Reading Response Questions

And Great Book Projects

To create Great Readers
1. Who are the main characters?

2. Do you like the main character?

3. Describe the main character traits?

4. Does the main character remind you
of someone you know?

5. Do you think the main character

would be a good friend? Why or why
not?

6. Choose one character. Why is this

person important in the story?
7. If you could be any character in the
story who would you be? Why?

8. Suppose you had a chance to meet

one of the characters in the story what
would you say to them?

9. Create a cinquain poem about the

main character.
10. Create a tongue twister about one of
the characters in the story.

11. Create a t-chart and describe what

you like about a particular character and
what you don’t like about them.

12. Create a Venn- diagram and compare

the main character to yourself.
13. How is a character in your book
similar to a character in another
book, story, or movie?

14. What advice would you give the

main character in the story?

15. Create a stamp in honor of one of

the characters in the story. On the
front draw a picture and on the back
describe his/her traits.
16. Create a bookmark describing
the character you like the most.

17. Where does this story take

place?

18. Does this story take place in the

past, present, or future?
19. Would you like to take a vacation
to this place?

20. Compare the setting to where

you live.

21. Create a post card for the setting

in your book.
22. Is there more than one setting in
your story? How do you know?

23. What season is it in your story?

How do you know?

24. Does the setting in this story

remind you of any other place you
have been to or read about?
25. Does the setting in this story
remind you of any place you have
been?

26. Why is the setting of this story

important?

27. How would the story be different

if it took place at a different time?
28. What is the problem of the story?
How do you think it will be solved?

29. What are the main things that

happened so far?

30. How does the story make you

feel? What is making you feel this
way?
31. What has surprised you about the
book? Why?

32. What do you wish could happen

in this story?  Why?

33.  Do you think you would read

another book by this author?  Why or
why not?
 34.Make up a motto that one of the
characters seems to live by.  How and
why does this fit the character?

35.   If you could change one thing in

the book, what would it be?  Why
would you change it?

36.  What upsets you or bothers you

about the story?  Why?
37. What are your feelings after
finishing this book? Explain with
supporting details from the book.

38. What connections are there

between the book and your life?

39. Do you like the ending of the book?

Why or why not? Do you think there is
more to tell? Be specific.
40. Do you think the title fits the book?
Why or why not?

50. What does the author seem to be

saying about life in this book?

51. What does the author teach you

about the time in which the book was
written?

52. What do you know now that you

didn't know before?
53. Write about a memory or experience of
your own that is similar to something
you've read in your book.

54. Make a list of possible questions that arise

as you read. Before you finish the book,
write down your predictions for the ending.
After you finish, check back and check the
accuracy of your prediction.

55. Write an interview or conversation between

you and the main character of your book.
Be sure you write detailed responses for the
character.
56. Illustrate a scene or draw a map or symbol
that reflects some aspect of your book.
Create something visual that brings a facet
of your book to life.

57. Imagine you are one of the characters in the

story. Write a diary entry that reflects
thoughts and feelings about an event in
his/her life.

58. Finish this idea: "I love the way the

author. . ." Be complete and give examples
to support your opinion.
59. What kind of person is the main character?
What do other characters think or say about
this character? Why do they feel this way?
How does your character treat other people
in the book? How does the character change
throughout the novel? Explain and give
support for your answers.

60. What do you feel is the most important

word in the book? What is the most
important passage? Copy it down and
explain why it is important.

61. Who else should read this book? Why?

Who shouldn't read this book? Why?
62. What seems to be the major point the
author wants you to remember?

63. Write a letter to someone telling them about

the book and your opinion of the book.

64. Write a telephone answering machine

message for a character in your book.
65. Create a calendar to supplement your book.
The top third will include an appropriate
illustration with a written
explanation/caption. Below, indicate the
month and days and note important dates
based on the tests.

66. Assemble a collection of quotable quotes

from the text. Explain why you choose
each.
69. Write a poem based on the mood, images, or
feeling aroused by the novel.

70. Construct a time line to fit the story. Include all

the main events.

71. What book will you read next? Why?

 
72.Business Card Book: write the story in the most
compelling way you can on paper the size of a
business card.

73. Postcard: write to a friend about this book; to the

author; to a character in the book; write as if you
were the character or author and write to yourself.

74. Mapmaker: draw a map of the book's setting.

75. Moviemaker: write a one page "pitch" to a
producer explaining why the story would or would
not make a great movie.

76. Billboard: as in the movies, take what seems the

most compelling image(s) and create an ad.

78. Adjective-itis: pick five adjectives for the book or

character(s), and explain how they apply.
79. Collage: create an individual or class collage
around themes or characters in the book.

80. Haiku/Limerick: create one about a

character.

81. Cliffs Notes: have each student take a chapter

and, using Cliffs' format, create their own.

82. Silent Conversation: a student writes about a

story on paper; then passes it to another who
responds to what they said; each subsequent
respondent "talks" to/about all those before.
83. Fishbowl: impromptu or scheduled, 2-4 students
sit in middle of circle and talk about a text; the class
makes observations about the conversation then
rotate into the circle.

