Title, Learner Characteristics, and Sunshine State Standards Sample Component

Profile Sheet PBL Lesson Plan for Diverse Learners

Original Title: AHS What Not To Wear Video Project Primary Subject Area: Visual Arts Outside Subject Area: Language Arts Description of student roles and problem situation: Students will take the role of a real world video production team. They will be responsible for scripting, filming, and editing a 2-3 minute info video about the dress code at Arnold High School. The students will receive a memo from the production manager along with a letter from the principal of the high school that will state the requirements. The project will involve both individual and collaborative group work. Production teams will present their final videos to both the client (made up of the principal, administration, or other teachers) and their class peers. Teacher: Rob Tindel Class and Level: TV Production (advanced) Grade Level: 10th -12th grade

Adaptations for Student from Non-Western culture:  Teacher will facilitate a class discussion about the dress code in other cultures  Student will be assigned to a group that will offer good peer guidance and assistance

Adaptations for ESOL Student:  A translating program will be used to make project sheets and other important information available to the student in their first language  Students will be allowed to replace original narration with a voice over track in their first language Title, Learner Characteristics, and Sunshine State Standards PBL Lesson Plan for Diverse Learners

Teacher: Rob Tindel Title: AHS What Not To Wear Video Project Primary Subject Area: Visual Arts Outside Subject Area: Language Arts Class and Level TV Production (advanced) Grade Level: 10th -12th grade

Primary Sunshine State Standards: VA.A.1.4.1 The student uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. VA.B.1.4.4 The student knows how the elements of art and the principles of design can be used and solves specific visual-art problems

Outside Subject Area Sunshine State Standards from Language Arts: LA.B.1.4.1 The student selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines.

Learner Characteristics:  Physical: Many adolescents become sexually active, although the long-term trend is down. Justification: This project will allow students to differentiate between appropriate dress and improper dress, which may display sexual overtones.

 Social: Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status. Justification: When adolescences look for models and advice on such social models as dress, hair, speech patterns, friendships, and leisure activities, the peer group is likely to have the greatest influence (page 93). Since peers will produce the video perhaps the message content will be received more objectively than coming from an adult point of view.

 Emotional: The most common type of emotional disorder during adolescence is depression. Justification: Students will work together in collaborative groups in which everyone will be allowed to contribute and feel a sense of self worth. This will prevent students from being socially isolated. Working in collaborative groups will help boost self-esteem enabling the students to successfully complete the project.

 Cognitive: High school students become increasing capable of engaging in formal thought but they may not use this capability. Justification: Students will have to brainstorm, create a formal plan of action, and work together to complete the project by the deadline date. The final product must be an original video create by the student groups. The instructor will be a facilitator of the learning process. Ideas, production and product will come from the students.

 Social: Many high school students are employed after school. Justification: According to the statics provided in the text, 68.2% 16 year olds 78.9% 17 year olds, and 84.8% 18 yr are employed after school. This project is a school to work project in which students will have deadlines, responsibilities, and self-discipline to produce a real world project. Learning Outcomes, Student Role and Problem Situation, Meet the Problem Method PBL Lesson Plan for Diverse Learners

Teacher: Rob Tindel Title: AHS What Not To Wear Video Project

Primary Sunshine State Standards: VA.A.1.4.1 The student uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. LO #1 Using a digital video camera and iMovie, students will produce a 2-3 minute video dealing with the dress code. Proficiency will be based on the student scoring 3 or above on all dimensions of the video project rubric.

VA.B.1.4.4 The student knows how the elements of art and the principles of design can be used and solves specific visual-art problems LO #2 The students will select music beds from a library provided by the instructor to enhance their video project. The music bed selected should help enhance the message of the video and should be of an appropriate length. Proficiency will be based on the student’s ability to accurately incorporate the musical style, volume and length into their final video.

Outside Subject Area Sunshine State Standards from Language Arts: LA.B.1.4.1 The student selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. LO #3 Students will use supplied storyboard sheets to layout production of their video, with proficiency being based on the student scoring a minimum of 9 points per the rubric.

