YEAR LEVEL:

Year 8
TOPIC:
Inquiry Unit Where do we draw
inspiration from when creating?
LEARNING INTENTION:
We are learning how to improve our creative writing skills.
AusVELS:
Art
Creating and making:
maintain a record of the creating and making of their arts works and explain
their decisions about how they present art works for specific purposes and
audiences.

English
Reading and Viewing
Identify and evaluate devices that create tone, for example humour, wordplay,
innuendo and parody in poetry, humorous prose, drama or visual texts
(ACELT1630)

Intercultural Understanding

Communicate across cultures:
Explore ways that culture shapes the use of language in a wide range of
contexts.

Reflect on intercultural experiences
Reflect critically on the representation of various cultural groups in texts and
the media and how they respond.

Thinking Processes
Creativity:
With teacher support, application of creative thinking strategies for a variety of
purposes and problems, and in a range of contexts
MATERIALS:
Workbook and writing materials

Laptop/ ipad

Paper to hand out to students
Whiteboard/ projector and whiteboard
markers

Example of a storyboard and
photocopied information about narrative
structures and character development
(for student reference)





Introduction: Body of Lesson: Conclusion:
Students will be asked what
they already know about
creative writing (narrative),
and how we begin to
develop characters in
stories.
Students will then be asked
what they think the
significance of a storyboard
is.

First, have students discuss in small groups what a
creative writing piece needs. Next, have the groups
share with the class their ideas and thoughts
students should write any elements that others share
that they may not have.

Once it is a clear that they have a good understanding
of the bones of a creative writing piece, have every
child create a storyboard around the idea of a child is
kidnapped by aliens, only to find out the alien is
actually their best friend.

The storyboard will cover characters psychological
drives, traits and mannerisms as well as developing
plot foreshadowing, setting and time lapse.
Students can choose to illustrate or write these
sections, but they must explore these avenues before
Students will be asked
to share their stories
with the person
sitting next to them or
to share their stories
by reading to the
class.
They will be asked to
write a reflection on
what they have learnt
about narrative and
storyboards in their
portfolio of learning.
writing their creative piece.

Creating a storyboard can assist students in having a
clear outline of a story before beginning. Generating a
strong and detailed storyboard will provide the
creative narrative with solid foundations.