Making a booktrailer Finding an alternative way into critical reading THIRD LEVEL FOURTH LEVEL SENIOR LEVEL LEARNING RESOURCES

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1 THIRD LEVEL FOURTH LEVEL SENIOR LEVEL LEARNING RESOURCES Photo by Kratka Photography Making a booktraier Finding an aternative way into critica reading Deveoped by Scottish Book Trust

2 Contents 3 Frequenty asked questions about booktraiers 4 What toos, software and ICT skis are needed? 5 Lesson 1 What is a booktraier? 7 Lesson 2 what makes a good traier? 11 Lesson 3 Gathering content 12 Lesson 4 Panning a Booktraier 15 Pupi peer feedback 16 Teacher assessment grid 17 For teachers Guidance on using the Teacher Assessment Grid 18 Usefu inks 19 Exempar traiers on the web 20 What ese can I do with booktraiers? 21 List of CFE outcomes inked to booktraiers Introduction to booktraiers Educators are consistenty ooking for toos which wi hep encourage their pupis to read. Booktraiers are a great way to engage pupis with reading in the digita ream with which they are so famiiar, and they are a fabuous way to combine a number of different skis across the curricuum. A booktraier is just ike a movie traier, giving a taster of a book for its potentia audience, designed to eave them wanting to read the book. Because traiers are so keeny focused on purpose and audience, creating them requires a ot of critica decision making; and because they need to capture the essence of a book s characters, setting, pot and atmosphere, they encourage pupis to read a book criticay so they have a strong idea of what their traier needs to convey. This resource pack wi take you through the fu process of creating a booktraier. The pack incudes worksheets for pupis, and assessment tempates, usefu inks and other supporting resources for teachers. The pack has been designed to foow the structure of our Booktraier Mastercass videos, but you can modify the order and structure of activities depending on your own needs. The videos can be found at 2

3 Frequenty asked questions about booktraiers WHERE CAN I SEE SOME EXAMPLE TRAILERS? There are ots of exampe traiers on YouTube and pubishers websites: we ve compied a seection of usefu exampe traiers on page 19 of this resource. WHICH YEAR GROUPS ARE BOOKTRAILERS SUITABLE FOR? Generay booktraiers have been used with secondary pupis. However, any pupi working within Leve 3 shoud be abe to tacke a booktraier have a ook at the tasks in this resource pack and see if they woud suit your earners. You coud even get oder and younger pupis to work on traiers together! HOW SHOULD I APPROACH BOOKTRAILERS? In SBT s work with teachers on booktraiers, we ve seen a manner of different approaches. Some teachers have aowed pupis to create traiers on a book of their choice. Other teachers have asked their cass to create traiers on a set text. Some have asked their pupis to work in groups, some in pairs, and some individuay. Liaison with the ibrary (especiay if pupis are choosing their own books) is recommended! HOW CAN BOOKTRAILERS HELP ME DELIVER CFE, NATIONAL 4/5 AND HIGHER? A whoe range of reading and writing skis (as we as others across the curricuum) are tested in the creation of a traier. On page 20 of this resource you find a ist of CFE outcomes which a booktraier project wi deiver. At Nationa 5 and Higher, creating a booktraier can be a great way into critica writing, and aso a hepfu revision too, with emphasis on thinking about key scenes and aspects of setting/character/stye. HOW MUCH TIME DO I NEED TO DO A BOOKTRAILER PROJECT? The production of a traier is not usuay done in isoation it is usuay part of a wider unit of work where there are a number of outcomes critica essays, imaginative responses, etc. Broady speaking, you shoud be abe to dedicate at east one esson to famiiarising pupis with exempar traiers, at east one esson where they pan their traiers by writing a script or storyboard. 3

