MON/TUE: [VP] Documentary & Hella hEAlthy (Forks Over Knives)

TUES: Grab 3 Storyboards
Minimum 3 Storyboards DUE @ the end of next class...
Introduction to Documentary Filmmaking

meet in Matt's room

Daily Learning Target(s):  

• I can READ a documentary and ANALYZE its structure, narrative style, & effectiveness.

Announcements:  

• Bring Headphones 'ERY DAY

Homework:  

• Prepare for Mr. Matt's Video
• Dream about your "Featurette"

Agenda [60]:

• Introduction to the Documentary format
• Tells a story
• Is supposed to be truthful and accurate (like the news)
• Can be with or without a viewpoint
• Often uses interviews
• Follows the rules of good story-telling
• Character development ('characters' in a documentary are not necessarily people)
• Antagonist
• Protagonist
• Story Arc
• Context 
• Rising action 
• Climax
• Falling action
• Follows the rules of good Photography
• Watching Forks Over Knives


• What is the filmmaker's goal in making this film?
• How does he go about making his point?
• What elements of the film did you think were successful (or convinced you he was "right")?
• What elements of the film did you think were UNsuccessful (or that you did NOT find convincing)?
• What was the coolest camera or editing TRICK you saw?
• Synopsys:
• The feature film Forks Over Knives examines the profound claim that most, if not all, of the degenerative diseases that afflict us can be controlled, or even reversed, by rejecting animal-based and processed foods.
• Degenerative disease is the result of a continuous process based on degenerative cell changes, affecting tissues or organs, which will increasingly deteriorate over time, whether due to normal bodily wear or lifestyle choices such as exercise or eating habits.
• Abbreviated list of Degenerative diseases
• Alzheimer's diseases
• ALS, a.k.a., Lou Gehrig's Disease
• Arthritis
• Atherosclerosis
• Cancer
• Chronic Obstructive Pulmonary Disease (COPD)
• Diabetes (Type II)
• Heart Disease
• Huntington's Disease
• Macular degeneration
• Multiple sclerosis
• Muscular dystrophy
• Osteoporosis
• Parkinson's Disease
• Rheumatoid Arthritis

FRI: [VP] How-To turn in

FINISH YOUR HOW-TO MOVIE!

You have 45 minutes 
of Editing Time
If you finished yesterday:
Help others for extra credit
Work on your Storyboard/ideas for your next 2 movies
Typing Web
Photoshop
iMovie
Other QUIET work

Daily Learning Target(s):  

• I can finish my How-To

Announcements:  

• Bring Headphones 'ERY DAY

Homework:  

• Prepare for Mr. Matt's Video
• Dream about your "Featurette"

Agenda [600]:

• Exemplar [1:36]
•  How To Make Brownies
• Video STILL on the web? 
• DOWNLOAD it to your PERIOD DRIVE (Clean up the drive while you are at it  - DO NOT MOVE THE "MOVIES" FOLDER -  and make your own folder)
• iMovie - importing footage [as needed]
• iMovie - editing footage [as needed]
• iMovie - adding transitions and titles [as needed]
• iMovie - EXPORTING and UPLOADING [10]
• Takes Time

WED/THU: [VP] Finish How To Video

NO TYPING WEB

SIT AT YOUR NEW COMPUTER

FINISH YOUR HOW-TO MOVIE!

Daily Learning Target(s):  

• I can finish my How-To

Announcements:  

• Bring Headphones 'ERY DAY

Homework:  

• Prepare for Mr. Matt's Video
• Dream about your "Featurette"

Agenda [100]:

• Exemplar [1:46]
•  How To Do A Kickflip
• Video STILL on the web? 
• DOWNLOAD it to your PERIOD DRIVE (Clean up the drive while you are at it  - DO NOT MOVE THE "MOVIES" FOLDER -  and make your own folder)
• iMovie - importing footage [as needed]
• iMovie - editing footage [as needed]
• iMovie - adding transitions and titles [20]
• Transitions
• Titles
• What else can you do to make it better?
• iMovie - EXPORTING and UPLOADING [10]
• Takes Time