84. Surf the Net: prior to, while, or after reading a

book check out the web and its offerings about the
book, its author, or its subject.

85. Timeline: create a timeline that includes both the

events in the novel and historical information of the
time. Try using Post-Its on a whiteboard or butcher
paper!
86..Transparencies: copy portion of text to
transparency; kids annotate with markers and then get
up to present interpretation to class.

87. Gender-Bender: rewrite a scene and change the

gender of the characters to show how they might act
differently; can also have roundtable on gender
differences.

88. Picture This: bring in art related to book's time or

themes; compare, describe, discuss.
89. Kids Books: bring in children's books about
related themes and read these aloud to class.

90. Downgrade: adapt myths or other stories for a

younger audience; make into children’s books or
dramatic adaptation on video or live.

91. Draw!: translate chapters into storyboards and

cartoons; draw the most important scene in the
chapter and explain its importance and action.
92. Oprah Bookclub: host a talkshow: students play
the host, author, and cast of characters; allow
questions from the audience.

93. State of the Union: the President wants to

recommend a book to the nation: tell him one
important realization you had while reading this book
and why he should recommend it.

94. Dear Diary: keep a diary as if you were a

character in the story. Write down events that happen
during the story and reflect on how they affected the
character and why.

95. Rosencrantz and Gildenstern: write a story or

journal from the perspective of characters with no
real role in the story and show us what they see and
think from their perspective.

96. Improv: get up in front of class or in fishbowl and

be whatever character the class calls out and do
whatever they direct. Have fun with it.

97. What If: write about or discuss how the story

would differ if the characters were something other
than they are: a priest, another gender or race, a
different age, or social class.

98. Found Poetry: take sections of the story and,

choosing carefully, create a found poem; then read
these aloud and discuss.

99. 13 Views: inspired by Stevens's poem "13 Ways

of Looking at a Blackbird": each stanza offers a
different view of a character or chapter.
100. Personal Ad: what would a particular character
write in a personal ad for the newspaper? After
posting on board, discuss.

101. Write Into: find a "hole" in the story where the

character disappears (off camera) for a time and
describe what they do when we can't see them.

102. Time Machine: instead of traveling into the

book, write a scene or story in which the character(s)
travel out of the book into today.
103. Biography: write a biography of one of the
characters who most interests you.

104. Autobiography: have the character that most

interests you write their autobiography of the time
before, during, or after the story occurs.

105. P.S.: After you read the story, write an epilogue

in which you explain--using whatever tense and tone
the author does--what happened to the character(s)
next.
106. Board Game: have groups design board games
based on stories.

107. Second Chance: talk or write about how it

would change the story if a certain character had
made a different decision earlier in the story (e.g.,
what if Huck had not run away?)

108. Poetry Connection: bring in poems that are

thematically related to the story; integrate these into
larger discussion.
109. Reader Response: pick the most important
word/line/image/object/event in the chapter and
explain why you chose it; be sure to support all
analysis with examples.

110. Notes and Quotes: draw a line down the middle

of the page; on one side write down important quotes;
on the other comment on and analyze the quotes.

111. Convention Introduction: you have been asked

to introduce the book’s author to a convention of
English teachers. What would you say? Write and
deliver your speech.
112. Write Your Own: using the themes in the story,
write your own story, creating your own characters
and situation. It does not have to relate to the story at
all aside from its theme.

113. Create a Diorama: create a diorama of a

particularly important scene from the book.

114. Speculation: based on everything you know

now in the story, what do you think will happen and
why do you think that?
115. Questions Anyone?: students make a list of a
certain number of questions they have about a
particular character or aspect of the book; use these
as the basis for class discussion.

116. Newspaper Connection: have students read the

newspapers and magazines to find articles that
somehow relate to issues and ideas in the book(s) you
are reading; bring in and discuss.
117. Jigsaw: organize the class into groups, each one
with a specific focus; after a time rotate so that new
groups are formed to share what they discussed in
their previous group.

118. Interrogation: a student must come up before

the class and, pretending to be a character or the
author, answer questions from the class.

119. SQ3R: when reading a textbook or article, try

this strategy: (S)urvey the assigned reading by first
skimming through it; then formulate (Q)uestions by
turning all chapter headings and subheadings into
questions to answer as you read; next (R)ead the
assigned section and try to answer those questions
you formulated; now (R)ecite the information by
turning away from the text as soon as you've finished
reading the assigned section and reiterate it in your
own words; finally, (R)eview what you read by going
back to your questions, the chapter headings, and
asking yourself what they are all referring to, what
they mean.

120. Brainstorming/Webbing: put a character or

other word in the middle of a web; have students
brainstorm associations while you write them down;
then have them make connections between ideas and
discuss or writing about them.

121. Storyboard: individually or in groups, create a

storyboard for the chapter or story.
122. Interactive Story: if you have a student who is a
computer genius, have them create a multimedia,
interactive version of the story.

123. Audio Books: There are many audio editions of

books we teach now available; some are even read by
famous stars who turn the book into its own audio
performance. Recommend to students with reading
difficulties or play portions of them in class.

124. Sound Off!: play a video version of a book you

are reading---only turn off the sound while they
watch it. Have them narrate or discuss or write about
what is happening, what the actors are revealing
about the story through their gestures. Then compare
what you saw with what you read.
125. P.O.V.: how would it change the story if you
rewrote it in a different point of view (e.g., changed it
from first to third person)? Try it!

126. Daily Edition: using the novel as the basis for

your stories, columns and editorials, create a
newspaper or magazine based on or inspired by the
book you are reading.

127. Read Recursively: on occasion circle back

around to the beginning of the chapter or text to keep
yourself oriented as to "the big picture." This is
especially important if you have questions to answer
based on reading.
128. Storytelling: After reading a story, pair up with
others and tell the story as a group, recalling it in
order, piecing it together, and clarifying for each
other when one gets lost.

129. Make Your Own Test: have students create their

own test or essay questions about the text; this allows
them to simultaneously think about the story and
prepare for the test on it.

130. Recasting the Text: students rewrite a poem as a

story, a short story as a poem or play. All rewrites
should then be read and discussed so as to understand
how the different genre work.
131. Debates: students reading controversial texts or
novels with debatable subjects such as 1984 should
debate the issues.

Fantastic and Fun

Book Report Projects
 Create a Letter to the Author

After reading a book, share your reactions to the book in a letter written to the author.
Start by introducing yourself. Then proceed to explain why you enjoyed the book. Give
specific examples and page numbers. Let the author know how the book made you feel
also include what your predictions where at particular points of the story.

Dear _________________________,
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_________________________________Sincerely,

Sell It!

Pretends to be a publicist for the book that's just been read. Write a short piece in which
you will then deliver a 60-second speech that will persuade other students that they
should read the book.

Book Title:

Book Author:

Main character:
Setting:

Plot:

Solution:

3-5 reasons and specific details why this book is great! Think about how the book made
you feel, did this book remind you of anything, did the book have an important message?

Create a Card Catalog

After reading a book, complete an index card with information about the book. The front
of the card includes details such as title, author, and date published along with a two- to
three-sentence synopsis of the book. On the back of the card, write a paragraph critiquing
the book. Rate the book using a teacher-created five-star rating system. Example: A five-
star book is "highly recommended; a book you can't put down." Completed cards are kept
in a card file near the classroom bookshelf or in the school library.
 Interview a Character

Composes six to eight questions to ask a main character in a book just completed. You
must also write the character's response to each question. The questions and answers
should provide information that shows you read the book without giving away the most
significant details.

Script It!
 Writes a movie script for a favorite scene in a book just read. At the top of the script, you
can assign real-life TV or movie stars to play each role. The student might also work with
classmates to perform the favorite scene.

Concentration

You will need 30 index cards to create a Concentration-style game related to a book you
just finished. You must choose 14 things, characters, or events that played a part in the
book and create two cards that have identical pictures of each of those things. The two
remaining cards are marked Wild Card! In class you will turn all 30 cards facedown and
mix them up. After playing the game the class should have a good understanding of the
book. Classmates will have a turn to ask questions about the cards for you to answer.
 In the News

You will create the front page of a newspaper that tells about events and characters in a
book just read. The newspaper page might include weather reports, an editorial or
editorial cartoon, ads, etc. The title of the newspaper should be something appropriate to
the book.

_____________________
_____________________
_____________________
-------------------------------------------------------------------------------------
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
______________________________ _____________________
______________________________ _____________________
______________________________ ____________________
______________________________
_
 I love to

Read
Create a Comic Book

Turn your book, or part of it, into a comic book, complete with comic-style illustrations
and dialogue bubbles.
 Characters Come to Life!

Each student creates life-size "portraits" of one of the characters from a book just read.
The portrait should include a written piece that tells about the character. The piece might
also include information about events, traits, or conflicts in the book that involve that
character.
 Mystery Shoe Box

Cover a shoe box with construction paper and color large question marks all over
the box. On one side of the box, write the title of the book. Fill your box with five
objects that are related to your story. Allow the class to ask “yes or no” questions
about the objects. When someone correctly guesses the object, he or she will
need to explain how the object relates to the story.
 Board Game Report

Create a board game using vocabulary, information, and characters from your story. Be
sure to include instructions that tell the rules and object of the game. Make game pieces
and cards.

Hints:
Look at several games you enjoy playing.
Read their rules.
How do they use the cards?
Do people lose turns?
How does someone win the game?

Now incorporate you book into that pattern. Then have fun playing!

Use your imagination! Could draw a

Move
picture of
ahead setting
2

Skip 1
Cards turn

Pick a Pick a
s card card

Patchwork Quilt Report

Use a piece of 18” x 26” tagboard and six 8”x8”

squares of paper. Glue the squares on the tagboard
and simulate stitching around each piece using a
crayon or marker. Each of the squares will tell
specific information about the characters, plot, and
setting, and solution.

Have fun and be creative!

