Sec y9 en Book Cover Analys

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Book cover analysis

Year 9 writing task

Framework objectives

Writing 18

Write a critical review.

Writing triplet

Analyse, review, comment

Assessment focuses

AF1 Write imaginative, interesting and thoughtful texts.

AF2 Produce texts which are appropriate to task, reader and purpose.

AF3 Organise and present whole texts effectively, sequencing and

structuring information, ideas and events.

AF4 Construct paragraphs and use cohesion within and between

paragraphs.

AF5 Vary sentences for clarity, purpose and effect.

AF6 Write with technical accuracy of syntax and punctuation in phrases,

clauses and sentences.

AF7 Select appropriate and effective vocabulary.

AF8 Use correct spelling.

Time needed

Two consecutive one-hour lessons. Timings will need to be adapted if lessons

are longer or shorter than 60 minutes.

These timings are estimates for guidance rather than obligatory timings.

The most important consideration is that pupils should have sufficient time to

complete the task, working independently. Unfinished tasks are unlikely to

produce evidence on all the assessment focuses.

Teachers may adjust the timings for the task to take account of their particular

circumstances, but should bear in mind that spending overmuch time on any

section may disadvantage pupils.

Pack includes

Teacher notes

OHT 1 taskOHT 2 book cover for The Wind Singer

OHT 3 table for analysing The Wind Singerbook cover

OHT 4 pupil analysis ofThe Wind Singerbook cover

OHT 5 features checklist

OHT 6 book cover for The Curious Incident of the Dog in the Night-time

OHT 7 table for analysing the book cover for The Curious Incident of the

Dog in the Night-time

Marking guidelines

Annotated exemplar responses

2 SecondaryNational Strategy |Assessing pupils progress in Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN


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Task outline

This task requires pupils to write an analysis of the cover for The Curious

Incident of the Dog in the Night-time, a novel by Mark Haddon. The focus of

the analysis is the covers effectiveness in persuading a teenage audience to

buy and/or read the book. As preparation, they study an analysis of the cover

for The Wind Singer, a novel by William Nicholson, looking particularly at the

organisational and language features that make it an effective analysis.

They then write their own analysis of the cover for The Curious Incident of the

Dog in the Night-time, drawing on the skills highlighted earlier.

3 Crown copyright 2006 SecondaryNational Strategy |Assessing pupils progress inDfES 1789-2005 CDO-EN English at Key Stage 3


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Teacher notes

Teaching sequence

LESSON 1

I Share the learning objectives with the class, rephrasing as appropriate for

the group.

Introduction (20 minutes)

I Explain that the writing task will be an analysis of the cover of a novel

aimed at a teenage audience. The purpose of the analysis is to help

prepare pupils to create their own book cover for a book they have recently

read in class. The present task does not include the creation of the pupils

own book cover but this could be completed afterwards as a class activity.

I Display the task, OHT 1 (page 2 of the pupil booklet).

You have to design a book cover for a text you have recently read in

class. To help you prepare for this, analyse the cover of The Curious

Incident of the Dog in the Night-time, by Mark Haddon. Consider how

effective it is in persuading a teenage audience to buy and/or read

the novel and decide whether to use similar ideas in designing your

book cover.

Ask the class to turn to page 2 in their pupil booklets and highlight the

audience, purpose and form of the task.

I Discuss with the class the purpose of book covers to persuade the

audience to buy/read the book. Briefly, draw out and discuss some of the

main ways they achieve this purpose, e.g. by:

giving some ideas of the books content, using illustrations and words,

to interest the audience;

engaging the audience, making them want to know more about what

the illustrations and words suggest;

providing other peoples opinion of the book;

giving factual information about the book.

I Show the class the cover ofThe Wind Singer, a novel by William

Nicholson, OHT 2 (page 3 of the pupil booklet). Ask the class to find three

elements of the book cover that have been put there to persuade the

audience to read or buy the book.

I Collect the findings of the class on an OHT or on the board. Briefly, ask

some pupils to explain how the features they have chosen are seeking to

persuade the audience.

I Direct the class to look at the book cover again. Point out to them that noteverything on the cover is persuasion. Ask pupils, in pairs, to highlight the

detail that is information. Take selective feedback from pupils about the

information they have found, asking them to explain the need for

information on a book cover.

