Ready-to-Go Genre Book Reports: Rofessional Ooks

24
Ready-to-Go
Genre Book Reports
by Susan Ludwig
S C H O L A S T I C
PROFESSIONALBOOKS
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24 Ready-to-Go Genr Book Reports © Susan Ludwig, Scholastic Teaching Resources

To Roger
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for
classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without written permission of the publisher. For information regarding permission,
write to Scholastic Professional Books, 557 Broadway, New York, NY 10012.
Cover design by Norma Ortiz

Interior design by Solutions by Design
ISBN: 0-439-23469-7
Copyright © 2002 by Susan Ludwig.

All rights reserved. Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 09 08 07 06 05 04 03 02

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Biography/Memoir
Presidential Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Diary Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Dress-Up Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Time Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Fiction
A New Cereal on the Shelf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Main Character’s in Town! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Write a Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Spend a Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Science Fiction/Fantasy
Extra, Extra! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Design a Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Travel Brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Write a Screenplay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Nonfiction
Photo Album . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
E-mail a Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Souvenirs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Test Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Mystery
Detective on the Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Setting Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
New Ending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Character Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Historical Fiction
Story Quilt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Postcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Comic Strip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Blank Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Introduction
Add pizzazz to your independent reading program with 24 Ready-to-Go Genre

Books Reports! This all-in-one resource helps students reflect meaningfully on
popular genres: biography, memoir, fiction, science fiction, fantasy, nonfiction,
mystery, and historical fiction. With several projects for each genre, this book will
easily take you and your students through the school year. Although these projects
are designed for particular genres, they are flexible enough to be used with any
genre and any book.
These engaging projects move beyond traditional book report formats and
challenge students to use their critical thinking skills and creativity. They’ll
nominate a character for president, design a cereal box, interview the main
character, draw a comic strip, create a time capsule, and much more.
Designed for kids of all learning styles, the projects build essential reading and
writing skills. Students strengthen reading comprehension as they analyze literary
elements such as character, setting, plot, conflict, resolution, symbolism, point of
view, and dialogue. They’ll also build writing skills as they write and revise news
articles, diary entries, letters, directions, movie scripts, and more.
Everything you need is included to implement the projects instantly and easily. For
each project, you’ll find:
A teacher page that describes the project and provides helpful ideas to
introduce and implement it
Reproducible student directions that take the kids through each step of
the project, from brainstorming to putting on the final touches
A reproducible evaluation rubric that outlines the evaluation criteria

and can be filled in by the student, teacher, or both
These hands-on book reports are sure to enhance any genre study and engage
students as they reflect upon their independent reading. We hope that 24 Ready-to-
Go Genre Book Reports will help students enjoy both reading and responding to a
wide range of literature.
4
How to Use This Book
The projects in this book can be used in a number of ways. Some suggestions are listed
below, but feel free to adapt them to meet the needs of your students, schedule, and
curriculum.
Genre of the Month

One way to organize your genre study is to introduce a “Genre of the Month.”
Introduce the genre with a discussion about its characteristics. Have students
brainstorm a list of characteristics and add to it as needed. Ask students to
name books they’ve read that fit into this genre. Invite a school librarian to give
a book talk that features books in the genre and then add these and other books
to a classroom display. Choose short passages to read aloud to the class.
Assigning the Projects

After assigning a genre for the month, give students due dates for the following
three tasks: book approved, book read, and project finished. A week is a
suggested time frame for finding a book and having it approved. If your class
does not have an assigned day to visit the school library, you may want to
schedule a time. The process of approving students’ book selections will run
more smoothly if you are there when students are choosing their books. As you
are approving book selections, make sure that the books interest students and
are at appropriate reading levels for them.
There are several ways you can use the projects. You might assign the same
project for the entire class. Or you might allow students to choose from two to
four projects. If a book deals with a serious topic, such as slavery or the
Holocaust, students will need your guidance in selecting an appropriate project
(for example, the comic strip report is not recommended). Please note that
although the projects are designed for a particular genre, you can use the
projects for other genres as well.
Refer to the teacher pages for suggestions on introducing each project. These
pages provide discussion topics that will help students become interested in the
project and help them get started. Before photocopying the student directions,
review them and adapt if necessary. You may want to add or delete steps,
depending upon the needs of your students and the amount of time students
will have to complete a project.
Please note that the materials listed for each project usually do not specify exact
sizes for paper and other supplies. If you would like projects to fit a specific size
requirement, write this on the student directions sheet before photocopying it.
Next, distribute photocopies of the student directions. Have students write their
name and fill in the three due dates in the box at the top of the page. They will
then write the book title and author in step 1. Explain that these sheets provide
directions for the project and questions that will help students brainstorm ideas
for their work. Also explain that students should write neatly on these sheets
because they will turn them in with their final project. Remind students that
5
their final grade will be based on their work throughout the process, not just on
the final project, so they should not skip any of the steps. It is also helpful to
distribute copies of the rubric at this time so that students know the criteria on
which they will be evaluated.
If you feel students need extra guidance in completing their projects, allow class
time for students to work on them. In advance, remind students to bring their
books and materials to school so that everyone will use this time effectively.
This is a good opportunity to make sure that students understand the
assignment and that they are on schedule.
Sharing and Displaying Finished Projects

The creative nature of the projects makes them interesting to share in classroom
presentations, visual displays, or both. For example, students can present their
fiction cereal box reports in the form of a commercial, read aloud their picture
books to younger students, and act out their character interviews with a partner.
Suggestions for how students can present their work to their classmates are
included in the teacher pages. Since many of the projects include both writing
and art, they make wonderful genre study bulletin board displays.
Assessing Student Work

Each project comes with its own reproducible rubric. Points are given for
completion of each major step in the process and for general thoughtfulness,
accuracy, and neatness. The points for each project add up to 100. If giving
letter grades, let students know in advance the point range for each grade (for
example, 90–100 is an A).
The reproducible rubric can be filled in by the teacher, student, or both. If both
teacher and student will fill in the rubric, make two copies of it. Give one to the
student and keep the other. Schedule a time to discuss each student’s evaluation.
Note any specific comments at the bottom of the form. If you would like to
create your own rubric, photocopy and fill in the blank form on page 95. In
addition, you’ll find a reproducible reading log on page 96 on which students
can keep a record of the books they’ve read.
6
Biography/Memoir
Presidential Poster
GUIDELINES
Objective: Students read a biography or memoir and nominate that individual for
president. They then create a campaign poster that describes the
candidate’s qualities and background.
(NOTE: If the subject of the biography was actually president at one time, students
can still complete this project.)
Posters should include the following:

the traits and qualities that make this person a good leader
information about the person’s background (such as family, education,

hometown, and so on)
leadership experience (such as jobs or other accomplishments)
a drawing or photograph of the person
You might show students examples of real campaign posters. Have students
describe the design and writing style of the posters. Ask them what information is
included and what might be added.
After students present their completed posters to the class, hold a mock
presidential election. The completed posters make a nice display for the classroom
and surrounding hall areas.
7
Name: _______________________________________________________________________ Date: ____________________________________
Biography/Memoir
Presidential Poster
Imagine that the subject of your book has decided to run
DUE DATES
for president and has asked you to create a campaign
poster. Look back through the book and think about Book approved
whether or not the subject of the biography or memoir _________________________
would make a good candidate for president. What qualities
and characteristics would make this person a good leader? Book finished
What leadership experience has this person had? _________________________
Project finished
M AT E R I A L S
_________________________
posterboard or large sheet of construction paper, markers
or crayons, glue, scissors, colored construction paper, pictures of
the person for reference
DIRECTIONS
1 Find a2 biography
3 or memoir
4 that5interests6you and7is at an appropriate
8 9 reading
10level 11
for you. Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Look 3through the

4 book 5
and take 6 7 the subject
notes about 8 9 book.
of your 10List some
11 12
adjectives that describe the person. Beside each adjective, write something the
person did or said that shows that characteristic or quality.
2 3 Think4about what
5 experience
6 the7person has
8 had that
9 would10prepare 11 12 for
him or her
the role of president. List the experiences along with any reasons this would be good
preparation for a president.
8
Name: _______________________________________________________________________ Date: ____________________________________
6 information
7 8 will include
you 9 on10 11 poster.
the campaign 12 Write a
rough draft in a style that is upbeat and persuasive. Include the following
information:
person’s name in large letters (for example, “Harriet Tubman for President”)
hometown
family
education
work experience
personal characteristics
what this person might accomplish as president
a photo or drawing of the person
4 5 Sketch
6 the design
7 of the8poster. Decide
9 10 you will
how 11 fit all the
12 information and what
size it should be. Think about how you can make the poster colorful and attractive.
5 6 Now you’re
7 8 to make
ready 9 your poster.
10 In11 12
pencil, transfer the information from your
rough draft to posterboard or a large sheet of construction paper. Color your poster
and then draw a picture of the person (or attach a photo).
6 7 Present
8 your campaign
9 10
poster to11 12Plan what you will say to try to convince
the class.
your classmates to vote for your candidate.
9
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Biography/Memoir
Presidential Poster
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
Was your 3 4 the due 5date?
by 6 7 5 8 9 10 11
1 2 3 hand in 4your project

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 poster5neat, color
Was your 6 ful, and 7
attractive?8 9 15 10 11 12
3 4 5 include 6
Did you thoughtful7and convincing
8 9 10 35 11 12
information about the person?
4 5 6 information
Was the 7 complete?
8 9 10 11 20 12
5 6 7 spelling,8punctuation,
Are the 9 and grammar
10 11
correct? 12 10
6 7 8 presentation
Was your 9 10
informative 11 convincing?
and 12 5
Comments:
10
Biography/Memoir
Diary Entry
GUIDELINES
Objective: Students choose three important events from their biography or

memoir. For each event, students write a one-page diary entry from
the point of view of the subject of the book.
Explain to students that they will write diary entries about three important events
in their book. The dates students choose do not need to be consecutive. They can
write about three events that took place at any point in the person’s life.
Show students examples of diary entries from other books. Discuss point of view to
ensure that students understand what it means to write in first person. Discuss
how students might elaborate on the events they will describe. Write the following
questions on the board:
What were the person’s observations of the events?
How did the person feel about the events?
What did the person learn from the events?
What does the person hope the outcome of the events will be?
What are the person’s hopes for the future?
Explain that the entries should go beyond retelling the events. They should reflect
the character’s personality and should sound as if the character wrote them.
Encourage students to look at dialogue in the book to understand how the
character communicates and the kind of language he or she might use.
Have students create a cover for their diary entries and bind them together.
Encourage them to decorate their diary covers in a way that reflects the person’s
personality and the time period in which he or she lived.
After students have finished their entries, ask them to choose their favorite one.
Photocopy these entries and bind them into a class book, or have students read
aloud their entries. Use each entry as a springboard for discussion about the
subjects of the biographies. Encourage students to explain why they chose to share
this particular entry. What do they hope their classmates will learn from it?
11
Name: _______________________________________________________________________ Date: ____________________________________
Biography/Memoir
Diary Entry
If the subject of your biography or memoir had kept a
DUE DATES
diary, what do you think he or she would have written
about? Put yourself in the person’s shoes for this Book approved
assignment. Choose three important events from the _________________________
person’s life and write a one-page diary entry about each.
Book finished
M AT E R I A L S _________________________
lined paper, construction paper, markers or crayons Project finished

_________________________
DIRECTIONS
1 Find a2 biography
3 or memoir
8 9 reading
10 11
level for you. Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Look 3for important

