RE076.a
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Reading 6.a - Level 7
Read, respond to, and discuss a variety of novels, poetry, short stories, nonfiction, and plays.
Standard in Kid Friendly Language
You will read several novels, poems, and short stories. We will talk about them in class and do several activities related to them. Sometimes you will write about your readings.
Standard Unwrapped
KNOW Students will know how to analyze different types of readings. For example: novels, poetry, and short stories.
ABLE TO DO Students will be able to think about their readings on a higher level than just looking for the primary meanings and summarize.
Instructional Strategies
I like to have reading partners to read the classroom readings because students help each other understand the reading. Students take turns in reading one page; while reading they both clarify meaning and help each other pronounce words.
Another method is popcorn reading. Students read out loud at least a paragraph and then ask another person in the classroom to continue reading. This helps students focus on the reading as they don't know when are they going to read next.
While reading out loud I often pause and discuss the relevant parts in order to make sure that students understand the reading. I prefer asking questions appealing to various thinking skill levels listed in the teacher edition of the text book.
I teach nonfiction form Elements of Literature -text book- pgs.: 121-122
Assessment Strategies
- Item One
This activity is assessed in two ways:
Resources
1. NOVELS
[3] Book Cover
4. NONFICTION
Elements of Literature -Text book- Collection 2 and 6
1. & 4.
Projects and Activities
- Item One: NOVELS:
Alternative Book Report: Book Cover
Session One
1. Show students the front cover of the book you have selected. Lead students in a discussion of the properties of the cover art.
* What colors are used? What feeling do these colors convey?
* What images are used? Are the images symbolic or realistic?
* Do the images depict places, people, or actions?
* If the cover art is a clue to what is inside the book, do students think it gives a clue
about the setting, characters, theme, or plot of the book?
* Do students like the cover art? Does the cover art make them want to read the book?
* What is the title of the book?
2. After closely examining the front cover, ask students to anticipate what the book might be
about.
* What do students think the book is about? On what do they base this opinion?
* What genre is the book? Is it fiction, non-fiction, mystery, etc? What clues does the
front cover offer about genre?
* Who is the audience? Is it written for children, teens, or adults? Why do they think so?
3. After students have commented on the cover art, examine the rest of the book cover or jacket, pointing out the various features as discussed in the Book Cover Guide. Based on the rest of the information from the book cover, were their original ideas about the book correct? Is this a book they think they would like to read?
Session Two
1. Have students look through the books you have gathered, looking only at the front cover art, and select one they think they would like to read. 2. Pass out a copy of the Book Cover Art Notes to each student. Students should use the handout to make notes about the front cover art and to anticipate what the book might be about based on the cover art. 3. When students have finished making notes, they should use those notes to write two short paragraphs detailing what they like about the cover art and/or why they selected the book and what they anticipate the book will be about. 4. When students have finished writing, they can examine the rest of the book cover or jacket and decide whether they want to read the book. If not, they should select another book to read and make notes about the cover art of that book. 5. Allow time for students to read their books in and out of class before beginning the next session.
Session Three
1. Explain to students that they are going to use what they now know of the book, after having
read it, to re-evaluate the book cover art.
2. Pass out a copy of the Book Review Web Handout to each student. Alternatively, students
can use the interactive ReadWriteThink Webbing Tool. Ask students to brainstorm the most important or memorable aspects of their book, using the Book Review Web. They should focus on aspects such as the setting, characters, plot, and theme.
3. After students have finished brainstorming, they should look back at the web and highlight
one or two key elements they think should be conveyed to potential readers through the cover art.
4. Next, pass out copies of the Post-Reading Book Cover Analysis and Sample Book Cover
Analysis handouts to each student. Students should complete the handout using both the original, pre-reading analysis they did of the book’s cover art and the web they completed after reading the book.
5. Have students hand in their work when they have finished. Review students’ work and make
any comments or suggestions before beginning the next session.
Session Four
1. Explain to students that they are going to design a new cover for the book they read.
The cover should be designed to attract readers to the book, but it should also give potential readers enough information—both in imagery and in words—to help them decide whether it is a book they think they would enjoy reading.
2. Before beginning, students should familiarize themselves with the parts of a book cover
using the Book Cover Guide. After students have reviewed the guide, allow time for them to browse through books, either in the classroom, online at Amazon.com, or at a publisher’s Web site, and examine the variations possible on the front cover, back covers, flaps, and spines.
3. Students may also wish to read about how color is “read” at Reading the World of Color
or one of the other Web Resources as they plan the colors to use in their cover art.
4. After students have familiarized themselves with the various parts of the book cover,
pass out a copy of the Book Cover Creator Planning Sheets to each student. Students should use the sheet to plan out the parts of the book cover prior to using the interactive tool.
5. Pass out a copy of the Book Cover Checklist to each student. As they work, students can
use the checklist to make sure they include all the important elements of the book cover. Remind students to refer to the handouts they used to analyze the original book cover and to identify elements they felt should be covered in their redesigned book cover.
6. When students have finished, have them turn in their planning sheets. Review the
planning sheets and make any comments or suggests prior to beginning the next session.
Session Five
1. After they have reviewed any comments or suggestions, students should use the Book
Cover Creator interactive to redesign the cover of their book.
2. Remind students to refer to the checklist to make sure all important elements are
included.
3. After students have finished their book covers and printed them out, display the
finished products in the classroom.
4. Allow students time to browse the book covers and use them to select another book to read.
Extensions
* Have students create a book cover for a sequel to a book they have read. How will the characters or setting have changed and how can they reflect that change in the cover?
* Many books include different cover art with new editions of the book. With students, compare two versions of book covers for the same book. How are they different? Which is more appealing? Which gets across the key ideas of the book better? Why might the cover art have been changed for the newer edition?
* Having students use each other’s book covers to select another book to read will
naturally create small groups of students who have read the same self-selected book. Take advantage of this opportunity to allow students to form informal book discussion groups.
- Item Two: POETRY
- a.)
[Reflect on poetry in a graphic organizer]
- b.)
- Item Three:SHORT STORY
- Item Four: FICTION
[Go to Story Boards-Understanding sequence and main events in a story through drawing]
- NONFICTION
- PLAY
