CNN:CampNewsNetwork

cnncampnewsnet.weebly.com

Lesson#1
WritingandReportingtheNews
Lesson#2
PracticeMakesPerfect
Lesson#3
Lights,Camera,Action
Lesson#4
ThatsaWrap

What does it take to be a reporter and editor? Join the CNN: Camp News Network to
find out! Prepare to learn all about broadcasting through creating short news clips,
interviewing campers, and broadcasting the 2015 AIG Summer Camp video! Together
we will capture the weeks highlights and explore the PERSPECTIVE of camp life.

UNITESSENTIALQUESTION
Howdoesbroadcastingimpactapersonsperspective?Howcanbroadcastingattractthe
interestofallaudiences?

LisaBurke,DanielleFaircloth,andMaryGraceGuthrie
SPED6402Spring2015
EastCarolinaUniversity

CONTENTRESEARCHPAPER

HistoryofBroadcastJournalism
Livinginthetwentyfirstcentury,wehaveaccesstonewsatourfingertips.Wecan
quicklyfindoutwhatisgoingoninourstate,country,andaroundtheworldwithafewclickson
ourphones,aclickofabuttonontheTVremote,orbyturningontheradio.Withmanynews
stationsfillingtheairways,wehaveoptions,manyoptions.Thenewsbroadcastingindustry,as
weknowittoday,hasbeenbirthedandexpandedwithinthelastcentury,makingnewsreadily
availableandhelpingtofulfillthenaturalcuriosityofhumansabouttheeventsoccurringaround
us.However,theseoptionshaventbeenaroundbutforacoupledecades.Itshardtoimaginea
worldwithoutinstantnotificationsoftheeventsoccurring.Whatdidpeopledobeforethe
takeoffofthebroadcastingindustry?Howdidtheygettheirinformation?
FirstMethodsofTransmittingInformation

TheneedanddesireforcommunicatingnewscanbetracedbacktotheAncientGreeksin

theArchaicperiod.Longbeforethebroadcastingindustryasweknowitbegan,Greekswere
findingalternativemethodsoftransmittingmessagesoverlongdistances.Ancientcivilizations
reliedondrums,fire,andsmoketohelprelaymessageswithintheircities.
Aftercenturiesoffindinguniquewaystocommunicate,liketheGreeks,avarietyof
theoristsandinventors

begantolaythefoundationforthebroadcastindustryasweknowit

today.JamesMaxwell,aScottishmathematicalphysicist,theorizedtheexistenceof
electromagneticwavesasluminousether.In1877,AlexanderGrahamBell,aneminent
Scottishbornscientist,conductedavarietyofexperimentsusingelectricalclicksonwireswhich
transmittingsoundsbytelegraph.Later,HeinrichRudolfHertz,aGermanphysicist,invented
thesparkgapdetectorwhichverifiedtheexistenceofelectromagneticwaves.Thispavedthe
wayforthefoundationforthebroadcastofthehumanvoiceandtheradio.
Radio,theBeginningsofModernMedia

ItwasnotuntilafterWorldWarIthatthefirstmassradiobroadcastsbegan.Thefirst

broadcastoccurredin1919whenaDutchconcertwasbroadcastedataprearrangedtime.Afew
monthslaterthefirstcommercialradiostationopenedinPittsburgh,PennsylvaniainJuly1920.
KDKA,thevoiceofPittsburgh,wasnottheonlyoperatingcommercialstation,butithelped
kickofftheeraofmasscommunicationsinAmerica.
th
Radiohadaverylargeimpactonthe20
Century.Itwasthefirstmodernmediaform.

Bytheendofthedecade,theperiodofawe,itwascleartoallthatradiowaschangingthe
interiorlifeofthecountryinwaythatfewcouldhaveenvisioned(Lewis,1992,p.28).This
newmediaimpactedthewayAmericanstalkedandthoughtbyprovidingpeopleofallclasses
andethnicbackgroundswithnews,politicalinformation,andentertainment.By1930aradioset

providedthemainsourceofentertainmentinhomesandanestimated60percentofAmerican
familieshadpurchasedradios.Thiswastheeraofmasscommunications.
TheEarlyStagesofTelevision

Theideaoftelevisionwasdiscussedasearlyasthe1870s,butdidnotbegintoplaya

majorroleinthemediarealmuntilmuchlater.In1921,PhiloFarnsworth,anAmerican
inventor,cameupwiththeconceptofbroadcasttelevision.Hedevelopedan
imagedissector
cameratubewhichtransmitteditsfirstimage,asimplestraightline.Thisdemonstrationwas
showntothepressandin1928knownasthefirstelectronictelevisiondemonstration.
Buteven
beforethispublicviewoftelevision,theBBCandCBSwereformedin1927.
th
OnApril26
1931,NewYorkCityunveiledaradio(WGBS)andtelevision(W2XCR)

stationthatofferedafourhourdailybroadcastingschedulefeaturingfilmsandliveentertainers.
ThreemonthslaterinJuly,CBSsNewYorkCitystationW2XABbeganbroadcastingtheir
sevendayaweektelevisionschedule.In1936NBCbeganbroadcasting,withonethirdoftheir
programmingdevotedtonews.Thepublicbegantogetmoreexcitedaboutthenewformof
mediathatwasslowlyrising.In1939,Publicdemonstrationsoftelevisionscapturetheattention
ofpeoplearoundtheworld,culminatinginthefamousdemonstrationoftelevisionbyRCAatthe
1939WorldsFair(Media,Technology,andCommunication).TheTVindustrywasgetting
readytotakeovermassmediacommunication.

Scientists,inventors,andbroadcastingstationsallsawthepotentialformotionpictures.

Astheindustrywasabouttotakeoff,theprogressoftelevisedbroadcastingcametoahalt
duringWorldWarII.Peoplereliedontheirradiostolistentospeechesfrompoliticiansandto
gainnewsonthewar.Theyalsousedthemediatodistractthemfromthefearofwhatthewar
couldbring.Televisionwasreadyforitsfullscalelaunch,butthedemandsofthewarkeptthe
newmediumatparaderestuntil1945(Kierstead).Afterthewarwasover,studioswere
th
reopenedandthisnewmediumquicklybegantobethemostpopularformofmediainthe20

Century.
WellKnownAmericanNewscastersandTheirRolesinNewscasting
Thefirstnewsbroadcastontelevisionoccurredin1930andwashostedbyLowell
Thomas.Hisnewscastswerethefirstregularlynightlyschedulednewsbroadcasts.Theideaof
newsbroadcastingcontinuedtogrowasCBSbeganbroadcastingtwodailynewsshows.These
newsbroadcastingsdifferedfromtodaysnewsshowsbyusingstillimagesandmapswhilethe
anchorreadascript.
EdwardMurrowwasanotherwellknownAmericanbroadcastjournalist.Hebeganhis
careerwithCBSbycompletingaseriesofradionewsbroadcastsduringWorldWarIIfrom
overseas.HewasoneofthefirstAlliedcorrespondentstoreportthetragediesoftheNazi
concentrationcamps.CBSrealizedtheadvantagestohavingpersonalreportsandeyewitnesses

tocommentontheeventstakingplace.Hisreportssetatrendforthefutureofbroadcasting
journalism(RadioDays).
CBSbegancompetingagainsttheNBCnewsstreetprogramsin1948.AstheTVnews
industrygrew,networkswereexpandingtheirnewscoveragetoattractalargeraudience.In
termsofinformation,thethreebignetworksviewedtheirnightlynewsprogramsasflagships
thathelpedestablishtheircredibilityasanetworkandhelpedattractaloyalviewerbase
(Media,Technology,andCommunication).ItwasduringthistimethatWalterCronkitetook
overtheanchorslotofCBSseveningnews.Asnotedinhisbook,Cronkitebecamewellknown
astheanchorfrom1962until1981anditwasunderhisleadershipthatthenewsshowexpanded
from15to30minutesin1963(2006).
LocalNewsShows

