ST. STEPHEN’S HIGH SCHOOL

SENIOR HIGH SCHOOL

Project Proposal for Media and Information Literacy (MIL)

Performance Tasks: Video Project – Short Film

Prepared by: Mr. Arniel V. Ping

I- Standard

A. Content Standard

1. The learner demonstrates understanding of media and information literacy (MIL) and MIL related concepts.

B. Performance Standard

1. The learner organizes a creative and interactive symposium for the community focusing on being a media and information literate individual.

II- Content

A. Media and Information Languages

B. Legal, Ethical, and Societal Issues in Media and Information

III- Learning Competencies

Students will be able to…

A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS);

B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and

C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students

(SSHS).

IV- Tools

A. Computer

B. Smartphone, Digital Camera, or DLSR Camera (Video Recording)

C. Microsoft Word

D. Video Editing Software, Web Tool, or Mobile Application (e.g. Windows Movie Maker, iMovie, Animoto, MiniMovie, VideoShow etc.)

V- Guidelines

A. The class will be divided into groups with 6- 7 members. Each group is considered a film production and members will be assigned to a specific position role.

Students will be allowed to play dual positions.

(Please see attached video treatment form for the positions in each film productions)

B. Each group will create a 3- 6 minutes video presentation in MP4 format. Video presentation may be instructional, persuasive, historical, or reflective.

C. Each group will choose a topic from the next lesson which is “Legal, Ethical, and Societal Issues in Media and Information”. No duplication of topics in each

class.

- Digital Piracy - Internet Addiction - Digital Footprints - Plagiarism

- Netiquette - Flame Wars - Cyberbullying - Internet Safety

- Cybercrime

D. Each group will create a video treatment, storyboard, and movie poster for their video.

E. Format for video treatment:

-MS Word (.doc) -Legal size (8. 5 inches X 13 inches) -Font: Times New Roman -Font Size: 12

-Line Spacing: 1.5, Single Space -Borders: 1 inch top, left, right, and bottom.

(Note: Please see attached video treatment form for the additional needed information)

F. Digital video poster size is 8 inches x 12. 5 inches while a storyboard sheet will be provide.

G. Shooting location is strictly within the premises of the School.

H. Students can use any video editing software, web tools, or mobile application that they are familiar with in making their video presentation.

I. The video must be in line with the vision- mission of the school thus cursing, vulgar words, profanity, obscenity are not allowed.

J. Proper citation for borrowed materials is required.

VI- Time Frame

Day Date Time Location Activity

1

Each group will choose a topic and get the approval of the teacher.

The researchers of the group will do research on the approved topic.

The production staff will start brainstorm on the genre and story for their short film.

2 Continue brainstorming on the storyline and identify needed preparations for the film.

The writer/s of the group will start composing the video treatment for the project.

3

The director/s together with the visual artist/s will work on the storyboard.

The rest of the members will be performing the responsibilities assigned to their respective positions. For example, the visual

artist of the group will start conceptualizing the video poster.

4 Submission of the copy of the video treatment and storyboard to the teacher.

Start shooting of the film.

5 Continue shooting of the film.

6 Video editing and final production.

7 Submission of the digital video poster and video to the teacher.

VII- Rubric

A. Short Film (Group Grade)

Criteria Very Good Good Fair Needs Improvement

Content The content includes a clear statement of

purpose or theme and is creative,

compelling and clearly written. A rich

variety of supporting information in the

video contributes to the understanding of

the project’s main idea. Events and

messages are presented in a logical order.

Includes properly cited sources.

(15 Points)

Information is presented as a connected

theme with accurate, current supporting

information that contributes to

understanding the project’s main idea.

Details are logical and persuasive

information is effectively used. The

content includes a clear point of view with

a progression of ideas and supporting

information. Includes properly cited

sources.

(12 Points)

The content does not present a clearly

stated theme, is vague, and some of the

supporting information does not seem to

fit the main idea or appears as a

disconnected series of scenes with no

unifying main idea. Includes few citations

and few facts.

