Video projects

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This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video …

This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video Portfolio.

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  • 1. Lehigh University ESL Department<br />Ms. Candice Quinones<br />Video Portfolio Projects<br />Promotional Video<br />Imagine you are trying to market yourself to a potential employer, or that you have your own business and you are trying to market your services to potential clients, or imagine you are promoting your college here at Lehigh University (choose one of these 3 options). Create a brief, 2-3 minute promotional video letting the viewer know what you have to offer. Be creative, plan carefully and if necessary, find a “film crew” to assist you. You can incorporate pictures, text and voiceovers using I-Movie; so don’t be afraid to experiment. Be careful about backgrounds (imagery and noise), but don’t be afraid to add music, and other things to your video. Make sure that you speak during the video. Be dynamic, creative and succinct!<br />The Do’s and Don’ts of Interviews<br />For this video, you will be required to set up two scenarios:<br />
    • Don’ts: Demonstrate things that should not happen at an interview.
    • 2. Do’s: Demonstrate things that should happen at an interview.
    • 3. In order to complete this assignment, you will need to do some research, part of which should include making an appointment with Career Services. Also, check out the following websites:
    • 4. http://www.quintcareers.com/interviewing-dos-donts.html
    • 5. http://www.career.vt.edu/interviewing/DosDonts.html
    • 6. http://articles.cnn.com/2006-10-16/us/cb.fired_1_job-interview-body-language-concise-answers?_s=PM:US
    • 7. http://www.successcircuit.com/articles/10-dos-and-donts-for-interview/
    • 8. http://www.acetheinterview.com/interview/othertips.php
    • 9. Be creative. Be careful with intonation and pronunciation. Also, pay attention to body language.
    The Speech Acts Video<br />With a partner or small group, film examples of each type of speech act and put them together into one longer video. Pay attention to intonation and word stress, thought groups and emphasis.<br />Assignment: Teaching 5 New Words<br />Part 1 (Written)<br />You will be given a list of words from which you are to select 5 that you are not familiar with and you will need to look them up in the dictionary and find and record the number of syllables, where the stress is placed, and find the word in a sentence or phrase. <br />Part 2 (Video):<br />You are going to create a video where you teach your classmates about each of these 5 words. The video should not be more than 3 minutes long. Choose a setting with an appropriate background to shoot your video.<br />Requirements:<br />You will briefly explain (for each word):<br />
    • what the word means,
    • 10. how many syllables it has,
    • 11. how to pronounce it (where the stress goes)
    • 12. how to use it in a sentence. (You do not have to write the sentence by yourself. You can find one from a dictionary or by looking up the word online.)
    Remember—You are the teacher in this video so use visuals. You may want to videotape on location with your group. See the rubric below for how you will be evaluated.<br />Assessment Rubric<br />Category1234Comments&ScoreGeneral DeliveryTwo or more things needed more practice: Volume, Speed, and/or Eye ContactSomething needed a little more practice, either Volume, Speed, or Eye ContactGood/Okay Volume, Speed, and Eye Contact Excellent Volume, Speed, and Eye Contact with CameraContentThe video content does not meet any of the requirements for the assignmentThe video content meets only some of the requirements of the assignment The video content meets most of the requirements for the assignmentThe video content meets all the given requirements for the assignmentVideoIs lacking in two or more of the previously mentioned categories.Is lacking in two of the previously mentioned categories.Is lacking in one of the previously mentioned categories.Uses an appropriate background and visuals, is of good quality, and is of appropriate lengthGeneralSpeakerSkillsCompletely unclear pronunciation, inaccurate word stress, little or no use of intonation and linkingNot very clear pronunciation, some inaccurate WS, little or no use of intonation and linkingSomewhat clear pronunciation, somewhat accurate WS, Okay use of intonation and linkingClear pronunciation,Accurate word stress, Good use of intonation and linkingTarget Skill:Correct # of Syllables and ProperWord StressStudent made more than 2 errors in one or more categories and may need to continue practicing.Student made 2 errors in one or more categoriesStudent made an error in either pronunciation, the # of syllables, or word stressStudent properly pronounced the target words with the correct number of syllables and correct word stress<br />Assignment: Story-Telling—Things I do and did.<br />Part 1 <br />Think about activities that you enjoy now. (It is best to think of group activities.)Think about activities that you enjoyed when you were a child. Choose one activity that you enjoy now, describe that activity. See if you have a picture or video of yourself doing that activity. If you do, you can use it in your video. Do the same for an activity that you enjoyed when you were a child. When you have identified these, you will use the following questions as a guide:<br />Activity you enjoy now: _______________________________________________________________<br />Why do you enjoy it? ________________________________________________________________<br />When do you do it? _______________________________________________________________<br />Where do you do it? ________________________________________________________________<br />How is it done? ________________________________________________________________<br />Do you do it alone or with others? ___________________________________________________<br />Do you have a picture of yourself doing or participating in it? Yes ____ No ____<br />Activity you enjoyed as a child: _______________________________________________________<br />Why did you enjoy it? _______________________________________________________________<br />When did you do it? ________________________________________________________________<br />Where did you do it? ________________________________________________________________<br />How was it done? ________________________________________________________________<br />Did you do it alone or with others? ___________________________________________________<br />Do you still enjoy this activity? __________________________________________________________<br />Do you have a picture of yourself doing or participating in it? Yes ___ No ____ <br />Pairwork: Share this information with another member of your group. You will tell your group member’s story in your video.