Students will learn how to create book trailers and create one based on a recently read book.
- The teacher will find and show an appropriate movie trailer that has action, comedy, or another aspect that will appeal to students.
- After watching the movie trailer, students will use Padlet to brainstorm aspects of a good movie trailer (what they look for in a movie/movie trailer). ** This can be done as a whole group on the SmartBoard, or in small groups using Padlet on iPads. **
2 Direct Instruction
- The teacher will lead the class into a discussion on if these same things apply to their reading lives. The teacher should encourage students to think about why they liked the last book they read.
- The teacher will then show a book trailer and explain to students how they will be using book trailers as a form of comprehension assessment.
- The teacher and students will come up with a checklist of criteria for a good book trailer.
3 Guided Practice
- The teacher will read a picture book aloud to the class.
- After reading the picture book, the teacher will work alongside students to create a book trailer for the picture book using Animoto. Make sure to provide instruction on how to use Animoto, so students can independently create their own book trailers using the same platform.
4 Individual Practice
- Students will work in small groups (no more than 4 students per group) to create a book trailer using Animoto. The trailer should be on a book that has been recently read in class. (Either a unit/mentor text or a book that has been read aloud.)
5 Wrap Up
Activity: Other — Sharing
- After all groups have completed their book trailers, each group will show their trailer to the class.
- Groups should also spend a few minutes (5-10 minutes max) discussing what parts of the book they were trying to capture and/or what techniques they used to capture the audience's attention.
Key Standards Supported
|L.7: Knowledge of Language|
|L.7.3||Use knowledge of language and its conventions when writing, speaking, reading, or listening.|
|RL.2: Key Ideas and Details|
|RL.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RL.2.2||Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.|
|RL.2.3||Describe how characters in a story respond to major events and challenges.|
|RL.7: Integration of Knowledge and Ideas|
|RL.7.7||Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).|
|RL.7.8||(Not applicable to literature)|
|RL.7.9||Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.|
|RL.9-10: Range of Reading and Level of Text Complexity|
|RL.9-10.10||By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.|