4 5 that you
events 6 might 7write about
8 in your
9 diary entries.
10 11
Briefly 12
describe each event and write the page numbers below.
1.
2.
3.
4.
5.
2 3 Review
4 the list5of events6and circle
7 three events
8 you9would like
10 to write
11 about.12
12
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Imagine
5 that you
6 are the7 person 8 9
in the biography 10memoir11and that12you have just
or
experienced the first event. Think about how to describe this event from the
character’s perspective.
How would the character describe what happened?
What did the person see or hear?
How did the person feel as the event was happening?
How did the person feel once the event was over?
How did other people react to the event?
4 5 Write6a rough 7 8 journal9 entry from

draft of the 10 the character’s
11 12point of view. (This is
called writing in first person.) Try to make the writing sound as if the character had
written it. Think about the kind of language he or she would have used.
5 6 Write7rough drafts
8 of your
9 diary10 11 the other
entries for 12 two events you chose. Look
over the questions in step 4 to help you decide what to include.
6 7 Revise8 your writing

9 and10write a final
11 draft.
12
7 8 Make9a cover for

10 the diary.
11 Decorate
12 the diary in a way that reflects the character’s
personality and the time period in which he or she lived. Write the person’s name on
it and your name below it.
13
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Biography/Memoir
Diary Entry
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11
1 2 3 hand in 4your diar y5on time? 6

Did you 7 8 10 9 10 11 12
2 3 4 write three
Did you 5 one-page
6 diar y entries?
7 8 9 30 10 11 12
3 4 5 write about
Did you 6 interesting
7 8 tant events?
or impor 9 10 15 11 12
4 5 6 write from
Did you 7 the character’s
8 9 of view?
point 10 11 15 12
5 6 7 entries detailed
Are the 8 9 well written?
and 10 11 12 10
11 12
correct? 10
7 8 9 make a10
Did you cover for 11 12
your diar y? 5
Comments:
14
Biography/Memoir
Dress-Up Day
GUIDELINES
Objective: Students dress up as the subject of their biography or memoir and

answer their classmates’ questions in a brief presentation.
Post a list of the people whom students have read about. As a group, generate at
least three questions for each of these famous people. You might have students
work in small groups to come up with questions. Explain that a good question will
reveal interesting and in-depth information. If a question requires a yes or no
answer, have students add a second part to the question that asks the person to
explain his or her response.
Give students suggestions for questions, such as:

Which of your accomplishments gives you the greatest sense of pride
and why?
What was the greatest challenge you faced? How did you deal with it?
What advice would you give students our age?
Is there anything else that you wished you had accomplished?
Who were your role models and why?
What do you hope people will remember about you?
Have students write each question on an index card with the famous person’s name
at the top. Distribute the questions to the appropriate students so that they can
research the answers. If students can’t find the answers, they should use what they
know about the person to come up with a response.
Explain that students should look up information in their book about how their
character looked and dressed. Each student will dress up as the character on his or
her assigned day and present a five-minute speech, role-playing the character. You
may wish to stagger presentations over a period of a week or more. In their
presentations, students should answer the questions from their classmates and
present additional information. Discuss other information students might include,
such as family history, important accomplishments, and so on.
If students have difficulty obtaining an appropriate costume, have them instead

draw a large, colorful illustration of what the person would have worn. Display the
sketch beside the student as he or she is presenting.
15
Name: _______________________________________________________________________ Date: ____________________________________
Biography/Memoir
Dress-Up Day
Imagine that the person you read about walked into your
DUE DATES
classroom and introduced himself or herself. What would
he or she say? How would the person talk, act, and dress? Book approved
For this project, you will prepare a short presentation as if _________________________
you are the subject of your biography or memoir. In your
presentation, you will answer questions that your Book finished
classmates have about this person. _________________________
Project finished
M AT E R I A L S
_________________________
clothing that the subject of the book might have worn (or
drawing materials to illustrate this), index cards
DIRECTIONS
1 Find a2 biography
3 or memoir
8 9 reading
10level 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Read 3the questions

4 that5your classmates
6 7
prepared. 8Write the9answers10 11
on the index 12
cards. If you do not know an answer, use what you know about the person to guess
how he or she might have responded.
2 3 Take notes
4 5 subject
on the 6 of your7book. Include
8 9 10about the
information 11following:
12
family
hometown
date of birth (and death, if applicable)
16
Name: _______________________________________________________________________ Date: ____________________________________
personality and character traits
important accomplishments
goals
obstacles
major events in the person’s life
contributions to society
3 4 Write5a one-page
6 monologue
7 that8you will9present 10 11 Write12
to the class. as if you are
the person talking about himself or herself—for example, “I was born in 1877.”
Incorporate the information from your notes as well as the answers to your
classmates’ questions.
4 5 Read 6your monologue

7 8
aloud and9then revise
10 it. Time
11 yourself
12presenting your speech
and make sure it takes about five minutes. Revise as necessary. Write your final draft
neatly on index cards. You will turn in your index cards, so write your name or
initials on each one.
5 6 Practice
7 your speech
8 so9that you10 11 to read
do not need 12 from the index cards. (You may
refer to them, but you should be able to make eye contact for most of your
presentation.) Practice speaking and acting as you imagine the person would have.
6 7 Find out
8 what 9the person
10 looked11
like and 12
how he or she dressed. On the day of your
presentation, you will either dress in a costume to look like the person or bring in a
large, colorful picture of him or her that you’ve drawn.
17
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Biography/Memoir
Dress-Up Day
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11
1 2 3 hand in 4your index5cards on 6time?

Did you 7 8 10 9 10 11 12
2 3 4 presentation
Was your 5 6 and easy
clear 7 to understand?
8 9 10 10 11 12
3 4 5 presentation
Was your 6 7
informative? 8 9 10 20 11 12
4 5 6 answer 7
Did you 8
your classmates’ 9
questions? 10 11 15 12
5 6 7 act like 8the character

Did you 9 during10your 11 12 10
presentation?
6 7 8 dress as9 the character

Did you 10 or draw
11 a picture?
12 10
7 8 9 make eye
Did you 10 contact11
for most 12
of your 10
presentation?
8 9 10spelling,11punctuation,
Are the 12 and grammar correct? 10
Comments:
18
Biography/Memoir
Time Capsule
GUIDELINES
Objective: Students create a time capsule that represents the subject of a

biography or memoir and write an explanation for each object they
include.
Start by discussing objects that are significant to students. Help students to

understand the difference between objects they like (video games, shoes, and so
on) and objects that might have a deeper meaning for them. Explain that a symbol
is an object that represents something important. It symbolizes something else that
is more significant than the object itself.
Explain that students will imagine that they are the subjects of their books and
that they will create a time capsule about the person. They should put themselves
in the person’s shoes and ask themselves what they would like future generations to
learn about them. Then, they will choose objects that represent important
information about the person. Students will also write a brief paragraph explaining
why they included each object. They should write in the first person, as if they are
the characters—for example, “I included this letter from my best friend to show
how important friendships are to me.”
Explain that time capsules are more fun to open if they include actual objects, but
students should not include objects that are valuable. If they cannot find a
particular object, students can draw a picture instead.
Students will decorate a shoe box to represent the person. They will store the
objects and explanations inside. For a class activity, divide the class into small
groups. Pass the time capsules around for each group to open and read. After a few
minutes, have each group put everything back in the time capsule and pass it to the
next group.
19
Name: _______________________________________________________________________ Date: ____________________________________
Biography/Memoir
Time Capsule
Imagine that the subject of your book made a time capsule DUE DATES
to let future generations know about his or her life. What
would the person have included? Create a time capsule and Book approved
write a brief description of each item inside. _________________________
M AT E R I A L S Book finished
_________________________
shoe box, white construction paper, 3- by 5-inch index cards,
markers or colored paper, found objects Project finished
_________________________
DIRECTIONS
1 Find a2 biography
3 or memoir
8 9 reading
10level 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Brainstorm
3 4 of important
a list 5 6
people, 7 objects,
places, 8 and events
9 10 person’s
in the 11 life. 12
2 3 Imagine
4 that you
5 are that
6 person7and you 8are creating
9 a time
10capsule.
11Refer to12the
list from the previous question to give you ideas about the objects you might
include. The objects you choose can represent the people, places, and events that
were important to the person. They can also represent the person’s interests or
aspects of his or her personality. You may include actual objects or drawings of them
if the objects are unavailable. Include at least five objects or drawings.
3 4 For each
5 item,6write a short
7 paragraph
8 9 why 10
about 11 it. Write
you included 12 each
explanation on an index card and attach it to the appropriate object.
4 5 Decorate
6 a shoe
7 box in a8 way that9 represents
10 the subject
11 of 12
your biography. You
might cover it in paper and draw on it, glue pictures on it like a collage, or otherwise
decorate it. Write the title, author, and your name on the box.
20
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Biography/Memoir
Time Capsule
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 make a 5list of impor

Did you 6 tant people,
7 places,
8 9 10 10 11 12
objects, and events?
2 3 4 5 include 6
Did you 7 objects8in your time
at least five 9 10 20 11 12
capsule?
3 4 5 6 objects 7
Did the represent 8
impor tant9information
10 11 20 12
about the person?
4 5 6 7 write at 8least five 9thoughtful10explanations?

Did you 11 12 15
5 6 7 8 decorate9 your shoe

Did you 10box and11write the12
title, 10
author, and your name on it?
6 7 8 9 spelling,10punctuation,
12 correct? 10
Comments:
21
Fiction
A New Cereal on the Shelf

GUIDELINES
Objective: Students invent a cereal based on fictional books and design cereal
boxes that present information about the story in a fun, creative
format.
The guidelines for each part of the cereal box are as follows:
Front
Students write the name of their cereal and draw an illustration.
Encourage students to think of a fun and enticing name— example, for
Harry Potter and the Sorcerer’s Stone, they might invent a cereal called
Wizard’s Wands, a toasted oat cereal in the shape of lightning bolts.
Explain that the name and shape of the cereal should relate to their
books. Point out the various characters, logos, and other elements on
actual cereal boxes. Encourage students to make their cereal box look
like a real product while relating it to the book. Discuss the colors and
style of text and the use of “bursts” to include additional information.
Explain that the purpose of these elements is to entice consumers to buy
the product.
Back
Students design a game that is based on the story. It can be a puzzle, a
word game, or any other fun activity that might be found on the back of
a cereal box. Discuss ways that students can incorporate information
from their book into their game. They might include information about
the characters, setting, plot, and so on.
Right Side
Under the heading “Ingredients,” students list the main characters and
write a sentence about each one. They also write a sentence or two
about the setting.
Left Side
Students write a summary that describes the main conflict and the
resolution of the book. Discuss ways to make the language sound
appealing, as if they are advertising the book.
Top
Students write the title and author of the book and their name.
Finally, students plan a two-minute commercial advertising their cereal and

present it to the class.
22
Name: _______________________________________________________________________ Date: ____________________________________
Fiction

If you could invent a cereal based on the fictional book you
DUE DATES
read, what would it be? After you think of a name and
shape for your cereal, you’ll design a cereal box for it. Book approved
_________________________
M AT E R I A L S
Book finished
empty cereal box, white or light-colored paper, scissors, markers
_________________________
or crayons, construction paper, glue, tape
Project finished
DIRECTIONS
_________________________
1 Find a2 fictional3 book that

