Coverflip Lesson Plan This lesson plan is based on an exercise developed by author Maureen Johnson in 2013 to illustrate how gender affects marketing and readership of books. This lesson introduces the idea that book covers are packages created by publishers to encourage readers to pick up their books. The designs are based on a set of assumptions about who those readers are and what they like. These assumptions are often based on gender. The procedures and projects are outlined, but left open to modifications for grade levels/abilities, as well as time allotted for each individual activity. Important discussion questions include:
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How do covers affect the way you see books?
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How are the various elements used (color, images, typeface, etc.)? What do those things signify to you?
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If the gender of the author was flipped or omitted, how might the cover be changed? Why?
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Optional further questions could carry the discussion of gender roles and gender biases further, and into other topics beyond book choices.
Time Frame: Intended for two traditional class periods or one block period. Optional activities can be used as part of a longer-term project spread out over several weeks.
Integration of Learning Outcomes SWBAT:
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Clearly and complexly discuss and articulate ideas regarding the use of gendered book covers.
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Participate in an active classroom discussion.
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Identify key issues regarding gendering marketing.
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Compare and contrast a novel to the cover with which it is presented.
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Identify and infer explicit and implicit messages about gender roles and values based on images.
Materials Required
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Access to a library, bookstore, or computer lab
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Classroom journal or other writing materials
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Various art supplies for redesigning a cover (for optional activities)
Common Core Standards Writing 1: Write arguments to support claims with clear reasons and relevant evidence. Speaking and Listening 1: Engage effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly. Speaking and Listening 4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples. Speaking and Listening 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding. Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Procedures PART 1 Bring students to the school or public library or bookstore. (If not available, a computer lab can be substituted, or a printed handout with a variety of 15-20 book covers can be used. If using a computer lab, direct students to Amazon or another bookseller website. Handout version is attached below.) Give students 10-15 minutes to select a book with the following instructions: Do not read the back or inside the jacket. Read nothing about the book at all. Do not select a book that is a sequel to a book you've already read. Literally, judge a book by its cover, and select a book that you can reasonably guess you will enjoy, based on nothing but the cover. Give the following short writing/journal assignment. This can be collected and graded, kept in a daily writing journal, or adapted to the regular classroom procedures. 1. Without reading anything about the book you selected, describe why you feel you will like it. Why did you choose it? What about the cover specifically appeals to you? Did you like the color? The picture? Have you read books with similar covers? 2. Think of the books you didn't choose. What was it about the covers of those books that made you decide not to select them? In any additional time, students can set various covers side by side to compare and contrast what they see in each. PART 2 Ask students to share their opinions about their chosen books. Redirect as needed with the following questions/discussion points:
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Look at the books your classmates choose. What are the differences between the covers chosen by male and female peers?
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Who creates a book cover? Discuss how publishers are responsible for book covers and marketing of books.
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Are you more likely to read “embarrassing books” or books you wouldn't want peers to know about on an e-reader with no cover showing? What makes a book cover embarrassing?
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How could books be marketed differently?
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How else is gendering used in media/advertising? (Examples here might include the soap/shampoo aisle—same product in dramatically different packaging.)
Optional Projects Either or both can be used and can be spread out over several days or weeks. Both are based on students having read their chosen books, so this activity should be completed first. Option 1: Analyze the cover Have students read their chosen book. When they are finished, have them answer the following questions:
1. What about the book was represented in the cover? If your answer to this is nothing, why do you think that was the case?
2. If there was a character depicted on the cover, did it match descriptions in the book? 3. Why do you think this cover was chosen to represent this book?
Option 2: Design a Coverflip Have students read their chosen books and redesign the cover of their chosen book by imagining that the author was of the opposite gender. Allow students to reimagine the cover in any way they are comfortable and proficient—through drawing, collage, Photoshop, or descriptive language. Have students write a paragraph describing the changes they made and why they made them. Additionally, you may ask students to present and share the new covers, along with explanations.
Assessment
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Participation in classroom discussion will provide a formative assessment.
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Summative assessment will be gained through the multiple portions of this project that were handed in: first the initial writing assignment on why the book was chosen, and then again in the project components.
Modifications
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Optional methods of choosing books where a library or bookstore isn't available.
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Option 2 for project component allows for art, or writing for students who excel in those areas.
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Directed student discussion for verbally strong students.