This is the lesson plan I created for my Book Trailer collaborative lesson.

1. Understanding by Design Unit Template
Title of Unit Motivating with Book Trailers Grade Level Fifth (5th) grade
Curriculum Area Reading and Language Arts Time Frame 2- 50 minute sessions
Developed By Ashley Miller
Identify Desired Results (Stage 1)
Content Standards
Georgia Performance Standards
ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from
the text.
ELAGSE5RL2: Determine a theme of a story from details in the text, including how characters in a story or drama respond to
challenges; summarize the text.
ELAGSE5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.
ELAGSE5W6: With some guidance and support from adults, use technology, including the internet, to produce and publish
writing as well as to interact and collaborate with others.
ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes, and finished work, and provide a list of sources.
ELAGSE5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes.
ELAGSE5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to

2. enhance the development of main ideas or themes.
ELAGSE5L2: Demonstrate command of the conventions of Standard English, capitalization, punctuation, and spelling when
writing.
e. Spell grade-appropriate words correctly, consulting references as needed.
Understandings Essential Questions
Overarching Understanding Overarching Topical
Students will understand that you can use different forms of media to motivate
others.
Students will understand that choosing the right story elements can interest
others in a book.
Students will understand that there are rules for using items from the internet.
How can we use Book Trailers to
motivate others?
How can we use sources the
internet provides responsibly?
What is a book trailer?
Which story elements should be
included in a book trailer?
What does it mean to cite work?
What is a copyright?
What does it mean to plagiarize?
Related Misconceptions
Book trailers are movies.
The use of graphics on the internet is free and public to everyone.
Knowledge
Students will know…
Skills
Students will be able to…
How to use a book trailer to engage and motivate others.
How to properly and ethically use sources from the internet.
Design a book trailer using a Web 2.0 tool.
Cite accurately from a text.
Recommend a book to others by providing evidence.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
After the lessons, students will successfully be able to use a Web 2.0 tool to make a book trailer to
help motivate other students to read books. They will also be able to find sources and cite information
from the internet to show “ethical use of information.”
Role Under the guidance and instruction of the teachers and media specialist, students will be responsible

3. for creating their own book trailers.
Audience Elementary students, Teachers, and Media Specialist
Situation Students will use their Google Chromebooks within the classroom environment.
Product/Performance
Students will be given an assessment prior to the lessons to assess their knowledge of book trailers
and ethical uses of the internet.
Students will brainstorm ideas in Google docs, forms, use an organizer to develop ideas for their book
trailers, and create a book trailer with correct citations to show they have
Standards
AASL Standards for the 21st Century Learner
1. Inquire, think critically, and gain knowledge.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.2.2. Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.5 Use information technology responsibly.
1.4.4. Seek appropriate help when needed.
2. Draw conclusions, make informed decisions, apply knowledge to new situations,
and create new knowledge.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.
2.2.4 Demonstrate personal productivity by completing products to express learning.
4. Pursue personal and aesthetic growth.
4.1.8 Use creative and artistic formats to express personal learning.
Other Evidence
Information Literacy will also be discussed in the unit. Students will review the So exCITEd! Lesson on the Ethical Use of
Information found on smore.com to review/learn about what copyrights, citations, and plagiarism are and how to avoid issues as
they create their book trailers.

4. Learning Plan (Stage 3)
Where are your students headed? Where have they
been? How will you make sure the students know
where they are going?
Students will take their knowledge they already have about the Google Chromebook and
apply it to obtaining apps, Google Drive, and sharing.
Students will be provided with a checklist or steps to take to create their book trailers.
How will you hook students at the beginning of the
unit?
I will hook students at the beginning of the unit with a fun presentation about book trailers.
The Book Trailer Project
What events will help students experience and
explore the big idea and questions in the unit? How
will you equip them with needed skills and
knowledge?
Students will participate in classroom discussions and look at examples.
Students will be provided with a checklist and other sources of information.
Book Trailer examples
Book Trailer Brainstorm
I will model for students how to achieve a task.
How will you cause students to reflect and rethink?
How will you guide them in rehearsing, revising,
and refining their work?
Students will need to assess their own work and decide whether or not it is their best work.
Book Trailer Evaluation form
They will be given questions to consider and reflect on.
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
Students will be asked questions to consider throughout their checklist.
Students will be given assessments to check for understanding.
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
I will communicate with students through email if I am not in the classroom.
I will attempt to provide one-on-one when time is allowed or share with all students any
problems they have with the unit.
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?
The activities are provided to students through Google Docs.
During lessons, students will be engaged through the use of technology and discussions.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)