Localtelevisionnewsstationsproducetheirownnewscasts.Theygeartheirstories

towardsviewersinspecificareas.Manylocalnewsshowsarepreferredduetothecontentbeing
directlyrelatedtotheaudienceandrelevanttothelivesoftheareainwhichtheviewerslive.
Weatherandsportsreportsalsoplayanimportantroleinlocalnews.
Althoughlocalnewsservesthecommunity,broadcastingstationsdonotairthemfor
publicserviceonly.
LocalnewsisthetopmoneymakerforaTVstation,generatingupto60%
ofoverallrevenues(Block,2002).Localstationspridethemselvesonahighvolumeofviewers

andcompetitiveratings.Inordertokeepthemoneycominginandtheiraudiencehappy,alotof
hardworkgoesonbehindthescenesinthenewsroom.
HowaNewsroomWorks
The newsroom is where the stories are collected, written, grouped, edited and pulled
together forthenews broadcast.Thenumberofjobsandpeopleworkinginthenewsroomvary
depending on the specific news broadcasting station, stated Jim DeLuca, editor of ABC 11
WTVD.Eachnewsroomhasdifferenceswhichcanbeslightorsignificant.
Stories come into the newsroom through tipoffs, press releases, or from local, state,
country or world issues. Editors, producers, or chiefofstaff themselves may want certain
stories coveredaswelliftheythink theywillappealtotheirviewingaudience. Asthisgroupof
storiesdevelops,journalistsorreporters mayattendanevent,doindependentresearch,andhave
phone or facetoface interviews with the person or persons involved in the news story. At
times,theymayusearchivedmaterial,photographs,orfootageorsound.
Photographs, sound and light technicians and camera operators are often assigned to the
stories by editors after they have looked at the number of stories for the day or specific
newscast. Sometimes cameramen and /orphotographersaresentouttodothejobonsite,and
journalistsstayintheofficetothefollowupstoryorconducttheinterviews.

Photographers or camera operators return with their visuals to the newsroom. The
newsroom can becomeafranticplaceduringthistime. AsABC11WTVDEditor,JimDeLuca
explained, news items are put together and completed before the broadcast and thenfacilitated
through the news anchor. This includes raw visual footage oraudiobeingeditedandreviewed
by the editor and sometimes, rerecording occurs during this time. Insomenewsrooms,editors
and producers meet again to review the story list and to be sure they have the materials
necessary to convey the appropriate news of an event. The stories are doubled or even tripled
checked to ensure they are correct and factual. Once the stories are completed and ready for
viewing, producers may reorder news stories in priority for presentation. Preparing a news
story for broadcasting is like a puzzle, it takesmanypeopleputtingsmallpiecestogethertoget
theendresultofasuccessfulnewsbroadcast.
Conclusion
The news broadcasting industry has grown to become the number one method of mass
media used to convey messages to an audience. It has taken a different form and purpose
throughout the decades in the past 100 years. At some points in history, the main goal of
television was entertainment and at other times it served to inform viewers. Today news
broadcasting still plays a major role in our society. It serves a purpose of informing and
entertaining, and attracts the attention of viewers byappealingtolocalneeds andnews.Ittakes

a lot of people and hard work tomakethesebroadcasthappen,buttheserviceitprovidestothe

individualcommunitiesispriceless.

References
Block,V.(2002).Newsisthenewsatlocaltvstations.
CrainsNewYorkBusiness18
(40).
Retrievedfrom

http://search.proquest.com.jproxy.lib.ecu.edu/docview/219176236?pqorigsite=summon

Cronkite,W.(2006).
AReportersLife
.NewYork,NY:RandomHouse.
Evans,B.G.,Thompson,P.T.,Corazza,G.E.,VanelliCoralli,A,&Candreva,E.A.(2011).

19452010:65yearsofsatellitehistoryfromearlyvisionstolatestmissions.

Proceedings
oftheIEEE,99
(11).Retrievedfrom
http://ieeexplore.ieee.org.jproxy.lib.ecu.edu/stamp/stamp.jsp?tp=&arnumber=5985458
Kierstead,P.News,Network.
MuseumofBroadcastCommunications
.Retrievedfrom
http://www.museum.tv/eotv/newsnetwork.htm
Lewis,Tom.(1992).Agodlikepresence:animpactofradioonthe1920sand1930s.
OAHMagazineofHistory
,
6
(4).Retrievedfrom
http://www.jstor.org.jproxy.lib.ecu.edu/stable/25154082?seq=3#page_scan_tab_contents
Lombardi,M.,&Nelson,G.(2014).WWVB:Ahalfcenturyofdeliveringaccuratefrequency
andtimebyradio.
JournalofResearchoftheNationalInstituteofStandardsand

Technology,

119
.Retrievedfrom
http://search.proquest.com.jproxy.lib.ecu.edu/docview/1518256160?pqorigsite=summon
Media,Technology,andCommunication.In
APrimeronCommunicationStudies
(Vol.1).
Retrievedfrom
http://2012books.lardbucket.org/books/aprimeroncommunicationstudies/
RadioDaysEdwardR.Murrow.(n.d.).RetrievedFebruary1,2015,from

http://www.otr.com/murrow.html

Scherer,C.(2013).ThehistoryofW9BSP.
RadioMagazine19
(11).Retrievedfrom
http://search.proquest.com.jproxy.lib.ecu.edu/docview/1458738510?pqorigsite=summon

ConsultwithanExpert
InterviewwithaMediaCoordinatorandEditoratABC11WTVD
ProfessionalExperienceandEducation
JimDeLucaisaNewsMediaCoordinatorandEditoratABC11WTVD,Durham,NC.
Hehasbeenchosenasanexpertwithinthispaperbecausehasbeensuccessfullyemployedwith
thistelevisionstationfor31years.JimDeLucawascontactedviaemailandtext.Priorto
workingatWTVD,JimwasalsoemployedatatelevisionstationinFloridaasaMedia
CoordinatorandEditorforthreeyears.Jimcompleteda
certificateinTelevisionProduction
fromatechnicalschoolinFlorida.Atthistime,acollegedegreeinjournalismisneededto
acquireaneditorpositionatmostbroadcastingcompanies.
DailyResponsibilitiesandTechnology
JimDeLucaisinchargeofcleaningoutthenewscomputereditingsystemsofold
mediaonadailyschedule.Healsoeditsvideoinallofthenewsshows.GrassvalleyEdius7
editingsoftwareisusedtoeditoldmedia.OneHPi7computerandanotherHPcomputerare
usedforsoftwarerunsorNewsRundowns.Threemonitorsareusedforthisprocess.Editors
keepmediaonlargestoragecomputers.Alargearchivesystemsavesallofthestoriesthat

