Five-Week Plan
The sequence moves from talk to design to production. It assumes roughly four lessons per week and can be shortened by combining the film and picture-book pages.
The shape of the unit
| Week | Focus | Core moves | Formative evidence |
|---|---|---|---|
| 1 | Speaking and discussion | Speak to a partner, map a discussion, practise disagreement, assign group roles. | A one-minute talk and observer notes. |
| 2 | Presentation and story | Design three slides; rehearse openings; tell a short story with pace and silence. | A slide sequence and a story rehearsal. |
| 3 | Words and images | Write a descriptive paragraph; analyse a film sequence; design a picture-book spread. | A revised paragraph and an annotated storyboard. |
| 4 | Research and collaboration | Build a question, compare sources, take notes, plan a group production. | A source table and a group plan. |
| 5 | Publishing and reflection | Choose a format, check access and consent, publish, give feedback and reflect. | A published piece and a reflection note. |
A typical lesson
| Time | Routine | Purpose |
|---|---|---|
| 5 minutes | Speak in pairs about one prompt. | Warm up the voice and the habit of talking. |
| 10 minutes | Notice a model: what choice is doing the work? | Make quality visible. |
| 10 minutes | Teach one technique or design principle. | Give students usable vocabulary. |
| 20 minutes | Make, rehearse or write. | Learn through production. |
| 10 minutes | Share one piece and give specific feedback. | Improve the next attempt. |
| 5 minutes | Record one next step. | Build independence. |
Week by week
Week 1: Speaking and discussion
Begin with a one-minute talk about something small and concrete: an object, a place, a routine or a choice. The audience is a partner, then a group of four. Teach a simple shape: hook, one main idea, one example, close. Move into discussion with a visible protocol: paraphrase before responding, ask for evidence, and allow one person to disagree without being interrupted. Assign group roles for the production later in the unit.
Week 2: Presentation and story
Students design three slides for the one-minute talk: one image or phrase to open, one slide that carries the main idea, one slide that closes. The slides should not repeat the speech. Rehearse the opening and the transition between slides. Then move to oral storytelling: a short personal or invented story told from memory, with attention to pace, repetition and silence. Record only with consent, or perform live.
Week 3: Words and images
Students write a descriptive paragraph from a selected detail, then revise it for sentence rhythm and sensory precision. Analyse a short film sequence for shot size, camera movement, editing and sound. Compare how the sequence would work as a picture-book spread. Design one spread that uses composition, colour and a page turn to create a question or a reveal.
Week 4: Research and collaboration
Students turn a broad interest into a researchable question. They compare three sources for authority, currency, accuracy, purpose and evidence. They make notes in their own words and record the source. In groups, they plan a short multimodal production: a podcast segment, a video essay, a designed zine, a photo essay or a live presentation. Each group writes a production plan with roles and deadlines.
Week 5: Publishing and reflection
Groups make and publish their piece. They check accessibility, consent, copyright and privacy before release. They present the piece to a real audience, gather feedback and write a short reflection: what they intended, what the audience noticed and what they would change. The week ends with a class celebration of finished work, not a ranking of it.
Materials
- A timer and a speaking space that allows pairs and small groups.
- Devices for recording, design or publishing, where available.
- Paper, sticky notes and markers for planning and storyboards.
- A short film sequence and a picture-book spread for analysis.
- A shared folder or class site for publishing.
Low stakes first. Students speak more willingly when the first audience is one partner and the first piece is one minute. Build the audience gradually.