MATATAG K TO 10 CURRICULUM

School: Grade Level: 8

MATATAG Name of Teacher Learning Area: TLE
K to 10 Curriculum Teaching Dates and Time: JULY 28 – AUGUST 1, 2025 (WEEK 7) Quarter: First
Weekly Lesson Log

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. Explain the different stages involved in the production phase;
2. Differentiate between various types of shots;
3. Demonstrate problem-solving skills during unexpected situations on set.
4. Identify the key elements of post-production.
5. Utilize basic editing software functionalities.
6. Integrate the different key elements in editing videos.

D. Content Video Editing

1. Production Phase (Set-up, types of shots, camera angles, camera movement, lighting, sound)
2. Post-Production Phase (Organizing Footage, Music Background, Lower Thirds, Captioning, Effects, Editing
Software)

E. Integration SGD 4: Quality Education

 Digital Creativity

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II. LEARNING RESOURCES

Backstage. (n.d.). Stages of film production: From preproduction to movie marketing. [Magazine
article]. https://www.masterclass.com/articles/understanding-the-stages-of-film-production
Chambers, J. (2019, March 18). Understanding 16 types of camera shots and angles (with GIFs!). Boords Blog. Medium.
https://boords.com/create/camera-moves
Cinemagic Blog. (n.d.). The 5 Stages of Production [Blog post]. Cinemagic. https://www.cined.com/5-stages-of-film-production/
Filming 101: Types of camera shots and angles. (n.d.). PolarPro® | Innovative Gear for Content Creators.
https://www.polarpro.com/blogs/polarpro/filmmaking-101-types-of-camera-shots-and-angles
FXhome Blog. (2022, September 29). Film making production process: Step-by-step. [Blog post]. https://fxhome.com/blog/how-to-make-
a- movie-right-now
McGregor, L. (2022, November 30). The filmmaker's guide to the establishing shot.
PremiumBeat.https://www.premiumbeat.com/blog/filmmakers-guide-establishing-shot/
Smith, J. (2023). 3 Stages of Video Production Process.https://www.proglobalbusinesssolutions.com/wp-content/uploads/2023/11/3-Stages-
of-Video-Production-Process.pdf
StudioBinder. (2022, October 26). Film lighting: The ultimate guide for filmmakers [Blog post].https://www.studiobinder.com/blog/film-
lighting/
StudioBinder. (n.d.). The ultimate guide to camera shots.https://www.studiobinder.com/blog/ultimate-guide-to-camera-shots/
Wilson, H. (n.d.). Location scouting: The tricks of the trade. Videomaker. https://www.videomaker.com/article/f5/7060-location-scouting-
the- tricks-of-the-trade/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1 The teacher will facilitate

Prior 1. Short Review the review: possible
Knowledge The teacher will ask a general question such that: answers:
● All right class, can anyone make a recap of the previous lesson? (Wait for  Scriptwriting - write the
students’ responses) story and dialogue.
● Make follow-up questions through a quick memory game, the teacher will say a  Shot Listing - plan
term, and the students will answer in chorus what happens in pre-production exactly what shots
elements. we need to film.
○ Scriptwriting (wait for student responses)  Talent Scouting - find
○ Shot Listing (wait for student responses) the perfect actors for
○ Talent Scouting (wait for student responses) our characters

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○ Securing Equipment (wait for student responses)  Securing Equipment -

make sure we have all
● Great job with the pre-production! Now that we have our script and shot list, the cameras, lights and
it’s time to bring our plan to life! sound equipment ready

2. Feedback (Optional)
Collect feedback from learners about their pre-production
experience. Identify common challenges and successes to build on in
this lesson.
B. Establishing 1. Lesson Purpose
Lesson In the Production Phase, the students will film all the scenes as planned in pre-
Purpose production. The class must work together to set-up the shots, direct the actors, and
capture all the footage needed. It’s like putting all the puzzle pieces together.

2. Unlocking Content Area Vocabulary

 Production is the phase where the actual shooting and recording happens. This is
where the story comes alive on screen, one scene at a time.
 Post-production is the final stage where all the raw footage, sound recordings,
and creative elements come together to be transformed into the polished film. The
phase where a film is really made.
 Setup refers to the arranging the equipment and environment for filming.
 Types of Shots refers to the different framing techniques used in filming
(e.g., close-up, medium shot, long shot).
 Camera Angles refers to the position of the camera in relation to the subject
(e.g., high angle, low angle, eye level).
 Camera Movement refers to the motion of the camera during a shot (e.g., pan,
tilt, zoom, dolly).

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C. Developing and SUB-TOPIC 1: PRODUCTION PHASE (Production Set-up, Types of Shots,

Deepening Camera Angles, Camera Movements, Lighting, and Sound)
Understanding
1. Explicitation
Production Phase Explain the importance of a
The production phase in filmmaking is the thrilling stage where your meticulously proper setup in video
planned script and pre-production efforts transform into raw footage. The Production production.

stage also known as principal photography is when all the actual shooting and recording Discuss the different types
happens. This is where the story comes alive on screen, one screen at a time. It is the of shots and their purposes
most exciting part of the filmmaking process. This is when the cameras roll and the in storytelling.
footage is captured. Show examples of various
shots and explain how they
contribute to the narrative.

Figure 1. The
Production Process
Illustration

Key Elements During Production Phase

1. Proper setup involves preparing the shooting environment, actors, props,
and equipment before filming begins. This ensures a smooth workflow and
minimizes disruptions during filming. The teacher facilitates the
2. Type of Camera Shots refers to how much of the subject is framed within the discussion and may access
camera. Camera shots determine how much of the environment surrounding the the video presentation of
subject is included in the shot. Different shot sizes convey different emotions and each item discussed in the
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information. topic to better visualize.

3. Camera Angles refer to the position of the camera in relation to the subject. Use this link to access video
Camera Shots and Camera Angle are two distinct tools that filmmakers use to explanations:
create a visual interest and convey meaning in their films. Camera Shots determine https://www.studiobinder.c
how much of the subject and their environment is visible while Camera Angles om/blog/different-types-of-
influence the viewer’s perspective and perception of the scene. camera-movements-in-
4. Camera Movement. Understanding the effects of the different types of film/#camera-movements-
camera movements in film is essential for every filmmaker to understand. It static-shot-definition
not only

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makes them better cinematographer or directors, but better storytellers. Using the
right movement that best serves your story will help you make each shot as
effective as possible.
5. Lighting. Not all types of lighting are created equally. Light comes in a wide variety
of forms, packages and sources. All types of lighting fall under one of two
categories: natural and artificial.
6. Sound effects were used as comic relief or to signify an action happening off-
screen. Sound design has become a powerful tool. Sound plays a big role as the
visual elements in film. It is a tool to immerse the audience in cinematic experience
or bring a fantastical creature to life or ramp up the tension in a scene. Sound
effects can impact an audience's emotions just as powerful as an actor’s
performance, a beautiful shot, or a dramatic scene.

To discuss more in detail about the different key elements during Production Phase, the
teacher will download this file through this link.
https://docs.google.com/document/d/1zSmdDhRddJxc1PqL03IjHgeGyZBxQZ8Fo_QqIw1
Uscg/edit?usp=sharing

DAY 2
2. Worked Example
With the guidance of the teacher, the students will perform this activity.

Title: Mastering Scene Setup and Filming Techniques

Objective: To practice setting up equipment and capturing different types of shots. To
practice using different camera angles, movements, lighting setups, and sound recording
techniques.
1. Scenario Provision: Provide a brief scene description for learners to film, including
the context and key actions to be captured.
2. Setup: Guide learners through setting up the camera, tripod, and other necessary
equipment such as microphones and lights.
3. Ensure that each group understands the proper setup to achieve high-quality
footage and sound.
4. Demonstrate how to capture different types of shots, including close-up, medium
shot, and long shot.
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5. Explain the purpose of each shot type in storytelling.

6. Have learners practice capturing these shots, ensuring they understand framing
and composition.
7. Demonstrate various camera angles such as high angle, low angle, and eye level.
8. Show different camera movements including pan, tilt, zoom, and dolly.
9. Explain how these angles and movements can influence the viewer's
perception and add dynamism to the scene.
10. Have learners practice using these angles and movements in their filming.
11. Demonstrate different lighting setups, including three-point lighting and natural
lighting.
12. Explain the importance of lighting in enhancing the visual quality and mood of the
scene.
13. Have learners practice setting up lights for their scene, experimenting with
different lighting techniques.
14. Demonstrate the use of different microphones such as lavaliere, shotgun, and
handheld.
15. Explain the importance of clear and high-quality sound in video production.
16. Have learners practice recording sound using different microphones, ensuring
they understand proper microphone placement and settings.

3. Lesson Activity
 Refer to Activity No. 1: Creating a Short Film

DAY 3
SUB-TOPIC 1: Post-Production Phase (Storage, Picture Editing, Sound
Editing, Scoring, Sound Mixing, Visual Effects, Color Grading, Titles and
Credits, Distribution, and Trailer)

1.
Explicitation
Post-
Production
There are so many people or talents involved in Post-Production, and trusting each

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other matters more in “post” than any other time in the filmmaking process. Post-
production is the final step. Post-production involves EDITING. In Post-production, all
tasks associated with cutting raw footage, assembling that footage, adding music,
dubbing, sound effects, are just some of the many works. Post-production process is
highly collaborative, across a few months to even a year, depending on the size and need
of the project.

