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  • Instructional Video Design

    Instructional Video Design, an individual or team event, recognizes participants who demonstrate their knowledge, skills, and abilities to research, plan, and create an instructional video to deliver content as part of a lesson or unit of instruction.

    Preliminary Round: Participants must prepare an instructional video and project components.

    National Leadership Conference: Fifteen (15) entries will be invited to present their instructional video, project components, and an oral presentation, at the National Leadership Conference. Only entries with scores of 70 or above will be eligible for National Leadership Conference consideration.

    EVENT LEVELS

    Level 1: through grade 8 Level 2: grades 9-10 Level 3: grades 11–12

    See page 83 for more information on event levels.

    ELIGIBILITY & GENERAL INFORMATION 1. Review “Eligibility and General Rules for All Levels of

    Competition” on page 85 prior to event planning and preparation.

    2. Chapters with multiple entries in this event must submit different projects for each entry. All projects must be developed and completed during a one-year span beginning July 1 and ending June 30 of the school year before the National Leadership Conference, and must be the work of the participant(s) only.

    3. National Leadership Conference participants will view the online orientation video found on the official FCCLA YouTube channel, available in early June. Each entry must complete and submit the required form to the event room consultant at the time of competition. Only one form per entry is required. Contact State Advisers for orientation procedures for competitions prior to National Leadership Conference.

    4. The use of inappropriate music, graphics, or text will automatically disqualify the entry. Inappropriate materials are those that are obscene, profane, or explicit.

    5. The use of copyrighted music, photographs, or graphics in the digital video may disqualify the entry. Music, photographs, text, trademarks, or names that are used in the project must be properly cited and documented. Only original items or items licensed for reuse are allowed. Most popular/commercial music is copyrighted and its use strictly limited. Participants are encouraged to use music with the appropriate license for reuse and publication on the Internet. Copyright laws must be followed.

    6. Participants must follow state or district rules/guidelines for student privacy and use of photographs or student work when published online.

    GENERAL INFORMATION Number of

    Participants per Entry

    Prepare Ahead of Time

    Equipment Provided

    Competition Dress Code

    Participant Set Up /

    Prep Time

    Room Consultant & Evaluator Review Time

    Maximum Oral Presentation

    Time

    Evaluation Interview

    Time

    Total Event Time

    1-3 Instructional Video, Project Components,

    Oral Presentation

    (NLC)

    Table – yes Laptop, Internet

    Connection, Electrical

    Access - yes

    Official dress - or-

    Professional dress

    appropriate to event

    5 minutes 1-minute warning at 4

    minutes; stopped at 5

    minutes

    5 minutes 25 minutes

    PRESENTATION ELEMENTS ALLOWED

    Audio Costumes Easel(s) File Folder Flip Chart(s) Portfolio Props/

    Pointers Skits Presentation Equipment Visuals

    * * *

    * As a backup, participants may bring their digital story files on a USB drive. No additional Audio, Presentation Equipment, or Visuals other than the presentation of the digital story are allowed.

  • NEW JERSEY LEARNING STANDARDS NJSLSA.L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    NJSLSA.SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

    NJSLSA.SL6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

    NJSLSA.L6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

    NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

    SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers, building on others’ ideas and expressing their own clearly and persuasively.

    SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

    SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.

    RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

    RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

    WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

    WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

    9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

    9.2.12.C.3 Identify transferable career skills and design alternate career plans.

    9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.

    CAREER READY PRACTICES ✓ Act as a responsible and contributing citizen and employee. ✓ Apply appropriate academic and technical skills ✓ Communicate clearly and effectively with reason ✓ Consider the environmental, social and economic impacts of a decision. ✓ Demonstrate creativity and innovation. ✓ Employ valid and reliable research strategies. ✓ Utilize critical thinking to make sense of problems and persevere in solving them. ✓ Model integrity, ethical leadership and effective management. ✓ Use technology to enhance productivity. ✓ Work productively in teams while using cultural global competencies.

    NATIONAL STANDARDS FOR FAMILY AND CONSUMER SCIENCES 1.2.3 Apply communication skills in school, community and workplace settings. 1.2.4 Demonstrate teamwork skills in school, community and workplace settings. 1.2.6 Demonstrate leadership skills and abilities in school, workplace and community settings 1.3.2 Demonstrate skills that individuals and families can utilize to support civic engagement in community activities. 2.1.1 Apply time management, organizational, and process skills to prioritize tasks and achieve goals. 2.1.2 Analyze how individuals and families make choices to satisfy needs and wants. 2.4.3 Access the use of technology and its effects on quality of life. 13.6.4 Demonstrate ethical behavior in family, workplace, and community settings.

    http://www.corestandards.org/ELA-Literacy/RST/11-12/7/ http://www.corestandards.org/ELA-Literacy/RST/11-12/9/

  • INSTRUCTIONAL VIDEO DESIGN

    Procedures and Time Requirements: Preliminary Round – Projects Due February 1

    Participants create an instructional video as part of a lesson or unit of instruction. The course or topic may be of the stud ent’s choosing, but must meet local school district standards for appropriateness and be approved by the FCCLA chapter adviser. 5 minutes The total running time of the instructional video must be no longer than five (5) minutes in length, to include the

    title and credits. Projects must be posted on the school/chapter website. Posted components include: instructional video(s) with copyright notic e, video worksheet, project identification page, project summary, and FCCLA Planning Process summary page. The video(s) must be embedded on the website and a link provided to the original source (such as YouTube, Vimeo, etc.). The other required project components must be able to be opened in Microsoft Word or in PDF format.

    Entry Submission for Preliminary Round Competition

    Preliminary Round entries will be submitted no later than 5:00 p.m. EST, February 1 in the FCCLA Portal. An entry fee will be required. Projects mus