What is BHS

What is BHS Package

-Students will use a rubric, gather into groups and brainstorm for each package: What is BHS?

-Students will create an initial write up, Initial cast and crew list, prop and costume list (Anything listed on the final script...due 2 days prior to production will result in a significant deduction)
-Camera directions must be very specific. (Anything listed on the final script...due 2 days prior to production will result in a significant deduction)

-Students are required to write comments on each rubric as project advances

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1524064&

Wednesday,- Students will create a second package: What is BHS?

Each student will create a formal storyboard and initial Treatment (formal script)

-Students will turn in their storyboards immediately on Thursday

Thursday, - Review storyboard ideas
1. Each student will present their ideas to the class
2. Students will be divided into groups of 3 or 4
3. Students will discuss each storyboard idea, select one and create a final treatment
4. Students will gather into groups and write a formal Treatment (Due on Friday)

Friday, - Turn in Treatment; All work must be approved by Mrs. Christian

Friday,  , Monday, , and Tuesday,- Video taping days

Wednesday,- Friday,  Video Editing days

Sr. Video Sections

Students will plan, film and produce "fun" sections of the senior video

Students will be assigned groups and sections

1. script, storyboard and paragraph for ideas

2. watch example videos

3. collect and import footage

Intro to News Packages

Intro to News Packages

Intro to News Packages

Bell Ringer: Monday, 9/21- Friday, 9-25
Watch a daily news package and ANSWER the following questions:
1. What is the main point in this package?
2. How did the reporter begin and end?
3. Were there varying shots?
Tuesday: http://www.wnep.com/wnep-columbia-county-fire-destroys-homes-20111121,0,5540786.story

Wednesday: http://www.wnep.com/wnep-luz-flood-victims-to-receive-thanksgiving-dinner-20111121,0,3228536.story

Thursday: http://www.wnep.com/wnep-numb-body-found-in-car-20111013,0,3699733.story

Friday: http://www.wnep.com/news/specialfeatures/leckeylive/

Tuesday and Wednesday:
Goal: Students will learn about reporting the news and creating news packages
I. Watch introductory videos: How to report the newshttp://www.ehow.com/video_4401391_responsibilities-tv-news-reporter.html

II. Watch Channel 16 DVD on how to produce a news story

Tuesday: Watch introductory videos (see upper link) Students will review the various elements for creating a "News Package" 1. Students should get their journalism notebooks.

Wednesday 2. We will watch professional news packages from WNEP. Students will take notes on format and tips.

Thursday:
1. The class will compile a "Reporter's checklist" to indicate steps and information needed in creating a news package.
2. Then Students will complete the planning sheet.

Friday: Students will present their planning sheets and discuss their news packages to the class
Students will begin the process of creating a news story

Overview:Students will review the various elements for creating a "News Package"
1. Students should get their journalism notebooks.
2. Students will generate ideas/ complete treatments for their projects.

Standard - 1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Transitions

Today we are going to work with transitions.

Please make several title slides and incorporate  video transitions between them

Jessica will show each student how to manipulate transitions in the effect panel.

Quiz

Quiz - transitions/ cuts/ key frames/ fades/ titles/ crawl/ roll

Have fun and follow all directions

Remember, perfect fades are required.  Use lines one and two on the timeline

Your Turn

Your Turn

1. CONTINUE REVIEWING THE BASICS OF ADOBE PREMIERE
-OVERVIEW, TITLES, BINS,FADES, CUTS,ETC.

2. Next, we will practice combining camera movements and shots.

-First, each person will make a short script using 2 camera movements and 2 camera shots

-Type this out

-Switch assignments with people in your group and practice each script.

Goal: Students be able to incorporate camera directions and angles into an original production.

Plan:
Students will discuss the following planning and technique tips

Students will choreograph a project 

Friday- 9/10
- Camera Shot and Movement Test

 Tips:

HOW TO SHOOT A QUALITY VIDEO:

PLAN -If you plan your shots in advance you'll get your shots more quickly. Directors of big budget films frequently create tight drawing called storyboards of every single shot in their movie before they every start a camera, a process that could take months. However, I will settle for doodles of each shot and camera angle/ change.