4 interests
5 you and
6 is at an7 8 9 10 11
appropriate reading level for you. Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
4 you will
5 name 6your cereal.
7 Choose
8 a name9 that sounds
10 enticing
11 12
and that relates to the story in some way. Then, choose a shape for the cereal, as well
as colors and ingredients that also relate to the book. For example, for Harry Potter
and the Sorcerer’s Stone, you might invent a cereal called Wizard Wands, a toasted
oat cereal in the shape of a miniature lightning bolts.
2 3 Cover4an empty
5 cereal box
6 with white
7 8 9 paper.
or light-colored 10Or you 11 12 to
might want
write and draw on appropriate-size sheets of paper and then glue them onto the box.
Write a rough draft and draw sketches before moving on to your final copy. Here are
the guidelines for each side of the box:
Front
Write the name of your cereal and draw a picture to go with it. You might
draw characters or other elements to help sell your product. Make your cereal
box look appealing and fun. Look at actual cereal boxes for ideas.
Back
Design a game that is based on the story. It can be a puzzle, a word game, or
any other fun activity that might be found on the back of a cereal box. Make
sure it includes information from the book. Describe your idea below.
23
Name: _______________________________________________________________________ Date: ____________________________________
Right Side
Under the heading “Ingredients,” list the main characters and write a
sentence about each one. Then describe the setting (place and time). Write
your rough draft below.
Left Side
Write a summary of the book. Describe the main conflict and the resolution.
Top
Write the title and author of the book and your name.
3 4 Plan a5 two-minute
6 commercial
7 8 your cereal,
for 9 and10present 11 12
it to the class.
24
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Fiction
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 Is your4 cereal box

5 neat, color
6 ful, and7 attractive?
8 9 15 10 11 12
2 3 4 Is the5front of the
6 box complete
7 and8thoughtfully
9 done?10 10 11 12
3 4 5 Is the6back of the
7 box complete
8 and9thoughtfully
10 done? 11 15 12
4 5 6 Is the7right side8complete 9and accurate?

10 11 12 10
5 6 7 Is the8left side complete

9 10 accurate?
and 11 12 10
6 7 8 Is the9top complete
10 and accurate?
11 12 5
7 8 9 10spelling,11punctuation,
8 9 10 Was your
11 commercial
12 informative and interesting? 10
Comments:
25
Fiction
The Main Character’s in Town!

GUIDELINES
Objective: Students pretend to interview the main character of a fictional book

for the local newspaper. Students generate at least five thoughtful
questions and then answer them from the character’s point of view.
Choose a book that the class has read. Together, brainstorm questions that an
interviewer might ask the main character. Explain that a good question will require
more than a yes or no answer. The character should always be asked to explain his
or her answers. The questions should reveal the character’s beliefs, hopes, goals,
and aspects of his or her personality. Write the following prompts on the board:
“How did you feel when…?”
“What did you hope would happen when…?”
“Why did you…?”
Next, explain that students will switch roles from that of the interviewer to the
character being interviewed. Discuss point of view to ensure that students
understand what it means to write in the first person. How do they think the
character would answer the questions? Explain that they might not know exactly
how the character would respond. Students should use what they know about the
character to answer the questions. Encourage children to use information from the
book to support their answers. Point out that there are many possible answers and
that students should give reasons for their responses.
Have student pairs present the interviews to the class. Give students an
opportunity to practice reading the interviews, with one student playing the
interviewer and the other playing the character. Then have students read the
interviews aloud to the class. You might also give students the option to read both
parts of their interview, changing their voice to signal when they are the character
and when they are the interviewer.
26
Name: _______________________________________________________________________ Date: ____________________________________
Fiction

Imagine that you are a reporter for your local newspaper.
The editor has just called to give you your latest DUE DATES
assignment. You have been asked to interview a special Book approved
visitor to your town—the main character of the book you
_________________________
just read!
Book finished
M AT E R I A L S _________________________
lined paper Project finished

_________________________
DIRECTIONS

4 interests
5 you and
6 is at an7appropriate
8 reading
9 level 10
for 11
you. Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Write3a paragraph
4 describing
5 the6main character
7 of8the story.
9 Include10the character’s
11 12
age, hometown, occupation, hobbies, personality traits, and so on.
Name:
Description:
5 you would
6 like7to ask the
8 character
9 and what
10 the newspaper’s
11 12
readers would want to find out about him or her. Write at least five questions that
will reveal interesting and important information about the character. Write the
questions on the next page. If the question requires a yes or no answer, ask the
character to explain his or her responses. Base some of the questions on events in
the book, such as:
“How did you feel when…?”
“What did you hope would happen when…?”
“Why did you…?”
27
Name: _______________________________________________________________________ Date: ____________________________________
3 4 After 5you have6written the

7 questions,
8 put yourself
9 10the character’s
in 11 12 and write
shoes
a rough draft of your answers on the lines labeled “Response.” Use information from
the story in the character’s responses. If you need more room, use the back of this
page or another sheet of paper.
Question 1:
Response:
Question 2:
Response:
Question 3:
Response:
Question 4:
Response:
Question 5:
Response:
4 5 Proofread
6 your7questions
8 and answers
9 10add any11additional
and 12 information that will
make your writing stronger. Then write a final draft on a separate sheet of paper.
28
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Fiction
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 questions
Are your 5 interesting
6 and thoughtful?
7 8 9 25 10 11 12
2 3 4 5 responses
Are your 6 thoughtful
7 and complete?
8 9 10 30 11 12
3 4 5 6 write a rough
Did you 7 8
draft? 9 10 11 10 12
4 5 6 7 write a final
Did you 8 draft 9 10 five questions
with at least 11 12 10
and answers?
11 12
correct? 10
Comments:
29
Fiction
Write a Picture Book

GUIDELINES
Objective: Students write and illustrate a picture book based on a fictional book.
Display picture books in your classroom and encourage students to read them
when they have finished a task or during a designated time. Draw students’
attention to the writing style, simple language, dialogue, and illustrations that
support the text. Ask them what they like about children’s books and which are
their favorites.
To prepare for this project, students first describe the beginning, middle, and
ending of their book. This will help them identify the most important aspects to
include in their children’s book. After they have written summaries of each part,
they write a rough draft of the children’s book. Explain to students that they should
refer to the summaries to help them retell the story, but that their stories should
not merely summarize the events. Recall the children’s books on display and the
aspects that made the stories interesting. If students are having a difficult time
with this assignment, have them retell just one chapter or episode from their book
instead.
After students have written a rough draft, encourage them to revise. Then they can
decide how they will arrange their book. They should plan to include about a
paragraph of text on each 8 21- by 5 21-inch sheet of paper. Students may need to
shorten their books if the text is running too long. Instruct them to write the text at
the bottom of the page so that they can draw an illustration above.
Next, on each page, students draw and color an illustration that supports the text.
Explain that this will help young readers understand the story. Have students add a
cover with a title and illustration, arrange the pages in order, and staple along the
left side.
Add these books to your children’s book

display. If possible, invite a first- or
second-grade class to visit. Have students
pair up with the younger children and
read the books together.
30
Name: _______________________________________________________________________ Date: ____________________________________
Fiction

Have you ever wondered what it would be like to be a
DUE DATES
picture book author or illustrator? This activity will give
you a chance to find out. Imagine that you are going to Book approved
rewrite the book you just read for a first- or second-grade _________________________
child. What are the most important events of the book?
How could you describe them in a simple way? Book finished
_________________________
M AT E R I A L S
Project finished
1
8 2-by 11-inch white construction paper (cut or folded in half to _________________________
1 1
form 8 2 - by 5 2 -inch sheets), markers or crayons, stapler
DIRECTIONS

4 interests
5 you and
8 reading
9 level 10
for 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Write 3a brief summary

4 5 the beginning,
of 6 7
middle, 8 ending 9of the book:
and 10 11 12
Beginning:
Middle:
31
Name: _______________________________________________________________________ Date: ____________________________________
Ending:
2 3 Read 4your summaries

5 6 think 7
and 8 you can9 rewrite10
about how 11
the information 12a
as
story for children. Write a rough draft of the story, using language that a first- or
second-grade student could understand. (If you are having a difficult time
simplifying the story, you might retell your favorite chapter or episode instead of the
whole book.) Plan to include about a paragraph of text on each page. Include
dialogue and some details to make the story interesting. Decide how you will
illustrate each page.
3 4 Transfer
5 the story
6 onto white
7 8 Draw9and color
paper. 10a picture
11 on each
12page.
4 5 Add a6cover and

7 write the
8 title of9the book,
10your name,
11 and 12
the original author’s
name—for example: “Black Beauty,” retold by (your name), original story by Anna
Sewell. Draw and color a picture on the cover. Sketch the cover below before
creating your final copy. Arrange the pages in order with the cover on top and staple
along the left side.
32
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Fiction
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 have your
Did you 3 book approved
4 on5time? 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 write a paragraph
Did you 5 6summar y 7of each par
8 t? 9 10 10 11 12
Did you 6 draft7of your stor
8 y? 9 10 10 11 12
3 4 5 6 revise? 7
Did you 8 9 10 11 10 12
4 5 6 7 complete
Did you 8 your children’s
9 10
book? 11 12 25
5 6 7 Is your8 project thoughtful

9 10 11
and well written? 12 10
6 7 8 Is your9 project neat,

10 color11 12
ful, and attractive? 10
Comments:
33
Fiction
Spend a Day
GUIDELINES
Objective: Students imagine that they are visiting the setting of the book and
spending a day with one of the characters. Students describe three
activities from their imaginary day and draw an illustration of each.
To help students choose a character as their tour guide, have them first make a list
of the characters from the book and briefly describe each one. Students then
imagine that they are visiting the setting of the book (this may involve time
travel!), where they participate in three activities with the character. What
activities do they think the character would choose? Encourage students to think
about what there is to do in this place and time period.
Students write a one-page description of each activity. They should include their
observations of the setting and their reactions to what they see and do. Encourage
students to include some dialogue with their tour guide and any other characters
they might meet. Then students draw and color an illustration for each activity and
bind their pages together with a cover.
To give students an idea of what kind of activities they might choose, discuss a
book you have read as a class. Choose a character as a tour guide, and then
brainstorm activities that would lend themselves to an interesting description. You
might write a paragraph together describing one of the activities. Challenge
children to show aspects of the character’s personality in their description. The
description should give an impression not just of the activity but also of the time,
place, and character.
34
Name: _______________________________________________________________________ Date: ____________________________________
Fiction
Spend a Day
What if you could spend the day in the setting of your
DUE DATES
book? Which character would you choose to be your tour
guide? For this project, you’ll describe three activities that Book approved
you would do during your visit and draw a picture of each _________________________
of them.
Book finished
M AT E R I A L S _________________________
lined paper, unlined paper, crayons or colored pencils Project finished

_________________________
DIRECTIONS

4 interests
5 you and
8 reading
9 level 10
for 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Write3a few sentences

4 5
describing6the setting
7 (time and
8 place)9 of the book.
10 11 12
2 3 List the
4 main characters
5 6 and write
7 a few sentences
8 9describing
10 each one.
11 Use 12
another sheet of paper for additional space.
35
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Now look
5 at your
6 character
7 list and
8 circle 9the character
10 that11will be your
12 tour guide.
4 5 Imagine
6 that this
7 character
8 has planned
9 10 activities
three 11 for 12
you to do. What do you
think he or she would choose? Consider the places in the book as well as the time
period. Think about activities this character enjoyed in the book. Write three
activities on the lines.
1.
2.
3.
5 6 Write7a one-page
8 description
9 of 10 11 for your
each activity 12 rough draft. Describe what
you saw and did, as well as your reactions to each activity. You might also include
dialogue between you and the character. Did you meet any of the other characters?
6 7 Draw8and color9 an illustration

