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Should You Judge a Book By Its Cover?- How Our Brains imagine Words

School:: DeLand High School
Subject:: Language Arts
Teacher:: Andrea Finkle
Students Impacted:: 110
Grade:: 12
Date:: September 3, 2023

Investor

Thank you to the following investor for funding this grant.

FUTURES Foundation - $542.65

Impact to My Classroom

# of Students Impacted: 91

Thank you so much to the Futures Foundation for funding my grant this year. It has been a real treat to see my graduating seniors get so much out of a book in the last quarter of their high school career. I received the books just before Spring Break because suppliers were unable to provide with the required number of copies when I first ordered them back in November. I was on pins and needles because I wasn't sure if I would receive the copies in time to be able to study the book with my students this year, but the supplier came through, and as soon as we got back from break, we dove right in. We are finishing the book this week, and I will be conducting a Socratic Seminar with each of my classes with their insights and questions related to the book, but knowing that I needed to submit my Impact Report before then, I had them complete a quick write with the following questions:

1. Has the format of the book helped you to understand concepts about reading better? Why or Why not?

2. Has this book made you think any differently about reading? How has it done that?

3. Would you recommend this book to someone else? Why or why not?

4. Do you feel like reading this book will help you as you move forward with your education and life?

A student in my first period class answered the first question with this, "This book has actually allowed me to read and comprehen what I'm reading because usually I will read something but not remember a word I just read." A student in my 4th period wrote this to the first question, " Yes, the format of this has helped me through pictures and references to help paint a bigger picture. It might not be a book with its pages fully lined with words from head to toe, but its short stories and non-normal concepts make ideas a lot clearer."

This is just a very small sample of the mostly positive responses I received from students. The very fact that they were eager to provide feedback about the book when I asked is amazing at this point in the school year. I have had several students who finished the book within two weeks, and they have been patiently waiting for our discussion next week.

The students responded so well to this book. Their enthusiasm and interest has been a wonderful thing to see when they have so many other things on their minds right now. It is my intention to teach this book more towards the start of next school year because I think it could have a major impact on how they approach reading during the school year.

Guided Notes

Original Grant Overview

Goal

To help students to understand how much authors can provide to our imaginations and how much we as readers need to fill in.

What will be done with my students

Standards to be addressed:
ELA.12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.
ELA.12.R.2.1: Evaluate the structure(s) and features in texts, identifying how the author could make the text(s) more effective.
ELA.12.R.3.3: Analyze the influence of classic literature on contemporary world texts.
ELA.12.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.
ELA.12.C.5.1: Design and evaluate digital presentations for effectiveness.

1. Students will be introduced to the concept of visual literacy through a series of images to be responded to and descriptions of images to create.
2. By exploring the ideas in Mendelsund's book, students will be given an opportunity to more fully comprehend the process of reading as a collaborative activity between the author and the reader.
3. After studying the book, students will be asked to pick a text and to create a "cover" for that text that represents the important ideas. This could be computer generated, created through collage, or hand drawn.
4. They will be asked to present their text and cover to the class, and they will engage in a discussion of what made them decide to "show" this text.
5. Students will conduct a gallery walk in each class and leave comments and notes for their fellow students about what they find appealing or unappealing about their interpretations.

Benefits to my students

1. Students will gain an understanding of what actually happens in their brains when they are reading.
2. Students will have an opportunity to realize that they can visualize an author's words to make meaning and to engage with a text.
3. Students will experience a non-traditional nonfiction text that encourages them to be interactive in a way that text might never have allowed them to be before.
4. They will have an opportunity to mature as readers before they leave the context of high school.