Description of Student Roles and Problem Situation: Students will be divided into groups. They will work for a fictitious production company called Triton Media Productions. They will assume the key roles that any real world production company would use on a video project (producer/director, writer, editor, and presenter). The instructor will act as the project manager and hold the teams responsible by giving deadlines that must be met. The company has been hired by a high school principle to produce a 2-3 minute video dealing with the district’s dress code. The video will need to communicate the message to a specific target audience.

Meet the Problem Documentation The documentation used for the meet the problem will include a memo from the project manager, a copy of the letter from the high school principle and a copy of the dress code.

STUDENT UNIFORM AND GROOMING 7.303 Appropriate dress is the primary responsibility of the student and his/her parent or guardian. In order to promote safety, personal hygiene, academic well-being, and moral development, students shall be expected to comply with reasonable requirements relating to dress, grooming and personal appearance. Students are expected to come to school in uniform with proper attention having been given to personal cleanliness, grooming, and neatness of dress. Any interpretation of the uniform that is required of this policy shall be the responsibility of the principal of each school; otherwise, the policy shall be enforced as written. Any such interpretation required by a principal may be appealed to the Superintendent, whose decision shall be final. The Superintendent is authorized to make the final decision regarding the interpretation, application and enforcement of this policy and to make certain that it is being uniformly applied and enforced at each of the schools within the District.

The following is the uniform for grades K-12 except students at Margaret K. Lewis, New Horizons Learning Center, Shaw Adult Center, Tom P. Haney Technical Center and Emerald Bay Academy:

Tops:  Maximum of 3 color (white and 2 colors to be determined by the School Advisory Committee - SAC)  Must be a solid color except for school approved shirts  Small manufacturer’s trademark is acceptable  Polo/golf shirt with no more than 3 buttons and with collar or collared dress shirt with sleeves (no cap sleeves)(underarm must be covered) or turtlenecks, or in grades K-5 T-shirts- all tops must be unaltered.  School approved T-shirts (club, spirit, etc) - unaltered  Must be tucked in for grades 6-12  Students may layer their tops; however, all visible tops must be in the designated colors. Tops worn as undergarments must be in designated school colors.

Bottoms:  Grades 6-12 traditional belts must be worn if the pants have belt loops  Belts can only be worn with bottoms with belt loops. The belt must be worn through the loops.  Traditional belt is defined as solid color (brown, black or navy) with no decorations. The material is either leather or synthetic leather.  Bottoms can be khaki, navy blue or plain blue jeans  No cargo or large pocket style pants, no bell bottoms, no baggy pants, no hip huggers, no holes, no carpenter pants and no overalls (6-12 only)  No shorts, skirts or dresses shorter than five inches (5") above the knee caps as measured standing up, (K–5 students may wear jumpers)  Dresses with sleeves (underarm must be covered) must be one of the school’s chosen colors and a solid color  Small manufacturer’s trade mark is acceptable

Shoes:  Closed toes and closed backs  Sandals with back or back strap for grades K-5 only

Sweaters/Sweatshirts:  Sweaters/sweatshirts with no hoods for grades 6-12. Hoods are permitted for grades K-5  Must be one of the 3 approved colors  Must be solid color (unless school approved spirit or club)

Other:  No scarves  No head wear except sunglasses, hats or other sun-protective wear to only be worn while students are outdoors during school hours (not during class changes); however, at all other times, the sun- protective items must be properly stored by the student in their pockets, purse, locker or backpack  No head wear for grades 6-12, outside head wear only for grades K-5  Uniforms required during normal school supervision hours  Jackets/Coats - no restrictions for cold or rainy weather only, however they are not to be worn in classrooms.  Jackets/Coats must have either buttons, zippers or snaps that are from top to bottom. Jackets can be any color.

Students participating in extracurricular activities shall conform to the standards of this policy while attending classes during the regular school day. Cheerleaders may wear their uniforms when required for participation in school sanctioned activities. Athletes may wear the team jerseys on game days with appropriate uniform bottoms.

