Overview and Purpose

• The lesson will introduce students to video channel services of the Internet.

• The students will create a storyline for a video, perform the video in the classroom and give each other feedback.

• Students will be introduced to the concept of algorithm and they will learn how algorithms work in showing videos on the Internet.

Preparation

• Make copies of the Video Storyboard worksheets

• Print the icons for different video types

• Make a ”video channel”. You can use papersheets at the background to mark the ”video channel”. For younger students you can even use a cardboard box and cut out a rectangle to make a screen in the middle (make it big enough so that you can peek through). Come up with a name and description for you channel.

Vocabulary

• Algorithm is a set of specific steps that you can follow to solve a problem.

• Tags/Hashtags are keywords or multi-word phrases assigned for a piece of information e.g. a video. Tags describe a topic or a mood in the video. Using tags/hashtags helps to find videos or other social media updates e.g posts, pictures or tweets that interest them.

Objectives

• Students will be able create a script for a short ”video” using the storyboard structure.

• Students will be able to perform the ”video” and give feedback to others’ video performances.

• Students will be able to explain how algorithms make decisions which videos to show or recommend on the Internet.

Lesson

Warm Up

What are you favorite videos?
Time: 5 to 10 minutes Objective: Students will be able identify different types of videos

Group Discussion
Have students tell what videos they watch/like.

• Who has watched YouTube videos?

• What videos do you like?

Can you describe what happens in the video? After each reply repeat the type of video in question. Eg. ”So Julia likes fan videos.” Sam likes to watch toy review videos.

Activity

Create your own storyboard for a video. Time: 20 – 30 minutes Objective: Students will create a script for a 1-2 minutes video based on the storyboard structure.

Pass out the Video Storyboard part one worksheet. There are two parts of the Video Storyboard worksheet. Print each part separately.

• Tell students that they will be making (a script for) a video.

• Students - especially younger ones - can work in pairs. (One student performing the video and the other one telling the title, decription and tags. See Part two.)

• Show & explain the icons for different types of videos

• Ask students to choose what type of video they would like to make.

• Silly skits. Tell a joke or make a funny impersonation

• Fan video. Reenact a scene from a book, movie, tv series.

• Toy review. Tell about a toy you like.

• Challenge. Pose a challenge for the audience

• How-to video Explain something you know very well, like your favorite game.

• My Day. Tell about your day or have an interview with a friend about his/her day

• Go through the storyboard and explain how to use it.

• Choosing the video type also defines the goal of the video. Remind of the audience of the video. Who would be interested in watching the video?

Younger students often like to create a plot for a (horror, ghosts ect.) story rather than a script for a video, which is ok. But you can also guide students to the direction of video. Here are some tips:

** Beginning**

• Tell who you are

• Tell what your video is about (topic)

Middle

• Tell the most important points about your topic (3-5 points would be enough)

End

• Tell what viewers should learn from watching the video.

• What viewers should do after watching the video.

Wrap Up (if the lesson plan is divided into several periods)

Time: 5 minutes

As a home assignment students could make a new video storyboard/ You could ask students to watch1-3 videos on YouTube and pay special attention to the beginning, the middle and the end of each video.

Part two

Resources & Materials for part two Video Storyboard worksheet part two

Warm Up

How are the videos shown on the Internet?
Time: 5 to 10 minutes Objective: Students will become aware of the software used in YouTube search function

Group discussion - If you like e.g. cat videos how can you find them on the Internet/YouTube?

• If you find one video you like, how can you find more videos on the same topic (e.g cats)

• Have you noticed the recommendations YouTube gives you? How does it know which videos to recommend?

Activity

How does an online video search work? Time: 10-15 minutes Objective: Students will learn about the role of algorithm in searching the videos.

• Pass out the Video Storyboard part two worksheet.

• Ask students to write down a title for the video, a short description and some tags.

• Title could be something interesting/informative.

• Description can be short, one sentence is enough. Explain the concept of ”tags” to students.

• Introduce the concept of ”Algorithm”. Explain to students that an algorithm uses video title, description and tags to search for videos. You don’t have to go into detail understanding the idea is enough.

-- Have students fill in the answers to the worksheet.

• Discuss the answers in group. Students might need help with the spelling of algorithm.

• The things YouTube looks are e.g the title, description and tags, the number of likes, the number of subscribers, how many people have finished the video, the number of comments, the viewing history..

Activity: Video time!

Time: 20-30 minutes Objective: Students (3-4) will perform their videos and give feedback to others

• Go through all the practicalities regarding the video performances.

• Students perform the “live video” (one at the time or in pairs) and watch others perform

• Give thumbs-up to others!

If students have worked in pairs one student can tell the name of the video, read the discription and give the tags (producer) and the performs the video (performer). You can use a special background (e.g. papersheets on the wall) to mark the video channel. For younger students a cardboard box can be used as a video channel.

• Make it clear when the video starts.

• Take first the title, description and tags and perform the video after the introduction (if students are working in pairs let one student do the introduction part and the other one the performance part).

• After each video performance ask the students to give thumbs-up. (No thumbs-down!). Ask the students to give comments. (Keep it positive > Epic! Cool!) You can also discuss the choices for the title, description, tags of the video.

• It is better not to take all too many videos at one time. If all students would like to perform you could 1-2 videos per day.

Wrap Up: Next up! T

ime: 5-10 minute Objective: Students will be able to review the process of planning an online video

Have students reflect on the task of preparing the video storyboard and performing the ”video.” Ask students which parts were easy and which were difficult?

Assement

Formative Video Storyline Worksheet Video Performance feedback

Extension Activities

Make a real Video Shooting

Community