Plan...but be ready to improvise, too. It's like singing a song. You don't need to know the whole thing, but don't start without knowing what the tune and first verse are.

KEEP IT SIMPLE:

A good video trick is a short video trick. If your idea takes more that a page to describe, it's probably too long.

ACTING:

You must be believable. If seven books fall on your foot, react in pain. It is essential that your audience believe what your are doing on film.

(Hideous acting can be great only if it is incredibly bad!!)


Basic elements:

Coordinating a scene is very much like choreographing a dance move. All participants must rehearse...this includes the production staff.



Establish your shot- Give the audience a big first view so they understand the context of your production. Capture the entire set/ background/ scene.



Camera Angles- see worksheet



The 180 rule- When you are shooting a character, stay to one side of them. If you are filming the right side, do not switch to the left. This will leave your shot awkward and unbalanced.



Eye line match-This is two or more shots. Show your character looking something or pointing to it. Hold this shot for a few seconds, then cut to what they are looking at. Be sure that the second shot is shot from his/ her eye level and angle.



Over the shoulder shots- switch back and forth between your subjects



Action shots- Mike stands on a bench, looks down and jumps. As he begins to jump, cut to a different view.



The Dolly shot- move with your subject. Sometimes it is easier to roll with your subject.


**Storyboards are required and MUST match up to your video. You will only receive 50% of your grade if you cannot provide this element of planning.



Project: Staging

1. Review video sample

2. Discuss established shots. Create secondary storyboards

3. Discuss shots and sound effects

Sample Video: www.klutz.com/tv


Directions:

1. Open with a wide shot. Include both characters in one shot from one side. Stick with this side for this shot.

2. Hold the established shot and let characters take a few choreographed movements with each other.

3. Practice so everyone knows where each person is working and acting
4. One sound effect must be used
180 rule
Eye line Match
Over the Shoulder Shots
Action Shots
Dolly

5. -You must memorize all steps and actions.

EX: ""ll start with one jab. You duck. Then you do two jabs , and I'll duck. Next,...)


The sound effect person must practice too.


Directions for shots:
A. In the middle of a coordinated shot, stop the camera and switch to a new point of view, over the shoulder. This way you can use the momentum of the action to carry through the cut. It keeps the action moving)



B. The big trick. Shoot over the shoulder . If the camera man backs away and zooms in, you'll create an illusion that the characters are much closer than they really are.



C. Camera will be in full zoom 5 to 6 feet away from the subject

Placement: In a choreographed scene:
-The actors are always too far apart to actually reach each other. On top of which, everybody knows what is going to happen next...it's practice!


Add sound effects and let's get started!!!!!


Closure Activity:
 Discuss one camera angle that will be important to your production.
 How are you using the 180 degree rule in your
 Quiz

1.2.11.B-Use and understand a variety of media and evaluate the quality of material produced 1.5.11.B- Write using well-developed content appropriate for the topic 1.5.11.C- Write with controlled and/ or subtle organization

Camera movements

Camera Angle Worksheets

Shots, Angles and Movements....Oh My....

Opening Activity: 
In your journalism notebook, please comment on the following article: 

Thrusday, 8/26 and Friday, 8/29

 Activity
Review the following Link: and discuss any that you find confusing or discuss one that you find interesting and tell why.
Camera Shots

Journalism II 

Camera Angles/ Movement 
Students will identify important visual terms (such as long-shot, close-up, camera angle) that are used on television and in movies and begin to recognize that these angles/ movements affect meaning. 
Camera Direction/ Angles 
Students will review camera direction, angles, transitions and key elements  via worksheets plan a video project. 

Students will review two handouts on camera direction/ angles 
Students will discuss a packet entitled: Lights, Camera, Action 

Why is it important for students to be aware of camera-subject distance, perhaps before addressing any other aspect of movies and television? 

Television is made up of hundreds and thousands of pictures, called shots, each of which must be carefully planned. The long shot, medium shot, and close-up (and many other camera-subject distances such as the medium long shot and extreme close-up) are the basis of editing in movies and on television. 

Without these shots, the person who edits the movie, TV show, or commercial would have nothing to work with. Editing, in nearly all cases, is the combining of long shots, medium shots, and close-ups to create an effective visual presentation. Camera-subject distance is the basis for visual editing. 