Create a Character Haikus

A haiku is an ancient form of Japanese poetry that paints a meaningful picture in just a
few words. The first line has five syllables, the second line has seven, and the third line
has five again. Create a descriptive haikus for three of more characters in your book.
Example:

Stuart Little

Tiny, furry, sweet,

The rodent and adventure
With a great big heart

Title

5 syllables

7 syllables

5 syllables

Character Trading Cards

Show what your book is about by creating a book trading card. Print template on
tagboard. On the front , draw a picture of the main character of the story. On the
back, provide a description of their personality traits, where the story took place,
the main idea of the story, and a five star rating scale.
 Setting Character Theme
Box of Chocolates Report
plot Your Feelings
Title: Character Author:

Plot Your feelings

Ending Rating

Snappy dialog Ending

Inside front
cover

Write
interesting
information
about the
story which
will make
readers
want to
open the
cover and
keep
reading.
This is a
short
summary to
create

Make a book Jacket

interest in
the book.

Design your book jacket so it includes the information below

Use construction paper, design the book jacket like the sample below.
 Draw a picture
Front Cover
Book Title
Author

Book spine
Book Title Author’s last name Publisher

you, family members or

Write a summary of the

friends have said about

isbn number . Draw the

give the answers away.
book. Give hints about

will happen, but don’t

Draw the barcode and

exciting events which

Write quotes of what

Publishing Company

publishing company.
Back Cover

Reading level (if

Author

Awards if any

logo from the

the book.
known)
Title

information

author that
Inside rear

about the

you have
learned.
Write
flap

Stand up Time Line

You will need four sheets of construction paper. Fold a ½ inch edge on one side
of each sheet of paper. Then fold the paper in half. Connect the four sheets by
gluing the ½ inch folded edge to the next sheet.
1. On the first panel write the title, author, and your name.
2. On the next panel introduce the characters in order of importance.
3. On the next panel include the setting of the story.
 4. On the next panel include first main event.
5. On the next panel include the second main event.
6. On the next panel include the third main event.
7. On the next panel include how the story ended.
8. On the last panel include your opinion of the story.

_______________________________________

Have fun, be creative with your Time Line book Report

Character Traits Poster

Draw a picture of the main The character’s likes and dislikes and
character and list Physical worries or problems
Appearance and Personality Traits
 Book Title
Author
Your Name

Write a short summary of the story.

Special relationships the character Biggest problem of the story and

has. Character’s hopes and dreams. how it gets solved.

Create an Acrostic Poem Book Project

Example:

Chicken Licken is the main charter.

He has 4 friends that believe him.
I am Chicken Licken.
Chicken Licken is crazy.
Kenneth McLeish retold the story.
Eeek its Fox Lox!!!!.
Nooooooo the sky is falling!!!!!!!.

Little Chicken Licken.

I read the book Chicken Licken. 
Cock Lock is a friend of  Chicken Licken.
Kock lock got eaten by fox lox.
Even though Chicken Licken said the sky was falling but it was not falling.
No more Chicken Licken and his friends.

Hen Len is a friend of Chicken Licken. 

Every friend of Hen Len thought the sky was falling. 
No the sky was not falling. 

Liar Fox Lox did not take Hen Len and his friends to the kings castle.
Even Fox did not eat Hen Len and his friends, his family did. 
No more Hen Len and his friends.

Haunted House book report.

Students pick a ghost story or a mystery.

-Draw a haunted house on a piece of posterboard.
-Draw a door and at least 5 windows.
-Cut your door and windows so that they open.
-Tape or glue blank paper to the back of the poster so that you can write on it through
the doors and windows.
-Then in each of the windows and doors you would put the story elements in. Title,
author, setting, main characters, your opinion of the book, and a summary of the story.
Diorama Book Project

1. You need a shoe box. Line the inside of the box with light colored
construction paper. Use crayons to add details for a background scene.
2. Then use craft materials such as, cotton, twigs, buttons, and other objects
to build a three dimensional scene.
3. Cover the outside of the box with different colors of construction paper.
4. Write the Title, author, and your name on white paper to fit on top of the
box.
5. Write a summary of the book to fit on the back of the box. Glue it on.
6. Cut ten strips of white paper to fit inside an envelope. Write ten important
words from the story on the strips. Put them in the envelope.

Fantastic Mr. Fox by Roald Dahl

How to Write a Book Report:

The book report you write should be three paragraphs long.  Remember to use capital
letters and the correct punctuation at the end of each sentence. A great way to be sure you
have all the important pieces is to think of your report as a sandwich. The first paragraph
should include the first piece of bread, the cheese, and the tomato. The second paragraph
should include the lettuce and the mayo. The third paragraph should include the turkey
and the second piece of bread. Once you have all of the ingredients to make a sandwich,
your book report is ready to be written!

The First Piece of Bread:

Your name
_________________________________________________________

Title of the
Book_____________________________________________________

Book's Author
_______________________________________________________

Book's Illustrator
_____________________________________________________

The Cheese :
The Tomato :

The Lettuce :
The Mayo :

The Turkey:
The Second Piece of Bread:

Make It :
 MISSING IN ACTION
The main character of your novel is missing. Develop a missing person's
folder for the police department. Include interviews with the key
characters, clues concerning the missing person, and a sketch of the person.
Use information from the novel as well as your creative imagination to put
the file together. Compile all the pieces into a manila folder .
 SCRAPBOOK MEMORIES
Create a scrapbook for the main character based upon the novel. The
scrapbook could contain pictures, momentos, postcards, etc., that detail the
story. Just like a real scrapbook, you should write a short description next to
each item. Minimum of 3 pages.

