A. Engage the Learner - SL.7.5 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 9 and form triads to share their responses.

• Once students have completed their entrance tickets, use a total participation technique to review their responses and address any concerns about creating their storyboards during Work Time A.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS 

In Opening A, circulate to check students' entrance ticket responses to ensure they are ready to begin creating their storyboard. If they do not have ideas for their panels, encourage them to remain in their triads until they know what images to create. 

See For Lighter Support. Additionally, if students are the only members of their triads without ideas, they can join with other students who are stuck to share and generate ideas.

A. Create a Storyboard – SL.7.5 (35 minutes)

• Review the appropriate learning target relevant to the work to be completed in this section of the lesson:

“I can create a storyboard with images, captions, and my documentary clip script on plastic pollution.”

• Inform students they will now draft their storyboards for their documentary clips.

• Ask students to Think-Pair-Share:

“Who is the audience for our documentary clips? How will thinking about this audience help you develop your storyboards?” (Responses will vary. Possible response: Our audience is community members and teachers, staff, and other students in the school. Therefore, we should make sure our images and plans for shots can convey our ideas to an audience perhaps not as knowledgeable about plastic pollution as we are.)

“What are some of the elements you should consider to make your storyboards as useful as possible to ‘pitch’ them to your classmates?” (Responses will vary but may include: We should make sure the images we select help convey our ideas clearly and make them exciting to the people we are pitching to.)

“What are some of the elements you should think about in order to make your storyboards as useful as possible in your own filming?” (Responses will vary but may include: We should think about how we will find the images we want to use, or plan how to shoot them on video. We should make sure the images or shots we use are realistic and can be found in our school or community.)

• Ask students to retrieve their copies of the Presentation checklist. Remind students that as they create their storyboards today they will use the SL.7.5 row of this checklist. Review the SL.7.5 row as necessary, consulting the Presentation checklist (example for teacher reference).

• Invite students to begin creating their storyboards, independently completing their panels, but consulting with their triad members as necessary to ensure the panels work together to convey their plans for the documentary film clip. Students may also consult the Model Documentary Storyboard as necessary.

• Circulate to support students as they work. Ask questions to guide their thinking:

“What are the best images to use to help convey your ideas?” (For students who need more support, ask, “What do you want to show in your documentary? What pictures can you use to show this?”) ▲

“How do the images in your storyboard help to clarify your claims and findings and emphasize your points?” (For students who need more support, ask, “What information do your images give the viewer? Have you given the viewer all the important information from your script?”) ▲

“How will the images you choose help you pitch your storyboards to your classmates?” (For students who need more support, ask, “How will you use your storyboards to show others what you are discussing in your script? How will the images in your storyboards help others get excited about your documentary clip?”) ▲

“Do your storyboards prepare you to make your documentary? Are the images and plans realistic?” (For students who need more support, ask, “Will you be able to find and shoot the images in your storyboards? Will it be possible to make a video clip based on your ideas?”) ▲

“Does your storyboard add to the script and make it clearer instead of distracting from the ideas in the script?” (For students who need more support, ask, “Do the images in your storyboard match what you are saying in your script or will they be confusing to your audience?”) ▲

• Invite students to record Y for yes and the date in the final column of their Presentation checklist if they feel they have achieved the criteria marked on their checklists with their storyboard creation in this lesson.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

MEETING STUDENTS' NEEDS 

In Work Time A, students may have experience with using online platforms to create images. Ask these students to share their experiences with the class as technical experts. Asset-based instruction increases students' confidence and engagement with creating a storyboard.

In Work Time A, if time allows, encourage students to act out their portion of the script with their triad to better envision what images to create in their storyboard. 

A. Share Storyboard - SL.7.5 (5 minutes)

• Invite students to join with another triad to share their favorite storyboard panel and explain what makes them most excited about the panel they chose.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.