TUE: [VP] Importing and Editing in iMovie

NO TYPING WEB

SIT AT YOUR NEW COMPUTER

Start Editing
or
Finish Downloading or Uploading

Daily Learning Target(s):  

• I can learn the iMovie interface

Announcements:  

• Bring Headphones 'ERY DAY

Homework:  

• Finish Filming
• Prepare for Mr. Matt's Video
• Dream about your "Featurette"

Agenda [60]:

• Exemplar [1:46]
•  How To Make Rice
• Video already on the web? 
• DOWNLOAD it to your PERIOD DRIVE (Clean up the drive while you are at it and make your own folder)
• iMovie - importing footage [as needed]
• Make a NEW EVENT if this is a new PROJECT/MOVIE
• OR - Upload into an existing event when appropriate
• Locate your files
• on Computer in period drive
• on phone (showing as camera in upper left)
• Import all if from clean source/folder
• Upload selected if you don't need everything
• iMovie - a tour [20]
• What it is
• What it can do
• What it can't do
• The sum of its parts
• iMovie - Saving your files correctly [as possible]
• Which files?
• Where files?
• Why files?
• Starting to Edit [as possible]

MON: [VP] iMovie

NO TYPING WEB

SIT AT YOUR NEW COMPUTER

GET OUT PHONE WITH VIDEO 

AND ANY CABLES YOU NEED

Daily Learning Target(s):  

• I can IMPORT my How To video footage
• I can learn the iMovie interface

Announcements:  

• Bring Headphones 'ERY DAY

Homework:  

• Finish Filming
• Prepare for Mr. Matt's Video
• Dream about your "Featurette"

Agenda [60]:

• Video already on the web? 
• DOWNLOAD it to your PERIOD DRIVE (Clean up the drive while you are at it and make your own folder)
• iMovie - importing footage [as needed]
• Video
• Android
• With a removable memory card (NOT SIM)
• With a cable
• Without a cable
• iPhone
• With a cable
• Without a cable
• iMovie - a tour [as possible]
• What it is
• What it can do
• What it can't do
• The sum of its parts
• iMovie - Saving your files correctly [as possible]
• Which files?
• Where files?
• Why files?
• Starting to Edit [as possible]

FRI: Week of Knowledge - Day of Silence [MTF]

Pass your Storyboard

to John RIGHT NOW

Unit Learning Target(s):  

• How can we learn to be TOLERANT of difference?
• How can we LEARN from difference
• How can we learn to EMBRACE difference?
• How can we STAND UP for those who are different?

Daily Learning Target(s):  

• I can expand my understanding of Gender

Announcements:  

• Penile Implant Information
• LGBTQ Resources link - including suicide prevention

Agenda:  

• #LeelahAlcorn: A Reading (10)
• The Fluidity of Gender - Geena: A Video (10)
• Definitions and discussion: MTF Transgenderism (10)
• Meet Jazz: A Video (14)
• Discussion: Understanding Difference (16)

WED/THU: Week of Knowledge - Day of Silence (FTM)

NO COMPUTERS

Unit Learning Target(s):  

• How can we learn to be TOLERANT of difference?
• How can we LEARN from difference
• How can we learn to EMBRACE difference?
• How can we STAND UP for those who are different?

Daily Learning Target(s):  

• I can expand my understanding of Gender

Announcements:  

• LGBTQ Resources link - including suicide prevention

Agenda [100]:  

• Explaining the Day of Silence (15)
• About the Day of Silence 

  The Day of Silence is a national day of action in which students across the country vow to take a form of silence to call attention to the silencing effect of anti-LGBT bullying and harassment in schools.