WTVDairssotheymaybeusedatalaterdate.Inaddition,theWTVDMediaCoordinatorand
Editorguaranteesthatvariousroutersandsatellitefeedsarebroughttoreportingsitesinvans.
CommunicationandRelationshipswithCoworkers
TheEditorofABC11WTVDbelievesthatitisveryimportanttodiscussthestoryline
withthereporterorthenewscaster.Aseverynewscasterandreporterhavedeadlines,timelimits
onthestory,andaspecificfocus,itisimperativethateditorsknowexactlywhattheaudience
expectstoseeduringtheairingofthestoryline.
SuggestionsforEditingNewscasts
JimDeLucafeelsthatitisimportantforanEditororMediaCoordinatortostaycalm
duringhighpressuretimes.Thereshouldbestrongcommunicationbetweenfelloweditorsand
producers.Thiscanbedifficulttododuringtimesduetothedemandingonthespotworkload
thatiscarriedoutonadailybasis.
AMediaCoordinatororEditorjobcanbefunandcreative.JimDeLucafeelsthatthere
aremanyinterestingspecialeffectsthatcanbecarriedoutwhenusingeditingsoftware.He
suggestsusingeverytoolthatispossibletousewhenneeded,butremembernottousetoo
manyeffectsthatcouldtakeawayfromthestoryandvideoyouareworkingwith.
ContactInformation

JimDeLucamaybereachedatABC11WTVDinDurham,NC.Theaddressis411
LibertyStreetDurham,NC27701.Jimsemailaddressis:editdoc@bellsouth.net.Hispersonal
telephonenumberis:9197302179.

ConnectionstotheTheme
Perspectives:TheEyeoftheBeholder

Everyonehasideas,factsknowntoourselves,thathavemeaningfulinterrelationships

withothertopics.Thishelpstocreateourperspective.However,oftenaperceptionofatopicor
picturedependsonhowyoulookatit.WhenyoulookatoneparticularfamouspictureYoung
Woman/OlderWoman,youcanexperiencetheshiftinperspectivethatpsychologistscall
figuregroundeffect.Justasapicturecanlookverydifferentfromanotherviewpoint,a
broadcastcanseemverydifferentwhenonelooksatdifferentviewpoints.Weoftenhavetolook
atmultiplepointsofviewtounderstandinterdependenciesfromonetopictoanothertopic.

Multipleperspectivesareessentialwhenreportinganewscast.Becauseofstakeholders

likereporters,interviewees,programdevelopers,familiesandcommunity,andthegeneral
public,itisveryimportantthatreportingisseenfromtheperspectivesofthesestakeholders.
Theseperspectivesgivenfromavarietyofpeoplefitintothelargercommunitysystemand
demonstrateoutcomesandimpactthestakeholders.Ifthenewsaudiencebeginstoviewevents
throughtheeyesofthosewhoparticipatein/viewtheevent,theyarelikelytounderstandthe
perspectiveoftheparticipants.Perspectivesareoftenrelatedtoemotionsandactions.They

oftenhelptheaudiencetoformstrongopinionsandevenhavebeenknowntoencourage
lawmakersandotherstakeholderstomakedecisionsregardingbudgeting.

Multipleperspectivesareveryimportantforunderstandingthecontentandmeaningof

newsprograms.Thereporterinterviewsaparticularintervieweewhosharestheirviewswiththe
audience.Theaudiencecreatesaperceptionfromtheinterviewsofthesepeople.Whenpeople
sharetheirperspectivesonaparticulartopictheycanuncovermanydifferencesandlearn
informationonacertaintopicandformtheirownopinions.

CNNCampNewsReporterswillbegiventheopportunitytohelpdisplaystudentcamp

participantsperspectivesabouttheECUAIGCamp.Becausereportersoftenbringtheirown
perspectivestotheinterview,theirownviewsandcommentsmaybecomeapartofthe
broadcast.ThesummariesoftheeventswillincludeavarietyofopinionsanddetailsaboutECU
AIGCampexperiences.

ECUCampparticipantswillhelptocreateanaudienceperspectiveofECUAIGCamp

happenings.Theywillincorporatetheirexperiencesatcampintoemotionsandrecollectionsof
importanteventswithintheweeklongcampexperiences.Theseparticipantswillhavean
influenceontheaudienceandtheirknowledgeofAIGCampatECU.Thecommentsand
emotionsofthecamperswillaffecttheCNNCampReporterswhoaskquestionsandtheCNN
CampEditorswhodecidewhichclipsaretobeusedwithinthebroadcast.

TheCNNStudentEditorswilladjustandrefinethephysicalimagesandaudiostatements

ofthestudentintervieweesinordertocreateanaudienceperspective.Theywillmakeeditsto
filmingandaudioinordertomanipulatethemoodandflowofthestorieswhichwilldisplaythe
campparticipantsperspectives.ThefinalCNN:CampNewsNetworkpresentationwillbe

shownattheendofthecamptocampparticipantsandhopefullyshownonthelocalGreenville,
NCNewsStation,WITN.

Outsiderswatchingthetelevisionbroadcastwilldevelopanawarenessandunderstanding

ofhowgiftedstudentsviewtheirweeklongcampexperiences.Thiswillinduceemotionswithin
thecommunityandpossiblychangetheperspectivesoftheviewersownpersonalunderstandings
ofcampevents.ThelocalGreenvillenewsstation,WITNmaywanttocontributemedia
donationswhichwouldenhancethegiftedstudentsunderstandingofbroadcastingforthe
followingAIGECUCamp.Also,thisbroadcastmayinvokeanemotionaboutthetechnology
needswithinclassrooms.Thiscouldhelpstakeholderssuchaslawmakersunderstandthe
importanceoftheuseoftechnologywithintheschoolsandmakepolicydecisionsonthe
distributionoftechnologymonies.

TechnologyIntegration

Intodayssociety,technologyiseverywhere.Itaffectsalmosteveryaspectofourday.It
influenceshowwesocialize,connect,communication,butmostimportantlyhowwelearn.With
itssteadilyincreasingpresenceinourlivesitonlymakessensetohavemobiletechnologyinthe
classroom.WithourcamptopicbeingCNN:CampNewsNetwork,thestudentswhowillbe
participatinginourprogramhavegrownupinatimewheretechnologyisintertwinedwith
everythingwedo.Withthisbeinganincreasingdistraction,inordertomakesureourunitis
engagingandapplicable,wehavedecidedtoheavilyincorporatetheuseoftechnology,starting
fromdayone.
ThefirstandmostcriticalintegrationoftechnologyistheuseofiPads.Themain
decisionbehindchoosingiPadsistheaccesstotheappiMovie.Sincestudentswillbeworking
withiMovieinordertoeditandfinalizetheirvideo,andtheiPadisoneofthefewhandheld
devicesthatallowsaccesstothisappandisstilllargeenoughformultiplestudentstoviewthe
screen.Althoughthereareotherrecordingdevicessuchassmartphones,flipcams,orhandheld
recorders,havingstudentsuseiPadswillbeamorestudentfriendlywaytohavethemfilming
theinterviewsandactivitiestakingplacethroughouttheentiredurationofthecamp.Thereare

