#FXT2 TASK3 WGU SOFTWARE#

Wtihin the background footage you can change background image, the size of the background image, add a color filter and change a background color. Within the text properties you can change the font, size, weight, line spacing, font color, background color, alignment and text animations. There are sections for text properties and background footage. When creating the video, the program is very straight forward.I renamed the video, picked the video shape, and created the video.On Biteable I created an account following the on-screen instructions and clicked on the вЂcreate new videoвЂ™ button.After looking a couple of different websites I settled on.

After I had my story board I looked for a video making website.

I created slides with what I wanted each picture to be, what text would be with each pictures, and what I wanted to say in the audio.

First I started with a story board on Mircosoft PowerPoint.

I used this app because I knew I needed an audio track for my video and this one was recommended to me by a friend who had to use it for a similar purpose. I, then, used Voice Recorder app on iPhone to record my voice to say what I needed for my video. It, also, seemed very user friendly with clear instructions that you needed no experience to operate it. I chose this website because bitable has many different templates to start with and edit to create a video on your own. Next, I went over to and used their website to create a video.

#FXT2 TASK3 WGU SOFTWARE#

I chose Microsoft PowerPoint because I am very familiar with the software and knew I could create things easily. I used Mircorsoft PowerPoint to create a story board of what I wanted parts of the video to look like and what I wanted to say in my audio. The software I chose for this project was Mircrosoft PowerPoint, Voice Recorder app on iPhone, and Biteable. Also, the audio is clear throughout the video and can be played at different volumes to ensure all students can hear it easily. The pictures, words, and transitions of the video will ensure that the audience stays engaged. Idioms being non-literal are sometimes hard for studetns who do not grow up speaking English and donвЂ™t hear these idioms while growing up. The audience for this lesson is a class of third grade students at a title one school and about 59% of the class are ELL or English Language Learners. After the video the teacher would continue with the lesson and introduce new idioms to the class. This is the root of the review, the video can be paused to let students guess what they think the idoms actually means versus the non-literal meaning. Finally, the video shows 3 pictures of idioms and their literal and non-literal meanings head in the clouds, caught someoneвЂ™s eye, foaming at the mouth. The video continues to a review of what idoms are to remind students of the skill they are learning. The purpose statement is used in my class on our objective board, so students will understand why they are learning this skill and was put in the video so they remember what they are learning. The video starts w9ith the purpose statement. This video would take place at the beginning of instruction to remind students of a few idioms we learned before. This video was created to review certain idioms in a reading lesson. вЂ‹ Purpose, Audience, and Process for Idioms Multimedia TDT1 Task 3

Fxt2 task3 wgu