Search
Problems and Solutions with Storyboard That
Details
Activity Description
Students use a comic strip site for dialog writing, in order to practice target grammar structures, vocabulary, or idioms. The site offers 325 characters, 225 scenes, and over 45,000 images, and the option to upload images. Comic strips can be viewed online or downloaded and printed. The Free version limits you to 2 storyboards per week with a 3 cell option. Students will need to make an account to use the site.
Preparation
- Make sure that the Web site is not blocked at your school.
- Optionally, watch the Getting Started with Storyboard That video introduction to the site
- Create an account for yourself and practice using the site to become familiar with it and to bea able to anticipate students’ questions or difficulties.
- Create a lesson plan in which you will use the site to introduce a new topic or in which students will write a dialog (see More Ways - below - for ideas).
- Prepare your own storyboard as a model.
How-To
- Have students write dialogs individually, in pairs, or in small groups, based on course objectives. Collect students’ writing and provide feedback on content and mechanics (spelling, grammar, word choices, and punctuation).
- Have students go to the Storyboard That Web site and create an account (e-mail address needed). Have them verify the account by selecting the link they receive in an e-mail from the site. (Students will need access to their e-mail accounts at school).
- Select Create a Storyboard.
- Select from the many options for characters, scenes, textables (speech and thought bubbles), shapes, etc., and add them to each cell of the comic strip by dragging and dropping.
- Each character and item can be customized (colors and positions) by selecting it and making changes on the pop-up palette.
- Select a textable (speech or thought bubble) in order to type text into the text box.
- If a storyboard is not completed in one sitting, it can be saved and edited at another time. When students login, they will choose My Storyboards to edit / revise previously-created stories.
- After students have saved their storyboards, they will see the following options: presentation (print, slideshow, download images, and download PowerPoint), sharing, and privacy. You may present the comic strip as a slideshow within the Web browser or download the storyboard as an image pack or PowerPoint. With an image pack, each storyboard cell is exported into a high resolution image or use the included PDF for printing needs. If PowerPoint is chosen for export of the storyboard, download the zipped folder, and you can choose between two PowerPoints, one of which is animated.
- Have students present their dialogs.
Teacher Tips
- . The limitations for free account are the following:
- Only 2 comic strips per week
- Only 3 cell configurations
- Only 1 user per account, so students would have to set-up their own accounts
- Not private, so anyone can view the storyboards
- See lesson plans at . To view examples of how the site is used by teachers for instructional purposes, see the samples for teaching punctuation and grammar:
- Teaching Punctuation with Storyboard That
- Teaching Advanced English Grammar with Storyboard That
- For pricing information , you can select this link or use the link on the site's home page
- To learn more about classroom portals . The Educational version of the site is only for teachers.
More Ways
- Teachers can create comic strips to use to introduce a topic for a class reading, to spark a discussion, or to pose a question to the class or a problem to solve.
- Students can create cartoons from any dialogs they write, with purposes ranging from practicing a grammar structure or vocabulary word to dramatizing a role play for a given scenario.
- Teachers can make comic strips to introduce or reinforce vocabulary, and students can be assigned to write scripts that demonstrate their comprehension of given vocabulary words or learned idioms.
- Both students and teachers can show do's and don'ts for a given scenario or problem; teach and learn about or have a debate; have opportunities to participate in listening comprehension exercises.
- Students can be assigned to respond to a reading or a class discussion topic.
- Students can make news reports or give opinions on current events or political issues.
- Make commercials or a movie review.
- Tell jokes or stories or write the dialog for a short story or the ending of an open-ended story.
Program Areas
- ABE: Adult Basic Education
- ESL: English as a Second Language
Levels
- Intermediate Low
- Intermediate High
- Advanced
- All Levels
Lesson Plan
Prepare slips of paper with common everyday problems (e.g., "lost keys," "phone battery died," "missed the bus," "spilled coffee," "computer crashed," "noisy neighbors").
Students take turns drawing a slip and acting out or drawing the problem for their classmates to guess.
As students guess, write the problem phrases on the board.
Briefly discuss the problems from the warm-up.
Ask: "How do these problems make you feel? What do you usually do?"
Introduce the lesson topic: "Today, we're going to talk more about everyday problems, how to talk about them, and how to show solutions through storytelling."
Briefly mention "Storyboard That" and show a quick example of a simple 3-cell comic if possible, explaining this will be their final task.
Review the vocabulary on the Vocabulary Handout. Make sure that students understand how to use the Modals. If not, review them.
Divide students into pairs and have them practice the dialogue. Have them subsitute words from the vocabulary list.
Give students the practice handout and have them complete it.
Review answers as a class.
In pairs, students are given a problem scenario (from the warm-up list or new ones).
Student A describes the problem. Student B offers 1-2 suggestions using the target language.
They switch roles for a new problem.
Encourage them to use phrases for expressing feelings and asking for advice.
Circulate and monitor, providing assistance and correction.
Teacher should model how to log onto Story That and how to creat a 3 cell story board.
Have students map out their 3 cell story board on paper about a problem and a solution and then proceed to the application, log on and create a story board.
Completed story boards can be shared by the class.
Students can create a second Story That 3 cell story for homework with their family.
Documents
- Practice Worksheet- Problems Solutions.docx - Practice Worksheet-Problems and Solutions
- Vocabulary Handout-Problems and Solutions.docx - Vocabulary Handout-Problems and Solutions
Standards
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Writing
- CCR Anchor 3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
- CCR Anchor 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- Language
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.
Tags
Tools
Creative Commons License
