How to Tell a Story and How to Storyboard: Lesson Plan 1

Strand 9.1 — Production, Performance & Exhibition of Dance, Music, Theatre, and Visual Arts

• 9.1.3.A / 9.1.5.A — Know and use the elements of art to produce images.
• 9.1.3.B / 9.1.5.B — Recognize and use fundamental art skills and techniques.
• 9.1.3.C / 9.1.5.C — Identify and use a variety of media and techniques to create works (drawing, sequential images = storyboards).
• 9.1.3.D / 9.1.5.D — Use tools and technologies in producing art (digital or paper storyboard creation).
• 9.1.3.E / 9.1.5.E — Demonstrate ability to create and communicate meaning through the arts.
• 9.1.3.F / 9.1.5.F — Demonstrate use of media arts processes (fits directly with planning a video/story through storyboards).

Strand 9.2 — Historical & Cultural Contexts

• 9.2.3.A / 9.2.5.A — Identify cultural and historical context of works in the arts.
• 9.2.3.C / 9.2.5.C — Recognize themes across stories and artworks.

Strand 9.3 — Critical Response

• 9.3.3.A / 9.3.5.A — Identify critical processes in responding to artwork.
• 9.3.3.B / 9.3.5.B — Describe and analyze qualities of artwork.
• 9.3.3.C / 9.3.5.C — Classify works by intended purpose (e.g., storyboard = planning tool).

Strand 9.4 — Aesthetic Response

• 9.4.3.A / 9.4.5.A — Identify aesthetic responses to the arts.
• 9.4.3.B / 9.4.5.B — Describe personal reactions to works and artistic choices.

Technology Education (3.6) — K–5

• 3.6.B — Information Technology
  • Includes computers, software, digital tools, and how technology aids communication and design (e.g., digital storyboard tools).
• 3.6.C — Construction, Manufacturing & Transportation Technologies
  • Basic understanding of how tools and systems are used to create and move things.

Technological Devices (3.7) — K–5

• 3.7.A — Tools & Instruments
  • Identify, select, and use tools appropriately (e.g., storyboard templates, cameras/tablets for media arts).
• 3.7.B — Computer Operations & Software
  • Understand how computers and digital devices are used to gather, store, and communicate information—highly relevant for storyboarding or media creation.

Science, Technology & Human Endeavors (3.8)

• 3.8.A — Constraints & Consequences
  • Recognize how technology choices affect people and environments (relevant to media literacy and responsible creation).
• 3.8.C — Meeting Human Needs
  • Understand how technology solves everyday problems—fits with digital storytelling tools.

PA Integrated Standards for Science, Environment, Ecology, Technology & Engineering (K–5)

• Promote inquiry, problem solving, critical thinking, and authentic exploration in technology use and creation.
• Emphasize relationships between humans, tools, and designed systems — relevant for media production and using digital tools to tell stories.

PA Core English Language Arts (PreK–5)

Standard 1: Foundational Skills

• Early literacy skills (phonics, print concepts, fluency) through Grade 5.
• Supports reading comprehension needed to analyze story structure.

Standard 2: Reading Informational Text

• Students read, understand, and respond to nonfiction.
• Supports understanding of storyboard instructions and informational video content.

Standard 3: Reading Literature

• Understanding characters, setting, plot, and sequence.
• Direct alignment with identifying story beats before planning a storyboard.

Standard 4: Writing

• Develop narrative, informative, and opinion writing.
• Essential for planning a story, writing storyboard captions, and sequencing events logically.

Standard 5: Speaking & Listening

• Supports peer discussion of storyboard choices and oral storytelling.
• Communication, collaboration, questioning, and presenting ideas.