Advertisement Storyboarding

Context and Curriculum Alignment

This lesson is the fourth in the "Protecting Imaginary Places" unit for Year 2–3 students. It addresses Part B of the assessment, where students collaboratively plan a television-style advertisement to protect an imaginary place. The lesson is aligned with the Australian Curriculum (v9) for The Arts, specifically Visual Arts, integrating literacy through persuasive techniques in media.

Australian Curriculum Links:

• Content Descriptions:

• Visual Arts:

• AC9AR2M01: Use visual conventions and elements to communicate ideas and stories in artworks.

• AC9AR2M04: Plan and develop artworks that communicate ideas for a specific audience.

• AC9AR3M03: Explore and use materials, techniques, technologies, and processes to communicate ideas.

• English:

• ACELY1670 (Years 2–3): Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features.

• ACELY1680 (Years 2–3): Identify the point of view in texts and how language is used to present ideas and influence an audience.

• General Capabilities:

• Critical and Creative Thinking: Students generate ideas and solve problems collaboratively.

• Personal and Social Capability: Cooperative teamwork and communication.

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Learning Objectives

By the end of the 60-minute session, students will be able to:

1. Collaboratively plan a storyboard comprising 4 to 10 shots for a television-style advertisement to protect an imaginary place.
2. Define and articulate the imaginary place to be protected and identify effective persuasive techniques appropriate for their audience.
3. Design visuals, plan sound elements, text, slogans, and calls to action that clearly convey the message.
4. Document individual contributions for assessment purposes, ensuring approximately equal participation in the final group advertisement.
5. Use sketching and simple textual descriptions to effectively communicate planned shots.

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Key Vocabulary

• Advertisement: A message that tells people about a product or idea.
• Target Audience: The group of people an advertisement is made for.
• Message/Slogan: A short, catchy phrase that tells what the ad is about.
• Storyboard: A series of pictures that show the story of an advertisement.
• Panel/Frame: One box or picture in a storyboard.
• Scene: A part of the story shown in the storyboard.
• Character: A person or animal in the advertisement story.
• Setting: Where the story takes place.
• Prop: An object used by characters in the story.
• Perspective/Angle: The way we look at something in a picture.
• Call-to-Action (CTA): Words that tell people what to do next.
• Visual Hierarchy: Showing the most important idea first in pictures or words.
• Caption: Words that explain a picture.
• Layout: How pictures and words are arranged on a page or screen.

Resources Required

• Large sheets of paper or storyboard templates (with 4–10 frame boxes per group)
• Coloured pencils, markers, or crayons
• Post-it notes or small cards for slogans/calls to action
• Whiteboard and markers
• Timer or clock
• Assessment documentation template for teacher to record group and individual contributions
• Sample storyboard example displayed visually for modelling

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Lesson Breakdown

Warm-up / Introduction (10 minutes)

• Engage: Briefly revisit the imaginary places groups created in previous lessons, reinforcing their uniqueness and importance.

• Explain: Introduce the concept of storyboarding and how it helps plan a television advertisement by organising ideas into shots with images, text, and sounds. Show a simple example of a 4-shot storyboard.

• Connect: Discuss how persuasive techniques such as slogans, calls to action, and appealing images help influence an audience to protect something valuable.

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Main Activity: Collaborative Storyboard Planning (40 minutes)

Group Organisation:

• Organise the 25 students into 5 groups of 5 students each to facilitate meaningful collaboration.

Step 1: Define the Imaginary Place and Purpose (5 minutes)

• Each group reviews and agrees on the imaginary place they want to protect.

• Discuss together what the key message will be and what feelings or ideas they wish to communicate (e.g., safety, wonder, urgency).

Step 2: Plan Shots and Persuasive Techniques (15 minutes)

• Groups sketch 4 to 10 shots on their storyboard paper. Shots should include:

• Visuals: What will we see? (Setting, characters, action)

• Sound: What sounds or music might be included? (Narration, background sounds)

• Text/Slogans: What key words or catchy phrases will appear?

• Calls to action: What will encourage viewers to take action?

• Encourage students to use post-it notes or mini cards to brainstorm slogans and calls to action before pasting them into the storyboard.

Step 3: Assign Individual Segments (10 minutes)

• Groups divide the storyboard into approximately equal time segments (~30 seconds total).

• Each student identifies which shot(s) they will be responsible for and prepares to briefly explain their part.

• Teacher circulates to prompt collaboration and ensures equitable participation is planned.

Step 4: Document Contributions (10 minutes)

• Groups individually note their segment plans on the assessment documentation template, including what they will contribute (visual ideas, slogans, narratives).

• Teacher collects or reviews this documentation for assessment compliance.

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Conclusion and Reflection (10 minutes)

• Each group shares their storyboard plan with the class in a brief presentation (2-3 minutes per group), highlighting the imaginary place, persuasive techniques, and individual roles.

• Teacher reinforces the importance of planning, teamwork, and clear communication in creating persuasive artworks.

• Finish with a quick reflection discussion: "What did you find inspiring or challenging about planning your advertisement?"

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Assessment

• Formative assessment through observation of group collaboration and participation during storyboard creation.

• Review of the documented individual contributions to ensure each student has an equal segment and active role (aligned with assessment conditions).

• Checklist for teacher to confirm storyboard completeness: number of shots, inclusion of visuals, text, slogans, persuasive techniques, and clear individual roles.

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Differentiation and Inclusion

• Provide storyboard templates with visual prompts for students who need additional support.

• Allow for verbal explanations or drawings for students developing literacy skills.

• Encourage leadership by assigning roles within groups (e.g., artist, writer, speaker).

• Use peer support to facilitate participation of students with diverse learning needs.

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This detailed lesson plan supports Years 2–3 students in developing critical media literacy and artistic planning skills through a collaborative, engaging task that aligns fully with the Australian Curriculum v9. It integrates creative expression with persuasive communication and teamwork — essential skills for young learners expanding their understanding of how art and media can influence and protect important places.