The scripts are written and it's time for the students to complete their storyboards. My students haven't ever worked on storyboards before and I wanted to show them the purpose behind them. I ask the students if anyone knows what a storyboard is. They weren't quite sure so I begin by showing them a storyboard from the Disney movie "Frozen". They all love that movie and it's a good example to look at. I could have created my own, but I thought it would be better to show one that embodied the qualities of a good storyboard.
After we examine the storyboard, I tell the students that we're going to watch a short video that will explain storyboards and their purpose. Again, I could have created my own, but I found a YouTube video that explains it MUCH better than I ever could. Plus, my students think it's "cool" when they get to watch YouTube at school!! The following video is amazing, but I stopped it when they began talking about "pitching" a storyboard (at about 2:30) because the rest of the video didn't apply to what we are doing.
After the video, I ask the students for their thoughts and reactions. There are a few quotes that I think embody what I want them to understand and strive for when completing their storyboards.
The first quote, "A storyboard allows the filmmakers to see a blue print of the movie before they go into production" simplifies the purpose of the storyboard for the students. The second, "A storyboard artist has to be a great storyteller" speaks to the fact that I want their storyboards to reflect a good story. And finally, "It isn't enough to make a great drawing. The drawing has to have the meaning and the feelings of what you're trying to say" tells them that the storyboard has to have more than pictures but that the pictures have to have feeling and emotion. We discuss the meanings of these quotes that I've put on chart paper. The chart paper will serve as a reminder to the students as they work on their storyboards.
After we discuss the quotes, it is time to show the students the template on which they will complete their storyboards. I put the paper under the ELMO and show the students where to put the pictures and the dialogue.
After answering any remaining questions, we go over the rubric for the storyboard to remind students what is necessary to achieve the grade they desire. After that, it is time for the students to gather in their groups and begin working. The first task they must complete is to assign jobs using the job checklist. I have left space for four students so in a group of five two students must double up on a job.
Near the end of class, it is time to gather the groups back together as a class and share. I ask volunteers to put their storyboards under the ELMO. Most of the storyboards are not done, but that's OK because they can get more time tomorrow. I just want them to share what they have. Sharing helps me see the groups' progress and lets others glean ideas and clarification.
We end class, as usual, reminding ourselves of what we still need to work on to finish the storyboards in tomorrow's lesson.