8 TLE

Lesson
Exemplar for Quarter 1Lesson 6
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for TLE Grade 8
Quarter 1: Lesson 6 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during
the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership
over them.

Development Team

Writer:
• Ritchfildjay L. Mariscal (Caraga State University Cabadbaran Campus)

Validators:
• Emilio Aguinaldo, MTE (Philippine Normal University)

• Regie Boy B. Fabro, PhD (Mariano Marcos State University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the
Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph
TLE 8/QUARTER 1/ GRADE 8
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
 A. Content The learners demonstrate an understanding of video editing tools.
Standards

B. Performance The learners create videos with graphics design in a safe and responsible manner
Standards

C. Learning Learning Competency

Competencies The learners will
and Objectives
• Utilize video editing tools with multimedia materials

Learning Objectives
At the end of the lesson, the students are expected to:
1. Define the pre-production phase of video editing;
2. Develop storyboard and shot list to visually represent key scenes in the script;
3. Demonstrate teamwork and collaboration skills during the pre-production phase;

D. Content I. Video Editing

• Pre-production Phase (scriptwriting, shot listing, talent scouting, securing equipment)

E. Integration SDG 4: Quality Education

• Digital Creativity

II. LEARNING RESOURCES

Backstage: How To Become a Location Scout For Movies and TV https://filmlifestyle.com/what-is-a-location-

scout/ Boords: Pre-Production Process Explained (Step-by-Step Guide) https://boords.com/blog/pre-production-
guide Cine Gear Themed Buyer's Guide https://www.cinegearexpo.com/
Film Hub North. (2023, July 20). Creative Programming & Talent Scouting. https://filmhubnorth.org.uk/creative-programming-
talent scouting-july-2023
Film Independent: Budgeting Basics https://www.youtube.com/watch?v=t7HJ-Rbd6bM

1
Film Riot: Storyboarding for Filmmakers https://www.youtube.com/watch?v=4uhaJhT25hU
Filmmaker IQ: Location Scouting 101 https://www.youtube.com/watch?v=bIW1eFsJvF8
MasterClass: Guide to Preproduction in Film: 7 Elements of Preproduction - 2024 https://www.masterclass.com/classes/jodie-foster-
teaches filmmaking/chapters/prepping-and-scheduling
MovieMaker Magazine: Filming Permits: What You Need to Know https://www.moviemaker.com/mediakit/
No Film School: How to Create a Film Production Schedule https://nofilmschool.com/
ScreenCraft: The Importance of Script Development https://screencraft.org/blog/how-to-write-a-screenplay-a-10-
step guide/?deviceId=1d9ab0df-46ea-4f7f-b8b4-bebc7a0dcbe0
StudioBinder: What is Pre-Production in Film — A Blueprint for Success https://www.studiobinder.com/blog/the-complete-pre-
production process/
StudioBinder: What Is Storyboarding and Why Is It Important? https://elearningindustry.com/8-reasons-storyboarding-important-
jumping off-elearning-development
Videomaker: Creating a Shot List https://www.youtube.com/watch?v=Ijr1bpY9NFw
Wolf Crow: Film Crew Positions and Roles Explained https://wolfcrow.com/
Writers Guild of America West: The Screenplay Development Process https://www.wga.org/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1
Prior 1. Short Review
Knowledge Activity 1: “Storyboard Your First Edit”
Instruction: Grab a pen, some paper, and unleash your imagination!
1. Pick a Theme: What kind of story do you want to tell? Funny, dramatic,
educational, etc.
2. Imagine the Scenes: Draw simple boxes to represent each scene in your video.
Think about different camera angles and what you want the viewer to see.
3. Action Time! Briefly describe what happens in each scene, Is there dialogue?
Music? Sound Effects? Jot down these ideas within your boxes.
4. Transitions: How will you connect your scenes? Arrows between boxes can
represent smooth transitions like fades.
5. Bonus Round: Sketch any visual elements you want to include - titles,
animations, etc.
Congratulations! You have just created a storyboard - a blueprint for your video edit.

2
 2. Feedback
The teacher may collect feedback from learners about their previous experiences with
video editing applications. Then, identify common challenges and successes to build on
in this lesson.

B. 1. Lesson Purpose
Establishing The purpose of the lesson is to introduce students to the pre-production phase where
Lesson they learn the importance of scriptwriting, storyboarding, talent scouting, and equipment
Purpose securing. In the production phase, students will explore essential concepts like camera
operation, lighting, and sound recording.

