module 4: storyboarding · their storyboard to the video for the “fresh prince of bel air” tv...

Prepared by the School for Advanced Research

Content of this Introduction:

1. Overview of the Module.2. Prerequisite knowledge and assumptions encompassed by the Module.3. Standards covered by the Module.4. Materials needed for the Module.

1. Overview of the ModuleStudents will understand and feel comfortable talking about the elements of a successfulnarrative communicated through multiple modalities, with a focus on how sight, sound, andtext interact.

2. Prerequisite knowledge and assumptions encompassed by the ModuleStudents should have completed modules 1-3 of the Digital Storytelling curriculum so theyunderstand the tenants of storytelling.

3. Standards covered by the ModuleSee individual lesson plans

4. Materials needed for this ModuleYou will need the following materials to teach this module:

Materials Where to Purchase/Find Materials for Santa Fe and Espanola Public Schools

Paper NASCO https://www.enasco.com

Pencils and pens NASCO https://www.enasco.com

Colored pencils, crayons, and/or markers

NASCO https://www.enasco.com

Scissors NASCO https://www.enasco.com

Tape (clear ) NASCO https://www.enasco.com

MODULE 4: STORYBOARDING

https://www.enasco.com/






Lesson 1: Intro to Storyboarding

Lesson Overview Storyboards are a great way for artists to map out the visuals of a story. Students will revisit the concept of mapping stories and then create a storyboard from a given story, in this case, the theme song to the “Fresh Prince of Bel Air.” Students will then compare their storyboard to the video for the “Fresh Prince of Bel Air” TV show and compare and contrast

Teaching Summary

Getting started – (5 min) Overview of that week’s activities

Activity #1: Analyzing the Fresh Prince (15-20 minutes) 1. Rewatch Video (Optional): “The Shapes of Stories by Kurt Vonnegut (4:36)Not necessary if teacher thinks the students recall how to do the mapping.

2. Listen and Read along to Fresh Prince of Bel-Air full theme song w/print out (2:57)Theme Song can be accessed here: https://www.youtube.com/watch?v=AVbQo3IOC_A Lyrics at the end of this lesson plan.

3. Discuss what happens in the story and create a map for the narrative. Have them documentthe key events in the story. Write down the key events on the board for everyone to see and have the students write it down themselves.

INSTRUCTOR’S KEY: • Preface: The story begins with the Fresh Prince indicating he’s about to explain

how he became the Fresh Prince of Bel Air • Context: Everything is going “Fine” until Conflict Begins

o Fresh Prince is born in urban West Philadelphia where he’s doing great(“chilling out, maxing, relating all cool,” playing basketball) until hestarts to get into trouble with some guys from his neighborhood

o His mom begins to fear for his welfareo As a result, he gets sent to his aunt and uncle in swanky Bel Air, CA in

the hopes of a way out of the inner city and more opportunities• Conflict Continues

o The Fresh Prince doesn’t want to go to Bel Air but his mother insists.

https://www.youtube.com/watch?v=AVbQo3IOC_A


o Even on the plane he is uncertain about this turn of events “I hearthey’re prissy, bourgeois, and all that / Is this the type of place thatthey should send this cool cat”), but as he enjoys first class on the plane(“First class, you, this is bad / Drinking orange juice out of a champagneglass), he hopes for the best.

• Conflict Continues: Resolution beginso The Fresh Prince arrives in LA and immediately worries about getting

profiled by a cop.o Instead of worrying too much about this, he escapes, and ends up

coming across a taxi with the license plates “Fresh,” dice in therearview mirror. In other words, he comes across a cab that wouldseem more at home in Philadelphia than in Bel Air.

o He takes the highly unusual presence of a taxi in southern California asa sign that he’s meant to be here.

• Resolutiono The Fresh Prince decides to lean into the opportunities presented in

Bel Air. With him settling into this new chapter of his life, he becomesthe “Prince” of Bel Air.

Activity #2: Storyboarding the Fresh Prince Part I (30 minutes) Explain to your students that we are now going to create a story board for the “Fresh Prince’s story.

What is a Storyboard? According to Merriam Webster, a story board or storyboard is “a panel or series of panels on which a set of sketches is arranged depicting consecutively the important changes of scene and action in a series of shots (as for a film, television show, or commercial).” Storyboards are a great way to map out how the visuals, sound, and dialog of a story will play out together. This saves a lot of time in filmmaking

1. Watch “How to Storyboard your Animation (2:36) https://youtu.be/ji2nwkH2JRoWatch “How to Create a Storyboard” (watch only 0:00-0:3:50): https://youtu.be/5PFuNz_Ld9Q

2. Using the provided blank storyboard sheet, begin to have the students create theirown individual storyboard for the Fresh Prince of Bel Air. Provide each student withat least 5 storyboard sheets, with extra on hand for those utilizing detailed shots.