I Show OHT 3 (page 4 of the pupil booklet) and explain that this is a table in

which to record observations from their analysis of the book cover. Use

some of their ideas from the discussion to complete the evidence and

explanation boxes for the first two points. Explain that they will complete a

similar table later when they prepare for their writing task.



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Development (30 minutes)

I Explain that the class are now going to look in detail at an analysis, written

by a pupil, of the cover for The Wind Singer. Display the pupils analysis,

OHT 4 (page 5 of the pupil booklet) and read through the first paragraph

with the class.

I Discuss the purpose of the first paragraph as an introduction. Ask pupils to

identify what is included in the introduction.

I Remind them that paragraphs are organised by:

introducing a topic;

making a point;

giving evidence to support the point;

explanation.

I Explain that they are now going to look at how the writer has organised

their ideas and material. Read through the second paragraph of the pupils

analysis and ask pupils to tell you the topic of the paragraph. Highlight on

OHT 4 the sentences which make a point. Then ask pupils to tell you

which sentences offer evidence for the points that have been made.

Highlight these in a different colour on the OHT.

I Now ask pupils, in pairs, to read through paragraphs 3 and 4 of the analysisand to highlight the points that the report is making about the book cover

in one colour and the evidence to support the points in another colour.

I Take selective feedback from the class about their findings, asking some

pairs to identify the main topic of the paragraph, the points made and

supporting evidence. Clarify any misunderstanding about the way the

paragraphs are organised. Complete OHT 3, using the points that the

class offer.

I Now read the conclusion of the analysis together. Ask pupils to identify

phrases that come to a conclusion about the suitability of the book cover

as a model on which to base their own book cover and highlight these on

OHT 4. Draw out in discussion the effectiveness of the conclusion and how

it ties in with the introduction to the piece. Emphasise the importance of

linking the introduction and conclusion in their own writing.

Plenary (10 minutes)

I Ask pupils to tell you the main features of the analysis that they have

looked at in the course of the lesson. Compile a checklist of the features

for the class, or use the one on OHT 5 (page 6 of the pupil booklet).

I Ask pupils to reread the article and decide which of the features on OHT 5

are demonstrated most strongly and which could be improved. Take brief

feedback on this.



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LESSON 2

I Remind pupils of the learning objectives for these two lessons.

Introduction (20 minutes)

I Show OHT 5 to remind pupils of the features checklist that was compiled

in the last lesson.

I Explain that they are going to look at the book cover that they are going to

analyse. Show them the book cover for The Curious Incident of the Dog in

the Night-time by Mark Haddon, OHT 6 (page 7 of the pupil booklet).

Discuss briefly with the class the persuasive and informative elements of

the cover, asking them to explain how the examples they suggest are

either persuasive or informative.

I Show the table for The Curious Incident of the Dog in the Night-time on

OHT 7 (page 8 of the pupil booklet) and explain that they are now going to

complete this table in preparation for writing their analysis of the cover. Use

some of the points made by pupils about the cover in the initial discussion

to demonstrate how to complete the top row of the table. Make a note on

the board of five or six main points so that pupils can use them in the table

on OHT 7. Suggestions: appealing to imagination;

others opinions;

reference to teenager;

mystery genre;

unusual;

simple.

I Give pupils no more than five minutes to complete the table. Take selective

feedback from pupils on the entries they have made, drawing out in

discussion any important features of the cover that have been overlooked.

Remind them that they can use OHT 3 as a guide.

Development (40 minutes)

I Explain that they are now going to write their own analysis of the book

cover ofThe Curious Incident of the Dog in the Night-time, using the notes

they have just completed.

I Remind them to refer back to the analysis ofThe Wind Singeron OHT 4

(page 5 of the pupil booklet) which they read in the previous lesson, and

the checklist of features to help them. They should start writing on page 9

of the pupil booklet.

These are not test conditions so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly and so on). Do not, however, provide

support of a kind that means that pupils are no longer responding to the task

independently. If this kind of support is necessary for an individual in the

context of the lesson, you will need to take the degree of support into account

when making the assessment judgement.