2. Unlocking Content Area Vocabulary

• Storyboard is a visual representation of a film sequence and breaks down the
action into individual panels.
• Shot Listing is a document that maps out exactly what will occur and what will be
used in the particular shot, or scene, of the video.
• Scriptwriting is a process of developing a written script or screenplay for a movie,
television program, play, or other performance media.
• Talent Scouting is the process of finding and selecting actors or presenters for the

video. • Securing Equipment is ensuring that all necessary equipment (cameras,

lights, microphones, etc.) is available and ready for use during production.

C. Developing DAY 2 Discuss the

and Deepening SUB-TOPIC 1: PRE-PRODUCTION PHASE (Scriptwriting and Shot Listing) importance of a well-
Understanding written script in
1. Explicitation video production.
Pre-production
Pre-production is the foundational stage of filmmaking where all the planning and Explain the key
groundwork happens before the camera rolls. It is often referred to as the blueprint stage, components of a
pre production involves transforming your initial creative spark into a detailed, organized script: dialogue,
plan that ensures a smooth and efficient filming process. action, scene
descriptions, and
The pre-production phase includes scriptwriting, shortlisting, talent scouting, and formatting.
securing of equipment to be used during the production phase. Pre-production is the Highlight the role of
cornerstone of any successful film or video project. Imagine it as the architect the script in guiding
meticulously crafting the blueprints before construction begins on a house. Just like a the
strong foundation is
 3
crucial for a sturdy building, a well-planned pre-production phase lays the groundwork for entire production
a smooth and efficient filmmaking process. process.

Emphasize how a
good script can
enhance
storytelling and
ensure that
everyone involved
in the production is
on the same page.

Figure 1. The Pre-production Flow of Filmmaking

https://www.studiobinder.com/blog/the-complete-pre-production-process/

Preproduction phase involves the following key elements:

1. Scriptwriting. The heart of any film lies in its story. Pre-production is the time to
finalize the script, ensuring a clear narrative structure, engaging dialogue, and
well developed characters. This might involve multiple drafts, incorporating
feedback from collaborators like producers and directors.
 4
Explain what a shot
list is and why it is
crucial for organizing
a video shoot.

Discuss the
components of a
shot list: shot
number,

Figure 2. Sample Script Writing format

https://www.studiobinder.com/blog/what-is-script-writing/

Scriptwriting is the foundation of bringing your film or video idea to life. Here is a quick
guide in writing a script:
a. Brainstorm and Develop your Idea. What kind of story do you want to tell? Who
are your characters? What is the main conflict?
b. Craft a Logline. A one or two-sentence summary that captures your entire story
essence.
c. Develop your Characters. Give your characters depth and personality. d.
Structure your Script. Screenplays have a standard format with scene, headings,
dialogue, and action lines.
e. Write your First Draft. Don’t worry about perfection, just get your story down.
f. Revise and Refine. Polish your script, ensure clarity, and get feedback to
improve.

2. Shot Listing or Storyboarding. Storyboarding acts as a visual roadmap for

your film, translating key scenes into a series of comic strip-like
illustrations. This helps visualize the flow of the film and plan camera
angles, movements, and shot composition. A detailed shot list, outlining
every shot required for the film, is also developed during pre-production,
providing a clear roadmap for the filming process. Shot List is a detailed list
that outlines all the shots that will be filmed

5
during production. The purpose of the shot list is to break down the script description, camera
into individual shots or visual components. angle, movement,
and duration.

Highlight how a shot

list helps streamline
the production
process and ensures
all necessary shots
are captured.

Emphasize the
importance of
planning each shot
to save time and
resources during the
shoot.
Figure 3. Sample Storyboard
https://www.studiobinder.com/blog/shot-list-vs-storyboard/

Figure

4. Shot List Sample

https://www.techsmith.com/blog/shot-list/

6
Shot List is the breakdown of all the camera shots needed in your film or video. Here is a
quick summary of the steps to create one:
1. Scene and Shot Number. List the scene number from your script and assign a
unique number to each shot within that scene.
2. Shot Description. Briefly describe what happens in the shot, including the
action and characters involved.
3. Shot Type. Specify the type of shot, like close-up, wide shot, etc.
4. Camera Angle and Movement. Detail the camera angle (low angle, high angle,
etc.) and any planned camera movements (pan, tilt, etc).
5. Additional Notes. Include any extra information relevant to the shot, like props
or sound considerations.
Storyboarding translates your script’s key scenes into a visual comic strip format. Here is
a quick rundown of the steps:
1. Breakdown your script. Identify key scenes that move the story forward. 2.
Sketch the Frames. Create a series of simple drawings for each scene, focusing
on capturing the main action and composition.
3. Focus on Clarity, Not Detail. Prioritize conveying the scene’s essence over
artistic perfection.
4. Sequence and Frames. Arrange your storyboard frames in the order they
appear in the film to visualize the story flow.
5. Add Details (Optional). Consider incorporating additional details like camera
angles, character emotions, or lighting notes for further clarity.