norestrictionsastowhereyoucantakethedeviceduetoitbeinglightweightandeasilycarried.
Otherthanthepossibilityofthebatteryrunningout,studentshavenolimitationsforhowlong
theycanexploreotherstudentsperspectivesduringinterviews.Forstudentswhohavenothad
experiencewithiPadsorMacproducts,itisafairlysimpledevicetouse,allowingeveryoneto
beonthesameplayinglevelwithonly4daystoworkwiththedevice.
Asmentionedpreviouslystudentswillalsobeheavilyrelyingontheapplicationknown
asiMovie,createdbyApple.iMovieisoneofthesimplestandmosttimeefficienteditingapps
thatallowsstudentstopiecetogethervideoclipsandadddramaticeffects,graphics,andsound.
StudentswillnothavetotransfermediarecordedfromtheiPadtoanothersource.Theycan
simplyuseonedevicetocreatetheentireproductfromstarttofinish.Althoughtherearemore
complexeditingappsthatourstudentswouldbecapableofusing,iMovieisthebasicsallowing
themajorityofthetimetobespentontheotherprocessesrequiredtocreateanewscast.
Otherformsoftechnologythatwillbeutilizedduringthecampbutnotdirectlyusedby
thestudentsareprojectors,laptops,skype,andwebstreamingofvideos.Inordertodisplay
informationtostudentstheeasiestwaytoaccomplishthisistoprojectit.Withthepossibilityof
nothavingourpresenterbeabletomakeainpersonappearance,wehavethebackupplanof
Skypingwiththemsostudentscanstillaskquestionsinrealtime.Lastly,withthisbeinganews
basedcampprogram,studentswillneedtoseeexamplestogainabetterunderstandingofwhats
expected.Byshowingvideosofsimilarstudentcreatednewsprograms(goodandbad)theywill
gainabetterunderstandingofwhatafinishedproductshouldlooklike.

CONTENTOUTLINE

I.ProsandConsofTraditionalMediaTypes
A. NewsBroadcasting
1. Motionpicture
2. AppealstomoresensesCombinesight,sound,andmotion.
3. Typicallymoreentertainingforchildren
4. Largeaudiencepotential
5. Productioncost
B.PrintedNews
1. Stillpicture
2. Visualonly
3. Allowsindepthproductexplanation
4. Canbemorespecializedforlocalizedcommunities

II.PublicSpeakingEtiquette
A. BodyLanguage
1. Maintainagoodposture
2. Beanactivelistener
3. FacialExpressions
a.
Smile
b. Benatural
c.
Avoidinappropriatereactions
B.Voice
1. Projectyourvoiceandspeakup

2. Useaconversationaltone
3. Usefamiliarwords
4. Properpace
a.
Allowseveryonetohear
b. Allowseveryonetounderstand
5.Prepareforspeakingbyrehearsing
C.EyeContact
1. Maintaineyecontactwiththecamera/audienceorwiththeinterviewee.
2. Memorizetheintroductionandfirstquestionyouwanttoaskan
intervieweetohelpmaintaineyecontact

III.InterviewQuestions
A. Preplan
1. Thinkaboutthegoalsoftheinterview.Whatisthepurposeofthe
interview?Whatdoyouwanttoknow?
2. Writequestions
a.
Askopenendedquestions
b. Askclearquestions
c.
Donotuseloadedquestions
3.Plananintroduction
B.DuringInterview
1. Askonequestionatatime
2. Askfollowupquestion,ifneeded
3. Thankinterviewee

IV.Broadcastjournalism
A. Journalist/Interviewer/Reporter
1. Investigatesanddeliversstories
2. Providesfinalapprovalofinterviewquestions
3. Takesadditionalphotos
B.Anchor
1. Introducesnewssegment
2. Helpsnewswriterwritecommentaries
3. Helpsselectmaterialstopresent
C.FilmCrew
1. Recordstheinterview
2. Recordsthenewsroomfootage
3. Operates/Decidessoundeffects
D.NewsWriter

1. Helpstocreatescriptsforanchors
2. Playsavitalroleinthedevelopmentofinterviewquestions
E.ProductionEditor
1. Coordinatestheactivitiesofwriters,filmcrew,anchors,andjournalists
2. Conductsmeetingstoplannewssegment
3. Makesfinalrevisionsofnewsbroadcast

V.IpodCameraBasics
A. Poweronandoff
B. Zoominandout
C. RecordStartandstop
D. GalleryPreviewingfilm
E. Microphonelocation
F. Tripoduse

VI.ThePerfectShot
A. Pickagoodlocation
B. Appropriatecameraangle
1. EyeLevel
2. Capturesubjectsheadandshoulders
3. ThreeQuarterangleshotAnalternativetoadirectstraightshot.
4. RuleofThirdsaguidelinethatproposesanimageshouldbedividedinto
9equalsectionsby2horizontaland2verticallines.Importantelementsof
theimageorframeshouldbeononeoftheseimaginarylines.
C.Extrafootageincludeextrafootageatthebeginningandendofeachclipto
ensurethatallnecessaryfootageisbeingrecorded.
D.Noise
1. Besurethesceneisgenerallyquietbeforeshooting.
2. Considerthebackgroundnoiseofthescenebeforeshootingfilm.
Backgroundnoiseshouldnotbethemainfocusofthefilmunlessyouare
filmingthecliptohighlighttheemotionofthescene.(Example:Ifyouare
filmingarelayrace,backgroundnoisewouldbeappropriate.)
3. Considerifanexternalmicrophoneisnecessary(forvolumeorprops).
4. Considerifavoiceovernarrationwouldbemostappropriateforthe
scene.
E.PreviewfootagebeforeleavingsceneAfterrecordingthenewsclip,watchthe
clip
toensurevolumeandlightingisappropriate.Ifreshootingisnecessary,refilmthe
clipbeforeleavingthescene.Besurenottorecordoveranyfootage.

F.SpeakthesamelanguageEditorcallstheshots
1. RollCameraInformsfilmcrewwhentostartrecording.
2. ActionTellsjournalistswhentobeginspeaking/moving
3. CutTellsfilmcrewwhentostoprecording.
4. ThatsaWrapInformseveryoneonscenethattherecordingprocessis
over.

VII.PostProduction/FinalBroadcast
A. Originalfootageshouldnotbealtered.Wheneditingusedacopiedfile.
B. UsingiMovieImportingVideo
1. OpeniMovie
2. GotofileNewMovie
3. Savemoviebeforebeginning.
4. PluginiPodusingUSBcable.
5. Clickimportbutton.
6. Importthevideobyselectingspecificvideofootageorbyselecting
importall.
7. Oncefootagehasuploaded,editingcanbegin.
C. UsingiMovieArrangevideoclipsusingstoryboard.(IncludeAnchorclip)
1. Arrangeclipintimelinebyselectingclipanddraggingittothenew
location
2. Abluelinewillappearwheretheclipisgoingtomove.
D. UsingiMovieIncludespecialeffectsandtransitions.
1. AddingTransitions
a. Clickthehourglassbuttonlocatedonthetoolbarinthemiddleof
thescreen.
b. Choosethetransitionyouwouldliketouse
c. Dragintoclip
d. Savemovie
2. AddingTitleSlide
a. Clickonthetextbuttonlocatedonthetoolbarinthemiddleofthe
screen.
b. Choosethetitlescreen
c. Dragintoclip
d. Edittextonscreen
e. Savemovie
3. AddingVoiceovernarration
a. Useexternalmicrophone

