This is our last day working in the lab on book trailers. Some students are almost finished, while others have enough work left to fill the hour (several students were absent last class). Just like last class, I will review the purpose of the book trailers--namely, to create a short introductory film that entices their peers to also read the book (RL.9-10.2)-- and my expectations for the final product before students "plug in" (W.9-10.4). I think it's important to reinforce purpose and goals, as a way to refocus and remind. But this class, I will also give clear instructions and time goals. Those who are almost finished can work on the supplemental pieces that they will submit with their trailers:
Students worked on the storyboard before we came to the lab; at this point, it can be a reference point in their written explanation, ie what they originally planned and what happened during the process. Those who have work left to do on the trailers themselves will start there. They can complete the supplemental pieces at home.
40 minutes may seem like a lot of time, but when the clock is ticking and you're fixating on matching a particular verse of music with a specific image, time seems to fly by. Many of my students are in this situation. This time is about finalizing the small, but important, details. For example, many students will focus on Ken Burns style transitions today (W.9-10.6). The following short video from YouTube helps explain this effective tool.
This tool is really easy to use, once you locate it and try it out. And then it can become almost obsessive for students, as they work to get the perfect angles.
During class today, I noticed that students are already gaining interest in each other's books. I love the look on her face as she reads the jacket for her classmate's outside read. Even if the trailers themselves aren't persuasive, the process seems to be working.
Toward the end of the hour, I will walk students through the finalization process. We will all do this part at the same time, so that it is completed without error (hopefully). Students will "Share" their trailers, which is an option in the File tab. They will save the file, first in their H drive (their space on the server, as opposed to the desktop hard drive), then they will upload it to their school Google Drive. Last, they will share this file with my Google Drive account, so that during the Viewing Party (next class), I can easily access all the trailers in one window.
This isn't a difficult process, but it has a lot of steps, which is why I walk students through the process together. If they miss a step, we won't have access to the file when we need it. Moreover, comfort with Google Drive and sharing options is important, so learning in this format will help them in the long run.
If there are any problems during the process, I will ask students who successfully shared their trailers to help those who still need direction. Here is a sample clip of that process (SL.9-10.1). I like to see students learning from each other, since I'm not the only with knowledge in the room.
In the last few minutes of class, I will remind students of their homework: they need to complete the supplemental pieces to hand in when we watch the book trailers. Some of them completed these pieces today, but others still have work to do on them. They also need to continue to prepare for the Romeo and Juliet test by reviewing their notes.