Lesson+5+of+10+(storyboarding)

RS2.7 **Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.** ** - ** Talks about different interpretations of written and visual texts - Identifies writer’s viewpoint. - I dentifies simple symbolic meanings and stereotypes in texts and discusses their purpose and meaning - I dentifies symbolic use of music, sound effects and voice style TS2.2 **Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.** - Shares opinions in class and group discussions -Listens and values the opinions of others -Can combine suggestions from various group members to achieve an overall goal. || Students will analyse how storyboards can be used to plan for the integration of multiple modes when creating multimedia videos. They will practice using storyboards to scaffold the development of their own multimedia video as they consider how to integrate visual design, audio tracks and dialogue to tell a story from a specific perspective. || - Storyboard //‘The Stealing of Children’// (Adapted from the feature Rabbit Proof Fence, 2002) - Kahootz storyboard template -Visual grammar cards - White board and markers || Students are broken into 4 groups, each is given the storyboard and told to act out and told to follow the instructions for sound effects, dialogue and movement. Groups are called up one at a time to perform their sequence of scenes. Class discusses how easy the storyboard was to follow and the benefits and disadvantages of using a storyboard when planning for a video. || // Aim: to familiarise students with storyboards and how they can be used as a scaffold for developing multimodal animation. To prepare students for the successful integration of multiple modes in completing their end of unit animation/ assessment task. // || ** Guided analysis: 15 mins ** A large copy of the storyboard is placed on the board. In a brainstorming activity students are asked: What perspective is this story being told from? How do we know? Class suggestions are written on the whiteboard. In threes students are given a card which defines one element of visual design and explains how it can be used to convey meaning. In considering the storyboard students discuss with their partners where an example of this element has been used in the storyboard. Each group takes turns to describe their element to the class and where they think it has been used in the storyboard. With blue-tack groups stick this card on or around the frame they have chosen. |||| **Teacher will… ** Guide class discussion, write student answers on the board
 * Lesson Plan to Scaffold Multimodal Assessment Task: Storyboarding **
 * **Unit Topic: ** British colonisation of Australia  |||||| **Curriculum Link: **  Human Society and Its Environment   || **Yr Level: **  Stage 2 year 4   ||
 * **Lesson Number: ** 5/10 |||||| **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lesson Topic: ** Storyboarding   || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Learning Area(s): ** Learning about reading/writing, talking and listening ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Outcomes and Indicators **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lesson Outcome: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Resources: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lesson Outline ** ||
 * __ Introduction (7 mins): __
 * __ Teaching strategy/Learning __ __Activity:__
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; mso-bidi-font-family: Arial;">Students will …… **
 * Guided analysis: 15 mins **

Guide discussion throughout this activity encouraging students to think analytically about the visual grammar within the frames and how they help us empathise with some characters over others. || Class makes suggestions for the four frames considering angles, shot length, music and dialogue in their story development. |||| ** Guided construction of storyboard: 8mins ** Four frames are drawn on the white board. The teacher asks the students to tell the same story from the perspective of the truck driver. Teacher guides students through the construction of a storyboard. Encourage them to consider angles, shot length, music and dialogue. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial;"> || Students are broken into their predetermined assignment groups, given a blank storyboard and told to come up with a basic plot for their terra nullius animations. They are instructed to choose a perspective to tell it from, and to use angles, shot length, music and dialogue to convey this perspective. As a team each group complete an 8 frame storyboard to be further developed in future lessons. |||| ** Group construction of storyboard: 25mins ** Provide instructions for activity, move throughout groups ensuring that they understand the task. Encourage students to utilise a range of modalities as they go about their task. || Get the class to come back together. A representative from each group is chosen to briefly describe their groups’ story line and ask any questions that have come up. The class collaborate to answer questions, share advice and make positive comments about each groups work. || - ****<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; font-weight: normal; mso-bidi-font-weight: bold;">Students are assessed formatively through teacher observations as they contribute to class discussions, and complete the visual grammar card task. - Observations are based on students developing understanding of the multimodal elements which interact within a storyboard to convey a message. Students’ ability to work as a group, collaborate and share ideas is also monitored throughout the lesson. - Students’ final storyboards can be annotated and assessed in relation to plot, integration of visual grammar, written instructions for sound, animation and dialogue and overall coherence. - As this lesson comes before a series of lessons which delve further into visual and multimodal grammar the storyboard can also be copied and compared to later work to track the progression of students understanding and abilities throughout the unit of work. ** || Groups should be selected by the teacher to ensure that they consist of students with mixed abilities and social coherence. It may be beneficial to group a student with English as an additional language with a class member of the same heritage to aid in group communication. Rules for group work and cooperation should be explicitly outlined prior to, and continually reinforced during, the lesson. Inviting parent helpers into the classroom to assist each group in their storyboarding could free the teacher up to move throughout the room ensuring that students understand what needs to be done. Parent helpers should be briefed on the outcomes of the lesson, class rules for group work and the benefits of group work in empowering students to learn and work collaboratively. || Was timing appropriate for tasks set? Did all students engage in the task? If not why not? Did students understand instructions? (How easily did they begin task? Did they need clarification, further assistance?) How did I handle behaviour issues or communication breakdown in the lesson? Did students achieve set outcomes? How could the lesson be adjusted to further promote the achievement of these outcomes? How hard/easy was the content and how could the learning have been stretched further? What came up that I hadn’t considered? What would I do differently next time? ||
 * ** Guided construction of storyboard: 8mins **
 * ** Group construction of storyboard: 25mins **
 * __ Concluding strategy: __  10 mins
 * __ Concluding strategy: __  10 mins
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Assessment:
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Any special considerations or contingency plans: **
 * ** Self-reflection **