10 to11go with 12
each activity.
7 8 Revise9 your writing,

10 11write a 12
and final draft.
8 9 Add a10cover with

11 a title12
(for example, “My Day With Jo,” From Little Women). Write
your name on the cover, and staple everything together.
36
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Fiction
Spend a Day
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 list and 5briefly describe

Did you 6 the 7 8
main characters? 9 10 10 11 12
2 3 4 5 write a page
Did you 6 about7 each activity?
8 9 10 30 11 12
3 4 5 Is your6 writing thoughtful

7 8 interesting?
and 9 10 11 20 12
4 5 6 Did you7 draw an8illustration

9 to accompany
10 11
each 12 10
activity?
5 6 7 8 make a 9cover?
Did you 10 11 12 5
12 correct? 10
Comments:
37
Extra! Extra!
GUIDELINES
Objective: Students write two newspaper articles based on a science fiction or

fantasy book. In one article, students report an event that occurred in
the book. In the other article, students report an event they made up
based on the characters and story.
Read aloud short news articles to give students an idea of their purpose and style.
Write the following questions on the board, and explain that an article should
answer all of them.
Who?
What?
When?
Where?
Why?
Challenge students to underline the parts of the articles that answer these
questions. Point out that they can usually find the answers at the beginning of an
article. Ask students what additional information or details the reporter included.
Look for direct quotations. Discuss the writing style of news articles, and have
students notice that the sentences are usually succinct and to the point.
Explain that students will choose an exciting event from their book and write a
newspaper article about it. Students will answer the five questions in their articles
and then provide additional details, such as quotations, observations, and other
details. Look at examples of headlines and then have children write a headline for
their article.
Next, explain that students will make up an event that might have happened
involving the characters in the book. The event could happen at any point in the
story. Students will follow the same directions to write this article, again answering
the five questions.
After students have written rough drafts of both articles, they write a final draft
that looks like the front page of a newspaper. Have students draw an illustration
for one of the articles and add a clever title that relates to the book.
Set up a newsstand in your classroom with the newspapers that students created.
Encourage visitors and class members to read the newspapers on display. You
might have students choose an article to read to the class.
38
Name: _______________________________________________________________________ Date: ____________________________________
Extra! Extra!
For this project, you’ll create the front page of a
DUE DATES
newspaper with two articles based on your science fiction
or fantasy book. You’ll report one event that happened in Book approved
the story and one event that you’ve made up. _________________________
_________________________
lined paper, a large sheet of unlined white paper, crayons
or markers Project finished
_________________________
DIRECTIONS
1 Find a2 science 3fiction or4fantasy 5

book that6interests7you and8is at an 9 10 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Think3about the
4 interesting
5 events
6 in the story.
7 8 one on
Choose 9 which10 11
to base your 12
article. To get started, answer the following questions about the event.
Who?
What?
When?
Where?
Why?
2 3 On a separate
4 5
sheet 6
of paper, 7 a rough
write 8 draft of9your article.
10 Give11 12 a
your article
headline.
39
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Think5of an exciting
6 7 that could
event 8 have9happened
10 in the 11
book but 12
did not. Your
event could take place at any point in the story and should include actual characters
and places from the book. Answer the following questions about your made-up
event.
Who?
What?
When?
Where?
Why?
4 5 On a separate
6 7
sheet 8
of paper, 9 a rough
write 10draft of11your article.
12 Give your article a
headline.
5 6 Read 7your articles

8 and revise
9 to 10 11writing12
make your stronger and more interesting.
6 7 Design
8 a front 9page of a10newspaper.
11 Sketch
12it on scrap paper. Think of a title for
your newspaper that relates to your book. Then, neatly copy each story onto the
page. Draw a picture to illustrate one of the articles and write a caption beneath it (a
sentence that describes the picture).
40
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Extra, Extra!
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 write two5 ar ticles,6one about7 an event8in the

Did you 9 25 10 11 12
book and one about an event you made up?
2 3 4 5 answer 6
Did you 7
the five questions in8each article?
9 10 20 11 12
3 4 5 6 writing7thoughtful8 and interesting?

Was your 9 10 11 10 12
4 5 6 7 write a headline
Did you 8 9 each ar10
for ticle? 11 12 10
5 6 7 8 draw a picture
Did you 9 10write a caption
and 11 for12
it? 10
12 correct? 10
Comments:
41
Design a Game
GUIDELINES
Objective: Students create a board game based on a science fiction or fantasy book.
Display board games to give children ideas. You might set aside time for them to
play the games. Lead a discussion about what makes a game fun and what
elements a game might include, such as
a game board
clear and easy-to-follow directions
a spinner or die
cards
playing pieces
a fun name
Explain to students that a game should have a clear purpose and that students
should determine how a player wins. Encourage students to keep their games as
simple as possible. This will make it easier for them to write the directions and will
also make the games more enjoyable to play. Show students examples of easy-to-
follow directions for a simple game. Point out that the directions are numbered.
Show students how to make a simple spinner by using a paper clip and/or brass
fastener.
Discuss ways that students can incorporate elements of their story into their
games. Using a book the class has read as an example, talk about ways to include
information about the characters, setting, and story. Brainstorm possible names
for a game based on the book. Explain that players should be able to play the game
without having read the book. In other words, the game should not test the players’
knowledge of the book.
Once students have finished their games, set aside blocks of time to play the games
in small groups.
42
Name: _______________________________________________________________________ Date: ____________________________________
Design a Game
Imagine that you work for a toy company and you have
DUE DATES
been asked to design a board game. The game should be
based on the book you just finished and should include Book approved
information about the characters, setting, and story. When _________________________
you have finished your game, your classmates will have a
chance to play it. Book finished
_________________________
M AT E R I A L S
Project finished
cardboard or posterboard, markers, glue, construction paper, _________________________
dice, index cards or paper, playing pieces, lined paper, small
resealable plastic bags, brass fasteners or paper clips
DIRECTIONS

book that6interests7you and8is at an appropriate
9 10 11
reading level for you. Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Write3the characters’
4 5
names, 6 with a 7sentence8identifying
along 9 each one.
10 11 12
2 3 In a sentence
4 5 two, describe
or 6 the7 setting of
8 the story.
9 10 11 12
43
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Briefly
5 describe
6 the main
7 conflict8 or problem.
9 Explain
10 how 11 12 was resolved.
the conflict
4 5 Think6about how
7 you can
8 design9a board 10 11 on all12
game based or some of the
information above (characters, setting, conflict, and resolution). Keep in mind that
players should be able to play the game even if they have not read the book.
Consider these questions:
How is the game played? What are the rules?
What will the game board and playing pieces look like?
How does someone win? (Will they reach FINISH first? Will they collect the
most points along the way?)
Will you use a spinner, cards, or dice in your game?
5 6 On a separate
7 8
sheet 9
of paper, 10 the game
sketch 11 board.
12 Test your game to make sure it
works before you make a final copy of the game board.
6 7 Write8clear directions
9 10
explaining11how to play
12 it. (You will find that the simpler the
game is, the easier it will be to play.) Number each step in the directions.
7 8 Make9a final copy

10 of your
11 game 12
board and any other parts (cards, spinner, playing
pieces, and so on). Design the board so that it is colorful, neat, and attractive. Write
the title and author of the book somewhere on the game board, along with your own
name and a fun-sounding name for the game.
44
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Design a Game
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 game 5
Was your neat, color6ful, and attractive?
7 8 9 15 10 11 12
2 3 4 5 game 6
Was your based on 7
your book?8 9 10 20 11 12
3 4 5 6 write clear
Did you 7 directions
8 for your
9 game? 10 11 20 12
4 5 6 Is your7 game playable?

8 9 it work?)
(Does 10 11 12 15
5 6 7 8 give your9 game a 10

Did you fun name?11 12 5
12 correct? 10
Comments:
45
Travel Brochure
GUIDELINES
Objective: Students choose an interesting setting from their book and create a
travel brochure that advertises this place.
Show students several travel brochures and discuss the kinds of information
presented in each. If possible, show brochures for large cities and small towns. Ask
students to describe the writing style. How are the brochures designed to attract
tourists? Challenge students to think of additional information that these
brochures could have included to appeal to visitors.
Students first describe the setting of the book. If there is more than one setting,
have them choose the most interesting one. Students brainstorm the attractions in
this place, thinking about what the characters do there for fun.
If students are stuck, help them think of ways to creatively advertise a place that
might not offer as much to do. Is it a place to relax and enjoy the peace and quiet?
Explain that students can use events from the book in their brochures—for
example, tourists could visit the famous white picket fence in The Adventures of
Tom Sawyer.
Show students how to fold a sheet of paper into thirds to create their brochure.
Before they begin their final draft, have them plan what they will write and draw.
Encourage students to be creative as they think of ways to advertise this setting.
The less tourist attractions a place offers, the more creative students can be in
finding a way to advertise it.
Make a travel display with the brochures, and invite students to read their
classmates’ work. If you would like students to present their brochures, have them
plan a short two-minute commercial for their setting.
46
Name: _______________________________________________________________________ Date: ____________________________________
Travel Brochure
Do you think tourists would enjoy visiting the setting of
DUE DATES
the book you read? What attractions would they find in
this place? What could they do for entertainment? What Book approved
could they see and learn about? Imagine that you work _________________________
for a travel agency and you have been asked to design a
brochure to advertise this place. (If your book has more Book finished
than one setting, choose the most unusual and interesting _________________________
one.)
Project finished
M AT E R I A L S _________________________
1
markers or colored pencils, 8 2 - by 11-inch plain white paper
(or larger)
DIRECTIONS

book that6interests7you and8is at an appropriate
9 10 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Describe
3 the setting
4 5 and place)
(time 6 of the
7 book. If8the book9 is set in10more than
11 one 12
place, describe the most interesting or unusual one.
2 3 What4activities5do the characters

6 7do here for
8 fun? What
9 10 are there
places 11 to visit?
12
What is there to learn about?
47
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Does 5
this seem6like an interesting
7 8 place to9visit? Why
10 or why
11not? 12
4 5 Hold 6 7
a sheet paper 8
horizontally 9 fold the
and 10 paper11
in thirds12
to form a brochure.
First, fold the third on the right. Then fold the third on the left.
2 Fold 1
Fold
5 6 On the
7 front flap
8 of the 9brochure,
10write the
11 name of
12the place. If it does not have a
specific name in the book, make up a name that sounds interesting. Illustrate the
front flap with one or two of the main attractions of this place. You might add a
sentence or two to entice travelers to read your brochure. Write the title and author
somewhere on the front of the brochure.
6 7 Plan the
8 inside9of the brochure
10 11
before you12begin writing or drawing. Include as
many attractions as you can. Write reasons that travelers would want to visit each
attraction. If there is not a lot to see or do in this setting, be creative and think about
how you could make this place sound appealing to tourists.
7 8 On the
9 back panel,
10 write
11a few paragraphs
12 to provide any additional information
that might persuade travelers to visit. Also explain interesting events from the book
that took place in this setting. At the bottom, write “For additional information on
(name of place), contact (your name).”
48
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Travel Brochure
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
Was your 3 4 time? 5
on 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 complete
Did you 5 steps 2–4
6 on the 7
directions 8sheet? 9 10 10 11 12
2 3 4 5 complete
Did you 6 each par7t of your 8
brochure?9 10 30 11 12
3 4 5 Is your6 brochure7neat, color

8 ful, and 9attractive?
10 11 10 12
4 5 6 7 include 8
Did you thoughtful9and convincing
10 11
information? 12 25
11 12
correct? 10
Comments:
49
Write a Screenplay
GUIDELINES
Objective: Students choose a scene from their science fiction or fantasy books
and rewrite it as a scene for a movie screenplay.
If possible, show students examples of movie screenplays or scripts for plays.

