Plan the Story

This is lesson 1 of 4 in the unit "Animate Ideas in Motion". Lesson Title: Plan the Story Lesson Description: WALT: We are learning to develop a clear stop-motion concept and storyboard. 120-minute sequence: Introduce stop motion and examples (15 min); explore techniques and camera safety (15 min); form production teams of 3–4 and assign roles (10 min); create a storyboard, shot list, and prop plan (50 min); peer feedback and revisions (20 min); exit reflection (10 min). Success criteria: I can explain how stop motion creates movement; plan a beginning, middle, and end; draw or describe each shot; and identify roles, materials, and safe practices. Differentiation: Provide visual storyboards, modelled examples, word banks, role cards, templates, and oral or scribed planning options; allow students to work with supportive peers. Extension: Add a secondary storyline, planned camera movement, or an intentional visual effect. Dyslexia-friendly options: Use dyslexia-friendly fonts, large-print/high-contrast templates, short instructions with icons, text-to-speech, and audio instructions. NZC Technology alignment: Technological practice—identifying a need or opportunity, exploring possibilities, and planning a digital outcome; supports thinking, managing self, and participating and contributing.

Overview

Lesson 1 of 4 in Animate Ideas in Motion. Students investigate how stop-motion animation creates movement, then work in production teams to develop a feasible concept, storyboard, shot list and prop plan for a digital outcome.

Learning intentions

WALT develop a clear stop-motion concept and storyboard.
WALT explain how a sequence of still images can create the illusion of movement.
WALT plan a beginning, middle and end for an animation.
WALT identify production roles, materials and safe camera practices.
WALT give and use constructive peer feedback.

Success criteria

I can explain how stop motion creates movement.
I can plan a story with a clear beginning, middle and end.
I can draw or describe each planned shot.
I can identify roles, materials and safe practices for production.

Curriculum links

Technological practice: identify a need or opportunity and explore possible digital outcomes.
Technological practice: plan a digital outcome that is fit for purpose and audience.
Digital technologies: represent ideas and information using digital tools and media.
Technology capability: make informed decisions about materials, equipment, processes and safe practice.
Key competencies: thinking, managing self, and participating and contributing.

Lesson structure (120 minutes)

0–15 minutes – Planning for Practice Introduce stop-motion animation, audience and purpose. Students identify the opportunity, clarify the intended digital outcome, and discuss what makes a plan feasible.
15–30 minutes – Resourcing Explore camera techniques and safety. Teams identify roles, equipment, materials, props, time limits and available digital tools. They note what must be made, borrowed, reused or sourced safely.
30–45 minutes – Considering Stakeholder Feedback Teams share an initial animation idea with a partner team. Using two stars and a wish, stakeholders comment on story clarity, audience appeal, feasibility and safe practice. Teams record the feedback.
45–60 minutes – Exploring Implications Teams examine the likely consequences of their design choices, including time, materials, camera stability, privacy, accessibility, environmental impact and whether the outcome will meet its intended purpose. They identify risks and possible solutions.
60–75 minutes – Brief Development Each team writes a concise brief stating the need or opportunity, intended audience, purpose, constraints, specifications and criteria for a successful stop-motion animation.
75–105 minutes – Outcome Development Teams develop the storyboard, shot list and prop plan. They plan a beginning, middle and end; describe each shot; estimate frames; assign roles; and prepare materials for the next lesson. The teacher conferences with teams to refine feasibility.
105–120 minutes – Evaluation Teams evaluate their proposed outcome against the brief and success criteria. Students complete: “Our outcome will be fit for purpose because…”, “Feedback changed…”, “One implication we considered was…”, and “Our next step is…”. Collect plans for formative assessment.

Resources

the stop-motion introduction deck, displayed throughout the lesson
the stop-motion planning worksheet, one per student or team
Tablets or cameras with stop-motion capability, if available
Projector or interactive display
Small classroom objects for movement demonstrations
Pencils, erasers, coloured pencils and rulers
Scrap paper, card, recycled materials and simple craft supplies
Team role cards and timer
Clear floor or table space for safe equipment use

Assessment

Observe team discussions and questioning to assess understanding of frame-by-frame movement, story structure and safe camera practice.
Review each storyboard, shot list and prop plan for a clear beginning, middle and end; logical shot order; achievable action; identified roles and materials; and appropriate safety decisions.
Use peer feedback and exit reflections to identify misconceptions and next teaching steps.

Differentiation

Provide visual storyboard examples, a modelled sample, role cards, word banks and templates with icons. Give one instruction at a time and check understanding.
Offer dyslexia-friendly templates using a clear sans-serif font, large print, high contrast, generous spacing and minimal text. Provide audio instructions or text-to-speech where available.
Allow students to draw, dictate, record ideas orally or work with a scribe. Pair students with supportive peers and provide teacher conferencing for teams needing help narrowing their idea.
Extend capable teams by adding a secondary storyline, planning intentional camera movement, or designing a purposeful visual effect while maintaining a manageable shot sequence.

Teaching Instructions