This is the Post-Production Workflow:

1. Provide reliable storage. Make sure you have reliable storage to house all the
footage you spent hours shooting.
2. Picture editing. The most important of all - picture editing. The first draft of the
film is called “Rough Cut”, and the final version will be called the “Answer
Print”, and when the maker is happy with the visuals, they then “Lock the
Picture”. Then the sound editing can begin.
3. Sound editing. Once the picture is locked, it is time for sound editing.
Assembling the audio tracks of your film, cutting dialogue tracks, removing
unwanted noise and even enhancing your movie with sound effects.
4. Secure music or scoring. It is working with the composer to have an original
soundtrack for your film rather than the headache of licensing other people’s
music. Some would hire a musician to create an original score.
5. Sound mixing. Now that you have your music, sound effects, and re-recorded
dialogue, it is time to start layering each track on top of each other - mixing.
Sound mixers will adjust all of the volume levels, eliminate anything too
distracting, basically making sure everything sounds just right.
6. Visual effects or Adding VFX. Visual effects may be achieved through using
computer-generated imagery or CGI, to create visuals impossible to capture on
set. Example, it is too dangerous to film an explosion in real life so a CGI can do
the work.
7. Color correction or color grading. It may be done before the VFX but
sometimes it is done after. As long as the picture is locked, a colorist can go in
and digitally alter the shots. They lighten frames to adjust hues for continuity as
well as to reflect the scene tone.
8. Titles, credits, and graphics. Editors can create title cards, credits and any
graphics necessary and add them in the film.

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9. Gather distribution materials. Distribution stage is where your film shall be

distributed by advertising your film, campaign image or poster, and many
others.
10. Make a trailer. A trailer can be one-to-two minutes.

2. Worked Example
Title: Comprehensive Video Production and Editing
Objective: To practice organizing video files and performing basic picture and sound
editing and practice scoring, sound mixing, adding visual effects, color grading, creating
titles and credits, and making a trailer.

Guided Practice
1. Show how to properly store and organize video files using a systematic
folder structure.
2. Explain the importance of naming conventions and metadata for easy retrieval.
3. Have learners practice organizing their footage into folders, ensuring they
understand the importance of file management.
4. Demonstrate basic picture editing techniques using video editing software
(e.g., Adobe Premiere Pro, Final Cut Pro, DaVinci Resolve).
5. Show how to select and arrange shots to create a coherent short narrative.
6. Have learners practice selecting and arranging their shots, focusing on
continuity and storytelling.
7. Demonstrate basic sound editing techniques using audio editing software (e.g.,
Audacity, Adobe Audition).
8. Show how to clean up audio, adjust levels, and synchronize sound with video.
9. Have learners practice editing their audio tracks, ensuring clarity and
synchronization with the visual content.
10. Show how to add music to a video and mix different audio tracks to create a
balanced soundscape.
11. Have learners practice scoring their edited sequence with appropriate music
and mixing the sound to achieve a professional quality.
12. Demonstrate how to add visual effects and perform color grading using video
editing software.

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13. Explain the impact of visual effects and color grading on the mood and tone of
the video.
14. Have learners practice adding visual effects and grading colors to enhance
their edited sequence.
15. Show how to add titles and credits to a video, including choosing fonts,
animations, and placement.
16. Have learners practice adding titles and credits to their edited
sequence, ensuring readability and aesthetic consistency.
17. Demonstrate how to create a short trailer that highlights key elements of the
full video.
18. Explain the importance of pacing, music, and visual highlights in trailer
creation.
19. Have learners practice creating a trailer for their video, focusing on
engaging and enticing the audience.

DAY 4
3. Lesson Activity
 Refer to Activity No. 2: Video Editing and Finalization

D. Making 1. Learners’ Takeaways

Generalizations The student takeaways may vary but here is desired:
● Students will have a well-rounded understanding of the VIDEO EDITING taking
into consideration the three important phases of filming, the pre-production
phase, production phase, and the post-production phase. The students will
appreciate collaborative art form, and realize the need for technical skills in
VIDEO EDITING.

2. Reflection on Learning
The teacher may ask any or all of the following questions to elicit reflection on
learning:
1. Think about the problem-solving aspects of video editing. How did you approach
challenges like shaky footage, uneven audio levels, or fitting everything into a
specific timeframe?

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2. Reflect on the new skills and knowledge you gained through learning video
editing. How can you apply these skills in other areas like creating presentations
or social media content?
3. How will you use what you learned about video editing in the future?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning 1. Why is the production phase considered as the most exciting stage of
filmmaking?
Answers may vary but here is desired:
● Because it is where the script and planning come to life. It is the stage
where the filming actually happens and the actors bring the story to life
visually.
2. What is the primary function of the editing process in post-production?
● The editing process assembles the footage from filming into a cohesive
sequence, adding transitions, sound effects, and music to tell the story in
the most impactful way.
3. Explain the importance of sound design in filmmaking and how it contributes to
the overall experience.
● Sound design is all the sounds you hear in a movie, including sound
effects, music and dialogue. It helps a sense of realism, immerse the
viewer in the story, and build emotions.

2. Homework (Optional)

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B. Teacher’s Note observations The teacher may take note

Remarks on any of the Effective Practices Problems Encountered of some observations
following areas: related to the effective
practices and problems
strategies explored encountered after utilizing
the different strategies,
materials used, learner
materials used

learner engagement/ engagement and other

interaction related stuff.

Teachers may also suggest

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

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

Prepared by:
RAQUEL P. MARIBAO
Teacher Checked by:
JOEL M. URSONAL
Principal- II

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