921-Wrightson,+Jacquelyn+Final

FINAL PROJECT
A book trailer is pretty much exactly what it sounds like - a cross between a movie trailer and a book talk/review. The goal is to capture the audience's attention through the use of images, voice-over and movies, while describing the book. The book trailer requires that students display an understanding of the book, are able to integrate graphics and video appropriately to support the tone, theme and content, can write a script for the voice-over that engages viewers, and are familiar with technology in combining these elements.

This unit will help students: - Select a book for independent reading; - Identify important elements of digital storytelling; - Make appropriate use of graphics and music, while respecting copyrighted sources; - Apply those elements to the creation of a book trailer using Photostory software.

Lesson 1:
__**//Introduction//**__ This simple introductory lesson familiarizes students with the library layout and basic resources to aid them in selecting a book for independent reading. Popular books and genre lists are displayed to assist students who are having a difficult time finding a book. A courseware describing genres is also provided on all library computers if students need a refresher on genre descriptions.

__**//Standards//**__

//__AASL Standards for 21st Century Learners__// 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Students will be able to: - Identify genres - Navigate the library website for book suggestions - Search the library OPAC for books of interest
 * //__Objectives__//**


 * //__Procedure__//**
 * 1) Students will be shown the library OPAC and how to perform a search.
 * 2) Students will use the library webpage reviews as a starting point if they are uncertain of which book they would like to select. They will also be introduced to the public library website and goodreads.com.
 * 3) Students will be given a brief tour of the library.

Title and author; Why they chose the book; Genre of the book.
 * //__Assignment__//**
 * 1) Students will find the book in the library
 * 2) The student will write a brief paragraph about the book including:

For a quick review of genres, students may view the Genres courseware (.ppt below)

Prompts: How did you choose your book? Was it on a recommendation? Appearance? Book flap? What caught your interest?

Handout provided on how to access Overdrive for ebooks through the public library
 * //__Extensions and Adaptations__//**


 * //__Assessment__//**

Students will be required to bring a copy of their book and the brief write-up to the next class. Books chosen must be age appropriate. Writing assignment will be graded using the following simple rubric:

0 Points: Assignment is not submitted. 1 Point: Assignment is submitted but does not contain all the required elements of title and author, why the book was chosen and genre of the book. 2 Points: Assignment is submitted and contains all the required elements.

Lesson 2:
This lesson will introduce students to book trailers. Students will review various book and movie trailers and then assess them to decide what elements are necessary to make them appealing and informative for the target audience. After these ideas are developed, the class will develop a rubric that will be used as a grading guide for the book trailers.
 * //__Introduction__//**

//AASL Standards for 21st Century Learners// 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
 * //__Standards__//**

//NYS Common Core ELA Standards (6-12)// Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Students will be able to: - Identify aspects of digital story telling including tone, voice, pacing, soundtrack, multimedia elements and essential content (less is more) - Identify their audience and apply the digital storytelling aspects appropriately - Assign various levels of importance to each aspect, keeping audience in mind - Create a clear rubric that will guide the creation and grading of their final book trailer
 * //__Objectives__//**

Opening questions: What interests you? What interests others? To create an engaging presentation, you need to know your audience and have a genuine interest in the information you are trying to convey. The class will define the audience (most likely their class; or students trying to find a good book to read) for this project.
 * //__Procedure__//**

The class will watch two book trailers and assess them for elements that made them engaging – tone, suspense, music, etc. Make sure the class is aware that it is important not to include “spoilers” or give away the ending.

Additional questions: If your goal is to either recommend a book to a peer (or discourage them from reading it), how will you catch their interest? What made you pick the book up in the first place?


 * //__Assignment__//**
 * 1) Watch the [|book trailer for Hatchet] by Gary Paulsen. Write down any elements that you think helped or hurt the trailer.
 * 2) Watch the [|book trailer for the Chronicles of Vladimir Tod] by Heather Brewer. Write down any elements that you think helped or hurt the trailer.
 * 3) Write down who you consider your audience for this assignment.
 * 4) Students will break up into small groups and be given a large pad to write down their observations. They will list elements in order of importance and turn in to the teacher.
 * 5) The teacher will post the group notes.
 * 6) Class will discuss the above elements and develop a rubric as a group with the teacher facilitating and writing down all elements discussed.