2. Worked Example
Scriptwriting and Shot Listing
Title: Writing a Short Script and Creating a Shot List
Objective:
• To practice writing a short script for a 1-minute video and creating a corresponding
shot list.

Instruction:
• Guide the students with this activity.

7
Scenario Provision
1. Provide a brief scenario or topic for the script (e.g., a public service announcement
about recycling).
Scriptwriting
2. Guide learners through the process of writing a script, including dialogue and scene
descriptions.
3. Emphasize the importance of clear dialogue and vivid scene descriptions to convey
the story effectively.
Shot Listing
4. Once the script is written, guide learners through the process of creating a shot list
based on their script.
5. Include details such as shot number, description, camera angle, movement, and
duration.
6. Highlight how each shot corresponds to specific parts of the script and how it helps
in visualizing the final video.
Review and Feedback
7. Review each learner's script and shot list.
8. Provide constructive feedback on both the script and the shot list, focusing on areas
such as clarity, coherence, and creativity.
9. Encourage learners to revise their work based on the feedback received.

3. Lesson Activity
• Refer to Activity No. 1: Collaborative Scriptwriting and Shot Listing

DAY 3
SUB-TOPIC 2: Talent Scouting and Securing Equipment
1. Explicitation
Talent Scouting. Talent Scouting plays a crucial role in filmmaking, acting as the bridge
between raw potential and captivating performances on screen. Talent scouting involves
actively seeking out talented actors, performers, or even crew members who might be a
perfect fit for a specific film or project.
The scouting process for talent involves three key steps:
1. Identifying Needs. This means understanding the specific roles required in the
film by analyzing the script for character details and any special skills needed.

8
 2. Searching for Talent. Scouts use various methods like attending open calls, The teacher may opt
watching live performances, browsing online profiles and demos, or networking to revise the Scene
with acting schools and agencies. which she or he
3. Evaluation and Selection. Potential actors are carefully assessed based on deemed
headshot, demo reels, or live auditions to determine their acting range, stage appropriate.
presence, and how well they embody the character’s essence.
NOTE: “Filming the
Securing Equipment. Filmmaking is a visual and auditory art form, and capturing your
Scene can be
creative vision requires a diverse toolkit. Filmmaking equipment can be broadly
accomplished or
categorized into three essential areas:
performed during Day
1. Camera and Lenses. The camera captures your visuals, and interchangeable 1, Lesson 8 of Week
lenses allow you to adjust focal lengths for close-ups, wide shots, and creative 7. Go
effects. 2. Sound Recording. High quality audio is crucial. This might involve
microphones for capturing dialogue and sound effects, as well as audio recorders to
store the audio tracks.
3. Lighting. Lighting sets the mood, creates atmosphere, and controls how your
scene appears visually. Equipment can include lights, stands, reflectors, and
diffusers to manipulate and soften light as needed.
2. Worked Example
Activity 2: “Lights, Camera, Action - A Pre-Production Challenge”

Introduction:
Welcome, aspiring filmmakers! Today, we will explore the exciting world of pre
production - the planning stage before the cameras roll!

Objectives:
• Be able to determine and prepare the set of requirements for the preproduction stage.

The Challenge:
• The class may be divided into 3-5 groups. Imagine you are creating a short horror
film for a school competition. The scene: a student walking home alone at night
through a deserted park.