4 If pupis are creating their traiers with pre-existing images and sounds from the internet, you shoud aow one period for this they can aways find more ater on whie editing. If they are creating origina content (fiming drama scenes, creating music or artwork) then the timescae wi obviousy be a itte onger. You shoud aow at east two periods for editing traiers on a computer or other device. In summary, you wi need a minimum of five periods to create a booktraier, which doesn t incude fiming or reading of the book(s). What toos, software and ICT skis are needed? Don t worry if you re not so confident or don t know where to get started. SBT s Booktraier Mastercass video series gives a comprehensive introduction to traiers: in particuar, Lesson 3 and Lesson 5 wi hep get you famiiarised with websites and software: Booktraier Mastercass Lesson 3 Finding content: Booktraier Mastercass Lesson 5 editing a traier: There are aso penty of onine guides to using Windows Movie Maker, imovie, and other types of editing software and if your machines don t have any instaed, there are free onine editing sites too. Check out the coection of usefu inks on page 18 for more information. 4

5 Lesson 1 What is a booktraier? TASK 1: WHITE CROW BOOKTRAILER Under each heading beow, write down what you iked and disiked about the White Crow booktraier. Looks Sounds Content Other 5

6 TASK 2: THE BREACH BOOKTRAILER Under each heading beow, write down what you iked and disiked about the booktraier for Patrick Lee s The Breach. Looks Sounds Content Other 6

7 Lesson 2 what makes a good traier? TASK 1 WHAT MAKES A GOOD TRAILER? It is very important that you have a cear opinion about what, for you, makes a good booktraier. In groups or with a partner, discuss the foowing questions: What do you think is the main purpose of a booktraier? How ong do you think a good booktraier shoud be? What kind of things woud you want to know about a book before you bought it? Next, come up with a ist of five things that you think a good booktraier shoud have in it. TASK 2 BEGINNING TO THINK ABOUT WHAT YOUR TRAILER WILL BE LIKE Next, think about the book you have chosen to produce a traier for. Think about what aspects of the book you want to bring across to the viewer. For an exampe, ook at the mind map beow. It has been competed by someone who has read Bram Stoker s Dracua. The mind map is ony party compete, and you may wish to put more information in when you do your own mind map: Dracua s ferocious temper Dracua s poite and civiised appearance Mystery at the beginning of the nove Tension Character Atmosphere What aspects of the book do I want to bring across to the viewer? Pot detais Setting Narrator arriving at Caste Dracua Narrator becoming suspicious of Dracua Beak weather in Trannsyvania Victorian era 7

8 Now, compete the mind map beow for your own book traier: What aspects of the book do I want to bring across to the viewer? 8

9 TASK 3 DECIDING WHAT TO PUT IN Discuss the foowing questions with your teacher or cassmates: How do you think a studio chooses which scenes to put in a traier? Do you need a mixture of different types of scenes in a traier? How much of the pot shoud you revea to the audience in a traier? When a studio is making a traier for a movie, they have to decide which scenes to put in the traier, and which ones to eave out. Think of a movie that you know quite we. Next, go to and see if you can find a traier for the movie. Once you have watched the traier, think about the scenes which the fim director has chosen to incude in it. In the tabe beow, write down three of the scenes that have been incuded, and write down a the reasons why you think the director has chosen to incude them in the traier. Scene Why I think it was incuded 9

10 TASK 4 SCENES IN YOUR OWN TRAILER Your fina task for this esson is to note down some scenes from your book which you fee you woud ike to incude in your booktraier. Use the space beow to do this. 10

11 Lesson 3 Gathering content TASK 1 FIND IMAGES AND SOUNDS ON THE NET When you are gathering images and sounds, you need to remember that when you incude them in your booktraier, you wi need to put in a side at the end which gives credit to the owner of the image or sound. This task wi hep you to get used to noting down the correct detais when you are downoading images and sounds. Look at the tabe beow. In the eft hand coumn, you wi find instructions teing you to ook for an image or sound. Look through Fickr, mp3.com and Soundbibe to find images and sounds. When you have found something suitabe for each instruction, write down the username and website in the coumns next to it. An exampe has been done for you. Instruction Find an image of an od caste Username of person who owns the image/sound Dave Stokes Website Fickr Find a sound effect of a bomb expoding Find a sound effect of a crowd cheering Find some dramatic music 11