Discuss the use of dialogue as well as other elements of a movie screenplay. Ask
students to think about what directions the writer might include. How might they
write directions for the actors? How do they describe what the camera will be
filming?
Have students think about the elements of a good movie scene as they choose the
part of the book they will rewrite. Write the following on the board:
setting
characters
dialogue
action
special effects
Discuss how these elements contribute to a scene. Students might want to choose
an action scene or one with interesting dialogue. Explain to students that if the
scene in the book includes dialogue, they should adapt the dialogue so that they
are not just copying it. They might make it shorter or they might add to it. They
should write the dialogue so that it sounds like the characters are speaking. It will
help to read their scripts aloud as they are writing.
When students have completed their final drafts, set aside time for them to work
with small groups and act out their scenes. After they have practiced, have each
group perform for the class.
50
Name: _______________________________________________________________________ Date: ____________________________________
Write a Screenplay
You have been asked to adapt a scene from your book into
DUE DATES
a scene for a movie. Choose a scene that you think would
lend itself well to the format of a screenplay. You’ll need to Book approved
include dialogue and directions for the actors. _________________________
_________________________
lined paper
Project finished
DIRECTIONS
_________________________

book that6interests7you 8 9 10 11
and is at an appropriate reading level for you. Have your book approved by your
teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Choose
3 a scene4from the5 book to6rewrite as
7 a scene8for a movie.
9 Think
10about what
11 12
makes a good movie scene, such as action, drama, dialogue, and special effects.
2 3 Write4a summary
5 of what
6 happens
7 in this 8scene in 9
the book.10 11 about12how
Then, think
you will change it to make it a scene for a movie.
3 4 Write5a rough 6 7 movie 8scene. Include

draft of the 9 10
dialogue, 11
making 12that it sounds
sure
like the characters. Include directions for the actors about how they should look and
act. You might also include some directions for the people working the camera—for
example: “The camera spans the crowd and zooms in on a woman holding a sign.
The woman looks frustrated as she tries to make her way through the crowd.”
4 5 Read 6your scene

7 aloud and
8 then 9
revise it.10 11 draft12
Write a final of your scene. It should
be at least two pages long and should cover the entire scene from the book.
51
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Write a Screenplay
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 write a rough
Did you 5 6
draft? 7 8 9 10 10 11 12
3 4 5 revise and
Did you 6 write a7final draft?
8 9 10 20 11 12
4 5 Is your6 scene complete

7 8 at least9two pages
and 10long? 11 15 12
5 6 7 include 8
Did you 9 directions
dialogue and 10 for the11actors? 12 15
6 7 Is your8 scene well

9 written10 11
and interesting? 12 15
12 correct? 10
Comments:
52
Nonfiction
Photo Album
GUIDELINES
Objective: Students create a construction paper photo album of important

people, places, events, or objects from a nonfiction book. Students
write captions explaining the significance of the photos.
Ask students to imagine that they have just taken a journey to the setting of their
book (this may involve time travel). They visited the places in the book, witnessed
the events, and met the characters. While they were there, they snapped pictures
the entire time, like a photojournalist trying to capture every detail. Now they’ve
returned home and they need to sort through all of their photos. They will choose
the four most important photos.
The four photos should show what students believe are the most important aspects
of their book. Students will then draw the four photos. They may need to do some
research to find out what type of clothes were worn, what the landscape looked
like, and so on. If their books include photographs or illustrations, students can
use these as a reference.
Explain to students what a caption is. For each photo, students write a caption that
is at least three sentences long. In the caption, students explain why the image in
the photo is so important in the book. Finally, they mount the photos and captions
in a construction paper album.
Make a classroom display of the albums. Have children each choose one or two
photos to present to the class. Encourage classmates to ask the presenters
questions about the books they’ve read.
53
Name: _______________________________________________________________________ Date: ____________________________________
Nonfiction
Photo Album
Imagine that you are a photojournalist who took
DUE DATES
photographs of everything in your book. Choose four of
these photos to include in an album. The photos should Book approved
show the most important people, places, events, or objects _________________________
from the story. You will draw the photos and write a
caption for each. Book finished
_________________________
M AT E R I A L S
Project finished
four 3- by 5-inch index cards (or white paper cut to that size or _________________________
larger), large sheets of construction paper, markers or crayons,
glue or tape
DIRECTIONS
1 Find a2 nonfiction
3 book 4 5 you and
that interests 6 is at 7 8
an appropriate 9
reading 10for
level 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Make3a list of the

4 most important
5 6 people, 7places, events,
8 and9 objects10 11
in the book. 12
2 3 Choose
4 the four
5 most important
6 7 8
or interesting 9 on your
items 10list. Draw
11 and color
12 an
illustration of each one to create a “photo.”
3 4 Write5an interesting
6 7
caption 8
to describe 9 photo.
each 10Each caption
11 12 be at
should
least three sentences. In the caption, explain why the image shown is important in
the book.
4 5 Fold a6 sheet of7construction

8 9 in half,10like a book.
paper 11 On the
12 front, write a title for
your album. Include the book title, author, and your name.
5 6 Open7the album
8 and glue
9 the photos
10 inside.
11 Glue a12
caption beneath each one.
54
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Nonfiction
Photo Album
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 have your
4 on5time? 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 draw four
Did you 5 pictures6of impor tant
7 people,
8 9 20 10 11 12
places, events, or objects from your book?
2 3 4 5 write captions
Did you 6 that7 were at least
8 three9 10 15 11 12
sentences?
3 4 5 6 captions
Did your 7 explain 8 9
the impor tance 10
of the 11 15 12
photos?
4 5 6 7 display 8
Did you the photos9and captions
10 in an11
album? 12 10
5 6 7 Is your8 project neat

9 and color
10 ful? 11 12 10
6 7 8 9 write a 10
Did you 11front and12include the
title on the 5
book title, author, and your name?
Comments:
55
Nonfiction
E-mail a Friend
GUIDELINES
Objective: Students write two e-mail messages. First, they write a message from
a friend or family member asking questions about the book. Then, they
write a message answering the questions and persuading the friend or
family member to read the book.
Provide examples of persuasive writing. Read some of these together and discuss
how the writers tried to persuade readers. Ask students to identify which parts
were convincing and which parts were not. Look at the use of specific examples.
For this project, students write two e-mail messages. If e-mail is unavailable, they
can simply write an e-mail heading at the top of a sheet of paper. First, students
think of a friend or family member who might enjoy the book they read. Then, they
imagine they are the friend or family member and write questions that he or she
might have about the book.
Students write a rough draft of their answers, as well as any other reasons to
convince their friend to read the book. As they write, have students recall the
techniques the writers used in the examples you studied. Remind them to include
specific examples. Also point out that they know the person they are writing to,
and they should tailor their recommendation for that person. (For example, a
student could write: “You always talk about how much you like camping, so I think
you would really enjoy the scene in which…)
As an alternative, you could have students work with a partner and write to each
other. Each student would write a letter of questions to the other; the recipient
would then write a response.
56
Name: _______________________________________________________________________ Date: ____________________________________
Nonfiction
E-mail a Friend
In this project, you’ll write an e-mail message to a friend
DUE DATES
who might enjoy the nonfiction book you just finished.
First, put yourself in your friend’s shoes and think of the Book approved
questions he or she might ask you about the book. Then, _________________________
you’ll write an e-mail message answering those questions
and persuading the friend to read the book. (If e-mail is Book finished
unavailable, you can write your messages on paper.) _________________________
Project finished
M AT E R I A L S
_________________________
lined paper
DIRECTIONS
3 book 4 5 you and
an appropriate 9
reading 10for
level 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Think3of a friend
4 (or relative)
5 6 might enjoy
who 7 this8book. What
9 might
10this friend
11 12
want to know about the book before he or she reads it? What might your friend want
to know about the writing style, plot, characters, story, and so on? Write an e-mail
message to yourself from your friend, asking you about the book. Include at least
four thoughtful questions. Print the message to hand in to the teacher. (You do not
need to send an actual e-mail. You can simply write it on paper.) Write this
information at the top of the page and fill it in:
To:
From:
Date sent:
Subject:
Message:
57
Name: _______________________________________________________________________ Date: ____________________________________
2 3 Before
4 you write
5 back to6 your friend,
7 8
organize your9thoughts.
10 Write a11rough draft
12
responding to your friend’s questions and providing any other reasons that your
friend would enjoy the book. Include specifics, but don’t give away the ending.
3 4 Revise5 your rough

6 draft7and then8write a final
9 draft.
10Either 11
print the 12
actual e-mail
message or fill in this information at the top of a sheet of paper:
To:
From:
Date sent:
Subject:
Message:
58
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Nonfiction
E-mail a Friend
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 write a message
Did you 5 6 at least
with 7 four thoughtful
8 9 15 10 11 12
questions about the book?
Did you 6 draft7of your response?
8 9 10 10 11 12
3 4 5 6 revise your
Did you 7 rough 8
draft? 9 10 11 10 12
4 5 6 7 write an8effective 9persuasive

Did you 10letter that
11 12 30
answered the questions?
5 6 7 8 include 9
Did you 10
specific examples 11 the book?
from 12 10
12 correct? 10
Comments:
59
Nonfiction
Souvenirs
GUIDELINES
Objective: Students create or design four souvenirs that represent important

aspects of a nonfiction book.
Ask students to explain what a souvenir is. Have they collected any souvenirs from
places they’ve visited? What did the souvenirs look like, and how did they represent
each place? If students were asked to create souvenirs for their hometown, what
would they make? How would these objects represent the place? If possible, bring
in souvenirs from various places or invite students to show some that they have
collected. (Note: If students’ nonfiction books deal with serious topics, such as
slavery, have students complete a different project that would be more
appropriate.)
Have students list the key places and events in their nonfiction book. After they list
these, they choose the four that are most important in the book. Students write a
paragraph on the importance of each and then design a souvenir of it. They do not
have to create the souvenir (although they can if materials are available). They
might design a T-shirt, key chain, paperweight, mug, magnet, statuette, postcard,
and so on.
Once students have finished, create a class “gift shop” where students can display
their projects. Place the written description beside each souvenir.
To create this project, a piece of paper was decorated

and taped to a mug.
60
Name: _______________________________________________________________________ Date: ____________________________________
Nonfiction
Souvenirs
Have you ever bought a souvenir to remind you of a place
DUE DATES
you’ve visited? After you finish your nonfiction book, you’ll
choose four important places or events from it. For each Book approved
place or event, you’ll explain its importance and design a _________________________
souvenir.
Book finished
M AT E R I A L S _________________________
3- by 5-inch index cards (or paper cut to that size), white paper, Poster finished
markers or colored pencils _________________________
DIRECTIONS
3 book 4 5 you and
an appropriate 9
reading 10for
level 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 List the
3 important
4 places
5 and events
6 in the7 book. Write
8 a sentence
9 10 each,11
about 12
explaining why it is important. Use the back of this sheet if you need more room.
2 3 Circle4the four5items on6the list that

