(Katherine Wiesolek Kuta) What A Novel Idea Proj

What a Novel Idea!
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What a Novel Idea!
Frojecte and Activities for Young Adult Literature
Katherine Wiesoiek Kuta
Teacher Ideas Press

An Imprint of Greenwood Publishing Group
361 Hanover Street
Portsmouth, New Hampshire
1997
Copyright © 1997 Katherine Wiesoiek Kuta
All Rights Reserved
Printed in the United States of America
No part of this publication may be reproduced, stored in a retrieval system, or

transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the publisher. An
exception is made for individual librarians and educators, who may make copies
of activity sheets for classroom use in a single school or library. Other portions of
this book (up to 15 pages) may be copied for in-service programs or other
educational programs in a single school or library. Standard citation information
should appear on each page.
TEACHER IDEAS PRESS

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Library of Congress Cataloging-in-Publication Data
Kuta, Katherine Wiesoiek, 1952-

What a novel idea! : projects and activities for young adult
literature / Katherine Wiesoiek Kuta.
xi, 143 p. 22x28 cm.
ISBN 1-56308-479-1
1. Young adult literature-Study and teaching-Activity programs.
2. Young adults-Books and reading-Activity programs. I. Title.
PN1009.A1K88 1997
809'.89283'07-dc21 97-279
CIP
DEDICATION
This book is dedicated to several

special people who helped me
tremendously in many ways.
My daughter, Melanie, who loves books at three

and is proud of her mother being a teacher.
My husband, Torn, who understands

what giving time to others means
and has been a strong support during the writing of this book.
My mom, who read to me

and encouraged me to pursue all my dreams and endeavors.
My colleague Donna Stupple, who has assisted me with computer technology

and has answered my never-ending questions.
All my students who have been my critics

and have been willing to read, to take risks with these projects,
and to grow as individuals.
V
Contents
Preface ix
Introduction xi
Reading and Writing Standards Activities 1
Activity 1: Character Analysis 2
Activity 2: Profile of Main Character's Personality 4
Activity 3: Elements of Fiction Chart 7
Activity 4: Character Comparison to Self 9
Activity 5: Class Newspaper on a Novel 11
Activity 6: "Dear Diary" 13
Activity 7: Story Map 15
Activity 8: Letter to a Friend About a Novel 17
Activity 9: "What If?" Situations for the Protagonist 19
Activity 10: Matching Symbols with Characters 21
Activity 11: Writing a Newspaper Article 23
Activity 12: Student-Created Test 25
Activity 13: Letter from One Character to Another 27
Activity 14: Formal Letter to an Author 29
Activity 15: Writing an Additional Chapter for a Novel 31
Activity 16: Writing a New Ending 33
Activity 17: Choosing a Character as a Friend 35
Activity 18: Summary of a Book Within a Symbol or Logo 37
Activity 19: Vocabulary Exchange: Replacing Words in
Passages with Synonyms 40
Activity 20: Plot Sequence and Response Writing 42
Representing and Viewing Standards Activities 45
Activity 21: Poster Advertisement for the Novel 46
Activity 22: Thematic Collage 48
Activity 23: Bookmark 50
Activity 24: Scrapbook for a Character 52
Activity 25: Poster Map of the Elements of Fiction 54
Activity 26: Book Jacket/Book Cover 56
Activity 27: Comic Strip Based on Plot and Theme 58
Activity 28: Mural of Symbolic Plot Sequences 60
Activity 29: Author Promotion Poster 62
Activity 30: Mobile of Characters 64
Activity 31: Award Certificate for a Character 68
Activity 32: Comparison/Contrast Chart of Characters 71
Activity 33: Vocabulary Mapping 73
Activity 34: Comparison/Contrast Chart for a Novel and Movie 75
Activity 35: Timeline of the Events of the Plot 77
Activity 36: Travel Brochure for a Setting 79
Activity 37: Postcard from One Character to Another 81
Vll
viii / Contents
Activity 38: Bumper Sticker 83

Activity 39: Greeting Card 85
Activity 40: Fortune Cookie Sayings for the Characters 87
Speaking and Listening Standards Activities 89

Activity 41: One-Minute Booktalk 90
Activity 42: A Book in a Week 92
Activity 43: Create a Poem on a Theme or Feeling 94
Activity 44: Create a Song on a Theme of a Book 98
Activity 45: Share Responses on a Novel 100
Activity 46: Oral Interpretation of a Passage 102
Activity 47: Share a Vocabulary Word a Day 104
Activity 48: Panel Discussion on a Book 108
Activity 49: Radio/Television Publicity Spot 110
Activity 50: Live Interview of Novel Readers 112
Activity 51: Role-Play an Interview with an Author 114
Activity 52: Dramatize a Scene 118
Activity 53: Thumbs Up/Thumbs Down Book Review 120
Activity 54: Imagery/Figurative Language Presentation 122
Activity 55: Create and Share a Children's Book 126
Activity 56: Sharing an Acrostic Poem Made from the Title 129
Activity 57: Impromptu Response Speeches 131
Activity 58: Mood Talks 135
Activity 59: Create a Game About a Novel 138
Activity 60: Presenting Buttons and T-Shirt 140
About the Author 143

PREFACE
The purpose of this book is to provide activities and projects for teachers to use with
their students as before, during, and/or after reading activities with young adult literature,
particularly novels. Certainly this resource book could be used for authentic assessment
because all the activity projects involve students' performance in displaying their knowl-
edge and understanding of a book in a creative, original manner. Students could work on
these projects in groups, pairs, or individually as directed by the teacher.
This book offers 60 activities and projects of a wide range that can accommodate
several different learning styles. Some students prefer activities that require reading and
writing if they tend to be skillful in these areas. Other students prefer creating objects that
show and represent their knowledge. Those students who tend to be very verbal may feel
most comfortable with speaking to an audience in a small or large setting for their project.
Teachers should offer choice and variety to accommodate students' interests whenever
possible, but all students should be exposed to all modes of expression and skills.
Most of these activities can be adapted for any grade level, ability group, type of class,
or type of literature. Because the teacher's purpose for assigning an activity may vary as
do the skills that need reinforcing, the activities are divided into three parts, with 20 activity
projects in each section, that emphasize two of the six reading/English standards: reading,
writing, representing, viewing, speaking, and listening. All six skills may be required in
some way for any particular project.
The criteria used for selection of the material were based on successful classroom-
tested projects. Most of the activities I have used myself with students. Many teachers
have shared their ideas with me over my 22 years of teaching in the classroom. I have
taught in several Chicago area school districts ranging from kindergarten through college,
and I have found that high school students were the most challenging and the most
enjoyable. They need the opportunity to express themselves individually, to be successful
and increase self-esteem, and to learn about themselves and the world they live in. One
means of doing all of the above is through young adult literature and activity projects.
Through my experiences, I have become acquainted with many professional teachers
who were kind enough to share ideas with me. These ideas have been saved, changed, and
molded to fit my needs and the needs of the students that I was working with at any one
time. I am thankful to all my colleagues who have shared ideas and materials with me
when I was "the new kid on the block" during the years of starting over with a new class,
grade level, or school. This book has now allowed me to organize the old as well as create
the new so that I can share successful materials with others.
ix
x / Preface
I have taught remedial students during my entire teaching career, and there are three things I
have found that add to success with students. One is to plan a variety of activities for use within a
class. The second is to give students the power of choice, and the third suggestion is to use young
adult literature in the classroom. These have been my most successful motivating factors that have
worked well with all my students. I wrote this book with these three factors constantly in mind.
Because teachers like ready-made materials that meet their needs, the activities and projects
are reproducible. Each activity project has a list of purposes, how to use the activity, evaluation,
and variations. Teachers can change or enlarge the forms as they feel necessary.
I hope that you as an educator become more enriched with ideas by using this book with your
students and that your students learn to grow to be lifelong readers.
INTRODUCTIO
With the publication of the International Reading Association and the National
Council of Teachers of English's Standards for English/Reading Language Arts in 1996,
I felt a need to show teachers the kinds of activities and projects that are already being
done successfully in the classroom that match the standards that are explained in the
document. These six necessary skill standards—reading, writing, representing, viewing,
speaking, and listening—are stated more specifically in the 12 student-centered standards
recently published.
The emphasis in the English/reading classroom is for students to develop and grow
to the best of their ability by providing opportunities for them to increase their skills and
become more literate in the world as citizens who are readers, writers, and speakers. This
book offers students opportunities in all six areas.
The first part concentrates on reading and writing activity projects. The projects
include writing essays, news stories, letters, summaries, fiction, and creative responses.
These projects have been grouped together because the students are involved in not only
reading a work of literature but also having a writing experience concerned with that book.
These activities are not in any particular order since a teacher could choose a specific
activity to meet a specific purpose or several activities could be offered to students to
choose among for a project.
The second part deals with activities and projects that offer students the opportunity
to display their knowledge of a book in the form of visuals, such as a chart or artwork.
Even in this part, the students must read a piece of literature and there may be some writing
involved in the project, but the focus is on the information being represented in an unusual,
creative format as requested in the individual activity project. Some of the formats may
include a collage, poster, mobile, mural, bumper sticker, bookmark, or greeting card. The
second phase of the project is sharing the creation with the class members for their viewing.
Students need to take responsibility for their learning by sharing and learning from one
another. This cooperation enables the teacher to act as a facilitator in the classroom. The
use of the visual becomes a teaching device for students to use during presentations
whether it be formally or informally.
The third part of the book offers activities and projects for students to practice the
speaking and listening standards. The activities were designed for students to use verbal
skills and not only be creative in some instances, but also present orally to the class or
small groups. Some activities include a one-minute booktalk, panel discussion, interview,
oral book review, and an oral presentation of a passage. The class members get to practice
their listening skills as they become the audience for the presentations.
For all 60 activity projects, there is an explanation sheet that gives the teacher pertinent
information on the purposes of the activity, how to use the activity, evaluation points, and
variations for uses with the activity. All 60 activity projects are reproducible and ready
to use in the classroom. The variety in the activities should make this resource book a
useful tool to increase students' participation, motivation, and assessment.
xi
Reading and Writing
Standards Activities
2 / Reading and Writing Standards Activities
ACTIVITY 1
CHARACTER ANALYSIS
Purpose of the Activity

The purpose of this activity is to involve students as active readers. They will be writing and
taking notes about a character as they read the text. Students will also reflect on whether they think
the character is likable or not based on the information they have in front of them. Students will use
the information on this graphic organizer, a visual structure that displays information, to make a
one- to three-sentence conclusion on whether or not a character is likable with an explanation of
their reasons.
How to Use the Activity
Use this activity with students during reading, starting at the beginning of the reading. Most of
the information about main characters appears during the exposition of the novel, which generally
comprises the first couple of chapters of the book. Students can learn about exposition and character
development by charting information on this form. This activity can be assigned to individuals,
pairs, or groups. Use this form as a model with a short work first to ensure understanding.
Evaluation
How the activity is used determines the evaluation and credit for the assignment. One
possibility is to give credit for completion of this activity as well as separate credit for sharing with
a partner or the class. Hopefully, as students become more careful readers, they will be able to
monitor their own understanding of a character and realize that in a novel the author gives pertinent
information during the exposition of the plot to develop the characters as real people.
Variations
After students gain understanding of the main character's development, use this form and ask
students to trace the development of other characters as they are introduced throughout the book.
You can also have students draw symbols that represent each character's personality, and this
activity can lead to further discussion and understanding of each person.
Activity 1: Character Analysis / 3
ACTIVITY 1
CHARACTER ANALYSIS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Choose a main character from your novel whom you would like to get to know better
as a person. We learn about people by what they say, how they act, and what others tell us; we
also learn about characters in books this way. You will keep track of one character and write
down information about this person as you read about him or her. Make sure to include page
numbers and specific examples.
Physical Description Personality Description
1. 1.
2. 2.
3 3
4. 4..
5. 5,
NAME OF CHARACTER
Background Information Problems in Life
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
On the back of this sheet, write one to three sentences to explain why this character is likable or not.
From What a Novel Idea! © 1997 Katherine Wiesoiek Kuta. Teacher Ideas Press. 1-800-237-6124.
ACTIVITY 2
PROFILE OF MAIN CHARACTER'S PERSONALITY

The purpose of this activity is for students to look for specific information, to draw inferences,
and to understand the main character's personality. The students will practice moving beyond the
text as they read or after completion of the reading to gain greater understanding of people and
themselves.
This activity can be assigned during or after reading. Before the activity is assigned, however,
have the students practice it on themselves. Ask the students to create a circle out of their own paper and
cover half the circle with another color paper or color in half the circle. Then ask the students to write
several of their own personality traits that are obvious to everyone in class. For the darker side of the
circle, students can think of a couple of their traits that only special friends or family know about.
Discussion and information sharing would help students understand themselves, each other, and the
activity for the main character. Students need to take notes on a character as the author relates information
throughout the text. As they read, they must look for less-obvious traits based on a character's decisions,
conversation, and behavior. This will help them be more perceptive readers.
Evaluation
Assess this activity in terms of how well the students understand the main character by using
specific examples from the novel. If the activity is used as a class activity, student participation
should be taken into consideration.
Variations
This activity can be expanded on in several ways to increase depth and understanding. One
possibility is to assign a variety of characters to different groups of students and have group members
decide which personality traits are the most important ones to share with the class. Also, after a
discussion, a game can be created to match characters with personality traits.
Activity 2: Profile of Main Character's Personality / 5
ACTIVITY 2
PROFILE OF MAIN CHARACTER'S PERSONALITY
Name: Date:
Title:
Author:
Publisher and year:
Everyone has obvious personality traits, parts of themselves that are easily seen by everyone
else. Each person also has a hidden side that is not shown to anyone except good friends or
parents. Choose an important character from the novel and find three to five external personality
traits that are stated by the author directly through description. Then look for three to five
internal personality traits that first are learned by the reader through a character's words, actions,
or behavior throughout the novel. Label them in the correct side of the circle.
CHARACTER'S NAME
INTERNAL TRAITS EXTERNAL TRAITS
Activity 3: Elements of Fiction Chart / 7
ACTIVITY 3
ELEMENTS OF FICTION CHART

This reading and writing activity is designed to help students understand the important parts
of a story as well as the whole novel that they are reading or have completed. The activity can be
used during or after reading. The goal is for students to look for these elements of fiction when they
are reading independently.
This activity should probably be used in three phases. The first phase should consist of teaching
through direct instruction, modeling by showing students how to complete the task, and controlling
the discussion of the terms and responses.
Using a children's book, short story, or easy novel would be ideal to help students become
familiar with the form and terms. The first column can be used for definitions of the terms. The
second phase should consist of group discussion responses, and the second column can be used for
these responses. The third column of the form can be used for class responses that differ from the
group's responses. Students sometimes find it difficult to understand that there is more than one
acceptable response to or correct interpretation of literature, so they need to write other students'
comments in the third column. Finally, once you feel that the students understand the terms, the
third phase will consist of having students work individually on a novel and fill out the activity form
by themselves. Once again, the third column can be used for comments from the class discussion.
This last step creates student independence in learning.
Evaluation
The amount of credit given depends on which phase of instruction is being used. Students
working independently can receive a book project grade for their novel. One suggestion is to always
give credit for note taking and participating in an activity and discussion during phases one and two.
Variations
A variation of this activity is to change the second column to another story or novel for
comparison and contrast. You can always vary the terms that will be covered with a particular work
of literature.
ACTIVITY 3
ELEMENTS OF FICTION CHART
Definition of Term Individual or Class Discussion Responses

Group Discussion
Title and Author
Plot—One Sentence
Conflict
Protagonist—
Description
Antagonist—
Description
Setting
Mood
Irony
Foreshadowing
Point of View
Theme—One Sentence
Symbol
Activity 4: Character Comparison to Self / 9
ACTIVITY 4
CHARACTER COMPARISON TO SELF
Purpose of Activity
The purpose of this reading and writing activity is for students to become familiar with
personality traits and descriptive language. This activity will also help students become careful
readers while looking for events in the plot or behaviors to support the choice of character trait.
Students will increase vocabulary through use of the words in the activity and a preliminary
discussion.
This activity can be assigned during or after reading. The vocabulary should be assigned at the onset
of the activity. Each trait can be assigned a synonym and each of the character traits presented as a
vocabulary map. Students need to list specific details from the novel to illustrate the chosen trait, and
then must further analyze their data to decide whether they possess a similar trait. They can then discuss
their decisions in class.
Evaluation
The students should be evaluated as to whether they followed directions and how much insight
they gained through the activity. Students can make an oral or written summary of what they learned.
Variations
A variation of this activity would be to have the students themselves generate a list of character
traits to choose from. Another would be to have the students look for classmates who have similar
traits and discuss the advantages and disadvantages of having that particular trait.
ACTIVITY 4
CHARACTER COMPARISON TO SELF
Name: Date:
Title:
Author:
Publisher and year:
Directions: Choose an important character. As you read your novel, look for specific traits—
descriptive adjectives—that apply to the character. The traits may be stated or inferred as you
read. Write down the event or behavior that displays the trait listed. Then explain whether the
character trait is one that you have or that someone you know has.
CHARACTER'S NAME
Trait Event or Behavior Similar or

from the Plot Different to Self
Some Choices of Character Traits to Consider:

These traits have positive connotations:
kind, trustworthy, friendly, honest, sincere, determined, hardworking, serious, communicative,
interested, curious, humorous, candid, open-minded.
These traits have negative connotations:
rude, ignorant, rough, hardened, uneducated, illiterate, loud, quick-tempered, mean, sloppy,
flighty, restless, unfocused, dirty, unorganized, irresponsible, talkative.
Activity 5: Class Newspaper on a Novel / 11
ACTIVITY 5
CLASS NEWSPAPER ON A NOVEL