It is essential for students to have a clear understanding of camera-subject distance before they begin to analyze television programs and movies and before they begin to create their own productions on video. 

Cinematography

Link: http://www.mediaknowall.com/camangles.html 

Assessment: (Monday, 9/1) Students will be given a quiz on all of the terms and packet 

Closure Activity: 8/27 -What types of camera angles/ shots do you see in the Bell ringer photo?

8/228 write a quick scene using 3 camera movements and 2 angles


Please post your comments using the comment section on the blog. 
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction 
1.2.11B - use and understand a variety of media and evaluate the quality of material produced 

Welcome

Syllabus

Welcome to Journalism II

Opening Activity:

Bell Ringer: In their notebooks, students will comment on a daily lesson posted on the student blog:

Please watch the following short clip. Describe what you see and how you see it.

http://wnep.com/2015/08/05/new-teen-center-in-berwick/

Questions

This year we will explore the "behind the scenes" of videography.

There is more to a video than skinny models, hot rockers and flashes of color. This is an indepth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

During first marking period, we will cover the following areas:

Camera direction

Camera angle

Video terminology

storyboards

Scripts

Editing techniques

So, this is the beginning of what I like to refer to as

Lights, Camera, Action

SYLLABUS

Journalism II Syllabus

Video Editing 079

Contact Information

Instructor: Mrs. Christian

Email Address: tchristian@berwucjsd.org

Web Address: http://www.mycooljournalism2.blogspot.com/

Planning Period: Second Period

Text and Resource Materials

Required Text: Media, W. Richard Whitaker (Longman, 2000)

Course Description

This year students will explore the "behind the scenes" of video production

There is more to a video than skinny models, hot rockers and flashes of color. This is an in-depth process of planning, organizing and implementation that begins with a single thought. It is a process that starts with a storyboard and jumps to a full production.

Digital Video is a “new media” that has evolved from many disciplines. While it is a direct descendant from the world of industrial video making, digital video has incorporated DNA from traditional film-making, traditional and computer animation, web technology, computer gaming and art. Digital video allows us to blend all these technologies to form a new art form that is available to anyone with a computer, some software and inexpensive digital camera.

The fundamentals of visual storytelling are core to this hands-on production class. We will be studying the technology of video editing on the computer, various methods of image acquisition and approaches for communicating ideas over linear time. Themes may incorporate short character studies, transformations of light and form, movement of people and objects and spatial composition of a moving image.

Students will be able to use either computer graphics, animation, still images or video production for most assignments. Original digital music, production music and sync sound are considered as a means to underscoring visual sequences.

Prerequisites As stated in the Enrollment Book

PA Academic Standards

1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Learning Objectives

Upon completion of the course, the student will be able to:

• By the end of the course, each participate will understand the impact visual literacy has on the learning process and will be able to produce, instruct, and integrate digital media into their curriculum and share via computer programs, DVD’s, and the Internet.

• Discuss and apply foundation concepts in non-linear video modification, film direction, and digital sound editing.

• Develop a basic proficiency with the tools and techniques available in standard digital video editing programs.

• Shoot, capture, edit, and output short video projects, organizing the material and modifying it into a coherent sequence.

• Identify elements of multiple media used in journalistic storytelling.

• Critically evaluate professional journalistic multimedia packages.

• Produce video story packages.

• Combine audio and still photographs to produce audio slideshows.

• Demonstrate understanding of characteristics of online journalistic storytelling.

• Set up short video projects and shoot them using a variety of appropriate camera angles, shots, and framing.

• Apply a variety of techniques for establishing or breaking continuity in a video sequence.

• Edit a video sequence to synchronize it to a musical soundtrack or dialogue.

• Apply a variety of techniques compressing for expanding the perception of time in a video sequence.

• Apply basic techniques for mixing a soundtrack incorporating the human voice, ambient noise, sound effects, and music.

• Add basic titles to a digital video, do basic production checks, and output it in common video formats for DVD or the Web.

• Students will learn to work as individuals as well as in groups

• Students will learn how to create a college-level presentation

• Students will manipulate various types of media

Course Outline

**Throughout the year, student will continually participate in tutorial-based video technique assignments. They will also continue to produce video projects.

