Lesson Plan That Integrates Technology
Teacher’s Name: Jennifer Larson-Reinicke
Class: 11th Grade, Junior English
Lesson Title: Book Trailers for Memoirs
Curriculum Standards Addressed:
The following standards are taken from our district curriculum which is
based on our state standards.
Reading Literature Standard 1: Students apply a range of skills and
strategies to construct meaning as they read.
Reading Literature Standard 4: Students use literary texts to enrich
personal experience and to connect to the broader world of ideas,
concepts, and issues.
Speaking, Listening, and Media Literacy Standard 8: Students apply a
range of skills and strategies to speaking and listening for a variety of
Speaking, Listening, and Media Literacy Standard 9: Students identify,
analyze, and evaluate the impacts of media messages.
Student Technology Standard 2: Students use a variety of
technologies to enhance productivity and produce other creative
Student Technology Standard 3: Students use a variety of
technologies to publish and communicate with others.
Student Technology Standard 4: Students use technology responsibly
and understand its impact on individuals and society.
Student Technology Standard 6: Students apply technological activities
and knowledge to information in order to broaden their understanding
and promote lifelong learning.
Technology Standards Addressed:
ISTE Standards 1,2,3,4 and 5
NETS-S Standards 1,2,4,5, and 6
The students will synthesize information from the in-class memoirs to
create persuasive book trailers.
Students will interpret literary elements and devices, including theme,
tone, conflict, setting and character development.
The students will apply knowledge and understanding of copyright laws
to create their presentations.
The students will create a visual representation using computer
The students will collaborate with peers to create presentations using
The students will practice critical thinking skills.
Students will compose in persuasive mode for a specific purpose and
audience, including clearly stated opinions with supporting details and
reasons or examples to influence thought or action.
1. What are the essential components of memoirs?
2. Why do people read books?
3. How can one convince others to read a book using methods of
4. What persuasive elements are important in a successful book
Prerequisite Student Technology Skills:
Prior to this lesson students have mastered
-how to document sources.
-how to use source permissions and copyrights.
General Student Prerequisites for Lesson:
Prior to this lesson students have finished reading their in-class
memoirs. Each student read one of the following:
Angelou, Maya I Know Why the Caged Bird Sings
Conroy, Pat My Losing Season
Plath, Sylvia The Bell Jar
Walls, Jeanette The Glass Castle
Wolff, Tobias This Boy’s Life
1-45min. Class Period to Introduce Lesson and Photo Story Software
2-45min. Class Periods for Student Planning
3-45min. Class Periods for Creating Presentations
1-45-min Class Period for Presentations and Follow-Up Discussion
Introduction – Prior to this lesson, students have been reading
memoirs in literature circle groups. Each group will create a trailer as
a final book project. This will help students understand the themes
and main concepts in their books. They will also have to analyze their
books and synthesize information to figure out how to “sell” their
books to their classmates. Prior to this lesson, we have discussed
elements of effective memoirs, character development, elements of
conflict in writing, the differences between tone and mood, and
understanding themes. Students will apply their knowledge of these
concepts to their book trailer projects.
Instructional Plan– Prior to day one, students should be through at
least half of their class assigned reading. Prior to this lesson, I also
made a sample book trailer using Photo Story 3, available as a free
download from Microsoft, to show students a sample of what they will
be creating and also to be able to show students step-by-step
instructions for the software. There are also many sites on-line that
have book trailers to help students understand what their own trailers
could look like. I like to show them trailers that are different from
each other so they get more ideas about what to do. I also like to
show them trailers for books I think they will like so that they can get
book suggestions from this activity.
