Curriculum Area (KLA): English Topic: Creating a Story Map and Story Board Year Level: 7 Time: 120 minutes
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
- 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
Small group instruction
- After creating their story maps and having them signed off by the teacher students can start
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
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
- 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.
Whole class instruction
- 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.