Hooks with Books: Never Judge a Book by its Cover

Submitted by scarn004 on Wed, 04/13/2011 - 19:59Printable version Bookmark and Share
Created By:
Sabrina Carnesi
Title/Role:
School Librarian
Organization/School Name:
Crittenden Middle School
Location:
Virginia

Grade Level:
5, 6, 7, 8
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Combination
Collaboration Continuum:
Intensive
Content Area:
Language Arts
Content Topic:
Examining Expository Writing
Standards for the 21st-Century Learner
Skills Indicator(s):
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
Dispostion Indicator(s):
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.4 Seek appropriate help when it is needed.
Scenario:
The SL should meet with the Language Arts teachers to determine when this lesson should be scheduled throughout the calendar year. In the writing unit, Language Arts teachers are expected to teach components of expository writing, which includes how to write introductory, supportive, and concluding paragraphs. This lesson is in support of the curricular objective which states that students should be able to identify the structure of an essay, as well as include those parts in writing one of their own. The usage of a hook in writing is a curriculum objective. The teacher will introduce the concept of the "hook" before this lesson takes place. This lesson supports and extends on the learning that takes place in the classroom. Students will identify what makes an effective hook by looking at how "real world" writers grab a reader's attention. Students will first practice determining a good hook from examples on the PowerPoint and will then be allowed to work independently with a handout and the actual book in print, As follow-up the SL and Language Arts teachers may want to collaborate on additional lessons that support other components of writing such as the art of writing the thesis sentence.

Overview:
Students will identify hooks and analyze what makes them effective. The SL will use a PowerPoint to introduce the idea that hooks in books are as important as hooks in writing assignments. The various hooks from selected YA fiction will illustrate techniques professional writers use to grab their reader's attention. Essential Question: Why is a good hook important in writing? What techniques do writer’s use to grab a reader’s attention?

Final Product:
In a group pairs, students will complete a SL-created handout identifying whether or not the hook example from each YA fiction title is strong or weak and support their decision as to why they have made that choice.

Library Lesson:
Students will work in a group to draw conclusions based on their prior knowledge and assessment strategies.

Estimated Lesson Time:
45 minutes
Assessment
Product:
The SL and teacher will assess the students' completed handouts for correct conclusions of hooks and reasons that support their decision.

Process:
The SL and teacher will observe and listen to the various student groups as they draw their conclusions.

Self Questioning:
Did I participate well in the group activity today? Was I able to choose each hook correctly and back up my decision with logical supportive reasoning? Were we able to come to a conclusion about each hook that was featured in the PowerPoint?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
White board

Instruction/Activities
Direct instruction:
The SL opens the lesson with an attention getting spark by asking the students what is the meaning of “never judge a book by its cover.” Discuss the literal and the figurative meanings. Then tell them that today they are going to focus on the literal.

Modeling and guided practice:
The SL gives an example of a book that doesn’t have a great cover. Ex: When the Whistle Blows by Fran C. Slayton (Puffin, 2009). Explain how when the book first arrived you made the mistake of judging it by its plain cover. After reading the book, you realized that the cover is very appropriate, plus it had one of the most shocking climaxes. The classroom teacher asks the students what a climax is. Ask students what they should do when they find a book with a boring cover. The students may be familiar with the book. Have them share what their first reaction to the cover is. Students should make suggestions about what to do when they encounter a book with a boring cover. Responses should be to open the book and read the first page. The SL will then use the PowerPoint to introduce the idea that hooks in books are as important as hooks in papers. The classroom teacher will tie the various hooks to what the class is working on in their papers. The students should respond that hooks are found in the introduction and is used to grab the reader. The SL will explain that a good hook should leave the reader with a question that they want answered.

Independent practice:
After going through the PowerPoint and showing how authors use various hooks to grab their reader’s attention (a great opportunity to Book Talk these books), the SL will then pass the handout to the students and review the directions. The students will preview through the books featured on the handout sheet, as well as take the opportunity to look at the actual book that has been placed at their table. The YA titles on the handouts will be the same YA titles that have been placed on the group's table. Each group will have a separate set of titles to work with and an allotted amount of time to complete their work. The sample PowerPoint is attached to this lesson as an attachment.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Different books can be chosen for students with lower reading skills to ensure success for everyone.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.8.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (8)

CC.6.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (6)

CC.6.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). (6)

CC.6.W.1.e » English Language Arts » Text Types and Purposes » e. Provide a concluding statement or section that follows from the argument presented. (6)

CC.6.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from the information or explanation presented. (6)

CC.7.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (7)

CC.7.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. (7)

CC.8.W.2.f » English Language Arts » Text Types and Purposes » f. Provide a concluding statement or section that follows from and supports the information or explanation presented (8)

CC.8.L.5.c » English Language Arts » Vocabulary Acquisition and Use » c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute). (8)

CC.8.L.6 » English Language Arts » Vocabulary Acquisition and Use » 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (8)

CC.8.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (8)

CC.8.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. (8)

CC.8.W.5 » English Language Arts » Production and Distribution of Writing » 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (8)

CC.5.W.6 » English Language Arts » Production and Distribution of Writing » 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (5)

CC.6.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (6)

CC.6.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (6)

CC.6.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. (6)

CC.6.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (6)

CC.6.W.5 » English Language Arts » Production and Distribution of Writing » 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (6)

CC.8.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (8)

CC.7.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (7)

CC.7.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (7)

CC.8.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (8)

CC.8.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. (8)

CC.8.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (8)

CC.8.W.10 » English Language Arts » Range of Writing » 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (8)

CC.5.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information (5)

CC.5.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (5)

CC.5.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5)

CC.5.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5)

CC.6.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (6)

CC.6.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (6)

CC.7.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). (7)

CC.7.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (7)

CC.8.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. (8)

CC.8.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. (8)