Protect Storyboards

Overview

Lesson 4 of 6: Students create a storyboard for their advertisement by planning 4–10 visual scenes (and a simple plan for sound/voice) so they can clearly persuade a target audience to protect an imaginary place. This builds on earlier work identifying persuasive techniques and representations.

Learning intentions

• Students will use media languages (images, sequence, text) to plan how meaning will be communicated in an ad.
• Students will develop media production skills by turning ideas into a shot-by-shot storyboard.
• Students will organise scenes (beginning–middle–end) to show their persuasive message.

Success criteria

• I can plan a clear beginning, middle, and end in my storyboard.
• I can draw and label 4–10 shots and explain what will happen in each shot.
• I can match visuals to my persuasive message (what I want the audience to think/feel/do).
• I can plan at least one sound or voice moment for my segment.

Curriculum links

• AC9AMA4C01: use media languages and production processes to construct representations that communicate ideas, perspectives and/or meaning.
• AC9AMA4D01: develop media production skills by exploring ways of shaping ideas using technologies, images, sounds, and text.
• AC9AMA4E01: explore how media arts is created and sequenced to clearly represent a story or event.

Lesson structure (60 minutes)

1. 0–5 min · Activate prior learning (Hook). Teacher shows 2 short (1 minute) example clips or screenshots of child-friendly ads and asks: “What message are they trying to persuade you to care about? What scene comes first?” Students point to the class chart: Persuasive technique + target audience + representation.

2. 5–12 min · Model (I do): storyboard example. Teacher displays a simple storyboard template (4–10 boxes) for a 30-second class ad. Teacher models: writing a Shot Title, drawing a key frame, adding 1–2 labels (setting, character action, on-screen text), and adding a sound plan (voice/Foley/music). Students watch and turn to a shoulder partner to identify beginning–middle–end in the model.

3. 12–20 min · We do: plan our shared ad structure. Teacher leads a whole-class “shot bank” discussion: each group contributes one shot idea for their section (equal segments). Teacher records: shot number, action, camera idea (close-up/wide), and planned sound cue. Students copy the class planning into a shared plan card: their segment shot numbers and roles.

4. 20–33 min · You do (Part A): individual storyboard draft. Students complete their own storyboard boxes for their equal segment (aim 4–10 shots across the whole ad; each student targets their share). They include: what happens, setting, character body language, and any simple on-screen text (e.g., “Please help!”). Teacher circulates using a quick checklist: “Is there a clear story order? Are images showing the persuasive idea?”

5. 33–42 min · Micro-teach: responsible and clear media planning. Teacher reminds students of responsible media practice for filming tomorrow: asking permission for photos, safe handling of devices, and using respectful representations. Teacher also reminds: “We plan sound, not just pictures—who speaks and when?” Students add one sound/voice note to 2–3 storyboard boxes (e.g., “My voiceover: ‘Save our place!’” or “Foley: wind/footsteps”).

6. 42–52 min · Peer check: “Persuade + Sequence” buddy review. In pairs, students trade storyboards and use two question cards:

• “What is your persuasive message (what do we want the audience to do/care about)?”
• “Which box shows the beginning, which shows the turning point, which shows the call to action?” Students give one “Glow” and one “Grow” suggestion, then revise.

7. 52–60 min · Exit ticket: storyboard readiness. Students answer on an exit slip: (1) my segment’s first shot is… (2) my call to action is shown in… (3) my planned sound/voice is… Teacher collects storyboards for a quick formative check before filming.

Resources

• Storyboard templates (A4) with 4–10 boxes, shot number lines, and sound/voice note area
• Example storyboard model on display (teacher sample)
• Pencil crayons/coloured pencils for setting and costume/body language cues
• Classroom chart: persuasive techniques (e.g., problem/solution, call to action) and representations
• Sound icons cards (voice, music, Foley, silence/beat)
• Permission reminder cards (for filming next lesson)
• Marker or sticky notes for peer feedback “Glow/Grow” labels

Assessment

• Formative: teacher uses a roaming checklist during drafting—sequence (beginning/middle/end), persuasive alignment, and presence of planned sound/voice.
• Formative: buddy review targets clarity of message and story order.
• Exit ticket confirms readiness for filming: first shot, call to action box, and planned sound/voice.

Differentiation

• Support: provide sentence starters (“In this shot, I show…”, “The audience should feel…”, “The call to action says…”), and a pre-drawn character/setting option.
• Support: fewer storyboard boxes allowed (e.g., minimum 4) with clear labels; add sound plan even if drawings are simple.
• Extension: add camera/framing notes (e.g., “close-up on worried face”, “wide to show the place”) and include a second persuasive technique (e.g., question prompt).
• EAL/SEN: allow oral dictation of voiceover plan; teacher or student scribe writes short labels; use picture prompts for setting and feelings.

Key vocabulary (displayed and used today)

• storyboard, shot, scene, sequence, beginning, middle, end
• persuasive message, call to action, audience, represent
• setting, costume, body language
• voiceover, Foley sound, music, on-screen text, label