“Never judge a book by its cover” is a cliche of which most our students are aware. This lesson takes that cliche, and turns it on its head to help students use their imaginations, creativity, and collaboration to better practice the understanding and application of story elements.
In the lesson, small groups get a book and are asked to imagine a plot and theme of the book based only on the title and what they can see on the front cover. Groups imagine these elements, draw a plot diagram, and then present their stories with the rest of the class. At the end, groups then get to read the inside/back cover and students are always excited about how their plots are similar or different from the actual book.
This lesson is meant to cover the CCSS standard for 8th grade ELA-LITERACY.RL.8.2, which reads: “Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text” (English Language Arts Standards » Reading: Literature » Grade 8). Depending on what elements your focus on, you could use this lesson with many grade levels based on this specific standard.
This lesson is ideal for students as a review/extension activity. Personally, I implemented this lesson after noticing through assessment that my students were still struggling with plotting out the conflict of stories that they had read. I wanted a lesson that included creativity instead of simply reading another story and drawing another plot diagram. My goals for this lesson also included having students work together collaboratively and to get them excited to share their ideas with each other. These skills (creativity, collaboration, and communication) are three of the four 21st century skills that are students desperately need.
These elements can be changed however it best suits your students’ learning needs. The elements that I focused on in this lesson are: protagonist/antagonist, dynamic/static characterization, conflict, narrator, theme, and a plot diagram (setting, rising action, climax, falling action, resolution). As stated, you can change these around as suits your students’ needs, focusing on those terms that they need the most reinforcement in.
The lesson hook is to tell students that today they are going to judge books by their covers. I prepared for the lesson by grabbing enough books from my classroom libraries to have the class split up into groups of 2 or 3. I made sure the covers of these books were engaging and interesting looking and only had a title and author on them. That way students would have enough material to spark their imaginations, but not any plot points that would stifle those same imaginative juices.
I let each group pick a book, making sure to emphasize that they must judge the book solely on its cover. Then I emphasize to the students that they are to use their imaginations and collaborate together to complete the imaginative task laid before them.
I project a list of questions that students are to answer. Students typed up their answers on a document and used an online drawing tool OR my white board to create their plot diagram. (You could get this to students however you see fit based on technology available in your class.) I made sure to emphasize (going along with the standard) that their theme, characters, setting, and plot all needed to be connected to that main idea summary that they began with.
Imagine a story creativity questions
- Write a 1-3 sentence summary of what happens in the book.
- What is the conflict? (and what type is it)
- Who is the protagonist and who is the antagonist?
- What is the setting? (time, place, AND social context)
- Draw a plot diagram for the story
- Remember that CLIMAX is where the conflict undergoes some change
- Is the protagonist dynamic or static and how?
- Is the antagonist dynamic or static and how?
- What type of narrator is it? (1st, 3rd limited, 3rd omn.)
- Write a theme statement for the book
I then had students present to the class, while making sure that everyone could see the cover of their book. Finally, after presenting, each group read the back cover/inside cover.
Overall, this was a fun and engaging activity. Students were hooked from the beginning and my formative data showed me that students engaged in the elements of fiction at a higher rate than previously in the class. It worked well to engage students in three of the 4 C’s and was highly aligned to a CCSS standard.
I encourage you to try this lesson out with your students, at any grade level.