Book Trailers

Standards
Maryland Technology Literacy Standards for Students-
Standard 6.0 – Technology for Problem-Solving and Decision- strategies to solve problems and make informed decisions
A. Investigate Problems and Propose Solutions
5. Communicate Conclusion
• Display data and information using technology tools
• Use communication tools to communicate conclusions
• Present information and conclusions in formats that are appropriate to a specific audience
Reading/ELA, Grade 7
Standard 4.0 Writing –
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style and a clear, intentional, and consistent voice and tone
4. Progression of Problems
Students will respond to the problems in the following sequence.
1. What is a book trailer? Create a list of the elements that make up a book trailer.
Student will view three book trailers downloaded from www.youtube.com about books available in the Media Center. The book trailer examples will initiate a discussion about the purpose of book trailers. As a group, the students will identify the elements that make-up a book trailer. (Example: music, narration, images, summaries, “hook”, building suspense, images, text, and special effects) The elements will be compiled in a list and posted for students to refer to as they plan their book trailers.
2. What is a storyboard? How does a storyboard help to organize information?
Students will view a teacher created book trailer done in PhotoStory3 to review the concept of book trailers. Students will be divided into small groups and given several examples of completed storyboards to examine. In the groups the students will share observations about the storyboards and the role a story board plays in the planning process. In a whole group discussion students will share their observations. Using the list of book trailer elements, students will identify what should be included in their story boards. The media specialist will model completing several frames of a storyboard for one of the books used in the example book trailers. Students will be responsible for completing individual storyboards for the books they have selected. Storyboards will be peer reviewed, revised, and finally approved by a teacher.
3. What will I need to complete my PhotoStory3? PART 1-(This stage will take several class periods.)
The class will be broken into groups based on their progress in the completion of their storyboards and this portion of the ripples will be in a workshop format. Students who have completed their storyboards will rotate through four stations. The remaining students will rotate through the stations as they finish their storyboards.
Station One: Students will observe a demonstration of PhotoStory3 and be given a reference sheet for support while they are working independently. (Guided)
Station Two: Students will complete a mini-webquest designed to review copyright/ fair use. (Independent)
Station Three: Students will be introduced to www.flickr.com & creative commons. They will search for and save two pictures to a folder on the student share drive. (Guided)
Station Four: Students will review/be introduced to Irfanview. They will edit/resize the two pictures previously saved. (Guided)
4. What will I need to complete my PhotoStory3? PART 2-
Students will observe as The Media Specialist models the search process for musical selections at www.freeplaymusic.com and downloads two songs to a folder on the student share drive. (Guided) The remaining class period will be used by students to locate music and images to be used in their book trailers. As they locate resources, the students will revisit and revise their storyboards as needed. (Independent)
5. Putting it all together! - (This stage will take several class periods.)
Students will use their storyboards to guide them as they apply their skills and knowledge to create a book trailer. They will use the rubric to guide them as they add elements to their book trailers.
5. The two problems that will apply knowledge from the instruction are:

Problem # 1- Students will develop the concept of the purpose and components of book trailers. The students will identify the purpose by comparing the concept of book trailers to movie trailers. Students will identify the components of the book trailers they observe.
Problem #2- Students will organize their ideas and information on a storyboard. Students will identify the elements that will be present in their book trailers and how the elements will communicate the information. The “tone” of the book trailer will be evident in the student’s choices for images and music.
Story boards will include:
• Images
• Text
• Narration
• Music
• Photoediting (special effects)
• Transitions
• Title & Credits

6. End Problem
What are the components of a visual presentation that expresses personal ideas, informs, and persuades?
At the end of this unit of student students will have the skills and knowledge to create a multimedia presentation that informs and persuades an audience to select a specific text.
7. Component/Knowledge Analysis of Problem #2-
Expected Prior Knowledge:
• Ability to self-select books to read for pleasure.
• Ability to summarize/retell stories.
• Ability to identify the elements in a book trailer. (previous lesson)
• Familiarity with persuasion techniques

Knowledge Components for Problem #2
• How to use a storyboard as a graphic organizer for presenting information in a video format.
• The panels in a storyboard represent “frames” or “scenes” in a video.
• Elements in each frame interact and support each other to communicate a part of the message. The frames in sequence communicate the author’s message to the audience.

Skill Components for Problem #2

• Indicating the elements of the book trailer clearly and correctly on the storyboard.
• Visualizing the final product to guide the process of planning and development.
• Selecting a strategy to persuade the audience to read the highlighted text.

Instructional Strategies For Problem #2
Steps of Lesson
Tell Students will recall the purpose and elements of book trailers, and how a book trailer can excite/persuade a reader to read a the highlighted book:
• Introduce the objectives of today’s lesson.
• View a teacher’s example of a book trailer created using PhotoStory 3.
• Review the list of elements created during the previous lesson.
Ask • What was the tone or feeling of the book you read?
• How can you show the same tone or feeling in your book trailer?
• Which of the elements will you use in your book trailer?
• How will you communicate your message to your audience?
• How will your book trailer look? How will it sound?
Show • After being divided into small groups and students will be given several examples of completed storyboards to examine.
• In the groups the students will share observations about the storyboards and the role a story board plays in the planning process.
• In a whole group discussion students/groups share their observations.
• Using the list of book trailer elements students identify what should be included in their story boards.
The media specialist models completing several frames of a storyboard for one of the books used in the example book trailers using a document camera and white board.
Do • Students will begin working on their storyboard and will be supported/guided individually as needed.
• Students will be responsible for completing their storyboards for the books they selected.
• Storyboards will be peer reviewed, revised, and finally approved by a teacher.

. Materials and Media
Materials:
• List of elements identified in Book trailers (from previous lesson)
• Story board graphic organizer –Figure 1
• Self –selected books read by students
• Pencils, colored pencils, post-it notes
• Print copy of scoring rubric for each student -Figure 2

Media
• Document camera and projector
• Laptop for viewing example of a book trailer.
• Teacher created example of a book trailer using PhotoStory 3

Groupings
• Each student will be responsible for their own book trailer.
• During the instruction portion of this unit of instruction student will work in small heterogenus groups of no more than four, and as a whole group.

Objectives

After selecting and reading a text, .the learners will be able to summarize the story and identify the “tone” of the story.

Students will select a variety of forms of media (images, music) that reflect the “tone” and events of the story.
Students will edit media so that when incorporated in a presentation, it supports/enhances the message.

Students will collect and evaluate a variety of images and music files.

Students will respect copyright/fair use/creative commons guidelines as they collect image and music files.

Students will use an organizer to plan their presentations.

Students will use PhotoStory3 to create a presentation.

10. Assessment
Formative Assessment
Peer review: Student will review each others storyboards and offer feedback and guidance.
Teacher review: The teacher will evaluate student storyboards for completeness and offer feedback and guidance.
Observation: As students are learning new skills the teacher and media specialist will observe. Re-teaching will be individualized to meet/match students’ needs.
Summative Assessment
Book Trailer: The student product (book trailer) will be evaluated based on the criteria identified on the scoring rubric. (Figure 2) The teacher will be looking for evidence of understanding the concept of book trailers as a persuasive presentation to an audience, and skills in the creation of the presentation.