l3-2-1 Vocabulary: Learning Filmmaking Vocabulary by Making Films

Students are introduced to the vocabulary of film as they go through the process of creating a short original film. This unit provides instruction on key aspects of digital video filmmaking: plotting, script, storyboarding, camera work (shots, angles), and editing (transitions, title, credits, visual effects, sound effects, etc.). Once students are familiar with the techniques and terms introduced in this lesson, they can apply their new skills to bring other content areas to life through filmmaking. The activities involved in filmmaking can be particularly helpful to English language learners (ELLs) because the visual component helps ELL’s consolidate their knowledge.


This lesson has differentiated learning strenghts.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RL.7.7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique...
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,...
CCSS.ELA-Literacy.SL.6.5
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts,...
CCSS.ELA-Literacy.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the...
CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,...
CCSS.ELA-Literacy.SL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,...
CCSS.ELA-Literacy.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
GLE 0301.1.1
Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0801.7.3
Recognize how visual and sound techniques and design elements (e.g., special effects, camera angles, music) carry or influence messages in various media.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Students will:

  • Learn the basic terminology of filmmaking by creating their own films and by reviewing other students’ films
  • Develop collaborative skills by working in small groups
  • Learn how to use a variety of tools to create and edit digital video

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 

Have students burn their movies onto DVDs and use the interactive CD/DVD Cover Creator tool to design a cover for their movie.

Use the filmmaking techniques learned in this unit to teach vocabulary in any content area (e.g., science, social students, mathematics, language arts). For example, students could create videos illustrating specific concepts in economics (supply and demand, opportunity cost, ethical business practices).

Have students use digital video to create original stories, documentaries, commercials, or public service announcements (see MyTube: Changing the World With Public Service Announcements)

Helpful Hints

Materials needed:

  • Digital video cameras (one camera per group of 3–5 students) capable of communicating with iMovie or Windows Movie Maker (some mini DV cameras will not upload files into these programs)
  • Digital still cameras (optional, for use with Celtx software for creating a storyboard)
  • Computers (one per student or one per group) with video editing software (iMovie or Windows Movie Maker) and printing capability
  • Tripods for video cameras (recommended)
  • LCD projector or document projector
  • Smartboard or chart paper

References

Contributors: