Storytelling Craft

Overview

This lesson continues the unit Exploring Steven Spielberg’s Legacy by focusing on how Spielberg engages audiences through identifiable narrative techniques. Students will watch short film clips, annotate narrative elements, and give a brief, reasoned judgement about why specific choices work.

Learning intentions

• Students will identify key storytelling techniques used in film (characters, setting, plot structure, pacing, and point of view).
• Students will analyse how visual and sound choices create meaning and audience engagement.
• Students will develop reasoned ideas about what makes an effective scene, using evidence from what they see and hear.
• Students will communicate findings clearly in short spoken presentations.

Success criteria

• I can name at least three narrative elements in a clip and locate where they appear.
• I can explain how a specific film technique (e.g., camera angle, editing pace, sound) affects the audience.
• I can give a reasoned judgement about why a moment is effective, using references to details from the clip.
• I can present my analysis briefly, staying focused on the key points.

Curriculum links

• Art and Design (KS3) — develop creativity and ideas and increase proficiency in their execution (students use analysis to generate improved storytelling choices).
• Art and Design (KS3) — develop a critical understanding of artists, architects and designers by expressing reasoned judgements that can inform their own work (students justify why choices work).
• English (KS3) — Spoken English: giving short speeches and presentations, expressing own ideas and keeping to the point (mini-presentations).
• English (KS3) — Writing: write accurately, fluently, effectively and at length for pleasure and information (brief written annotations preparing for later extended work).

Lesson structure (30 minutes)

1. 0–5 min · Hook and recall. Teacher plays a 20–30 second silent re-play of a previously discussed moment (or shows key frames) and asks: “What do you think is happening and how do you know?” Students turn-and-talk, then share one idea; teacher records common narrative clues on the board.

2. 5–10 min · Direct teach: narrative elements. Teacher introduces a simple “Storytelling Toolkit” using film examples: character goal/need, conflict, turning point, setting, point of view, pacing, and use of sound/music. Students fill in a quick table with one example from the warm-up moment (no full clip analysis yet).

3. 10–18 min · Clip analysis: first viewing. Teacher plays Clip A (1–2 minutes) with sound on; pauses at two deliberate moments (beginning + turning point). Students annotate a provided worksheet: tick narrative elements observed and jot one piece of evidence per element (e.g., “music swells at the moment the decision is made”).

4. 18–24 min · Clip analysis: second viewing (focus on technique). Teacher plays the same clip again, slightly shorter pauses, directing attention to one technique at a time: editing/pacing, camera angle, and sound. Students add “Technique → Audience effect” notes using sentence stems: “This happens when… so the audience feels/understands…”.

5. 24–28 min · Reasoned judgement mini-presentations. Teacher models a 20–30 second spoken judgement: “In this scene, the character’s goal drives the conflict. The editing pace speeds up at… which makes the moment feel… I think Spielberg uses this to…” Students deliver in pairs or small groups (one student per group speaks, others listen); class uses a “Keep to the point” checklist.

6. 28–30 min · Exit ticket. Teacher collects a quick written response: “Name one narrative element and one technique. Explain one reason why it engages the audience.”

Resources

• Short film Clip A (1–2 minutes) from a Spielberg film appropriate for KS3 viewing
• Clip B optional substitute (if Clip A fails, same length from similar tone)
• Worksheets with a “Storytelling Toolkit” table and annotation space
• Sentence stems for analysis and judgement
• Projector/speakers and a timer
• “Keep to the point” spoken checklist card for students
• Lined paper or writing slips for exit ticket

Assessment

• Teacher observation during clip pauses: check that students correctly spot narrative elements (accuracy of ticks/labels).
• Worksheet review: look for at least one “Technique → Audience effect” explanation using evidence from the clip.
• Exit ticket: confirm students can link narrative element + technique to a reasoned judgement.

Differentiation

• Support: Provide additional sentence starters and a word bank (goal, conflict, turning point, setting, tension, pacing, soundtrack, camera angle, audience, understand/feel).
• Support: Offer a partially completed worksheet for students needing structure (e.g., pre-ticked “character goal” and “conflict” prompts).
• Challenge/extension: Ask higher-attaining students to include point of view and explain how it shapes audience knowledge (e.g., “we see/hear more/less than the character”).
• EAL/SEN: Allow students to annotate with symbols or short phrases; during presentations, permit reading from a scaffolded prompt card.
• Adaptation for different learning levels: If students struggle with visual-only analysis, play clip once with captions/subtitles enabled and focus first on sound cues and actions before camera/pace.