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Curriculum Area (KLA): English Topic: Creating a Story Map and Story Board Year Level: 7 Time: 120 minutes ESSENTIAL LEARNINGS: Ways of working Students are able to: - Identify main ideas and the sequence of events, make inferences and draw conclusions based on their understanding of the reliability of ideas and information across texts. - Construct non-literary texts by planning and organising subject matter according to specific text structure and referring to other texts. - Reflect on learning, apply new understandings and justify future applications. Knowledge and Understanding Speaking and Listening: - Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. 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. Literary and Non-literary Texts: - Non-literary texts analyse, inform, argue and persuade. - Non-literary texts can conclude with recommendations, restating the main arguments or summarising a position. OBJECTIVES: CONTEXT/PRIOR KNOWLEDGE: - Students will gain an understanding of how to use graphic organisers to record information - Students have prior knowledge of the about the nature and sequence of shots in a moving image production. terms used in film. - Students will be able to utilize technology to create a digital story board outlining the shots - Students have analysed multimedia for their documentary. texts focusing on techniques used to - Students will be able to present their digital story board to their peers, communicating and position the viewer. reasoning their ideas. - Students have prior knowledge of - Students will provide feedback to other students. using story maps and story boards. - Students have a sound background of using Movie Maker. TEACHING/LEARNING EXPERIENCES CLASSROOM MANAGEMENT: ORIENTATION: - Whole class instruction is utilized to Whole class instruction to small group instruction ensure all students receive the same 30 minutes information and also to aid the - The teacher revises with the class how to utilize a story map. teacher in effective behaviour - He/she draws a template on the whiteboard and a makes up a title for the story. management practice. ORIENTATION (continued): - Classroom abilities have been mixed - Students raise their hands to provide input as to what information should be included and across the six groups. The following where it should go. The teacher prompts/scaffolds students asking questions such as: “Do illustration (below) explains: you think this should be included?”, “What about...”, etc. - The teacher explains that students will be creating their own story map for their “School Conservation” Documentary. - Students move into their same assigned group of four peers that they will be working with for the culminating activity. - Each group has a different conservation issue to make people aware of within their school. = Students working above grade 7 level These six topics include: pollution/toxins, waste, electricity, water, recycling and carbon footprint. = Students working at grade 7 level - Groups are given an A3 story map template to complete (see an example of story map = Students working below grade 7 level template that could be utilized below). - Students must work together to discuss the theme, plot, point of view, setting, characters, - The teacher will be walking around problem and solution of their 4-5 minute story. monitoring students work. - Students’ finished story maps are signed off by the teacher before commencing further - Negative consequences are enforced work on the culminating activity. for any student(s) acting inappropriately. ENHANCING: Small group instruction 60 minutes RESOURCES/MATERIALS: - After creating their story maps and having them signed off by the teacher students can start - IWB to create their story board. - A3 story map template - Students work in their groups to create a story board for their short documentary. - A3 blank paper or Butcher’s paper - Students’ story board templates should consist of boxes for illustration and lines underneath - Markers to add comments (example of a story board template below). - Class computers - Students will draw and write information about the nature and sequence of shots they want - StoryBoard Pro Software: to achieve through their moving image production. - Students are to keep in mind the camera angles and shot sizes they want to use for each box or scene and write this information below their image. - Once students have finished their rough draft they can use the computers to create their good draft. Storyboard software such as StoryBoard Pro Software is used to create their good copy. - There is an easy online tutorial for students to watch and help them to use the software, although it is very user friendly regardless. - The StoryBoard Pro Software allows students to: Enter shot titles and descriptions, complete with planned lengths and edited order. Indicate shot types. Enter film tips for when videotaping the shot and editing tips to be used when editing in Movie Maker. Import existing video clips, still pictures, and sounds to better illustrate each shot. Create, save, and import templates for video projects. Print copies of their storyboard for use while filming or editing. Print blank storyboard worksheets for brainstorming new ideas. SYNTHESIS: Whole class instruction 30 minutes - Sharing time: Students present their digital storyboards to the class using the IWB (for groups that are not completely finished they can show what they have done so far). - Teacher and peers provide positive and constructive feedback. FORMATIVE ASSESSMENT STRATEGIES: EXTENSION OPPERTUNITIES: - Observation: The teacher monitors students by walking around the classroom as they - Students are strategically grouped create their story maps and story boards. with other students of mixed ability. - Anecdotal records: The teacher can make notes when observing students. This is a good extension opportunity - Oral questioning: The teacher questions students and gauges what they know from the for students who are demonstrating answers given. competencies above grade 7 level to - Debriefing and feedback: Reflecting on learning experiences, class discussion and peer-to- mentor and teach others in their peer feedback. group. - This learning experience allows groups to work at their own pace creating their story maps and story boards. Students who need extension can learn how to enhance their digital story board though the tutorials and keep adding to it.
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