( 8 Points)

Content lacks a central theme, clear point

of view and logical sequence of

information. Much of the supporting

information is irrelevant to the overall

message. The viewer is unsure what the

message is because there is little

persuasive information and only one or

two facts about the topic are articulated.

Information is incorrect, out of date, or

incomplete. No citations included.

(5 Points)

Quality Movie was completed and had all required

elements. The video was well edited and

moves smoothly from scene to scene with

proper use of transitions. Audio and other

enhancements were well used.

(15 Points)

Movie was completed and contained all

required elements. Editing was not done

as well as it should have been. Some poor

shots remain. Movie is still somewhat

choppy. Audio and other enhancements

were utilized, but not for maximum effect.

(12 Points)

Movie was made, but had very little if any

editing. Many poor shots remain. Video

was very fragmented and choppy with

little to no audio reinforcement.

(8 Points)

The video was totally unedited with no

transitions or audio support of any kind.

(5 Points)

Citations All sources (information, graphics, music,

etc.) are properly cited using APA

citations.

(15 Points)

1-2 sources (information, graphics, music

etc.) are not identified and credited using

APA citations.

(12 Points)

3-4 sources (information, graphics, music,

etc.) are not identified and credited using

APA citations.

(8 points)

More than 5 sources (information,

graphics, music, etc.) are not identified

and credited using APA citations or No

citations are included.

(5 Points)

Work

Ethics

Every individual in the group contributed

to the creation of the video project. Team

members showed respect with each other.

(15 Points)

1 member is not involved in the group

project. Team members mostly showed

respect with each other.

(12 Points)

2-3 members are not involved in the group

project. Team members fairly showed

respect with each other.

(8 Points)

More than 3 members are not involved in

the group project or group members are

not working during the designated time or

low levels of respect were evident within

the team.

(5 Points)

TOTAL 60 Points

References

https://lambenglishmontana.wikispaces.com/file/view/RubricVideo.doc

https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

B. Movie Poster (Group Grade)

Criteria Very Good Good Fair Needs Improvement

Written Information

Includes all of the following:

Movie title, author, rating, cast of

main actors, director, and movie

tagline line.

(4 Points)

Includes most of the following:

Movie title, author, rating, cast of

main actors, director, and movie

tagline line.

(3 Points)

Includes some of the following:

Movie title, author, rating, cast of

main actors, director, and movie

tagline line.

(2 Points)

Missing most of the required

information.

(1 Point)

Picture or Graphic of

Movie Poster

All graphics are appropriate

to topic

(4 Points)

Most graphics are appropriate

to topic

(3 Points)

Some graphics are appropriate

to topic

(2 Points)

Graphics are not

appropriate to topic

(1 Point)

Overall Appearance of

Movie Poster

The poster is presented creatively

and organized neatly.

(4 Points)

For the most part the poster is

presented in a creative manner

and is organized neatly.

(3 Points)

The poster is somewhat

presented in a creative manner

and organized neatly to some

degree.

(2 Points)

The poster is not presented

creatively and is not organized

neatly.

(1 Point)

Spelling, Grammar, and

Punctuation of Movie

Poster

Spelling, punctuation, and

grammar were all correct.

(4 Points)

Spelling, punctuation, and

grammar were mostly correct. 1-

3 mistakes.

(3 Points)

There were problems with

spelling, punctuation, and

grammar. 4-7 mistakes.

(2 Points)

There were numerous spelling,

punctuation, and grammar

mistakes. More than 7 mistakes.

(1 Point)

Readability

Background and text make all

parts easy to see and read.

(4 Points)

Background and text make most

parts easy to see and read.

(3 Points)

Background and text make some

parts easy to see and read.

(2 Points)

Background and text make it

difficult to see and read parts.

