Unit Title: Caring for Our World
Lesson: 8/10
Stage 2 Year: 4
Duration: 60 min
Outcomes

English
RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes.

HSIE
ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.


Evidence of Learning / Assessment

Students will:
- Consolidate their learning about techniques in film making to create their own multimodal text.
- Identify and discuss the use of storyboards in visual texts.
- Discuss how people’s interactions with environments could be portrayed in a multimodal text.
- Jointly construct a storyboard with the teacher.
- Complete a storyboard for their multimodal text.
Prior Knowledge: This lesson forms part of an integrated unit on humans’ impact on the environment. Students have been developing their understanding of the ways in which humans have impacted upon natural environments and wildlife, and have researched conservation groups and the ways in which they aim to protect natural environments. They have begun to consider ways in which humans can aim to reverse or reduce the damage caused to the natural environment and have begun to consider the use of camera techniques in films and film making.
Lesson Focus/Aim: To provide students with the scaffolding for creating some visual aspects of their rich multimodal text on the understanding of conservation and environmental organisations.
Indicators:
Students will
- Distinguishes between fact and opinion.
- Identifies writer’s intended audience.
- Makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning.
- Offers an opinion about a story or aspects of it.
- Presents alternatives to, and consequences of, using features, sites and places in particular ways.
Assessment Strategies
Teacher will
- Scaffold elements of using a storyboard.
- Facilitate and observe discussion about how environmental issues can be drawn upon to make a multimodal text.
- Provide students with storyboard worksheets and monitor progress of groups.
- Facilitate and observe discussion about groups’ storyboards.

Teaching and Learning Activities

Time
Resources
Introduction
Re-watch “Sick Turtle” clip from previous lesson. Briefly discuss aspects and techniques used in film making and how they can be seen in this clip. How were these techniques used to make the audience feel or think a certain way?

Talk about ways to make a film persuasive (different camera shots/angles, persuasive text, images, voice over, sound effects).

10 mins
- Interactive Whiteboard (IWB)

- “Sick Turtle” clip http://planetgreen.discovery.com/videos/operation-wild/

Body
Activity 1
Explain to students that today we will be focussing on the visual side of making a multimodal text about the environment and conservation, specifically from their research on different animals in their environments and the impact that humans have had on different environments.

As a class, watch a clip on storyboarding (AFI’s Lights, Camera, Education!). Discuss why storyboards are important and why we might use one for our own film. Why might we work in groups for this task? Talk about different types of angles and shots that were covered in the clip. Why might you use these different types of shots?

Explain that what is included in a shot and how it is viewed in the shot can be very important as it puts forward a particular message that you may want to get across to a certain audience. Discuss the difference between our opinion about something and actual facts. What would we use in our films? Can we use both? How can we show the difference? Discuss who the intended audience might be and how this would affect the way we present the film.

Activity 2
Get class input on an idea for a specific aspect of conservation and environment that could be explored in a multimodal text (e.g. deforestation, animal extinction, water pollution).

Brainstorm: What point do we want to make? How could we show this through film? What aspects of visual grammar will need to be considered? How will we consider them?

Using the white board and Post-It notes, scaffold how students might begin their storyboard. Do we need a punchy title? Should we focus on a particular character? Should we have the first shot as a calm picture of the landscape? Use student ideas to jointly construct the first few storyboard squares with a brief statement underneath as to what is happening in the scene, voice over or how the scene will move to the next. Students can come and move Post-It notes if need be with teacher supervision.

Activity 3
Students (in groups of 3) collect a storyboard worksheet and begin to make their own storyboard using ideas from the jointly constructed class storyboard. Explain that students will be drawing upon their prior learning about visual grammar and research on different environments and animals that live in these environments to complete the task (Note: Students can also use Worksheet 2 from the previous lesson to help them)

Make sure students have a copy of the ‘checklist’ and adhere to it. Check that students are on task and using the checklist to do so.

By the conclusion of the lesson students will have at least most of their storyboard done.


10 mins
























10 mins




















20 mins


- White board and markers






- You Tube clip: Storyboarding (AFI’s Lights, Camera, Education!) http://www.youtube.com/watch?v=pWPjjoOFIu8





















- Post-It notes











- 10 x storyboard worksheets (see below)

- Students’ prior research work (if they need to refer to it for ideas)

- Checklist of elements needed in each groups’ multimodal text (
*see below)
Conclusion
In groups, students share their storyboards with the rest of the class. Encourage students to talk about different aspects of visual grammar that they have used in their storyboards as well as the content that they have included.

Teacher facilitates discussion about each groups’ storyboard. What do the students like about it? What could they improve? Is their use of visual grammar persuasive or impacting? In what ways?

10 mins
- Groups’ storyboards











*CHECKLIST FOR STORYBOARDS:

When creating your storyboard you MUST include:
· A title for your film
· At least 9 storyboard boxes
· At least 3 different types of camera shots/angles
· A brief statement underneath each box indicating what is happening (i.e. camera movement, voice over, text overlay, music, etc)
· All group members’ names on the sheet!



Storyboard Worksheet
STORYBOARD


Names: _
Film Title: __

Storyboard_#3b.jpg