7 you feel
8 are the9 most important
10 11 12
in the book.
Design a souvenir to represent each of the circled items. Think about the souvenirs
you’ve seen in gift shops: T-shirts, key chains, paperweights, mugs, magnets,
statuettes, postcards, bumper stickers, and so on. Sketch your design and then draw
and color a final copy. Draw each one on a separate sheet of paper.
3 4 Next, 5consider6the following

7 8
questions: 9 did you
Why 10 choose11
the four12
items that you
circled? What did you learn about them in your book? Why are they important to
remember? Why should others learn about them? How do your souvenirs represent
the places or events that you chose? Write a paragraph that explains the significance
of each.
4 5 Revise6 each paragraph

7 8 then 9
and 10 version
copy a final 11 onto an12index card (one index
card per souvenir).
61
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Nonfiction
Souvenirs
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 list impor
Did you 5 tant places
6 and events
7 8 a
and write 9 10 10 11 12
sentence about each?
3 4 5 design four
Did you 6 souvenirs?
7 8 9 10 20 11 12
4 5 6 write a rough
Did you 7 draft8of your four
9 paragraphs?
10 11 10 12
5 6 7 revise and
Did you 8 write a9final copy?
10 11 12 15
6 7 8 paragraphs
Did your 9 explain
10 the impor
11 tance of12each 10
place or event?
7 8 Is your9 writing thoughtful

10 11 12
and informative? 10
Comments:
62
Nonfiction
Test Time
GUIDELINES
Objective: Students create a test and answer key based on their nonfiction book.
Ask students which they think is harder: writing a test or taking one. Explain that
with this assignment, they’ll have a chance to find out.
Review the different kinds of questions that appear on tests:

essay
multiple choice
fill in the blank
matching information
true or false
analogies
Ask students which questions they find the most and least difficult. Explain that
they should include several types of questions in the test they will create and that
they should also write an answer key for it. (You might offer extra credit for
including and answering an essay question.)
After students have written information about their book, they decide which types
of questions they wish to use. Point out that it’s easiest to create the answer key as
they write the test. Encourage them to refer to their books while they are making
up questions and especially while they are writing the answers. Explain that they
should ask questions about different aspects of the book.
If students have read the same book, you might have them take one another’s tests.
Have students grade their own papers, using the answer keys that their classmates
created.
63
Name: _______________________________________________________________________ Date: ____________________________________
Nonfiction
Test Time
It’s your turn to be the teacher! After you finish your
DUE DATES
nonfiction book, you’ll make up a test about it. Your test
should include a few different sections, such as true/false, Book approved
multiple choice, matching, and fill in the blank questions. _________________________
_________________________
lined paper
Project finished
DIRECTIONS
_________________________
3 book 4 5 you and
that interests 6 is at 7
an 8 9 10 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 What3is the setting

4 (time5 and place)
6 of your
7 book? If
8 there are
9 several10places in
11your 12
book, list the most important ones.
2 3 List the
4 most important
5 6people in7 your book
8 and write
9 a sentence
10 or 11 12each
two about
one. (Use a separate sheet of paper if you need more space.)
64
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Think5about the
6 important
7 events8 that took
9 place. 10 11them and
List five of 12 briefly
explain why they were important.
4 5 Now, 6use this and

7 other8information
9 you 10 11 the book
recall from 12 to make up a test. This
test should not be extremely difficult. It should test whether someone has read the
book and remembers the most important information. Include at least two different
kinds of questions, such as true/false, fill in the blank, multiple choice, or matching.
Write at least 15 questions. Make sure you ask questions about all aspects of the
book: setting, characters, conflict, resolution, as well as the beginning, middle, and
end of the story.
5 6 Write7a neat final

8 copy of
9 your test,
10 numbering
11 12
questions and labeling sections.
6 7 On a separate
8 9
sheet 10
of paper, 11 an answer
write 12 key. Make sure to check that your
answers are correct.
65
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Nonfiction
Test Time
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 have your
4 on5time? 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 complete
Did you 5 steps 2–4
6 on the 7
directions 8sheet? 9 10 10 11 12
3 4 5 include 6
Did you 7 questions
at least 15 8 and two9types 10 20 11 12
of questions?
4 5 6 ask questions
Did you 7 8 several9different10
about 11 20 12
aspects of the book?
5 6 7 create an
Did you 8 accurate9 answer 10
key? 11 12 15
6 7 Is your8 project neat

9 and organized
10 11
(numbered12
and 10
labeled)?
12 correct? 10
Comments:
66
Mystery
Detective on the Case

GUIDELINES
Objective: Students act as detectives and file a case report based on their
mystery. Their job is to report information such as setting,
characters, clues, conflict, and resolution.
This activity will help students understand the characteristics of mysteries. They’ll
discover that quite a bit of the information is included to throw the reader off track
as he or she is trying to figure out the mystery. Discuss the difference between real
clues and false clues. A real clue helps the reader put the pieces together to reveal
the solution to the mystery. A false clue makes the reader believe something other
than the truth. At the end of the mystery, the reader discovers which clues were
real and which were false. (Sometimes this information is revealed along the way.)
Students will notice a similar pattern with the characters as with the clues. Most
likely, all of the characters acted suspicious at one time during the story. And
perhaps the character that seemed the most innocent turned out to be the villain!
To show their understanding of the story, students write a description of how the
case was solved. The most complicated part of a mystery is often the resolution, so
this is an important part of the assignment.
Encourage students to make their projects look like official reports by designing
their own case report forms and making up a name for their detective agency. They
should include the name of the agency at the top of the form.
67
Name: _______________________________________________________________________ Date: ____________________________________
Mystery

You’ve just landed a job as a detective! Now that the
DUE DATES
mystery in your book has been solved, your job is to file an
official case report for your agency’s records. You’ll need Book approved
to review the case and accurately fill in the information. _________________________
Make the report look as official as you can by designing
your own case report form. Be sure it includes the Book finished
information listed below. _________________________
Project finished
M AT E R I A L S
_________________________
lined paper
DIRECTIONS
1 Find a2 mystery3that interests

4 you5and is at6an appropriate
7 8
reading 9 for you.
level 10 11
Have your book approved by your teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 At the3top of your
4 case report,
5 6 the name
write 7 of your
8 detective
9 agency,
10 the book
11 12
title, and author. Then, write the location and the approximate time of the mystery
(in other words, the setting).
2 3 Next, 4write a brief

5 description
6 of7the mystery.
8 What9was the10 11What needed
problem? 12
to be solved?

6 book 7 8 that helped
to find clues 9 10 the mystery.
solve 11 12 a list of at
Make
least three of them. Beside each, write the information the clue revealed in the end.
4 5 Who was
6 involved?
7 8 a list of9the main
Make 10characters.
11 Beside
12 each character, note
any suspicious behavior that occurred at any point in the story. Write whether any
additional information was revealed about each character at the end of the story.
5 6 Finally,
7 describe
8 how the
9 mystery
10was solved.
11 If any
12detectives deserve special
mention, explain why here.
6 7 Sign and
8 date your
9 10 and pass
report, 11 it in to
12the chief detective (your teacher).
68
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Mystery
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
on 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 describe5the setting?
Did you 6 7 8 9 10 10 11 12
2 3 4 5 describe6the myster
Did you 7 y? 8 9 10 15 11 12
3 4 5 6 list and 7write about

Did you 8 at least 9three clues?
10 11 15 12
4 5 6 7 list the 8
Did you characters9and any 10
suspicious11 12 15
behavior?
5 6 7 8 explain 9
Did you 10 y was
how the myster 11solved?12 20
12 correct? 10
Comments:
69
Mystery
Setting Map
GUIDELINES
Objective: Students choose a setting from the story and draw a map of it,
labeling important places.
Ask students to define the term setting. Lead them to the understanding that setting
includes both time and place. Ask them if their books have one setting or more
than one. Did the book take place in several locations and over an extended period
of time?
Discuss the importance of setting in a mystery. Explain that settings provide

important information. Information about where events occur helps the characters
and the reader try to solve the mystery. The setting also creates an atmosphere that
sets the mood for the story.
Ask students the following questions:
Why might atmosphere be especially important in a mystery.?
What is a typical atmosphere for this genre?
Does your book have this type of atmosphere?
How does an author create a particular atmosphere?
Have students look through their books to find descriptions of setting that create
a mood. You might have students work in small groups to share descriptions from
their books.
For this project, students first list the important places in their book. They then
choose one place to represent on a map. They should choose an important place
that is described in detail in the book. Encourage students to look in their books
for specific descriptions so that they can include as much detail on their map as
possible. They can be creative in how they indicate important places—for example,
they might put a thumbprint in each place on the map to indicate a place where a
clue was discovered.
Challenge students to make their maps reflect the mood of the story. They might do
this through their drawings, colors, writing style, and title. Display the maps in
your classroom, and have each student describe what the map shows (without
giving away the ending of the book).
70
Name: _______________________________________________________________________ Date: ____________________________________
Mystery
Setting Map
For this project, you’ll choose an important setting and
DUE DATES
make a map of it. On your map, you’ll indicate where
events took place and include other noteworthy Book approved
information. Include illustrations and labels. _________________________
_________________________
large sheet of white or light-colored paper, markers or colored
pencils Project finished
_________________________
DIRECTIONS

7 8 9 10 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Make3a list of the

4 important
5 6 in your7 book. Write
places 8 a sentence
9 or10 11
two explaining 12
the significance of each.
2 3 You will
4 make 5a map of6one place7 on your8list. Choose
9 a place
10 that is11 12 to
important
the story—perhaps where the most exciting event occurred. If a place is important,
the author probably provided information about what it looked like.
3 4 Look 5in your book

6 for descriptions
7 8 of this9place. Take
10 notes11 12
on the details.
71
Name: _______________________________________________________________________ Date: ____________________________________
4 5 In the6box below,
7 sketch8what you
9 will include
10 on your
11 map.12Draw pictures to show
important places and note events that took place there.
5 6 Draw7your final
8 copy on9a large 10 11 or light-colored
sheet of white 12 paper. Color your
illustrations and label each place on the map. Write the name of the place and the
important events that occurred there.
6 7 Give your
8 map9a title and
10 write it11at the top.
12 Write the book title, author, and your
name on the map.
72
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Mystery
Setting Map
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
by 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 list the 5
Did you impor tant 6places and
7 write about
8 9 10 11 12
each? 5
2 3 4 5 take notes
Did you 6 on the7place you8chose for9your 10 11 12
map? 5
3 4 5 6 sketch your
Did you 7 map?8 9 10 11 5 12
4 5 6 7 map complete
Was your 8 9 detailed?
and 10 11 12 20
5 6 7 8 map include
Did your 9 10
illustrations? 11 12 20
6 7 8 9 map include
Did your 10 labels
11 of places
12 and the events
that occurred there? 15
7 8 9 10 give your
Did you 11map a title?
12 5
8 9 10 Are the
11 spelling,12punctuation, and grammar correct? 10
Comments:
73
Mystery
New Ending
GUIDELINES
Objective: Students write a different ending for a mystery.
This creative writing assignment allows students to analyze the resolution of a

mystery and write their own ending. As they read their mysteries, students will
most likely believe that there will be a different outcome. This is their chance to
write the ending that they anticipated.
To get students started on this project, ask questions such as:

