Students create a personalized biography for their reading buddy, and each child is the author, illustrator, and editor.
This lesson describes how small groups of students can plan meetings to discuss what they've read in a "just for fun" book club they've organized - and that they control.
The Book Cover Creator is designed to allow users to type and illustrate front book covers, front and back covers, and full dust jackets. Students can use the tool to create new covers for books that they read as well as to create covers for books they write individually or as a class.
Explore the parts of book covers and dust jackets with this online guide, designed to to allow users to review the content that appears on each portion of these artifacts.
Students write a persuasive letter to the editor of a newspaper from a selected fictional character's perspective, focusing on a specific issue or situation explored in the novel.
Students respond to a book they have read by thinking symbolically to create a business card for one of the characters.
In this alternative to the traditional book report, students respond to a play they have read by creating a resume for one of its characters.
Students must think critically to create comic strips highlighting six important scenes from a book they have read.
In this alternative to the traditional book report, students create book trailers using Microsoft Photo Story 3, a free downloadable software program for digital storytelling.
Students explore familiar literary characters, usually first encountered as adults, but whose childhood stories are only told later. Students then create childhoods for adult characters from books of their choice.
Students explore book covers of a variety of books then create a new cover for a book they have read.
Comic frames are traditionally used to illustrate a story in a short, concise format. In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element (such as setting or character) from the story.
In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.
In this alternative book report, students identify the elements of fiction in books they have read by creating glogs, interactive multimedia posters, and then share their glogs.
Students select a book to read based only on its cover art. After reading the book, they use an interactive tool to create a new cover for it.
Students make bookmarks on computers and share their ideas with other readers at their school, while practicing summarizing, recognizing symbols, and writing reviews-all for an authentic audience.
Students identify the elements of fiction in a book they have read and share summaries of them by writing and illustrating their own mini-book.
Students write resumes for historical fiction characters. They first explore help wanted ads to see what employers want, and then draft resumes for the characters they've chosen.
Each student selects a popular science book on a geoscience topic of interest to them, finds two book reviews of that book, and writes a book review that includes some description of the book as well as some commentary and review. Each student also gives a short (three-four minute) oral presentation of their review to their classmates (either stand-alone or with one Powerpoint slide).
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Students work in groups to create annotated book reviews with links to topics of interest related to their book.