Step Three of the process is the favorite of most teachers because it usually represents a point where they can see how their students are engaged in the process, through their attachment to the visions they have created.

Students will begin this class session ready and eager to shoot the storyboards
they have worked hard as a group to create. Begin the session by collecting
storyboards from all the teams; then re-distribute them randomly so no group
has its original storyboard. Take a moment to enjoy the students’ initial shock
and disappointment. Then explain that the purpose of this surprise is to
evaluate how clearly each group expressed their ideas for the scene.

Direct the students’ attention to the instructions for Step Two that states clearly:
Every detail must be included in your storyboard. It must be so visually clear that a
stranger, unfamiliar with the scenario, could take your storyboard and shoot the
film exactly as you visualized it when creating your storyboard.  This is a critical step in teaching the importance of being able to express clear visual grammar. After the groups shoot each others’ storyboards, the nextround of peer-to-peer review of the projects will further sharpen the criteria for good visual storytelling, by students explaining to each other what Group A read on the storyboards and shot, as opposed to what Group B “meant to
say.” Continue to push the discussion by asking questions like, ”What would make that idea clearer?“ and ”How can that shot be more effective in expressing that idea?”

Step Three aligns with the writing process by visually exploring principles of
grammar, vocabulary, reasoning, problem solving, and visual literacy and
fluency. Students begin to edit their work by thinking critically about their
scenes in terms of what is effectively telling their story and what is distracting
from it.