Exceptions to wearing the uniform are permitted when:  A student wears a uniform of a nationally recognized youth organization, such as the Boy Scouts or Girl Scouts, on regular meeting days;  A student wears a costume or special clothing necessary for participation in a school-sponsored or extracurricular activity provided the costume or special clothing complies with District policy.  The wearing of a uniform violates a student’s sincerely held religious belief. Students enrolled in special programs such as on-the-job vocational training, or participating in school activities which require additional standards of dress or grooming shall comply with such additional standards. When applicable, students shall be required to “dress out” and wear physical education uniforms prescribed by the school.

Discipline for violating this policy shall be as follows:  First and second offense consequences are: notification of parent or guardian; change of inappropriate attire;  Third offense consequences are: notification of parent or guardian; change of inappropriate attire; one to three days of in-school suspension, if available or three days after school detention;  The fourth and subsequent offenses are willful disobedience which will result in further disciplinary action, which may include out of school suspension or expulsion;  Any absence resulting from a violation of the Student Dress Code will be considered an unexcused absence.

Effective Date:

This Revised Policy # 7.303 shall become effective on August 1, 2006 and shall replace in full the current Policy # 7.303 on the said date.

Authority: §1001.41, Fla. Stat. Law Implemented: §§1001.43, 1006.07, Fla. Stat. History: New, June 12, 1989 Revised: July 24, 1997; November 17, 1998; June 13, 2001; January 25, 2006; September 13, 2006; April 25, 2007 Problem Statement, Know/Need to Know Board, and Possible Resources PBL Lesson Plan for Diverse Learners

Outside Subject Area Sunshine State Standards from Language Arts: LA.B.1.4.1 The student selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. LO #3 Students will use supplied storyboard sheets to layout production of their video, with proficiency being based on the student scoring a minimum of 9 points per the rubric. Problem Statement How can we, as a video production team, create a documentary/PSA style video in such a way that  We meet the time length requirement of 2-3 minutes  We make it appropriate for the target audience (9th-12th grade students)  We produce it to be used in multiple settings  We complete the project in 7 days

What we know Who the target audience is 9th – 12th graders The subject matter is on the dress code The length the video must be 2 – 3 minutes The deadline dates Storyboards and scripts January 15th Final video January 22nd The school colors are navy blue, white, and gray Will be used is multiple settings Dress code requirements

What we need to know Consequences for not following dress code How to produce a short infomercial/psa Music and sound efx needed Interview techniques Why is there a dress code How has dress codes impacted other school Where can students purchase the required clothing Location for shoot Format of presentation – (narrative or live actors) What type of graphics will need to be created for titles, lower thirds and info stills

Resources Websites  Bay District Schools Website: www.bay.k12.fl.us  National School Safety and Security Site: www.schoolsecurity.org/resources/uniforms.html  Digital Juice: www.digitaljuice.com

Podcast  Sierra Middle School’s Dress Code Podcast www1.dcsdk12.org/secondary/sms/assets/SR2%20podcast/SR2/Podcast/Podcast.html  Photoshop for Video www.photoshopforvideo.com/podcast/index.htm Video  Samples videos from other students  Professionally produced sample interview

Books  The Macintosh iLife 06 in the Classroom, Jim Heid and Ted Lai  Lighting for Digital Video & Television, Second Edition, John Jackman

Human Resource  James McCalister, Superintendent Bay District Schools Nelson Admin. Building 1311 Balboa Avenue Panama City, FL 32401 872.4100 [email protected]

 John Haley, Principle Arnold High School 550 Alf Coleman Road Panama City, Beach FL 32407 236.3070 [email protected]

 Jamie Metz, Arnold High School Assistant Principle Attendance and Discipline 550 Alf Coleman Road Panama City, Beach FL 32407 236.3070 [email protected] Capstone Performance PBL Lesson Plan for Diverse Learners

Problem Statement How can we, as a video production team, create a documentary/PSA style video in such a way that  We meet the time length requirement of 2-3 minutes  We make it appropriate for the target audience (9th-12th grade students)  We produce it to be used in multiple settings  We complete the project in 7 days Capstone Performance Description The capstone performance for the problem contains 2 parts: an individual script/storyboard and a group video. Individual students will be assessed on both of these parts using 2 different rubrics—a script/storyboard rubric and a video project rubric.