b. Placeplayhead,whitelinethatindicateswherethevoiceoverwill
occurinthefootage,inthecorrectlocationinthetimeline.
c. Clickvoiceoverbutton.
d. Clickrecordfrompopupmenuandselectinputdevice.
e. Dragtheinputvolumeslideratacomfortableandappropriatelevel
f. Dragthenoisereductionbartohelpblockbackgroundnoise.
g. Clickwherethenarrationshouldbegin.
h. BeginspeakingwheniMoviepromptsforrecordingtobegin.
i. Watchthevideowhileyourecordthenarrationtobesurethatthe
narrationwillmatchthefilm.
j. Clickstoprecording.
k. Save
E. UsingiMovieEnhancingclips
1. StabilizeClip
a. Clickthestabilizationbuttononthetoolbarinthemiddleofthe
screen.(Lookslikeavideocamerawithlinesaboveandunder)
b. ClickStabilizeShakyVideobox
c. AllowiMovietimetocompletethestabilizationprocess.
d. Dragthestabilizationbartoadjusttheamountofstabilization
e. Savefile.
2. EnhanceColor
a. Clicktheenhancebuttononthetoolbarinthemiddleofthescreen.
b. Enhancementsareautomaticallycompletedatthepoint.
c. Savefile.
F. CreatingthefinalproductProductionEditorspiecetogetherfinalnewsclip
1. Importalleditednewsclips
2. Placeclipsinappropriateorderusingstoryboards
3. Includetransitions
4. Includeslidetitlewhereappropriateinthenewsclip.

5. Createintroductiontonewsclipbyusingacollectionofsoundclipsand
titleslides.
G. SharingandFinalizingMovie
1. FInalizevideoiniMoviebyexportingmovieasanquicktimevideofile.
a. Namefinalvideo.
b. Savewithappropriatefilesize.
c. Exportvideoandaudio.
d. ExporttoUSBdriveforviewingatCampOpenHouse

LESSON#1
WritingandReportingtheNews

I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE

Studentswillbeabletoformulatethe
stepsforwritinginterviewquestions
andwillgenerateinterviewquestions
forCNN:CampNewsNetwork.

POINTTOPONDER

Visuallyseeingthenewsismore
informativethanreadingthenews.

ESSENTIALQUESTION

Howcanoneformulateappropriate
interviewquestions,whilekeeping
multipleperspectivesinmind?

CONTENT
Outlinethecontentyouwillteachinthislesson.

I. ProsandConsofTraditional
MediaTypes
A. NewsBroadcasting
1. Motionpicture
2. Appealstomoresenses
Combinesight,sound,and
motion.
3. Largeaudiencepotential

4. Productioncost
B.PrintedNews
1. Stillpicture
2. Visualonly
3. Allowsindepthproduct
explanation
4. Canbemorespecializedfor
localizedcommunities
II.PublicSpeakingEtiquette
A. BodyLanguage
1. Maintainagoodposture
2. Beanactivelistener
3. FacialExpressions
a. Smile
b. Benatural
c. Avoidinappropriate
reactions
B.Voice
1. Projectyourvoiceandspeak
up
2. Useaconversationaltone
3. Usefamiliarwords
4. Properpace
a. Allowseveryoneto
hear
b. Allowseveryoneto
understand
5. Prepareforspeakingby
rehearsing
C.EyeContact
1. Maintaineyecontactwiththe
camera/audienceorwiththe
interviewee.
2. Memorizetheintroductionand
firstquestionyouwanttoask
anintervieweetohelp
maintaineyecontact

III.InterviewQuestions
A. Preplan
1.Thinkaboutthegoalsofthe

interview.Whatisthepurpose
oftheinterview?Whatdoyou
wanttoknow?
2.Writequestions
a. Askopenended
questions
b. Askclearquestions
c. Donotuseloaded
questions

II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthis
lesson?HowdoesthisconnecttotheEssential
Question?

WhatwillstudentsbeabletoDOasaresultofthis
lesson?

Studentswillunderstandthe
differencesbetweenvisual
andwrittennewsmedia.
Studentswillunderstandbasic
etiquetteforpublicspeaking
andfilming.
Studentswillunderstandthe
dosanddontsofwriting
interviewquestions.
Studentswillbeableto
distinguishbetweenproper
andimproperspeaking
etiquette.
Studentswillbeableto
formulateinterviewquestions.

III.PLANNING
HOOK
Showanewsintroductioncliptostudents.(Thisclip
willbecreatedbyCourse4students,inthe
Newsroom,thedaypriortocampbeginning).The
clipwillintroducestudentstoCNN:CampNews
Network.Aftertheintroduction,studentswill
introducethemselvesinthesamemanner

TIME:6Minutes

anchormenintroducethemselvesonthenews.

https://www.youtube.com/watch?v=BYDW30yQzY

Materialsneeded:SpeakersandMicrophones
INSTRUCTION
PartI:ComponentsofBroadcastClip
Viewnewscasthighlightingeventsthat
attracttheinterestofmiddle/elementary
schoolstudents(Popculture,sports,
breakingsciencediscoveries,etc.).Ask
studentstorecallwhatisbeingsaid.Whatdo
theyrememberseeing?Whatdothey
rememberhearing?(Thisclipwillbechosen
closertocamptimesotheeventisrelevant
andmeaningfultostudents.)
Havestudentsreadanarticlealoudfrom
newspaper(onlinenewsresource)aboutthe
sameeventsfromthevideoclip.Have
studentscomparereadinganewsarticleto
watchinganewsclip.
Standup,Handup,Putup(SUHUPU)
Studentswillsharewiththeirclassmates
whichtypeofmediatheybelieveisthebest
formofcommunication.Whatdotheylikethe
best?Howaretheperspectivesofeachtype
ofmediadifferent?(ConnectiontoTheme.)
Whatarethestrengthsandweaknessesof
eachform?(ConnectiontoPointtoPonder.)

Materials:Newsclipandarticle

Part2:FilmingEtiquette
Studentswilllearnthebasicrulesofpublicspeaking
andfilming.
NumberedHeadsStudentswillworkina
groupof2forthefollowingactivity
Wewillteachstudentsbasicrulesbygiving
eachgroupatopic(ex.favoritehobby),
speechetiquettetopic(ex.handgestures),
andabriefexplanationontheetiquettetopic.

TIME:
3Minutes

5Minutes

5Minutes

2Minutes

2025Minutes

Studentswillpreparea30second
speech/interviewontheirtopicbreakingas
manyetiquetterulesaspossible.Theclass
willworktogethertoidentifythemistakes.
Studentscancommentonspeechetiquette
ruleusingpadletduringclassmatesspeech.
Anchorchartswillbecreatedtoremaininthe
classroomfortheremainderoftheweek.