<br />Part 2<br />Create a video telling me a story about the activity your group member enjoyed and enjoys. The first half should be about the activity that he or she enjoys now and the second part should be about the activity he or she enjoyed as a child. At the end of the video, mention whether your partner still likes the activity they enjoyed as a child and if not, explain why. If you have a picture of yourself doing the activity, incorporate it into the video, either by showing it briefly or by using the voiceover feature in iMovie.<br />-ISM Documentary<br />Description:<br />There are many different ideologies, more commonly referred to as “isms.” This will be an individual research project. <br />Topic:<br />For your topic, you will select one “ism” to research. You need to find the following information about your “ism”:<br />
    • The definition and description of what it is and its core beliefs
    • 13. Who was the person or people behind it (the creator, founder, or person who made it popular)
    • 14. Where did it become popular or where did it develop
    • 15. When did it become popular or when did it first appear
    • 16. Bonus: Why did it come into existence (why did it develop?)
    Video(to be evaluated with the video project rubric):<br />
    • Content: Your video will contain your research findings and you should try to answer any questions your audience might have about the “ism” you have chosen to research. Pretend you are creating a documentary (think like Micheal Moore).
    • 17. Format and Style: You will be allowed the freedom to choose how the information is organized for your video. For this, you will be shown how to create a storyboard for the planning phase. The style for this will be informal, because you will be targeting a general audience with this video.
    • 18. Length: Your final video should not be longer than 7-10 minutes.
    • 19. Background and Props: You may use any props or background you deem appropriate for this assignment. If you choose to incorporate other people into your video (for example, if you interview people to see what they know about your “ism”), that is also acceptable. Your voice, however, should be the main one we hear.
    Grammar Journals<br />Since many times grammar is something that is essential to any language and its learners, here are a few assignments which are meant to target some problematic parts of grammar.<br />These assignments are to be recorded and turned in to the instructor. You may be asked to complete them on more than one occasion. Each recording should be no more than 2 minutes long.<br />Assignment 1<br />Past vs. Present: To practice using the simple past tense, use careful pronunciation to tell me about what you did yesterday.<br />*To review the simple past tense, visit this webpage:<br />http://owl.english.purdue.edu/owl/resource/601/07/<br />Assignment 2<br />Many times students will mix up their gender pronouns (he, she, him, her, his, hers) so for this exercise, while paying special attention to you gender pronouns, tell me a little about each of your parents or grandparents (or the people you live with or have lived with in the past).<br />*To review the use of pronouns, visit this webpage: <br />http://owl.english.purdue.edu/owl/resource/595/02/ <br />Assignment 3<br />Progressive verb forms: At the moment of this recording, tell me what you are doing and what is going on around you. Then tell me about what you were doing yesterday at this time and what you will be doing tomorrow at this time.<br />*To review the progressive verb tenses, visit this webpage:<br />http://owl.english.purdue.edu/owl/resource/601/07/ <br />Assignment 4<br />Using gerunds and participles as descriptors, describe things that you see out your window or in your room<br />. *If you need to review what a gerund or a participle is, please visit this webpage: http://owl.english.purdue.edu/owl/resource/627/01/<br />Video Self-Assessment Essay<br />Description: <br />This is a video commentary and reflection on your language learning process in the program.<br />For your video essay you will be required to refer back to your previous video assignments and the comments (the teacher and peer feedback for each recording) from them, and analyze and create commentary on your strengths and weaknesses from the beginning, middle and end of the course. <br />This final recording will be a video essay in which you assess your improvement over the course of the program and insert clips that provide specific examples of this improvement. <br /> What should be included?<br /> You should include your thoughts about how you felt about your English skills at the beginning of the program, how you feel about them now (at the end of the program), and what things you plan on doing in the future (continuing to practice certain skills or perhaps some new goals). <br />Consider the following questions:<br />What were my strengths and weaknesses at the beginning of the program?<br />How did these change over the course of the semester?<br />How did assignments and classroom activities affect these strengths and weaknesses?<br />How did the presentations I had to do reflect my strengths and weaknesses?<br />What goals did I have at the beginning of the program if any?<br />To what extent did I achieve my goals? (Do I need to keep working toward some or all of them?)<br />What are some things related to my speaking and listening that I should work on in the future?<br />This video essay should follow the format of a normal written essay in which you have an introduction, body, and conclusion. Use the storyboards to outline the flow of your ideas.<br />