Framing My Final Sketch

Overview

This is Lesson 6 of 7 in “Sketching Journeys: Art Inspired by Hugo”. Today students develop a coherent storyboard to plan their final pencil artwork, mapping composition, perspective, and value (shading) across five frames using an I Do / We Do / You Do structure.

Learning intentions

Students will develop a coherent five-frame storyboard planning a final pencil artwork with:

• composition choices for a clear narrative inspired by The Invention of Hugo Cabret
• perspective directions (where lines lead) to show depth
• a shading plan (value) using line weight and controlled hatching

Success criteria

“I can…”

• complete at least five storyboard frames that show a narrative sequence inspired by Hugo
• annotate each frame with planned shading/value and a line technique (e.g., light hatching, darker contour lines)
• explain (in the prompts and discussion) how my composition and perspective guide the viewer’s eye

Curriculum links

• Students use visual arts processes and materials to plan and create artworks that communicate ideas and meaning.
• Students experiment with, document and reflect on ways to use visual conventions, visual arts processes and materials.
• Students use visual conventions (composition, perspective cues, value/shading) to communicate meaning across contexts.
• Students select and present documentation of visual arts practice (storyboard planning evidence).

Lesson structure (45 minutes)

1. 0–5 min · Hook + LO share. Teacher displays a simple five-frame storyboard example (no colour) and asks: “What information do we need in each frame to help our final pencil sketch succeed?” Students turn and talk, then share one idea.

2. 5–15 min · I Do: Think-aloud modelling. Teacher thinks aloud while drawing on a visual template: chooses a scene (e.g., clock tower corridor, secret workshop, station moment), then shows how to plan:

• composition: where the main subject sits (centre/thirds) and what background elements support the story
• perspective: horizon line and “leading lines” direction
• value plan: where highlights stay light, mid-tones sit, and darkest areas go (using line weight + hatch density) Students watch, then add a small “value key” (Light / Mid / Dark) to their worksheet.

3. 15–25 min · We Do: Shared storyboard build. Teacher co-creates a class storyboard on the board using student suggestions. Teacher prompts with sentence starters (Learning without limits focus: clear, accessible language):

• “In frame __, the main character is…”
• “My lines will lead the eye by…”
• “I will show value by…” Students contribute one step at a time while the teacher labels perspective cues and adds shading annotations.

4. 25–38 min · You Do: Independent planning (five frames). Students complete their own five-frame storyboard with annotations for each frame. Teacher circulates and provides targeted feedback using quick checkpoints:

• “Is your horizon/leading lines direction clear?”
• “Do you specify light/mid/dark areas in words or symbols?”
• “Do you name a line technique for shading (e.g., short hatch, long hatch, contour emphasis)?” Dyslexia-friendly support: teacher provides a cut-and-stick “annotation bank” (Value key, Line technique options, Perspective words) and students may circle or match words instead of writing full sentences.

5. 38–45 min · Share + formative closure. Students do a gallery walk in pairs: each partner gives one “Glow” (what’s clear) and one “Grow” (what to improve) linked to composition/perspective/value. Teacher collects quick verbal responses: “Which frame is strongest and why?”

Resources

• Visual storyboard template: five-frame grid with annotation boxes
• Annotation bank card: Value key (Light/Mid/Dark), line technique words, perspective prompts
• HB pencils only, sketching paper only
• Example storyboard (teacher-made) with labelled composition/perspective/value
• Horizon/leading-lines mini-diagram sheet (for reference)
• Display prompts on board: sentence starters for annotations
• Timer for I Do / We Do / You Do segments
• Clipboards or deskspace for quick gallery walk

Assessment

• Formative during I Do/We Do: teacher checks students’ understanding via questioning (“What shows value in pencil?” “Where do leading lines go?”).
• Formative during You Do: teacher uses a quick checklist per student: five frames completed, each has at least one value/shading annotation, and at least one perspective/composition cue.
• Closure check: pair gallery walk “Glow/Grow” comments recorded by teacher (3–5 students spotlighted).

Differentiation

• Support (students needing structure): provide pre-filled scene starters (station clock tower / hidden automaton clue / conversation moment) and a simplified annotation bank; allow circling/matching instead of writing full sentences.
• Support (writing gap): sentence frames for annotations; teacher models one complete example then students copy the structure.
• Extension (advanced learners): add a “camera/viewpoint” note for each frame (e.g., “low angle to make Hugo seem brave”) and include one compositional variation (e.g., frame within frame, or closer crop in frame 4).
• Learning without limits: offer a choice of narrative scene set (teacher-provided) so students can plan with confidence; remind students every plan is acceptable if it communicates a clear story using pencil conventions.
• SEN/EAL: highlight key words visually (composition, perspective, value) with colour-coding on the reference diagrams only (students still use pencils for their work).

Success criteria for this lesson (student-friendly recap)

• I complete a five-frame storyboard inspired by Hugo.
• I annotate each frame with planned shading/value and a pencil line technique.
• My annotations show how composition and perspective help tell the story.