Activity Overview
A great way to explore the Storyboard Creator and learn about each other is for students to create storyboards that provide visual instructions for how to do their favorite skill or activity.
Students often use the summer to learn a new skill or enjoy using an old one. For example, over the summer, many people like to grow a garden, play a sport, sew or do an art project, fish, go camping, skateboard, play video games, cook, or even start a business!
In this activity, students will write and illustrate step-by-step instructions for how to do their favorite summer activity. They can share their instructions after they are completed making this an engaging lesson that helps facilitate getting to know one another and building classroom community.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Teach your favorite skill to your classmates by creating a step by step storyboard.
Student Instructions:
- Click “Start Assignment”.
- Think of a favorite skill or activity you like to do in the summertime and break it down into at least 4 steps.
- For each step, write a title, short description and include a helpful illustration using scenes, characters, items and/or symbols.
Requirements: At least four steps that teach a skill or how to do an activity. Include: titles, 2-4 sentence descriptions and illustrations for each step.
Lesson Plan Reference
- CCSS: SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
- CCSS: SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
- CCSS: SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
- CCSS: SL.9-10.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
A great way to explore the Storyboard Creator and learn about each other is for students to create storyboards that provide visual instructions for how to do their favorite skill or activity.
Students often use the summer to learn a new skill or enjoy using an old one. For example, over the summer, many people like to grow a garden, play a sport, sew or do an art project, fish, go camping, skateboard, play video games, cook, or even start a business!
In this activity, students will write and illustrate step-by-step instructions for how to do their favorite summer activity. They can share their instructions after they are completed making this an engaging lesson that helps facilitate getting to know one another and building classroom community.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Teach your favorite skill to your classmates by creating a step by step storyboard.
Student Instructions:
- Click “Start Assignment”.
- Think of a favorite skill or activity you like to do in the summertime and break it down into at least 4 steps.
- For each step, write a title, short description and include a helpful illustration using scenes, characters, items and/or symbols.
Requirements: At least four steps that teach a skill or how to do an activity. Include: titles, 2-4 sentence descriptions and illustrations for each step.
Lesson Plan Reference
- CCSS: SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
- CCSS: SL.9-10.2 - Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
- CCSS: SL.9-10.4 - Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task
- CCSS: SL.9-10.5 - Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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