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Lesson Lesson
Objectives
Lesson Plan Resources Homework
1 For all students
to reflect on the
many uses of the
media and
differences
between OLD
and NEW media
For all students
to reflect on
their own media
consumption
For all students
to watch the
original ipod
advert and be
exposed to the
media term of
branding.
For all students
to observe
teacher
modelling
deconstruction
1. Teacher led introduction tothe wiki as a collaborative
tool for notes, keynotes,
photos, embedded videos
etc.
2. Teacher led discussion ofold and new media forms
with mindmap on white
board. Students to copy
using Inspiration or similar
mind-mapping software.
www.esfmedia.com
www.esfmdiaforum.com
http://www.esfmedia.com/page/ipod+advert
Record a log
of all your
media
consumptio
n habits for
1 week and
be prepared
t share this
as part of a
class survey
next week.
http://www.esfmedia.com/http://www.esfmedia.com/http://www.esfmdiaforum.com/http://www.esfmdiaforum.com/http://www.esfmedia.com/page/ipod+adverthttp://www.esfmedia.com/page/ipod+adverthttp://www.esfmedia.com/page/ipod+adverthttp://www.esfmdiaforum.com/http://www.esfmedia.com/7/31/2019 Y10 Media Minor Plan- Term 1
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techniques
through a mis en
scene
deconstruction
of ipod advert
For all students
to recognise the
importance of
texts, audiences
and media
organisations via
recording the
media triangle
into their notes
2 To introduce all
students to the
vital pre-
production skills
of storyboardingvia reverse
engineering of
the ipod ad
To introduce
students to TV
advertising
1. Teacher led deconstructionof storyboard resources on
wiki page
2. Student led task usingstoryboard loose leaf
templates
3. Teacher led analysis ofJonathan Glazer adverts
with students using
template from Introductionto the full GCSE course.
4. Analysis to be completed onGoogle site
http://www.esfmedia.com/page/How+to+Storyboard
Storyboard templates (Spares can be found in D81 &
D82)
Jonathan Glazer adverts to be fund on Jonathan Glazer
compilation DVD (Kept in D82). Use of Levis and
Guinness adverts
http://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysis(See
attachment at bottom of page)
http://www.esfmedia.com/page/How+to+Storyboardhttp://www.esfmedia.com/page/How+to+Storyboardhttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/Jonathan+Glazer-+Intro+to+Advertising+%26+Textual+Analysishttp://www.esfmedia.com/page/How+to+Storyboard7/31/2019 Y10 Media Minor Plan- Term 1
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All students to
have selected
one TV ad for
the purposes of
practising
deconstruction
skills.
For all students
to have set up
Google site
For all students
to be taught key
roles associatedwith the filming
of a TV ad
For all students
to have been
placed in one of
two groups for
future teacher-
led ipod advert.
5. Students to read Ning postwith examples of key roles.
Teacher to explain roles of
continuity, grip etc which
may be unfamiliar to the
class.
6. Teacher led grouping ofclass into two (dependent o
class size)
Google docs
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-
class-practical-task(See for available roles)
http://www.youtube.com/watch?v=U7QA_MthtlU
http://www.youtube.com/watch?v=ALguEHV9VvA
(Role of continuity)
3 To introduce
students to some
audience
theories specific
to reception of
1. To introduce students tosome audience theories
specific to reception of
media texts
2. Teacher gives students a
www.esfmedia.com
Choice of reception theories- Maslows Hierarchy of
Needs, Henry Jenkins participatory Cultures, Blumler
& Katz- Uses and Gratifications theory, Effects debate-
Students to
continue
practising
editing of
You tube
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.esfmedia.com/http://www.esfmedia.com/http://www.esfmedia.com/http://www.youtube.com/watch?v=ALguEHV9VvAhttp://www.youtube.com/watch?v=U7QA_MthtlUhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-task7/31/2019 Y10 Media Minor Plan- Term 1
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media texts
For all students
to have been
exposed to some
basic media
theory,
associated with
reception
For all students
to have
researched and
presented on
one mediatheory
For all students
to have
researched and
presented on
one advertising
strategy
To expose all
students to FCP
(&) via short
teacher led
introduction
selection of theories to
learn via web based
researchuse search tool in
www.esfmedia.com
3. Students present theirchoice of theories to the
class in short presentations.
4. Teacher led basic intro tousing FCP (version 7)
5. Students work in twos,selecting footage from You
Tube to re-edit. They should
try to make a serious scene
comical via their choice of
cuts.
Hypodermic Needles theory
Choice of advertising theories- Mass Herd appeal,
reason why advertising, USP, hard sell, drawing a
crowd (P.T. Barnham), postmodern advertising
techniques, sky writing, star personas etc.
Abby Wan to support in introducing FCP.
FCP (7) on i-Macs (May need additional i-macs from
other rooms to be transferred into teaching room)
www.youtube.com
Clips.
