Book trailer Lesson Plan ProjectPresentation Transcript
Book Trailer Lesson PlanSubmitted by:Brianna DillonJoel DiTata
Rationale This lesson is intended for eighth grade middle school students. It can be used for any ability level. In this lesson, the students are going to combine their knowledge and opinions of a book they have chosen and read; either in class during the year or on their own with approval of the instructor; with a digital media tool to create a book trailer to advertise their chosen book. The students will need to choose and read a suitable book as a ﬁrst step. As a culmination to the year’s study of ELA, the students will complete this book trailer project. The students will need to create a plot outline and timeline of action, paying careful attention to the climax and resolution. These are the features they will use in creating their trailer. This lesson will rely on the students’ abilities to make decisions, read and comprehend the written word, organize their thoughts on a storyboard, and use a digital tool to represent their outlines/timelines of story action. By following this procedure, students will be able to read, think and evaluate the information they have read critically. They will be required to express their views for an intended audience and will make decisions on the proper tool for presentation of the book trailer.
Target Audience/Timing Target Audience: Eighth Grade English Students English Language Arts Curriculum 20-25 Students in each class This project is intended to be an end of the year group project and presentation, using the literature read and the knowledge gained throughout the year Estimated Time Period for Lesson: 14 Days
Objectives The students will: read a novel within a set period for meaning and comprehension as measured by a written outline write a timeline of the action of their novel they have read; using all the literary elements and incorporating them into the timeline convert the timeline into a storyboard plan which will allow the students to condense information into short, attention-grabbing bites choose a digital tool from the web create an online account at the digital tool website and produce media
Objectives import their timeline and notes into the digital tool, following the procedures of creating, spell checking and saving as they go use multiple modes of expression including sound, voice over, text, and images to produce their own book trailer using a digital tool for presentation think critically as they create their storyboard, aiming for an attention-grabbing start or end to their presentation
Materials Books read during the school year; one chosen for this project with input from instructor Computer workstations or laptops with internet access Access to recording hardware, such as video recorders and sound recorders. Software such as Windows Movie Maker or iMovie. Pens Paper for planning stages
Procedure/NarrativeDay 1 Introduce the topic of book trailers to the class. Show several examples to the class, both professional and ones made by students. Lead a discussion about the trailers. Which ones did they like? What made a trailer good versus what made it bad? What about the trailers made them want to read the book and what turned them off from the book? Do they think this is an effective method for selling books? Why? What different types of methods were used? What language and advertising techniques did the producers use to sell the book? Discuss how publishing companies use these methods to sell books, and compare book trailers to movie trailers and commercials.
Day 1 cont’d. Examples of Student Made Trailers: http://www.booktrailersforreaders.com/Home +Student+Book+Trailers http://www.youtube.com/watch?v=i5i6zWMbfuU http://www.youtube.com/watch?v=Gqox1eYci78 Examples of Professional Trailers: http://www.slimekids.com/book-trailers/ten- fourteen/ten/ship-breaker.html http://www.youtube.com/watch?v=_jZVE5uF24Q http://www.youtube.com/watch? v=ldyMb9cneAQ http://www.youtube.com/watch?v=xaeNWL8rlBI
Day 2 Give the students time to look at book trailers on their own. Have them select one to share with the class, and say why they like it (or why they did not) and also what they believe the target audience for the trailer is. Discuss how the trailers appeal to different audiences. Example Websites Students can use: http://www.booktrailersforreaders.com/ http://www.book-trailers.net/ http://www.slimekids.com/book-trailers/ http://www.youtube.com
Day 2 cont’d. Divide the students into groups of equal size. Write the names of all the books that the class read that year and put them in a hat. Have each group select one book. This is the book that their group has to develop a trailer for.
Day 3 Hand out assignment instructions and rubric for the project. Go over it and explain the instructions and expectations for the project very clearly. Ask if the students have any questions. Discuss the different options and tools available for them to create the trailer. Review how to use the software and other media tools, and answer any questions they may have about producing their trailer. Let the students begin brainstorming, and give feedback on their initial ideas.
Days 4-11 Have students work on the project. Give them assistance as needed, and discuss the various media that they are using.