There are several purposes for this activity. The first is for students to use their reading and
writing skills to create a project that shows inferential understanding of a novel. Because readers
must move beyond the literal text of the novel, they will practice their higher-level comprehension
skills. Also, students will learn different kinds and purposes of writing. Second, students must review
their understanding of the parts of a newspaper in order to complete their assignments. Third,
students must cooperate with a partner as well as a group in order to complete the entire newspaper
project.
Use this activity as is or add or delete newspaper sections depending on what parts of the
newspaper the students are familiar with or what sections have been taught in class. This activity
should be used after all students have finished reading the book. Depending on the number of
students in the class and their ability, you may want to assign the parts, have the students choose
their parts, or randomly choose parts from a hat. If the class is large, students can work in pairs, or
more than one newspaper can be completed on the same book. After the newspaper is completed,
the students can share their conclusions.
Evaluation
An individual project can be evaluated in terms of the standards set by the teacher (which are
set forth when the assignment is given). Some areas to consider are accuracy, creativity, originality,
neatness, format, ability to meet a deadline, and completion of the part assigned. Before the
newspaper is put together on construction paper, butcher block paper, or poster board, each
individual or pair can present the assigned part to the class. During this sharing session, each person
can be given a grade for sharing or a zero for not sharing. You can also choose to give the entire
newspaper a grade if there are multiple groups.
Variations
If more than one novel is read in a class, the members of the group that reads a particular book
can work together to create a newspaper on their book. Each group can then present their whole
project to other groups. Students can look for blank space inside an actual newspaper to place their
writing or project to make it look more authentic. Students can also create a mini-magazine instead
of a newspaper if you prefer.
ACTIVITY 5
CLASS NEWSPAPER ON A NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: A class newspaper will be created on the novel listed above. Each person or pair will
be responsible for a particular part to help complete the class project.
Parts:
1. Editing—correcting and proofreading the newspaper and putting all the parts together.
2. Headline and news article—This article must be about an important event in the book and
must contain the 5 W's: Who, What, When, Where, and Why, plus How.
3. Editorial—This essay must discuss an issue from the book, with the student writer stating
his/her opinion and supporting it with facts from the book.
4. Feature article—This article should state a theme or message of the book, which should be
supported with examples from the book.
5. Book review—This article should discuss the positive and negative aspects of the book and
explain what kind of reader would be interested in this type of book.
6. Interview with a character—Pretend that you had a chance to interview a character. Write
out some questions and answer them as if the character had answered them.
7. Advertisement—Create a one-page ad promoting the book to get others to read it.
8. Crossword puzzle—Create a crossword puzzle and answer key of vocabulary words from
the novel.
9. Illustrations—Draw the main characters and write a description of each that includes
physical, emotional, and personal qualities.
10. "Dear Abby" letter and response—Write a letter about a problem in the book and then write
an answer in letter format that helps the character solve the problem.
11. Comic strip—Create a comic containing an insight or theme from the book.
12. Obituary—If there is a death in the book, write a death notice for the deceased.
Activity 6: "Dear Diary" / 13
ACTIVITY 6
"DEAR DIARY"

This activity concentrates on higher-level reading and on diary writing. Because a diary is a
vehicle for response writing, students will learn about putting feelings, reactions, and insights on
paper, and they have an opportunity to do so from a fictitious point of view. A lesson in point of
view might be necessary to help students understand that response writing can vary greatly
depending on the person doing the reacting. Finally, students will practice using facts and details
from the novel to explain the character's reactions in the diary entries.
Students can be given time in class to read and record notes for their diary entries. Another
possibility is to allow students to read their novel independently and to use this activity as a
post-reading writing assignment. You can decide how many entries will be sufficient for the diary
sample. This activity can also be used as a choice of several projects offered to students reading the
same novel or a variety of reading materials.
Evaluation
As this activity is basically a writing assignment, the teacher can stress that all entries be
mechanically correct. This activity can be graded as other writing assignments would be graded. If
the element of creativity is required, a portion of the evaluation can be for creativity and originality.
Variations
One possibility for creativity and variety among the diaries is to allow students to personalize
the diary in terms of the character in the novel. The choice of paper (color and size), ink, illustrations,
and informality of language can all be suggested or required at your discretion. The more choices
the students have, the more opportunities they have to display their creativity and understanding of
a character.
ACTIVITY 6
"DEAR DIARY"
Name: Date:
Title:
Author:
Publisher and year:
Directions: As you read your novel or after you finish it, take on the identity of one of the
characters and write entries in an imaginary diary. Each entry should be at least a paragraph in
length. The entries should be written from the point of view of the character and dated (even if
you have to make up a date). The entries need not be for successive days, as they represent part
of a complete diary maintained by the character to record the events and his or her reactions as
revealed in the novel. The entries should reflect personal reactions to the character's
involvement with one of the following:
• major plot episodes

• relationships with other characters
• positive or negative feelings
• insights gained through experience
• observations of the setting (place, time, and culture)
You will have to use inference skills to piece together the facts in order to make educated
guesses about the character's thoughts and feelings based on the information given by the author.
The sample below can be used as a guide to note taking while reading and to remember specific
details for support and accuracy later when the entries are being written.
Outline of Entries:
Pages from Novel Section from Novel Date Reaction
1.
2.
3.
4.
5.
Activity 7: Story Map / 15
ACTIVITY 7
STORY MAP

The purpose of this activity is for students to show their understanding of a novel. Because all
short stories and novels contain the same basic elements of fiction, using the elements of fiction
repeatedly in a graphic organizer helps the students see the similarities among all stories. The story
map provides students a way of keeping track of important information from the story as they read
or after they have finished a book.
Define the terms and model the use of the story map before students complete the form on their
own. A children's book or short story can be used before the activity is used on a novel. If students
are familiar with the terms, they can work individually, in pairs, or in groups. This activity is also
helpful for class discussions.
Evaluation
You may choose to evaluate this activity as a class assignment or as homework. The amount
of credit for this activity will depend on its purpose. The items to consider are completeness,
accuracy, and following your guidelines.
Variations
You can make changes in the form if more information is desired. Another suggestion is for
students to practice summary writing. On the back of the activity sheet, you can have the students
write either a one-sentence or one-paragraph summary of the novel. Summary writing is sometimes
difficult for students because they need to include the beginning, middle, and end of a story in a
particular format. This activity can be made into a template on the computer so that students can
fill it in and gain word processing practice as well.
ACTIVITY 7
STORY MAP
Name: Date:
Title:
Author:
Publisher and year

SETTING
Where: When:
CHARACTERS
Protagonist:
Description (3 Qualities): 1.
2. 3.
Antagonist:
Description (3 Qualities): 1.
2. 3.
CONFLICT
Problem 1. 2.
PLOT EVENTS OF STORY
Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
READER'S FEELINGS OR MOOD

Feeling: Happening in Book:
Feeling: Happening in Book:
ONE-SENTENCE THEME
Activity 8: Letter to a Friend About a Novel / 17
ACTIVITY 8
LETTER TO A FRIEND ABOUT A NOVEL

The purpose of this activity is to provide a vehicle for students to communicate to other students
about a book that they are reading or have just read. The inclusion of questions within the framework
of the letter allows students to answer the letter if you want to pursue the communication further.
In addition, the students learn the format of a friendly letter.
Depending on the ability of the students, you can use this form as a frame for students to follow
specifically, or you may want to use it as an example for students, loosely adding, changing, or
deleting the requested information. Letter writing between students can be done within a class or
outside of class. The writing can be done in class or in a computer lab, where students can change
seats and read the letter on the computer. Also, students will become more familiar with other books
through the letter exchange.
Evaluation
This writing activity can be used as a post-reading book report, or it can be used during writing
assignments. Communication among students can take place while students read their novels so that
more questions can be asked. Readers would be able to answer the questions as more of the novel
is read.
Variations
After students become familiar with letter writing and understand the novel because of
discussion and other classwork, you may want the class to brainstorm other topics and questions
that can be included in a letter about the book. This activity is particularly interesting if students in
the class read a variety of books, or several novels are read by various groups. This project can also
be used in conjunction with teaching the business letter. A comparison and contrast discussion can
help students understand the format differences of and the purposes for each type of letter.
1 8 / Reading and Writing Standards Activities
ACTIVITY 8
LETTER TO A FRIEND ABOUT A NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: You are to write a letter to a friend in the class about your novel. You can use this
form as a rough draft to include important information about the book.
Date
Dear ,
I am reading (or I have just finished reading) a novel called ,
by , the author. It was about a character named , who
has a problem (state the conflict). The story is about (state the plot in two or three sentences).
The main character is similar to me because (explain ways and reasons). However, the character
is different from me because (explain ways and reasons). When I consider all his/her
characteristics, I think the character is very similar/very different from me (choose one).
I like (or dislike) this book for three reasons: (explain the reasons with support from the
book in this paragraph).
This would be a really great book for someone to read if they like kinds
of books. It contains and that readers would enjoy.
The next book that I would like to read would be a kind of book. Write
back soon about the book you are reading (or have just finished). Let me know about: (ask three
questions that you would like answered in your friend's response.) Talk to you soon. Bye.
Sincerely,
(sign your name here)
Type your name
Activity 9: "What If?" Situations for the Protagonist / 19
ACTIVITY 9
"WHAT IF?" SITUATIONS FOR THE PROTAGONIST

The purpose of this reading/writing activity is to have students write, use inferences, and support
their ideas. Students must make educated guesses about the main character's choices based on the
knowledge that they glean from reading the book and understanding the character. Although there
is no single correct response to any of the questions, the students must provide specific examples
from the novel to convince the audience of their choices.
You can use these suggestions for topics or provide others for students to choose from. This
activity can be used as a writing assignment in class, for homework, or for a test. The students can
share their essays with other members of the class, so that this writing activity can be used as a
springboard for discussion and debate.
Evaluation
This activity can be graded as any other writing assignment would be graded. You can determine
how many sentences, details, or paragraphs are required. Rather than you grading the essay alone,
students can be involved in the process by looking for details that prove their classmates'
contentions.
Variations
Students often enjoy the creativity of this unusual essay format. An interesting variation on this
theme asks questions about people who are making a movie based on the novel. Students can decide
who would play the female lead, male lead, and antagonist.
ACTIVITY 9
"WHAT IF?" SITUATIONS FOR THE PROTAGONIST
Name: Date:
Title:
Author:
Publisher and year:

Directions: Choose one of the suggested situations for your main character and write an essay
completing the topic sentence with one of the choices. Make sure that your choice is supported
with specific details from the book, because you are making an inference that should be based on
facts.
1. The main character, , will probably die:
a) in a car accident
b) of a strange disease
c) of a broken heart
d) by lethal injection
e) choose another method
2. If the main character, , could choose a vacation place, he/she would
prefer:
a) sunbathing in Hawaii
b) camping in the Rocky Mountains
c) fishing in Wisconsin
d) skiing in Europe
e) choose another destination
3. For his birthday, the main character, , would like the following gift:
a) a motorcycle
b) a $200 gift certificate to a clothing store
c) a computer
d) a case of beer
e) choose another gift
4. The main character, , wins the One Million Dollar Lottery and must
decide what to do with the money. His/Her choice is to:
a) give some or all of it to charity
b) take a trip around the world
c) go into hiding in the mountains
d) buy lots of materialistic things
e) choose another spending choice
Activity 10: Matching Symbols with Characters / 21
ACTIVITY 10
MATCHING SYMBOLS WITH CHARACTERS

The purpose of this reading/writing activity is for students to make inferences and think at a
higher level. Students need to understand a character's personality, traits, and behavioral motivation
in order to choose an appropriate symbol or logo to represent that character. Additionally, the
students need to explain why they chose the symbol using specific reasons. This activity involves
students in reading carefully for details as well as referring back to the novel to look for descriptions
or behaviors to support the choice of symbol.
In order for this activity to make sense to students, some preliminary work may need to be
done. You may want to discuss the role of symbols and logos in society and their various uses. Some
examples from advertising, business cards, objects, or stationery can be brought into the classroom
as models and for discussion. A class assignment might be to ask students to look for examples in
their everyday world. You can use this activity during reading if you want the students to read for
the purpose of character understanding and specific support. The activity can also be used after
reading in pairs, groups, or individually so that students need to analyze the character's complete
development from the beginning to the end of the novel. Students can share their responses with
others and compare and contrast their choices as well as the reasons for their choices. A discussion
can follow on flat versus round characters and static versus dynamic characters. It is important for
students to realize that in everyday life, people make judgments about others all the time.
Evaluation
You should give credit to students who complete the assignment and give logical reasons for
their choices. There may or may not be a specific symbol match for each character being discussed.
Encourage open discussion and be willing to accept diverse choices of the students if these choices
are supported with details from the novel.
Variations
This activity is in no way limited to the symbols that are printed. You can supply the students
with numerous other choices. You can also ask students to look through magazines or newspapers
for better symbols or logos for characters. Another possibility is for students to draw their own logos
or symbols. It is also interesting to ask students to draw logos or symbols that would best represent
themselves. This would provide insight into the students and their perceptions about themselves.
ACTIVITY 10
MATCHING SYMBOLS WITH CHARACTERS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Write the names of three characters from the novel below. Then choose a symbol or
logo that would be appropriate for the character based on the information given in the book. In
the space provided, explain why the symbol matches each character's personality.
CHARACTER'S NAME SYMBOL REASON
2.
3.
Symbols (Choose one or draw your own):
Activity 11: Writing a Newspaper Article / 23
ACTIVITY 11
WRITING A NEWSPAPER ARTICLE

There are several purposes for this reading/writing activity as the students are asked to use their
reading, judgment, and writing skills to accomplish this task. First, the students will read a novel
and complete an activity using details from the book. Second, the students will improve their reading
because they will learn to read for a specific purpose as well as to relate fictional material to
real-world possibilities. Third, the students will write a newspaper article in a particular format in
order to learn about journalistic writing. Last, students will display their understanding of the novel
while being creative.
This activity can be assigned during reading so that the students can read carefully and
document meaningful events from the book that would make good front-page stories. If you assign
this activity after the students have finished reading the novel, they can go back to the novel and
make judgments about the incidents in order to choose one to write about for the news story. To
increase background knowledge, review the form of a news story and have the students read samples
in the classroom.
Evaluation
The students' projects should be evaluated in terms of whether the project followed the
assignment's directions. Another consideration is the quality of the newspaper story and its accuracy
in following details from the novel. A third consideration is the creativity of the layout, photo
inclusion, and headlines, and possibly the sharing of the story with the class as well. Students can
be involved in the evaluation of the project by looking for accuracy, deciding which are the best
news stories, and explaining their reasons for their choices.
Variations
Students can look in a newspaper for blank spaces to cut out and save so that the articles can
be pasted onto them and made to look like a real newspaper. Students can also type their news stories
right on the blank newspaper. Depending on how much of the newspaper and its parts that you want
to teach, you can also ask part of the class to write a feature story based on a human-interest topic
discussed in the novel. Then you and the class can discuss the news and feature stories and why
their placement is so important.
ACTIVITY 11
WRITING A NEWSPAPER ARTICLE
Name: Date:
Title:
Author:
Publisher and year:
1. Select three important events from your novel that involve action, adventure, or a turning
point. Also write the chapter or page number for reference later.
2. Narrow down your selection of a topic for an interesting news story by asking someone which
would be an interesting topic.
Name of person and his/her choice:
3. Select one event and write a news story that would make the front page of the newspaper if the
event were true. All news stories include the five W's: who, what, where, when, and why, plus
how.
Incident from Novel and Page Number for Story
WHO WHAT
WHEN WHERE
WHY HOW
4. Think of a catchy headline to use as a title for the news story.
5. You may want to supply a picture, photo, or illustration to be included in the story.
Activity 12: Student-Created Test / 25
ACTIVITY 12
STUDENT-CREATED TEST

There are several purposes for this reading/writing activity. The students must follow a format
to write a test on their novel to get experience in writing tests. They will focus on the main points
and details that they feel are important enough to get tested on. Second, the students must take the
test to provide an answer key that will display both knowledge about the novel and their writing
skills.
This activity can be used immediately after reading a novel or as an alternate type of book
report. The class can read a single novel, or individuals can choose their own books. You can choose
questions from the students' tests to make up a test for the class. Students can also take each other's
tests if the quality of the tests meets your standards.
Evaluation
The students' test projects can be graded as any book report would be evaluated. Some factors
to consider are the ability of the student to follow the directions of the format, the focus of the
questions on the content, and the accuracy of the answer key in terms of the facts, details, and
inferences made from the novel.
Variations
A variation of this activity is to change the format of the test or even eliminate it. One way to
do this and add more student involvement is to ask the students to brainstorm the different kinds of
tests that they like and find effective. Of course, you can add to or subtract from the information
asked for in the activity.
ACTIVITY 12
STUDENT-CREATED TEST
Name: Date:
Title:
Author:
Publisher and year:
Directions: You are to write and create a test based on the format listed below. Then you are to
take the test and supply an answer key.
Part 1. Write five multiple-choice questions about the plot, covering the major events of the
story. These questions can include conflict, exposition, rising action, climax, falling action, or
resolution.
Part 2. Write five questions that can be matched with choices. These questions should be about
the characters in the story and traits that are identifiable.
Part 3. Write five fill-in-the-blank questions. These will be short-answer blanks. Topics to
include might be foreshadowing, symbolism, irony, setting, mood, or point of view.
Part 4. Write five sentences with blanks for vocabulary so the test taker can figure out the
meaning of the word by how it is used in context in the sentence. Make sure to include a list of
several words to choose from.
Part 5. Write two essay questions that require a one-paragraph response from the test taker.
Possible topics include the theme or message of the book, the suggested audience for the book,
the reader's liking or disliking of the book, and a controversial issue in the book.
Part 6. Evaluate the difficulty in writing a test.
Activity 13: Letter from One Character to Another / 27
ACTIVITY 13
LETTER FROM ONE CHARACTER TO ANOTHER