Materials:Handoutsfortopics,padletsetup,anchor
chart,andmarkers

Part3:WritingInterviewQuestions
Studentswillwatchashortvideoclipof
interviewquestions.Thegoalwillbefor
studentstodeterminethedosanddontsof
writinginterviewquestions.Havestudents
workingroupsof5tolistthedosanddonts.
Shareout.
Sharewithstudentsahandoutonwriting
interviewquestions.
Havestudentspracticewritinginterview
questionsbyplayingvideoclipsof
interviewee'sresponseandhavestudents
writethequestion(4examples)

Materials:Videoclipofquestions,chartpaper,
markers,handouts,videoclipsofresponses
ASSESSMENT
DiscusswithstudentsthegoaloftheCNN:Camp
NewsNetwork.Askstudentstothinkaboutwhat
questionstheycouldaskotherstudentstofindthe
storyofcamp.
Studentswillusepadlettoshare2possible
interviewquestionstheycouldaskfellow
campersonasegmentofCNN:CampNews
Network.
Studentsshouldkeepinmindmultiple
perspectives(Campers,CampTeachers,
MasterTeachers,ECUstudents/Buddies)

TIME:
6Minutes

5Minutes

10Minutes

TIME:
5Minutes

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHE
STUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?
YES
ORNO

ASSESSMENTANDINSTRUCTIONALMATERIALS
EtiquetteCardsActivity:
https://docs.google.com/a/harnettstudents.org/document/d/14Chuw27LFCO4JP7UgdKRKjXP
Sm3GsryRCilCNmzs/edit?usp=sharing

StudentHandout:
http://wwwcache.pbs.org/newshour/spc/thenews/foreducators/productiontips/Writing%20to%20
Video%20Creating%20a%20News%20Segment.pdf

AssessmentRubric:
https://docs.google.com/a/harnettstudents.org/document/d/1bXhcQX66XT7HhPiD2H3E8fuY8Q
dRIct2se5xLDHPn2w/edit?usp=sharing

Day1Presentation:
https://docs.google.com/a/harnettstudents.org/presentation/d/1cZhl4SKY4s4ySN5buvpkFQUYh
Xw_KPojmwycesXMXGg/edit?usp=sharing

LESSON#2
PracticeMakesPerfect
I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE

Studentswillbeabletousetheir
knowledgeofbroadcastingrolesand
creativitytocreateastoryboardfora
newssegment.

POINTTOPONDER

Eachroleofthebroadcastingteamis
equallyimportant.

ESSENTIALQUESTION

Howdoeseachbroadcastingteam
memberplayaroleinthedesignand
filmingprocessofanewscast?

CONTENT
Outlinethecontentyouwillteachinthislesson.

III.InterviewQuestions
B.DuringInterview
1. Askonequestionatatime
2. Askfollowupquestion,if
needed
3. Thankinterviewee

IV. Broadcastjournalism
A. Journalist/Interviewer/Reporter
1. Investigatesanddelivers
stories
2. Providesfinalapprovalof
interviewquestions
3. Takesadditionalphotos
B.Anchor
1. Introducesnewssegment
2. Helpsnewswriterwrite
commentaries
3. Helpsselectmaterialsto
present
C.FilmCrew
1. Recordstheinterview
2. Recordsthenewsroom
footage
3. Operates/Decidessound
effects
D.NewsWriter
1. Helpstocreatescriptsfor
anchors
2. Playsavitalroleinthe
developmentofinterview
questions
E.ProductionEditor
1. Coordinatestheactivitiesof
writers,filmcrew,anchors,and
journalists
2. Conductsmeetingstoplan
newssegment
3. Makesfinalrevisionsofnews
broadcast

V.IpodCameraBasics
A. Poweronandoff
B.Zoominandout
C.RecordStartandstop
D.GalleryPreviewingfilm
E.Microphonelocation
F.Tripoduse


II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthis
lesson?HowdoesthisconnecttotheEssential
Question?

WhatwillstudentsbeabletoDOasaresultofthis
lesson?

Studentswillunderstandthe
roleofeachbroadcasting
teammember.
Studentswillunderstandthat
eachroleofthebroadcasting
teamisequallyasimportant.
Studentswillunderstandhow
tofilmclipsandCNN:Camp
NewsNetworkfilm
expectations.
Studentswillunderstandthe
importanceofpreplanning.
Studentswillbeableto
identifytherolesofeach
broadcastingteammember
andidentifywhichrolethey
bestembody.
Studentswillbeabletofilm
shortclips,followingtheCNN:
CampNewsNetworkfilm
expectations.
Studentswillbeabletowork
collaborativewithotherteam
memberstocreatively
preplananewssegment.

III.PLANNING
HOOK
StudentswillplayagameofCharadeswherethey
willactoutoneofthe5roleswearestudyingin
broadcastjournalism.
Studentswillbegivenaroleandthejobsof
thatrole.Theywillneedtoactouttherole.
Otherstudentswillguesstheroletheyare
actingoutfromawordlist.

TIME:
8Minutes

Wewillbrieflygoovereachofthe5rolesas
wemovethroughthegameofCharades.
ConnecttoPointtoPonderTheendresult
ofanewsbroadcastwouldnotbethesame
withoutoneofthesejobs.

Materialsneeded:Charadescardsandprops
INSTRUCTION
PartI:GuestSpeakerVideoChatGainingthe

TIME:
10Minutes

perspectiveofanexpert

RolesofBroadcastingandhowitallcomes

together

Q&A

Materialsneeded:Computerwithspeakersforvideo
chat

Part2:Discoveringtheroleswithinbroadcast
12Minutes
journalism

Usingtheguidancefromourguestspeaker

aswellastheinformationprovidedonday

oneanddaytwoshookstudentswillpractice

differentroleswithinbroadcasting.

Journalist/Interviewer/Reporter

Anchor

FilmCrew

Interviewee

Usingagivenprompt(Questionsfromday

onesassessment),studentswillmakea

2030secondvideoclip.Usingthesame

promptstudentswillrotaterolesuntil

everyonehasperformedeachtask.

Studentswillanalyzeeachcliptodecide

whatroletheyexcelat.

ConnectiontoPointtoPonderEveryroleis
important.

Materialsneeded:propsandipadsforvideoingand
viewing

Part3:FilmingforPractice

AllstudentswillparticipateintheWhats
yourfavoritepartofcamp?segment.
Studentswillgothroughcampandinterview
4peoplepergroup,askingeachinterviewee
Whatsyourfavoritepartofcamp?Allclips
shouldnotbethesameperspective.

Asagroup,wewillwatchthesegments
studentsfilmed.Wewilldiscusswhatmakes
agoodvideoshotandcreateCNN:Camp
NewsNetworkfilmexpectations.

Materialsneeded:ipads,permissionforstudentsto
travelthroughcamp,anchorchart,markers,and
projectorforviewingvideos

Part4:PreProduction

10Minutes

10Minutes

5Minutes

Thegroupwilldiscussbroadcastsegments.
Eachsegmentwillhighlightaperspectiveof
camp.(Whatsyourfavoritepartofcamp,
Shoutouts!,YouretheExpertSummarizing
units)

Studentswillchoosewhichsegmentthey
wanttoparticipatein.Oncegroupsare
formed,groupswillassignbroadcasting
roles.

ASSESSMENT
Groupswillworkonstoryboardsfortheir
segmentonly.Segmentstoryboardswill
includeanchorscript,interviewquestions,the
numberofinterviewees,andpossible
transitions/soundeffectsneededfortheir

TIME:
15Minutes

segment.

Materialsneeded:StoryboardAnalysisworksheet,
storyboardsheet,andrubric
DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHE
STUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?
YES
ORNO

ASSESSMENTANDINSTRUCTIONALMATERIALS
RoleofJournalismCards(forCharades)
https://docs.google.com/a/harnettstudents.org/document/d/1v4qDpP63WM63Fs2aXDBBESzf0c
tV1oNYrI1K7tTl0Mo/edit?usp=sharing

StoryBoard
https://docs.google.com/a/harnettstudents.org/document/d/18lzkGah8rlQ9QP9k1L0qqmpBuUa4
ZMDmMg6Zxwe7_i4/edit?usp=sharing

https://drive.google.com/a/harnettstudents.org/file/d/0BkVu06GFBJNNEo2RUd0QmdUTG8/vie
w?usp=sharing

StoryBoardAssessmentRubric
https://docs.google.com/a/harnettstudents.org/document/d/1Z10zGA8oi51EDfVsRcSh3LHZFjni
zPMmtNzRQN3cQ1k/edit?usp=sharing

Day2Presentation
https://docs.google.com/a/harnettstudents.org/presentation/d/1h0sDKB2tAUe72Y9oSSSP3274
EXFYTGZuy0lCCbei81Y/edit?usp=sharing

LESSON#3
Lights,Camera,Action!