EXAMPLES:

__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
_
 --------------------------------
--------------------------------
--------------------------------
--------------------------------

TIME CAPSULE
Put together a time capsule for the novel. It will be opened 200 years in the
future, so it must contain items and descriptions that truly highlight the
major components of the novel. What artifacts would be preserved? What
letters would the character write? Where would this capsule be buried? Be
creative! Make it colorful!

Date due:
 Make a Bookmark:

Your book mark should include a title, author, a picture of the main character
and any other items you think help describe your book. Be Creative.

Date due:
 A Book In a Can:

You begin with a clean frozen juice can. Next, make a wrap around cover of
paper, the cover of your book, and tape it around the can. After this, create a
"skinny strip" telling the story. Cut a slit in the can big enough to stick the
"skinny strip" through., Attach a popsicle stick to both ends of the "skinny
strip" so it won't go either all the way in or out of the can. Roll the strip inside
of the can around the popsicle stick. It can be pulled out a little at a time to
retell the story.

Date due:
 Windsocks:

Use a 12x18 piece of construction paper for the body. The title and picture of
your favorite part of the story goes on it. The streamers are cut from
construction paper. Additional information such as the author, names and
descriptions of main characters, settings, copyright date, illustrator, and more
can be written on these strips.

Date due:__________________________________
 Book Reports

Title:___________________Author:___________________

who what where

how why when

Name:
Book Title: AUTHOR:____________________

CHARACTER EVENT 1

SETTING

PROBLEM
BOOK TITLE:
CHARACTERS

SETTING
GENRE

PROMBLEM
EVENT ENDING
Characters Setting

Main Events in the story Ending

1. Create life-sized models of two of your favorite characters and dress them as they
are dressed in the book. Crouch down behind your character and describe yourself
as the character. Tell what your role is in the book and how you relate to the other
character you have made.
2. Create a sculpture of a character. Use any combination of soap, wood, clay, sticks,
wire, stones, old toy pieces, or any other object. An explanation of how this
character fits into the book should accompany the sculpture.
3. Interview a character from your book. Write at least ten questions that will give
the character the opportunity to discuss his/her thoughts and feelings about his/her
role in the story. However you choose to present your interview is up to you.
4. Write a diary that one of the story's main characters might have kept before,
during, or after the book's events. Remember that the character's thoughts and
feelings are very important in a diary.
5. If you are reading the same book as one or more others are reading, dramatize a
scene from the book. Write a script and have several rehearsals before presenting
it to the class.
6. Prepare an oral report of 5 minutes. Give a brief summary of the plot and describe
the personality of one of the main characters. Be prepared for questions from the
class.
7. Give a sales talk, pretending the students in the class are clerks in a bookstore and
you want them to push this book.
8. Build a miniature stage setting of a scene in the book. Include a written
explanation of the scene.
9. Make several sketches of some of the scenes in the book and label them.
10. Describe the setting of a scene, and then do it in pantomime.
11. Construct puppets and present a show of one or more interesting parts of the
book.
12. Dress as one of the characters and act out a characterization.
13. Imagine that you are the author of the book you have just read. Suddenly the
book becomes a best seller. Write a letter to a movie producer trying to get
that person interested in making your book into a movie. Explain why the
story, characters, conflicts, etc., would make a good film. Suggest a filming
location and the actors to play the various roles. YOU MAY ONLY USE
BOOKS WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.
14. Write a book review as it would be done for a newspaper. ( Be sure you read a
few before writing your own.)
15. Write a letter (10-sentence minimum) to the main character of your book asking
questions, protesting a situation, and/or making a complaint and/or a suggestion.
This must be done in the correct letter format.
16. Read the same book as one of your friends. The two of you make a video or do a
live performance of MASTERPIECE BOOK REVIEW, a program which reviews
books and interviews authors. (You can even have audience participation!)
17. If the story of your book takes place in another country, prepare a travel brochure
using pictures you have found or drawn.
18. Write a FULL (physical, emotional, relational) description of three of the
characters in the book. Draw a portrait to accompany each description.
19. After reading a book of history or historical fiction, make an illustrated timeline
showing events of the story and draw a map showing the location(s) where the
story took place.
20. Read two books on the same subject and compare and contrast them.
21. Read a book that has been made into a movie. (Caution: it must have been a book
FIRST. Books written from screenplays are not acceptable.) Write an essay
comparing the movie version with the book.
22. Create a mini-comic book relating a chapter of the book.
23. Design costumes for dolls and dress them as characters from the book. Explain
who these characters are and how they fit in the story.
24. Write and perform an original song that tells the story of the book.
25. After reading a book of poetry, do three of the following: 1) do an oral reading;
2)write an original poem; 3)act out a poem; 4)display a set of pictures which
describe the poem; 5)write original music for the poem; 6)add original verses to
the poem.
26. Be a TV or radio reporter, and give a report of a scene from the book as if it is
happening "live".
27. Do a collage/poster showing pictures or 3-d items that related to the book, and
then write a sentence or two beside each one to show its significance.
28. Do a book talk. Talk to the class about your book by saying a little about the
author, explain who the characters are and explain enough about the beginning of