Although this activity is primarily a writing activity, the students must have done some reading
of the novel or have completed it to understand the characters enough to think and write as they
would. Also, depending on the choice of topics, the students will discuss their understanding of the
issues or elements of the story. Finally, the students will learn the parts of a friendly letter and
practice this form of communication.
This activity can be used during or after reading. The students will probably have the greatest
understanding of the characters at the conclusion of the reading. However, if you want the students
to make predictions, discuss a problem, or help in the decision process, then this activity would be
useful during the reading of the book. It might be useful for students to share their letters with a
partner or the entire class. This would allow them to discuss each other's feelings as well as to
critique and question what others think and have written.
Evaluation
The students' written project should be evaluated as any piece of writing would be assessed.
Another possibility for evaluation is for the students to discuss the topic in the letter and the accuracy
and insight of the writer into the character. The assessment can be done in the form of a simple
rubric, with the standards made clear to all students. The class can vote for the best letters, and those
letters can be answered.
Variations
In addition to writing to a character in the book, the letters can be randomly passed out to
students so they can be answered as an in-class writing assignment. The letters can then be returned
to the authors to read the responses. Students like to correspond with one another, and this activity
would allow them to do so as they take on the personalities and points of view of the characters
from the novel. Because the second paragraph consists of questions asked by the writer, a response
that answered those questions would not be out of order.
ACTIVITY 13
LETTER FROM ONE CHARACTER TO ANOTHER
Name: Date:
Title:
Author:
Publisher and year:
Directions: You are to write a friendly letter from one character to another character in the novel
and discuss one or more of the following topics. Then have the other character answer the letter.
1. Describe a problem and ask for solutions in resolving a conflict. Make sure to stay in
character and write what the character would write.
2. Discuss an issue of importance, such as violence, drugs, or parents, and explain the
character's feelings on the subject.
3. Imagine you are contacting a character after the end of the novel, and you want to predict
what has happened to the character and ask questions about another character's life.
4. Explain an incident from the book where an event dramatically changed that character's life
and taught him/her something. The letter could be directed to a character from another book
or story where there was a similar change in character.
5. Relate several incidents, clues, and foreshadowing that a character used to help solve a
problem, mystery, or adventure. The character could be writing the letter to a minor
character or character you make up who was unable to follow the case.
Date
Dear (Name of character),
(indent) Make it clear which of the above topics you are writing about by giving a short
explanation of the plot.
(2d paragraph) You may want to ask questions that you want the person to whom you are
writing to answer.
Sincerely,
(sign your name and type it below your signature)
Activity 14: Formal Letter to an Author / 29
ACTIVITY 14
FORMAL LETTER TO AN AUTHOR

There are several purposes for this writing/reading activity. First, the students must read a novel
carefully and critically, with the purpose of corresponding with the writer and offering their opinions
of the work. Second, the students must learn the business letter format in order to complete the
writing assignment. Third, the students are writing to a real person, who hopefully will answer their
letters and involve them in real-life communication. Fourth, the students can research information
about the author and her/his background so they can ask intelligent questions.
This activity can be used when students read novels of their own choosing. Each student writes
to a different person so that the class learns about a variety of authors. When the students start
reading, you may want to tell them that they will be writing to the authors of their novels, so they
should take notes on likes and dislikes as they read. The notes will provide students with specific
information to include in the letter. You can provide the students with addresses for the authors, or
you can have the students do this research themselves. One possibility is for students to write to
authors in care of the publishers of their books. The form for this activity should be used as a guide
or rough draft for students to give them ideas and show them the business letter format.
Evaluation
This activity should consist of an initial rough draft of the letter, a final draft to be graded, and
a corrected perfect copy to be sent to the author. A grade can also be given for addressing an envelope
correctly and enclosing the folded letter.
Variations
Students can use the school's address or their home addresses on the envelope for replies. If
home addresses are used, the students can bring in the replies to share with the class for extra credit.
Make a copy of the replies for a file for future reference.
ACTIVITY 14
FORMAL LETTER TO AN AUTHOR
Name: Date:
Title:
Author:
Publisher and year:
Your address
Your city, state, ZIP code
Date
Name of author
Address of author
City, state, ZIP code of author
Dear Mr. or Ms. :

Explain your reason for writing the letter.
Give information about you and your school.
Tell what you liked about the book and/or a particular part, character, or section of the book and
why.
Ask a question or two about something that you do not understand in the book. You could ask
about future writing or a sequel.
Sincerely,
Allow space for your signature and type your name underneath it.
Activity 15: Writing an Additional Chapter for a Novel / 31
ACTIVITY 15
WRITING AN ADDITIONAL CHAPTER FOR A NOVEL

The main purpose of this activity is for students to think and write creatively by adding a chapter
to the novel that they have just finished reading. The students must make inferences about the
characters' future and behavior that are consistent with what the characters have said and done in
the novel.
Assign one or all of the choices listed for additional chapters. You can brainstorm with the class
on one of the choices and have the students discuss the positive and negative points of having the
novel continue in such a manner. (A full-page brainstorming sheet is included on page 137.) The
students can also work in groups as they prewrite, outline, draft, revise, edit, and proofread. Another
suggestion is to allow students to share their writing with other individuals, groups, or the entire
class. Reading an individual's or group's work to an audience helps instill pride in the piece of
writing.
Evaluation
Evaluate the additional chapter to the novel as a writing assignment and grade it according to
the conditions set forth for the class. Some factors to consider are the writing process, group
cooperation, meeting length requirements, and content. Each chapter's content can be discussed and
voted on by the class members, noting such elements as accuracy, characterization, plot continuity,
and resolution of the story. Sharing writing with class members can also be part of the entire grade.
Variations
A variation for the use of this activity is to offer it as one of several choices for students to
choose from for the book project. Any group of activities from this book can be combined for
students to choose from. Letting students make their own choices gives them a feeling of power
over their decisions and their work, and sometimes students are more motivated to finish their tasks
if they have some control over their choices.
ACTIVITY 15
WRITING AN ADDITIONAL CHAPTER FOR A NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: After you finish the novel, write an additional chapter for the novel. You must make
predictions and educated guesses (inferences) based on the facts and details in the book. Listed
below are some possibilities to think about.
1. Write about a career choice, relationship, or lifestyle choice for a main character either
immediately after the end of the book or five years in the future.
2. Write about how another problem in the book was handled by a minor character who may
not have been used sufficiently by the author.
3. Write about a new situation that a character becomes involved in so that this new plotline
would be a setup for a possible sequel.
4. Write about the next day or the next week of a character's life that would expand upon the
resolution of the story.
5. Many times an author ends a story without wrapping up all the loose ends. Think of several
questions that remain unanswered at the conclusion of the book. Choose one and decide
how it should be answered in your additional chapter.
Brainstorm and write some possibilities for additional chapters here:
Activity 16: Writing a New Ending / 33
ACTIVITY 16
WRITING A NEW ENDING

This post-reading/writing project has two purposes. First, because the students must finish
reading before they are able to complete this activity and rewrite the ending, this activity involves
inference skills and application skills. Students must understand the characters and the plot in order
to replace the author's ending. The plot sequence must make sense and be logical according to the
preceding action. Second, the students will practice their creative writing skills by actually being
authors. Also, they must justify their reasons for changing the ending to the new ending that they
rewrite.
This activity should be assigned after the students have finished reading the novel. The
suggestions on the activity sheet are to help point the students toward directions to pursue in their
writing. You can assign particular suggestions to individuals or groups if the entire class is reading
the same novel. Another possibility is to allow students to choose the directions that they wish the
new ending to follow. Pairing students to listen to each other's rough drafts will enable peer editors
to check for whether the new ending makes sense, is logical, and accurately uses facts and details
from the book.
Evaluation
The students' assessment can include the writing process as well as the final product. The
writing process should include the steps of prewriting, drafting, editing, and revising until a final
draft is turned in as a new chapter. You might have the new endings read aloud to the whole class,
and the class can choose the best new ending. This would give the students practice in their reading,
listening, and speaking skills.
Variations
One variation for this activity is for students to think beyond the idea of a new ending and create
a new character who can be introduced during the book or at the new ending. Students can write a
new story that features new characters.
Another possibility is to have the students create an ending that would allow the author to write
a sequel. The students can also write a new first chapter for a new book and begin where the original
novel ends the plot. The students can also imagine what the story would have been like if the setting had
been changed or a character had been eliminated. You can also ask the students to suggest story variations.
ACTIVITY 16
WRITING A NEW ENDING
Name: Date:
Title:
Author:
Publisher and year:.
Directions: After finishing the novel, write a new ending for the book. You have the opportunity
to be creative and change the resolution (ending) of the story. The restrictions are that you must
stay in the point of view of the author, and the characters must retain their character traits. The
new ending must make sense and be believable.
Here are some suggestions for ideas that may or may not apply to your book:
1. The problem could be resolved differently than the author resolved it.
2. The main characters learn (or do not learn) from their experiences.
3. The ending can be changed from happy to tragic.
4. Changing the decision of a particular character could change what happens to other people.
5. Irony could be introduced in the story with a strange or unexpected turn of events.
6. New information about a protagonist or antagonist that you reveal can help create a new
ending.
7. New evidence or facts can be disclosed that solve a mystery or suspense story in a different
way.
8. The story can end in an open-ended way that makes the reader want some questions
answered (possibly in a sequel).
9. The focus of the ending can be on a symbol of importance that may not have been obvious
earlier in the novel.
Of course, you can come up with an idea of your own.
Activity 17: Choosing a Character as a Friend / 35
ACTIVITY 17
CHOOSING A CHARACTER AS A FRIEND

There are several purposes for this during or after reading/writing activity. First, it involves
expository writing that gives the students practice in supporting one's opinions with facts and details
from a text. It also teaches the students paragraph format and the use of transitions in writing. Finally,
the students will make critical judgments, which are necessary in life, especially when choosing
friends. The values that the students find important will become apparent by the character they
choose to have as a friend, which will open up discussion in the classroom.
While the students are reading their novel, tell them the topic of the writing assignment so they
can take notes and look for information while they read. Another approach to the activity is for
students to be given the topic as a post-reading activity in which they must go back into the novel
to look for support for their contentions. With this approach, the students must do more analysis
afterward and become familiar enough with the text to locate specific information. You can choose
which approach is better for your students based on their abilities and your goals.
Evaluation
The writing project can be graded like any other writing assignment. Some factors to consider
are content, writing skills, and ability to follow directions. The students' ability to meet a deadline
is also another consideration.
Variations
A variation for this writing assignment is to assign the topic for a theme of several paragraphs
in length. The assignment can also be given as one of several writing topics from which the students
can make their selections. Also, the students can share their writing assignments with other members
of the class and discuss their choices. The activity form can be used as a rough or final draft.
ACTIVITY 17
CHOOSING A CHARACTER AS A FRIEND
Name: Date:
Title:
Author:
Publisher and year:
Directions: Write a paragraph of at least sentences in which you explain the reasons for
choosing a particular character from your novel that you would like to have as a friend. Give
specific characteristics and incidents from the book that led you to your decision.
Name of character:
Title
Topic sentence: It would be exciting or fun or special or (choose
one word) to be a friend of , from the novel
, by ,
for many reasons. First,
Second,
Third,
Fourth,
Therefore,
Activity 18: Summary of a Book Within a Symbol or Logo / 37
ACTIVITY 18
SUMMARY OF A BOOK WITHIN A SYMBOL OR LOGO

There are several purposes for this post-reading/writing activity. First, it requires higher-level
thinking and evaluating skills as well as some creativity in order to complete the task. The students
are asked to rate the book similarly to a movie rating system, using stars to show their opinion of
the novel's worth. Second, they must be creative to draw a symbol to represent the book. Third,
they condense many ideas into a small number of words.
Students can use the following page as a prepared form or they can use a computer or paper
and markers to design a symbol to represent the book. Then they should write, type, or cut and paste
the information to fit into the object. The symbol should be large enough to contain several sentences
in one form or another. By having the students write inside this small space, it limits the amount of
writing they can do and forces them to carefully choose their words for specific meaning. You may
want the students to share their projects with other students.
Evaluation
This book project can be evaluated as any written assignment would be assessed. Besides the
accuracy of the information, consider whether the students met the requirements of the assignment
by completing the written information on the activity sheet. The creative element is always difficult
to assess, but as long as the students have good reasons for choosing symbols that they consider
appropriate for their novels, the objects are acceptable.
Variations
The students can display their objects on a bulletin board or in some other fashion. If the class
is reading a variety of books, have the students guess which object and its information match which
novel. Finally, the quotes can be used as reader responses later in the course.
ACTIVITY 18
SUMMARY OF A BOOK WITHIN A SYMBOL OR LOGO
Name: Date:
Title:
Author:
Publisher and year:
Rating (one to five stars):
Directions: Think of a symbol, logo, or object that can represent the entire book in some way.
Draw it large enough to include the following information:
• THREE- TO FIVE-SENTENCE SUMMARY that includes major characters and the plot
sequence
• A PHRASE OR SENTENCE WORTH QUOTING
• ONE SENTENCE STATING WHAT YOU LIKED OR DISLIKED ABOUT THE STORY
Activity 18: Summary of a Book Within a Symbol or Logo / 39
ACTIVITY 19
VOCABULARY EXCHANGE:
REPLACING WORDS IN PASSAGES WITH SYNONYMS

The purpose of this activity involves vocabulary and contextual meanings of words. First, the
readers must consider the type of word to underline and its part of speech in order to successfully
replace it with two other words of the same type and meaning. Next, have the students peer share
and evaluate each others' choices. Finally, students practice working with the thesaurus and see
how important word choices become for a writer.
This activity can be used with a novel during or after reading. You can choose the page and
passage or allow the students to choose. This activity can be assigned in addition to another book
project on a novel. Students may or may not be allowed to use dictionaries or thesauruses, depending
on the vocabulary of class members. Sometimes students need to learn to consider word choices in
order to convey the most precise meaning of their thoughts. You can use a passage from a novel as
a model for students to understand how to proceed on their own. You can also have students work
in pairs or groups to discuss word choices.
Evaluation
This activity can be assessed as a class activity or as a homework assignment. Remember that
changing a particular word can sometimes change the meaning of a sentence or passage. Students
should become aware of this as they discuss each other's word choices.
Variations
To teach a little more grammar, have the students label the part of speech of the words that they
underlined in the passage. The students could help each other understand how words are used in
sentences. Students can also look for sentence variety and label simple, compound, and complex
sentences. You can extend this exercise even further by having students do some or all of the above
on their own compositions in the future.
Activity 19: Vocabulary Exchange / 41
ACTIVITY 19
VOCABULARY EXCHANGE:
REPLACING WORDS IN PASSAGES WITH SYNONYMS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Select part of a page from your book and write it exactly as it appears in the book.
Make sure you complete the line, paragraph, and passage. Underline at least 10 words. Then find
two synonyms that can replace each underlined word. Write the synonyms directly above the
word.
Page number in novel:
Now ask a peer to read the passage and comment on the meaning of or information in the
passage. Does your peer think the meaning changes with the substitutions of the vocabulary?
How?
ACTIVITY 20
PLOT SEQUENCE AND RESPONSE WRITING

There are several purposes for this activity. The main one is to actively involve the students in
the reading process by reading for a purpose. By having the students write a summary of what was
just read, they must think about the material, comprehend the action, condense the ideas into a
concise statement, and put their thoughts on paper in one sentence. The response writing involves
the students by having them interact with the text in the form of a prediction, question, reaction, or
opinion.
This during-reading activity should be used by the students each time they read the novel. Allow
class time for the reading and writing during sustained silent reading for the first 10 minutes of class.
The students can also log entries during other sittings of novel reading. The activity can be collected
on the date the students finish reading the novel. If all the students are reading the same novel, they
can read one chapter a day and log one entry on this form. The form can be duplicated for additional
chapters as needed.
Evaluation
Grade the participation of the students not only in reading the novel but also in making the
entries for each chapter. You can use this activity as a project in itself or as background preliminary
information for a larger assignment, such as one on all the elements of fiction or another project
from this book.
Variations
Change the idea of logging chapters to logging each time the students read, whether the chapter
is completed or not. An advantage of following this format is to have students accountable for every
class and home reading if a certain number of entries are required. This form can also be used for
oral readings done in class. The students work on listening skills while they listen for a specific
purpose, and must write a summary and a response.
Activity 20: Plot Sequence and Response Writing / 43
ACTIVITY 20
PLOT SEQUENCE AND RESPONSE WRITING
Name: Date:
Title:
Author:
Publisher and year:
Directions: As you read your novel, write a one-sentence summary and a response statement for
each chapter on this form. Make sure to include the date for each entry. This activity is due when
you finish reading the book.
Plot Summary:
• actual events from the book
Response:
• a prediction of what will happen next
• a question about something you don't understand
• a reaction to something a character did or said
• an opinion about what you liked, disliked, or found interesting
Chapter Date Summary Sentence and Response Sentence

PLOT
1.
RESPONSE
PLOT
2.
RESPONSE
PLOT
3.
RESPONSE
Chapter Date Summary Sentence and Response Sentence

