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eWorkshop
Lesson Plans
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Making Adolescent Literature Matter eWorkshop:
E.B.
White
This
lesson plan was adapted by Marla
Olsberg of the Stoughton Public Schools for the Literacy Matters'
Adolescent Literature Professional Development eWorkshop.
Section
1: Select a Lesson to Adapt
Title of reading selection: The Trumpet of the Swan, Charlotte's
Web, and Stuart Little
Author: E.B. White
Name and URL of lesson plan: Reading Book Covers
www.discover.tased.edu.au/english/covers.htm#ideas
Goals:
I want to be able to teach my students how to look reflectively
at all the aspects of a book cover. I want them to be able to
compare and contrast book covers of literature written by the
same author. I believe there is so much information found on book
covers that we just overlook as being important. We also tend
to "judge a book by its cover."
Section
2: Plan Adaptation of Lesson
Materials:
Multiple copies in different formats of the mentioned E.B. White
books, videos/DVDs of these books, student journals, magnifying
glasses, website charts and questions, paper, art supplies,
chart paper, video equipment, computer lab time
Management:
The whole class will be doing these activities over a period
of time, but there will be different configurations throughout
the lessons from individual work to small groups to whole class.
Strategies:
I love all the guiding questions found within this website.
Scott Johnson developed a clear and sensible chart for us to
use to record how book covers are visual texts. There is so
much to think about when you really take a good look at a book
jacket. I would ask the students to see if they could add any
ideas/questions to this chart. We would look at all types of
examples of these books from hardcover to paperback to special
additions, to video and audio covers, to even covers of translations.
I would also ask students to communicate with their parents,
grandparents, or older family friends to share their ideas about
the importance of book covers and what "grabs them"
when searching for a book. I would want the students to synthesize
all of their thoughts to create their own unique book covers.
Then the students would become the experts, and we would then
make a class video to instruct/share with other "publishers"
about how to construct captivating book covers.
Assessment:
Assessment with be multi-layered from journal writing to
charts and forms to final project, which would be peer evaluated.
Section
3: Implement the Lesson
- The
activities will begin with stations set up around the room, all
with media (books, tapes, videos) of the E.B. White stories. At
one station there will be hardcover books, at another softcover
books, at another translations and special editions, and at another
video/audio versions. Also at each table there will be magnifying
glasses. Each student will go from station to station for a timed
period and record notes in their reading journals about what they
discover about the covers. After finishing the rotations they
will then write a summary containing their assumptions/inferences
about "covers" in their journals. Observations and ideas
will be shared and displayed on classroom chart paper.
- Students
will be divided into three groups to quickly read one of E.B.
White's novels (preferably one that they have not already read).
Reading will happen during classroom independent reading and at
home over 7-10 days.
- During
one of the reading periods (refer to #2 above), students will
be given "Reading Book Covers as Visual Texts" chart
from the website to analyze in regards to the specific book they
are reading. Students will be asked to think of one other aspect
to include in the chart. Each of the three groups will then meet
to compare answers in their charts.
- Preparation
will start for final projects. In order to understand the human
connection to book jackets, each student will conduct two interviews
with family or adult friends to learn how book covers impact or
encourage (or discourage) reading. Students will answer questions
on prepared forms in response to these interviews. As a class,
we will share and record our discoveries.
- Each
reading group will then come together to start planning their
final project as a "book cover publishing committee."
Within the group, each student will decide what part of the book
cover they will be responsible for and how they will go about
researching and designing what they want included. They will be
able to use the computer lab for typesetting and research about
the author or genre, as well as artistic design. Teamwork is extremely
important to get this done!
- Projects
will conclude with video filming of presentations. Students will
share peer assessments regarding these presentations.
Section
4: Reflect on Results
List
three ways you found the lesson to be successful.
- As
these books are well-known stories to my students, this activity
empowers all students that their ideas are important, since most
of the activities do not depend on comprehension or strong reading
skills.
- Students
can incorporate their own strengths, whether they be artistic,
writing, theatrical, or production.
- This
is just the start of a lifelong lesson of developing critical
thinking skills. Students will (hopefully) always have to read
something and analyze the book cover.
List
three things that need improvement.
- More
guidance in how to interview older generations regarding book
covers.
- In
the final project of making a video, stress the value of making
the book cover over the value of making a perfect video. (Kids
get very caught up in making the video and may lose sight of the
book jacket.)
- More
strategies for stronger assessment (any ideas?).
What
would you do differently next time?
- Try
to invite an illustrator or a publisher into the classroom to
talk about how book jackets are conceived for literature.
- Continue
the activities throughout the year, even on a smaller scale, to
develop a sense of continuity and demonstrate the importance of
reflecting on book covers.
- Showcase
the created book covers at the school or maybe the Public library.
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