LESSON PLAN (Frank Deans-Costi)

Learning Area: Visual Arts, English Year Level: Year 6/7

Date:
Unit Topic: Storyboard exercise
Achievement standard/Performance Standard:
The intention of this exercise is for students to formulate an understanding of a storyboard, as well as
placing their understanding of visual literacy into practice. Students will attempt to create a visual
story, in the form of a narrative arc storyboard. The objectives of this lesson are for students to put
their story telling and drawing skills into a presentable format. The emphasis of this lesson (series of
lessons) is producing work that is of a presentable standard.
Connections with Cross Curriculum Priorities and General Capabilities if using AC:

Interpreting, analysing, evaluating (cross curriculum)

Creating texts (cross curriculum)
Recognise and analyse the ways that characterisation, events and settings are combined in
narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
Understand how texts vary in purpose, structure and topic as well as the degree of formality
(ACELA1504)
Understand how accents, styles of speech and idioms express and create personal and social
identities (ACELA1529)
Understand how authors often innovate on text structures and play with language features to
achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
(ACELT1614)
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and
rotational symmetries (ACMMG114)
Develop and apply techniques and processes when making their artworks (ACAVAM115)
Develop ways to enhance their intentions as artists through exploration of how artists use
materials, techniques, technologies and processes (ACAVAM119)

LESSON OUTLINE:
We will revisit previously attempted narrative arc activities. We will formulate the key principles we
have to consider when creating
As well, we will revisit previously attempted activities relating to directorial framing. Also, we will
discuss ways to draw meaning from images. Students will then receive ample opportunity to explore
the storyboard program, and time to create their own storyboard. Students will have to construct their
own story in the form of a storyboard. The lesson will conclude by discussing, as a class, any
difficulties or solutions students discovered while creating their own storyboard.
LESSON INSTRUCTION:
After students have had tie to explore the storyboard program, students will be instructed to design
their own storyboard. Instructions for their own storyboard include the following: Use a narrative
arc/plot diagram as a guide to create your own storyboard. Your storyboard will include 6 slides. Your
storyboard will have to tell a clear story, with a beginning, middle, and end.
ASSESSMENT:
Students will receive a grade out of 6. Students will be assessed on how clear their story is, which
includes a beginning, middle, and end. Students will be assessed on the images they choose. Images
will have to match their story and images will have to be placed in appropriate order. Students will be
assessed on how well they develop their protagonist (main character). Students will be assessed on
how well their story matches a narrative arc.
Teaching strategies:
Time Allocated: 5hrs (6 lessons)
Resources Needed: Laptops, Powerpoint, electronic whiteboard,

Activity:
Instructions for your own storyboard include the following: Use a narrative arc/plot diagram as a
guide to create your own storyboard. Your storyboard will include 6 slides. Your storyboard will have
to tell a clear story, with a beginning, middle, and end.
Assessment:
Students will receive a grade out of 6. Students will be assessed on how clear their story is, which
includes a beginning, middle, and end. Students will be assessed on the images they choose. Images
will have to match their story and images will have to be placed in appropriate order. Students will be
assessed on how well they develop their protagonist (main character). Students will be assessed on
how well their story matches a narrative arc

STAGE 2: ASSESSMENT
Rubric marking scheme: For final storyboard exercise
Your storyboard will be graded out of 16. Your storyboard will be assessed on the following:
1) Writing will be graded on spelling, grammar, and punctuation. This includes correct
spelling, correct use of capitals, correct use of full stops and commas, and correct
demonstration of direct and indirect speech. (Grade out of 2)
2) Your narratives will be graded on a clear demonstration of a beginning, middle, and
end. The narratives will be graded on how clearly locations and events are
represented. (Grade out of 3)
3) Your narratives will also be graded on how strongly your protagonist (main character)
is developed. Your protagonist will be graded on how well their personality and
physical characteristics are detailed. (Grade out of 3)
4) Your storyboards will be graded on how clearly your narrative has a purpose, and how
clearly your protagonist has a purpose. (Grade out of 3)
5) Storyboards will be graded on your sketches. Sketches should be accurate in scale,
should be neat, and should be clear to the viewer what is being displayed. Each frame
should clearly link with one another. (Grade out of 3)
6) Storyboards will also be graded on presentation. Storyboards should be legible,
should be neat, and should be properly cared for. (Grade out of 2)

CATEGORY

Content

All content is in
the students own
words and is
accurate.

Almost all
content is in the
students' own
words and is
accurate.

At least half of
the content is in
the students\'
own words and is
accurate.

Less than half of

the content is in
the students' own
words and/or is
accurate.

Clarity and
Neatness

Storyboard is
easy to read and
all elements are
so clearly
written, labelled,
or drawn that
another student
could create the
presentation if
necessary.

Storyboard is
easy to read and
most elements
are clearly
written, labelled,
or drawn.
Another person
might be able to
create the
presentation after
asking one or
two questions.

Storyboard is
hard to read with
rough drawings
and labels. It
would be hard
for another
person to create
this presentation
without asking
lots of questions.

Storyboard is
hard to read and
one cannot tell
what goes where.
It would be
impossible for
another person to
create this
presentation
without asking
lots of questions.

Required
Elements

Storyboard
included all
required
elements as well
as a few
additional
elements.

Storyboard
included all
required
elements and one
additional
element.

Storyboard
included all
required
elements.

One or more
required
elements was
missing from the
storyboard.

Spelling &
Grammar

No spelling or
grammatical
mistakes on a
storyboard with
lots of text.

No spelling or
grammatical
mistakes on a
storyboard with
little text.

One spelling or
grammatical
error on the
storyboard.

Several spelling
and/or
grammatical
errors on the
storyboard.