4. PLOT
RESPONSE
5. PLOT
RESPONSE
6. PLOT
RESPONSE
7. PLOT
RESPONSE
8. PLOT
RESPONSE
9. PLOT
RESPONSE
10. PLOT
RESPONSE
Representing and Viewing
46 / Representing and Viewing Standards Activities
ACTIVITY 21
POSTER ADVERTISEMENT FOR THE NOVEL

This activity is a post-reading one because the students must use higher-level thinking skills
and process beyond the literal level to draw inferences about the characters, symbols, and theme of
the novel. They must also write a short persuasive review. The main purpose of the repre-
senting/viewing activity is for the students to design posters for their novels that promote the reading
of the book by others, in particular their classmates or other teenagers. The poster is also a
representation of the students' knowledge and understanding of the novel. A book review is included
as part of the activity so that the students can make solid judgments and learn to support their beliefs.
Drawings and pictures allow for creativity and variation and also teach students about the placement
of graphics and information on a poster. This activity easily sets up the process of presenting the
poster to the class for further learning about a book.
This activity can be assigned after a class novel or individual novels have been read. If the class
is reading a variety of books, oral presentations of the posters allow the students to become familiar
with many titles for future reading. Depending on the ability of the class, you can have the students
work in the class on the project, or it can be an assignment done on their own. Students can be given
some flexibility to add or change the information requested. The size of the poster should be decided
by the teacher (two feet by two feet is large enough so that all class members can see it during a
presentation). Butcher block paper, poster board, or art paper works well. Before you start, ask
students to look at movie posters, billboards, or other advertisements and make observations in a
journal for a discussion about placement and other details for a catchy appearance.
Evaluation
The poster project can be graded on a variety of factors such as accuracy, attractiveness,
completeness of information, insights, meeting a deadline, and creativity. Students should be given
the criteria at the onset of the project. Sharing of the project can also be a grade. Sometimes, to
relieve anxiety, a simple "A" or "0" can be given for the experience of presenting orally. You can
decide on the weight of the grade.
Variations
Ask students to brainstorm what information should be placed on a poster, and give the students
more flexibility in the actual design of the project. Once again, this activity can be used as one of
several choices for book projects.
Activity 21: Poster Advertisement for the Novel / 47
ACTIVITY 21
POSTER ADVERTISEMENT FOR THE NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: Your assignment is to design a poster to promote the reading of your book by your
classmates as well as others. It is also a means of sharing your reading experiences with your
peers. The model below is a possible format for the poster. You should try to show creativity, be
original, and display understanding of the novel.
QUOTATION FROM BOOK QUOTATION FROM BOOK

EXPLAIN SIGNIFICANCE AND MEANING SIGNIFICANCE AND MEANING
PICTURES OF CHARACTERS SYMBOLS OF IMPORTANCE

AND DESCRIPTIVE ADJECTIVES AND THEIR MEANING
CATCHY EXPRESSION
SUCH AS "I LIKED IT! YOU WILL TOO! READ!!!"
TITLE
AUTHOR
PUBLISHER AND YEAR
POSSIBLY DRAWINGS OR PICTURES ON THE TOPIC
ONE-SENTENCE THEME SHORT REVIEW OF WHY OTHERS

SHOULD READ THE BOOK
ACTIVITY 22
THEMATIC COLLAGE

This activity not only involves reading and some writing, but it also emphasizes the standards
of representing and viewing. The students are given the opportunity to represent the novel's ideas
in the form of a collage, a careful placement of a variety of pictures to display an appropriate theme
or motif from the book. This hands-on activity allows students to be creative and original with their
ideas as well as to think symbolically. This activity can easily be shared with others through a
presentation and explanation of the pictorial representation. When students do formal booktalks on
their novels and collages, they share their knowledge and insights about the novel with others. They
also practice their speaking skills in front of an audience, and the class members learn how to act
appropriately as an audience.
This activity can be used after a book (a class novel or individual book) has been finished. If
an entire class has read the same novel, class members can sign up for different themes, motifs, or
topics present in the work. The choices listed on the worksheet are popular themes and motifs that
apply to many novels. The expectations of the presentation are suggestions for a one-minute
booktalk on the collage.
Evaluation
For assessment, you can evaluate the quality of the collage as well as the accuracy of and
explanation for the pictorial display. At the beginning of the reading, the students should know what
the criteria are for the assessment. The presentation and the expectations for the audience should be
discussed with the students. The presentation can be counted as a speech and graded as any normal
speech, or it can be counted as a sharing experience where students would receive a grade of credit
or no credit.
Variations
The class members can brainstorm the themes and motifs for the collages. Also, students can
work in pairs or groups. Allow slower students to use class time to work on the project. Ask students
to bring in old magazines, newspapers, and catalogs to cut up in the classroom. These can be kept
for future projects.
Activity 22: Thematic Collage / 49
ACTIVITY 22
THEMATIC COLLAGE
Name: Date:
Title:
Author:
Publisher and year:
Choose one of the themes or motifs below that seems appropriate for your novel. Then portray
this theme with a careful selection of pictures, words, and images. Be ready to explain to your
peers the significance of all your selections.
Possible Choices:
1. Appearances vs. reality
2. Responsibility means learning that there are consequences for one's actions
3. Learning leads to self-discovery
4. Trust is earned
5. Friendship
6. The value of time
7. One does not appreciate something until it is gone
8. Love is mysterious and complicated
9. Decisions are based on values
10. Reading for pleasure should be a lifelong habit
Collage Presentation:
A presentation is expected the day the project is due. You will share the following:
1. Name the title, author, and publisher, and show the book.
2. Show the collage.
3. Relate the theme or motif to the novel and other students.
4. Explain the significance of the graphics chosen.
5. Say whether you liked the book or not and why.
Suggestions:
1. The collage should be large enough for all members of the class to see.
2. Use old magazines, old newspapers, and old photographs.
3. Practice arranging the items before you actually glue.
ACTIVITY 23
BOOKMARK
Purpose of Activity
There are several purposes for this reading, writing, representing, and viewing activity. The
students must first read the novel and then write and be creative concisely. They must create a
different kind of format for displaying their analysis and interpretation of a work of literature. The
bookmark format allows the students to be creative and original, but by giving them a specific
format, you are requiring some higher-level thinking skills and critical analysis to be done in a
concise space. Another purpose of this activity is for the students to use the bookmark in their next
novel. Display the projects on a bulletin board in the classroom as examples so students can learn
from one another.
This activity can be used as a post-reading project on a class novel or individual novels. The
size of the bookmark is determined by you. The bookmark activity sheet or construction paper works
well. Students can either print, type, or use the computer to format the requested information. For
a greater learning experience, the students should share the information on their bookmarks with
their peers either in groups or as a class presentation (in which case the presentation can be counted
as a separate grade). Upon completion of the project, students often like the idea of having the
bookmarks laminated for protection.
Evaluation
The project can be evaluated by the specific criteria that you set up. A rubric can be set up so
that all the bookmarks are evaluated in the same fashion. Some factors to consider are content,
cleverness and originality, and completion of the assignment on time.
Variations
All information for the bookmark can be altered to emphasize whatever points need to be
stressed in teaching a particular novel. One variation that requires some research is to have students
look up a review or critique of the book to include, or a quote from a peer who has read the book.
Bring in sample bookmarks for students to look at to get ideas for color, placement of graphics and
text, and book promotion. Publishers often use bookmarks of new novels for marketing purposes,
and these can be obtained by contacting the publishers.
Activity 23: Bookmark / 51
ACTIVITY 23
BOOKMARK
Name: Date:
Title:
Author:
Publisher and year:
Directions: Your project is to design a bookmark for your novel. You need to include as much of
the information listed below as possible in an original, clever, colorful, and creative way. The
size can be larger than the usual bookmark to make it easier to read and see.
TITLE
BY AUTHOR'S NAME
PICTURE OF A CHARACTER
OR SYMBOLIC OBJECT
A CATCHY PHRASE OR SENTENCE
A FIVE-SENTENCE SUMMARY
OTHER TITLES BY THE AUTHOR

ON THE BACK
YOUR OPINION OF THE BOOK
TELL WHY OTHERS SHOULD READ IT
NAME
DATE
CLASS/PERIOD
ACTIVITY 24
SCRAPBOOK FOR A CHARACTER

There are several purposes for this project. The first is for students to identify with a character
from a novel to view well-rounded characters as real people. Students must display their under-
standing of a character by making a scrapbook that the character would make based on the
relationships of people in the novel, decisions made in dealing with problems, and significant events
that affected that character's life. The scrapbook can represent the students' insights and knowledge
of a work through the eyes of a character and their interpretations of that character. The students
can display their artistic and creative talents through their choices, design, and final product. Another
goal is to have students share their projects with class members so they can learn from each other.
The project can be worked on individually, in pairs, or as a group. This project can also be
assigned for a class reading the same novel, with students signing up for minor characters as well
as protagonists. Using several novels allows for even more variety in a discussion of books and
characters. Students need to do some prewriting before beginning the project. They can make a log
as they read to look for specific decisions, events, people, feelings, and objects that they might want
to refer to in the scrapbook. If possible, sample photographs or scrapbooks can be used as models
in the classroom. After students organize a plan or pattern for the project, they should draw, cut out,
or find what they need for their scrapbooks. Having old magazines, newspapers, catalogs, and
colored paper available in a supply box will help students get started and be successful. Students
should label the selections within the scrapbook along with the significance of each entry. In this
way, the viewer understands the significance of each item in the scrapbook.
Evaluation
The scrapbook can be evaluated as a writing project, an artistic endeavor, and a sharing
experience. The standards for the evaluation should be made clear to the students at the onset of the
assignment. The oral sharing and viewing of the project can be done in front of the class with a set
limit of entries presented. Another possibility is to share the projects in groups where the scrapbooks
are passed around and talked about. The display of the projects in the room is often a celebration
of a completed event.
Variations
This activity can be used as one of several projects for students to choose from when they are
asked to choose a book report or project when they finish reading a book. The power of choice gives
those students who want to imagine themselves to be a character a chance to do so, while less creative
students can choose something that matches their learning style.
Activity 24: Scrapbook for a Character / 53
ACTIVITY 24
SCRAPBOOK FOR A CHARACTER
Name: Date:
Title:
Author:
Publisher and year:
Directions: You are to imagine that you are a character from the novel and keep a scrapbook of
pictures, objects, letters, symbols, and other items that you think the character would find
important enough to save in a scrapbook. The items can include pictures of other characters,
important events from the plot, prize possessions, or clues to help solve a problem or mystery.
The scrapbook must be bound in some fashion, and everything must be labeled with its
significance.
Item Significance
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
54 / Representing and Viewing Standards
ACTIVITY 25
POSTER MAP OF THE ELEMENTS OF FICTION

This post-reading activity is a project that can involve all the standards of English and display
students' understanding of a novel and the story elements necessary for all fiction. Six of the seven
parts allow the students to write about specific elements from the story. Because the students must
also use pictures and drawings, they must be analytical and choose creative, colorful graphics that
also have relationships to elements in the story. Another purpose for this activity is for the students
to learn from one another as they share their analyses of the novel with the class. As there are many
interpretations to a novel, more than one student can read the same book and do a story map of the
novel. This project allows you and class members to appreciate students' understanding of the novels
they have read.
This activity can be used with individuals, pairs, or groups. Because this project is a variation
on the mapping form, the format can be changed and modified (it should be modeled before the
assignment is given). Usually it is best if you first model the elements of fiction in a simpler form
of literature, such as a children's book. The class can work in pairs or groups and map the elements
of this story to become familiar with the terms and format before undertaking the task of mapping
a novel. Decide on the size of the project; it should be put on a poster sheet that is large enough for
a class presentation. The most beneficial part of representing the students' knowledge on a poster
is that it will be shared with others and displayed in the classroom as an example of successful
achievement.
Evaluation
This project can consist of several assessments. First, the accuracy and quality of the content
can be evaluated as well as the creativity, originality, and overall appearance of the poster itself.
Second, the presentation can be graded in terms of speaking and sharing the visual with others. The
audience can be required to take notes or write an interesting question or insight after viewing the
project.
Variations
If computers are available, students can learn how to use them to enhance the appearance of
the poster. Experiment with various font styles and sizes. Graphics can be newly drawn or taken
from clip art for symbols, settings, and characters if available. Placement, cutting and pasting, and
layout are all important skills with this kind of format.
Activity 25: Poster Map of the Elements of Fiction / 55
ACTIVITY 2 5
POSTER MAP OF THE ELEMENTS OF FICTION
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a poster displaying the important elements of the novel. The poster should be
large enough for all class members to view. The information should be represented in a concise,
accurate manner. Feel free to be creative, original, and colorful.
Character (Protagonist) Plot

In a paragraph or character map include the In a paragraph or sequence
following: chart include the following:
• physical and personality description • a short summary
• background information • the conflict/problem
• problems and decision-making • the resolution to the problem
Try to draw or cut out a picture. Draw plot diagram.
Print and Underline the Title, Author, and Publisher

New Vocabulary (1-3) Symbol
Do the following: Draw or cut out a picture of
• print the word in large letters an object that has a special
• copy the sentence from the book and page # meaning in the book or
• guess at the contextual meaning that can represent the book in
• include the dictionary meaning and source a symbol.
• write an original sentence
Setting Mood
Tell where and when the story takes place Complete three sentence that
• include pictures of the most show when your feelings were
important or interesting places. strongly felt.
I felt during the
part in the story when
Theme
State the message of the book in one sentence and explain it.
ACTIVITY 26
BOOK JACKET/BOOK COVER

This multipurpose activity involves students in reading, writing, and representing a work in
another medium, and class members viewing the finished products in a sharing session. Students
must first read a novel and then create a book cover or book jacket that would advertise the book
and get others to read it. Students must use higher-level thinking, analyzing, and creative skills in
order to complete this assignment. Afterward, the students will present their projects and share the
information with the class. Also, they can talk about what is necessary to create a book cover or
book jacket that markets the book to readers.
The activity, which should be assigned after the book is read, offers students a chance to express
themselves in a format that they may not have explored in the past. Some class discussion about
layout, attractiveness, and marketing may be necessary at the onset of the project. Having sample
models of novel covers and book jackets would be helpful for the students to preview. Students can
then begin the project in class, or it can be assigned for homework. The cover or jacket can be cut
to fit the actual book, or it can be made larger than the book for presentation purposes. You can
assign a book cover alone or ask for an entire book jacket depending on how much information you
want about the novel.
Evaluation
Because this activity covers so many skills, it can be graded in a variety of ways. The students
should be told exactly how they will be assessed on the activity. Certainly the writing and the literal
and inferential information should be accurate. The design and attractiveness of the cover/jacket
can also be assessed. Meeting a deadline is an important factor as well. If the project was done
cooperatively, the cooperative group work can be considered. Finally, sharing can be a separate
grade.
Variations
Computer graphics and text can be incorporated into the cover/jacket. Also, students can draw
the cover themselves. Others can cut out pictures to represent ideas. You can use the idea of creating
book covers as a springboard for students' written work at any time.
Activity 26: Book Jacket/Book Cover / 57
ACTIVITY 2 6
BOOK JACKET/BOOK COVER
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a book jacket/book cover as assigned following the format below.
Look at sample book covers and sample book jackets in the library. Your project must be
informative as well as attractive.
(cover)
ONE-SENTENCE PLOT OR CATCHY PHRASE
ARTISTIC DRAWING OF CHARACTERS

AND/OR SYMBOLIC OBJECTS
AUTHOR, PUBLISHER, AND YEAR
(jacket back cover)

SHORT PLOT SUMMARY
TELL APPEAL OF BOOK TO READERS
(inside flaps of jacket)

POSSIBLE CHOICES:
BOOK REVIEW
AUTHOR'S BACKGROUND
CHARACTER DESCRIPTION
OTHER STUDENT OPINIONS
IMPORTANT QUOTATIONS
POSSIBLE THEMES
ACTIVITY 27
COMIC STRIP BASED ON PLOT AND THEME

This representing/viewing activity offers the opportunity for students to be creative and artistic
as they display their understanding of an important event in the novel. They will not only condense
the events into a comic strip format but also will explain, in writing, the message in the drawings.
Additionally, the students will represent the literary form of the novel in a different medium. If you
have them share their work with others, their classmates will gain a deeper understanding of the
novel.
This activity would probably be most appropriate after the novel is finished, but the students
can record significant events or situations in a journal as they read to refer to when they are done.
They must then choose an event or situation to portray in the comic strip that they feel holds the
most meaning for the novel: a turning point, a character's decision, or an exciting plot event. You
can set the parameters of the assignment and the number of comic strip frames as desired.
Evaluation
Because many students are not artistically inclined, stick figures should be acceptable as people,
and details may be sparse. Your assessment should be in the accuracy of the events portrayed and
the reasoning for the choice of events. The interpretation is also a key element to consider in grading.
The sharing in pairs, groups, or the entire class can also be graded and can provoke class discussion
and questions.
Variations
Ask the students to draw a comic strip that portrays the future of a character, or to make
predictions about the plotline at the conclusion of the novel. This activity can also be given as one
of several for students to choose from as an alternative book project. Students who are artistically
talented will have the opportunity to display their skills and succeed with the book project.
Activity 27: Comic Strip Based on Plot and Theme / 59
ACTIVITY 27
COMIC STRIP BASED ON PLOT AND THEME
Name: Date:
Title:
Author:
Publisher and year:
Directions: Choose an event that holds the most meaning for the novel, such as a turning point, a
character's decision, or a prediction in the plotline. Create a comic strip based on this event.
EVENT EVENT
EVENT EVENT
LESSON/MORAL/THEME/INFERENCE OF THIS STRIP
ACTIVITY 28
MURAL OF SYMBOLIC PLOT SEQUENCES