3. Students should use pencil and paper to fill in their intial shots. There are dottedlines between shots on the template. This is to allow flexibility for students to add inshots as they go. Students can cut out shots and tape them back onto a blank sheetof paper to re-order their shots.

https://youtu.be/ji2nwkH2JRo

https://youtu.be/5PFuNz_Ld9Q


4. Students should be reviewing the effectiveness of the shots they are composing asthey go.

5. Students will continue this activity into the next day.

Discussion/Wrap-up – (Reflection – 5 min) 1. Activity will continue into the next lesson.

Lesson Objectives The student will know and be able to:

✓ Learn about the concept of storyboarding and how it aids in the telling of a digital story ✓ Analyze a text and see how it might fit into a storyboard ✓ Create their own storyboard for a given text.

Teaching Guide Materials, Resources and Preparation

For the Students and Teacher ● Projector, laptop, wireless internet (access to Youtube.)● Pencils, paper, storyboard templates

Background information (Optional reading assignment for teacher) Annotated lyrics to “Fresh Prince of Bel Air.” https://genius.com/Dj-jazzy-jeff-and-the-fresh-prince-fresh-prince-of-bel-air-lyrics

COMMON CORE

English Language Arts Standards

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and

https://genius.com/Dj-jazzy-jeff-and-the-fresh-prince-fresh-prince-of-bel-air-lyrics

https://genius.com/Dj-jazzy-jeff-and-the-fresh-prince-fresh-prince-of-bel-air-lyrics

http://www.corestandards.org/ELA-Literacy/RL/6/1/



http://www.corestandards.org/ELA-Literacy/SL/6/4/


details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.: CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.













CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.






Module 4: Lesson 1 Lyrics: Fresh Prince of Bel Air (1992) by JD Jazzy Jeff and the Fresh Prince

Now this is a story all about how My life got flipped turned upside down And I'd like to take a minute, just sit right there I'll tell you how I became the prince of a town called Bel-Air

In West Philadelphia born and raised On the playground is where I spent most of my days Chilling out, maxing, relaxing all cool And all shooting some b-ball outside of the school When a couple of guys who were up to no good Started making trouble in my neighborhood I got in one little fight and my mom got scared And said "You're moving with your auntie and uncle in Bel-Air"

I begged and pleaded with her day after day But she packed my suitcase and sent me on my way She gave me a kiss and then she gave me my ticket I put my Walkman on and said "I might as well kick it" First class, yo, this is bad Drinking orange juice out of a champagne glass Is this what the people of Bel-Air living like? Hmmm, this might be all right But wait, I hear they're prissy, bourgeois, and all that Is this the type of place that they should sent this cool cat? I don't think so, I'll see when I get there I hope they're prepared for the Prince of Bel-Air

Well, uh, the plane landed and when I came out There was a dude looked like a cop standing there with my name out I ain't trying to get arrested yet, I just got here I sprang with the quickness like lightning, disappeared I whistled for a cab and when it came near The license plate said 'Fresh' and it had dice in the mirror If anything I could say that this cab was rare But I thought "Nah, forget it, yo holmes, to Bel-Air!"

I pulled up to a house about seven or eight And I yelled to the cabbie "Yo holmes, smell ya later" Looked at my kingdom, I was finally there To sit on my throne as the Prince of Bel-Air

https://genius.com/Dj-jazzy-jeff-and-the-fresh-prince-fresh-prince-of-bel-air-lyrics#note-6318464























MODULE 4, LESSON 1 INTRO TO STORYBOARDING

STORYBOARD TEMPLATE

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Lesson 2: Intro to Storyboarding Part II

Lesson Overview In this lesson, students will continue to create a storyboard for the theme song to the “Fresh Prince of Bel Air.” Students will then compare their storyboard to the video for the “Fresh Prince of Bel Air” TV show and compare and contrast what the students decided to leave in versus the students.

Teaching Summary

Getting started – (3 min) 1. Review prior day’s activities

Activity #1: Storyboarding the “Fresh Prince” continued (30 minutes) Assignment: Continue to have students work on their individual storyboards. Encourage students to add details, text, and sounds. The students should reread the lyrics to see if there are clues as to some of the visuals. There might be additional things the students feel is necessary to add to their storyboard that might not be explicitly stated in the lyrics OR there may be some text that the students feel is not essential to the story.

