work both independently and part of a team. Telecommunications III students also take on leadership roles in the television studio, including that of main director, producer and engineer. Telecommunications III students will also mentor students in Telecommunications I and II classes, help them with editing and production, develop and distribute the production schedule and direct, produce and edit a 15 to 30 minute news magazine program to air in addition to the BBN Morning show. By taking the lead in this show, students will learn the overall concept of television programming and content beyond the morning show format.
Students begin the year by reviewing the basics of shooting and editing video. Students run a television program that goes out live to the school, so they also review and update the procedure for the airing of the morning show/morning announcements. 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. In Telecommunications III, students will take on leadership roles in the studio, such as producer and director, and will be responsible for longer-form content created and led by the Telecommunications III students. More advanced production skills and editing techniques are developed as students take charge in the studio.
Telecommunications III Units:
  • Unit 1: Television Production Skills Review
  • Unit 2: The Role of Television Director
  • Unit 3: The Role of Television Producer
  • Unit 4: Planning and Producing Video Projects, Long-Form
  • Unit 5: Advanced Television Production
  • Unit 6: Event Production and Morning Show Production

Subject: Telecommunications III / Grade:11, 12 / Suggested Timeline: 2 weeks
Unit Title: Television Production Skills Review
Unit Overview/Essential Understanding:
What do you remember about television production? What skills do you need to refresh? Students begin the year by asking these questions and then laying out the television studio for the year. In setting up the cameras, planning the morning announcements for the school and discussing the features that need to be produced, students will review the equipment, process and deadlines for the television studio production team. Students will understand their roles in the television studio as both producers of content and on-air talent. All aspects of television production are essentially reviewed.
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.
  • Students will write, produce and edit the introduction for the year’s morning show.

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
/ Competencies/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
/ Description of Activities:
  • 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.
/ Additional Resources:
  • The BBN YouTube channel located by searching the Brandywine Broadcasting Network
  • District approved resources

Subject:Telecommunications III / Grade:11, 12 / Suggested Timeline: 4 weeks (initially) and ongoing throughout the year
Unit Title: The Role of Television Director
Unit Overview/Essential Understanding:
Students will identify the director’s role in a production, distinguish between performers and actors, identify on-camera techniques for improving talent performances, perform floor director cues and use cues to direct production crews.
Essential Questions:
  • How does a director control the studio?
  • What hand signals are utilized in professional settings?
  • How does a director coordinate the daily video shoot?

Unit Objectives:
  • Students will act as motivator, technical advisor and supervisor in a student-directed project that will focus on teen conflicts and social issues.
  • Students will produce a three and a half to five minute segment about a teen social issue acting as a director.

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 becoming a leader in the studio and being responsible for an entire team of students.

Concepts/Content:
  • Writing effectively
  • Speaking effectively
  • Point of view
  • Structure of text/script
  • Script writing
  • Public speaking skills
/ Competencies/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
/ Description of Activities:
  • Students brainstorm topics for a teen issue-based segment, then write, plan and direct the segment to appear on the BBN airwaves.

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 area can be filmed, plus technology is relied on heavily in the process.
/ Additional Resources:
  • Examples of television programs that highlight teen issues
  • District approved resources

Subject: Telecommunications III / Grade:11, 12 / Suggested Timeline: 2 weeks (initially) and ongoing throughout the year
Unit Title: The Role of Television Producer
Unit Overview/Essential Understanding:
Students will identify program constraints, the personnel needed to produce a television program, describe production tasks as needed, plan a television program, complete a production schedule and produce a television program for the BBN channel.
Essential Questions:
  • What is the specific role of producer?
  • How does a producer coordinate with the director and production staff?
  • What does a producer do on a larger set, like at CNN or WHYY?

Unit Objectives:
  • Students will implement a plan, produce and organize a television program, including the BBN morning show, whose audience is the school community.
  • Students will use the constructive criticism and feedback from the viewing audience to adjust upcoming productions.
  • Students will take various roles throughout the year as producer, planner, etc. in order to be involved in all the content.

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:
  • Television programs are easy to produce.

Concepts/Content:
  • Writing effectively
  • Speaking effectively
  • Point of view
  • Structure of text/script
  • Script writing
  • Public speaking skills
/ Competencies/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
/ Description of Activities:
  • Production of a television talk show or interview program, utilizing effective planning, shooting and editing skills needed in a real-world television studio.

Assessments:
  • Video evaluation
  • Group video evaluation
  • Evaluation of broadcast television
  • Checking the students’ ability to use the equipment safely and effectively