(1 Point)

TOTAL 20 Points

Reference: http://www.starofbethlehem.org/home/140007275/140007276/files/Movie%20Poster%20Scoing%20Rubric.pdf

C. Peer Evaluation

Write the name of each of your group members in the first column. For each person, indicate the extent to which you agree with the statement on the left, using a scale of

1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the scores in each column.

CRITERIA

NAMES

Contributes

meaningfully to

group discussions.

Completes group

assignments on

time.

Prepares work in

a quality manner.

Demonstrates a

cooperative and

supportive

attitude.

Contributes

significantly to

the success of the

project.

Tota

l

Sco

re

Poin

ts

1.

2.

3.

4.

5.

6.

7.

Peer Evaluation Summary

NAMES Score Given by Members Average

Score Points

1 2 3 4 5 6 7 8

1.

2.

3.

4.

5.

6.

7.

Equivalent Points for Peer Evaluation

Peer Evaluation Average Score: 16 –20

(10 Points)

Average Score: 11 – 15

(8 Points)

Average Score: 6 – 10

(5 Points)

Average Score: 0 – 5

(3 Points)

C. Computation of Grades

Group Grade + Peer Evaluation Average Score = Individual Grade

80 Points + 10 Points = 90 Points

SAMPLE STORYBOARD

MEDIA AND INFORMATION LITERACY (MIL)

Production Company:

Production Staff:

Grade and Section: Teacher:

Working Title:

(Source: http://bluevalecareers.weebly.com/video-project.html)

SAMPLE VIDEO TREATMENT

MEDIA AND INFORMATION LITERACY (MIL)

Production Company: Digital Media Productions Date Submitted:

Grade and Section: Teacher:

Working Title:

PRODUCTION STAFF

Executive Director: Teacher Script Writer: Student Sound Director: Student

Director: Student Storyboard and Graphic Artist: Student Film Editor: Student

Producer: Student Set Designer: Student Actors: Student

Researcher: Student Camera Operator: Student

(Please visit this link for more details: https://www.csusm.edu/media/MediaCreation/post-production/training-materials/productionteamroles.pdf)

VIDEO TREATMENT

McDonald’s TV Commercial

A Commercial Treatment by John Mastromonaco

“Chain Reaction” is all about how one simple moment can spark a continuous, natural series of events. When we open the spot, we’re mid-stride, a woman on her way to

work as she crosses the street. It’s morning, it’s a nice day—we’re right in stride with her. A simple camera move or cut reveals to us what she sees—in the stopped car she

passes at the red light, the passenger is eating an Egg McMuffin. For just a moment, we move in slowly—now we see the Egg McMuffin in its wrapper, familiar golden

arches – unmistakable.

Now we know it’s morning. Then when we cut back to the woman, she’s at a subway platform, enjoying her Egg McMuffin as the subway pulls into the station. So with a

few simple shots—we’ve started our Chain Reaction. From there, our job is to let our continuing series of vignettes unfold as effortlessly and as simply as that. As the

subway pulls into the station, we see a teenager who is inside, he sees the woman eating, enjoying her Egg McMuffin.

When we cut back to the teenager, we’ve shifted time and place again with minimal intrusion. Our teenager’s now stepping off the elevator inside a large, modern building—

and he’s enjoying his Egg McMuffin. Cut to well-dressed businessman who sees the teenager steeping off the elevator. When we next see him (businessman) he is sitting

in a beautiful European garden on a bench, eating an Egg McMuffin. In turn, the gardener notices the businessman then—chain reaction. The next time we see the gardener

he’s selling fresh flowers with one hand, holding an Egg McMuffin in the other. And so it goes

(Source: http://bluevalecareers.weebly.com/uploads/5/6/2/6/5626532/video_treatment_overview.pdf)

This project covers competencies of two lesson.

Media and Information Languages

Legal, Ethical, and Societal Issues in Media and Information

Suggestions:

Present the short film in your symposium then discuss its subject.

You may held a movie screening or a film festival in your school.

If tools are not available but you have a device for voice recording, why

not make it like a drama on radio.