• Your Rights:
• While you DO have a right to participate in the Day of Silence between classes and before and after school, you do NOT have the right to stay silent during instructional time if a teacher requests for you to speak. Students who talk with their teachers ahead of time are more likely to be able to remain silent during class
• Participating
• Organize Your Friends by signing them up
• Print cards to explain your silence
• Explaining the Day of Silence to Grownups
• Why do we need a Day of Silence?
• GLSENs 2009 National School Climate Survey found that nearly 9 out of 10 LGBT students report verbal, sexual or physical harassment at school and more than 30% report missing at least a day of school in the past month out of fear for their personal safety. Moreover, two of the top three reasons students said their peers were most often bullied at school were actual or perceived sexual orientation and gender expression, according to From Teasing to Torment: School Climate in America.
• Call Me Kade: A Video (25)
• Definitions and discussion: FTM (10)
• Balian Buschbaum: A Video (20)
• Discussion: Understanding Difference (30)

TUE: [VP] Shot Types & Storyboards | How-To Project Requirements

Learning Target(s):  

• I can LEARN the different types of SHOTS used in video production and USE THEM in my REQUIRED STORYBOARD for my HOW TO VIDEO
• I can UNDERSTAND the REQUIREMENTS of a proficient "HOW TO" VIDEO 

Announcements: 

• START BRINGING HEADPHONES EVERY DAY - but don't have them out unless you are told.

Homework:

• Storyboards will be checked for credit  FRIDAY 4/15/16 - NO EXCEPTIONS 
• You MUST FILM this weekend 
• You MUST arrive to class MONDAY with footage 

Agenda:

• Typing.com LESSON [08]
• Switch Seats [04]
• Shot Types [18]
• Guided Note taking handout
• Lecture Notes/Presentation
• The STORYBOARD [10]
• Handout [blank storyboard w/ examples]
• Purpose
• Requirements - YOU MUST DO IT
• Student Exemplar: How to get started on homework [05]
• How to get GOOD at this... [05]
• Freddie Wong: My High School Films and how to watch  films  CONSTRUCTIVELY 
• The project requirements: [10]
• These are the minimum requirements for your video. 
• Individual or PAIR project
• Everyone EDITS their own film
• • You may pair up to share footage
  • Everyone will need helpers, even if you are NOT sharing footage
  • Video must effectively teach an entire concept
  • If I can’t actually LEARN to do something from watching your video then you are doin’ too much
  • Video must be between 60 and 120 seconds long
  • Every cut must be 5 seconds or shorter after editing
  • If you NEED to break this rule for one cut (and can justify why) you may go ahead
  • Video must include at least 5 different shot types
  • Shot types must be indicated in a "lower third"
  • To be successful your video must have storyboard before shooting with Shot Types and Dialogue indicated
  • Storyboard check in class on Friday 4/15/16
• You must utilize your photographic techniques (light/angle/rule of 3rds/etc…) as well as pay attention to sound quality and camera motion as discussed in class

MON: Video Production [VP] - Unit Introduction

UNIT Learning Target(s):  

• How can we SPEAK the LANGUAGE of 'film'?
• How can we use film to express ourselves and our ideas?

UNIT Project Deadlines

• 1-2 minute How-To Video
• DUE: Wednesday 4/20/16
• ELA Documentary
• DUE: Wednesday 5/11/16
• 3-5 minute Featurette
• DUE: Wednesday 6/1/16

DAILY Learning Target(s):  

• I can begin to UNDERSTAND the basic techniques of proficient VIDEO STORYTELLING

The Week Ahead:  

• This FRIDAY is The Day of Silence
• Wed/Thu and Fri will be Hella hEAlthy days (with prep homework for your How-to video)

Announcements: 

• TUESDAY AFTERschool is the LAST time you can turn in ANY missing PHOTOSHOP assignments for CREDIT
• Office Hours this week are on  TUESDAY NOT Thursday 
• (I have to go to the dentist after school on Thursday)
• START BRINGING HEADPHONES EVERY DAY - but don't have them out unless you are told.

