Making a Book Trailer

1. Making a Book Trailer Unit Portfolio Presentation Helen Rape

2. Unit Summary Students will create a Book Trailer using a technology tool such as Movie Maker, Photo Story 3, or iMovie. These presentations will be posted on the school media webpage to entice others to read the selected book

3. CFQs Essential Question: What influences what we choose to read? Unit Question: Why do people read books? How do advertisers effect consumer choices? Content Questions: What is a Book Trailer? What about the book (plot, character, problem or situation) is most important to convey to potential readers?

4. Vision for Unit By creating this unit, I want to • Make reading fun and exciting for students • Provide and alternative form of assessment to a book report During this unit, I want my students to • Get involved in the community of content creators • Use technology to communicate with different audiences

5. Project Approaches As my students work on this project, they • Connect the book to the real world • Collaborate with peers and community members • Create a product that shows what they’ve learned • Share their learning with a real audience

6. 21st Century Learning Students will develop higher-order and 21st century skills in this unit as they • Use the Essential and Unit Questions to guide their analysis of the play to find themes that cross places and times • Communicate their ideas to a community audience • Reflect on their reading, writing, research, and thinking strategies, and modify and adapt them as necessary • Use project assessments to self-assess their work and give feedback to their peers

7. Gauging Student Needs Assessments • Use CFQs to learn • Students’ ideas about what a “book trailer” is • Background knowledge of characters and plot of book • Assess 21st Century skills • Ability to see common elements in classic and contemporary literature

8. Gauging Student Needs Assessments I can use the information from these assessments to: • Focus on parts of the book trailer that students have prior misconceptions about • Plan activities in which they will answer their questions Students can use the information from these assessments to: • Compare their questions to those in previous units • Set goals for how they will adjust their presentation style for this kind of ???

9. Requests for Feedback • Need ways to help students understand the book trailer without paraphrasing and summarizing it for them • Need help assessing students’ higher-order thinking skills