That's all very nice, you say. But I don't teach a film course. I teach ENGLISH .
I haven't forgotten! As previously stated, chances are, your standards include interpreting media sources, so adapt the film unit to your needs. Here's one way to make that connection between your reading and the film.
Back to storyboarding!
If you haven't shown your classes a storyboard before, warm up with an introductory explanation of what they are, which I explained in one of my Harris Burdick ideas.
Once you've explained how to put together a storyboard, turn your attention to a story you've read recently. I recommend choosing a work with strong imagery, or a text that students especially connected to and enjoyed. My suggestions based on what we read in 10th grade: Animal Farm, "The Pedestrian" by Bradbury, "Lamb to the Slaughter" by Dahl, or anything by Poe. You could even read something short & entirely new for the purpose of this storyboard. Once you've decided on the text, start the storyboard!
It is up to you whether you want students to all storyboard the same scene or to let them choose their own scene. Storyboarding Activity
Choose a scene you think is particularly powerful or interesting or significant, and assign it to the class. Ask them to storyboard two pieces to this scene, filling in the appropriate details.
Allow students to choose a scene they feel is most significant or interesting...and so on.
Break students into pairs and assign them specific parts from the story, so that you end up with a complete storyboard including start to finish of the text.
And, with all the above, share and compare as a class! As students present, inquire about & discuss their choices behind their lighting/sound/angles, etc.
An interesting next step might be to combine students into groups to put together their pieces and look at similarities & differences. As a closing activity, groups could write up similarities in their storyboards and why; contrarily, they could also write up the differences and why.