Did you think the mystery would end differently and why?
Could the clues have pointed to a different conclusion?
Did characters who acted suspicious turn out to be innocent?
Did characters who seemed innocent turn out to be suspicious?
Have students find the part in the book that they will use as their starting point.
Explain that the transition should be smooth from the author’s writing to their
own. You might have students copy a paragraph from the book at the beginning of
their writing assignment. Then, encourage them to write in a style similar to the
author’s.
After students have written a rough draft, you may want to have them revise their
writing in class. Ask students to read their drafts and make sure that they have
thoroughly explained their new ending. Are there any unanswered questions? If so,
students should explain anything that is still unclear.
Set aside a time for students to read aloud their final drafts to the class and answer
any questions their classmates might have. Remind them not to give away the real
ending.
74
Name: _______________________________________________________________________ Date: ____________________________________
Mystery
New Ending
Did the ending of your mystery surprise you? How did you
DUE DATES
think it would end? Imagine that you are the author of the
mystery and your editor has asked you to rewrite the Book approved
ending. How would you change it? _________________________
_________________________
lined paper
Project finished
DIRECTIONS
_________________________

7 8 9 10 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Think3about how
4 the book
5 ended.6 If you could
7 8 to the9 point in10the book
go back 11 12
before the mystery was solved and rewrite the ending, what would happen? How
would things have turned out differently? Find the part of the book that you will use
as a starting point. Write the page number of your starting point. Briefly describe
what has just occured in the book.
2 3 Write4a rough 5 6 new ending.

draft of your 7 It8should be
9 at least10one page.
11 12
3 4 Read 5your rough

6 draft and
7 make8sure it solves
9 the 10 11a way that
mystery in 12 makes
sense. Did you tie up all the loose ends? Revise your rough draft to make your
writing stronger. (Add dialogue and description. Change passive verbs to active
verbs. Check your spelling, punctuation, and grammar.)
4 5 Write6a neat copy

7 of your
8 final draft,
9 and 10 11
add a title. 12
75
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Mystery
New Ending
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 have your
4 by5the due date?
6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 write a rough
Did you 5 draft6that was 7at least one
8 page? 9 15 10 11 12
3 4 5 revise your
Did you 6 rough 7
draft? 8 9 10 15 11 12
4 5 6 write a neat
Did you 7 final draft?
8 9 10 11 15 12
5 6 Does 7 8
your new ending 9 sense?10
make 11 12 15
6 7 Is your8 writing thoughtful

9 10 11
and interesting? 12 15
12 correct? 10
Comments:
76
Mystery
Character Cards
GUIDELINES
Objective: Students create at least five character cards. Each card includes an
illustration and important information about a character.
To get students started on this project, display baseball cards and explain that
students will make similar cards for the characters in their book. Ask students
what information they would include on these cards, and list their suggestions on
the board.
Discuss the role that characters play in a mystery and the idea that in this genre
characters often aren’t who they seem to be. Ask students to think about the
characters in the mystery they have read. Pose the following questions:
How does the author portray the characters?

What does the author want the reader to believe about each one?
Did students find any hints about the characters along the way that
helped reveal their true role in the mystery?
Encourage students to think about these questions and answer them in a general
way so that they do not give away the endings of their mysteries. If several students
have read the same book, they might discuss these questions in a small group.
Encourage students to look up information in their book as they fill in their cards.
As an alternative to drawing a picture, have students look through old magazines
and catalogs and cut out pictures that fit the characters’ descriptions.
77
Name: _______________________________________________________________________ Date: ____________________________________
Mystery
Character Cards
Here’s a way to keep track of all the characters—make
DUE DATES
trading cards for them. These cards will look like baseball
cards but will show different kinds of information. Book approved
_________________________
M AT E R I A L S
Book finished
5- by 8-inch index cards (or paper cut to this size)
_________________________
DIRECTIONS Project finished

_________________________
7 8 9 10 11
reading level for you. Have your book approved by your
teacher.
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 List the
3 characters
4 here.5 6 7 8 9 10 11 12
2 3 Circle4the characters
5 6 are most
that 7 important
8 to the9 story. (Even
10 a character
11 12
that
seems to have a small part might be very important in the end.)
3 4 Make5a character
6 card for
7 each of8 the characters
9 10 circled.
you 11(You should
12 make at
least five cards.) On one side of the index card, draw and color a picture of the
character. Write the character’s name below or above your picture.
4 5 On the
6 back of7each card,
8 include9 the following
10 11 12You may need to look
information.
up some of this information in your book. If you can’t find the exact information,
write “Information not available.”
Name and approximate age
Home
Occupation (job)
Physical description (what the character looks like)
Role in story (how the character is involved in the mystery)
Suspicious or unusual behavior
78
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Mystery
Character Cards
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 have your
4 by5the due date?
6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 make a 5list of the6characters?

Did you 7 8 9 10 10 11 12
2 3 4 5 make at6least five7character8cards?

Did you 9 10 25 11 12
3 4 5 6 draw a picture
Did you 7 on 8 9 each? 10
one side of 11 20 12
4 5 6 7 complete
Did you 8 the information
9 10the other11side?
on 12 20
11 12
correct? 10
Comments:
79
Historical Fiction
Story Quilt
GUIDELINES
Objective: Students create a quilt depicting symbols from the story. Students
explain the significance of each.
This project helps students identify and understand symbolism in literature. Start
by discussing objects that are important to students. Help students understand the
difference between objects they like (video games, shoes, and so on) and those that
might hold a deeper significance. Explain that a symbol is an object that represents
something important. It symbolizes something else that is more meaningful than
the object itself. Discuss examples that students provide to discover what the
objects symbolize. You might also use examples from books that you have read as a
class.
Students will choose four important symbols from their book. They will create a
simple paper quilt on which to draw the symbols. Explain that they are creating a
story quilt because each symbol helps tell part of the story. If possible, provide
wrapping paper for students to create patterned squares to add to their quilt. In the
center they will write the title and author of their book, as well as their name.
To extend this activity, have students choose an additional symbol from their book
and make a separate square for it with a picture and a brief explanation. Tape these
together to form a class quilt. If desired, make a checkerboard pattern by attaching
solid or patterned paper squares in between each student square.
80
Name: _______________________________________________________________________ Date: ____________________________________
Historical Fiction
Story Quilt
Can you think of any objects that have special meaning to
DUE DATES
you? Do they remind you of a person or an important
event? Now, think about the historical fiction book that Book approved
you read. Were there any significant objects in the story? _________________________
In literature, these objects are called symbols. They are
symbolic of something important. For this project, you’ll Book finished
make a quilt that shows four symbols from the book. _________________________
Project finished
M AT E R I A L S
_________________________
large square sheet of white construction paper, ruler, markers
or colored pencils, scissors, wrapping paper (optional)
DIRECTIONS
1 Find a2 book of3historical4 fiction that

5 interests
6 you and
7 is at an
8 appropriate
9 10
reading 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Measure
3 and draw
4 light5pencil lines
6 to divide
7 the white
8 paper
9 square10 11
into thirds 12
across and lengthwise. This will create nine equal squares for your paper quilt.
2 3 Look 4through your

5 book6 to help you
7 remember
8 9 that10
objects 11
were important to12
the
story. These objects should represent something significant, like a person or an
event. List at least six of them below.
81
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Circle5four objects
6 from7the list that
8 you would
9 10to include
like 11 on your
12quilt. Sketch
each object in a box below.
4 5 Write6a few sentences

7 8
explaining9why each
10object is
11important.
12 What does it
symbolize or represent? Revise your sentences on a separate sheet of paper.
5 6 Locate
7 the four8 squares9in the corners
10 of 11
the quilt.12
Draw one object in each square.
Leave room in the same square to copy your sentences about the object. It is a good
idea to draw and write in pencil first and then trace over it with pen or thin marker.
6 7 Write8the title 9 10 of the 11

and author 12 center square.
book in the
7 8 Cut the
9 wrapping
10 paper11into squares
12 that are the same size as those on the quilt.
Glue a wrapping paper square in each of the blank squares. (If wrapping paper is
not available, cut squares of colored paper and draw simple patterns or designs on
them. Glue these in the blank squares.)
82
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Historical Fiction
Story Quilt
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
Was the 3 by4the due date?
5 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 list six impor

Did you 5 tant 6
objects? 7 8 9 5 10 11 12
2 3 4 5 draw four
Did you 6 objects 7on your quilt?
8 9 10 20 11 12
3 4 5 6 write a few
Did you 7 sentences
8 explaining
9 the 10 11 20 12
impor tance of each?
4 5 6 7 write the8 title and9author in10

Did you 11
the center? 12 10
5 6 7 8 cover the
Did you 9 remaining
10 squares11with paper?
12 10
6 7 8 Is your9 project neat

10 and color
11 ful? 12 10
Comments:
83
Historical Fiction
Postcards
GUIDELINES
Objective: Students write and illustrate three postcards about an important

character, place, and event in their book.
Ask students to explain the difference between facts and opinions. Choose topics of
interest, such as sports or television shows, and have students think of facts and
opinions about each. Write these on the board and ask students to explain what
makes each a fact or opinion.
Have students choose the most interesting person, place, and event as the three
topics for their postcards. They should come up with at least one fact and opinion
about each topic. You may want them to come up with several to reiterate the
difference between facts and opinions. You might extend this assignment and have
children choose one of their opinions and then support it with three facts in a
paragraph or short essay.
Students should choose whom they will write to and then write a message on each
postcard that incorporates their facts and opinions. They will draw a picture on the
back of each postcard to illustrate their topic.
Invite students to choose one of their postcards to read aloud to the class.
Challenge classmates to identify the facts and opinions that they hear. Add the
projects to a Postcard Museum (you could display the postcards on a tabletop or
bulletin board). If you hang them on a bulletin board, use a piece of tape at the top
of each postcard so that viewers can flip up the cards to see the other side. Have
students brainstorm ideas to make the Postcard Museum a unique showcase.
84
Name: _______________________________________________________________________ Date: ____________________________________
Historical Fiction
Postcards
Have you ever received or sent a postcard? For this project,
DUE DATES
you’ll write three postcards about your book to a friend or
relative. You will choose an important person, character, Book approved
and event to write about. In each postcard, you’ll write _________________________
both facts and opinions about your topic. Then you’ll draw
an illustration on the back of the postcard. Book finished
_________________________
M AT E R I A L S
Project finished
three 5- by 8-inch unlined index cards (or heavy white paper cut _________________________
to that size), markers or colored pencils
DIRECTIONS

5 interests
6 you and
7 is at an
8 appropriate
9 10
reading 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Choose
3 a topic4for each5of the three
6 postcards.
7 8 three topics
Your 9 10 be an11
should 12
important person, place, and event from the story. List them below and briefly
explain the significance of each. Then write the topics in the chart on the next page.
85
Name: _______________________________________________________________________ Date: ____________________________________
2 3 Think4of at least
5 one fact
6 and one7 opinion8about each
9 topic.10 11in the chart
List these 12
below. If you need more room, create a similar chart on a separate sheet of paper.
TOPIC FACT OPINION
3 4 Decide
5 whom you
6 will write
7 8 each postcard.
to on 9 10 could11
You write to 12
the same friend
or relative for all of them, or you could choose a different person for each one. Write
a rough draft of your message for each postcard, incorporating the facts and
opinions from the chart. Include any other information about the book that would
interest your friend or relative.
4 5 Revise6 your rough

7 draft8and then9write your
10 final draft
11 on the
12 cards. Don’t forget to
sign and address the postcards.
5 6 On the
7 back of8each postcard,
9 10 the person,
draw 11 12 or event that you wrote about.
place,
(First, sketch them in the boxes below.) Write the book title and author as well as
your name.
86
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Historical Fiction
Postcards
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
on 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
1 2 3 4 complete
Did you 5 the char6t? 7 8 9 10 10 11 12
Did you 6 7
draft? 8 9 10 10 11 12
3 4 5 6 revise your
Did you 7 rough 8
draft? 9 10 11 10 12
4 5 6 7 include a8 fact and 9an opinion10in each postcard?

