"News Anchor Challenge" - Students will take turns being news anchors, delivering a short broadcast using a teleprompter and practicing their on-camera presence.

1. "Lights, Camera, Action!" - Students will practice operating camera equipment by filming a short scene using different camera angles.
2. "Sound Effects Challenge" - Students will create and record their own sound effects using everyday objects, then match them to a short video clip.
3. "News Anchor Challenge" - Students will take turns being news anchors, delivering a short broadcast using a teleprompter and practicing their on-camera presence.

**News Anchor Challenge Quiz**

1. What is the purpose of the "News Anchor Challenge" activity?
   a) To practice using a teleprompter
   b) To develop on-camera presence
   c) To learn about broadcast video productions
   d) All of the above

2. Which grade level is participating in the "News Anchor Challenge" activity?
   a) Grade 10
   b) Grade 9
   c) Grade 8
   d) Grade 11

3. What will the students be delivering during the "News Anchor Challenge" activity?
   a) A short broadcast
   b) A film production
   c) A documentary
   d) A news article

4. What is the purpose of using a teleprompter during the "News Anchor Challenge" activity?
   a) To enhance on-camera presence
   b) To improve public speaking skills
   c) To ensure accurate delivery of the broadcast
   d) All of the above

5. How will the students' on-camera presence be evaluated during the "News Anchor Challenge" activity?
   a) Through peer assessment
   b) Through self-assessment
   c) Through teacher evaluation
   d) All of the above

6. What is the topic of the news broadcast in the "News Anchor Challenge" activity?
   a) Audio Video Technology & Film
   b) Broadcast Journalism
   c) News Anchoring Techniques
   d) Television Production

7. What type of assessment will be used to evaluate the students' learning after the "News Anchor Challenge" activity?
   a) Multiple choice quiz
   b) Written essay
   c) Oral presentation
   d) Group discussion

**Answer Key:**

1. d) All of the above
2. b) Grade 9
3. a) A short broadcast
4. d) All of the above
5. d) All of the above
6. a) Audio Video Technology & Film
7. a) Multiple choice quiz

Grade: 9th
Subject: Audio Video Technology & Film
Topic: Broadcast Video Productions

Objective:
- Students will understand the basics of broadcast video productions, including the equipment used, roles within a production team, and the process of creating a broadcast video.
- Students will demonstrate their understanding by creating a short broadcast video segment.

Materials:
- Whiteboard or projector
- Laptop or computer with video editing software
- Video camera or smartphone with video recording capabilities
- Microphone
- Tripod (optional)
- Broadcast video production equipment (if available)

Anticipatory Set:
- Show students a short video segment from a professional broadcast production, highlighting the different roles within the production team and the equipment used.
- Engage students in a brief discussion about the impact of broadcast video productions on society and the importance of understanding the process behind it.

Direct Instruction:
1. Input:
- Explain to students the different components of a broadcast video production, including pre-production, production, and post-production.
- Discuss the various roles within a production team, such as director, producer, camera operator, audio technician, and editor.
- Introduce the equipment commonly used in broadcast video productions, such as video cameras, microphones, lighting equipment, and video editing software.

2. Modeling:
- Demonstrate the process of creating a broadcast video by providing a step-by-step explanation:
   a. Pre-production: Discuss the importance of planning, scriptwriting, storyboarding, and preparing the necessary equipment.
   b. Production: Explain the techniques for capturing high-quality video and audio, including framing, composition, lighting, and sound recording.
   c. Post-production: Show students how to import the recorded footage into video editing software, edit the video, add transitions, titles, and audio enhancements.

3. Check for Understanding:
- Ask students questions to evaluate their understanding of the input and modeling, such as:
   a. What are the three main components of a broadcast video production?
   b. Name two roles within a production team and briefly describe their responsibilities.
   c. What are some techniques for capturing high-quality video and audio?

Guided Practice:
- Divide students into small groups and assign each group a specific role within a production team (e.g., director, camera operator, audio technician).
- Provide each group with a scenario and ask them to plan, record, and edit a short broadcast video segment based on the given scenario.
- Circulate among the groups to provide guidance, answer questions, and ensure they are following the correct process.

Closure:
- Lead a class discussion to review the key concepts covered in the lesson, emphasizing the importance of teamwork, planning, and attention to detail in broadcast video productions.
- Discuss the challenges students faced during the guided practice and how they overcame them.

Independent Practice:
- Assign students to create an individual broadcast video segment, incorporating the techniques and concepts learned in the lesson.
- Provide a rubric or set of criteria for students to follow when creating their video segment.
- Allow students sufficient time to plan, record, and edit their videos.
- Have students present their video segments to the class, followed by a brief feedback session.

Note: The duration and specific activities within each section of the lesson plan can be adjusted based on the available class time and resources.

Lesson Robot

Broadcast Video Productions

Lesson Plan

Assessment