The viewing party! Time to watch what each other has created. Every student has worked diligently on a trailer based on their outside read book using iMovie (W.9-10.6). The process of making the trailer has been individual, so this is the first time that many of them are seeing what each other has been developing and we are all excited to see the results.
We will watch with purpose. At the beginning of class, I will hand out this scoring guide, which will help students keep track of the trailers they watch and which books they want to read next (SL.9-10.3). We will decide the rating perimeters together (SL.9-10.1b); for instance, we need to decide the scale on which to score: 1-4? 1-10? I'll let the class decide. The scoring guide takes into account all aspects of the trailer, but especially focuses on the writing:
Ultimately, these trailers should persuade the audience to read the book presented. It's great to have the students determine their level or persuasiveness. It keeps them focused and changes the tone of the class from passive viewership to involved and aware audience.
All students saved their book trailers in their school Google Drive account. Then they shared the file with my Google Drive account, which means that watching each movie should be relatively easy. I can open one window and watch each trailer without even downloading! Quick and simple. At least that's what I'm hoping... you never know with technology. As we transition from one trailer to the next, students will complete the scoring guide I handed out at the beginning of class. It's also a great time for students to give positive feedback to their peers for being concise, clear, and logical (SL.9-10.4) and for their awesome use of technology (SL.9-10.5).
Students have their scoring guide and I have mine. As I watch the trailers, I will fill out this grading rubric. I find that jotting down quick notes as I watch, not only cuts down grading time, but also helps me determine the fairest grade, since I try to reference specific elements of the trailer.
Take a look at a few of their trailers:
Time will be tight, but I really want to spend a few moments talking about the trailers and the books that inspired them (SL.9-10.1). I want to know which trailer they like the best and which book they want to read next (SL.9-10.3). It will also be interesting to know if those two overlap. We will also discuss what made certain trailers persuasive: music, images, timing, etc. (RI.9-10.6). I also want to give credit to those who made great trailers. They deserve recognition from the class.
I want to leave 10 minutes at the end of class to explain the homework. Students will be writing a "Lazy Sonnet" based on a Act 3, scene 1 (W.9-10.2). This activity is based on a lesson in The Folger Library's Shakespeare Set Free. I like to assign it as homework instead of classwork because I find that the students get too distracted with each other to write an effective poem. They need time and space to create.
Each person will present their Lazy Sonnet at the beginning of the next class.