Marking Period One: Students will be introduced to the basic elements of video production

• Camera direction

Camera angle

Video terminology

storyboards

Scripts

Editing techniques

• Camera angles

Marking Period Two: Students will be able to add extension elements to enhance their video productions

• Work with the Browser and Bins tools in Adobe Premiere to

• Mark clips and use Insert and Overwrite edits.

• Trim Edit points to adjust length of clips

• Use Extension tools to extend edit points

• Use the marker tools to adjust edit points.

• Create and incorporate basic titles

• Utilize and implement key frames

• Import, convert, and edit music

Marking Period Three: Students will explore abstract compositions exploring texture, composition, light, and other formal or spatial elements

• Utilize timing techniques

• Advanced camera angles/ movements

• Incorporate natural elements into their compositions

• Utilize and incorporate video manipulation

• Explore and incorporate programs to advance video editing techniques

Marking Period Four: Students will combine all of their skills and create and develop a full length feature production to be used as the final exam

• Incorporate various mediums

• Learn and utilize advanced special effects: Boris, ULead,

• Organize a full length project / presentation

Assessments: Several forms of assessment will be utilized throughout the year:

• Small groups; class discussion; teacher conferences; tests; quizzes; peer evaluations; self evaluations; teacher evaluations; rubrics and score sheets.

Grading Policy and Procedures:

Grades for each evaluation will be based on points, not percentages. At the conclusion of a marking period, the total number of points earned will be divided by the total number of possible points to determine the student`s percentage and report card grade.

Homework will occasionally be given and graded. There will occasional opportunities offered to all students to earn extra credit.

Hands-on methods of digital movie making constitute the basis for assignments. Digital Video Cameras, 3-D computer graphics and 2D packages such as Photoshop and Flash and programs specified for digital video production will be the primary technologies used. Digital editing will be accomplished using Window Movie Maker and Adobe Premier. For your final project, you may use whatever media or application you prefer.

The assignments will help develop skills that accumulate towards the production of a short film by the end of the year. These include character based visual narratives, or explicit reconstructions of buildings and landscapes, or more abstract compositions exploring texture, composition, light, and other formal or spatial elements.

We screen live action short films, news packages, animation, and student work. Discussion of these works will be an integral part of the subject. There will be a few readings on film theory, design theory, and related topics.

Class Expectations:

-All assignments must be turned in on time

-You are responsible for meeting ALL deadlines. This is a journalism class. The success of this program is dependent on your contributions.

-All assignments will be graded.

(Partial homework or class work assignments will receive a "0" with no make-ups)

(You MUST learn to be responsible in this class!!)

-The final exam will be weighted.

Student expectations

1. Arrive on time.

2. Be prepared to learn. Bring books, pencils, paper, agenda, homework and anything you may need for class.

3. Be respectful of others.

4. Follow directions the first time they are given.

CLOSURE ACTIVITY:

Each day you will be required to complete a closure activity.

1. This is a graded activity

2. You will use the comment link below

3. Be sure to include your FULL NAME, CLASS PERIOD, AND DATE on each entry

4. The entries must be completed on the assigned day

Today's closure: In a few short sentences, please tell me about your expectations for this class.

Turnitin.com

ID; 10481325

Pasword:  period6

Intro to Studio

Studio Practice

Online Text: Intro to TV Studio

As a result of the Snow Days and Delays, we will be starting each class in the studio

Thursday:  Reading from the teleprompter

Today we are going to explore various elements to in studio production. 
We will end with Module 1 :http://www.internetcampus.com/tvp_ind.htm

 Friday, 5/29: Read and take the quiz on the following sections: (Use the links below. Complete by the end of the period)

1. TV Production Overview Part 2:
http://www.internetcampus.com/tvp001-2.htm

2. Program Proposals and Treatments: (We will be using these during your productions)
http://www.internetcampus.com/tvp002.htm


Tipshttp://www.writing-world.com/screen/TV.shtml 

Project Due by  6/1

Students will create an Easter graphic using the following requirements
1. Must incorporate 2 tutorials
**1 must be KEYFRAMES
2. Clear message/ clean edits
3. bet. 15- 30 seconds long

Export into a folder entitled " Easter quiz"

Must turn in a script that indicates in-time of tutorials (When the tutorials appear in the video)

1 type transition



1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Advertising

Marketing/Advertising Project

The students have begun working on a marketing/advertising project.

