lunes, 9 de noviembre de 2015

Book Trailers

Dear Fourth Graders,


This month's book report involves creating a "book trailer," or a video that gives readers a preview of a book and convinces them to read it.  Here are the directions:


1:  Read a book of your choice by November 18th.
2:  Create a storyboard that outlines the characters, setting, and plot of the book.
3:  Then identify the teaser or "hook" that you will use to convince your classmates to read your book.  Think, "How can I use rising action in my trailer to build readers' excitement?  What exciting information should I keep secret so that they have to read the book to find out about it?"
4:  Select a theme, props, and costumes that set the stage to your book.  Then film it using iMovie, or select images and music to put into an Animoto presentation.
5:  Use text within your trailer to tell a bit about the story.
6:  We will present your Book Trailers to the class on MONDAY, DECEMBER 14th.


*Please see the example video below.  While watching, please think, “What did he do well that I want to implement into my own video?  What could I do even better?




Student Name: ____________________  Book: ____________________________________________
BOOK TRAILER GRADING RUBRIC      TOTAL SCORE:        /30 points

3 POINTS
2 POINTS
1 POINT
PERSUASIVE ELEMENTS
X3
The elements are:
  • Teaser/ hook
  • character(s)
  • Setting
  • Plot and problem
All book trailer elements are present; viewers get a STRONG sense of the book from the trailer. Viewer is hooked and very convinced to read the book. They can’t wait to go get it off the shelf!
Most book trailer elements are present; viewers get a decent sense of the book from the trailer.  It is more of a summary than a persuasive book trailer. Viewer might select the book based on your trailer.
Several book trailer
elements are missing; trailer does not give a
sense of what the
book is about. Viewer  needs more convincing or is confused or lacks enough info to judge the book.
APPEAL
Trailer is very interesting and engaging to watch and makes viewers want to read that book! Viewer wants to watch your trailer again and again!
Trailer is somewhat
interesting to watch;
viewers will be
curious about the
book.
Trailer is boring or
confusing; viewers probably won’t want to go read that book.  
IMAGE CHOICE
X2
Image choices make sense and add to the book trailer presentation. They are in focus, tell a story, are imaginative, and send a clear message to the viewer.
Most of the image choices make sense, with a few that could be better connected to the book. Viewer can make sense of the images and see a connection to the book.
Image choices do not make sense in the book trailer.  Viewer feels confused and cannot tell what the book is about.
BLEND & BALANCE
X2
Text and images
are woven together
thoughtfully, creating
a seamless trailer. It flows and tells a story.
Text and images are
organized, but trailer
doesn’t flow smoothly
Text and images are not
organized well, creating a confusing and choppy
trailer.
WORD CHOICE AND TAGLINES

This is your message through words and phrases.

Spelling, grammar and punctuation rules were followed throughout the entire trailer with no mistakes. Word Choice is very convincing to the viewer. Words and taglines give just the right amount of information and match your images to inspire the viewer.
Spelling, grammar and punctuation rules were mostly followed, with a couple mistakes. Word choice makes sense but doesn’t inspire. Viewer left wanting a bit more.
Spelling, grammar and
punctuation errors are
present through most
of the trailer.  Mistakes distract viewers. Word choice is very and phrases are minimal.
TONE
Background theme
and music set the
appropriate tone for
the book trailer and
add to its appeal. The music selected is just right for the book. The theme selected helps persuade the viewer.
Background theme and music set a somewhat appropriate tone for the book trailer, but could be better.
Background theme and music do not set the appropriate tone for the book trailer. They take away from its appeal. Viewer is distracted by the theme and/or music.


PEER REVIEW:  which book trailer appealed to you the most? _________________________________________________________

Why?(be specific) ____________________________________________________________________________________________________________________________________________________________________________________________________________


ePortfolio Reflection Questions:
1:  How did you use persuasion to convince others to read your book?
2:  What did you do well in this project?
3:  How can you improve it for the future?
4:  What did you learn while completing this project?

jueves, 5 de noviembre de 2015

Passion Time Edcamp: Timeline/Directions and Rubric

Passion Time Edcamp:

Day 1:  Generate at least 5 ideas that you are interested in researching and presenting for a 20 minute demonstration.  The topic MUST be something that you do not already know about, in order for you to learn about something that you are passionate about.  However, it may be about anything other than that.  Decide if you are going to teach your audience how to do something, or if you are going to teach them about something.

Day 2:  Select your preferred option for research and presentation, based on how much research is available OR by what classmates are most interested in learning about during an Edcamp.

Days 3-7:  Research information about your topic that you did not previously know, and record your findings using Cornell Notes.  Be sure to cite where you got the information from within your notes.  At the end of Day 7, you must turn your notes in to Ms. Hodges.  Before then, feel free to take your notebooks home for extra research time. J

Days 8-9:  Plan and outline how your presentation will look, using a storyboard or draft.

Days 10-17:  Prepare your visual presentation, gathering all materials that you will need and considering how to most creatively teach and present your topic.

Days 18-21:  Practice presenting, using peer feedback to improve your demonstration.

Day 22:  Edcamp! 
20 minute presentations will be presented, so you must have all of your materials ready to go (be aware of this if you need to bring things from home).  In order to track your time, there will be a timer on the SMARTboard.  Teachers will also provide you with warning every 5 minutes.




Area of Focus
3
2
1
0
Researched Content
The presentation includes research from at least 3 different sources, as is noted and cited in student notebooks.
The presentation includes research from at least 2 different sources, as is noted and cited in student notebooks.
The presentation includes research from only one source, as is noted and cited in student notebooks.
The presentation does not include research from any cited sources.
Participant Engagement
Participants engage in clear step-by-step instruction and are given exemplary  models in order to know what to do, OR are engaged in a unique activity that clearly teaches them about the presented information.

Participants engage in step-by-step instruction and are given solid models in order to know what to do, OR are engaged in an activity that teaches them about the presented information.

Participants engage unclear instruction and are given models in order to know what to do, OR are engaged in an activity that teaches them about the presented information.

Participants are not engaged in the activity.
Creativity and Visuals
The presentation includes visuals of the presenter’s choice, including but not limited to posters and technology tools.  The information is enhanced by the choice of visual representation. The student’s personality and creativity clearly shines through.
The presentation includes visuals of the presenter’s choice, including but not limited to posters and technology tools.  The information is somewhat enhanced by the choice of visual representation. The student’s personality and creativity somewhat shines through.
The presentation includes visuals of the presenter’s choice, including but not limited to posters and technology tools.  The information is not enhanced by the choice of visual representation. The student’s personality and creativity clearly does not shine through.
No visual aspect is provided in the presentation.
Presentation
The student presents with enthusiasum, volume, and confidence.  He/she speaks clearly and has memorized all information.
The student mostly presents with enthusiasum, volume, and confidence.  He/she speaks clearly the majority of the time and has memorized most information.
The student somewhat presents with enthusiasum, volume, and confidence.  He/she speaks clearly sometimes and has memorized some information.
The student does not present with enthusiasum, volume, or confidence.  He/she does not speak clearly, and has not memorized any information.