The Game Plan

The 5 Step Process

  1. Tell your story
  2. Plan your video\multimodal
  3. Find resources that match your plan
  4. Make the video
  5. Export the finished product.

Why do I like this process?

  • It is much more structured than "make a movie"
  • Gives students a focused starting point
  • Peer feedback (and it's resultant social proofing) occurs before the student begins their main plan, thus avoiding the procrastination that happens when a student is unsure of how their idea will be perceived by their peers
  • It's simple to use
  • It focusing on the narrative rather than the pictures

Step 1:  Storytelling


  • You have already been studying the topic of the multimodal OR
  • Students have researched their chosen topic and have a good understanding of the facts, statistics, key perspectives etc


  1. Brainstorm your story (even if it is a documentary it is a type of story)
  2. Share your story with someone else (verbally) - get constructive feedback to identify areas which require clarification
  3. Write your story
  4. Read your story to someone else - again get feedback
  5. Rewrite/edit your story - if you think a first draft is your best work you're being lazy


  • We are going to be creating a 30 second - 1 minute multimodal presentation on being sun smart \ sun safe.  
  • As we are limited in time, I have created a starting and finishing video clip as an optional stimulus to help you get started.
  • We are going to work through the storytelling steps.  
  • Approximate time frame:
    • Step 1 - 5-10 mins
    • Step 2 - 10 mins (5 mins each way)
    • Step 3 - 5 mins
    • Step 4 - 10 mins
    • Step 5 - 5 mins

Considerations for Teaching

To be completed by the group after undertaking the process.
  • keep it simple
  • be realistic 
  • not about the pictures, it's about the script
  • facts are important
  • when brainstorming - throw every idea you can think of out there - don't be afraid to change the idea for it to develop (in fact you should)
  • started with a big idea then went back to add facts - so it wasn't so overwhelming
  • no pictures yet
  • scaffolds a big process
  • feedback needs to happen in the early stages - might want to do continuous feedback (every 30 mins or so)
  • when you are thinking of the big idea, think of who your target audience is; what is your purpose
  • having some kind of idea eg "But I don't want to wear a hat" helps as a starting point for those with no ideas.
  • How to sell it:
    • you're telling a story
    • ensures you cover the content
    • time management

Step 2:  Planning

The Steps

  1. Create a table with four columns - Number, Story, Media, Source (for an iPad movie the number column is superflous so you could skip Step 2 - BUT we are also going to be making a PC version next session so do it anyway please)
  2. Fill in the number column 1, 2, 3....
  3. Cut and paste your story into the Story column in small manageable sections (possibly sentences or even words if you want to use different pictures for each word)
  4. Fill in the Media column with descriptions of the types of images you will use eg video of child saying they don't want to wear hat; graph of statistics; photo of the sun on a cloudless day; photo of red, blistered sunburn.....

What it Will Look Like

(Ignore the Attribution column for now)


Your turn.  Create a table, break up your script and decide on the types of images (first three columns)

We have gathered some pictures together for you.  In your Google Drive, a document has been shared with you.

For the purposes of today's learning it would be great it you could include at least:

  • a few image descriptions that aren't already given to you
  • a graph
  • some text eg text: Did you know?

Considerations for Teaching

  • each piece of media is a separate row (can merge the script box)
  • planning the idea of the media - NOT sourcing the media
  • options - music, graphs, video, sounds, text, diagrams, 
  • remind them about now using youtube - against terms and conditions.
  • general descriptions in most cases
  • the more you narrow the thinking, the harder it is to find a picture.
  • limit the amount of acting