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Lesson steps 1. Introduce students to the project. Explain that they will work in small

groups to select a poem and create a storyboard. Then they will swap storyboards with another group and create a short digital movie based on that storyboard.

2. Explain that storyboards are a planning tool to help students determine what they need for each scene. The purpose of storyboards is to show, on paper, what’s in the picture, such as the number of people, words on the screen, and scenery. Explain that by pre-planning their upcoming video shoot with a storyboard, they will spend less time trying to figure things out on the day of the shoot, and when in doubt, they can refer to the paper. Time permitting, have each group research the purpose of and examples of storyboards.

Note: To learn more about the process of making movies, you and your students may want to review the Digital video guides.

3. Discuss with the students the use of common poetic devices in the poem, such as rhyme, symbolism, assonance, and imagery. Explain that the poetic devices should help guide them in how they visually represent the poem. For example, in the storyboard and sample video, the use of colors that change from one image to the next is the visual representation of assonance, repetition, and imagery. Additionally, the first-person point-of-view of the poem informed the use of images of the same person to show varying moods and emphasize specific body parts.

4. Demonstrate the sample storyboard for the Shel Silverstein children’s poem “Colors” provided with the project. Then demonstrate how to create the sample video. You can use the generalized process shown here with the sample file. You may want to explain that this video uses still images that were manipulated by using Adobe Photoshop Elements, but they can choose to use still images, create images, or shoot video to complete their projects.

Sample assets: storyboard.prel; storyboards_colors.asbd; storyboards_colors.mp3; storyboard_colors.flv (all in the storyboard_assets.zip folder)

Note: When opening the storyboard.prel file a dialog box opens asking for the location of files. Browse to the storyboard_assets folder and match the file name to the necessary audio, video, or image file.

Storyboards In this lesson, students select a poem, identify the poetic devices, sketch a storyboard, and make a video for the poem. By doing this activity, students learn about presenting a story in pictures and about chronological order. They also learn about the importance of storyboards in creating digital movies. Grades 6–9 Subjects Language Arts, Visual Arts, Technology Timing 2-4 class periods Objectives Students: • Learn about the purpose

of storyboards and the process of describing a story in picture

• Learn to present visual information in chronological order

• Identify poetic devices • Create a presentation

reflecting on what they learned

• Use Premiere Elements to create a short video

Evaluation general_assessment.pdf

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General overview of demonstration sample

1. In Soundbooth, open a new project and record the poem. If necessary, edit the sound clip. When you have it the way you want it, save the file. Soundbooth guide: How to record narration Soundbooth guide: How to edit audio tracks Soundbooth guide: How to export sound

2. In Premiere Elements, open a new project and import the still images; in Organize view, select Get Media. Premiere Elements guide: Overview of Premiere Elements interface

3. Use Time Stretch to set the time duration for each

image so that it appears long enough for you to see each state. Premiere Elements guide: How to edit clips

4. In Premiere Elements, import the Soundbooth sound clip. Then drag the still images, in the correct order, to the Timeline, and drag the sound clip into the Timeline. Premiere Elements guide: How to import audio

5. You may add titles, transitions between the

frames, and a musical soundtrack to make your video more interesting. Premiere Elements guide: How to add titles Premiere Elements guide: How to add transitions Premiere Elements guide: How to work with audio Note: The music used in this video is Hot and Spicy from SmartSound.

6. When the video is complete, in the Share view,

select the distribution method (DVD, web, or personal computer). Premiere Elements guide: How to share video

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5. Have each group select a poem and identify and create a list of the poetic devices used in the poem. Encourage them to use the poetic devices to inform their storyboards.

Note: It is recommended that you provide a list of poems for the groups to select from.

6. Have each group sketch a storyboard for their poem, reminding them that they will swap their storyboards with another group so they need to be thorough in their descriptions. When the storyboards are complete, have groups swap them and the list of poetic devices.

Sample assets: storyboard_example.pdf; storyboard_template.pdf (in the storyboard_assets.zip folder)

7. Provide each group with the Premiere Elements and Soundbooth technical guides mentioned in the preceding steps and have them create their own videos, using the storyboards and list of poetic devices given to them by another group.

Note: For more information about any technical element, see Premiere Elements and Soundbooth Help.

8. When the videos are complete, have the groups who swapped storyboards show one another their videos and discuss how the storyboards were helpful in creating their digital movies, how the poetic devices informed their decisions, whether enough information was provided in the storyboard, and whether and how the final video differed from what the storyboard authors intended.

9. Have the students scan the storyboards. Then have the students, in a word processing program, write the original poem, identify the poetic devices used, and write a reflection that includes how the poetic devices helped them visually create the movie, a brief description of what it was like to follow someone else’s storyboard, and whether, how, and why the final video differed from what the storyboard authors intended.

10. In Adobe Acrobat Pro, demonstrate how to create and combine PDFs. Then have each group turn the scanned storyboards and word processing documents into PDF files, combine the PDF files, and then embed their digital videos into the PDFs.

Acrobat Pro guide: How to create a PDF Acrobat Pro guide: Adding media to a PDF document Sample asset: storyboard_report.pdf (in the storyboard_assets.zip folder)

11. Time permitting, have each group give a presentation in which they present their poem, video, and a brief description on what they learned about poetic devices, storyboards, and filmmaking through making this project.

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Adapting the lesson to grade levels:

Grades 2–4 Adapt this lesson to younger students by focusing the content on making a movie on a children’s fairy tale.

Grades 9–12 Adapt this lesson to older students by focusing the content on creating a short movie trailer.

ISTE NETS*S Curriculum and Content Area Standards – NETS for Students

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media. c. evaluate and select information sources and digital tools based on

the appropriateness to specific tasks

4. Critical Thinking, Problem-Solving & Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

b. plan and manage activities to develop a solution or complete a project.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

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6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

b. select and use applications effectively and productively.

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