Creating Book Trailers to Persuade Our Peers (Day 2 of 4)

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SWBAT produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience by creating a book trailer for their independent reading books.

Big Idea

The book trailer each student creates will show the class how much they enjoyed the book, and maybe it will encourage them to read the book as well.

Getting Started

5 minutes

In the first few minutes of class, before breaking up to work independently, we will review some key aspects of the project, such as the rubric. I have noticed that some students are getting so caught up in the images, but they haven't paid much attention to the audio. A quick reminder will help them. I will also remind students that they will hand in a list of sources on the last day, so that they can keep track of the data they are utilizing. 


I will also remind students that the purpose of a book trailer, just like a movie trailer, is to present the text in such a way that the audience understand the premise and wants to read it themselves (RL.9-10.2). Essentially they are trying to communicate the essence of the book in words and images. Moreover, these trailers should persuade their peers to read the book, so while it is a summary of the text, the trailer is also a persuasive tool (W.9-10.4).

Creating Books Trailers Independently

50 minutes

Students will work independently today. It is our first of four days in the lab. Most students have found the images they want to use and will spend much of today arranging these images/video in order, so that it links with their writing and audio files as they work to persuade their audience to read their book (W.9-10.4). I told the students that they could bring headphones, so that they can focus on their own work. Listening to everyone review their trailer can be distracting and annoying. The headphones will help them concentrate. Plus, most headphones have a microphone built in, which will make voice-overs easy.


I will work with students who have questions and will try to anticipate where problems might arise. For instance, I have one student who is trying to work both off her phone and an iPad. I foresee disaster on the horizon-- lost data, overriding a more compete version with a less complete one-- but decided to merely provide suggestions instead of demand she work on one device, since she insisted that she knew what she was doing. I plan to be ready to find lost work or suggest some quick fixes. 


Most students have a solid start and can focus on timing and special effects (W.9-10.6). I will help these students integrate transitions and possibly sound effects, if appropriate. 


Take a look at what my students think of this project: Trailer Reflections.

Wrapping Up

5 minutes

In the last few minutes, I will remind students to save their work and sign off the computers. Their homework for tonight is to find and save images, video, and music that they still need to complete their trailers, but they don't need to work on the trailers themselves. I'm worried about transferring the trailers from computer to computer (plus most students do not have iMovie or an equivalent at home), so they can do the prep work at home and we will return to the lab tomorrow to continue working on the trailers themselves.