Teacher to
recommend
outstanding
editors to
have FCP
installed on
their
laptops.
http://www.esfmedia.com/http://www.esfmedia.com/http://www.youtube.com/http://www.youtube.com/http://www.youtube.com/http://www.esfmedia.com/7/31/2019 Y10 Media Minor Plan- Term 1
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For all students
to have
practised using
FCP (7) with
some basic
editing of the
razor tool and
IN/OUT
function.
4 For all studentsto complete
storyboard,
For all shot lists,
shooting
schedules and
any other
relevant pre-
production
materials to be
completed
1. Students to completestoryboard tasks startedtwo weeks ago (1hr max)
2. Students to choose secondpre-production planning
tasks in preparation for
iPod advert in next lesson.
3. Students to research theirrole and plan contribution
to next lesson.
http://www.esfmedia.com/page/Making+a+Difference+Week+2011
Plan role forproduction
in next
lesson
5 To enable
students to see
film protocol in
1. Break class into two groups.Group 1 to accompany the
teacher for 1hr and then
AW to support teacher in setting up equipment for
practical exercise. (This should include boom mics
etcAbby will take control of the sound)
Editors
capture
footage
http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+2011http://www.esfmedia.com/page/Making+a+Difference+Week+20117/31/2019 Y10 Media Minor Plan- Term 1
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action via filmed
remake (reverse
engineering) of
ipod ad.
(Teacher led and
later student
led)
To emphasise
safety and a
professional
approach on set.
change to Group 2. IW to
supervise planning group.
From D82
2. Group not filming can editfootage on FCP taken from
random You tube video
clips.
Equipment from Abbys office (LED lights, DSLR
camera, tripod, reflector disc etc)
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-
class-practical-task(See this for key roles)
(with help
of Abby to
convert)
and edit for
next lesson.
(Copy from
original
ipod advert)
6 To present two i-
pod adverts and
discusssuccesses/areas
for
improvement.
For each student
to have reflected
on their learning
from the ipod
advertisement
via the Ning blog
function.
For each student
to choose group
1. Show and comment on ipodadverts (teacher led
activity/ audio-visual task)2. All students to sign up to
NING site (if they havent
already done so) before
blogging on their learning
from the practical ipod
lesson. (Student led task)
3. Students to analyse andtake notes using examples
of Viral Videos and the role
of Visible Measures/social
curators in distributing
viral videos.
4. Students to form groupsand decide on roles. Group
http://www.visiblemeasures.com/adage
http://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-task
i-pod adverts (brought by students in digital file or
posted to google docs site)
Groups to
begin
visiting sitesfor filming.
(The
majority
will film ion
school but
by teacher
discretion,
some
students
will be
allowed to
film off site)
http://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://www.visiblemeasures.com/adagehttp://www.visiblemeasures.com/adagehttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://sisfilm.ning.com/forum/topics/y10-media-minor-advertising-taskhttp://www.visiblemeasures.com/adagehttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-taskhttp://sisfilm.ning.com/forum/topics/y10-ms-allan-s-class-practical-task7/31/2019 Y10 Media Minor Plan- Term 1
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(max of 4) and a
specific role to
be assessed as
(Director, editor,
sound or
cinematographe
r)
For each student
to make use of
Visible Measures
via Top 10 ViralAds.
For each studentto deconstruct
one ad each
from Visible
Measures as
preparation for
their own
proposal
For each group
to post proposal
for ad before theend of the
lesson.
work discussion to ensue
with brainstorm (possible
use of Inspiration for mind-
mapping)
5. Scribe from each group topost idea on NING forum.
7 To introduce 1. All students to download
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students to role
specific pre-
production
planning tasks.
To introduce all
students to Celtx
as an excellent,
all in one pre-
production
software suite.
Celtx (free app) and explore
use of pre-production
facilities. (Student led)
2. View shooting schedule,shot list, treatment andscripts from MaD week
2011. (Student led activity)
3. Director to create shootingschedule using Celtx
(Student led)
4. Cinematographer to createshot list or storyboard.
5. Sound designer to createdubbing chart or begin
experimenting with temptracks
6. Editor to either continuedeveloping skills via editing
exercises (researching any
special effects features e.g.
Use of green screen in D81
or D83) or laying out titles,
logos etc to be used in final
timeline.
www.celtx.com
http://www.esfmedia.com/page/
Making+a+Difference+Week+2011
8 For all students
to have
independent
experience of
shooting on set
1. Teacher led discussion-reminding students about
safety, use of equipment
and branding of tasksdo
students have a clear idea of
All equipment borrowed from the 8th Floor, (Abbys
office) which should be returned by the end of the
lesson.
A
continuation
of filming
when
equipment
http://www.celtx.com/http://www.celtx.com/http://www.celtx.com/7/31/2019 Y10 Media Minor Plan- Term 1
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in groups of no
more than four
how the advert will
represent their brand?
(15mins)
2. Students to collectequipment from Abbysoffice. (Some may have
collected beforehand on
Thursday is they are filming
off site)
3. Students to tell teacherwhere they will be filming
during the lesson so that
teacher can periodically
monitor progress.
is
available
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