Day One: 45-Minute Class Period - Introduce Lesson and Photo
1. Distribute assignment rubric and handouts 1 and 2 (separate
2. Review handout 1 with students.
3. Review rubric with students and explain assignment
4. Show students sample trailer (made by teacher).
5. Review Photo Story 3 step-by-step. (I had pictures ready to
create a Photo Story in class with them.)
a. Photo Story 3 can be downloaded for free and works with
b. The first step asks users to import pictures. The program
works quickly and importing does not take much time at
all. After importing pictures, they are placed in the order
uploaded. To change picture order, users click and drag
photos to the appropriate places. Also, effects like black
and white, sepia, etc. can be applied to photos.
c. The second step asks users to add text. Users write text
that shows up as a layer over the pictures. They can add
text to pictures one at a time.
d. The third step is to record narration. This step is optional.
Narration can be added to each picture or can be timed to
run through several pictures. Users will need
microphones for this step.
e. The fourth step is to add or create music. Music can be
uploaded or created with the Photo Story software. To
create music, users choose genres, instruments, moods,
tempos and speeds. Uploaded and created music can be
easily applied to pictures.
f. At any step, users can customize motion, duration and
transitions. Transitions include circular motions, fading,
bowtie motions and many others.
g. Users can move back and forth between steps at any time
in the process.
h. The final step is saving. Users can choose the format they
would like to save their Photo Stories in. They can be
saved to computers or Smartphones, etc. A copy is also
saved as a draft so their Photo Stories can be changed
and edited again.
i. This program is user friendly and teachers can easily
prepare a sample project in less than an hour. Also, the
ability to create music is helpful because then students
can create projects without worrying about getting
copyright permissions for popular songs.
6. Distribute handout 2 and remind students to ALWAYS give
people credit for their ideas, images, etc.
Days Two and Three: 45-Minute Class Periods – Student
1. Show students sample book trailers.
2. After each trailer, discuss what is effective about the trailer.
Discuss the effectiveness of the persuasion and the hooks
used for each sample.
3. Distribute handout 3 (separate document).
4. Allow students to work with group members to complete the
handout and create storyboards.
5. Be available to groups to answer questions and monitor their
activity. Take time to discuss storyboards with each group.
6. On day three, groups continue working on storyboards.
Days Four, Five and Six: 45-Minute Class Periods –
Creation of Presentations
1. Meet students in computer lab.
2. Allow students to work with group members on computers to
3. Be available to groups to answer questions and monitor their
activity, including monitoring their creation of book trailers to
make sure they are on the right track.
4. Students may have questions about converting audio files to
use in Photo Story 3. I found the following site to be helpful
with this process. http://media.io/
5. I have students save projects to a shared school folder and
also to a class flash drive. This will save on transition time
between groups during class presentations. This also ensures
that projects are backed up and students can get to them
even if there are missing group members.
Day Seven: 90-Minute Class Period – Presentations and
1. Groups will present their trailers to the class with a teacher
computer and a data projector.
2. As groups present, students will be paying attention to the
persuasiveness of each trailer to aid in the follow-up
discussion and quiz.
3. During wrap-up discussion, students will toss a Discussion
Ball to share comments. (Students are familiar with this
procedure. When they get the ball they know they are to
share a comment or ask a question. When they finish they
say the name of another student and then toss the ball to
him/her. Students know that the only person who can talk is
the person holding the ball.)
Follow-Up Assignment: Students will edit trailers if necessary based
on teacher’s suggestions and post to the school library Facebook page,
YouTube or Teachertube, or my blog. They will choose which site to
Evaluation Rubric: (Separate Document)
Procedures and/or Rules for Student Use of Technology:
Students will be monitored and will be using Photo Story 3 or another
movie making or presentation program as long as the group is
comfortable using this without class instructions.
Student Computer Use Guidelines:
1. Follow School Rules Concerning Acceptable Use Policies
2. Document All Sources of Information/Images/ and Music Used in
1. Handout One – Assignment Sheet
2. Handout Two – Documentation Sheet
3. Handout Three – Student Worksheet and Storyboard Guidelines
4. Assignment Rubric
5. Individual Copies of Class Memoirs – Titles Stated Above
6. Access to Computers
8. Access to Computer and Data Projector on Presentation Day
Accommodation for Learning Styles/Diversity: This lesson is
designed for a variety of learners. This lesson is used in a mainstream
Junior English class. Students are allowed to use a variety of methods
to create their presentations, based on their comfort levels. This
allows students to be creative but to also find presentation modes
suited to their individual presentation styles and critical thinking skills.