I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE

Studentswillbeabletousethe
resourcesprovidedinorderto
effectivelycreateabroadcast
encompassingtheviewsand
perspectivesoftheirpeersthroughout
thedurationofthecamp.

POINTTOPONDER

Postfilmingworkisthemostcriticalto
anewsbroadcastsuccess.

ESSENTIALQUESTION

Whatconsiderationsshouldyoumake
whenchoosingfootageforthefinal
broadcast?

CONTENT
Outlinethecontentyouwillteachinthislesson.

VI.ThePerfectShot
A.Pickagoodlocation
B.Appropriatecameraangle
1. EyeLevel
2. Capturesubjectsheadand
shoulders
3. ThreeQuarterangleshot
Analternativetoadirect
straightshot.
4. RuleofThirdsaguideline
thatproposesanimageshould
bedividedinto9equal
sectionsby2horizontaland2
verticallines.Important
elementsoftheimageor
frameshouldbeononeof
theseimaginarylines.
C.Extrafootageincludeextra
footageatthebeginningandendof
eachcliptoensurethatallnecessary
footageisbeingrecorded.
D.Noise
1. Besurethesceneisgenerally
quietbeforeshooting.
2. Considerthebackground
noiseofthescenebefore
shootingfilm.Background
noiseshouldnotbethemain
focusofthefilmunlessyou
arefilmingthecliptohighlight
theemotionofthescene.
(Example:Ifyouarefilminga
relayrace,backgroundnoise
wouldbeappropriate.)

3. Considerifanexternal
microphoneisnecessary(for
volumeorprops).
4. Considerifavoiceover
narrationwouldbemost
appropriateforthescene.
E.Previewfootagebeforeleaving
sceneAfterrecordingthenewsclip,
watchthecliptoensurevolumeand
lightingisappropriate.Ifreshootingis
necessary,refilmtheclipbefore
leavingthescene.Besurenotto
recordoveranyfootage.
F.SpeakthesamelanguageEditor
callstheshots
1. RollCameraInformsfilm
crewwhentostartrecording.
2. ActionTellsjournalists
whentobegin
speaking/moving
3. CutTellsfilmcrewwhento
stoprecording.
4. ThatsaWrapInforms
everyoneonscenethatthe
recordingprocessisover.

VII.PostProduction/Final
Broadcast
A.Originalfootageshouldnotbe
altered.Wheneditingusedacopied
file.
B.UsingiMovieImportingVideo
1. OpeniMovie
2. GotofileNewMovie
3. Savemoviebeforebeginning.
4. PluginiPodusingUSBcable.
5. Clickimportbutton.
6. Importthevideobyselecting
specificvideofootageorby
selectingimportall.
7. Oncefootagehasuploaded,
editingcanbegin.

C.UsingiMovieArrangevideoclips
usingstoryboard.(IncludeAnchor
clip)
1. Arrangeclipintimelineby
selectingclipanddraggingitto
thenewlocation
2. Abluelinewillappearwhere
theclipisgoingtomove.

II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthis

lesson?HowdoesthisconnecttotheEssential
Question?

WhatwillstudentsbeabletoDOasaresultofthis

lesson?

Studentswillunderstandthat
eachroleofthebroadcasting
teamisequallyasimportant.
Studentswillunderstandthe
importanceof
reviewing/analyzingfootage.
Studentswillunderstandthe
importanceofediting.
Studentswillunderstandwhat
toconsiderwhenmakingfinal
footageselections.
Studentswillcollectenough
highqualityfootagetobeused
towardsafinalbroadcast.

Studentswillreviewfootageto
determineifrefilmingis
necessary.

Studentswillselectvideo
footagefortheirselection.

Studentswillbegintheediting
processbyuploadingfootage
toiMovieandbyplacingclips
inappropriateorderusingtheir
storyboards.

III.PLANNING
HOOK

TIME:

BlooperVideo

8minutes

https://www.youtube.com/watch?v=s9HMCg1OK3E

Onlyshowthefirst3:00minutes

Studentswillviewashortvideohighlightingmistakes
madebybroadcastjournalists.

Theywillshareoutwayssomeofthe
mistakescouldhavebeenprevented

Theywillthenquicklyreviewthemainideas
theyhavelearnedsofaraboutinterviewing
andfilming

Communicatetheimportanceofrefilming

INSTRUCTION

TIME:

Part1:VideoOutline

10minutes

Studentswillhavestartedtheirstoryboard

worksheet/outlinethepreviousday.

Studentswillreviewandfinalizetheirplanfor

theday

Studentswillagreeontheinterview

questionstheywillaskorthe

narrationtheywilluse.

Studentswillhavealistofmust

haveshotstheyintendtocapture

withinthe30minutesoffilmingtime.

Studentswillbrieflyberemindedofthekey

thingstorememberwhilefilmingwiththeDay
3Lesson

Remindstudentstheywantto

captureALLperspectivesof

camplife.

Materials:Ipod/Ipad,storyboard

Part2:Filming

Studentswillspendthemajorityoftheday

filmingsegmentsforthefinalproduct.

3035minutes

Whilestudentsareoutfilming,

productioneditorsfromeachfilming

groupwillworktogethertoproduce

theWhatsyourfavoritepartof

camp?Segment(previously

recorded)

ConnectiontoPointtoPonder

Materialsneeded:ipadsandmacbooksforediting

Part3:PostProductionPart1

Whenstudentsreturnfromfilming,theywill

reviewallrecordedfootagefromtheday.

12minutes

Studentswilluploadvideofootage

andplaceclipsintheappropriate

order,usingthestoryboard.

Theywillstartingbrainstormingfor

dayfourastowhatneedstobe

edited,removedoraddedforthe

potentialfinalproduct.(Connectionto

PointtoPonder)

Thegroupswillbegintheediting

processbyplacingclipsinthe

appropriateorderusingtheir

storyboards.

Materialsneeded:ipadsandmacbooksforviewing

ASSESSMENT

ViewWhatsyourFavoritePartofCamp?

TIME:10minutes

Segment.Discussday13lessonspointsto

ponder.Connectthesegmenttoperspectives
andunitgoal.
(Thissegmentwillbeputtogetherbyunitteachers
forviewing.Studentsviewedonlyfootageofthe
segmentonDay2.)Anadditionalsegmentcanbe
createdbyplacinganabundanceoftransitionsand
editstoshowstudentsthattoomanyeditscanbe
distracting.Thissegmentisforteachingpurposes
only.

Classdiscussiononediting.

Padlet:WrapUp.Studentswillgeneratea
summary,explaininghowtheeditingprocess
hashelpedenhancedthevideofootageand
connecttheirsummarytotheirgroupsvision
oftheirfinalnewsclip.

(Otherwaystocompletethisassessment:exitticket,
graffitiwallorroundrobinsummary)

Studentswillreferencethevideosegment,
thedayspointtoponder,alongwithprevious
pointstoponder,thecamptheme,andthe
unitessentialquestion.