Activity #2: Show and Tell (10-15 minutes): Assignment: Have students get into groups of 3-4 and share their storyboard with each other. Have them discuss the below questions and then discuss as a full class.

Discussion: What are some common themes depicted in everyone’s storyboards? Was there anything you saw in a specific storyboard that you particularly liked? Why?

Activity #3: Comparing Storyboards to Video (10 minutes) The “Fresh Prince of Bel Air” was a television sitcom that was aired between 1990-1996. The song we have been analyzing these last couple served as the theme song for the show and played every week for audiences nationwide. Students will watch the intro credits for the show and compare it to their own storyboards.


Watch: “The Fresh Prince of Bel Air Theme Song” (Full) (2:18) https://youtu.be/1nCqRmx3Dnw

Discussion: What did you think about the video? Did the visual story directly reflect the lyrics? What was the same? What was different? What would you change or keep the same about the video?

Teacher’s note: One significant difference between the lyrics of the song and the video used for the television show is the section about the cop standing there when he gets off the plane and his wanting to avoid the police.

Teacher’s note: The video and each students’ storyboards will more than likely differ somewhat. It should be emphasized that these are simply differences in artistic vision. They can all work!

***

Wrap-up – (Reflection – 5 min) 1. Reflect on how sight, sound, and text can work with each other to create a goodstory. 2. Now that students have shared a storyboard experience around “Fresh Prince of BelAir,” students will spend the rest of the week creating a storyboard around a narrative of their choice.


✓ Examine how sound, text and visuals combine to tell a story ✓ Create a storyboard out of an existing story ✓ Be able to analyze the lyrics of a song


For the Students ● Paper● Pens/pencils● Colored pencils● Crayons● Markers● Storyboard templates

https://youtu.be/1nCqRmx3Dnw


Assessment Questions ● What is a storyboard?● How might a storyboard assist in the telling of a story?

STANDARDS AND BENCHMARKS STRAND : HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: STRAND: VISUAL ARTS Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. Content Standard 2: Use dance, music, theatre/drama, and visual arts to express ideas. 6-8 BENCHMARK 2A: Apply art concepts to communicate ideas about self, communities, cultures and the world.

6-8 BENCHMARK 2B: Use subjects, themes, and symbols when expressing ideas in art works. Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas. Content Standard 4: Demonstrate an understanding of the dynamics of the creative process. 6-8 BENCHMARK 4 A: Understand how the qualities and characteristics of various art, media, techniques, and processes influence the creative process to communicate experiences and ideas.

6-8 BENCHMARK 4 B: Explore the influence of introspection, reflection, personal experiences, imagination and the dynamics of culture to works of art. Content Standard 5: Observe, discuss, analyze, and make critical judgments about artistic works. 6-8 BENCHMARK 6A: Compare and describe artwork of various eras and cultures.

Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.


STRAND: VISUAL ARTS Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

5-8 BENCHMARK 6B: Recognize historical and cultural themes, trends, and styles in various works of art.

COMMON CORE


CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. CCSS.ELA-Literacy.SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.











CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.: CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.RL.8.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.












Lesson 3: My Bespoke Storyboard

Lesson Overview Drawing upon all the various stories created over the last three weeks, students will focus on one single story that particular speaks to them and spend two sessions creating a detailed storyboard that will prepare students for a final project that will be covered in Modules 5 and 6.

Teaching Summary

Getting started – (3 min) 1. Review of upcoming two days

Warm up: Exquisite Corpse Story (15 minutes) Break up into groups of 3, one person will be writing the beginning of the story, one person will write the middle, and one will write the end based on simple prompts.

1. Assign each a writing prompt by picking one out of a hat. Writing prompts are located at theend of this module:

2. Have one person take one to two minutes write an introductory statement about the prompton a sheet of paper.

3. Pass the sheet of paper to the second person and have them add another couple ofsentences to create the middle of the story (or what happens.)

4. Pass the paper to the third and final person in the group to create the ending of the story.

5. Allow some (or all) of the groups to pick a person to read their collaborative story out loud.

6. Have a good laugh.

Activity #1:– My Bespoke Storyboard Part I (30 minutes) “Bespoke” refers to something that is made for a particular user or customer. You might have heard of a customized suit refered to as a “bespoke suit.” In this case, students will be creating a storyboard themselves using a story of their choice. Students will customize their storyboard to tell the most effective story they can. This storyboard can be used for their projects in Modules 5 and 6.


