Storyboarding

West Haven Public Schools

Unit Planning Organizer

Revised September 2010

Subject   Video Production             

Grade 10-11&12

Unit:   Storyboarding                  

Pacing: 2010-2011

Essential Question(s):

  • What does a storyboard mean to a video project?
  • How does a storyboard prepare and facilitate the production of a video project?

Big Idea(s):

  • Storyboards are solid foundations for video projects.
  • Projects are easier to organize and complete.

CT State Standards (includes West Haven’s “Priority” GLES’s in BOLD and “Supporting” Standards)

***All standards are achievable and equal in importance because this is a full-year course. 

A. 1,2 & 3

A. Video Production Skills: Understand video production as a communication tool and the equipment and skills required to properly communicate a message.

1. Describe the production process and industry standard terminology.

2. Design a message that is appropriate for specific audience.

3. Develop scripts and storyboards during the pre-production process.

D. 19, 23 & 24

D. Career Awareness and Teambuilding: Become aware of the world of work and its function in social diversity, expectations, trends and requirements; identify and develop leadership attributes and apply them in team situations.

19. Explain the need to be a lifelong learner.

23. Apply organizational and time management skills to classroom and laboratory activities.

24. Present information in a clear, concise and appropriate manner.

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know) 

Skills(Able to Do) 

BL 

 

Written format that identifies the target audience.

 

Storyboards for each proposed video project.

 

Storyboards display particulars of the topic.

 

Project needs of the storyboard and the limitations of producing the video.

 

Parameters of the medium requirements .

 

The career implications of, accurate, concise professional storyboards.

 

Modified storyboard becomes a product.

 

 

 

 

  1. Identify the overall performance or task to be assessed, and perform it yourself or imagine yourself performing it
  2. List the important aspects of the performance or product.
  3. Try to limit the number of performance criteria, so they can all be observed during a pupil's performance.
  4. If possible, have groups of teachers think through the important behaviors included in a task.
  5. Express the performance criteria in terms of observable pupil behaviors or product characteristics.
  6. Don't use ambiguous words that cloud the meaning of the performance criteria.
  7. Arrange the performance criteria in the order in which they are likely to be observed.
  8. Checklist Approach When you use this, you only have to indicate whether or not certain elements are present in the performances.
  9. Narrative/Anecdotal Approach When teachers use this, they will write narrative reports of what was done during each of the performances. From these reports, teachers can determine how well their students met their standards.
  10. Rating Scale Approach When teachers use this, they indicate to what degree the standards were met. Usually, teachers will use a numerical scale. For instance, one teacher may rate each criterion on a scale of one to five with one meaning "skill barely present" and five meaning "skill extremely well executed."
  11. Memory Approach When teachers use this, they observe the students performing the tasks without taking any notes. They use the information from their memory to determine whether or not the students were successful. (Please note that this approach is not recommended.)

 

 

 

 

RECOGNIZE project audience .

 

 

 

 

UNDERSTAND storyboard mechanics/steps.

 

 

 

CONSTRUCT storyboards that includes taught technical areas.

 

 

IDENTIFY needs/realistic budget/accessibility limitations.

 

 

OUTLINE project limitations.

 

 

EVALUATE media/communication various uses.

 

 

 

BUILD detailed storyboard.

 

 

L I

 

 

 

 

 L II

 

 

 

L III

 

 

 

 L I

 

 

 L IV

 

 

 L V

 

 

 


L VI

 

Instructional Planning

Suggested Resources/Materials:

 Suggested Research-based Effective Instructional Strategies:

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Storyboard

VO

Camera Shots

Camera Angles

Money Shot

Establishing Shot

Standup

Nat Sound

Graphics