Struggling Students: There is a lot of work time built into this lesson.
This allows for the instructor to work with groups and individuals to
facilitate their learning and help to guide them through the technology.
Also, Photo Story 3 is a step-by-step, user-friendly program that
requires minimal computer literacy to obtain success.
Advanced Students: In this lesson plan, there is an option for students
to use technology not listed on the assignment to create their book
trailers. Students who are comfortable with key concepts and
technology applications have the freedom to challenge themselves
with more advanced options. For example, a couple of groups decided
to use different applications to make movies. Also, some students
even chose to use Power Point and then used advanced settings to add
movies and sound clips rather than just sticking to basic formatting
and presentation options.
Software and Internet Sites:
Photo Story 3 – Software Used to Make Book Trailers
http://media.io/ - Website to Help Convert Format of Audio Files
Other Helpful Sites – Following List Created by Patti Tjomsland from
the Bureau of Education and Research. Used with Permission.
Resources for teaching
Dr. Robert Kenny, an Assistant Professor at the University of Central
Florida’s School of Film and Digital Media (SFDM), developed the Digital
Booktalk (DBT) project after the concept was initiated by the UCFSFDM
faculty members (and assistant professors) Chris Murray and Phil Peters.
Interactive sharing device
Record your audio and share it. Great place to record podcasts. Can also
add a narration to a PowerPoint. Free
YouTube Video Toolbox
Information on camera work, lighting, sound, editing, music and more.
Windows Movie Maker: Making a Narrated Slide Show
Collections and links
Book Trailers from Pima County Public Library, Tucson, Arizona
HarperTeen on YouTube
Penguin Young Readers on YouTube
Random Books on YouTube
RSS Feeds listed on Nancy Keane's Booktalks Quick and Simple
These don't have video, just sound.
Springfield Township High School Virtural Library list of links to trailers
Circle of Seven Publications
Individual Trailers. Most are from YouTube, listed alphabetically by title
Adoration of Jenna Fox
The Book Thief
Created by John Haller
The Chocolate War
Curse as Dark as Gold
Dangerous Book for Boys
Forest of Hands and Teeth -- Teen Book Award Video 2008
A Great and Terrible Beauty
Created by Congratulations to Katie Koskenmaki
Harry Potterand the Order of the Phoenix (animated)
How I Live Now
Created by Susan Muirhead
I am the Messenger
Advertising on site can be distracting
Lord of the Flies
Done with Legos
Natalie's Midnighters Fan Trailer
One Flew Over the CooCoo's Nest
Parties & Potions Teen Book Video Award 2008
Persistence of Memory Teen Book Video Award 2008
Peter and the Starcatchers
The Scarlet Letter
Advertising can be distracting.
Stormbreaker (student made, not the movie)
Tomorrow When the War Began
Twilight: Bella and Edward Slide Show
Not really about the book, but has to do with making people pretty.
Student Work Samples: (Separate File)
Reflection: Overall, this lesson went fairly well. Students were
engaged and for the most part had positive comments about the
Things that went well: Students were really thinking about their books
when creating presentations. They were forced to make important
decisions regarding the book and their opinions. Typically, it’s difficult
to motivate students to think critically about their reading (especially
the week before spring break, which is when I did this lesson). This
activity kept them motivated and engaged. Also, students reported
that the presentations helped them to visualize the characters and the
setting and gave them a better understanding of the book.
Things I may change: When I do this lesson again, I will stress the fact
that students should only use another movie making program if they
already know how to use it. Some students picked programs that I am
not familiar with and then had difficulty adding audio files. We did
some troubleshooting and figured it out but it was time consuming.
Also, as with all group projects, some groups worked better together
than others. Even though they are being graded on cooperation, I will
include another element to make sure that each individual is
responsible for various components of the project.