There are several purposes for this representing/viewing activity. The first is for students to
think at an interpretative level and show their understanding of the novel with pictorial repre-
sentations of characters and events. Second, the students must work cooperatively in order to
successfully discuss the main events of the book, decide how to artistically create events in symbols,
and complete the project on time to present it to the class as a visual. Third, students will present
their mural to the class and explain the drawings, apply the symbols to life, and relate the significance
of the events they portray to the novel and its themes. The class will view the mural and listen to
the share sessions to learn about the book and their peers' interpretations.
This activity can be assigned to a class reading the same novel or to a class reading individual
novels. This activity can also be offered as one of several choices of projects from this book for
students who like expressing themselves through art. Butcher block paper can be used for a larger
version of a mural, or standard-size paper can be taped together to create a miniature wall hanging.
The students must have an understanding of symbols, plot sequence, themes, and murals to
undertake this activity. Possibly a class discussion or research can be conducted to increase students'
knowledge in these areas. An art teacher can be a resource for ideas on artwork, the elements of a
mural, and models. You need to decide the parameters of the assignment. Students can work in
pairs, groups, or an entire class if the class is small. The number of significant sections of the novel
must be discussed and outlined before the project begins. It is advisable to do sketches separately
before doing a final copy. One possibility is to make sections on the mural by chapters, major
episodes, or the events of the plot triangle (exposition, rising action, climax, falling action, and
resolution). The ability of the students as well as their number determines the restrictions of the
project.
Evaluation
The evaluation can include the preparation, working process, cooperative attitude, final
product, and presentation. This project can be considered a formal activity, and each individ-
ual/pair/group can be held responsible for a particular part of the mural.
Variations
Once a class has completed a mural, keep it as a model if the project is repeated in the future.
The mural's format can be thematic, sequential, chronological, character growth, or a combination
of the novel's events paralleled with the historical events. The format for the mural depends on the
structure of the novel.
Activity 28: Mural of Symbolic Plot Sequences / 61
ACTIVITY 28
MURAL OF SYMBOLIC PLOT SEQUENCES
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a wall mural displaying the plot by chapters or episodes. Use this form to plan the
mural.
ACTIVITY 29
AUTHOR PROMOTION POSTER

This activity involves students in reading, writing, researching, representing, and sharing, and
an audience in viewing. Students can read one or more of an author's books. Then they research
information about the author and her or his works. The students then will represent important
information about the author in the form of an attractive visual poster for class members to view so
that they too can learn about the author. This activity reminds students that writers are real people
with real lives and real problems.
This activity would be most successful if all class members or groups were assigned individual
writers to research and produced a poster to share. If class members are reading books of their choice,
this project would be ideal for students to become familiar with many writers and types of literature.
This project can also be used as a means for teaching the research and inquiry process, where the
students write questions for which they would like answers. Students should look in a variety of
sources in the library and, if available, can also use technology for searches. They must gather and
sort through materials to choose information about an author that answers their initial questions,
and they must be able to synthesize, condense, and write main ideas that are interesting and
informative for a specific audience. The class members can log main ideas in a notebook for future
reference, which is also a form of note-taking practice.
Evaluation
The entire process can have several points for assessment as students participate in and complete
the various steps of the research. If the students work independently, the final product and formal
presentation can be graded. The class members' notes can be assessed, and the importance of
meeting a deadline should be stressed.
Variations
This activity can be offered as one of several projects for students to choose from as a book or
author report. The format and information requested on the sample are only a model to get students
started. When the project begins, the students can write their initial questions on the poster, and later
they can explain how they arrived at their conclusions.
Activity 29: Author Promotion Poster / 63
ACTIVITY 2 9
AUTHOR PROMOTION POSTER
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a poster about your novel's author that includes the information below.
Background Information: Picture of

• Who is the person? Author
• What is important to know about
this person?
• Where does or did this person live?
• When did this person write?
• Why is this person successful
as a writer?
Author's Name
Symbol
for Author List Other
Writings
Explain why you admire this author.
ACTIVITY 30
MOBILE OF CHARACTERS

The main purpose of this representing/viewing project is for students to display information
about their novel in a creative mobile that can be hung in the classroom for all students to view.
Students will learn about the characters in the novel through the use of symbol shapes and concise
wording on each shape. Students must plan and prepare a project that is visually appealing as well
as informative.
This activity can be offered as one of several projects for students to choose from in this book.
Students who are creative, draw, and like a hands-on activity can choose to complete this assignment.
The activity can also be used on a class novel or several different books for variety. Students will
need to take notes on several characters as they read to gather information for this project. Because
not all the information can be used in the predetermined amount of space, the students must be
selective and choose the most important facts that make a character different from others. You can
direct the students to the kinds of information needed for character understanding. Using different
shapes will help students realize that each character is unique in his/her own way. There should be
a reason why a particular shape is chosen for a character. One side of the shape should house a
picture, and the other side of the shape should contain information about the character. The shapes
can be enlarged or altered if necessary. Students will punch holes in each shape and hang them from
a coat hanger, rod, or piece of wood. Display the projects in the classroom for all students. Part of
this assignment is to have the students share their projects with other class members.
Evaluation
The project assessment can include the degree of creativity, the ability to meet a deadline,
content, and a presentation.
Variations
These same shapes can be used to display the elements of plot, characters, setting, mood, and
theme for a novel. Through using different shapes, the students realize that each element is unique
but necessary for every story.
Activity 30: Mobile of Characters / 65
ACTIVITY 30
MOBILE OF CHARACTERS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a mobile based on the characters in the novel. Each character must have a
picture or drawing to show your interpretation of the character's appearance. On the other side of
the symbolic shape there should be pertinent information about the character's life, background,
family, values, behavior, problems, friends, growth or learning in the novel, and other items of
interest. These symbolic shapes can be cut and attached to a coat hanger or other stable item. The
pieces can hang from string, ribbon, or strips of material.
Be prepared to share your project with the class in a formal presentation.
Names of Characters:
1.
2.
3.
4.
5.
Activity 30: Mobile of Characters / 67
ACTIVITY 31
AWARD CERTIFICATE FOR A CHARACTER

The purpose of this representing/viewing activity is for students to analytically decide which
character from a novel deserves a certificate award for heroic traits. Students must create an award
stating both literal and inferential information. Another purpose of this activity is for students to
express themselves in writing by giving reasons to justify their choice of candidate. Upon presenting
the award for class members to view, students will discuss the idea of a hero and heroic traits.
The award activity can be used as a model for students so that they can create their own award
with whatever design they feel is appropriate. Students can practice prewriting, writing a rough
draft, and editing before making a final product. Students should also supply a persuasive theme
convincing the audience that the character deserves such an award.
Evaluation
Students can be assessed while working on the writing process and on the final award. A formal
persuasive speech can also be set up for evaluation, or informal sharing can be done in groups or
pairs.
Variations
Students can brainstorm the kinds of awards that people receive and the standards necessary
to be an award recipient. They can create awards for other characters for different reasons. This
project can be suggested as one of several projects for students to choose from to report on their
novel. Students can create other kinds of awards for characters in the novels, such as "Best Friend
Award," "Best Parent Award," or "Best Problem Solver." This activity can spark all kinds of
discussion on awards and the qualities needed for public recognition.
Activity 31: Award Certificate for a Character / 69
ACTIVITY 31
AWARD CERTIFICATE FOR A CHARACTER
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create an award for a character in your novel if you feel that he or she deserves an
award for his or her heroic deeds. If a character deserves an award for some other special quality
or deed, you can change the title to one more appropriate than the model given. Use the space
below to justify the reasons this person should receive an award, giving specific examples from
the book (in the form of a well-written paragraph) to support your decision.
Name of Award Recipient:
Title of Award:
Reason for Award:
CERTIFICATE OF
ACHIEVEMENT
Awarded to
In Recognition of These Accomplishments:
Given the day of , in the year

by
Activity 32: Comparison/Contrast Chart of Characters / 71
ACTIVITY 32
COMPARISON/CONTRAST CHART OF CHARACTERS

There are several purposes for this representing/viewing activity. It gives students the oppor-
tunity to write, to represent their knowledge in a chart, and to have their classmates view their
projects. Students will use higher thinking skills to compare and contrast one character to another
and/or to themselves. By studying similarities and differences between characters, students will
understand the many differences but also similarities among people. This can open a discussion
about empathy for people and their problems. Students will present and share their information
either formally or informally with class members. Finally, the class will view a visual chart and
listen to their peers' ideas.
This activity can be used for the entire class, or it can be offered as one of several activities
from this book to students. Students can complete this activity during reading or afterward. The
activity requires the students to look beyond the text for similarities and differences. Students need
to find specific examples to support their generalizations and observations. The graphic organizer
can be used as a rough draft. A final draft can become a larger visual for the presentation if students
are to practice presentation skills. Some elements for comparison include personality, parents,
hobbies, interests, schooling, problems, appearance, background, friends, relationships, and likes
and dislikes.
Evaluation
This activity can be evaluated in a number of ways. It can be assessed as a class or homework
activity, a written assignment, or a presentation. The amount or credit given for an assignment
depends on the time and purpose of the project.
Variations
Students can create their own charts for comparisons and contrasts between two minor
characters, two novels, or two elements within a novel. These charts can also be used as graphic
organizers to help students marshal their ideas and information before a more complex written
assignment is given. A column could be changed on the chart and the student's name added so that
a character's trait can be compared and contrasted to a real person.
ACTIVITY 32
COMPARISON/CONTRAST CHART OF CHARACTERS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a chart to share with the class that compares similarities and contrasts
differences for two characters in the novel. Support your choices with examples from the text.
Same or Different? How?

Item Discussed First Character's Second Character's How?
Name Name Examples
1.
2.
3.
4.
5.
Activity 33: Vocabulary Mapping / 73
ACTIVITY 33
VOCABULARY MAPPING

The first purpose for this activity is to have students increase their vocabulary by interacting
with new words in context. The second purpose is for the students to assume responsibility for their
learning by choosing words that they are unfamiliar with as they read. The third is that the students
will learn from each other by presentations of words in class. Fourth, students will practice thinking
symbolically to help increase memory and to help make connections to their lives.
There are several ways to use this graphic organizer. One is for students to find a certain number
of words to map as they read. You can pass out the required number of forms to the students for
mapping. Another suggestion is for each student to find and share one word for class members to
take notes on, thus creating a class list of vocabulary enhancement. This form can also be used as
a model for students to use for a poster presentation on their vocabulary word.
Evaluation
Students can be assessed on their ability to meet a deadline, to create a map with accurate
information on a word, and to share information by practicing their presentation skills. One method
of testing a group of class vocabulary words is for you to use the students' sentences for a quiz and
ask students to match a list of words with the correct blanks in the sentences. Students will need to
use contextual skills to choose which vocabulary word makes sense in each sentence. Another form
of testing includes using just the student-drawn pictures for matching with the class vocabulary
words.
Variations
You can vary the requested information on a word if you are stressing antonyms, homonyms,
etymology, or dictionary skills. You can also request that the students use a number of vocabulary
words in a specific writing assignment or one of the suggested activity book projects. The more
exposure students have to the vocabulary, the more likely the words will become part of their
everyday language.
ACTIVITY 33
VOCABULARY MAPPING
Name: Date:
Title:
Author:
Publisher and year:
Write the contextual definition,

then check for the dictionary definition Write your own sentence
Write the word, page number, and part of speech
Write one or two synonyms Draw or find a picture to represent the word
Activity 34: Comparison/Contrast Chart for a Novel and Movie / 75
ACTIVITY 34
COMPARISON/CONTRAST CHART FOR A NOVEL AND MOVIE

First, the students must read the novel and view the movie. Then the students must record
information in a chart that requires familiarity with literary terms. This activity has students using
higher-level thinking skills to compare and contrast specific points and deciding whether the two
media are similar to or different from each other and how. The students will make judgments and
support their answers and choices. They will discuss their choices after reading and viewing the two
media.
The students can complete the chart while they read, or all three columns can be completed
after reading and viewing the movie. This activity would work successfully with groups, pairs, or
individuals depending on the ability of the group and your purpose. One advantage of having
students work cooperatively is that they can be given roles for which they are responsible and a
specific task to complete. Members should share openly but be dependent on each other for the
success of the task. Some possible roles are organizer, recorder, reporter, and timekeeper.
Evaluation
Students can be assessed for their observations and analyses of the two art forms. You can allow
students to work in pairs to assist each other. This activity can be graded as a class assignment,
formal written report, or graphic organizer presentation. The main focus should be that students
explain, with details, the reasons for their answers.
Variations
Alter the form to emphasize other points. A comparison/contrast chart can also be used between
two novels of a genre or author.
ACTIVITY 34
COMPARISON/CONTRAST CHART FOR A NOVEL AND MOVIE
Name: Date:
Title of novel:
Author:
Publisher and year:
Title of movie:
Directions: Find a movie that has been made from your novel, or find a movie that is very similar
to your book, and record the similarities and differences.
CHARACTERISTIC NOVEL MOVIE SIMILAR OR

DIFFERENT AND
HOW
PLOT LINE
(ONE SENTENCE)
PROTAGONIST
SETTING
CONFLICTS/
PROBLEMS
THEME
MOOD
POINT OF VIEW
READER'S OR
VIEWER'S OPINION
RATING IN STARS
(1-5) AND WHY
Activity 35: Timeline of the Events of the Plot / 77
ACTIVITY 35
TIMELINE OF THE EVENTS OF THE PLOT

The purpose of this activity is for students to choose important events from the novel and
arrange them in sequential order using words and symbolic pictures. The students must also explain
the significance of the events and reasons why they were chosen for the timeline. The students will
represent the novel in a format that requires them to use higher thinking skills in order to analyze,
find, and sequentially arrange objects to represent actions in the book. The students will share their
timelines with the class for discussion.
Students can keep a journal as they read so that they can record important events and significant
symbolism. Then they can use their notes to choose the most important events that cover the plot
from exposition through resolution. The events should be labeled below the horizontal timeline in
concise words. Above the timeline, the students should draw or place pictorial symbols that represent
each event in the sequence of the plot. Students can write, orally present, or do both and share with
the class their choices and the significance of the events in the book.
Evaluation
Students' projects can be assessed in several ways or in just one manner. Depending on what
you choose to focus on with this activity, the students can be evaluated for their sequencing skills,
writing skills, content information, speaking skills, or all four. The students must be aware of the
emphasis at the beginning of the project.
Variations
Enlarge the timeline so the students can create a visual for class presentation. You can also add
or subtract the number of events requested on the timeline. A possible prewriting activity is for
students to practice working with a timeline by placing important events in their lives in sequence
and bringing symbolic objects that represent those moments in their lives.
ACTIVITY 35
TIMELINE OF THE EVENTS OF THE PLOT
Name: Date:
Title:
Author:
Publisher and year:
Directions: Display the important events from the novel in sequential order. Use words below
the line and pictures above the line. On a separate piece of paper, explain the significance of the
events and the reasons why you chose these particular events.
Activity 36: Travel Brochure for a Setting / 79
ACTIVITY 36
TRAVEL BROCHURE FOR A SETTING

This activity emphasizes representing/viewing standards. Students should be original and
imaginative in creating a brochure about a setting (fictional or real) used in a novel. They will need
to view professional travel books and brochures to get ideas for their own projects, and they will
need to research the settings to find accurate information to include in their brochures. Students will
share their projects with their classmates and increase their knowledge of the novel.
This activity can be assigned to an entire class or offered as one of several choices from this
book. Artistic students often find this a golden opportunity for them to display their learning style.
Because some prior knowledge about travel brochure formats, places in the world, and art layout is
necessary, students should do some research into the settings used in their novel, visit a travel
agency, or talk with an art teacher. Students can brainstorm the kind of information needed to make
a travel brochure attractive to customers. They should plan their designs before drawing and writing.
Using a computer with different fonts and graphics would make the brochures very attractive, and
students would become acquainted with desktop publishing. Drawn or cut-out pictures are equally
acceptable. When the project is done, the students can share their work formally in a presentation
or informally in round-table groups. They can relate what they learned from this creative experience
and some interesting details about the setting. They can also explain the reasons the author chose
that particular setting for the novel and its relationship to the entire novel.
Evaluation
This project can be assessed in stages. The research and preliminary planning process can be
evaluated as well as the final product. Students can assess each other's brochures by deciding which
places they would like to visit and their reasons for choosing those places.
Variations
Students can be given a specific format to follow or a certain setting to promote if they need
more structure. Students can also practice writing business letters to travel bureaus requesting
information on a particular place in the book. They can use the information for the brochure and
expand their background knowledge of the book as well.
ACTIVITY 36
TRAVEL BROCHURE FOR A SETTING
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a travel brochure advertising the setting, the where and the when, used in the
novel. The brochure should be attractive and informative so someone would consider visiting the
setting (even though it may be totally fictional).
Setting Where: When:
Activity 37: Postcard from One Character to Another / 81
ACTIVITY 37
POSTCARD FROM ONE CHARACTER TO ANOTHER

