February+March+Free+Choice+Book+Report

Due Date:_______________  Here is a list of ideas to choose from for your next book report. You may select from this list or choose another idea that you clear with me. It must be clear that you read and understood the book. Your final project must be your best effort and be presentation quality. You will be presenting your final project to the class.  -Use two other sources to research and write a report on an issue from the book. -Write a one minute radio advertisement persuading the public why they should buy and read this book. -Research and write a report on the author. -Q & A - Pretend you're interviewing a person from the book. Write your interview in question and answer format. -Compare and contrast the book with another you have read. -Design a time-line for events in the book. -Write a letter to one of the characters in the book. -Top 10 List - list ten things you learned from this book. -You're the reporter. Write a front page news story or a report live from the scene. -Write your own test - a combination of matching, multiple choice, true/false, short answer, and essay. -Journal as you go - As you're reading the book, keep a two-sided reading journal. The left side should have quotes from the book and page numbers. The right side should have your questions, thoughts, observations, revelations, etc. -Book Report Sandwich: Use colored paper to make all of the layers of this book report sandwich. On the top slice of bread, each student will write the title and the author of the book the student had just finished reading. On the lettuce, the student will write a brief summary of the book. The student will write about the main character on the tomato slice. On the mayonnaise, the student describes the book's setting. The student shares the book's climax on the Swiss cheese. On the ham slice, the student describes the plot. On the bottom piece of bread, the student will draw a favorite scene from the story.  -BOOK IN A BAG, AN ENVELOPE, AN OATMEAL BOX … After choosing and reading a book, select a book report container. The container may be a plastic bag, a manila envelope, a can, or anything else that might be appropriate for a book. Decorate your container to convey some of the major details, elements, or themes found in your book. Include the following in your container: The third and final part of the project will be a show and tell presentation. You will present "Book in a…" project to the class. In the presentation, you will explain the connection of the container to the story, conduct a show and tell about the five things, and then share information about three of the book's literary elements -- setting, characters, conflicts, climax, or resolution.
 * February/March Book Report Ideas **
 * // - //** Summarize the book in poem form with rhyme (minimum 20 lines).
 * Questions ** Write ten questions based on the book. Five of the questions can be about general content, but the other five must require more thinking.
 * Vocabulary ** Create a ten-word glossary of unfamiliar words from the book.
 * Things ** Include five things that have a connection to the story.
 * -Thumbs Up, Thumbs Down! ** Each student writes a review of the book he or she just finished reading -- in the style of a movie review. The student concludes by awarding a thumbs up or thumbs down on the book. This activity could be even more fun if two students read the same book. They could plan a lively interaction, a la and Ebert and Roeper, about the book, which could be videotaped for all to see!
 * -Character Trait Diagram. ** Each student creates a Venn diagram to illustrate similarities and differences in the traits of two of the main characters in a book just completed. (A student might elect to create a Venn diagram showing similarities and differences between the book's main character and the student!)
 * -Surfing the Net. ** Where did the story take place? When did it take place? Each student surfs the Net to find five Internet sites that others might check out before they read the book so they will know more about the book's setting or time period. Write up a few paragraphs letting the reader know why you selected these web sites. Use lot of detail in your writing.
 * -Write a Letter to the Author. ** After reading a book, each student shares reactions to the book in a letter written to its author. If you write to an author who is still alive, you might actually mail the letter.
 * -Sell It! ** Each student pretends to be a publicist for the book that's just been read. The student writes and then delivers a 60-second speech that will persuade other students that they should read the book. Writing and speaking persuasively will be especially difficult if you didn't like the book. If that's the case, you can share that fact //after// completing the speech.
 * -Create a Card Catalog. ** After reading a book, a student completes an index card with information about the book. The front of the card includes details such as title, author, and date published along with a two- to three-sentence synopsis of the book. On the back of the card, the student writes a paragraph critiquing the book. Students might even rate the book using a teacher-created five-star rating system. Example: A five-star book is "highly recommended; a book you can't put down." Completed cards are kept in a card file near the classroom bookshelf or in the school library. See Mrs. McKenzie for the correct size cards.
 * -Interview a Character. ** Each student composes six to eight questions to ask a main character in a book just completed. The student also writes the character's response to each question. The questions and answers should provide information that shows that you read the book without giving away the most significant details.
 * -Ten Facts. ** Each student creates a "Ten Facts About [book title]" sheet that lists ten facts he or she learned from reading the book. The facts, written in complete sentences, must include details the student didn't know before reading the book.
 * -Script It! ** Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student can assign real-life TV or movie stars to play each role. The student might also work with classmates to perform the favorite scene.
 * -Concentration. ** Each student will need 30 index cards to create a Concentration-style game related to a book just finished. The student chooses 14 things, characters, or events that played a part in the book and creates two cards that have identical pictures of each of those things. The two remaining cards are marked Wild Card! Then the student turns all 30 cards facedown and mixes them up. Each student can choose a partner with whom to play according to the rules of Concentration.
 * -What Did You Learn? ** Each student writes a summary of what he or she learned from a book just completed. The summary might include factual information, something learned about people in general, or something you learned about yourself.
 * -Glossary and Word Search. ** Each student creates a glossary of ten or more words that are specific to a book's tone, setting, or characters. The student defines each word and writes a sentence from the book that includes that word. Then the student creates a word search puzzle that includes the glossary words. Students can exchange their glossaries and word searches with others in the class.
 * -In the News! ** Each student creates the front page of a newspaper that tells about events and characters in a book just read. The newspaper page might include weather reports, an editorial or editorial cartoon, ads, etc. The title of the newspaper should be something appropriate to the book.
 * -Create a Comic Book. ** Each student can turn a book, or part of it, into a comic book, complete with comic-style illustrations and dialogue bubbles.
 * -Characters Come to Life! ** Each student creates life-size "portraits" of one of the characters from a book just read. The portrait should include a written piece that tells about the character. The piece might also include information about events, traits, or conflicts in the book that involve that character. Hang the students' portraits in a class gallery.
 * -Prove It in Five Minutes! ** Each student gives a 150-second (2½-minute) oral presentation in which he or she shares information about a book's plot and characters. The student closes the presentation by offering an opinion and recommendation about the book. Then students in the audience have 150 seconds to question the presenter about the book. If the presenter is able to prove in five minutes that he or she read the book, the student is excused from filing a written report about it.
 * -Picture Books. ** After reading a book, each student creates a picture book version of the story that would appeal to younger students. The students can then share the picture books with a group of young students.
 * -Resume Writing ** Create a resume for a book character. You should include in the resume a statement of the applicant's goals and a detailed account of his or her experience and outside interests.
 * -Character Trait Chart. ** Each student creates a chart with three columns. Each column is headed with the name of one of the book's characters. As the student reads the book, he or she can keep a record of the traits each character possesses and include an incident that supports each trait.
 * -Theme Report. ** Challenge each student to select a concept or a thing from the book just finished and to use library or Internet resources to explore it further. The student then writes a two-page report that shares information about the topic.
 * -Setting. ** To learn more about the setting of a book, each student writes a one-page report explaining how that setting was important to the story.
 * -"Dear Diary." ** Invite each student to create a diary or journal and write at least five entries that might have been written by a character in a book just read. The entries should share details about the story that will prove the student read the book.