HOMEWORK:

• Decide if you want to do the How-to Video by yourself or with ONE partner
• Watch 20 minutes of cooking, home improvement, or "fix it" videos on the internet and think about how well they TEACH what you are supposed to LEARN
• Start on your Storyboard if you want to get ahead (Click HERE or pick one up at the door)

Agenda: [60]

• Typing Web Exercise [10]
• New Unit - Cell Phone VIDEO! [20]
• What are we doing?
• Can it be done?
• freddiew : Sandcastle Sensei 
• A little about Freddie Wong & the Guerrilla School of Filmmaking
• RocketJump The Series
• What are you good at? [10]
• turn to your seat-mate for a think-pair-share [01+01+01]
• What is the simplest thing that you are really good at?
• Why are you good at it?
• Share out your partner's idea
• The A+ EXEMPLAR [15]
• How to Grip a Skateboard with Mr. Keithley
• Pair Shares/Cold Call Discussion: What makes this video proficient and interesting? Discuss it using photo/video concepts listed here:
• Techniques - very similar to phtography
• Quick Cuts (*NEW - what do you think this means?)
• Camera Framing (Rule of Thirds?)
• Attention to detail
• Lighting
• Sound
• Titles
• Wrap-Up [05]
• Watching with intent...

FRI: PSA Reflection Completion

NO Typing.Com [yet] 

Learning Target(s):

• I can complete my PSA Reflection by the end of the period

Homework:

• Watch documentaries (including FREE: The Destiny Arts Documentary - linked here)

Announcement(s):

Period 5 - 8:30 – 9:10  (40)

Period 4 - 9:15 - 9:55 (40)

Period 3 - 10:00 – 10: 40 (40)

Period 2 - 10:45 –11:25 (40)

Period 1 - 11:30 –12:10 (40)

Advisory - 12:15 – 12:55 (40)

Family Conferences - 1:30 – 5:30

AGENDA: [40]

• Log in to your Google classroom
• Complete your PSA Reflection outline
• Double Check that each paragraph covers the appropriate information
• REMOVE all of John's words (delete all the boxes) and join your reflection paragraphs into a complete essay
• Make sure your transitions between the paragraphs are strong
• Make sure your conclusion summarizes what you learned as you tried to complete what you claimed you were trying to do
• When you are finished 
• TURN ESSAY IN
• Do one of these until the class is over
• Nitro Type (via typing.com)
• Fun Photoshop
• Typing.com

WED/THU: Photoshop PSA Reflection

NO Typing.Com [yet] 

• Log in to your Google classroom
• Open your PSA Reflection Form
• Complete the paragraphs, as directed, in order
• Keep quiet and work hard.  You should have a substantial amount of the reflection written by the end of the period
• If you insist that you are "done" (you are NOT done, but, anyway) then do typing.com SILENTLY until the end of the period.
• Do what you are told.  Any disruptions to the class today will impact your reflection grade.

Learning Target(s):

• I can write a high quality draft of my PSA Reflection by the end of the period

Homework:

• Watch documentaries (including FREE: The Destiny Arts Documentary - linked here)

Announcement(s):

• LAB IS NOT OPEN at all this week (no office hours) 
• John is absent THURSDAY in the AM to attend a funeral (an old friend from my music days passed away)

Wednesday 4/6	Thursday 4/7	Friday 4/8
Special  Schedule	Minimum Day	Minimum Day (40 min classes)
Period 1 8:30 – 9:55 (85) Period 2 10:00 – 11:25 (85) Advisory 11:30 – 12:55 (85) Family Conferences 1:30 – 5:30	Period 3 8:30 – 9:55 (85) Period 4 10:00– 11:25 (85) Period 5 11:30 – 12:55 (85) Family Conferences 1:30 – 5:30	Period 5 8:30 – 9:10  (40) Period 4 9:15 - 9:55 (40) Period 3 10:00 – 10: 40 (40) Period 2 10:45 –11:25 (40) Period 1 11:30 –12:10 (40) Advisory 12:15 – 12:55 (40) Family Conferences 1:30 – 5:30

AGENDA: [85]

• Instructions [05]
• get QUIET immediately
• you may begin work immediately
• use this time to ask questions of John/the sub
• Reflection work time [75]
• Quiet
• Work the entire time
• try and learn something while you tell me what you learned
• Closing [05]
• You do NOT need to turn in the reflection unless you honestly feel that you are done.
• Make sure you log out and clean-up around your chair.