The student will take the role of a video producer for this project and will present his/her own solutions to the team. Each student must describe 2 feasible solutions and then provide at least 4 justifications for why he/she is recommending one over the other.

During their brainstorming session the team (group of 4) will read each others’ scripts/storyboards and then select one of the scripts submitted by a team member or combine ideas and write a new script.

Once the final script has been written, students will work in their groups to shoot all video needed for their production. Once all footage has been shot the students will capture the footage to their individual computers. They will then each begin editing the video in a way they feel best relates the message. Each student will be responsible for selecting their music, graphics etc. Once the group has completed their individual videos, they will watch each member’s video. The group will then discuss and select one of the videos as the best. Students will be responsible for writing down their justification of selecting the video in their daily log.

In the video presentation, each of the 4 production team members will present his/her own “best” solution from the scripts he/she wrote. One student will then present the team’s selected final video. Each member of the team must provide 1 justification for the team selecting this version of the video.

A group of teachers and a school administrator will play the part of the client. The client will be prepared to ask each member of the group a question pertaining to the video. The room will be arranged with the client sitting at a table facing the front of the classroom. Each production team will stand at the front of the classroom. Each team will present their video by using a DVD player and a projector. The remainder of the class will sit behind the clients in chairs. (See room arrangement page.)

Student autonomy is incorporated, as each student will decide which script to present during the group presentation. This will allow each student to plan his/her own part in the presentation. Metacognition is encouraged, as each student will complete a critique of their own presentation as well as reading the responses from the clients after the group presentation. Rubric for Assessing the Capstone Performance

Capstone Performance Description T The capstone performance for the problem contains 2 parts: an individual script/storyboard and a group video. Individual students will be assessed on both of these parts using 2 different rubrics—a script/storyboard rubric and a video project rubric. The student will take the role of a video producer for this project and will present his/her own solutions to the team. Each student must describe 2 feasible solutions and then provide at least 4 justifications for why he/she is recommending one over the other.

During their brainstorming session the team (group of 4) will read each others’ scripts/storyboards and then select one of the scripts submitted by a team member or combine ideas and write a new script.

Once the final script has been written, students will work in their groups to shoot all video needed for their production. Once all footage has been shot the students will capture the footage to their individual computers. They will then each begin editing the video in a way they feel best relates the message. Each student will be responsible for selecting their music , graphics etc. Once the group has completed their individual videos, they will watch each member’s video. The group will then discuss and select one of the videos as the best. Students will be responsible for writing down their justification of selecting the video in their daily log.

In the video presentation, each of the 4 production team members will present his/her own “best” solution from the scripts he/she wrote. One student will then present the team’s selected final video. Each member of the team must provide 1 justification for the team selecting this version of the video.

A group of teachers and a school administrator will play the part of the client. The client will be prepared to ask each member of the group a question pertaining to the video. The room will be arranged with the client sitting at a table facing the front of the classroom. Each production team will stand at the front of the classroom. Each team will present their video by using a DVD player and a projector. The remainder of the class will sit behind the clients in chairs. (See room arrangement page.)

Student autonomy is incorporated, as each student will decide which script to present during the group presentation. This will allow each student to plan his/her own part in the presentation. Metacognition is encouraged, as each student will complete a critique of their own presentation as well as reading the responses from the clients after the group presentation. Storyboard/Script Rubric

Criteria Excellent Acceptable Unacceptable 5 points 3 points 1 point Storyboard is complete Storyboard is relatively Storyboard is not with sketches for each complete. There are done or is so Storyboard scene, detailed notes on some sketches, and incomplete that it titles, transitions, special notes on titles, could not be used effects, sound, etc. transitions, special even as a general Storyboard reflects effects, sound, etc. guide. Storyboard outstanding planning and Storyboard reflects reflects very little organization for the visuals attempts at planning and planning of the (this refers to showing the organization for the visuals. camera angles that will be visuals in the video. used, scenes are sketched in detail with actors, props, graphics and set placement shown) in the video. 5 points 3 points 1 points Idea is clear and well Idea is somewhat Unable to follow the focused. Anyone could developed. Some input idea being work from this storyboard from the creators would presented by this Clarity to create the presentation be needed for others to storyboard. and without further clarification make a movie based on Neatness from the creators. the current storyboard.

