Movie or Book Trailer or Review

Project goal: To make a book or movie review or trailer.

Rubric for script

Read this first:

  • No more than 50% of your video by time can be made from actual scenes or screenshots from an existing review or trailer
    So for a 1-minute video, you can have no more than 30 seconds of screenshots


  • Content is clear and interesting. The script is logical, creative, original, and complete.
  • Script uses one of our templates and formatting is correct
  • No mistakes in grammar, spelling, or punctuation


  • The script is overall pretty good be could benefit from a little more detail or original content.
  • Script uses one of our templates with minor mistakes in formatting
  • No more than two mistakes


  • The script is more of a shell and needs more detail. It might lack clarity, completeness, or originality.
  • Script uses one of our templates with major mistakes in formatting
  • No more than four mistakes


  • Little adherence to format. The script is minimal and confusing in places.
  • Five or more mistakes in grammar, punctuation, or spelling.

Rubric for video


  • Video includes a variety of shots that work well together.
  • Polished, well edited content that holds the viewer’s attention. The message is clear, the video engaging, and the editing clean.
  • Video is approximately one minute long (longer is OK)
  • At least two soundtracks.
  • Credits appear at the end and are complete


  • Video includes a variety of shots that work well together.
  • Content is generally very clear with a few rough spots
  • Video is approximately 45 seconds long
  • May only have one soundtrack.
  • Credits appear at the end and are complete


  • Video doesn't include a variety of shots that work well together.
  • There are a few lapses in focus, but the message is generally clear. There may be irrelevant information, not enough information, or rough transitions.
  • Video is less than 40 seconds long
  • One soundtrack
  • Credits missing or incomplete


  • Little or not consideration given to shots used.
  • It is difficult to understand the purpose and message in the video. Elements are not combined in a way that communicates a clear message.
  • One soundtrack
  • Credits missing or incomplete

Learning objectives: By the end of this activity, you will be able to:

  1. complete a script using industry standard script format
  2. create a new Premiere Pro project for your video, and save the Premiere Pro project file (extension pproj) in your project folder on your C drive
  3. use audio VO or captions to comment on a scene of a movie
  4. edit audio in Premiere Pro
  5. create captions in Premiere Pro
  6. edit video to sync audio track, captions, and video track
  7. export your video to mp4 format

ISTE Standards for Students

1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Students build networks and customize their learning environments in ways that support the learning process.

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

Students develop, test and refine prototypes as part of a cyclical design process.

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Students create original works or responsibly repurpose or remix digital resources into new creations.

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Students publish or present content that customizes the message and medium for their intended audiences.

7: Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Project Overview

You have the choice of creating either a review or a trailer for your chosen book or movie. In a review, you briefly describe the work and give your opinion about it. A trailer is promotional. You can use any book or movie you like. You can even use a short story or short film. Post all deliverables on Google Classroom. All related resources can be found at

What are we learning?

  • Shot types
  • How to make a shot list
  • How to edit multiple video clips
  • How to add titles and sound effects
  • How to summarize main elements of a book, including plot, characters, and storylines


You can create a typical trailer or review, the type we’re all familiar with. Or you can create something a little different. Here are just some ideas:

Pre Production

Create a project folder on your Desktop before beginning your script! Everything, including your script, should go in this folder.

Step 1: Script


  • You must use one of our script formats. Refer to the templates if you’re unsure about the format.
  • Check your grammar and spelling! It counts towards your grade.
  • Please see the rubric (linked above) for all expectations and grading.


Step 2: Shoot video, gather media

  • You are expected to create a shot list or annotated script before using a camera. However you decide to do it, you need to plan your shots!
  • Try to use a combination of shots, even if you're just recording a 'talking head' type video.
  • Gather all your media from the book or movie. Remember that no more than 50% of your video, by time, can be from video clips of the movie or book you are reviewing or make a trailer for!
  • See the rubric for complete expectations and grading.

Post Production

Step 5: Edit

You are encouraged to edit using Adobe Premiere Pro, but if you are editing from home, you may use software of your choice.

Step 6: Export, upload, and share