the story so that everyone will understand what they are about to read. Finally,
read an exciting, interesting, or amusing passage from your book. Stop reading at
a moment that leaves the audience hanging and add "If you want to know more
you'll have to read the book." If the book talk is well done almost all the students
want to read the book.
29. Construct puppets and present a show of one or more interesting parts of the
book.
30. Make a model of something in the story.
31. Use magazine photos to make a collage about the story
32. Make a mobile about the story.
33. Practice and the read to the class a favorite part.
34. Retell the story in your own words to the class. Use storytelling techniques.
35. Write about what you learned from the story.
36. Write a different ending for your story.
37. Write a different beginning.
38. Write a letter to a character in the book.
39. Write a letter to the author of the book.
40. Make a community journal.
41. Write Graffiti about the book on a "brick" wall (your teacher can make a brick-
like master and then run this off on red construction paper.) Cut your words out of
construction paper and glue them on the wall.
42. Compare and contrast two characters in the story.
43. Sketch a favorite part of the book--don't copy an already existing illustration.
44. Make a time line of all the events in the book.
45. Make a flow chart of all the events in the book.
46. Show the events as a cycle.
47. Make a message board.
48. Make a map of where the events in the book take place.
49. Compare and contrast this book to another.
50. Do character mapping, showing how characters reacted to events and changed.
51. Make a list of character traits each person has.
52. Make a Venn diagram of the people, events or settings in your story.
53. Write a diary that one of the story's main characters might have kept before,
during, or after the book's events. Remember that the character's thoughts and
feelings are very important in a diary.
54. Make a poster advertising your book so someone else will want to read it.
55. Write a feature article (with a headline) that tells the story of the book as it might
be found on the front page of a newspaper in the town where the story takes place.
56. Interview a character. Write at least ten questions that will give the character the
opportunity to discuss his/her thoughts and feelings about his/her role in the story.
However you choose to present your interview is up to you.
57. Make a cutout of one of the characters and write about them in the parts.
58. Make a character tree, where one side is event, symmetrical side is emotion or
growth.
59. Choose a quote from a character. Write why it would or wouldn't be a good motto
by which to live your life
60. Learn something about the environment in which the book takes place
61. Tell 5 things you leaned while reading the book
62. Retell part of the story from a different point of view
63. Choose one part of the story that reached a climax. If something different had
happened then, how would it have affected the outcome?
64. Make a Venn diagram on the ways you are like and unlike one of the characters in
your story.
65. Write about one of the character's life twenty years from now.
66. Write a letter from one of the characters to a beloved grandparent or friend
67. Send a postcard from one of the characters. Draw a picture on one side, write the
message on the other.
68. Plan a party for one or all of the characters involved
69. Choose birthday gifts for one of the characters involved. Tell why you chose them
70. Draw a picture of the setting of the climax. Why did the author choose to have the
action take place here?
71. Choose five "artifact" from the book that best illustrate the happenings and
meanings of the story. Tell why you chose each one.
72. Stories are made up; on conflicts and solutions. Choose three conflicts that take
place in the story and give the solutions. Is there one that you wish had been
handled differently?
73. Pretend that you are going to join the characters in the story. What things will you
need to pack? Think carefully, for you will be there for a week, and there is no
going back home to get something!
74. Write a letter (10-sentence minimum) to the main character of your book asking
questions, protesting a situation, and/or making a complaint and/or a suggestion.
75. Retell the story as a whole class, writing down the parts as they are told. Each
child illustrates a part. Put on the wall.
76. Outline the story, then use the outline to expand into paragraphs.
77. After reading a book of history or historical fiction, make an illustrated time line
showing events of the story and draw a map showing the location(s) where the
story took place.
78. Create life-sized models of two of your favorite characters and dress them as they
are dressed in the book. Crouch down behind your character and describe yourself
as the character. Tell what your role is in the book and how you relate to the other
character you have made.
79. Create a sculpture of a character. Use any combination of soap, wood, clay, sticks,
wire, stones, old toy pieces, or any other object. An explanation of how this
character fits into the book should accompany the sculpture.
80. Suddenly the book becomes a best seller. Write a letter to a movie producer trying
to get that person interested in making your book into a movie. Explain why the
story, characters, conflicts, etc., would make a good film. Suggest a filming
location and the actors to play the various roles. YOU MAY ONLY USE BOOKS
WHICH HAVE NOT ALREADY BEEN MADE INTO MOVIES.
81. Read the same book as one of your friends. The two of you make a video or do a
live performance of MASTERPIECE BOOK REVIEW, a program which reviews
books and interviews authors. (You can even have audience participation!)
82. If the story of your book takes place in another country, prepare a travel brochure
using pictures you have found or drawn.
83. Pretend you are making a movie of your book and are casting it. Choose the
actors and actresses from people in the classroom.
84. Tell what you think the main character in the book would like for a Christmas
present and tell why.
85. Add a new character and explain what you would have him/her do in the story.
86. Do some research on a topic brought up; in your book.
87. Write an obituary for one of the characters. Be sure to include life-time
