921-Wrightson,+Jacquelyn

Deliverable #2

The “It’s a Movie, It’s a Book…It’s a Book Trailer!” 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.

__//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.
 * STANDARDS**

__//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 “It’s a Movie, It’s a Book…It’s a Book Trailer” 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?


 * 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 “It’s a Movie, It’s a Book…It’s a Book Trailer” 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 Photostories. Comments do not need to be critical in nature, but must contain more substance than “I liked your Photostory.”

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 Teen Services Department 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 || 5 Points || 10 Points ||
 * Number of Postings || No 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) ||

**Deliverable #3**

Dear Principal ____:

I would like to incorporate a blog on the library website that features student created book trailers to promote independent reading. Blogs are interactive websites that allow students to contribute to an online community under the careful moderation of a teacher or other adult. I believe this blog will empower future students to make appropriate book choices for both their independent reading assignments and summer reading assignments. By encouraging peer book suggestions, we are more likely to engage our students in reading, especially over the summer.

As you know, our students must struggle to avoid the “summer slide” where reading achievement gaps widen during summer vacation. This blog would remain available all year long to help students find reading material that is engaging to them. Research consistently supports that “self-selected voluntary reading leads to the greatest gains in reading achievement and other aspects of literacy” ([]). The blog would also encourage them to reflect upon their reading and encourage written interaction with their peers.

In order to implement this plan, I would like to request that my blog be added to the whitelist so that it may be accessed from within the school and not be blocked as a social networking site. I would like to use Blogger.com as my blogging software and Photostory to create our book trailers. Both of these technologies are free, easy to setup and compatible with our current computers. Blogger also facilitates easy moderation by the instructor, allowing both me and the teacher to carefully monitor student postings and progress. I would provide in-service training on blogging and Photostory to interested ELA teachers and I would co-teach both Photostory and Blogger in particular and digital storytelling in general with their classes.

By incorporating digital storytelling through book trailers and blogging, we can help our students develop as 21st century learners and continue to support our existing curriculum. As more classes participate in this blog, it can grow into a showcase of our students’ literary and digital skills, while serving as a tool to empower student book selection and literacy.

Further examples of how blogs and book trailers can be used to enhance literacy:

Glewa, Monica and Margret Bogan. “Improving Children’s Literacy While Promoting Digital Fluency Through the Use of Blogs in the Classroom: Surviving the Hurricane.” //Journal of Literacy and Technology// 8.1 (2007) Web. 6 July 2011. <[]>.

A six month literacy project using blogs was implemented in an elementary school to discover the impact on student learning. Children became actively engaged in the project and sought to provide assistance to other through their new found digital literacy skills.

Gunter, Glenda and Robert Kenny. “Digital Booktalk: Digital Media for Reluctant Readers.” //Contemporary Issues in Technology and Teacher Education// 8.1 (2008) Web. 7 July 2011. <[]>

Literacy is constantly being redefined in the 21st century. Digital Booktalks or Book trailers incorporated these new methods of literacy while continuing to support the traditional sense of literacy. They also allow educators to reach an audience that is typically averse to traditional reading and writing.

Lau Whelan, Debra. "SLJ chats with Diane Penrod about Using Blogs to Enhance Literacy." School Library Journal’s Extra Helping 10/9/2007 Web. 7 July 2011. .

Blogs incorporate a variety of digital literacy skills while strengthening writing and collaborative learning. They also offer an opportunity to bridge a gender gap, since the format is typically more engaging for male students.

Polly, Drew. “Blogs: Turning Technology-driven Social Fads into an Educational Tool.” //VSTE Journal// 21.4 Web. 6 July 2011. <[]>

Blogs can encourage student writing across the curriculum by fostering a sense of authenticity. They force students to write with audience in mind and to participate in a larger community.

Taylor, Rosemarye T. and Glenda Gunter. “Literacy leaders: Changing student achievement.” //New England Reading Association Journal// 45.1 (2009) Web. 7 July 2011. <[]>

Incorporating digital technologies has a positive effect on both student motivation and literacy. By encouraging students to express themselves through a digital medium, we both reward and encourage their literacy progress.