5 points 3 points 1 point Made excellent use of time Made excellent use of Little or no effort to (In using the allotted time time. Most scenes are explain in writing Script the student has touched clearly explained. Some what is going on in upon all information additional development is each scene. needed to communicate needed. the theme or the message of the production) . Clear explanation for all scenes. Presentation Rubric

Criteria Excellent Acceptable Unacceptable 10 points 6 points 2 points Video did not Video had a little Problems with rock/shake and rocking/shaking, but the rocking/shaking AND the focus was focus was excellent focus. Videography excellent throughout. Only 1 camera angle throughout. Two different camera was used, little At least 3 different angles, and/or careful of attempt was made to camera angles, use of zoom provided provide variety in the varied framing variety in the video. video and/or careful of use of zoom provided variety in the video. 5 points 3 points 1 point All transitions, Some titles and Few (less than 75%) titles and graphics transitions are accurate, titles and transitions Titles/Graphics are accurate, legible and draw the are accurate, legible effective, legible viewer's attention and draw the viewer's and appealing to attention or cause the viewer. distractions. 5 points 3 points 1 point Audio creates a Creates an atmosphere / Little or no use of distinct tone that matches some audio and/or poorly atmosphere or parts of the PSA, good edited audio Music/Audio tone, excellent quality and volume transitions. quality & appropriate volume. 10 points 6 points 2 points Video was 2 -3 Video was less than 2 Video was less than 1 Length minutes in length. minutes and more than minute 45 sec in Target length 1 minute 45 sec in length. length. Personal Daily 5 points 3 points 1 point Log Daily log reflects Daily log reflects that Daily log reflects that that student was student was active in student was active active in all parts some parts of producing very little in producing of producing the the final video. At least the final video. No final video. At 1 reason is given for reasons are given for least 2 reasons are selecting final video. selecting final video. given for selecting final video.

10 points 6 points 2 points Well-rehearsed. Fairly fluid delivery. Great difficulty Voice, eye contact Communicates ideas communicating ideas. and pacing hold with proper voice Poor voice projection; interest and projection; perhaps one no eye contact; no Presentation attentions of mispronounced work; introduction; audience; made eye contact; mispronounced words; introduced self introduced self and stopped or had long and project. project. Respond to pauses; confused. Responded easily questions. to questions.

Scoring: (Total points) ______out of 45 points

Points Letter Grade 39-45 A 32-38 B 25-31 C 18-24 D 0-17 F Two Alternative Solutions and “Best” Solution Analysis PBL Lesson Plan for Diverse Learners

Primary Sunshine State Standards: VA.A.1.4.1 The student uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination. LO #1 Using a digital video camera, students will record interviews to produce a 30 sec PSA. Interviews should be geared towards one social issue/pressure faced by teenagers in America. Proficiency will be based on the interviewer remaining focused on the topic and the inclusion of at least 2 interviews in the completed project.

Outside Subject Area Sunshine State Standards from Language Arts: LA.B.1.4.1 The student selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines. LO #3 Students will use supplied storyboard sheets to layout production of their video, with a required proficiency of a minimum of 25 storyboard frames (1 frame=60 sec).

Problem Statement How can we, as a video production team, create a documentary/PSA style video in such a way that  We meet the time length requirement of 2-3 minutes  We make it appropriate for the target audience (9th-12th grade students)  We produce it to be used in multiple settings  We complete the project in 7 days Solution One:

The recommendation is to produce the video in a comedy genre.

