DIRECTIONS:  THIS YEAR we will READ, READ, READ! But I also want to give you an opportunity to share your reading experiences and recommend books to read [or not]. When we do BOOK TALKS and BOOK PRESENTATIONS, you should aim to speak 3-5 minutes for each type of presentation. After preparing your presentations, please take a moment and complete the GOOGLE FORM I created to collect information from you on the novel/s you read as part of our unit of study. The form is live ALL YEAR. Your feedback is vital to helping me build a great classroom library for young adult readers!

        Book Talks                                 Book Project Share

Do a costumed presentation of your book. Dress either as the author or one of the characters.

Write a letter from one character to another character.

With another student, do a pretend interview with the author or with one of the characters [compose some important questions you would want the author to answer regarding the reading].

Write the first paragraph (or two) for a sequel. Outline what would happen in the rest of book, but include details from the first book that inspired the sequel.

With two or three other students, do a readers’ theater presentation or act out a scene from the book.

If a journey was involved, draw a map with explanatory notes of significant places.

Lead a small group discussion with other readers of the same book. Focus on a specific topic and report your group’s conclusion to the class.

Make a new jacket with “published” reviews including some details or highlights as to why the book is so compelling or a “must read.”

Write a book review for a class publication.

Cut out magazine pictures to make a collage or a poster illustrating the idea of the book.

Dress up as one of the characters and tell the story from a first person point of view.

Find a song or a poem that relates to the theme of your book. Explain the similarities.

Write a diary as the main character would write it to explain the events of the story. Must have at least 5 entries.

Draw a comic-book page complete with bubble-style conversations showing an incident in your book.

Describe the problem or conflict existing for the main character in the book. Tell how the conflict was or was not resolved. [Use any of your Graphic Organizers to help you with the content for this activity].

Make a poster advertising your book.

Choose any topic from your book and write a 1-2 page research report on it. Include a one-paragraph explanation as to how it applies to your book (not in the paper itself–on your “title page.”)

Make a travel brochure inviting tourists to visit the setting of the book. What types of activities would there be for them to attend?

Write a poem (or poems) about your reading.

       Rewrite the story as a picture book. Use

      simple vocabulary so that younger students      may enjoy it.

Pretend you are a teacher, preparing to teach your novel to the entire class. Create 5 journal prompts or a “mini-lesson” on a THEME or SYMBOL from the reading.

Make a crossword puzzle using ideas from a book. Need at least 25 entries.

Create a movie announcement for your book or write a screenplay for a portion of your story that could be used as a “trailer” for the reading. Share the screenplay in the “voice” of the actor who would play one of the characters [think:  Morgan Freeman] or Create the trailer and do a screening for us!

Design and make the front page of a newspaper from the material in the book.

Research and write a 1-page report on the geographical setting of your story. Include an explanation as to why this setting was important to the effect of the story.|

Write a song inspired by your reading.

Design an advertising campaign to promote the sale of the book you read. Include each of the following: a poster, a radio or TV commercial, a magazine or newspaper ad, a bumper sticker, and a button.

Make a comic strip of your story.

Find the top 10 web sites a character in your book would most frequently visit. Include 2-3 sentences for each on why your character likes each of the sites.

Make a “wanted” poster for one of the characters or objects in your book. Include the following: (a) a drawing or cut out picture of the character or object, (b) a physical description of the character or object, (c) the character’s or object’s misdeeds (or deeds?), (d) other information about the character or object which is important, (e) the reward offered for the capture of the character or object.

Imagine that you are about to make a feature-length film of the novel you read. You have been instructed to select your cast from members of your English class. Cast all the major characters in your novel from your English classmates and tell why you selected each person for a given part.

Create a board game based on events and characters in the book you read. By playing your game, members of the class should learn what happened in the book. Your game must include the following: a game board, a rule sheet and clear directions, events and characters from the story.

List five of the main characters from the book you read. Give three examples of what each character learned or did not learn in the book.

Make a model of three objects that are important in the book you read. On a card attached to each model, tell why that object was important in the book. Imagine these models being displayed in a museum.

Obtain a job application from an employer in our area, and fill out the application as one of the characters in the book you read might do. Before you obtain the application, be sure that the job is one for which a character in your book is qualified. Attach a resume that provides additional information you learned about the character from your reading. Conduct the Interview w/a volunteer playing the Interviewer.

If the book you read involves a number of locations within a country or geographical area, plot the events of the story on a map. Make sure the map is large enough for us to read the main events clearly. Attach a legend to your map. Write a paragraph that explains the importance of each event indicated on the your map.

You are a prosecuting attorney putting one of the characters from the book you read on trial for a crime or misdeed. Prepare your case on paper, giving all your arguments.

Make a shoebox diorama [or shadow box] of a scene from the book you read. Write a paragraph explaining the scene and its effect in the book on your title page.

Make a storyboard of ten scenes in the order that they occur in the book you read.  Make a sample script for one of the scenes and have a “cast reading” with volunteers from the class playing the roles you created.

Make a paper doll likeness [or designer sketch pad] of one of the characters in the book you read. Design at least three costumes for this character. Next, write a paragraph commenting on each outfit; tell what the clothing reflects about the character, the historical period, and events in the book.

In The Catcher in the Rye, Holden Caulfield describes a good book as one that “when you’re done reading it, you wish the author that wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it.” Imagine that the author of the book you read is a terrific  [close] friend of yours. Write out an imaginary telephone conversation between the two of you in which you discuss the book you read and other things as well.

After reading a book, design a game, based on that book as its theme. Will you decide on a board game or card game? The choices are only limited to YOUR CREATIVITY! Be sure to include clear directions and provide everything needed to play.

Imagine that you have been given the task of conducting a tour of the town in which the book you read is set. Take the class on the tour with you as you describe the setting of the novel, the “homes” or “places”  your characters live or frequent and the places where important events in the book took place.

Choose an interesting character from your book. Consider the character’s personality, likes and dislikes. Decide on a gift for him or her. . . something he or she would really like and use. Design a greeting card to go along with your gift. In the greeting, explain to us why you selected the gift [based on details from the reading that helped you figure out this is the most important gift this character could receive].

Do some research on the hometown of your book’s author. You may be able to find descriptions of his or her home, school, favorite hangouts, etc. What else is of interest in the town? Explain any connections you find from the author’s life that may have inspired the fictional world he/she used in your novel.

Read the classifieds or “Craig’s List.” Find something a character in your book was looking for or would like. Cut out the classified. Write a short paragraph telling why he or she needs/wants the item. Would the one advertised be a good buy for him or her? Why or Why not?

Pick a national issue. Compose a speech to be given on that topic by one of the major characters in the book you read. Be sure the contents of the speech reflect the characters personality and beliefs.

Design a symbol for a novel or a certain character.

After reading a non-fiction book, become a teacher. Prepare a lesson that will teach something you learned from the book. It could be a “how-to” lesson or one on any content the book describes. Plan carefully to present all necessary information in a logical order. You don’t want to confuse your students! Present your lesson to your students. How did you do? If you taught a “how-to” lesson, look at the final product to see if your instructions to the class were clear. If your lesson introduced something new, you might give a short quiz to see how well you taught the lesson.

Gather a large collection of current events that reflect incidents that closely parallel those in your novel. Make a collage or other visual that depicts the events in the same sequence as the novel’s details.

Want to try something new to read?  Then remember this: Any book that helps a child to form a habit of reading, to make reading one of [the child’s] deep and continuing needs, is good for [the child] -Maya Angelou