TUE: Destiny Arts - Seed Language: A New Identity

Preparing for the SUB:

• Photoshop PSA Artist Statement Graphic Organizer w/ Prompts

SEED LANGUAGE: A NEW IDENTITY is a multi-disciplinary street dance and documentary theater production that explores unseen histories of the war on black and brown bodies, and how it shows up today, especially as enacted through language. Through documentary theater Destiny youth embody vital voices of the Black Lives Matter movement, the Black Panther Party and the hip hop movement to the center of a timely conversation about unity, hip-hop feminism, action, and strength. 

The documentary theater segments of the show highlight parts of interviews that were conducted by youth and adult company members with formidable artists, activists and elders who have shaped and are shaping the conversation about race,  privilege, power and the possibility for healing in provocative times – folks such as Alicia Garza, the mother of the Black Lives Matter movement, Ericka Huggins, an educator and member of the Black Panther Party, filmmaker Shakti Butler,  anti-racism writer Tim Wise, and hip hop dance legend Rennie Harris. The interviews are embodied by the youth performers, who humanize and re-contextualize stories marginalized by mainstream cultural norms and language.

From the East Bay Express: "Often the emotions [expressed in this performance] are gut-wrenchingly painful, but Seed Language refuses to leave its audience in sorrow. The finale is a series of seven ecstatic, joyful dances... After coming through the production's difficult passages, the exuberant ending feels like a rush of hope.

[Destiny Founder Sarah] Crowell echoed this sentiment. "True change, on a personal level and on a social level, only happens when we're willing to look at the hard truth," she said. "Dance provides a vehicle for both going into the hard places and absolutely coming out of them."

Discussion Questions:

• Have you seen a Destiny show before? 
• If so, what were your general thoughts and feelings about the show(s)? 
• If not, what are you expecting?
• What communities are you a part of? 
• (family, school, neighborhood, faith communities etc.)
• What do you love about your communities?
• What is challenging for you in and about your communities?
• How does race "play out" in your communities?

FREE: The Destiny Arts Documentary

MON: PSA Rubric (Self Assessment)

NO Typing.Com [yet] 

• Get out your Peer Review Sheet
• Pull up your PSA.PSD in Photoshop
• Switch seats with your partner
• Give your partner YOUR peer review sheet to fill out

Learning Target(s):

• I can assess my peer partner's Photoshop PSA honestly and accurately
• I can assess my Photoshop PSA honestly and accurately

Homework:

• Watch documentaries 

Announcement(s):

• Family Conferences are THIS week YOU SHOULD BE confirming THEM IN ADVISORY TODAY.
• LAB IS NOT OPEN at all this week (no office hours)
• Bring in your field trip forms and $$ TOMORROW or MISS an Awesome Show and take a grade hit in DLE and Advisory
• John will be absent THIS THURSDAY in the AM to attend a funeral (an old friend from my music days passed away)

AGENDA: [60]

• Instructiones [05]
• Peer Assessment [10]
• Take out your Peer Assessment Sheet (last sheet in packet)
• Open your PSA.PSD in Photoshop (do NOT take it back from Classroom)
• Switch chairs with your partner
• Give your partner YOUR peer review sheet to fill out
• Partner fills out everything below the bold black line
• Partner writes his/her own name just below the bold black line
• Carefully review and assess each other's work
•  Self Assessment [30+]
• Switch back into your seat
• Get TWO PAGE RUBRIC from John
• Go through your PSD carefully and honestly
• You may "circle" between columns
• EXPLAIN anything you can't grade on the rubric in the far-right column
• Turn both your self and peer assessments in to John
• Typing.com [15-]
• finish out the hour @ typing.com