Lesson Plan Template Guide

Understanding By Design Framework

Course ELA Grade Level 10-1

Subject Storytelling Time Frame 80min

Title Storyboarding for Film Developed by Wickens Chickens Group B

Stage 1 Desired Results

Content Standard(s): Frontmatter: Context- A text creators understanding of purpose and audience will influence his
or her selection and development of form and content; 1.1.2.a. experiment with language, image and structure to
create different effects in particular situations and for particular purposes and audiences; 4.1.1 Assess text creation
context; 4.1.2 Consider and address form, structure and medium; 4.1.3 Develop content; 4.1.4.b. develop presentation
materials; and select strategies and technologies appropriate to purpose, audience and situation [for example, use
technologies such as presentation software, videos, CDROMs, DVDs, audiotaped interviews and handouts]; 4.2.3.d.
describe the effects of own use of stylistic techniques and rhetorical devices
Enduring Understandings/Big Ideas: (from Essential Questions: (Lesson specific)
Harden: Lesson specific) How do we make creative decisions prior to filming?
Students will understand that How do we attend to detail in the context of film
Storyboarding in an important creation.
piece of the storytelling process.
Attention to detail is important Prior Knowledge:
Planning with an audience in What do students already know . . . Their message, their
mind is critical audience, their presentation materials.

Related misconceptions . . . Lesson Emphasis: Attention to detail and audience. Making

Planning gets in the way of the decisions prior to filming.
creative process

Knowledge objectives (specific Skill objectives (specific outcomes):

outcomes): Students will be able to . . .
Students will know . . . Develop content
how a texts purpose is relative Assess creation context
to its audience Experiment with language, image, structure and style.

Stage 2 Assessment Evidence (Lesson specific)

Performance Task(s): Completed Storyboards

Student Self-Assessments Other Evidence (assessments)

Checklists Peer-Assessment
Students ask themselves Observation
o Is the storyboard a Check-ins with students as needed
detailed representation of
the students film?
o Have they considered the
audience and their
needed techniques and
materials?

Stage 3 Learning Plan

Learning Activity: Work Period
What the Student does . . .
(Include differentiation instruction) What the Teacher does . . . Time Materials

In pre-existing groups of 3-4, students

collaboratively plan and develop detailed Provide students with introductory
instructions and checklists. While Checklist
storyboards for the entirety of their
Sheets
awareness campaign. Students will be students work, circulate and
40min Storyboard
provided with a checklist to guide their provide feedback, constructive templates
storyboards to include necessary details questions, and encourage group
such as corresponding sections of script, collaboration.
illustrated frame details, transitions, etc.

Peer-
Facilitate peer-review and encourage
Students peer-assess their work with Assessmen
constructive criticism and provide 20min
another group. t fill-in
support. sheets

Groups take the feedback they received and

Observe how students consider
make necessary alterations. Students discuss none
criticism and provide support where 20min
what they will need in order to bring their needed
needed.
storyboards to reality.

Stage 4 Reflection
Considerations Comments
Is there alignment between
the first 3 stages?
How has learner
differentiation been
addressed?
How does the unit design
include a variety of teaching
experiences that includes:
FNMI, multicultural, and
interdisciplinary activities.
Sources consulted (APA
format)

Adapted by Jeff Turner (2016) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.

Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA:
Sage.