Using Storyboards from Prewriting

Grade Level: 6 and up
Classroom Time: One 1 hr. 15 min. period

Skills Addressed:

ELA skill: prewriting
Visual Arts skill: Illustration; thumbnail sketch

Process: Day One

Storyboards are used by professionals in film, advertising, even web design. It provides a visual map of a story. Usually they follow a sequential order (first, next, then, finally…) unless a flashback is incorporated into the story. Students will practice this as a prewriting activity.

**Note that this lesson will require you to have the latest version of iTunes (it’s free!) from www.apple.com downloaded. Please refer to resource page___ for downloading instructions.

The story spine can create a story from beginning to end in just a few minutes. To introduce the concept of telling a story, divide students into groups and have them complete the warm-up exercise called the story spine: http://www.thestorynet.com/articles_essays/story_spine.htm. (Click on web link to visit the web article that explains this fun and quick activity.)
Explain to students what a storyboard is (see above explanation) and how they will be using it.
View the short podcast “Tip: Movie: Storyboard” created by Marco Torres to show what a storyboard is and how a simple one can be created. http://www.flickschool.com/

You will need to subscribe for the podcasts (it’s free!) and to subscribe you must have the latest version of iTunes and QuickTime (comes bundled with iTunes and also free). Please refer to resource page ____ for subscription instructions This website is a treasure trove for those interested in digital storytelling.
http://edcommunity.apple.com/ali/index.php
How they do that: View Making Nemo: A Special Documentary on Disc One of Finding Nemo Special Collector’s Edition DVD, which you can rent or purchase. (You only need to show the first 10 minutes or so, but it shows how the filmmakers created the movie, developed the story, characters, setting, etc…) Point out how their storyboards go on and on.

OR

Go to http://www.storyboards-east.com/storybrd.htm to view some examples of storyboards for commercials.
Art connection: Storyboards can be related to an artist’s thumbnail sketches. Go to Sanford’s website about thumbnail sketches: http://www.alifetimeofcolor.com/main.taf?p=2,1,1,13 Thumbnail sketches are similar to outlines used for prewriting applications. The sketch is never a finished product.
Students will create their own storyboard from a prompt: i.e. tell the story of your favorite memory, a dream vacation, super hero for a day, etc…The prompt should be simple enough that students can get their story in 4-6 squares. You can print and copy the following handout for a blank storyboard: http://www.pbs.org/americanfamily/pdf/storyboard.pdf #search='storyboard%20handout'

Or you can have students fold paper into sections. The first square should introduce the story; the last square should resolve the story and the middle squares should illustrate the action. Students can work in pairs. Remind the students that their storyboards can be thumbnail sketches—the idea is to get a visual image on paper, not to put effort into a “finished” product.
When students are finished, post them around the room and have students walk around and look at their peer’s work. It may give them ideas for future storyboards. Students should look at the storyboards for the idea presented and not necessarily for their art craftsmanship.

National ELA Standards

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Painter National Visual Arts Standards

Painter Art Extension:

Have student groups create a storyboard for a commercial (persuasive writing) for their favorite food. If possible have students act out or even video tape their commercial.
Learn about comic book illustration by inviting a comic book illustrator to your classroom to talk about the process. Is there a directory where we can contact such people? Please remember that everything has to be a click away.

The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.