1. Book Trailer Lesson Plan
Submitted by:
Brianna Dillon
Joel DiTata

2. 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.

3. 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

4. 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

5. 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

6. 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

7. Procedure/Narrative
Day 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.

8. 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

9. 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

10. 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.

11. 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.

12. Days 4-11
 Have students work on the project. Give
them assistance as needed, and discuss
the various media that they are using.

13. 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.)

14. 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.

15. Book Trailer Rubric
Category High At or Above At or Below Low
Performance Average 7 Average 4 Performance
10 1
Presentation 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 book
Content 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.

16. 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.

17. Awareness of Strong awareness An awareness of Some awareness Limited
Audience 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.

18. 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.

19. 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

20. 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/