Pro Con Students would find it entertaining. Students may not take message seriously. Would satisfy target audience. Some target audience may disapprove. Would be appropriate for several student Possibility of not be well received if viewed settings. with parents. Could be completed in time allotted. No time for mistakes and retakes.

Consequences: 1) The student target audience would probably find it entertaining, but may not think that the dress code is to be taken serious. 2) Would be hard to use interviews from administration or district officals.

Solution Two:

The recommendation is to produce the video in more of a news show format.

Pro Con Would show the seriousness of following Might be a turn off to target audience. the dress code Would be able to have administration and In staying with time frame not sure if all district officials interviewed to add validity. interviews could be scheduled. Would be a more professional approach to Finding the talent to be on screen. the project. Graphics could be used with voice over Time frame tight to create all graphics.

Consequences: 1) This genre would communicate the importance of following the dress code, but it not presented in the right way could be a turn-off for the students. 2) This format would be more appropriate, but if the talent was not used from across the grade levels, some student might turn it off. For example a 9th would listen to a 12th grader, but a 12th grader is going to have a hard time accepting information from a 9th or 10th grade student.

Justification: While making a comedy genre production might be more entertaining the news show style would be more professional. Also there would be a possibility that the video not being taken seriously by the students if produced in a more comedy style. With the news show style production we will be able to use students across all of the grade levels as on screen talent. It will be easy to show the appropriate colors and clothing that should be worn by the students. Interviews can be included to explain why the dress code is being enforced. Interviews could also be used to explain the consequences for those students who may decided to not follow the dress code. The production will be a style that could be used in several settings including, new student orientation, ISS, detention, and ITV. The graphics used could be based on the same style as FOX News or CNN so they would be easily read and have a more contemporary style. With the time frame allotted it would be much easier to produce this style video. Debriefing Plan and Coaching Questions PBL Lesson Plan for Diverse Learners

Problem Statement How can we, as a video production team, create a documentary/PSA style video in such a way that  We meet the time length requirement of 2-3 minutes  We make it appropriate for the target audience (9th-12th grade students)  We produce it to be used in multiple settings  We complete the project in 7 days Debriefing Plan: All production teams will make a presentation to the client while their class peers observe. This will allow all students to see and hear how each production team went about producing and selecting their final video. Each student will receive a critique form at the beginning of the presentation. After a team has made their presentation their class peers will critique the group on the overall production, and the teams presentation using the provided form. At the end of the class the teacher will collect all critique forms, input them into an excel spreadsheet and get an overall average for the team. The next day the teacher will distribute copies of the team spreadsheet to each team member. This will allow each team to see all of the scores that they received from their peer’s along with the team’s average score. The two teams receiving the highest score will be announced as the best. The teacher will lead the class in a wrap-up discussion time. During this time the class will discuss problems and issues that production teams faced during production of the video as well as how could or would they have approached the project differently. Point System for Critique: Five Essential Concepts: Based the benchmarks and learning outcomes for this lesson all best solution videos must include the following concepts; 1) Correct use of videography 2) Final video meets required time length 3) Detailed storyboards/script for production purposes 4) Music helps to enhance message being presented 5) Correct use of cameras and non-linear editing program

Coaching Questions: C = Cognition M = Meta-cognitive E= Epistemic Type of Question Question Meet the Problem C What is your role in this problem? M What do you know about the dress code? E Is this a problem that you might face as a video producer in the real world? Type of Know/Need to Know Board Question C Where could you go to find out information about the dress code? M How do you know that? E Why is the dress code important? Problem Statement C What factors do you need to consider to reach the target audience?

M Do you feel that the problem statement your team has written is the best solution? E Does everyone in your group agree to the style/genre of the production?

Information Gathering and Sharing C How does this get us closer to understanding the dress code? M How have you added to the group’s knowledge of the production? E What different resources will be helpful in producing the video? Generating Solutions

C How certain are you that this solution is the best? On what do you base this? M How did your group decide that this was the best solution? E Will the target audience accept this solution?