ALEX Learning Activity

  

Recreate a Book Cover!

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Mandy Dame
Organization:0
  General Activity Information  
Activity ID: 395
Title:
Recreate a Book Cover!
Digital Tool/Resource:
Book Cover Creator
Web Address – URL:
Overview:

This tool, located on readwritethink.org, can be a useful resource for students. Students can create their own book covers. Students can create a front book cover, a full  dust jacket, or a front and back cover. Students can “draw” their own pictures and can add text to the covers. This tool is relatively easy for students to use, and would be a good tool for any grade.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 4
2 ) Determine a theme of a story, drama, or poem from details in the text; summarize the text. [RL.4.2]


NAEP Framework
Anchor Standard::
Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Cognitive Target::
Make complex inferences within and across texts to integrate ideas to determine theme, identify or interpret a character's motivations and decisions, examine relations between theme and setting or characters.
NAEP Descriptor::
Integrate and interpret ideas to determine theme. (Integrate and Interpret)

NAEP Descriptor::
Infer and explain a lesson common to story and poem. (Integrate and Interpret)

NAEP Descriptor::
Provide an example from the story that reflects the theme. (Integrate and Interpret)

NAEP Descriptor::
Recognize reason for plot resolution in a story. (Integrate and Interpret)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize how a paragraph supports the story theme. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.2- Identify the main idea of a story and retell the story.


English Language Arts
ELA2015 (2015)
Grade: 4
7 ) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.7- Use the text and/or an illustration to identify a character or setting in a story.


English Language Arts
ELA2015 (2015)
Grade: 4
38 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]

a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]

b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]

d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]

e. Form and use prepositional phrases. [L.4.1e]

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.38- Demonstrate standard English grammar when communicating.
ELA.AAS.4.38a- Demonstrate correct use of nouns and verbs.
ELA.AAS.4.38b- Demonstrate correct use of plural nouns.
ELA.AAS.4.38d- Demonstrate correct use of adjectives.
ELA.AAS.4.38f - Produce complete sentences.


English Language Arts
ELA2015 (2015)
Grade: 4
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.39 - Use punctuation at the end of a sentence.
ELA.AAS.4.39a - Use a capital letter at the beginning of every sentence and at the beginning of every first name.
ELA.AAS.4.39d - Spell and/or identify appropriately chosen words correctly; may consult references as needed.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Knowledge:
Students know:
  • information to research questions can be obtained from digital sources.
  • how to use resources to organize information.
  • how to find resources to present or share with others.
Skills:
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as the Alabama Virtual Library.
  • use additional words or punctuation to narrow search such as AND (+), OR, NOT (
  • ), setting date boundaries, or quotation marks ("").
  • organize information.
  • share information by creating a digital resource.
Understanding:
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
13) Synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • synthesize complex information from multiple sources in different ways to make it more useful and/or relevant.
Teacher Vocabulary:
  • synthesize
  • relevant
  • timeline
  • flowcart
  • infographic
Knowledge:
Students know:
  • information from multiple sources can be combined or synthesized.
  • there are multiple was to combine information to communicate with others.
Skills:
Students are able to:
  • synthesize information from multilple sources in a variety of ways to make it more useful such as a flowchart, timeline, infographic, multimedia etc.
Understanding:
Students understand that:
  • information is obtained from multiple sources to better make sense of information.
  • information can be presented in different ways to make it more useful.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
15) Conduct complex keyword searches to produce valid, appropriate results and evaluate results for accuracy, relevance, and appropriateness.

Examples: Search techniques, check for credibility and validity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • conduct complex keyword searches to produce valid, appropraite results, and evaluate results for accuracy, relevance, and appropriateness.
Teacher Vocabulary:
  • keyword
  • search
  • valid
  • true
  • accuracy/accurate
  • relevance/relevant
Knowledge:
Students know:
  • strategies to conduct complex keyword searches.
  • strategies that evaluate the accuracy of information.
  • not all information online is valid or true.
Skills:
Students are able to:
  • conduct complex keyword searches using quotation marks, OR, NOT, AND, and date boundaries.
  • explain how they know information located online is valid or true.
Understanding:
Students understand that:
  • using complex keywords while searching will deliver best results.
  • not all information online is valid or true.
Learning Objectives:

Students will:

  • use the Book Cover Creator to create a book cover of a recent read
  • write their own summary of the book
  • write a short biography of the author of the book
  • write a review of the book
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  • Students will read a chapter book of their choosing. The teacher will provide a list of acceptable books, including Where the Red Fern Grows, Holes, Dear Mr. Henshaw, Maniac Magee, or Because of Winn Dixie.
  • Students will be given time in the computer lab to research their author.
  • Students will then write a short biography about their author.
  • Students will write a short summary about their book.
  • Students will write a review of their book.
  • Students will use Book Cover Creator in order to create a full dust jacket for their book. Their biography, summary, and review will all be included on their cover.
Assessment Strategies:
The teacher will use the book cover that the student creates in order to determine whether learner objectives were met. The teacher will create a rubric to include assessment based on the student’s summary, biography, and review.

Advanced Preparation:

  • Students will have read their books in advance.
  • The teacher will explain how to write a summary, biography, and review in advance.
  • The teacher will check Book Cover Creator on the computers that will be used and will make sure that it is working correctly.

Variation Tips (optional):

Students could work together on this project or separately.  Students could also create a book cover on their own, instead of recreating one of a book already written.

Notes or Recommendations (optional):

If a teacher does this lesson for multiple years, it could be a helpful tool to students to be able to see work of the previous students.

  Keywords and Search Tags  
Keywords and Search Tags: