BOOK TRAILER LESSON PLAN

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LI 876 Elementary Practicum: Collaborative Lesson Plan Book Trailer Jessica D. Edwards Emporia State University April 24th, 2014

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Book Trailer Lesson Plan: Mrs. Worthingtons 10th Grade ELA Grade Level: 10th Overview: For this project, the 10th-grade English Language Arts teacher would like her students to create a book trailer for their outside reading novel. The activity will give students creative freedom as to what they decide to put in their trailer; however, they are required to convey the theme of the novel through images, music, and appropriate quotations. Students will be introduced to the components of the assignment, as well as Windows Movie Maker, on the first day; they will then have two additional class periods to work on the trailers at school. The following Monday, classes will attend the Book Trailer Awards Ceremony in the performing arts center, where students will watch all trailers and vote on which ones are the best in various categories. Projected Time Frame: three 50 minute class periods; one 90 minute period Content Area Standards: ELA Common Core State Standards CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-LITERACY.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Information Literacy Standard: ALA Standards for the 21st Century Learner 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6: Use information and technology ethically and responsibly. 3.3.7: Respect the principles of intellectual freedom. 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres. 4.1.8 Use creative and artistic formats to express personal learning.

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Teaching Plan: Learning Targets: I can convey the theme of a novel by incorporating appropriate music, images, and text into a book trailer. I can follow copyright laws by using copyright-free music and images, citing any and all outside resources correctly. Key Concepts and Content: Theme Tone Movie Maker Citations Connection to Prior Knowledge: Some students will be comfortable with Windows Movie Maker and will help others. The students have also worked on determining the themes of other novels, so they should be able to transfer that knowledge to their outside reading project. Opening of Lesson: TLW (The librarian will) introduce the lesson by connecting the concepts to students prior knowledge of how an author develops themes over the course of a novel. He/She will explain that they just finished an outside reading book of their choice, and they will now create a book trailer using Windows Movie Maker which will be designed to persuade the audience to read their book. At the conclusion of the activity, students will attend the Book Trailer Awards Ceremony where they will watch all trailers created by the class and vote on their favorites. Instruction: There will not be much instruction in this lesson, since the majority of the skills that students need they already have; they are simply putting those skills to use in a new way. On the first day, TLW introduce and provide examples of the concept of coverflipping, which students will use in their projects. Then, he/she will review the activity requirements and rubric on the handout provided. The majority of the lesson will be spent reviewing the basics of Windows Movie Maker with the class. There is a set list of basic actions that he/she will cover, then they students will be able to work independently. The second day in class, TLW review how to cite images and music correctly, as well as how to upload videos into a teachers Resource Drive. TLW try to give students as much time as possible to work on their projects independently, due to restrictions in the ability to work on Movie Maker in multiple networks.

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Guided Practice: The guided practice of this lesson will occur as the librarian is reviewing Movie Maker. Students will open the program and watch him/her model basic actions, such as how to upload photos, trim music and videos, and add effects. They will then complete each action themselves before they begin working independently. Independent Practice: Most of the activity will be independent practice. Once the librarian finishes introducing Movie Maker and the components/requirements of the assignment, students will begin working independently. The librarian and classroom teacher will walk around to support and help students as needed. Remediation and Enrichment: Windows Movie Maker provides much of the enrichment and remediation for this lesson. Students who struggle building the book trailer will have the option of choosing auto settings and using only basic features of the program. Students needing enrichment will be able to create book trailers with more complex editing features. There are many features that will not be covered in the basic overview of the program; students needing enrichment opportunities will have the added challenge of discovering new, more difficult features to use. Evidence of Learning: The evidence of learning will be the book trailer itself. The rubric will be used to determine whether or not the student used Movie Maker correctly, understood how to convey the novels theme through the videos content, and cited the resources correctly. Assessment Overview/Evaluation: The assessment for this project came from the videos that students created. I watched the videos in class and again on my own while grading them. For the most part, I felt very good about the students grasp of the technology, the use of images, music, and text to convey tone, and their understanding of the coverflip concept. There are, however, a few things I will change before using this activity in the future. While I saw that most students made a conscious effort to use royalty-free images, I noticed a few who borrowed photos from movie versions of their novels. I will not allow this in the future, since most of these are copyright prohibited. I will also most likely split up the coverflipping and movie trailer assignments since it took longer than anticipated. Eliminating the coverflip or making it separate might allow students to incorporate more audio and video into their films. Overall, I believe this activity went well; students enjoyed themselves and were able to demonstrate mastery of the learning targets. Teacher Collaboration: Working with Maria Worthington was such a great experience. She often collaborates with the librarians at Blue Valley North, and she is very focused on helping students create the best work they can. Maria gave me learning targets and a few parameters for the assignment, then I took those and created the handouts and rubric. We then talked about a timeline for the assignment and when I would present what information. A little over halfway through the activity, Maria

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and I realized that many students would potentially run out to time. We decided to give them an additional day and push the viewing to the following week. This extended my practicum experience by a few days, but it was worth allowing the students time to do their best work. Working with Maria taught me how important it is to be flexible and collaborate effectively. Evaluation of Library Media Program: When I received word that I would complete my practicum placement at Blue Valley North High School, I was very excited. BVN has a great reputation in our district for being student-centered, forward-thinking, and easy to collaborate with. These library professionals go above and beyond every day to meet their patrons needs. They are highly valued by their school community because they work hard to support student learning in a myriad of ways. There are several lessons I learned during this experience that I consider highly valuable. Firstly, the climate that Abby and Terri have created in their library is warm and relaxed. Students are obviously very comfortable coming to the library staff with questions, and many students make the library the place they go to during down time before or after school. Another key learning experience I had at BVN is the importance of going above and beyond when collaborating with teachers. It is important to take as much work off the teachers plate as possible, even grading. Assessment is key to developing lessons that are useful for students; I must constantly identify what works in my library classroom and what does not. I have learned much over the past two months, and I am grateful to have had such a wonderful opportunity to learn in a highly effective library.