accomplishments.
88. Choose a job for one of the characters in the book and write letter of application.
89. You must give up your favorite pet (whom you love very much) to one of the
characters in the book. Which character would you choose? Why?
90. Invite one of the characters to dinner, and plan an imaginary conversation with the
person who will fix the meal. What will you serve, and why?
91. Nominate one of the characters for an office in local, state or national
government. Which office should they run for? What are the qualities that would
make them be good for that office?
92. Pretend that you can spend a day with one of the characters. Which character
would you choose? Why? What would you do?
93. Write a scene that has been lost from the book.
94. Write the plot for a sequel to this book.
95. Add another character to the book. Why would he be put there? What part would
he serve?
96. Rewrite the story for younger children in picture book form.
97. Write the plot of the story as if it were a story on the evening news
98. Make a gravestone for one of the characters.
99. What other story could have taken place at this same time and setting? Write the
plot and about 4 or 5 characters in this new book
100. Make a peep box of the most important part.
101. Paint a mural of the story or parts of it.
102. Paint a watercolor picture.
103. Make a scale model of an important object.
104. Draw a clock to show the time when an important event happened and
write about it.
105. Make up a lost or found ad for a person or object in the story.
106. Make up a picture story of the most important part.
107. Gather a collection of objects described in the book.
108. Make a list of words and definitions important to the story.
109. Make a 3-D scene.
110. Create a puppet show.
111. Use a map or time-line to show routes or times.
112. Make a flannel board story.
113. Make a mobile using a coat hanger.
114. Give a chalk talk about the book.
115. Do a science experiment associated with the reading.
116. Tape record a summary and play it back for the class.
117. Make a seed mosaic picture.
118. Make a scroll picture.
119. Do a soap carving of a character or animal from the story.
120. Make a balsa wood carving of a character or animal from the story.
121. Make stand-up characters.
122. Make a poem about the story.
123. Write a book review.
124. Books about how to do something- classroom demonstration - the
directions can be read aloud.
125. Write the pros and cons (opinion) of a book after careful study.
126. A vivid oral or written description of an interesting character.
127. Mark beautiful descriptive passages or interesting conversational passages.
128. Tell a story with a musical accompaniment.
129. Make a list of new and unusual words and expressions.
130. A pantomime acted out for a guessing game.
131. Write a letter to a friend about the book.
132. Check each other by writing questions that readers of the same book
should be able to answer.
133. Broadcast a book review over the schools PA system.
134. Research and tell a brief biography about the author.
135. A picture or caption about laughter for humorous books.
136. Think of a new adventure for the main character.
137. Retell the story to a younger grade.
138. Choral reading with poetry.
139. Adding original stanzas to poetry.
140. Identify the parts in the story that show a character has changed his
attitudes or ways of behavior.
141. Pretend you are the main character and retell the story.
142. Work with a small group of students. Plan for one to read orally while the
others pantomime the action.
143. Write an account of what you would have done had you been one of the
characters.
144. Marking particularly descriptive passages for oral reading gives the reader
and his audience an opportunity to appreciate excellent writing, and gives them a
chance to improve their imagery and enlarge their vocabulary.
145. The child who likes to make lists of new unusual and interesting words
and expressions to add to his vocabulary might share such a list with others, using
them in the context of the story.
146. Giving a synopsis of a story is an excellent way of gaining experience in
arranging events in sequences and learning how a story progresses to a climax.
147. Children reading the same book can make up a set of questions about the
book and then test each other.
148. Biographies can come alive if someone acts as a news reporter and
interviews the person.
149. Preparing a book review to present to a class at a lower level is an
excellent experience in story- telling and gives children an understanding of how
real authors must work to prepare books for children.
150. A bulletin board with a caption about laughter or a picture of someone
laughing at excerpts from funny stories rewritten by the children from material in
humorous books.
151. Visiting the children's room at the public library and telling the librarian in
person about the kinds of books the children would like to have in the library.
152. Video tape oral book reports and then have the children take turns taking
the video home for all to share.
153. Be Book Report Pen Pals and share book reports with children in another
school.
154. Do a costumed presentation of your book. Dress either as the author or one
of the characters.
155. Write a letter from one character to another character.
156. Write the first paragraph (or two) for a sequel. Outline what would happen
in the rest of book.
157. Use e-mail to tell a reading pen pal about the book.
158. Participate with three or four classmates in a television talk show about the
book.
159. With another student, do a pretend interview with the author or with one
of the characters.
160. Cut out magazine pictures to make a collage or a poster illustrating the
idea of the book.
161. Make an ID card which belongs to one of the characters. Be sure to make
the card look like the cards for that particular state. Include a picture and all
information found on and ID card. Don't forget the signature!! ******This gets
them researching what ID cards /Driver's Licenses look like; as well as thinking
about the character--especially the signature. I have seen kids ask each of the
other students to sign the character's name to find the one that would most likely
belong to the character.
162. Prepare a list of 15 to 20 questions for use in determining if other people