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It is good practice to:

I tell pupils if they have not written enough or are writing too much;

I prompt them to explain their answer more clearly;

I generally encourage them;

I clarify a question of issue for the whole class if there seems to be a fairly

general misunderstanding;

I remind pupils how much time they have left to complete the task.

I In the last ten minutes, ask pupils to check their work for technical

accuracy and against the checklist of writing features. They should tick the

feature when they have found evidence that it has been addressed.

Assessment

I Use the marking guidelines to judge the pupils overall levels on the

assessment focuses. Highlight, then tick, the sections of the marking

guidelines according to the features that you find and then consider

whether the weight of evidence is at secure or low level 4, 5 or 6.

I Annotated exemplar responses to the task at every level are also included

for reference and to give guidance on how the criteria are to be applied.


These materials have been developed by QCA in partnership with the Secondary National Strategy.

The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring

Pupils Progress in English project has been invaluable.


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OHT 1/Page 2 of pupil booklet

Task

You have to design a book cover for a text you have recently read in class.To help you prepare for this, analyse the cover of The Curious Incident of

the Dog in the Night-time, by Mark Haddon. Consider how effective it is

in persuading a teenage audience to buy and/or read the novel and

decide whether to use similar ideas in designing your book cover.


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Book cover for The Wind Singer

ImagereproducedbykindpermissionofthepublisherEgmont2001


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Table for analysing The Wind Singerbook cover

Point

Unusual persuasion

Mysterious persuasion

Familiar to teenagers persuasion

Other peoples opinions persuasion

Summary information

Evidence Explanation


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Pupils analysis of The Wind Singerbook cover

The book cover that I picked as an example to persuade the audience to buy or read

the book is The Wind Singer by William Nicholson. The reason I have picked this isbecause it was particularly successful in encouraging me to read the book and

providing detail about the book and its content.

The first impression the book cover gives is one that the style is unusual. It appears to

be covered in sand, with a half-buried symbol made from metal in the shape of an S.

The effect of this on the audience is that it gives the impression that the setting might

not be on Earth or in our time and that there is an element of something being

hidden. This is further supported by the summary on the back, which uses unusual

names and hints that exams are far more important than they are now. This is

standard in fantasy and science-fiction, which will attract the audience that is familiarwith these genres.

The second aspect of the book cover that is persuasive to a young audience is that

there is a sense of mystery about the book. We are given hints that things are not

clear. In the illustration, the symbol is half hidden, which adds to the sense of mystery.

The synopsis offers detail which leaves the audience feeling that there is something

that needs explaining. In the sentence, When Kestrel dares to rebel, the Chief

Examiner humiliates her father and sentences the whole family to the harshest

punishment we are left wondering what rebellion took place and what the

punishment could have been. As a result, this makes the reader want to read the bookto find out.

The cover is particularly designed to attract the attention of teenagers, with the

quotation at the top of the synopsis selected purposefully to help the audience

identify with the character. This has the effect of making the reader empathise with

the character and feel as though it would be a good story to read. In addition, in the

quotations, references are made to teenage books and films, i.e. Star Wars and Harry

Potter. An audience that enjoys these books will be more likely to choose this book,

therefore, knowing it has been compared to them. There is a sticker printed on the

cover, showing that the book won an award that was particularly for young people.This is persuading the reader that the book is thought to be of high quality and will

encourage people to select it, especially if it is an adult buying it for a young audience

as a present or to study in class. This is a very important aspect of publishing.

In conclusion, I believe that this style of book cover is very successful. The image

portrays an unusual setting, with the content suggesting the topic of the book is one

of a search and a journey. To make this more attractive and persuasive, they have

added touches of mystery in the synopsis. It makes readers imagine and predict and

therefore is very successful in attracting a certain audience, who might like the genre.

I therefore think that using these ideas would be beneficial in the book cover that Ishall be creating on the book I have chosen.


