Lesson+7+of+10

Lesson 7 of 10   =DESIGNING STORYBOARDS =

PHS2.12 Discusses the factors influencing personal health choices. TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. 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. TS2.4 Identifies common organizational patterns and some characteristic language features of a few types of predictable spoken texts RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types. WS2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used. || Students have previously discussed the health effects of smoking and have studied a variety of advertisements to provide inspiration for the creation of their own advertisements, taking into account the key features that make for a memorable campaign. || - Gives sustained information reports on generalised, researched topics - Works collaboratively in constructing a storyboard, taking into account the content and a variety of viewpoints - Justifies a point of view with supporting evidence - Discusses and reflects upon a variety of responses and views - Recognises the main organisational structures of spoken text types studied. Eg. recount, information report, procedure, discussion and narrative <span style="color: black; font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Recognises the structure of a range of more complex text types |||||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Observation <span style="font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Students incorporate effective features of advertisements in the planning of their own advertisement. <span style="font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Students work together collaboratively, each participation to ideas <span style="font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Students can speak effectively on the purpose of their storyboard and their group ideas. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Work Samples <span style="font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Storyboards clearly and effectively display intent || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Explain that when making movies, the purpose of a storyboard is to organize ideas into a plan that will allow the movie to run smoothly. This plan includes things such as dialogue, music, when there will be long shots, medium shots and close-ups and the purpose of these camera positions. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Show students an example of a storyboard such as the one retrieved September 16, 2011 from: [] (Appendix 2) <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Discuss with the class what is happening in the image and encourage students to close their eyes and imagine what the scene would look like if it was brought to life as a movie. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Explain to students that they will be making their own storyboards to organize their ideas for the advertising campaign they are doing on the health effects of smoking. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Students contribute to brainstorming activity by discussing their understanding of what a storyboard is. |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">15mins || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Example of story board: appendix 2 <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Whiteboard marker || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Distribute butchers paper, and storyboard outline sheets amongst groups. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">*Instruct students to use the format of storyboard outline sheet when making their own storyboards on butcher’s paper. There will be more than 3 slides needed. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Encourage students to talk within their groups about the main ideas they want to present before sequencing them through the storyboard. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Monitor student groups and observe participation (formative assessment) as they work towards the completion of their storyboards. Encourage students to be creative in their design and presentation. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Students work collaboratively in groups to discuss the main ideas they will present in their storyboards and to sequence these ideas in a logical way that will be easy to translate to the filming of their advertisement in the following lessons. |||| <span style="font-family: Tahoma,Geneva,sans-serif;">30mins || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Butchers paper <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Storyboard outline sheet <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Textas and pencils || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Explain that each group will be given the opportunity to share their storyboards and ideas for their advertisements with the class. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Encourage the rest of the class to provide each group with constructive helpful feedback after each presentation. || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Student groups take turns at presenting their storyboards and advertisement ideas. <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Students listen to presentations and provide constructive, positive feedback. |||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">15mins ||  || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Where students actively engaged in their group work and in the learning process? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Did students effectively communicate their ideas with one another in their group work? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Was each student included and participating? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Did students demonstrate a thorough understanding of the purpose of storyboards and represent this understanding in the construction of their own storyboard? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Were students able to coherently describe their storyboards and the intent behind them to the class? <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Did students offer helpful, thoughtful feedback after storyboard presentations? ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Key Learning Area/s** |||||| <span style="font-family: Tahoma,Geneva,sans-serif;">English, PDHPE ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Grade:** || <span style="font-family: Tahoma,Geneva,sans-serif;">Stage 2, Year 4 || <span style="font-family: Tahoma,Geneva,sans-serif;">**Date:** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">16/9/2011 ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">OUTCOMES
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">LESSON FOCUS: <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">In this lesson, student’s work in small groups to create a storyboard that will enable them to organise the ideas they have for their own production of a campaign (advertisement) that raises awareness of the health risks associated with smoking.  ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">LINKS WITH PREVIOUS LEARNING
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">SPECIFIC INDICATORS OF LEARNING |||||| <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">ASSESSMENT STRATEGIES ||
 * <span style="font-family: tahoma,geneva,sans-serif; font-size: 11pt;">- Identifies major steps involved in making decisions in regard to drug use. Eg. tobacco and alcohol
 * <span style="font-family: Tahoma,Geneva,sans-serif;">SEQUENCE OF TEACHING/LEARNING EXPERIENCES ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">**Teacher** || <span style="font-family: Tahoma,Geneva,sans-serif;">**Student** || <span style="font-family: Tahoma,Geneva,sans-serif;">**Time** |||| <span style="font-family: Tahoma,Geneva,sans-serif;">**Resources/organisation** ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">INTRODUCTION ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Brainstorm the purpose of a storyboard to construct an understanding of what students already know of them.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">MAIN BODY ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Divide students into the same small groups of four or five from the previous lesson (see lesson sequence).
 * <span style="font-family: Tahoma,Geneva,sans-serif;">CONCLUSION ||
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 11pt;">Bring students back together as a group.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">EVALUATION

=<span style="font-family: Tahoma,Geneva,sans-serif;">Appendix 1 =



=<span style="font-family: Tahoma,Geneva,sans-serif;">Appendix 2 =

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