have read the book carefully.
163. Make a crossword puzzle using ideas from a book. Need at least 25
entries.
164. Pretend you are a teacher, preparing to teach your novel to the entire class.
Create 5 journal prompts.
165. Make a display of the time period of your book.
166. Make a banner of cloth or paper about your book.
167. Create a movie announcement for your book.
168. Create a radio ad for your book. Write out the script and tape record it as it
would be presented. Don't forget background music!
169. Make a "wanted" poster for one of the characters or objects in your book.
Include the following: (a) a drawing or cut out picture of the character or object,
(b) a physical description of the character or object, (c) the character's or object's
misdeeds (or deeds?), (d) other information about the character or object which is
important, (e) the reward offered for the capture of the character or object.
170. Research and write a 1 page report on the geographical setting of your
story. Include an explanation as to why this setting was important to the effect of
the story.
171. Design an advertising campaign to promote the sale of the book you read.
Include each of the following: a poster, a radio or TV commercial, a magazine or
newspaper ad, a bumper sticker, and a button.
172. Find the top 10 web sites a character in your book would most frequently
visit. Include 2-3 sentences for each on why your character likes each of the sites.
173. Write a scene that could have happened in the book you read but didn't.
After you have written the scene, explain how it would have changed the outcome
of the book.
174. Make a test for the book you read. Include 10 true-false, 10 multiple
choice, and 10 short essay questions. After writing the test, provide the answers
for your questions.
175. Select one character from the book you read who has the qualities of a
heroine or hero. List these qualities and tell why you think they are heroic.
176. Imagine that you are about to make a feature-length film of the novel you
read. You have been instructed to select your cast from members of your English
 class. Cast all the major characters in your novel from your English classmates
and tell why you selected each person for a given part.
177. Plan a party for the characters in the book you read. In order to do this,
complete each of the following tasks: (a) Design an invitation to the party which
would appeal to all of the characters. (b) Imagine that you are five of the
characters in the book and tell what each would wear to the party. (c) Tell what
food you would serve and why. (d) Tell what games or entertainment you will
provide and why your choices are appropriate. (e) Tell how three of the characters
will act at the party. (f) What kind of a party is this? (birthday, housewarming, un-
birthday, anniversary, etc.)
178. Make a list of at least ten proverbs or familiar sayings. Now decide which
characters in the book you read should have followed the suggestions in the
familiar sayings and why.
179. Write the copy for a newspaper front page that is devoted entirely to the
book you read. The front page should look as much like a real newspaper page as
possible. The articles on the front page should be based on events and characters
in the book.
180. Make a collage that represents major characters and events in the book
you read. Use pictures and words cut from magazines in your collage.
181. Make a time line of the major events in the book you read. Be sure the
divisions on the time line reflect the time period in the plot. Use drawings or
magazine cutouts to illustrate events along the time line. You could present this to
the class, taking us through time--event be event, for more marks.
182. Change the setting of the book you read. Tell how this change of setting
would alter events and affect characters.
183. Make a paper doll likeness of one of the characters in the book you read.
Design at least threes costumes for this character. Next, write a paragraph
commenting on each outfit; tell what the clothing reflects about the character, the
historical period and events in the book.
184. Pick a national issue. Compose a speech to be given on that topic by one
of the major characters in the book you read. Be sure the contents of the speech
reflect the characters personality and beliefs.
185. Retell the plot of the book you read as it might appear in a third-grade
reading book. Be sure that the vocabulary you use is appropriate for that age
group. Tape your storytelling.
186. Complete each of these eight ideas with material growing out of the book
you read: This book made me wish that..., realize that..., decide that..., wonder
about..., see that..., believe that ..., feel that..., and hope that...
187. After reading a non-fiction book, become a teacher. Prepare a lesson that
will teach something you learned from the book. It could be a "how-to" lesson or
one on content. Plan carefully to present all necessary information in a logical
order. You don't want to confuse your students! Present your lesson to your
students. How did you do? If you taught a "how-to" lesson, look at the final
product to see if your instructions to the class were clear. If your lesson
introduced something new, you might give a short quiz to see how well you
taught the lesson.
188. Look through magazines for words and pictures that describe your book.
Use these to create a collage on a bookmark. Make the bookmark available for
others to use as they read the same book.
189. Write the title of your book. Decide on some simple word--picture--letter
combinations that will spell out the title "rebus style." Present it to the class to
solve (I will make a transparency or copies for you.) After they have solved the
rebus., invite them to ask questions about the book.
190. Read the classifieds. Find something a character in your book was looking
for or would like. Cut out the classified. Write a short paragraph telling why he or
she needs/wants the item. Would the one advertised be a good buy for him or her?
Why or Why not?
191. Create cutout sketches of each character in your novel. Mount the sketches
on a bulletin board. Include a brief character sketch telling us about the
characters.
192. Design a symbol for a novel or a certain character.
193. Gather a large collection of current events that reflect incidents that
closely parallel those in your novel.