1. Take some time to consider all the stories you’ve written over the last few weeks. Pick onestory to focus on.

2. Using the storyboard templates, and pencil and paper, start drawing out a storyboard foryour chosen story.

3. Double check to see if you should add more details to make the story flow better, whether itbe additional frames, subtracting frames, adding more detail to a frame, etc.

Wrap-up – (Reflection – 5 min) 1. Storyboarding will continue into the next day.


✓ Create a storyboard based on a story of their choosing. ✓ Pay attention to the details and shots of their story. ✓ Create a storyboard that is ready for their final project.


For the Students ● paper● pencils● colored pencils, pens, markers, crayons● Storyboard templates

For the Teacher ● writing prompts sheet prepared and cut

Assessment Questions ● What is the story you are trying to tell with your storyboard?● What effect are you going for?

STANDARDS AND BENCHMARKS STRAND : HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.


5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: Strand: VISUAL ARTS Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. 6-8 BENCHMARK 1B: Explore and understand the use of art materials and techniques. Content Standard 2: Use dance, music, theatre/drama, and visual arts to express ideas. 6-8 BENCHMARK 2A: Apply art concepts to communicate ideas about self, communities, cultures and the world.

6-8 BENCHMARK 2B: Use subjects, themes, and symbols when expressing ideas in art works. Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas. 6-8 BENCHMARK 3A: Explore the characteristics of works in two or more arts disciplines that share similar subject matter, historical periods, or cultural contexts.

Content Standard 4: Demonstrate an understanding of the dynamics of the creative process. 6-8 BENCHMARK 4 A: Understand how the qualities and characteristics of various art, media, techniques, and processes influence the creative process to communicate experiences and ideas.


Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts. STRAND: VISUAL ARTS Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.


COMMON CORE



CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

http://www.corestandards.org/ELA-Literacy/W/6/2/













CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)


http://www.corestandards.org/ELA-Literacy/L/7/









Module 4, Lesson 3: Writing Prompts Photocopy this page, cut up the prompts, place them into a bowl or hat, and have each group of students blindly pick a prompt.

Your favorite food Your secret superpower A mouse runs out from under your desk

You unearth a time capsule

The weirdest animal you ever saw

Your dream party

An animal escapes from the zoo

Traveling to an exotic location

You’re stranded on a deserted island

The craziest person you know

Running a marathon Your dinner falls on the floor

The future of transportation

Finding a time machine in the garage

Dinosaurs are brought back from extinction

There’s a knock on the door

A UFO lands in the school parking lot

You win the lottery

MODULE 4, LESSON 3 MY BESPOKE STORYBOARD

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Lesson 4: My Bespoke Storyboard Part II

Lesson Overview Students will continue their storyboard that they started in the previous lesson. Drawing upon all the various stories created over the last three weeks, students will focus on one single story that particular speaks to them and spend two sessions creating a detailed storyboard.

Teaching Summary

Getting started – (3 min) 1. Review prior day’s activities

Activity #1: My Bespoke Storyboard Part II (45 minutes) 1. Have the students continue to work on their storyboard.

Wrap-up – (Reflection – 5 min)


✓ Create a storyboard based on a story of their choosing. ✓ Pay attention to the details and shots of their story. ✓ Create a storyboard that is ready for their final project.


For the Students ● paper● pencils● colored pencils, pens, markers, crayons● Storyboard templates

Assessment Questions ● What is the story you are trying to tell with your storyboard?● What effect are you going for?


STANDARDS AND BENCHMARKS STRAND : HISTORY Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience. 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: Strand: VISUAL ARTS Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. 6-8 BENCHMARK 1B: Explore and understand the use of art materials and techniques. Content Standard 2: Use dance, music, theatre/drama, and visual arts to express ideas. 6-8 BENCHMARK 2A: Apply art concepts to communicate ideas about self, communities, cultures and the world.

6-8 BENCHMARK 2B: Use subjects, themes, and symbols when expressing ideas in art works. Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas. 6-8 BENCHMARK 3A: Explore the characteristics of works in two or more arts disciplines that share similar subject matter, historical periods, or cultural contexts.

Content Standard 4: Demonstrate an understanding of the dynamics of the creative process. 6-8 BENCHMARK 4 A: Understand how the qualities and characteristics of various art, media, techniques, and processes influence the creative process to communicate experiences and ideas.


Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.


STRAND: VISUAL ARTS Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.


COMMON CORE


CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.











CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)













module 4: storyboarding · their storyboard to the video for the “fresh prince of bel air” tv...

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