Illustrated Storyboards

Overview

In this lesson (lesson 9 of 11) students begin producing illustrated narratives using storyboards. They will combine typed text with a “photo alphabet” (images of letters or letter-like forms captured by students) to support meaning, mood, and clarity. Students will also collaborate with peers to refine the clarity and creativity of their drafts.

Learning intentions

• WALT design a clear storyboard sequence that tells a short narrative.
• WALT combine typed text with a photo alphabet to create an effective visual letters layout.
• WALT use critique from peers to improve clarity, composition, and creativity.
• WALT present a work-in-progress using appropriate art vocabulary.

Success criteria

• I can show a logical beginning, middle, and end in my storyboard panels.
• I can match text and photo-alphabet elements so the reader can follow the story.
• I can explain my design choices (e.g. layout, emphasis, mood, readability).
• I can use feedback to make at least two purposeful improvements.

Curriculum links

• Art and Design: developing ideas and refining work through experimentation, planning, and ongoing reflection (making).
• Art and Design: using visual language (composition, typography/lettering, symbols, and layout) to communicate meaning (communication).
• Key competencies: participating and contributing in groups (peer critique), managing self (time and materials), and using language/symbols/text (storyboard planning and lettering).

Lesson structure (50 minutes)

1. 0–5 min · Starter check-in (model + prompts). Teacher shows a simple example storyboard layout and briefly points out where text, imagery, and letterforms support meaning. Students turn and talk: “What makes a storyboard easy to follow?”

2. 5–12 min · Revisit expectations (mini-lesson). Teacher reviews the unit focus: visual letters through a typed text + photo alphabet approach, and the purpose of illustrated narratives. Teacher demonstrates quick storyboard planning: choosing a moment for each panel and deciding where the strongest letterforms go for emphasis. Students write 2–3 notes: their narrative theme and intended mood.

3. 12–28 min · Draft creation (storyboard build). Teacher circulates with a planning checklist (sequence, readability, purposeful placement of photo alphabet). Students work in small pairs or groups to build their storyboard drafts:

• Panel 1: introduce characters/setting
• Panel 2–3: problem/turning point
• Panel 4: resolution Students add typed text and insert photo-alphabet letter elements to support key words (e.g. the character’s name, a key emotion word, or an important action word). Students are reminded to keep text legible and to avoid crowding.

4. 28–38 min · Peer critique (clarity + creativity). Teacher assigns roles (feedback giver/receiver, timekeeper) and provides sentence starters on the board:

• “The story is clear because…”
• “I got confused when…”
• “A stronger choice could be…”
• “I love how you used the letterforms to…” Students exchange storyboards and give feedback using “two stars and a wish” (two positives, one improvement). The receiver marks notes directly onto a planning sheet or sticky labels.

5. 38–48 min · Improve and finalise work-in-progress. Teacher instructs students to implement feedback immediately and justify choices. Students revise their storyboard drafts: adjust panel order if needed, reposition photo-alphabet elements, and edit wording for clarity. They ensure at least two improvements are made and recorded.

6. 48–50 min · Exit reflection (quick evidence). Teacher collects a 3-question exit ticket:

• One thing my storyboard communicates clearly is…
• One change I made after peer feedback was…
• One design choice I made with my photo alphabet was…

Resources

• Storyboard templates (4–6 panels) or paper storyboard sheets
• Typed text strips (cut-and-place) or digital typography files to print
• Photo alphabet materials: printed letter photos and/or phone-camera captures
• Scissors, glue sticks, tape, rulers
• Coloured pencils/markers for accents and emphasis (kept limited to maintain readability)
• Art vocabulary prompts (clarity, emphasis, composition, mood, sequence)
• Peer critique cards with sentence starters
• Timer for critique rotations
• Teacher checklist for formative assessment

Assessment

• Formative during drafting: teacher checks sequencing, readability, and purposeful use of photo-alphabet elements.
• Formative during critique: teacher listens for feedback that targets clarity and creativity (not personal taste only).
• Exit ticket evidence: whether students can explain a design choice and a feedback-driven improvement.

Differentiation

• Support: provide sentence starters for narrative panels and a word bank for emotions/actions; allow students to draft text on planning paper first before placing.
• Support: offer a “readability rule” reminder (larger key words, fewer type styles, consistent panel margins).
• Extension: challenge students to include visual symbolism (e.g. recurring letterform or colour to represent a theme) and to add a fifth panel or small transition detail between panels.
• EAL/SEN: allow verbal explanations during critique; offer simplified critique prompts (“One clear part is… One part to improve is…”) and ensure visual supports for storyboard structure are available.
• Organisation: assign roles in pairs (materials manager, text editor, layout designer) to reduce off-task behaviour and support time management.

Extension (optional)

SKIP