iLesson: Talking Book Covers

Have you had the chance to play with the app Mad Lips?  If not, it’s a great product-based app that has the students working on that highest level of Bloom’s Taxonomy – creation.  Using any photo as the background, students superimpose their own lips over the picture and record up to 60 seconds of narration.  This app has limitless possibilities as far as the types of projects you can create using this as a performance assessment or an alternative to traditional publishing.

We have been studying literature genres in our fourth grade inclusion class.  Students were exposed to a variety of literature genres and had to create clues to help them remember each one.  See my earlier post on our Literature Genres iLesson here. As our performance assessment the end of the lesson, students were asked to create a Talking Book Cover.  There are some great blog posts out there about using talking book covers as book reports, book trailers, and other writing tasks.  I took some of these ideas and developed my own.

Students were asked to make sure they read their library books the night before our project. They were then asked to write a three sentence description of the library book.  Students had to include the title of the book, the genre of the book, one general example of how they identified the genre (usually from the cover), and one specific example of how they identified the genre (from the actual text of the book).  Students edited their short book blurb and practiced whisper reading to themselves three times.  I find it is important when doing a project where the students are recorded reading or speaking that they practice whisper reading to themselves at least three times.  Using the Mad Lips app, we took a picture of the cover of the book.  Students were recorded reading their blurbs using the app.  All that was left was resizing and positioning the students’ lips to make our book covers come alive.

The students did great with this activity.  Attached at the bottom is the rubric I used to grade the performance assessment.  I was really happy to see how many of the students could apply the literature genre knowledge to their own books.  By having the students actually use the skills they’ve acquired to create a product, the students are showing a deeper understanding of the skill.  Additionally, they are having a great time!

Talking Book Cover Rubric

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