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| Overview |
 In this lesson students review the elements of fiction and key components of a book report. They are then given an opportunity to identify and share these concepts by writing and illustrating their own mini-book based on a fiction book they have chosen to read. The stapleless book offers an alternative to the traditional book report and an opportunity for students to share their work in pairs or small groups and learn from each other.
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| From Theory to Practice |
The reading-writing connection plays out best when students immerse themselves in the process. Prereading, reading, reflection; prewriting, drafting, revising, publishing; these active roles are recursive, i.e., when writing on a specific text, students return often to the text to support, rephrase, or summarize more clearly when they write about what they read.
In this lesson students create a small book, each page of which briefly summarizes the fictional elements of books they have read. This distilling of information helps them focus on key points in their books while challenging them to write concisely and to "read like writers."
Further Reading
Mitchell, Diana. 1998. "Fifty Alternatives to the Book Report." English Journal 87.1 (January): 92–95.
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| Student Objectives |
Students will
- identify elements of fiction (plot, character, setting, conflict, and theme).
- analyze a fiction book, locating elements of plot within that book.
- communicate elements of plot in their book, in visual and written form, by producing a mini-book.
- celebrate reading by sharing their stapleless books with their classmates in either pairs or small groups.
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| Instructional Plan |
Resources
- Stapleless Book interactive
- Crayons or colored pencils
- Various books read by students which will be the subject of stapleless book
Preparation
- Before this lesson, students will read a book independently, in literature circles, or as a whole class.
- Review the elements of fiction (plot, character, setting, conflict, theme) using examples from stories students have previously read together.
Instruction and Activities
As a prewriting activity, have each student list on a sheet of paper (or on the Stapleless Book interactive) the elements they will include in the pages of their book.
The books will comprise eight pages, including
- Cover (p. 1)—students will write the title of the book they read, then design an alternate cover of their choosing (based on something from the book such as a recurring symbol).
- Printed copyright information (p. 2).
- Plot summary and descriptions of the main character, setting, conflict, and theme (pp. 3–7).
- Author biographical information (p. 8).
Students have the choice of which pages each element will appear. Some may deem, for example, that the main character should be described before the plot; others may want to summarize the setting first. After they have chosen the order as a prewrite, students will, in one or two sentences each, summarize the plot and describe the main character, setting, conflict, and theme of the books they read. Allow them to revise their drafts as needed. They will then draw pictures on each page, representing the element being discussed.
This summarizing activity challenges students both to reflect on what they have read and to practice synthesizing information. The resulting stapleless books will serve as vehicles for celebrating reading for its own sake as well as sharing what students have been reading. The mini-books may spark the interest of others to read the novels that have been shared where they may not have been aware of them before looking through the summarized stories.
Finally, the lesson can be a good pre- or postreading tool, reinforcing students' knowledge of the elements of fiction.
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| Student Assessment/Reflections |
Grades could be assigned based on a combination of the following:
- Teacher observation and anecdotal notes based on student activity during lesson
- Prewriting activity listing elements of fiction
- Completion, effort, and understanding of concepts as evidenced by written and visual communication of concepts in the stapleless book
- Oral presentation of stapleless book in small groups
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12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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