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Features checklist

Features

Clear overall structure:

introduction

analytical paragraphs

conclusion (which refers back to the introduction)

Paragraphs include:

point

evidence

explanation

Connectives are used across the piece:

to show how the points made within a paragraphare related to each other

to link paragraphs

The audience and purpose of the analysis is clear

Included


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OHT 6/Page 7 of pupil bookletBook cover for The Curious Incident of the Dog in the Night-time

ImagereproducedbykindpermissionofRandomHouseGroup

TheCurious

IncidentoftheDogintheNight-timebyMarkHaddonpublishedbyRedFoxBooks2004


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Table for analysing The Curious Incident of the Dog in the Night-time

Point Evidence Explanation


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Annotated exemplar responses


Level 4: Response and commentary

Fitting opening(AF3 L4 b2)signals purpose(AF2 L4 b1)

Some attempt toestablish simplelinks betweenparagraphs(AF4 L4 b3)

Relevantinformationchosen withsomeappropriateelaboration(AF1 L4 b1/2)

Paragraphs helpto organisecontent(AF4 L4 b1)

Some expansionof general

vocabulary tomatch topic(AF7 L4 b2)

Points generallyin logicalsequence, butdirection ofwriting notsignalled(AF3 L4 b3)

Some attempt tovary length andstructure ofsentences(AF5 L4 b1)

Almost allsentencesaccuratelydemarcated(AF6 L4 b1) and

some use ofcommas to markclauses(AF6 L5 b2)

Most inflectedwords correctlyspelt(AF8 L5 b2)

Quotation marksfor evidenceused correctly(AF6 L4 b2)


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This response clearly signals the purpose of the writing (AF2) and relevant points areselected and sometimes elaborated with appropriate use of detail (AF1). Paragraphs areused to help organise content with some attempt to establish simple links between them(AF4) which are generally logically sequenced (AF3). There is some variation in thestructuring of sentences (AF5), with the demarcation of sentences generally secure and

some attempt to use commas to mark clauses (AF6). Some use of technical terminologyexpands the general range of vocabulary employed (AF7) and the spelling of inflectedwords is usually accurate (AF8).

For all the assessment focuses, there is evidence of the pupil fulfilling most of the level 4criteria, and, in some cases, beginning to address the level 5 requirements, although onlyfor AF8 are these actually fulfilled. Hence the overall judgement is secure level 4.


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Variation insentence lengthand structure forclarity andemphasis(AF5 L5 b1)

Sentencesorganised intoappropriateparagraphsaround the areas

for analysis(AF3 L5 b1)

Relevant pointsand evidencedeveloped withsome detail(AF1 L5 b1)

Sentencesdemarcatedaccurately(AF6 L4 b1) andsome use ofthe comma tomark clauses(AF6 L4 b3)

Main purpose ofthe writingestablished andmaintained(AF2 L5 b1)

Paragraphsclearly structuremain ideas tosupport purpose(AF4 L5 b1)

Clear viewpointon the suitabilityof the bookcover established(AF1 L5 b3)

Personal,informal styleto maintainreaders interest(AF2 L5 b3)

Reasonably widevocabulary used(AF7 L5 b2)

Development ofmaterial logicallysequenced andmanaged acrossthe text(AF3 L5 b2/3)

Generally correctspellingthroughout(AF8 L6 b1)


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Individual voiceestablished(AF1/2 L6 b2)

Material isclearly controlledand sequenced(AF3 L6 b1)

Paragraph topicsignalled andthen developed(AF4 L6 b1)

Imaginativetreatment ofmaterials(AF1/2 L6 b1)

Varied andambitiousvocabularychoices(AF7 L6 b2)

Controlled useof a range ofsentence lengthsand structureprovide emphasis(AF5 L6 b1)

Overall directionof the textclearly signalled(AF3 L6 b2)

Accurate

demarcation ofsentences andsome use of thecomma to markclauses(AF6 L4 b3)

This well-structured (AF3) and fluent response confidently analyses the given subjectmatter in some detail, shaping it and adapting it effectively to provide a consistent,individual perspective on the book cover (AF1/2). Points are organised into paragraphsthat are clearly linked and sequenced (AF4). A range of sentence structures is deployedto support the overall purpose of the writing (AF5). Sentence demarcation and the useof commas to mark clauses are accurate, although there is little use of other punctuation(AF6). Vocabulary choices are often ambitious (AF7) and there are virtually no spellingerrors (AF8).

For all the assessment focuses other than AF6, there is evidence of the pupil addressingthe level 6 criteria, and, in most cases, fulfilling them with some confidence and authority.Hence the overall judgement is secure level 6.

Generally correctspellingthroughout(AF8 L6 b1)


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Documents

Sec y9 en Book Cover Analys