Days 12-13 Have the students present their trailers. Presentations should include a brief introduction, in which students explain what methods they used to produce their trailer and their target audience. At the end of day 13, have the students vote on their favorite trailer (they cannot vote for their own.)
Day 14 Sum up the project. Announce the winning trailer. Discuss why this trailer won. What methods did this group use that made the class want to read that book? Discuss how different forms of media were used in making a book trailer and what makes an effective book trailer.
Book Trailer RubricCategory High At or Above At or Below Low Performance Average 7 Average 4 Performance 10 1Presentation The trailer ﬂows The trailer ﬂows The trailer ﬂows The scenes from(Persuasion) very smoothly and smoothly and reasonably but the trailer are captivates the holds the attention there are some choppy and the attention of the of the audience. transitions that transitions seem audience. It The viewer is left need improvement abrupt. The viewer compels the viewer interested in the in order for the may be left to read the book. book. viewer to be confused and not persuaded to read inclined to read the book. the bookContent Key scenes or There is one key An attempt has There is no scene(Storyline/Plot) themes from the scene or theme been made to in the trailer that book have been from the book depict some aspect suggests that the creatively represented in the of the book, student has read presented. These trailer. This makes however from the the book. The make the content the viewer content of the viewer also has no of the book clear generally aware of book has not been idea of what the to the viewer the content of the made clear to the book is about. book. viewer.
Images Images create a The images create An attempt was Little or no attempt distinct an atmosphere or made to use images has been taken to atmosphere or tone that match that create an use images to tone that matches some parts of the atmosphere or tone create an the different parts story but it needed more appropriate of the story. work. The choice of atmosphere or images is logical. tone.Voice The voice track is The voice track is Tries to use No attempt to clean and fully occasionally too pacing and rhythm match the pace f(Soundtrack) understandable. fast/slow for the but it is often the storytelling to The pace ﬁts the storyline. The noticeable that it the storyline. The storyline. The pacing is relatively does not ﬁt the viewer was not viewer is always engaging for the storyline. The engaged. engaged. viewer. viewer is not engaged consistently.Audio The music stirs an The music stirs The music is The music is(Soundtrack) emotional and emotional adequate and distracting, response that response that does not distract inappropriate or matches the somewhat but not much was was not used. storyline. matches the added to the story storyline. either.
Awareness of Strong awareness An awareness of Some awareness LimitedAudience of the audience in the audience in of audience in the awareness of(presentation) the design. Can the design. Can design. Some the needs and clearly explain explain why they difficulty in interests of the why they chose chose the explaining the target audience. the vocabulary, vocabulary, audio, choice of audio, and and graphics to ﬁt vocabulary, audio, graphics to ﬁt the the target and graphics for target audience. audience. the target audience.Interest Level A very exciting A good A passable Flat presentation.(presentation) presentation. It presentation that presentation. Little or no grabbed the used suspense, Some suspense, suspense, humor attention of the humor or intrigue humor or intrigue or intrigue to viewer with well and caught the but no real “hook” capture the suspense, humor or attention of the present at the attention of the intrigue from the viewer from the start. viewer. beginning. beginning.Duration Length The The The length of The length of(presentation) presentation presentation the presentation the presentation was the right was the right was too long/ was too long/ length to keep/ length to keep/ short to keep/ short to keep/ get the viewer get the viewer get attention of get attention of involved. involved. the viewer the viewer.
Common Core Standards for English Reading Standards: 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Writing Standards: 11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.
Common Core Standards Standards for Speaking and Listening: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations Source: New York State P-12 Common Core Learning Standards for English Language Arts & Literacy (2011). http://emsc32.nysed.gov/ciai/common_core_standards/pdfdocs/ p12_common_core_learning_standards_ela.pdf
Media Literacy Principles 1. Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create. 2. Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing). 3. Media Literacy Education recognizes that media are a part of culture and function as agents of socialization 4. Media Literacy Education affirms that people use their individual skills, beliefs and experiences to construct their own meanings from media messages. Source: National Association for Media Literacy Education http://namle.net/publications/core-principles/