40 Things to Do After Reading Your Independent Reading Book



Book Explorations to Do After Reading Your Independent Reading Book

Directions: Every six weeks, you will be responsible for reading two new independent reading books and completing one of the options below. You may not repeat an option; you must choose a new option for every new book. Make sure to label your paper with which book exploration you do. Staple this assignment sheet to your RWW folder and cross off options after you finish them. After your assignment is graded, keep all your returned Book Explorations in your folder.

-----------------------

|1. Write a one page dramatic monologue for a character|9. Collage: create an individual collage around themes|17. Kids Books: bring in children’s books about |

|in a scene: what is he/she thinking/feeling at that |or characters in the book. Write a ½ page explanation|related themes and read these aloud to the class. |

|moment—why? (A dramatic monologue is a poetic form in |of the pieces on your collage. Why did you choose |Write a one page analysis of the relation of the |

|which a single character speaks to a silent listener |these items to represent the book? |children’s stories to the book. Please clear this|

|at a critical moment, reveals both a dramatic | |ahead of time with Mrs. Chang, so there is enough in- |

|situation and his/her own character) | |class time for your presentation. |

|2. Write a one page dramatic monologue for a |10. Haiku: create one about a character and write a ½ |18. Fictional Friends: who of all the characters would|

|character while he/she is out of the book: Where is |page analysis of the poem. (A haiku is a seventeen |you want for a friend? Why? What would you do or talk|

|he/she? Why? What is he/she thinking? |syllable Japanese poem with 3 lines containing 5 |about together? In one page, explain how this |

| |syllables, 7 syllables, and 5 syllables.) |character would be the perfect friend for you. |

|3. Postcard: write to a friend about this book; to the|11. Dear Author: write the author a one page letter |19. State of the Union: the president wants to |

|author; to a character in the book; or write as if you|about the book. Ask questions and give feedback. |recommend a book to the nation. In a one page letter,|

|are the character or author and write to yourself. |What did you like about the characters? What are you |tell him important realizations you had while reading |

|Also, include a ½ page response about why you designed|still wondering about after reading? |this book and why he should recommend it. Use |

|the postcard the way you did, where it is from, and | |specific examples from the text. |

|why the person you wrote as would send it. | | |

|4. Mapmaker: draw a map of the book’s setting and |12. Timeline: create a timeline that includes both the|20. Dear Diary: keep a diary as if you are a character|

|write a ½ page explanation of all the elements of the |events in the novel and historical information of the |in the story. Write down events that happen during |

|map. |time period. In a ½ page, report your findings and |the story and reflect on how they affect the |

| |share how historical events could have affected your |characters and why in four diary entries. |

| |book. | |

|5. Moviemaker: write a one-page “pitch” to a producer |13. Transparencies: copy a portion of the text onto a |21. What If: in a page essay, explore how the story |

|explaining why the story would or would not make a |transparency; annotate the text with markers and then |would differ if the characters were something other |

|great movie. |get up to present your interpretation to the class. |than they are: a priest, another gender or race, a |

| |Please clear this ahead of time with Mrs. Bailey, so |different age or social class. |

| |there is enough in- class time for your presentation. | |

|6. Trailer: movie previews always offer a quick |14. Gender-Bender: rewrite a scene and change the |22. Found Poetry: take sections of the story and, |

|sequence of the best moments that make us want to |gender of the characters to show how they might act |choosing carefully, create a poem using the sections |

|watch it; storyboard the scenes for your trailer and |differently. |of the story. Then write a ½ page clarifying the |

|then narrate the storyboard scenes with a ½ page | |meaning of the poem. |

|explanation. | | |

|7. Billboard: as in the movies, take what seems the |15. Picture This: bring in art or copies of art |23. Personal Ad: what would a particular character |

|most compelling image(s) and create an ad with a ½ |related to the book’s time or themes; compare, |write in a personal ad for the newspaper? After |

|page explanation. |describe, and discuss the art and its relation to the |writing the short ad, write a ½ page evaluating why |

| |book in a ½ page analysis. |the character would write it. |

|8. Adjective-itis: pick five adjectives for the book |16. Draw! Translate chapters into storyboards and |24. Character Analysis: in a one page analysis, |

|or character(s) and explain how each applies with |cartoons; draw the most important scene in the chapter|describe a character as a psychologist might: what is |

|examples from the book in a five paragraph essay. |and explain its importance and action in a ½ page. |the character like? Examples? Why is he/she like that?|

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download