12 Lesson 4 Panning a Booktraier There are two options avaiabe to you when you are writing a script for your booktraier: Write a fu script Draw a storyboard Most peope either prefer to do a storyboard or a script: it is your choice which approach you take to panning your traier. Therefore, you shoud not do both Task 1 and Task 2: pick the one which you fee wi hep you most. OPTION 1: WRITE A SCRIPT A script is quite detaied. It describes each shot of the booktraier, incuding some or a of the foowing detais: Images; Music and sound effects; Transitions (the way each shot moves into the next does it cut? Fade out? Wipe? Etc.); Voiceovers; Text on screen; Visua effects. You wi find an exampe of the first part of a script beow. TASK 1 KNOWING WHAT TO INCLUDE IN A SCRIPT Beow is an exampe of a script for a booktraier on Bram Stoker s Dracua. A the different eements isted on the previous page are incuded. After you ve had a ook over this, you can go ahead and begin writing a script for your traier. Dracua booktraier script SHOT 1: image of stormy andscape, storm sound effects SHOT 2: cut to back screen with grey text saying, In 1897 I was sent to Caste Dracua in Transyvania on routine business. SHOT 3: Quick fade to a cose up shot of vampire staring straight at the camera SHOT 4: Quick fade to a wide shot of an od caste, back and white visua effect, voiceover of Count Dracua wecoming the narrator into his caste. 12

13 TASK 2 CREATING A STORYBOARD Storyboards are used a the time by fimmakers. A storyboard is a series of sketches which show what the scenes of the fim wi ook ike. You can use a storyboard to pan what your traier wi ook ike. On the next page, you wi find a few exampes of storyboards. On page 14, you wi find a bank storyboard to begin panning your traier. 13

14 Bank Storyboard Fi in the storyboard with the scenes from your traier. 14

15 Pupi peer feedback How has the traier given an impression of what the main character is ike? How has the traier given an impression of what the setting is ike? How has the traier captured the mood/tone of the book? How does the traier make its audience want to read the book? What did you particuary ike about the traier? What woud you change, or add in, or take away? 15

16 Teacher assessment grid Characters, setting, atmosphere Layout and structure Use of images, sounds and text What did you do we this time? What can you work on for next time? 16

17 For teachers Guidance on using the Teacher Assessment Grid Booktraiers are a great exampe of the wider text espoused by Curricuum for Exceence guideines. Booktraier activities demand the same kind of critica reading skis which are used when writing a critica essay: pupis must demonstrate an understanding of pot but aso character, setting, atmosphere and genre. Writing skis are aso assessed: booktraiers make sparing use of text, so pupis have to be concise and carefu with their expression so as to have maximum impact on their audience. Carefu decisions aso need to be made about structure and ayout of the traier. With these points in mind, here are some questions to consider when writing comments on the Teacher Feedback sheet: Characters, setting, atmosphere Layout and structure Does the traier demonstrate an understanding of the centra concerns of the text? Does it demonstrate an understanding of the main characters and how they are characterised in the book? Does the traier give a strong impression of the setting an atmosphere of the book? Is the ength of the traier appropriate (2 mins max)? Has the pupi ordered the images, sounds and text in a way that creates impact? Use of images, sounds and text Does the traier demonstrate an abiity to use anguage to achieve particuar effects? Is the use of sounds, images and/or footage apt for purpose? 17

18 Usefu inks Scottish Book Trust website Scottish Book Trust s Booktraier Mastercass videos Video of the pupis and teachers taking part in ReadIT: Googe s WeVideo free video editor (exceent too!): Ten other free onine video editing toos Paces to Find Creative Commons Photos and sounds Free onine photo editor Downoad Audacity, a free audio editor Audacity onine manua is avaiabe here: There is aso a video tutoria series on YouTube here: Guide to using YouTube s video editor 18