Did you 11 12 15
5 6 7 8 postcards
Are your 9 well written
10 and 11 12
interesting? 15
6 7 8 9 draw a 10
Did you picture on11 12
each postcard? 15
Comments:
87
Historical Fiction
Comic Strip
GUIDELINES
Objective: Students create a comic strip to retell an important part of their

historical fiction books.
Bring in the funny pages from a newspaper and any additional comic strips you
think will provide a good example for students. Ask students to name the
components and characteristics of a comic strip. Discuss the use of illustrations,
characters, and speech balloons. Explain that the comic strips that students create
do not need to be humorous. (If students’ historical fiction books deal with serious
subjects, such as slavery, have students complete a different project that would be
more appropriate.)
Note in the examples that comic strips often use dialogue and action to tell a short
story. Have students consider this as they choose the part of the story they will
retell. After they have decided on a part of the book that would lend itself well to
the comic strip format, students write a summary of that part of the book.
Students then sketch their comic strip to make sure they can fit all of the
information in about eight panels. If students find it too difficult to draw the
characters, they can draw stick figures instead.
Make a class funny pages section with all of the completed projects. Fold large
sheets of newsprint in half, like a newspaper. Add a heading at the top of each page
that includes the name of the newspaper and the date. Attach the comic strips to
the pages and display on a tabletop. Or you might display the comic strips on a
bulletin board.
88
Name: _______________________________________________________________________ Date: ____________________________________
Historical Fiction
Comic Strip
For this project, you’ll create a comic strip based on a part
DUE DATES
of the historical fiction book you read. Your comic strip
should include illustrations as well as text. Look at real Book approved
comic strips for ideas. _________________________
_________________________
large sheets of white construction paper, thin markers or
colored pencils, ruler Project finished
_________________________
DIRECTIONS

5 interests
6 you and
7 is at an
8 appropriate
9 10
reading 11
Book Title: _____________________________________________________
Author: _____________________________________________________
1 2 Choose
3 an important
4 or5exciting 6part of the
7 book that
8 you would
9 like10
to retell 11
in 12
your comic strip. Find a part that will allow you to include action and dialogue.
Write a one-paragraph summary of this part of the book.
2 3 Refer4to your summary

5 6as you sketch
7 your8comic strip.
9 Decide
10 what 11 12
you will include
in each panel. Your comic strip should include about eight panels in all. If you have
difficulty drawing the character, you may draw stick people. Make sure to give them
some identifiable characteristics so that the reader can tell them apart. Also make
sure that the sequence of events is clear and easy to follow.
3 4 Position
5 a sheet
6 of white7 construction
8 9 horizontally
paper 10 11 draw ten
and 12 boxes of
equal size. (You might need to make some larger and some smaller, depending on
what you will include in each.) Draw and write in pencil first, then copy over with
pen or thin marker. Keep the illustrations and text as neat as possible. Then, color
your comic strip.
4 5 Give your
6 comic
7 strip a 8title. Write
9 your name,
10 the11 12and the author’s name
book title,
on your project.
89
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Historical Fiction
Comic Strip
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
on 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 choose 5an interesting

Did you 6 or exciting
7 par t 8of 9 10 10 11 12
the book?
3 4 5 write a one-paragraph
Did you 6 7 summar
8 y? 9 10 10 11 12
4 5 6 complete
Did you 7 your comic
8 strip? 9 10 11 25 12
5 6 Does 7 your comic8strip effectively

9 10 the selected
retell 11 12 10
par t of the book?
6 7 Does 8
your comic9strip include
10 illustrations
11 12text?
and 10
7 8 Is your9 comic strip

10 neat and
11 easy to12follow? 10
Comments:
90
Historical Fiction
Time Line
GUIDELINES
Objective: Students research the time period their book was set in and create a
time line showing historical events that occurred during that era.
Historical fiction lends itself well to research projects such as this. Reading a book
of this genre helps students become more interested in the historical events of the
time period in which the story was set. In addition, as students research the time
period, they will gain a better understanding of the story.
It is important that students correctly identify the time period in which their book
was set before they begin this project. Check students’ work on step 2 to make sure
they have written the correct time period. Students then begin research to
determine which important events they would like to include.
After they have taken some preliminary notes, they should again meet with you to
narrow or expand their time frames. If a student’s book is set during one year, the
student might show five to ten years on their time line. If a student’s book spans 50
years, the student might show 15 to 25 years. The amount of time shown also
depends on how much happened during that time period. If many important
events occurred within a short period of time, students should make their time
frames shorter (and vice versa).
Discuss the types of events students might include on their time lines. As a group,
brainstorm a list of categories and write them on the board. The list might include
the following:
politics sports and entertainment
economics civil rights
exploration women's rights
inventions and technology space travel
famous people (accomplishments,
dates of birth and death)
Encourage students to include some fun facts as well, such as the invention of the
Hula-Hoop. These should be in addition to the ten important events.
Show students how to position large sheets of white paper horizontally and then
cut across them. This will create long strips of paper that can be attached end to
end. To make their time lines visually appealing, students should include
illustrations and other decorations. The time lines should be colorful, informative,
and easy to read.
91
Name: _______________________________________________________________________ Date: ____________________________________
Historical Fiction
Time Line
After you finish your book of historical fiction, you will
DUE DATES
research the time period in which your book is set. Based
on your research, you’ll then make a time line to show at Book approved
least ten important events that occurred during that time _________________________
period.
Book finished
M AT E R I A L S _________________________
large sheets of white construction paper (cut in half to create Project finished
long, horizontal strips), markers or colored pencils _________________________
DIRECTIONS

5 interests
6 you and
7 is at an
8 appropriate
9 10
reading 11
Book Title: _____________________________________________________
Author: _____________________________________________________

4 book 5 6
and determine 7 it was 8set. If it does
when 9 not 10 11
tell you the 12
exact years, look up the dates of historical events that occurred in the book. Write
the time period here, and briefly describe how you found out. Have your teacher
check this step before you continue.
2 3 You will
4 create5a time line
6 about 7the period
8 of time9in which10your book
11 was set.
12 Your
time line should include at least ten important events, including any historical
events that were mentioned in the book. Research this time period using the
Internet, reference books, and other resources. Take notes on important events and
the dates they happened.
92
Name: _______________________________________________________________________ Date: ____________________________________
3 4 Now that
5 you are
6 more 7 8
knowledgeable 9 the time
about 10 period,
11 choose12an exact time
frame for your project. Discuss the time frame with your teacher before you
continue. If many important events occurred during a short period of time, your
time frame should be shorter. If not as many events occurred, your time frame
should be longer.
4 5 Sketch
6 a rough7draft of 8your time9 line. You
10should11
write one12or two complete
sentences for each event on the time line. Write your rough draft on the lines below.
Add illustrations and other decorations to make your time line eye-catching and
colorful.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
93
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Historical Fiction
Time Line
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 book approved
on 6 7 5 8 9 10 11

Did you 5 on time?
6 7 8 10 9 10 11 12
2 3 4 have a teacher
Did you 5 6 the dates
check 7 in step
8 2? 9 5 10 11 12
3 4 5 have a teacher
Did you 6 7
approve the 8 9
span of time 10 5 11 12
you covered?
4 5 6 include 7
Did you 8 impor tant
at least ten 9 events10
on your 11 25 12
time line?
5 6 7 write one
Did you 8 or two complete
9 10
sentences 11
about 12 15
each event?
6 7 Is your8 time line9neat, color

10ful, and11 12
easy to read? 15
7 8 9 include10
Did you 11
illustrations? 12 10
Comments:
94
RUBRIC
Name: _________________________________________________________ Date: ____________________________________
Genre:____________________________________________________________
Project: _____________________________________________________________
Book Title: _______________________________________________________________
POSSIBLE POINTS
POINTS EARNED
1 2 3 4 5 6 7 8 9 10 11
1 2 3 4 5 6 7 8 9 10 11 12
1 2 3 4 5 6 7 8 9 10 11 12
2 3 4 5 6 7 8 9 10 11 12
3 4 5 6 7 8 9 10 11 12
4 5 6 7 8 9 10 11 12
5 6 7 8 9 10 11 12
6 7 8 9 10 11 12
7 8 9 10 11 12
8 9 10 11 12
Comments:
95
Name: _______________________________________________________________________ Date: ____________________________________
Reading Log
DATE FINISHED BOOK TITLE AUTHOR GENRE
1.
2.
3.
4.
5.
6.
96
7.
8.
9.

10.
11.
12.

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Copyright:

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Ready-to-Go Genre Book Reports: Rofessional Ooks

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What is the book about?

What is the book about?

What genres of book reports are included?

What genres of book reports are included?

24

24 Ready-to-Go Genr Book Reports © Susan Ludwig, Scholastic Teaching Resources

Cover design by Norma Ortiz

Copyright © 2002 by Susan Ludwig.

24 Ready-to-Go Genr Book Reports © Susan Ludwig, Scholastic Teaching Resources

Blank Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

24 Ready-to-Go Genr Book Reports © Susan Ludwig, Scholastic Teaching Resources

Add pizzazz to your independent reading program with 24 Ready-to-Go Genre

A reproducible evaluation rubric that outlines the evaluation criteria

Genre of the Month

Assigning the Projects

Sharing and Displaying Finished Projects

Assessing Student Work

Posters should include the following:

information about the person’s background (such as family, education,

leadership experience (such as jobs or other accomplishments)

a drawing or photograph of the person

1 2 Look 3through the

Name: _________________________________________________________ Date: ____________________________________

1 2 3 hand in 4your project

Objective: Students choose three important events from their biography or

lined paper, construction paper, markers or crayons Project finished

1 2 Look 3for important

What did the person see or hear?

How did the person feel as the event was happening?

How did other people react to the event?

4 5 Write6a rough 7 8 journal9 entry from

6 7 Revise8 your writing

7 8 Make9a cover for

Name: _________________________________________________________ Date: ____________________________________

1 2 3 hand in 4your diar y5on time? 6

Objective: Students dress up as the subject of their biography or memoir and

Give students suggestions for questions, such as:

If students have difficulty obtaining an appropriate costume, have them instead

1 2 Read 3the questions

date of birth (and death, if applicable)

personality and character traits

major events in the person’s life

4 5 Read 6your monologue

Name: _________________________________________________________ Date: ____________________________________

1 2 3 hand in 4your index5cards on 6time?

5 6 7 act like 8the character

6 7 8 dress as9 the character

Objective: Students create a time capsule that represents the subject of a

Start by discussing objects that are significant to students. Help students to

Name: _________________________________________________________ Date: ____________________________________

1 2 3 hand in 4your project

1 2 3 4 make a 5list of impor

4 5 6 7 write at 8least five 9thoughtful10explanations?

5 6 7 8 decorate9 your shoe

A New Cereal on the Shelf

Finally, students plan a two-minute commercial advertising their cereal and

A New Cereal on the Shelf

1 Find a2 fictional3 book that

Name: _________________________________________________________ Date: ____________________________________

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Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date: