Storyboard Story Sequencing

Overview

In this lesson (4 of 6) of Persuasive Media Mastery, students work in groups to create a storyboard for their advertisement. They plan the order of scenes and shots, and decide what visual and audio elements will go together in each part.

Learning intentions

• Students will develop a storyboard that shows a clear sequence of scenes for a persuasive advertisement.
• Students will plan the main shots in each scene (for example, close-up, wide shot) and what happens in that frame.
• Students will plan simple audio/soundtrack ideas that match the visuals and mood of the advertisement.
• Students will use group discussion to make shared decisions about the storyboard plan.

Success criteria

• I can draw or arrange storyboard frames in the correct order for my advertisement.
• I can describe what happens in each frame using simple sentences (visual and audio).
• I can include persuasive media choices (for example, catchy slogan, clear product message) in the storyboard.
• I can explain how the soundtrack/sounds support the message in my advertisement.

Curriculum links

• Visual Arts: creating artworks by planning and making artworks that communicate ideas.
• Media Arts: planning and creating media that uses visual, audio and sequence to communicate meaning.
• Literacy in context: using oral language and writing to communicate ideas clearly and collaboratively.
• Digital/Technologies capability: using planning tools to structure content and sequence elements.

Lesson structure (60 minutes)

1. 5 — Starter: Advert idea recap (I do) Teacher displays a 1–2 minute children’s advertisement clip (downloaded/ready offline). Students briefly discuss: What is the message? What happens first, next, and last?

2. 10 — Model: Storyboard parts (We do) Teacher shows a simple storyboard example with 4–6 boxes: frame number, drawing prompt, and a space for “sound.” Students help label each frame with sequence words (first, then, next, finally) and match one simple sound idea (for example, “ding”, “music gets louder”, “cheer”).

3. 10 — Key vocabulary + class co-constructed checklist (We do) Teacher writes a short checklist on the board for students to follow during planning: sequence is clear, each frame shows a shot/scene, audio note matches the moment, persuasive message is included.

4. 20 — Group storyboard planning (You do — teacher circulates) In groups, students plan their advertisement storyboard using their earlier persuasive choices (product/idea, target audience, persuasive technique). Students sketch frames and write short “audio” notes for each frame. Teacher prompts with questions: “What is happening in this moment?” “What do we want the audience to feel?” “What sound would help?”

5. 10 — Peer rehearsal: “Watch and listen” walk-through (You do) Groups swap storyboard plans with another group. Each group “rehearses” the ad by pointing to frames in order while reading their captions and audio notes. Partner group gives one “Glow” (something strong) and one “Grow” (one improvement).

6. 5 — Whole-class share + next step (I do) Teacher invites 2–3 groups to share one storyboard frame and explain their audio choice. Students confirm what they will do in the next lesson (turn storyboard into recorded clips).

7. 0 — Cleanup and materials return Collect storyboard templates and markers for next lesson.

Resources

• Printed storyboard template with 4–6 frames (one per group)
• Storyboard planning checklist (sequence, shots, audio note, persuasive message)
• Coloured pencils, markers, crayons, pencils
• Sentence starters on a display (for example: “First…”, “Then…”, “I want the audience to…”, “Sound: …”)
• 1–2 minute children’s advertisement clips (offline accessible)
• Example completed storyboard (teacher copy)
• “Glow and Grow” feedback slips (or a simple teacher-record form)
• Timer for rehearsal and feedback
• Optional: A4 paper and sticky notes for additions to frames

Assessment

• Teacher observation during group planning: checks for correct sequence, clear frames, and audio notes linked to visuals.
• Peer rehearsal feedback: listens for whether students can explain the storyboard order and persuasive message.
• Quick teacher scan of each storyboard at the end: uses the success criteria to record progress (emerging/developing/secure).

Differentiation

• Support: Provide a smaller storyboard (4 frames) and sentence starters; offer a “shot” word bank with images (wide shot, close-up).
• Support: Assign roles in groups (drawer, writer, audio planner, checker) to reduce off-task behaviour.
• Extension: Require 6 frames and add one “persuasive moment” note (for example, slogan appearing on screen, character encouraging purchase).
• EAL/SEN: Allow audio notes to be single words or symbols; students can dictate captions while the teacher or peer writes.
• Gifted/ready: Ask students to justify audio choice with a feeling word (for example, “exciting”, “happy”, “surprised”).

Key vocabulary (student-friendly)

• storyboard
• frame
• scene
• shot
• sequence
• first, then, next, finally
• audio
• soundtrack
• sound effect
• message
• slogan
• audience
• persuasive