Lesson Plan: Storyboards First Proposal (2 of 3)

Last updated: January 24, 2013

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Technology Level: Tech Enhanced

This lesson is part two of the Storyboards Mini Unit

Audience: Ages 14-18

Storyboards mini unit lesson plan by the RSPCA

Duration: 70 minutes

Objective:

In pairs, students will complete a ‘proposal’ for AHA! (an animal welfare group in America) using a storyboard. They will then ‘pitch’ this concept to the class (as though their peers are representatives from AHA!).

Prior knowledge

Lesson 1 of this Mini Unit: Storyboards

Materials:

  1. Access to the Internet for students. Maximum two students per computer.
  2. Drawing pencils
  3. Paper

Resources

  1. Lesson Plan
  2. Resource 2: Storyboard: Proposal to AHA!

Today’s Lesson, Lesson 2, is called ‘Part 2′.

Accessing the resource online will save you time and money (photocopying) as well as the environment!

Procedure:

Lesson Procedure
Topic Notes
1.Introduction (5 mins)  
1.1 Homework(5 mins)

1.1 Quiz students on homework from lesson 1. Suggested questions could include:

  • How did your sketches of the various camera shots go?
  • Did your subject look quite different in each shot?
  • Were any of them more powerful than the others?
  • Which did you find to be the most effective and why?
2. Body(60 mins)

 

2.1 Group work: create a proposal(40 mins)

2.1 In pairs, students are to develop a suitable storyboard pitch for AHA! Using the blank storyboard (Resource 2) they can sketch out screen shots utilising Camera Shots, suggesting Camera Angles and Movements to engage and inspire their audience.

2.2 The ‘Pitch’(10 mins)

2.2 In their pairs, students ‘pitch’ their storyboard as though the class is the AHA! producer. They will need to be able to explain the kinds of camera movements and shots to the group and explain how these will help get their message across to the audience.

2.6 Feedback(10 mins)

2.6 Teacher to give feedback.

3. Conclusion (25 mins)

 

3. Class Discussion(5 mins)

3.1 Comments and suggestions.

Students discuss why they they liked some storyboards better than others. Which were the most effective and why? Which would they choose if they were AHA!?

Curriculum Links

Curriculum Links for this lesson
Key Learning area Curriculum link
English – Essential Learnings by the end of Year 9
English

Speaking and Listening

The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

Nonverbal elements, including body language, facial expressions,gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

Reading and Viewing

Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

Writing and Designing

Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting.

Language Elements

Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience

Suggested Homework Activities

Review last lesson’s notes on Types of Camera Shots, Angles, and Movement so that students are ready for lesson number 3.

Suggested Extension Activities

Film and television students could actually shoot their storyboard and create a final music video.

References

Adler, Rebecca, Alliance for Humane Action (AHA!), www.ahaworks.org.au, November 2008.

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