There are several purposes for this activity, which involves reading, writing, representing, and
viewing. First, the students must read a novel and understand a character well enough to assume
the identity of that character and write a postcard to another character in the story. Second, the
students will use their writing skills to concisely communicate some ideas about significant actions,
decisions, and observations in the book. Third, the students will represent the novel in another form
that displays their interpretations of character and plot. Fourth, the class members will view each
other's work to gain more insight into the characters and the thought processes of other students.
You can assign this project to a class or offer it as one of several to choose from. Show the
class sample postcards for models and discuss reasons why people communicate in this manner.
Large index cards would allow students to draw a picture of a setting in the book and use the other
side for the message and address. The form of the postcard in this book can be enlarged if the
emphasis is only on writing. After students produce postcards, they can share them with classmates
and explain the significance of the communication in relation to the book.
Evaluation
Students can be evaluated for the written portion of the project (the message), for following
the directions and format properly, for maintaining accuracy of detail, for meeting a deadline, for
being creative, and for sharing the project with others.
Variations
To help direct students, you can suggest the topic of the message or offer several choices for
students. You can also dictate which character is writing to which other character.
ACTIVITY 37
POSTCARD FROM ONE CHARACTER TO ANOTHER
Name: Date:
Title:
Author:
Publisher and year:
Directions: Imagine that you are one of the characters in the book. You plan to write a postcard
to another character in the book. Remember to stay in character and discuss events, problems,
and insights.
Date Stamp
Message Fictional
Address of
Character
Signed by character
Activity 38: Bumper Sticker / 83
ACTIVITY 38
BUMPER STICKER

There are several purposes for this activity. The most important one is that the students will
pass along positive themes, inspiring motifs, or words of wisdom from a book in the form of a
bumper sticker. The students must brainstorm before actually writing their message in a concise,
clear manner. Then the students must defend their choices with examples from the text and apply
their messages to the real world. Finally, students will present their bumper sticker to the class for
critique and questions.
In this activity students are asked to brainstorm universal themes, motifs, or words of wisdom
from their novel. The purpose of a bumper sticker can be discussed, and sample bumper stickers
can be used as models so the students can get a better idea why people put stickers on cars. The
students must select the best saying, theme, etc. that is appropriate for placement on a bumper sticker
and that will affect viewers positively. They will then place this saying on an attractive bumper
sticker for display in the classroom. Additionally, they must explain in writing the significance of
the insight in their novel and its universality. The students can share in groups or with the entire
class.
Evaluation
This project can be evaluated in terms of students' abilities to meet a deadline, to complete an
assignment, to follow directions, to be creative, to explain the message as it relates to the novel and
life, and to present the project in a clear manner.
Variations
Students can discuss other forms of communication that people use to get ideas across in public
places. They can also choose a bumper sticker from the class's presentations and write about how
it applies to their life.
ACTIVITY 38
BUMPER STICKER
Name: Date:
Title:
Author:
Publisher and year:
Directions: Think of a clever, universal, insightful message from your novel that would be
appropriate to place on a car bumper for others to read: words of wisdom for others to live by.
Explain how the message is universal and how it applies to your novel, with specific examples.
Significance:
Activity 39: Greeting Card / 85
ACTIVITY 39
GREETING CARD

This activity has students assuming the identity of a character in order to write a greeting card
to another character. Students must first understand the variety of reasons why people write and
send cards to others. Then the students must choose a specific purpose, decide on characters, and
find a situation in the novel where one character might have sent a card to the other. The students
will make assumptions, based on facts and events in the book, about how sending the card would
have changed the plot, and they will write their explanation with supporting details from the text.
Finally, the class members will view all the cards and listen to the explanations by the students to
share their interpretations.
This post-reading project would be most successfully completed by individuals. Allow students
to preview a variety of greeting cards and discuss the kinds of cards that they might have received.
A discussion of the types of cards and their purposes would also connect prior knowledge to the
project. The teachers can ask students to prewrite about several situations, character relationships,
and critical decision points in the novel that may lend themselves to this form of communication.
Students can also discuss letters, cards, or other communications that have affected their lives. The
form can be enlarged for students to write on directly, or pieces of paper can be folded in half to
create any number of cards. Students always enjoy and learn by sharing each other's projects in
class, either formally or informally.
Evaluation
This project can be graded in terms of the greeting card, fulfilling requirements, and the written
explanation of the card's relationship to the characters and events in the novel.
Variations
Ask students to respond to the greeting card in some way. They can also make judgments as
to whether the various cards would actually have affected a character's decisions or plot events.
They can rank cards according to their appropriateness and effectiveness.
ACTIVITY 39
GREETING CARD
Name: Date:
Title:
Author:
Publisher and year:
Directions: Choose a greeting card format and imagine that one character is sending a card to
another character in the novel. Then explain the importance of this choice and how it could have
affected action in the novel if the card had actually been sent.
Choices of Cards: Birthday, Sympathy, Thank You, Get Well, Friendship, Anniversary,
Retirement, New Baby, Valentine's Day, Christmas, Miss You.
Choice of Card:
From: To:
(Front) (Inside)
Activity 40: Fortune Cookie Sayings for the Characters / 87
ACTIVITY 4 0
FORTUNE COOKIE SAYINGS FOR THE CHARACTERS

In this representing and viewing activity, students must write a brief and concise message for
each important character that would be appropriate according to their past, present, or future lives.
Thus, the purposes of the activity are for students to display understanding of character, to make
inferences based on details and facts from the novel, to write briefly and concisely, to be creative,
and to have fun. This activity also gives students the opportunity to share or present their work so
classmates can learn from it.
This activity can be used as a post-reading project for a class novel or individually chosen
books. If the term "fortune cookie" is not generally known to the students, you can explain it. Actual
fortune cookies can be brought into the classroom as examples. Students can use the real fortunes
as models or even match them with characters from the novel.
Evaluation
The assessment depends on the emphasis that you want to place on the activity. This activity
can be used as a class activity or as an actual book project. Students can make a presentation on one
or more of the fortunes and offer an extensive explanation for the match of a fortune and a character.
Variations
Have the students randomly choose a fortune from a hat, match it to a character in the book if
possible, and explain why the fortune matches that character or why it doesn't match any character.
The fortunes can also be used for more extensive essay writing for a theme or test.
ACTIVITY 4 0
FORTUNE COOKIE SAYINGS FOR THE CHARACTERS
Name: Date:
Title:
Author:
Publisher and year:

Directions: Write a prediction or saying for each main character that is appropriate for that
person based on your reading of the novel. Make sure you explain the relationship of the sayings
to the characters.
FORTUNE 1
Character's Name and Explanation
FORTUNE 2
FORTUNE 3
FORTUNE 4
FORTUNE 5
Speaking and Listening
90 / Speaking and Listening Standards Activities
ACTIVITY 41
ONE-MINUTE BOOKTALK

This activity emphasizes speaking and listening skills that will give students the opportunity
to share their knowledge of the novel with class members. Other students will learn about new titles
and authors that they might want to sample. Because all the students are members of the audience,
they can practice appropriate listening skills by being courteous, attentive, and supportive during
the booktalks. Finally, students will sharpen their speaking skills in front of an audience.
This activity can be used when a class reads a variety of novels or individuals have presentations
to share with the class. Usually all class members can share their novels within one or two class
periods. Students can refer to note cards but should not be allowed to simply read the information
on the cards to the class. Generally, students find this booktalk format less threatening than longer
speeches, and they are often eager to present their projects in this manner if a written project is also
due.
Evaluation
Because this activity is an informal sharing of information or a project, you may want to grade
the speech informally by giving credit for sharing and following the directions or no credit for being
unprepared or unwilling to share. Students worry less if the emphasis is not on the speech but on
the willingness to share a book with others.
Variations
Students can sit in a circle to share if the class is small, or several circles to share in groups.
You can vary the information that is asked for in the booktalk. If booktalks are used often, students
become familiar with speaking to the class, which prepares them for more formal presentations later.
Activity 41: One-Minute Booktalk / 91
ACTIVITY 41
ONE-MINUTE BOOKTALK
Name: Date:
Title:
Author:
Publisher and year:
Suggested Outline of Topics for Presentation Sharing

or Novel Sharing
1. Hold up the book for the class members to view and name the title, author, publisher, and
year of publication of the novel.
2. Tell a short summary of the plot in about five sentences to give an overview of the basic
type of book and the events within.
3. Describe the main character (protagonist), using three to five relevant adjectives, and
explain whether that person is someone you would like as a friend, or why you would not
like that person as a friend.
4. State the theme of the story in one sentence. Explain how you learned this overall message.
5. Critique the book by saying who should read the book in the future and giving reasons why
you liked or disliked the novel.
6. If there is a project involved, explain the significance of the project and its relationship to
the novel.
Optional:
Share a new, interesting, or unusual vocabulary word with the class. Write the word on the
chalkboard, say it, give the definition, and use it in a sentence.
ACTIVITY 4 2
A BOOK IN A WEEK

This activity involves listening and speaking standards. Its purpose is for students to work
cooperatively as a class to read a portion of a novel and share information to create a basic familiarity
with the characters and plot among all class members. Hopefully students will become interested
enough to read the book in its entirety, or even another title by the same author. This activity is also
a motivational one for students who think they cannot read an entire book; here, they cover an entire
book in a school week.
The directions are stated on the activity sheet. This activity can also be used as a motivational
activity to begin a novel unit, to introduce a genre type, to add variety when teaching about an
author, or to teach plot structure. The students are always surprised that a teacher would tear up a
book to pass out chapters; this action certainly gets their attention! The chapters can be stapled and
saved for reuse after the activity is over. You must be prepared to speak about chapters when students
are absent or unprepared so that the plot flows in sequence. There can be no makeup for students
in this type of activity.
Steps to Follow
Choose a book that has enough chapters for all students or for students to work in pairs. The
book must be readable by all class members. Tear the book into chapters. For effect and to stress
the need to save time and work cooperatively, you may want to tear the chapters in front of the class.
Read the first and possibly the second chapter to the class out loud. Give each student or pair
a chapter and a copy of the table of contents. Have the students read their chapters and take notes
as stated on the activity sheet to share with the class. If possible, the students should get in a circle
and talk about their chapter.
Everyone listens without interrupting. You may request that students take notes on plot events
and characters. Read the last chapter or two aloud at completion of the sharing.
Have students write a summary of the plot based on what they heard. They should discuss and
evaluate the process of reading a book in this fashion.
Evaluation
The assessment can take into consideration the students' ability to follow directions, share informa-
tion, and listen to or take notes on what other students share. Evaluation of the summary writing and
critiquing of the activity can take place at the conclusion of the sharing. Students can also be asked to
write a one-sentence theme stating the message of the novel or what they learned from the book.
Variations
The amount of information requested for each chapter can be lengthened depending on the time
you want to allow for the chapter presentations. Remember, the longer the sharing goes on, the
higher the risk of students being absent and being unable to follow the plot sequence. Also, ask
students to pick out one or two words in context to share in their presentation, and have the class
keep a list of these words for testing later.
Activity 42: A Book in a Week / 93
ACTIVITY 4 2
A BOOK IN A WEEK
Name: Date:
Title:
Author:
Publisher and year:
Directions: Once you have received your chapter, read it and take notes as stated below to share
with the class. During the presentations, listen without interrupting. After the book is finished,
write a summary of the plot and be prepared to discuss and evaluate the process of reading a
book in this manner.
Guidelines for Note Taking on Each Chapter
1. Give a short summary of what happens in the chapter, including new characters that are
introduced.
2. Try to predict what you think is going to happen in the next chapter.
3. What questions would you like answered in later chapters?
ACTIVITY 4 3
CREATE A POEM ON A THEME OR FEELING

This creative writing activity not only involves the reading of a novel and the writing of poetry,
but it also has students share their ideas and feelings with other class members. This project covers
the standards of reading, writing, speaking, and listening. The students also learn new forms of
poetry, and they must make connections between poetry and prose by writing about universal themes
and feelings.
This post-reading activity would be most successful if students worked individually to express
their feelings and relate their own experiences to the novel and their poems. This activity can also
be used in conjunction with a poetry unit. Students need to see similarities between the themes of
different genres. You can assign this activity to students who have all read the same book or who
have read individual books. The activity can be offered as one of several projects from this book
for students to choose according to their learning strengths.
Evaluation
This activity can be assessed as other writing and sharing projects are assessed. Grades can be
given for the writing portion and for the speaking/sharing portion. Other factors to take into
consideration are the ability to meet a deadline, to follow directions, to format the poems correctly,
and to explain the theme and its relationship to the novel and poems.
Variations
The students can illustrate their poems and thus create a visual aid for their presentation. You
can choose how many and what kinds of poems are required for the project. There are many more
types of poems the students could try than the ones suggested, which were chosen because they are
short and fun and have easy formats to follow. Other, more difficult forms include the sonnet, ballad,
and narrative poem.
Activity 43: Create a Poem on a Theme or Feeling / 95
ACTIVITY 4 3
CREATE A POEM ON A THEME OR FEELING
Name: Date:
Title:
Author:
Publisher and year:
Directions: Write two or three poems whose meanings contain a universal theme or truth similar
to the theme of your novel. You can follow the form of one of the poetry types listed below, or
you can write free verse.
Universal Message from Novel:
Poem Suggestions: Haiku, Concrete Picture Poem, Limerick, Metonymy, Cinquain, or Free
Verse
Haiku Title:
line 1-5 syllables
line 2 - 7 syllables
line 3 - 5 syllables
Concrete Poem Title:
A concrete poem creates an actual picture through the placement of the words.
Limerick Title:
line 1 - (a)
line 2 - (a)
line 3 - (b)
line 4 - (b)
line 5 - (a)
Lines 1, 2, and 5 rhyme, and lines 3 and 4 are usually shorter.
Metonymy Title:
Another name for this poem type is a definition poem. The title is an abstract word or concept
that is defined with images that have no particular pattern.
Activity 43: Create a Poem on a Theme or Feeling / 97
Cinquain Title:
This poem has two patterns of five lines each; either one is correct to follow.
line 1-2 syllables (the topic)

line 2 - 4 syllables (describes the topic)
line 3 - 6 syllables (action words—verbs)
line 4 - 8 syllables (a feeling or emotion)
line 5 - 2 syllables (a synonym for the title)
line 1-1 word (a noun—thing)

line 2 - 2 words (adjectives—tell what kind, how many, or which one)
line 3 - 3 words (verbs—show action)
line 4 - 4 words (a phrase about it)
line 5 - 5 words (a synonym for the noun)
Free Verse Title:
This type of poetry does not contain rhyme or any particular pattern.
ACTIVITY 4 4
CREATE A SONG ON A THEME OF A BOOK
Purpose of Activity
This activity allows students to display their creative talents by writing lyrics for a song.
Students will learn the difficult process of writing words that connect with music. They must also
share their ideas and feelings with others so they can practice speaking skills, and the audience
members can practice their listening skills. Both speakers and listeners learn to appreciate each
other.
This post-reading activity can be worked on individually or in pairs. You can decide how many
stanzas there should be and how long they are. Students can discuss creative artists and the process
of writing lyrics and music. Some students may already be familiar with writing music and playing
instruments and can share their insights. Because some students may feel uncomfortable about
writing lyrics if they do not like music, this activity can be offered as one of several to choose from.
Sample songs can be played in class so the students can discuss the messages and feelings brought
out in music.
Evaluation
Although this activity involves writing, the primary emphasis is on the presentation of the lyrics
to the class. The students should understand the assessment process (as defined by you) at the
beginning of the assignment. A major consideration is the connection between the lyrics and the
novel.
Variations
Ask students to bring songs that have a similar theme or feeling to the novel under discussion,
and have the students explain the connections of the songs and novel to their own lives.
Activity 44: Create a Song on a Theme of a Book / 99
ACTIVITY 4 4
CREATE A SONG ON A THEME OF A BOOK
Name: Date:
Title:
Author:
Publisher and year:
Directions: Write a song that has the same message or theme as the novel. You can just write the
lyrics, or you can substitute your lyrics into a particular song. Be prepared to share your project
with the class.
Theme:
Relationship to Novel:
Name of Song:
Background Music:
Lyrics:
ACTIVITY 4 5
SHARE RESPONSES ON A NOVEL

The purpose of this activity is for students to read, write, speak, and listen to not only the text
but also each other in class. This activity asks students to make connections during or after the
reading process and write ideas down. Then they interact with their classmates and respond to one
another's questions to help make the text more understandable to each other. By having the students read
a question and response aloud, other students must listen and will gain further insights into the book.
Class members will write three questions or comments on index cards (or on three slips of paper
cut from the worksheet) while they are reading their novel or after they finish. (Students should be
familiar with journal or response writing.) The students' cards are shuffled and distributed randomly
to class members, who will write the question, the name of the person who wrote the question, and
an answer or response to the question in the boxes on the worksheet. The students then choose the
most valuable question or response to read aloud. By having the students perform these tasks, they
are creating their own study guide on the novel and taking responsibility for their learning. All
students are given the opportunity to ask questions and get answers. This activity can be repeated
more than once during the reading of a novel. You must decide how much time should be spent on
questions.
Evaluation
This project can be counted as a class participation activity and thus part of a daily grade. If
students are to write more detailed formal responses, it can be considered a writing assignment. The
main purpose, however, is to get the students to talk and share information with each other.
Variations
Ask students to choose one of the questions and write a longer, more formal response to it. You
can also provide examples of the kinds of questions to ask as a guide for slower students. Students
need to practice asking good questions in order to find out the answers.
Activity 45: Share Responses on a Novel / 101
ACTIVITY 4 5
SHARE RESPONSES ON A NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: Write three questions on individual index cards concerning the plot, characters,
universal topics, theme, the relationship of the book to teenagers, problems/solutions, or unusual
ideas. Respond to three other students' questions in the boxes below.
Question 1:
Name of Person Who Wrote the Question:
Answer:
Question 2:
Answer:
Question 3:
Answer:
ACTIVITY 4 6
ORAL INTERPRETATION OF A PASSAGE