*Remember that there will be a quiz on the following terms
Advertising
Marketing
Market
Public
Public Relations Audit
Customer Base
Producers
Enablers
Limiters
Audiences
Target Audience
Slogans
Logos
Awareness objectives
Acceptance objectives
Action Objectives

*Your Business cards and promotional flyer must be done by the end of class

*ALL of your materials must be ready by the 2nd half of class

The requirement for the presentation are as follows:

Advertising/Marketing Project


*You will begin presenting next Tuesday (March 4). Presentations will last Tuesday and Wednesday. EVERYTHING must be ready for a preparation check by the 12:10 (The second half of class on Monday (March 3)!! You have already indicated your general advertising plans on your planning sheet. You now need to put your ideas into action. Remember, on the date of your presentation you MUST dress up, or your grade will suffer!
Your presentation will include the following elements:
Marketing
1. You are going to market and advertise a product, service, or message.
2. Select a “product/subject” for your project
3. Create a formal presentation
a. Create a promotional flyer.
b. Create a business card for your firm. This must include your logo and slogan.
c. Using charts and graphs
i. Depict a market and public
ii. Indicate your target audience
iii. Indicate how your marketing plan will increase sales/public interest
iv. Indicate demographic regions for advertising your product
v. Convince the class that you would be the best firm to sell this product/idea

Advertising
1. Tell the class your concept for the three ads you will produce
2. Display story boards…The class must be able to view your story boards from their seats.
3. Discuss the content of your ads

4. After your presentation you will begin creating three ads
a. Two 15 second commercials
b. One 30 second commercial

Grading
1. The groups will be graded by the class and the teacher
2. Each section of the project will receive a grade.
3. All requirements must be met by the assigned deadlines.

Advertising

Advertising Project:Read Chapter 12: Objectives and Strategies for Public Relations Writing.(pgs 265 -275)

Chapter Review
I. Read and discuss the chapter.
A. Each student should have a detailed answers by completing the chapter 12 packet. Students may use ebooks. 

Answers should include Section Headings, Subtopics, Key terms and Definitions.
(The packet will be turned in for a 100 point grade. Each section will be checked)

Ad Reviews
II. Discuss popular advertising campaigns....tv commercials, magazine and newspaper ads, billboards and radio ads.

A. Each student must write a page about a specific ad campaign. The company must be in accordance with school policy.
1. Discuss the ad (SLOGANS, LOGOS, PURPOSE)
2. Discuss the gender and age group targeted
3. Discuss the Publics, Markets and Audiences
4. Discuss the content of the ad: What appears in the ad to promote the product? Does it work? Why or Why not?
5 Discuss colors in the ads. How do they accent/ highlight the product?
6. Discuss the placement of the ads (Where they appear, When they appear, How they appear)
7. Evaluate the marketing campaign. Discuss the pros and cons of the campaign.
8. Bring in a sample of the ad campaign: tape a commercial, cut out a magazine ad for your product or find info. on the product with visuals from the Internet.
9. Each person will present their advertisement findings to the class. The class will discuss each campaign.

The paper is worth 100 points
The visual is worth 25 points
Knowledge of product/ campaign (Presentation) - 50 points

______________________________________________________________

NEXT ADVERTISING PROJECT

Group Project

1. Students will work in groups of 2-3
2. Students will Create a COMPANY AND A PRODUCT TO ADVERTISE

Begin:
1. Create a Company and a Product to advertise
2. Create a company logo
3. Create a slogan for your product
4. Discuss Marketing Ideas (How will you get your product to the people, What type of campaign will you use, Why is your company the best one to promote this product)
-To accomplish this, you must research similar companies and products on the Internet. Study their campaigns, company policies etc.)
______________________________________________________________
_________________________________________________________________
Directions: 

Group Advertising / PR Project

I. Submit a paper indicating your group members
Name your advertising firm
Create a logo for your ad firm

II. Marketing
-You are going to market and advertise a product, service or message
Select a “product / subject” for your project
Create a formal presentation
Using charts and graphs
A. Depict a market and a public
B. Indicate your target audience
C. Indicate how your marketing plan will 
increase sales/ public interest
D. Indicate demographic regions for advertising 
your product
E. Convince the class that you would be the best 
firm to sell this product/ idea

-Marketing:
Finding Publics
Audiences
Markets
Enablers
Limiters
Conduct Surveys
Oral Polls
Survey
Write Objectives (Awareness…etc) (in book)
Responsible for collecting and analyzing all data
Put information on posters and present to the class
Find Geographical areas to be covered
And demographic
Gender, location, Age etc.
Find target audience

III. Advertising
Tell the class your concept for the three ads you will produce
Display story boards……..The class must be able to view your story boards from their seats
Discuss the content of your ad

Create three ads
Two 15 second commercials
One 30 second commercial

-Brainstorm 10 concepts for advertising plan
10 different scenarios and write them down
pick three plans that are most marketable and establish details
make brochures and fliers and radio add (first plans)
describe plans
create story boards for each commercial
pick and vote on top plan

IV. Rules:Do not produce garbage
Short fragments and sentences will not be accepted

V. Grading

The groups will be graded by the class
Each section of the project will receive a grade
All requirements must be met by the assigned deadlines
Have Fun!!

Final Exam

Project : Final Exam

(There will be "down" days where you will have little to do on your other project. You will need to set up a work schedule with me. EX: Work on Final Exam on Tues, Wed, and Thurs. Work on individual project Mon and Fri.)

-You will need to select a schedule and sign a contract before the end of the week.
-Again, you will have video checks on Wednesdays.

INSTRUCTIONS:
1. Students are required to create a 3 minute (MIN.) video entitled "All About Me" (You may insert your name in place of the "ME")

2. Students will select a theme that will be carried out throughout the video
3. 6 titles are required
4. Students must use 4 tutorials and 2 video effects.
5, Any transition combination may be used throughout the video
6. Any jumpy video segment or poor audio segment will result in a deduction of 10 points for each problem area.
7. Students will showcase three chapters of their lives.
8. Students may convert old videos, scan old photos (if you use photos, you must use the timing tutorial to assure that they go along with the video.)
9. Students are encouraged to record voice overs and utilize sound effects.

Requirements:
1. Students are required to turn in a working video log. This is like a script. You will outline each chapter and provide written details of any specifics that will be in the video. You will select audio and indicate song times....ex. 0:00-20 seconds. (Also, include highlighted lyrics for this section of the music)

2. Create your log in script form: Video/ audio/ details (Logs will be turned in every Friday)

3. Each chapter must have purpose

-The final exam must be exported before your final exam period ends.
-I will be in my classroom every day until 3:40 and I am here every Wednesday until 4:30
**You will need extra time, so please take advantage of this early start.
**We only have one scanner, you may scan at home and bring photos in on disc.
**Please see me before converting video that is not digital


*Free project must be exported into a folder entitled "FREE PROJECT"
**Final exam must be exported into a folder entitled "2011 FINAL"
***ANY VIDEO NOT EXPORTED WILL RECEIVE A 75 POINT DEDUCTION.....IT WILL
NOT PASS!!
*ALL LYRICS MUST BE APPROVED BEFORE SONGS ARE PLACED INTO EITHER PROJECT

Introduction / Overview of the Final Exam Project
(Must be completed before you begin the FINAL EXAM PROJECT)

Name:

1. Present your TIMELINE on the Smart Board
2. Point out any specifics…ex: How your titles create your theme, How you used something consecutively throughout your video
3. Discuss the chapters of your project: You must tell a little about each section
4. Describe the section you are going to present
5. After we watch this section, discuss problems or seek ideas for improvement


1. Theme:
a. Specific:
b. Specific:
c. Specific:


2. Chapters

A.
B.
C.


3. Problems/ areas of advice needed:



Proposal:

PROJECT: FINAL EXAM
(DEADLINE: END OF SCHEDULED FINAL EXAM PERIOD)

TITLE:__________________________________

CH. 1 THEME:__________________________________

CH. 2 THEME:__________________________________

CH. 3 THEME:__________________________________

SCHEDULED DAYS:__________________________________

Requirements for Final
Now that the end of the year is drawing near, it is time to complete our final exam project.

You will be assigned a project to work on consecutively.