Students will be assessed based on their participation in the rubric creation process. Group notes should demonstrate thoughtfulness and specifics regarding elements that worked/did not work. Group should be able to argue for their criteria where appropriate.
 * //__Assessment__//**

Digital Storytelling – 7 Elements []
 * //__Sources__//**

Hatchet Book Trailer (YouTube) []

Chronicles of Vladimir Tod Book Trailer (Scholastic.com) []

Lesson 3:
A blog will be used to support and showcase student-created book trailers. These book trailers will be developed through collaboration between the English teacher and the School Media Specialist. They will feature content based on independent reading selections chosen by the students and approved by the instructors.
 * Introduction**

The teacher will demonstrate the basic use of Photostory as a digital storytelling tool, including inserting graphics, narrative, music and transitions.


 * Standards**

//AASL Standards for 21st Century Learners// 1.2.3 Demonstrate creativity by using multiple resources and formats 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 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. 4.1.7 Use social networks and information tools to gather and share information.

//NYS Common Core ELA Standards (6-12)// Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Students will be able to: Use the pictures selected from the previous lesson(s) to create a digital story Open Photostory, insert pictures and insert narrative statements for each graphic - Review their current Photostory and assess the flow of the digital story - Make revisions to the order of the pictures or narrative - Insert appropriate music to support the tone of the work - Use appropriate transitions to engage the viewer and create a professional look
 * Objectives**

Prior to this lesson students will have: - Independently read a self-selected book - Completed a graphic organizer to help them organize their thoughts regarding the book. This will include: - Found images/graphics that support the information discussed in the graphic organizer using Creative Commons sources - Discussed the nature of digital stories and book trailers, including how to engage your audience - Viewed the blog for examples of book trailers - Discussed how to post comments to the blog and posting etiquette - Developed a rubric with the teacher to serve as the assessment of the final project
 * Pre-activities**
 * How title was selected
 * Author and title information
 * Setting
 * Characters/Characterization
 * Theme
 * Dialog
 * Description
 * Style
 * Comparison to other similar books/movies
 * Would you recommend the book? What attracted you to the book in the first place?

The instructor will have students watch the Youtube videos listed below as an introduction. Students will then open Photostory and begin to import their graphics, insert their notes, add any relevant text and add a soundtrack. Students will then preview the presentation to ensure the sequence of events is to their liking. Once the order is correct, they will be provided with a microphone to record the voice-over sections of the book trailer using the notes they inserted with the slides. After completing the Photostory they will save it in an appropriate format and upload it to the blog for commenting.
 * Procedure**


 * Assignment**
 * 1) Combine the information gathered in the graphic organizer with the supporting images and music to create an appropriate story timeline in Photostory.
 * 2) Preview the Photostory and make changes as necessary.
 * 3) Apply transitions to smooth the look and feel of the presentation.
 * 4) Save the Photostory for the teacher to review and make suggestions.
 * 5) Students will post their Photostories to the blog to solicit peer feedback. Peer evaluators will use the teacher provided form to help them express constructive criticism, although they will not be limited to this form.
 * 6) Students must comment on at least three of their peers’ Photostories. Comments do not need to be critical in nature, but must contain more substance than “I liked your Photostory.”

Digital Story Using Photostory []
 * Additional Resources**

Photostory 3 Demo #1 []

Students will be provided with instructions on how to download Photostory at home if they would like to continue to work on their project. The public library will also be asked to include Photostory on their computers.
 * Extension and Adaptation**

The teacher will review student progress and make suggestions for improvement. Peer evaluators will view presentations to date and provide constructive criticism. Students will have an opportunity to revise/edit their Photostory based upon these recommendations prior to the final assessment based upon the class devised rubric.
 * Assessment**

Blog comments will be assessed based on the following rubric:


 * || 0 Points || 1 Point || 2 Points ||
 * Number of Postings || Does not post any comments || Posts 1-2 comments || Posts 3 or more comments ||
 * Content of Postings || Comments are vague or irrelevant || Comments provide some helpful or relevant information, but remain vague || Comments are explicit, display a thoughtful response to the Photostory and are constructive in nature ||
 * Posting Etiquette || Comments are inappropriate (verbally abusive, combative, contain profanity, etc.) ||  || Comments are appropriate and noncombative (Golden rule) ||


 * __Final Assignment__**

Book trailers will be graded using the student and teacher created rubric from an earlier lesson.