Beacon Lesson Plan Library
Colleges and Universities - Florida
Students create their own booklets to provide information on the elements of a novel, including plot, setting, character, major and minor conflicts and theme.
The student develops personal reading preferences through exploring a variety of prose, poetry and nonfiction.
The student identifies universal themes in various types of literature.
The student describes or illustrates the setting in a literary text.
The student explains character development in a literary text.
The student knows the motives for a character's actions.
The student knows the events in the plot related to the central conflict.
--Self-selected chapter book (adolescent novel)
--Glue or paste
--Stapler or hole-punch and string
--Pre-constructed model booklet
1. Before using this lesson, the students must have prior instruction in plot, setting, character, motivation, conflict, and theme.
2. Schedule time in the library so that students have an opportunity to select a book.
3. Allow enough time for students to complete independent reading of selected books.
4. Gather supplies and materials and make a model booklet that can be shared with students.
BACKGROUND KNOWLEDGE: Before using this lesson, the students must have prior instruction in plot, setting, character, motivation, conflict, and theme.
1. Students select and read a book of their choice.
2. Give the book report assignment: The first step is to make the booklet by cutting plain typing paper and stapling it together. Then, using colored construction paper, add a cover and a back page. Once the booklet is created, fill it with the following information--
--A. COVER-- Create an original cover for your book. Include the title of the book and the author. Illustrate the cover in a way that might attract another reader to become interested in the book.
--B. PAGE ONE-- Summarize the Plot. Remember-- a plot summary doesn't reveal too much (i.e., the ending) and tells just enough for a reader to decide if it's the kind of book he or she likes; an invitation or a hint of things to come
--C. PAGE TWO-- Favorite Character-- Describe your favorite character and draw or cut out a picture to illustrate that character. Your illustration should reveal what motivates a character to behave in certain ways.
--D. PAGE THREE-- Favorite Scene-- Include information about the setting of the book-- where and when is the story set? Include a picture or illustration related to your favorite scene.
--E. PAGE FOUR-- Favorite Quote-- Who says it? On what page number? Remember that a good quote will reveal character, plot or theme.
--F. PAGE FIVE-- Identify and explain Major Conflict found in the story
--G. PAGE SIX-- Identify the Central Theme of the story. Draw or find a picture that illustrates your understanding of the theme.
--H. PAGE SEVEN-- Your recommendation-- Who would like to read this book and why would it appeal to readers with certain interests or preferences in reading? Rate your book from 1-5 stars.
3. Share teacher-created model of booklet.
4. Hand out scoring rubric and review in class.
5. After students have constructed booklets, the following class period is devoted to sharing book reports.
6. Display booklets in reading or library area of the classroom.
See attached rubric. Hand out rubric before students begin project. Assess the booklets using the rubric.