Exploring Theme and Mood with a Book Trailer

Submitted by jaspelin on Fri, 05/18/2012 - 18:20Printable version Bookmark and Share
Created By:
Jackie Aspelin
Title/Role:
Librarian/Reading Teacher
Organization/School Name:
Sully Buttes Junior High/Sully Area Library
Location:
South Dakota

Grade Level:
7, 8
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Literature - Theme/Mood
Standards for the 21st-Century Learner
Skills Indicator(s):
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.
Dispostion Indicator(s):
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
3.4.2 Assess the quality and effectiveness of the learning product.
Scenario:
After discussing the concepts of themes and moods in literature, students in a junior high school reading class are asked to go to the library and select a novel of their choice to read with a partner. They will then use the themes and moods of the novel to persuade an audience to read the book.

Overview:
After reading a novel, students will identify the themes and moods the author created in the book. Then using these themes and moods they will create a book trailer using an online computer program. Essential questions: What are the themes of the book? What is the mood of the story? What images and sounds could portray the mood and themes of the book? How would I persuade someone to read this book?

Final Product:
Students will create a book trailer using the online program Animoto.

Library Lesson:
Students will learn the basic elements of a book trailer and the use of the Animoto program to create one. Copyright and fair uses issues will also be reviewed.

Estimated Lesson Time:
120 minutes
Assessment
Product:
The book trailers will be assesed by a rubric developed by the teacher and librarian.

Process:
Both the teacher and librarian will conference with pairs as they plan their project and view the draft project at least twice offering needed edits.

Self Questioning:
Students will ask: Did I correctly identify the moods and themes of the novel? Did I follow the copyright and fair use guidelines in selecting visuals and sound for this project? Did I follow directions and work with my partner to do my best work?

Instructional Plan
Resources students will use:
Moving Image (i.e. animations, movies, tv program, video)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Laptop
Smart board

Instruction/Activities
Direct instruction:
The teacher and librarian will introduce the final project by showing a book trailer made about a book that they read as a class. Pointing out and discussing how themes and moods were used to produce a short video that promotes the book.

Modeling and guided practice:
The librarian will demonstrate sources for visuals and sound that meet the guidelines of copyright and fair use. Working as a team the librarian and teacher will model the basics of selecting visuals and sounds and using the Animoto program.

Independent practice:
Using www.animoto.com pairs of students will work to create a book trailer on the book. They will choose which pictures, background, and music will fit their trailer. They will plan their trailer on a worksheet before they put it together. They will gather images and sound from various online sources to fit their plan. They will write down where they found their resources. A final credit slide will be used to give credit to sources.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Teacher and librarian will provide one-on-one assistance to pairs as needed.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.8.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (8)

CC.7.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7)

CC.8.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (8)

CC.8.SL.6 » English Language Arts » Presentation of Knowledge and Ideas » 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (8)

CC.8.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (8)

CC.7.R.L.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (7)

CC.7.R.L.5 » English Language Arts » Craft and Structure » 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (7)

CC.7.R.L.6 » English Language Arts » Craft and Structure » 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (7)

CC.7.R.L.7 » English Language Arts » Integration of Knowledge and Ideas » 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). (7)

CC.7.W.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). (7)

CC.8.R.L.5 » English Language Arts » Craft and Structure » 5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (8)

CC.8.R.L.6 » English Language Arts » Craft and Structure » 6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. (8)

CC.8.W.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). (8)