Detailed Lesson Plan 4

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					CULMINATING PRODUCT – Short Film LESSON# 4: Narrative Structures, Script Writing, and the Storyboard Learning Expectations/ Rationale: This lesson provides students with knowledge of the six narratives structures attributed to storyboards, the elements of storyboarding, the method of script writing, and formative practice in bringing this knowledge and understanding together in their own storyboard for a short film. Curriculum Expectations: 3.1 Students will describe the topic, purpose, and audience for a short film storyboard and script. They will identify significant challenges they may face in achieving their purpose. Students will identify a variety of codes and conventions of film that they plan to use and explain how these communicate specific aspects of their intended meaning. Students will produce a storyboard and script for a short film with a target audience using appropriate codes, and conventions.



Resources Needed (What do I need to do ahead of time?)  copies of Lesson 4 Handout 1 : What is a Storyboard?  copies of Lesson 4 Chart 1 : Planning the Narrative Structure of a Storyboard  copies of Lesson 4 Handout 2 : The Six Narrative Structures of Storyboard Writing  copies of Lesson 4 Handout 3 : Elements of the Storyboard Frame  Lesson 4 Rubric 1  computer/ projector where available Procedure: (estimated 3 x 75 minutes) (45 minutes preparatory Teacher instruction/ 105 minutes of group work/ 75 minutes oral presentations) a) Motivator : Whole class discussion Ask students how many have had experience with storyboards to check for the level of instruction needed. (Some students will have had experience with storyboarding in other courses. These students can share their knowledge with the rest of the class and where appropriate can be considered “subject experts”.) (5 minutes) b) Teacher Instruction:

Where students require explanation, teachers can provide copies of the British Film Institute’s lesson (Lesson 4 Handout 1) “What is a storyboard?” Where a computer/ projector is available, consider projecting the lesson and reviewing the material as a whole group. (15 minutes) c) Student Activity: Film Crews (estimated 1-2 classes for completion) (estimated 45 minutes in teaching/preparation for group work) Tell students to move into groups of 3 or 4 and that they are now part of a Film Crew. Before they begin working with their film crew, they need to brainstorm some of the roles and tasks involved in preparing to make a short film that represents an idea from the novel being studied. i) ii) Before shooting of a film begins, what needs to be done? Before shooting of a film begins, who is involved?

Answers should include: What needs to be done: Need a story Need money Someone to oversee the film Someone to plan the film Decide who will act in the film Where it will take place (location) Decide who will film

Who is involved: Writer of script/screeplay Producer Director Storyboard Artist Casting Director Set Director Camera person

Discuss their responses as a whole class, and tell the students that they are going to plan a short film with their Film Crew and present their ideas to the class. Following the presentations, the whole class will vote on “Award Winners” (the types of awards can be decided upon by the class). Students should decide which of the following roles they will fulfill, but each member of the group should contribute to all tasks. Roles and Responsibilities of the Crew Members: 1. Script/Screenplay writer(s) – writes the narrative using one of the six narrative structures. 2. Storyboard Artist(s) – completes the inner panel of the storyboard with a graphic 3. Camera Person – completes the storyboard with all technical and symbolic codes Tell students to brainstorm topics from the novel currently being studied. Ask them to consider how these ideas could be made into short films. (30 minutes) Teacher Instruction:

Distribute copies of Lesson 4 Handout 2 – The Six Narrative Structures of Storyboard Writing. Review the material with students and advise them that they need to select one of the six structures for their storyboard. To check for understanding of the Six Structures, assign each Film Crew a structure and ask them to provide an example of a story that would follow this structure. Then discuss as a whole class. This forms the basis of the script that is written at the base of the storyboard frame. The script should be brief and concise with clear statements about the narrative. Distribute copies of Lesson 4 Handout 3 – Elements of a Storyboard Frame and discuss. To check for understanding, have students review their notes on Codes and Conventions and ask how they would complete the Storyboard frame. Consider drawing a large frame on the board or chart paper to show students how to complete the storyboard frame as this frame differs from the example provided in Handout 1. (15 minutes) Have students review their brainstormed ideas for a short film, select a topic and begin brainstorming ideas for a story. Distribute copies of Lesson 4 Chart 1, Planning the Narrative Structure of a Storyboard. Ask students to complete the chart in pencil so they can make changes as their ideas develop. When they have a rough outline for the story, ask the Film Crew to review the outline with the teacher, and obtain more copies of storyboard frames. At this point, establish a time frame for students to complete the storyboard (usually one full class), and remind them they must work quickly avoiding complicated plot lines and extensive use of the storyboard. They should be able to present the narrative in 5 to 7 storyboard frames. Since this is a large assignment with many components that involves creativity, students can lose focus on the purpose task. While groups are working, remind the whole class of the purpose of the text they are creating – to represent an idea from the novel in a short film (5-7 storyboard frames). Formative Assessment: (estimated 75 minutes for presentations) Before students present, distribute copies of Lesson 4 Rubric 1 - Film Crew Assessment Rubric for a Short Film. Complete Peer and/or Teacher Assessment using Lesson 4 Rubric 1 and provide the students with feedback in preparation for the Culminating Project – Short Film Storyboard.

Resources and Links: Barr, R., Pearson, D., Handbook of Reading Research

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