Planning a Book Trailer

1. Identify the audience for your book trailer. Who are you designing this for? If you are
a teacher or media specialist, describe a group of your learners below. If you do not work
in a K-12 setting, send me an email and we can decide who your audience will be.

a. Age/Gender: Students in Spanish 1 are between the ages of 14 and 16, and are typically
50% boys and 50% girls. The class size is about 35 students.
b. Cultural Background: At least 80% of the students in Spanish 1 are African American and
come from non-Spanish-speaking households. Students have a general exposure to the
Spanish language from various sources. For example, many students know select phrases
from Dora the Explorer and Go, Diego, Go, two television shows that teach basic Spanish
phrases. Many of my Spanish 1 students have friends who speak Spanish as about 30%
of the school population is Spanish-speaking.
c. Educational Level: The students are currently in high school, between 9th and 11th grade.
d. Special Needs/Accommodations: There are typically two or three students who require
accommodations. In terms of reading, these accommodations include reading aloud and
adjusting the lexile level of the reading. Pobre Ana is written on a 1st grade reading level in
Spanish, so the reading level will not hinder any students in the class. Pobre Ana is
available as an audio book.
e. Specific Entry Skills: Students in Spanish 1 are assumed to have no prior exposure to the
Spanish language or culture, so there is no content knowledge that students have to have
prior to entering Spanish 1. Students do have to have a desire to learn the language and
the ability to read and write in English in order to be successful in the class.
e. Motivation – Keller’s ARCS Model (Describe how you will integrate each component
into your book trailer to get your audience’s attention.)
· Attention – I will ask in the beginning of the trailer, “Do you always want the latest Jordans?
How do you feel when your friends show up with new Airpods and you’re still using wired
headphones? Do you get angry? Mad? Embarrassed? Sad? Jealous?”
· Relevance – I will relate the student’s experience to Ana’s experience. Students are very
motivated by brand names and nicer clothes, shoes, and accessories, but there is more to life
than things you buy. The story of Pobre Ana is about a girl who thinks she is poor because her
friends all have new things (bigger houses, newer clothes, they eat more expensive food at
home). She is portrayed as ungrateful and covetous in the beginning of the book because she
always wants the nice things that her friends have. She gets an opportunity to go to Mexico and
live with a host family, where she sees a family who really does not have many means. She
begins to realize that her parents provide what they can for her.
· Confidence – Pobre Ana is written specifically for Spanish 1 students with little to no
exposure of the Spanish language. I will show a selection from the book with the chapter
vocabulary list so that students will see that there are supports while they are reading in the
target language.
· Satisfaction – I will pose the question: “Does Ana ever get the things that she’s been
wanting, or does she get a new perspective on life? You’ll have to read Pobre Ana to find out!”
This question plays to the satisfaction because it infers a happy ending for a student who
changed her perspective on the importance of material goods.
2. Book Selection – I have selected the book Pobre Ana by Blaine Ray. This book is a
common reader that we use in Spanish 1 to help students gain confidence in their ability to read a
short novel completely in Spanish.