19 Exempar traiers on the web It s important to show pupis a few different traiers of varying styes and quaity. With that in mind, here is a ist of traiers which showcase different target age groups, different genres and different styistic devices. Book Age Link and comment Out of the Depths by Cathy MacPhai A traier by a pupi, created from origina footage rather than pre-existing content. Code Name Verity by Eizabeth Wein An innovative traier in terms of design and content. Good exampe of effective choice of sound. Boy Nobody by Aen Zadoff A very sick officia traier with cever use of narrative voice. Be warned: there is some content ony appropriate for oder pupis. The Paper Dos by Juia Donadson A traier made using stop motion animation. Good for discussing appropriate atmosphere/tone. Lost and Found by Oiver Jeffers A good exampe of effective structuring, and raising questions in an audience s mind, as the resoution of the book is eft to the imagination. Aice in Wonderand by Lewis Carro A basic booktraier using sti images. Matida by Road Dah A nice traier which suffers a itte from a ack of variation and too much content. Can ead to discussions about showing, not teing, appropriate traier ength, and trimming/editing. 19

20 What ese can I do with booktraiers? Booktraiers can be used in a wide variety of ways, both in the Engish cassroom and right across the curricuum. Booktraiers are part of a wider genre caed Digita Storyteing: in essence, this simpy means the presentation of a narrative using digita technoogies. This can be used right across the curricuum to put teaching concepts into a narrative. See Across the Curricuum beow for some exampes of this. IN ENGLISH An aternative to the traditiona book review as part of ibrary induction; Pupis can make traiers for short stories they have written; A great revision too for a stages (the visua and creative aspect can reay hep aid reca, and the need to think about key scenes, character and atmosphere reates strongy to critica essay writing at Nationa 5 and Higher). Booktraiers are as much an exercise in writing as they are in reading: skis such as showing, not teing, using styistic devices, structuring a narrative, and taking account of purpose and audience are a part of creating a traier. ACROSS THE CURRICULUM Pupis can fim scenes for a traier in Drama or Media Studies casses; They can aso create origina artwork for a traier in Art and Design, and record a soundtrack in Music; Pupis can create a digita story to hep earn about historica events: for instance, a digita story from the perspective of prisoners at Auschwitz, or a digita story exporing the growth of the British Empire; Another option woud be to create a traier for a non-fiction narrative book, perhaps an autobiography reating to a topic being taught. PROMOTING BOOKS ACROSS THE SCHOOL If you have arge screens around the schoo, pupis traiers can be shown on these (or at assembies) to hep inform others about new books; As a transition project, S1 pupis can create traiers for their favourite books in the ibrary for upcoming P7 pupis to watch; You coud run a booktraier competition in your schoo; You coud run a digita storyteing eective. 20

21 List of CFE outcomes inked to booktraiers WATCHING EXEMPLAR TRAILERS AND DISCUSSING THEM Lit 4-01a I reguary watch or isten to texts for enjoyment, and can express how we they meet my needs, giving reasons, with evidence, for my persona response. Lit 4-04 a I can Identify the main concerns of a text, and compare and contrast different texts. Lit 4-07a I can show my understanding by commenting on the content and form of texts. READING NOVELS AND DECIDING WHAT TO PUT IN A TRAILER Lit 4-11a I reguary seect and read texts for enjoyment and interest. Lit 4-16a I can ceary state the main concerns of a text and use supporting detai Eng 4-19a covers a critica reading tasks Lit 4-25a - I can use notes and other types of writing to generate and deveop ideas, retain and reca information, expore probems, make decisions, or create origina text. CONSTRUCTING AND EDITING TRAILERS Lit 4-01a - I can reguary seect subject, purpose, format and resources to create texts of my choice, and am deveoping my own stye. Lit 4-23a I can review and edit my writing to ensure it meets its purpose and communicates meaning ceary at a first reading. Lit 4-24a - I can justify my choice and use of ayout and presentation in terms of the intended impact on my reader. Eng 4-27a - I can engage and/or infuence readers through my use of anguage, stye and tone as appropriate to genre. Eng 4-31a - I can create texts in different genres by integrating the conventions of my chosen genre successfuy and/or using convincing and appropriate structures. Tch 4-04a Throughout my earning, I can make effective use of a computer system to process and organise information. Exa 4-14a - Having deveoped ideas from a range of stimui, I can contribute to devising, rehearsing and presenting drama or scripts. 21

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