This activity focuses primarily on speaking and listening skills. The students must choose a
passage from their novel that has a special meaning to them, a significance to the novel, or a strong
characterization. Then they must practice it aloud before reading to the class. They must also explain
the significance of the passage to the novel and give an explanation for their choice. The audience
must practice active listening skills and be nonjudgmental.
This activity involves discussion of the skills necessary for doing a good oral interpretation.
The listening skills expected by the audience need to be discussed in class before the presentations
begin. Present a couple of readings from literature for the students to hear. Also in preparation, have
the students practice their reading with a partner before they make their presentation to the class.
You may want to approve the passages first by using the activity worksheet. The time length and
length of passage will be set by you.
Evaluation
Both the speakers and listeners may be assessed depending on the maturity of the group. A
rubric can be devised to cover the skills being developed. Clarity, volume, speed, eye contact,
preparation, time limits, and introductions and conclusions are factors to consider. For the audience,
paying attention, not talking, not being a distraction, sitting forward, focusing, taking notes, and
responding appropriately are part of a grade.
Variations
Depending on the ability of the group, the students can memorize short passages or poems for
their presentation.
Activity 46: Oral Interpretation of a Passage / 103
ACTIVITY 4 6
ORAL INTERPRETATION OF A PASSAGE
Name: Date:
Title:
Author:
Publisher and year:
Directions: Locate an interesting passage of two or three paragraphs that the class would like to
hear read aloud. This passage should also give insight into a character or the theme of the book.
Be prepared to explain the significance of your choice and its relationship to the rest of the book.
Copy the selection so that it can be submitted at the time of the oral reading.
Page Number of the Passage:
Significance of the Passage to the Novel:
Explanation for Your Choice of This Passage:
ACTIVITY 4 7
SHARE A VOCABULARY WORD A DAY

There are four purposes for this activity project. The first is to increase the vocabulary of the
students by not only having them choose their own words but also teaching the words to each other.
Second, through class presentations, the students will practice their speaking skills in front of an
audience, relating planned, practiced, and practical information that all classmates need to know.
Third, the class members will practice their listening and note-taking skills during the presentations,
writing down information on the words that they will later study for a follow-up quiz or activity.
Fourth, the students will act appropriately as an audience.
Assign this activity when the students start the novel so they can look for a word to share as
they read the pages or chapter assigned. While the book is read and taught, you can spread out the
presentations to coincide with the discussion of particular pages or chapters in class. If no more than
three or four words are presented at a time, the class time used for this activity is kept to a minimum,
and other activities can be planned. You must request that the students take notes, listen attentively,
and use the words in future assignments. You might ask students to use the words in compositions
and highlight their presence for extra points. The memory aid brought by the students can be objects,
actions, or something drawn or written on the chalkboard. These concrete examples will help the
audience retain the knowledge of the words.
Evaluation
This activity can be evaluated in several ways: meeting a deadline, following directions for
teaching the vocabulary word, content, speaking skills, and audience skill (cooperation, attentive-
ness, note taking, and behavior). Also, a follow-up quiz or other such activity can assess the students'
knowledge of the words.
Variations
Create a list of words if certain ones are necessary for comprehension of the book. Assign each
student a word. The student is responsible for presenting information about the word to the class.
Students then gain some experience teaching. The words can be divided into pairs or groups, or by
books if individuals are reading a variety of novels. The vocabulary map in activity 33 can be used
as a guide for the teaching and presenting of the word.
Activity 47: Share a Vocabulary Word a Day / 105
ACTIVITY 4 7
SHARE A VOCABULARY WORD A DAY
Name: Date:
Title:
Author:
Publisher and year:
Directions: Each class member will sign up to present an interesting or unusual vocabulary word
from the reading. Class members are expected to take notes on all the presentations. It is your
responsibility to teach the word you chose to your classmates. Bring a picture, personal story, or
prop to help everyone remember what your word means.
Information Required:
1. Original Sentence and Page Number
2. Part of Speech
3. Definition
4. Your Own Sentence
5. Symbol, Object, Prop, or Other Memory Aid
Name Page Number Share Date Word

1.
2.
3.
4.
5.
6.

7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Activity 47: Share a Vocabulary Word a Day / 107

22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
ACTIVITY 4 8
PANEL DISCUSSION ON A BOOK

The main purpose of this speaking/listening activity is for students to verbally present multiple
points of view on a topic and for class members to listen to their peers' opinions without criticism.
The students will practice stating their opinions and supporting them with examples from the books
they have completed. The class members will be given an opportunity to question the speakers and
to offer comments on what they have heard. Thus, they have the opportunity to practice speaking
skills as well.
The students can be divided into groups of four or five for several panel discussion groups, or
this activity can be offered as one of several choices for book projects. Either way, there should be
one moderator/leader for each group. The group might want to meet to discuss the topics from the
book before the actual panel discussion in front of the class. You can choose the number of topics
or ideas and set a time limit for the panel discussion when the activity starts. The discussion should
be rather informal, with students seated at a table or at desks facing the class members. Each panel
member should make a comment about the previous student's statements before any new thoughts
or ideas are presented. After each panel member has spoken, the moderator should summarize the
points developed for the audience. Then the moderator can receive questions and comments from
the audience.
Evaluation
This activity can receive as much credit as other book projects. At the beginning of the activity,
the students need to know the criteria being used for evaluation. The panel members can be graded
individually for their participation in the panel and their ability to support their opinions with
examples from the text. Another assessment can be a group grade for meeting a deadline, working
as a group, and completing the speaking project. You can assess the audience's speaking skills as
well as the content of their questions or their listening skills.
Variations
A variation of the panel discussion is to control the topics being discussed if the class needs
that kind of guidance. Another possibility is for the students to write on index cards the topics that
they would like to discuss; each member or panel group can randomly draw one or two topics to
deal with.
Activity 48: Panel Discussion on a Book / 109
ACTIVITY 4 8
PANEL DISCUSSION ON A BOOK
Name: Date:
Title:
Author:
Publisher and year:
Directions: Each group member is responsible for participating in a panel discussion on the
novel when you finish reading it. The panel will come to some conclusions regarding the novel,
and the members will individually present them to the class. Each member must have a speaking
role, and the others must listen along with the class. At the end of the presentation, class
members may ask questions of the group.
Members of Panel (label the moderator):

1.
2.
3.
4.
5.
Topics of Discussion by Each Member:

1.
2.
3.
4.
5.
Three to Five General Conclusions About the Novel:

1.
2.
3.
4.
5.
110/ Speaking and Listening Standards Activities
ACTIVITY 4 9
RADIO/TELEVISION PUBLICITY SPOT

This speaking/listening activity allows students to be highly creative in our media-centered
world and to learn about advertisement. The students also will experience the process of producing
a very precise, concise form of communication through the format of the radio segment or television
commercial. The students must work cooperatively if they work in pairs or groups. They must
research examples of the format of professionally made radio or television spots. Finally, students
are responsible for producing a product for listening or viewing in class.
The availability of equipment at students' homes or at school will be a deciding factor in
assigning this type of activity for all students. It can be offered as one of several projects from this
book. Before this activity is assigned, students need to discuss advertisements and publicity spots
that they have seen to learn about content, appeal, timing, and appearance. Samples can be played
in class to use as models. If book promotion is unfamiliar to students, movie advertisements can be
talked about and viewed. Another pre-project activity for students is having them listen to a radio
play so they become aware of the use of voices, sound effects, and timing. Many young people are
unfamiliar with this genre.
Evaluation
The students can be evaluated by the criteria requested in the project and by you. The class can
also partake in the evaluation by discussing the strengths and weaknesses of the presentations or by
writing down their criticisms and praises.
Variations
The students can work in groups and coordinate this project with other departments in the school
district, if available. Perhaps your school has a media specialist, a fine arts department, or staff
members who would be willing to help students learn to use special equipment and help them
complete the project.
Activity 49: Radio/Television Publicity Spot /111
ACTIVITY 4 9
RADIO/TELEVISION PUBLICITY SPOT
Name: Date:
Title:
Author:
Publisher and year:
Directions: Just as television shows and movies advertise their products, books need some
advertising. Often, books are promoted in newspapers, in magazines, or at stores. However, you
are to create a radio spot on a cassette tape or a television spot on videotape to advertise your
book. Your purpose is to try to get others to read the book. The tapes should be no longer than
one minute because advertising time is expensive. Your spot must be well planned and well
rehearsed before taping.
Here is a list of points to consider:
1. Make sure to give accurate bibliographical information.

2. Tell what kind of book it is so readers know how to locate it in a bookstore or library.
3. Say who would be interested in reading it.
4. Give reasons why someone would want to read the book.
5. Possibly read a short excerpt to catch the reader's interest.
6. State a testimonial of someone who read the book and liked it.
7. If the message is also visual, the appearance of the speaker and the background must be
taken into consideration.
8. Make sure to time the piece and listen to it for possible errors.
9. Background music can be used so long as it is not distracting.
10. If the project is going to be done live in front of the class, there can only be one take and
one chance for the performance to succeed.
ACTIVITY 50
LIVE INTERVIEW OF NOVEL READERS

This activity involves several purposes and reading, writing, speaking, and listening standards.
Students will read a work of literature in order to express opinions, feelings, and interpretations
about it. Students will work in pairs or groups of three or four, cooperatively writing questions to
conduct interviews with each other. Another standard of speaking is reinforced through the interview
presentations, which are somewhat practiced but performed live in front of an audience of class
members. The students in the class will learn how their classmates feel about and interpret a book
or author through the interviews, thus practicing their listening skills throughout the presentations.
This activity can be used with a single class novel or with several individual books. You must
decide if the interviews are to be paired or in groups for larger classes. A discussion on the process
of interviewing should take place when this activity begins because not all students may be aware
of the need to write questions that provoke extended responses rather than yes or no answers. The
questions should be short and the responses long. The interviewer needs to practice nodding,
listening, and asking further in-depth questions of the interviewee. Even though the interviews are
rehearsed, the students will do the presentations in a live setting and pretend that they haven't
rehearsed so they have more confidence and feel prepared. The activity sheet can be used in the
preparation stage and approved by the teacher before the live interview takes place. The same
questions can be used by each student for each pair or group.
Evaluation
The activity can be evaluated as a formal presentation in which the entire process is taken into
consideration, including preparation time, cooperation with peers, and the speaking presentation of
the interview. The audience can be assessed for their behavior and listening skills.
Variations
A variation for this activity that would add spontaneity and make the presentations more
impromptu would be to ask the interviewer-interviewee groups to write questions that they can ask
other groups. This would eliminate rehearsal time, so the responses would be less well thought out
but more natural. Another possibility is for each group to have just one interviewer, with all other
students in the group as interviewees. You must set the time limitations and the amount of
questioning to be done. This project can be offered as one of several possibilities for students to
choose from for a book presentation.
Activity 50: Live Interview of Novel Readers / 113
ACTIVITY 50
LIVE INTERVIEW OF NOVEL READERS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Present a live interview of one or two people who have read a novel. Although the
interview should look unrehearsed, in reality it should be well planned and practiced. The
questions should be carefully thought out to cover pertinent information about the book and
author. The questions may be approved before the presentation.
Interviewer: Interviewee:
QUESTION 1
QUESTION 2
QUESTION 3
QUESTION 4
QUESTION 5
QUESTION 6
ACTIVITY 51
ROLE-PLAY AN INTERVIEW WITH AN AUTHOR

This speaking/listening activity has several purposes. First, the students will learn about the
interviewing process by cooperatively researching, preparing, writing, practicing, and presenting a
live interview for the class. Second, the students will learn more about the author and the work of
literature as they discuss, research, and write questions and answers for the interview. Third, the
students will play the roles of interviewer and author. Fourth, the students practice their speaking
skills by presenting the interview to the class, and the class practices their listening and audience
skills. Fifth, the students use higher thinking skills by drawing conclusions for the class on the
information presented.
This activity would work well with a class novel or several independent novels. Students may
work in pairs, either assigned or matched because they are reading the same title or author. Students
need to be aware of interview techniques, questioning, and responding. Brainstorming or mapping
can be used to find out about their prior knowledge of the process. A taped interview can be viewed
in class or watched on television as homework. Give class time for students to plan, discuss, and
research the project. If this project is offered as one of several choices, the students will be
responsible for meeting together. You can set the parameters for questions, length, and depth. The
author's biography and picture can be obtained by contacting the publisher or checking with the
library.
Evaluation
This project can be assessed as a formal presentation for both individuals. The factors to
consider for students are meeting a deadline, being prepared, following directions, having accurate
content, using good speaking skills, staying in the role assigned, and informing the class about the
novel and author through their choice of questions and answers.
Variations
You can provide materials for research if the ability of the class is very low or the students are
young. As an entire class project, the students could be assigned particular authors, or they could
randomly draw names of people to present to the class.
Activity 51: Role-Play an Interview with an Author / 115
ACTIVITY 51
ROLE-PLAY AN INTERVIEW WITH AN AUTHOR
Name: Date:
Title:
Author:
Publisher and year:
Directions: You and a partner can imagine that you are interviewing an author of a book. After
you do research on the author and carefully rehearse your questions and answers, the class will
watch your interview and learn more about the author's background and personality. Make sure
information is factual and accurate. There should be at least 10 questions. Think of topics that
you wonder most about an author when reading a book. Possible topics are the author's personal
life, career, sources of inspiration, purpose for writing, titles of publications, and present status.
Interviewer: Author:
QUESTION 1
RESPONSE
QUESTION 2
RESPONSE
QUESTION 3
RESPONSE
QUESTION 4
RESPONSE
QUESTION 5
RESPONSE
QUESTION 6
RESPONSE
QUESTION 7
RESPONSE
Activity 51: Role-Play an Interview with an Author / 117
QUESTION 8
RESPONSE
QUESTION 9
RESPONSE
QUESTION 10
RESPONSE
LIST OF SOURCES
1.
2.
3.
1 1 8 / Speaking and Listening Standards Activities
ACTIVITY 52
DRAMATIZE A SCENE

This speaking/listening activity gives students the opportunity to use their acting and speaking
talents. Students must choose an appropriate scene that displays characterization, moves the plot
forward, or shows a thematic message. They must work together to plan, organize, rehearse, and
perform the scene in the classroom. This project is designed so that students whose learning style
is one of action and words will succeed with this form of book project. The members of the class
must practice acceptable behavior and active listening skills. The students will learn from each other
about the work of literature by hearing the text and dialogue spoken out loud.
To avoid rewriting, students need to choose scenes that contain a great deal of dialogue and
very little narration. If you want all your students to act and speak in front of an audience, the class
can be divided into groups, and several scenes can be presented. This activity can be offered as one
of several choices from this book for a project. The activity sheet can be used to have students
organize themselves in the planning stages and can be collected for approval. You will set the time
limits for the presentations.
Evaluation
The students can be evaluated in several ways. The total assessment can include the planning
sheet, a rough draft of the scene with the parts labeled, how well the students work together, and
the final performance. The audience behavior can be assessed as well.
Variations
A more difficult activity would be to have students change the format from a book to a play.
Ask students to rewrite a scene and make it all dialogue so that it becomes a mini-play script meant
to be acted live. The ability and interests of the students will determine the use, time, and possibilities
for this project.
Activity 52: Dramatize a Scene / 119
ACTIVITY 52
DRAMATIZE A SCENE
Name: Date:
Title:
Author:
Publisher and year:
Directions: Work in groups of and act out a scene from your book that deals with a
character, theme, or significant plot episode. Background information may be stated if necessary.
The scene should have more dialogue than narration, and the lines should be memorized if
possible. The scene should be approximately minutes in length.
Group Members:
Name of Scene and Page Number:
Significance of Scene to the Book:
Reason for Choosing This Scene:
Narrator, Characters, and Their Descriptions:
1.
2.
3.
4.
Short Summary of Plot Episode:
Props, Sets, or Costumes Needed:
ACTIVITY 53
THUMBS UP/THUMBS D O W N BOOK REVIEW
Purpose of Activity
This higher-level thinking activity involves both speaking and listening standards. Students
must make judgments on several elements of the book and discuss them with the class. Not only
must they form opinions, but they must also support these opinions with specific examples from
the text. Students will practice their speaking skills with an audience while the audience practices
listening to their peers' opinions and deciding if they agree or disagree.
This activity can be used with students reading a variety of selections so they can listen to the
book reviews and decide which books they would like to read. If all the students have read the same
book, they can listen to their classmates' opinions on it. The students can discuss what kinds of
elements should be considered for the book reviews. Sample book or movie reviews can be used as
examples to build the students' prior knowledge. Time can be given in class for students to look for
one to three examples from the text to support their opinions. The time limitation for the presentation
should be stated at the onset of the project.
Evaluation
This formal presentation can be assessed according to the presentation of judgments about
elements of the novel with adequate support from the text. Speaking skills, meeting a deadline,
organization, and knowledge of the text are other factors to consider. The audience can also be
assessed for listening skills.
Variations
You can require a visual chart of the information being presented and support passages to be
quoted directly rather than simply cited. Students can write an overall summary of what was
presented.
Activity 53: Thumbs Up/Thumbs Down Book Review / 121
ACTIVITY 53
THUMBS UP/THUMBS D O W N BOOK REVIEW
Name: Date:
Title:
Author:
Publisher and year:
Directions: Give a short book review on five fk aspects of the novel using the symbols of *> for
"thumbs up," which signifies a positive point, and $ for "thumbs down," which signifies a
negative point. All opinions must be explained, and specific examples from the text must be used
for support. The chart below can be used as a guide.
Element of Book Why?

