<Insert Date Here>

Name: Phillip Rafuse

Subject Area: MSTE
Grade Level: 6-8
Lesson Title: Videography & Imagery
Required Time: 45 minutes
Outcome(s):
- GCO 3. Students will practice responsible citizenship.
o Specific Outcome 3.3. Students will explore the educational and career
pathways that exist in technology.
Materials & Resources:
- Smart Board
Assessment: Participation during Activities 2-3
Activities:
1. Attendance & Greeting (5 min)
a. Record student attendance and greet class
2. Instructional Time: Videography & Imagery (20 min)
a. Introduction
i. Discuss the use of videography and imagery in business with the
class. Mention advertising, instructional videos, business cards,
etc.
ii. Ask students for examples of how videography and imagery
might be used in the careers that they have been assigned for
their overarching projects.
iii. Show students the following commercial:
https://www.youtube.com/watch?
feature=player_embedded&v=5TGQtk1iAQY. Afterwards,
discuss it as a class. Was it effective? Why or why not? Who was
its intended audience?
iv. Task students with developing a commercial for their assigned
profession. It must be 30-60 seconds in length and feature all
group members (minus one cameraperson). Commercials will be
presented as part of their final project.
3. Lights, Camera, Action! (15 min)
a. Circulate as students brainstorm and write a script for their
commercials. Encourage them to consider using humor, interesting
camera angles, props, etc.

4. Wrap-Up & Reflection (5 minutes)

a. Tell students that filming will begin during the next lesson.
b. Invite students to see you if they have any questions.
Differentiation:
- Students with social anxiety and/or impairments may find it uncomfortable to
be filmed. Make allowances for additional camera operators as necessary.
o Distribute one iPad/device to each team. Tell students to record a few
seconds of test footage, save it, and replay it to you in order to ensure
that the device works.
Verify that each team has successfully recorded test footage.Demonstrate
how to access the camera on the school iPad/device. Switch between its
camera mode and its video mode and demonstrate how to shoot and save a
video.
Reference(s):
- Middle School Technology Education (Pre-Pilot Version)

<Insert Date Here>

Name: Phillip Rafuse
Subject Area: MSTE
Grade Level: 6-8
Lesson Title: Videography & Imagery
Required Time: 45 minutes
Outcome(s):
- GCO 3. Students will practice responsible citizenship.
o Specific Outcome 3.3. Students will explore the educational and career
pathways that exist in technology.
Materials & Resources:
- Smart Board
- iPads/Devices (x1 per group)
Assessment: Participation during Activities 2-4
Activities:
1. Attendance & Greeting (5 min)
a. Record student attendance and greet class
2. Warm-Up (10 min)
a. Introduction
i. Show students the following commercial:
https://www.youtube.com/watch?v=_ve4M4UsJQo. Afterwards,
explain that it depicts a Rube Goldberg machine (i.e. a
needlessly complicated machine that relies on chain reactions to
perform a simple task).
ii. Ask students why Honda produced such a complicated
commercial. Coach them toward better understanding the
relationship between engaging commercials and profitability. Ask
for examples of other interesting commercials.
3. Lights, Camera, Action! (20 min)
a. Demonstrate how to access the camera on the school iPad/device.
Switch between its camera mode and its video mode and demonstrate
how to shoot and save a video.
b. Distribute one iPad/device to each team. Tell students to record a few
seconds of test footage, save it, and replay it to you in order to ensure
that the device works.
c. Verify that each team has successfully recorded test footage. In case
filming is unsuccessful, attempt to restart or troubleshoot the device.

d. Survey students as they record commercials. Ensure that students stay

on task.
e. Verify that all groups have recorded and saved a commercial. If
possible, save all commercials to a secure, common storage space.
4. Wrap-Up & Reflection (10 minutes)
a. Ask students what resources would have made their commercials more
effective (e.g. lighting, special effects, and editing software). What
kinds of professions stem from video production? Answers may include
stuntmen, directors, prop designers, and musicians.
b. Invite students to see you if they have any questions.
Differentiation:
- Students with social anxiety and/or impairments may find it uncomfortable to
be filmed. Make allowances for additional camera operators as necessary.
Reference(s):
- Middle School Technology Education (Pre-Pilot Version)