Creating Book Trailers on iMovie: Peer Collaboration (Day 3 of 4)

2 teachers like this lesson
Print Lesson

Objective

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 on iMovie for their independent reads.

Big Idea

Combining plot summary with interesting technology creates an engaging, and even persuasive, text.

Getting Started

5 minutes

This is our third day in the computer lab, working on our book trailers. The ritual of logging in and getting started independently is already habit; nonetheless, I will review the purpose of the book trailers and my expectations for the final product before students "plug in". I think it's important to reinforce purpose and goals, as a way to refocus and remind. Ultimately, we are creating movie trailers for our outside book in a way that encourages everyone to also read the book (W.9-10.4). Therefore, these short films should provide a basic premise of the plot, but they should also leave us wanting more. The images, video, and sound should match the tone of the text.

Creating Trailers Independently

50 minutes

Today's class will look much like the last few, where students are working independently on their book trailers. However, I am going to encourage more collaboration among peers today than in the prior two classes. Several students have learned iMovie really quickly and have made great headway on their project, while others are struggling more with the program and making all aspects of the video work together. I will ask students who feel confident in their understanding of the program to help troubleshoot, if they have time (SL.9-10.1).

 

Everyone is at a different place in the project, but most have embedded their images and/or video files and are now working on integrating audio files, both music and voice files (W.9-10.6). I will ask that this be the goal of the day: integrating sound files. The rubric asks whether the music sets an appropriate mood, one that matches the content, and whether the voice over is clear. It will take some time for students to select the music they want, download it, imbed it, and then arrange it. But once that part is complete, they can start working on a voice over, which is also a requirement of the project. In this clip, two students are working on how to integrate meaningful voice files. They experimented with a few apps on their phones-- the one they are discussing in the video changes your voice (SL.9-10.1c).

 

An extended project, such as this one, encourages responsibility and follow-through. Students really can't just say that they didn't have time or didn't understand because the climate and extensive time period requires students to figure out whatever they don't understand and how to finish what they started. This project is not only an assessment of an outside text, but it is lesson in time management and self-discipline. 

 

At the end of class, I hope to finalize the trailers, meaning export it from iMovie to Quicktime, so that it can be viewed anywhere. First I will walk students through that process and then explain to how they can save it in their google drive and share it with me.

Wrapping Up

5 minutes

For homework, students will compile a list of literary terms with examples from Romeo and Juliet as preparation for a test at the end of the week. Students have a running list of literary terms we have discussed in their notebooks. They should refer to this list, but then match said terms with examples from the play. For instance, an example of oxymoron from Romeo and Juliet is Romeo's line "a serious vanity," something we have discussed (and diligent students have notes on), but is helpful to review.

 

In the first section of the test, they will have to match examples from Romeo and Juliet with the most appropriate literary term (L.9-10.5). This prep work will help them immensely.