Being Critiqued
1.
2.
3.
4.
5.
ACTIVITY 54
IMAGERY/FIGURATIVE LANGUAGE PRESENTATION

The primary purpose of this activity is for students to show their understanding of imagery and
figurative language as used by an author. Students must understand the terms and look for examples
from the text in order to share lines, passages, and literal meanings with their peers. The students
will practice their speaking skills, and the class will practice active listening skills by participating
as an audience.
This activity can be used with an entire class, or it can be offered as one of several choices from
this book. The literary terms should be taught, discussed, and practiced, possibly with poetry, before
this activity is assigned with a novel. Students need to become familiar with these devices before
they can look for them in a larger work. The worksheet can be used as a rough draft before a
presentation. By having students read their findings aloud, the whole class hears the author's
picturesque language. Students can work in pairs to help each other figure out the literal meanings
of the figurative language.
Evaluation
Depending on your purpose, this activity can be assessed as a class assignment or as a formal
presentation. If it is used as a formal speaking presentation, then before their presentations, students
must practice the words from the text and their explanations for the meanings of the quotes. Speaking
skills such as eye contact, clarity, articulation, enunciation, and volume are all important parts of a
presentation.
Variations
This activity can be used for students to practice locating stylistic writing devices. Students can
write their own imagery and figurative language in the boxes and even use these devices in their
future papers.
Activity 54: Imagery/Figurative Language Presentation / 123
ACTIVITY 54
IMAGERY/FIGURATIVE LANGUAGE PRESENTATION
Name: Date:
Title:
Author:
Publisher and year:
Directions: Locate specific forms of imagery and figurative language that the author used in the
novel to create word pictures, descriptions, and a style of writing. Copy the lines from the text in
the correct category and explain the meaning of the figurative language because it means more
than what is literally stated. Make sure you include the page number.
Be prepared to share a sample with the class in an oral presentation.
Simile—A comparison using "like" or "as"
Metaphor—A comparison not using "like" or "as"
Personification—Giving human traits to nonliving objects
Hyperbole—An exaggeration
Onomatopoeia—Words that resemble the sounds
Alliteration—Two or more words that have the same initial sound
Imagery—Words that create "visual" word pictures
Imagery—Words that create "sound" word pictures
Activity 54: Imagery/Figurative Language Presentation / 125
Imagery—Words that create "taste" word pictures
Imagery—Words that create "touch" word pictures
Imagery—Words that create "smell" word pictures
ACTIVITY 55
CREATE AND SHARE A CHILDREN'S BOOK

This activity combines all the standards of reading, writing, representing, viewing, speaking,
and listening. First, the students will finish a novel and must understand its overall theme or message.
Second, they must show their understanding of the theme and of the parts of a story by writing their
own children's book containing the same or a similar theme. Third, they will represent the meaning
of each page of the story by illustrating it with symbolic pictures. Fourth, they will share their books
with the class by reading them aloud and displaying the illustrations. Fifth, by reading their books
aloud and explaining how they used the theme from the novel, they will practice speaking skills.
Sixth, the audience will practice listening skills and gain a greater understanding of universal themes
and the elements of fictional stories.
This activity can be assigned to all members of a class, or it can be offered as one of several
projects after a novel is finished. Before this project is assigned, students should read several
children's books to learn about the elements of fiction such as plot, characters, setting, mood, theme,
and point of view. After evaluating the qualities of a good book, they need to find these elements
in the novels that they read. Then they will go through the process of prewriting, outlining, drafting,
revising, rewriting, editing, and doing a final draft. At the end, students can work on illustrations
before sharing their books with others. Class time can be used for students to write and also to help
edit their classmates' work.
Evaluation
This formal project can be assessed according to all the standards listed above. The students
should be told the assessment process at the onset of the project, especially any areas that you want
them to concentrate on more heavily.
Variations
Offer the students the opportunity to read their stories not only to their peers but also to lower
elementary students or preschool students. Older students take great pride in their work if it is
appreciated in a real setting.
Activity 55: Create and Share a Children's Book / 127
ACTIVITY 55
CREATE AND SHARE A CHILDREN'S BOOK
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a children's book with a theme (message) similar to the one you have just
finished. Use the form on the next page to design and lay out the book. Copy as many pages as
needed to complete your book. The interior square should be used for writing (text) and the
exterior squares should be for illustrations, symbols, or colors that enhance the meaning of the
page. Several pages will be needed to form a book.
Illustrations go here.
Text goes here.
Activity 56: Sharing an Acrostic Poem Made from the Title / 129
ACTIVITY 56
SHARING AN ACROSTIC POEM MADE FROM THE TITLE

This activity involves writing, speaking, and listening standards. Students will write a creative
poem based on the title of a work of literature. They will show their own meanings and feelings
through their interpretation. The students must also illustrate the purpose or idea of the poem. The
students will share their own poem with the class in an oral reading. Afterwards, to increase the
students' self-esteem, the poems can be displayed in the classroom either on a bulletin board or as
a booklet containing the entire class's poems. The booklets can be photocopied, stapled, and given
to each class member.
Because the formula for writing an acrostic is very simple, all students can succeed at this fun
activity. It can be used for a class novel or individual works and can be used as a class activity rather
than a take-home book project. Students can create their poems by hand or on a computer. Sharing
can either be formal or informal. You must decide the purpose of the activity and make the students
aware of its value.
Evaluation
This activity can be assessed as a class activity, homework assignment, or book project
depending on the level, age, and maturity of the students.
Variations
Students enjoy making acrostics out of their names, cities, characters' names, vocabulary, and
other words significant to them. This form of poetry can be used as an introduction to standard
poetry. Sometimes this kind of poem is useful as a memory cue for remembering words or details.
ACTIVITY 56
SHARING AN ACROSTIC POEM MADE FROM THE TITLE
Name: Date:
Title:
Author:
Publisher and year:
Directions: The creative portion of this assignment is to write an acrostic poem using the letters
of the title from the book that you have finished. This form of poetry is usually unrhymed. The
title of the book is written vertically. Each letter of the title starts a new line, and each line may
be a word, phrase, or short sentence that starts with the letter that heads the line (see below).
Illustrations around the poem would make it more attractive. The poem can be about anything
related to the book or your own personal feelings about the subject matter or theme. The sharing
portion of this assignment will be the oral presentation of the poem to the class.
This
Is
The
Lovely
Example
Activity 57: Impromptu Response Speeches / 131
ACTIVITY 57
IMPROMPTU RESPONSE SPEECHES

This speaking/listening activity gives students the opportunity to practice thinking in a short
amount of time, which is a necessary life skill. Students must organize their thoughts quickly to
present a short response based on a just-completed novel. They must use specific examples from
the reading to support their opinions. Finally, they will practice their speaking skills in front of an
audience while the audience practices listening skills.
This class activity is most successful after a novel has been read, either by the class or by
individuals. The response questions should be cut up and placed in a container so students can
randomly draw one to respond to in an impromptu speech. The speeches can be timed so that all
students have an opportunity to speak in the same class period. Either before or after the speeches,
you can discuss the necessity of learning the useful life skill of thinking on one's feet.
Evaluation
This activity can be assessed in terms of participation, answering the chosen response, and
speaking skills. The amount of credit for the activity depends on your purpose and the level of the
class. One possibility is simply to offer students an "A" for completing the response presentation
or a "0" for choosing not to participate.
Variations
Students can write their own questions that they would like answered about the book, and
impromptu speeches can be used with any type of literature.
ACTIVITY 57
IMPROWRjRESPONSE SPEECHES
Name: _____________ Date:
Title: _ _ _ _ _ _ _ _ _ _ _ _ _ _ ^ ^
Author:
Publisher and year:
Directions: You will pick a question about the book you just read from a bag. You will then have
two minutes to prepare an impromptu answer to the question. Use specific examples in your
response to explain your generalizations.
Questions in the Bag:
1. What does the title of the book mean to the plot and to the readers?
2. What came as a surprise to you in the book and why?
3. In what ways are you like any of the characters? Explain.
4. What was the best part of the book and why?
5. Whom would you recommend this book to and why?
6. Was there a character that reminds you of a real person you know? Explain how the two
people are similar.
Activity 57: Impromptu Response Speeches / 133
7. Did you like the ending of the book? Why or why not?
8. What connections can you make between the book and your life? Explain.
9. What do you predict will happen after the ending? Explain.
10. What character would you like to be or not be? Why?
11. What actor would you choose to play the role of the main character? Why?
12. What song would you choose to use as a theme song for this book? Why?
13. What message in the book is relevant to all people? Explain.
14. Is this book believable (could the events have happened in real life)? Why or why not?
15. Is there a character that you would like to have as a friend? Who? Why?
16. What was your strongest feeling while reading the book, and what caused this emotion?
Explain.
17. What questions would you like to ask the author if you had the opportunity? Why?
18. What confused you in the book? Why?
19. What was the main issue of the book and how is it relevant in young people's lives?
Explain.
20. What are five adjectives that describe the main character? Explain why you chose these
descriptive words.
21. What was the setting of the book and where have you been that reminded you of this
setting?
22. What was ironic or surprising to you in some way? Explain.
23. Was there a person who could be considered a hero for some reason? Explain why or why
not.
24. Is there a movie that reminds you of this book in some way? Explain.
25. What was the problem and solution in the book? Did you agree or disagree with the
decision? Explain.
Activity 58: Mood Talks / 135
ACTIVITY 58
MOOD TALKS

This speaking and listening activity has students speak in front of their classmates after being
given only a short time to prepare. This forces students to learn to think quickly, form opinions,
organize what they have to say, and support their opinions with examples from the text. The class
members will practice listening skills and audience behavior. By using common feelings and
emotions, the speakers reinforce their knowledge about the mood created by the author to get readers
emotionally involved in the text.
This activity would be most successful as a post-reading class activity. Students enjoy randomly
drawing their assignments rather than being given specific ones, so cut the chart into pieces and put
them into a box or hat. You can also have them draw numbers to determine the order of their
presentations. After students draw their slips of paper, you can decide how long they have to prepare
their speeches and how many examples should be given from the text possibly by using the
brainstorming sheet on page 137. Students may need to look in the text for support for their
responses. A good time limit for the presentations is one minute each.
Evaluation
This speaking activity can be assessed as other speeches have been. Students should be aware
from the beginning what the evaluation process will include. Speaking elements such as clarity,
loudness, pacing, and eye contact can be factors in the evaluation. The audience can be evaluated
in terms of attentiveness and appropriate behavior.
Variations
This activity can be used to teach or review moods with any kind of literature. Whenever an
activity can be made into a game, the students are more eager to participate and the chances for
success increase. In this vein, have students think of situations from one or several pieces of literature
and write them down on cards. Then randomly draw the cards and ask the students to match them
to the emotions and feelings on the sheet. The first student to get a predetermined number of matches
correct is the winner and receives extra points.
ACTIVITY 58
MOOD TALKS
Name: Date:
Title:
Author:
Publisher and year:
Directions: Choose a feeling, emotion, or mood common to all people. In a set amount of time,
you will prepare a short speech explaining the meaning of the term and give a couple of
examples when the emotion was displayed by a character in the novel, or when you felt it
because of an event or situation. The examples must be specific.
ANGER DEPRESSION EXCITEMENT DETERMINATION
SADNESS HAPPINESS STRESS PERSEVERANCE
SUSPENSE CONFUSION JEALOUSY MYSTERY
DESPAIR ANXIETY RELIEF EXHAUSTION
TENDERNESS DEPENDENCE ARROGANCE EMPATHY
BELLIGERENCE CLOSE-MINDEDNESS OPENNESS FRUSTRATION
CAPABLE COMFORTABLE DISAPPOINTMENT ISOLATION
Activity 58: Mood Talks / 137
Brainstorming Sheet
Use this form to organize your ideas and prepare your talk.
ACTIVITY 59
CREATE A GAME ABOUT A NOVEL

Although this activity involves some writing skills, the emphasis is on speaking and listening
skills and cooperative learning. Students must work together to create a board game based on an
aspect of the novel. They must not only design the game's format but also create the rules, questions,
answers, and ways of winning. Then they will share their game with the class or other groups and
play it. Students will learn from each other as they discuss various aspects of the novel, such as
vocabulary, characters, plot directions, or themes. Students take turns reading and speaking the
questions. The other students can practice listening skills as they participate.
Students can be divided into groups so that all members are working on the same project at the
same time but creating different games. Another possibility is to offer this project as one of several
choices from this book so that students interested in this type of creative endeavor can undertake
this project. If all students are working on group games, then groups may want to take turns playing
each other's creations. The games should be simple enough for all class members to play, yet contain
informational elements so that they are a learning device. Before game creation starts, discuss the
students' favorite games and what elements are necessary for a good board game. Because students
are often more familiar with computer games than board games, board games should be brought
into the classroom to display the board, directions, pieces, and accessories.
Evaluation
This project can be assessed as a creative project would be in terms of meeting a deadline,
originality, creativity, information, organization, and practicality. The students can be evaluated on
their cooperative working and their game-playing participation.
Variations
You can control both the type of game to be created and the topics that the game covers. Place
the topics on index cards and have each group randomly draw one that their game will be based on.
Possible topics include character traits, quotations, solving a mystery, historical background,
themes, vocabulary, plot decisions, and comparing and contrasting several works of literature.
Activity 59: Create a Game About a Novel / 139
ACTIVITY 59
CREATE A GAME ABOUT A NOVEL
Name: Date:
Title:
Author:
Publisher and year:
Directions: Create a simple board game based on one aspect of the novel using the activity form
or devising one of your own. Some possibilities include: vocabulary, characters, plot, and theme.
Use this page for planning.
Title of Game:
Purpose of Game:
Directions:
Rules:
ACTIVITY 60
PRESENTING BUTTONS AND T-SHIRT

There are several purposes for this activity. The first is to have the students think, write, and
create nontraditional communication forms such as message buttons and T-shirts, which can contain
important universal messages. Second, the students will promote both their novels and the pleasure
of reading in their messages. Third, by having the students present their buttons and T-shirt designs
to the class along with an explanation for their creations, they can be proud of their work. Fourth,
the audience will practice listening skills.
This activity can be done by an entire class or given as one of several for students to choose
from for their project and presentation. Discuss the ideas of universal themes and marketing
approaches used when trying to promote a product. Several examples of buttons, T-shirts, cups,
magnets, and other promotional items can be brought in as examples. As space is limited, word
choice and catchy, clever sayings become very significant. Students can work together or individu-
ally in brainstorming before or during the project. Artwork, color, and design are issues that an art
teacher can speak to the class about or that can be researched.
There are two buttons on the activity page because one is to promote the novel and the other
the idea of reading for enjoyment. The T-shirt design can be enlarged for more effect. After students
present the projects to the class, the items can be displayed in the classroom.
Evaluation
This activity can be assessed informally or formally depending on whether it is a class activity
or a formal book project. Originality, creativity, appearance, content of message, and explanation
of the message in relationship to the novel are all factors to consider. Students in the audience will
be graded on listening skills and appropriate audience behavior.
Variations
Once the buttons and T-shirts are created, you can laminate them for safekeeping. Students can
draw or create on a computer many other objects that can be used for promotion, such as hats, belts,
candy bars, kites, or billboards.
Activity 60: Presenting Buttons and T-Shirt / 141
ACTIVITY 60
PRESENTING BUTTONS AND T-SHIRT
Name: Date:
Title:
Author:
Publisher and year:
Directions: Brainstorm possible universal messages or sayings that could apply to both your
novel and the reading you do for pleasure. Then narrow your choices to create two buttons. One
button should refer to your novel and the other reading. The buttons should be creative,
decorative, and original.
Because a T-shirt design allows more space for a message or advertisement, create a T-shirt to
promote either the novel or your pleasure reading.
ABOUT THE AUTHOR
Katherine Kuta lives in a northwest suburb of Chicago, Illinois, with her husband and
four-year-old daughter. She has been teaching for more than twenty years, from kinder-
garten through college level but has spent the majority of her career teaching high school.
At present she teaches English and is a Reading Specialist at Maine East High School in
Park Ridge, Illinois. She is active in several professional organizations and often works
with teachers in staff development and speaks to educators. Through meeting young adult
authors and reading young adult literature grew the desire to write and share ideas on
successful teaching. In addition to teaching, reading, and writing, Katherine likes to spend
time traveling, snow skiing, playing tennis, and riding horses. Katherine believes that
books and activities for young people and about young people give them experiences
about others and helps them understand the world they live in a little better.
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What a Novel Idea!

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Katherine Wiesoiek Kuta

Teacher Ideas Press

No part of this publication may be reproduced, stored in a retrieval system, or

TEACHER IDEAS PRESS

Production Editor: Stephen Haenel

Library of Congress Cataloging-in-Publication Data

Kuta, Katherine Wiesoiek, 1952-

This book is dedicated to several

My daughter, Melanie, who loves books at three

My husband, Torn, who understands

My mom, who read to me

My colleague Donna Stupple, who has assisted me with computer technology

All my students who have been my critics

Activity 38: Bumper Sticker 83

Speaking and Listening Standards Activities 89

About the Author 143

Purpose of the Activity

Publisher and year:

Physical Description Personality Description

Purpose of the Activity

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INTERNAL TRAITS EXTERNAL TRAITS

Purpose of the Activity

Definition of Term Individual or Class Discussion Responses

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Trait Event or Behavior Similar or

Some Choices of Character Traits to Consider:

Purpose of the Activity

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Purpose of the Activity

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• major plot episodes

Purpose of the Activity

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READER'S FEELINGS OR MOOD

Purpose of the Activity

Publisher and year:

(sign your name here)

Type your name

Purpose of the Activity

Publisher and year:

Purpose of the Activity

Publisher and year:

CHARACTER'S NAME SYMBOL REASON

Symbols (Choose one or draw your own):

Purpose of the Activity

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Name of person and his/her choice:

Incident from Novel and Page Number for Story

4. Think of a catchy headline to use as a title for the news story.

Purpose of the Activity

Publisher and year:

Part 6. Evaluate the difficulty in writing a test.

Purpose of the Activity

Publisher and year:

(sign your name and type it below your signature)

Purpose of the Activity