Your Mission:
To bring this spooky scene to life, we need a plan. Here is your pre-production challenge:

9
1. Light, Mood, and Atmosphere to “Worked
1.1. Lighting Sketch. This park scene needs a creepy atmosphere. Using a Sample of Lesson
pencil and paper, sketch the scene and how you would use lighting to 8 of Week 7)
create a sense of suspense. Will you rely on a single streetlight casting
long shadows, or incorporate flashes of lightning for dramatic effect?
Label your sketch with the type of lights you would use (key light, fill
light, backlight). (10 points)
1.2. Sound Design. Spooky sounds are key! List 3 sounds you would use to
build tension in your scene (ex. creaking branches, footsteps, distant
howls). Briefly explain how each sound contributes to the atmosphere.
(5 points)
1.3. Mood Board. Collect or create images that capture the overall mood you
want to create for your scene (ex. dark, foggy, deserted park). Copy
them onto a separate sheet of paper or create a digital moodboard. (5
points)

2. Filming the Scene. (20 pts)

2.1. Shot List. This scene needs to be visually engaging. Create a shot list
outlining at least 5 different camera shots you would use to film this
scene. Specify the type of shot (ex. wide shot, close up) and how it
would contribute to telling the story. (10 points)
2.2. Storyboarding. Visualize your scene! Create a storyboard with at least 4
panels that depict key moments in your scene. Each panel includes a
sketch of the scene and a brief description of the action taking place.
(10 points)

3. Casting Call (20 points)

3.1. Character Profile. Who is the student in your scene? Describe the
personality, age, and appearance. What emotions should they portray
as they walk through the park? (10 points)
3.2. Casting Notes. Based on your character profile, write a short casting call
description that actors could use to audition for the role. Include details
about the character and the type of performance you are looking for. (10
points)

Bonus Challenge!
● Plot Twist! Add a spooky twist to your scene! Describe what unexpected
event could happen to the student as they walk through the park. How
would you use lighting, sound, and camera angles to capture this twist
effectively? (20 points)
 10
Scoring Criteria
● Creativity and Effort (20 points)
● Attention to Detail (20 points)
● Understanding of Pre-Production Elements (40 points)
● Bonus Challenge: Originality and Execution (20 points)

Ready, Set, Pre-Produce!

This is just a test of the planning involved in filmmaking. By conducting this
pre production challenge, students would have gained valuable skills for
creating short videos or films and eventually editing them.

3. Lesson Activity:
• Refer to Activity No. 2

D. Making DAY 4 Students may have

Generalizations varying answers
1. Learners’ Takeaways on their
● Ask learners to write down or share their understanding of the pre-production respective
phase, including scriptwriting, shot listing, talent scouting, and securing equipment. takeaways, but
● Discuss the importance of each step in ensuring a smooth and successful video teachers may be
production. guided on the
possible takeaways.

2. Reflection on Learning The teacher will

The teacher will ask a question that will elicit students’ reflections on learning: ● facilitate the
Why do you think Pre-Production Phase elements are important in the filmmaking reflection of
process? How does it benefit the actors and directors? learning by asking
questions and
processing them.

11
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating 1. Formative Assessment
Learning 1. Briefly explain the concept of pre-production in filmmaking. Why is it
an important stage?

2. Imagine you have limited resources for filming your sci-fi scene.
Describe some creative solutions you could use to create a futuristic
atmosphere despite the limitations.
This is an open-ended question requiring creative problem-
solving. Answers may vary based on students’ idea, but here
is suggested answer:
● Possible solutions include using everyday objects as futuristic
props, filming in unique locations with interesting architecture, or
creating simple costumes using household items.
3. Working in a group can sometimes be challenging. Describe one strategy
you could use to ensure effective communication and collaboration
during the storyboarding process.
Answers may vary but here is suggested answer:
● One strategy is to actively listen to each other’s ideas,
discuss different options, and come to a consensus on the
storyboard
elements. Assigning roles within the group (ex. sketch artist,
scene writer, etc.) can also promote clarity and efficiency.
4. Briefly explain why teamwork is important in the filmmaking
process? Answers may vary but here is suggested answer:
● Filmmaking is a collaborative art form. From scriptwriting and
acting to directing and editing, many people work together to
bring film to life. Teamwork allows for better communication,
diverse
perspectives, and a more efficient production process.

2. Homework (Optional)

B. Teacher’s Note observations Effective Practices Problems Encountered The teacher may take note
Remarks on any of the of some observations
following related to the effective
areas: practices and problems
encountered after
strategies explored

12
 materials used utilizing the different
strategies, materials used,
learner learner
engagement/ engagement and other
interaction related stuff.
Teachers may also
others suggest ways to improve
the different activities
explored/ lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated
What principles and beliefs informed my lesson? is essential and necessary
Why did I teach the lesson the way I did? to improve practice. You
may also consider this as an
▪ students input for the LAC/Collab
What roles did my students play in my lesson? sessions.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

13