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHE
STUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?
YES
ORNO

MATERIALS:

Day3Presentation

https://docs.google.com/presentation/d/1LIXNW56BLA3NYGcnf7wKwKuc4pwzcZOs7QG3SU
Vsg/edit?usp=sharing

AssessmentRubric

https://docs.google.com/document/d/1rfeipmjv32mnUxsM7B5e_Xon1cOdSq4ZjHRkvrORuJw/ed
it?usp=sharing

LESSON#4
ThatsaWrap

I.DEFINEOBJECTIVESANDCONTENT
LESSONOBJECTIVE

Studentswillworkcooperativelytoto
condensetheirinterviewsintoone
finalbroadcast.

POINTTOPONDER

Newsiscreatedandtakenfroma
varietyofperspectives.

ESSENTIALQUESTION

Whateditingtechniquescreatethe
mostimpactforyourfinalproduct?

CONTENT
Outlinethecontentyouwillteachinthislesson.

VII.PostProduction/Final
Broadcast
(SectionsAClocatedonDay3)

D.UsingiMovieIncludespecial
effectsandtransitions.
1. AddingTransitions
a. Clickthehourglass
buttonlocatedonthe
toolbarinthemiddleof
thescreen.
b. Choosethetransition
youwouldliketouse
c. Dragintoclip
d. Savemovie
2.AddingTitleSlide
a. Clickonthetextbutton
locatedonthetoolbar
inthemiddleofthe
screen.
b. Choosethetitlescreen
c. Dragintoclip
d. Edittextonscreen

e. Savemovie
3.AddingVoiceovernarration
a. Useexternal
microphone
b. Placeplayhead,white
linethatindicates
wherethevoiceover
willoccurinthe
footage,inthecorrect
locationinthetimeline.
c. Clickvoiceoverbutton.
d. Clickrecordfrom
popupmenuand
selectinputdevice.
e. Dragtheinputvolume
slideratacomfortable
andappropriatelevel
f. Dragthenoise
reductionbartohelp
blockbackground
noise.
g. Clickwherethe
narrationshouldbegin.
h. Beginspeakingwhen
iMoviepromptsfor
recordingtobegin.
i. Watchthevideowhile
yourecordthe
narrationtobesure
thatthenarrationwill
matchthefilm.
j. Clickstoprecording.
k. Savefile.
E.UsingiMovieEnhancingclips
1. StabilizeClip
a. Clickthestabilization
buttononthetoolbarin
themiddleofthe
screen.(Lookslikea
videocamerawithlines
aboveandunder)

b. ClickStabilizeShaky
Videobox
c. AllowiMovietimeto
completethe
stabilizationprocess.
d. Dragthestabilization
bartoadjustthe
amountofstabilization
e. Savefile.
2.EnhanceColor
a. Clicktheenhance
buttononthetoolbarin
themiddleofthe
screen.
b. Enhancementsare
automatically
completedatthepoint.
c. Savefile.
F.Creatingthefinalproduct
ProductionEditorspiecetogetherfinal
newsclip
1. Importalleditednewsclips
2. Placeclipsinappropriate
orderusingstoryboards
3. Includetransitions
4. Includeslidetitlewhere
appropriateinthenewsclip.
5. Createintroductiontonews
clipbyusingacollectionof
soundclipsandtitleslides.
G.SharingandFinalizingMovie
1. FinalizevideoiniMovieby
exportingmovieasan
quicktimevideofile.
a. Namefinalvideo.
b. Savewithappropriate
filesize.
c. Exportvideoandaudio.
d. ExporttoUSBdrivefor
viewingatCampOpen
House

II.PREPLANNING
WhatwillstudentsUNDERSTANDasaresultofthis

Studentswillunderstandhow

lesson?HowdoesthisconnecttotheEssential

editingcanenhancetheir

Question?

newsbroadcast.

Studentswillunderstandhow
peerreviewcanhelpachieve
theirgoalofcompletinga
professionalnewsbroadcast.

Studentswillunderstandthe
importanceofworkingtoward
onevisionwhenworkingwith
agroup.

WhatwillstudentsbeabletoDOasaresultofthis

lesson?

Studentswillbeableto
finalizebroadcastwithaudio
visualsandtransitions.

Studentswillworktogetherto
helpallgroupmemberscreate
afinalbroadcast.

Studentswillbeabletowork
towardthegroupsvisionand
goalofthebroadcast.

III.PLANNING
HOOK

TIME:

StudentBroadcastingNewsClip

10minutes

(providedbyDanielleFairclothPCN:PantherCrew

NewsOverhillsMiddleSchool)

Allstudentswillbegiven2stickynotes.Afterthe
videotheywillcomeuptothefrontandplaceone
constructivecommentandonepositiveontheplus
deltachart.(Studentswillbeencouragedtoreferto
contenttheylearnedearlierintheweek).Wewill
thendiscusstheanonymouscomments.

Materialsneeded:projector,video,plusdeltachart,
andpostits
INSTRUCTION

TIME:

Part1:PostProductionPart2

PostProductiondiscussionswillbesetup

20minutes

asaboardroom.

Afterviewingfinalproductsfromprevious

camps,studentswillanalyzethecontentthey
haverecordedsofarandworktowards

creatingafinalproduct.Decisionswillbe

madewithinthegroupaboutwhatshould

definitelybeused,whatshouldnotbeused,

andwhatneedstoberefilmed.

refilmingisonlyintendedfor

unexpectedcircumstances

(accidentallydeleted,nosound,etc.)

Part2:FinalProduction

Eachfilming/productiongroupwillproduce

thefinalversionoftheirsegment,

40minutes

Studentswillanalyzethefinalrecordingsto

decidedtheorderofclipstocreatethebest

product.

Ashortdemowillbeperformedinfrontofthe

classshowinghowtoperformthebasictasks
necessarytoproperlyutilizetheprogram

(iMovie)foritseditingpurpose.

Wewillcontinuetocirculatearound

theroomansweringanyediting

questions,assistingstudentswithany

issuestheymayhave.

Studentswillalsobedirectedtothe

iMoviehelppageforany

troubleshootingissues

http://help.apple.com/imovie/m

ac/10.0.8/

Materials:projector,AVCord,&macbook

Part3:

30minutes

Groupswillpiecetogetherthesegments,

formingonefinalbroadcast.

Individualproductioneditorswillassisttheir

filminggroupwithaddinganintroduction,

soundeffects,audiovisuals,credits,etc.to

completethevideo(iMovie).

ASSESSMENT

TIME:

Wrapup:Withtheresourcesusedthroughoutthe

5minutes/Anyadditionaltime

day(ipad,ipod,macbook,cellphone,etc.)students
willcompleteaGoogleSurveyhonestly
communicatingtheirperspectiveaboutthecamp
experience,inparticularbeingapartofCNN.

TobecompletedduringextratimeonThursday:
VideoPremiereStudentswillpresenttheirfinalproductforviewing20minutes
GroupDiscussionCampTheme:Doesthecampvideohighlighteveryperspectiveofcamp?

DOESTHEASSESSMENTALLOWYOUTODETERMINEWHETHERORNOTTHE
STUDENTSHAVEMETYOURSTATEDLESSONOBJECTIVE?
YES
ORNO

Materials

FinalRubric

https://docs.google.com/document/d/1iHbbZE4g8sWXrH967TaMecrzkUTsBDGV4NmHEjL6xm8
/edit?usp=sharing

GoogleSurvey
http://goo.gl/forms/KeF6zmCO81