Book Report Ideas

Please choose one every two weeks. 

Take your time and do a good job.

Character Trait Diagram. Each student creates a Venn diagram to illustrate similarities and differences in the traits of two of the main characters in a book just completed. (A student might elect to create a Venn diagram showing similarities and differences between the book's main character and the student!)

Surfing the Net. Where did the story take place? When did it take place? Each student surfs the Net to find five Internet sites that others might check out before they read the book so they will know more about the book's setting or time period.

Write a Letter to the Author. After reading a book, each student shares reactions to the book in a letter written to its author. If a student writes to an author who is still alive, you might actually mail the letter.

Sell It! Each student pretends to be a publicist for the book that's just been read. The student writes and then delivers a 60-second speech that will persuade other students that they should read the book. Writing and speaking persuasively will be especially difficult if the student didn't like the book. If that's the case, the student can share that fact after completing the speech.

Create a Card Catalog. After reading a book, a student completes 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, the student writes a paragraph critiquing the book. Students might even 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. Each student composes six to eight questions to ask a main character in a book just completed. The student also writes the character's response to each question. The questions and answers should provide information that shows the student read the book without giving away the most significant details.

Ten Facts. Each student creates a "Ten Facts About [book title]" sheet that lists ten facts he or she learned from reading the book. The facts, written in complete sentences, must include details the student didn't know before reading the book.

Script It! Each student writes a movie script for a favorite scene in a book just read. At the top of the script, the student 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. Each student will need 30 index cards to create a Concentration-style game related to a book just finished. The student chooses 14 things, characters, or events that played a part in the book and creates two cards that have identical pictures of each of those things. The two remaining cards are marked Wild Card! Then the student turns all 30 cards facedown and mixes them up. Each student can choose a partner with whom to play according to the rules of Concentration.

What Did You Learn? Each student writes a summary of what he or she learned from a book just completed. The summary might include factual information, something learned about people in general, or something the student learned about himself or herself.

Glossary and Word Search. Each student creates a glossary of ten or more words that are specific to a book's tone, setting, or characters. The student defines each word and writes a sentence from the book that includes that word. Then the student creates a word search puzzle that includes the glossary words. Students can exchange their glossaries and word searches with others in the class.

In the News! Each student creates 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.

Create a Comic Book. Each student can turn a 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. Hang the students' portraits in a class gallery.

Prove It in Five Minutes! Each student gives a 150-second (2½-minute) oral presentation in which he or she shares information about a book's plot and characters. The student closes the presentation by offering an opinion and recommendation about the book. Then students in the audience have 150 seconds to question the presenter about the book. If the presenter is able to prove in five minutes that he or she read the book, the student is excused from filing a written report about it.

Picture Books. After reading a book, each student creates a picture book version of the story that would appeal to younger students. The students can then share the picture books with a group of young students.

Resume Writing. As a tie-in to your career education program, challenge each student to create a resume for a book character. The student should include in the resume a statement of the applicant's goals and a detailed account of his or her experience and outside interests.

Character Trait Chart. Each student creates a chart with three columns. Each column is headed with the name of one of the book's characters. As the student reads the book, he or she can keep a record of the traits each character possesses and include an incident that supports each trait.

Theme Report. Challenge each student to select a concept or a thing from the book just finished and to use library or Internet resources to explore it further. The student then writes a two-page report that shares information about the topic.

Setting. To learn more about the setting of a book, each student writes a one-page report explaining how that setting was important to the story.

"Dear Diary." Invite each student to create a diary or journal and write at least five entries that might have been written by a character in a book just read. The entries should share details about the story that will prove the student read the book.

MINI BOOK REPORT

Students create a mini book report. Provide each student with a sheet of drawing paper. (Younger students might use 11- x 17-inch paper; older students might prefer 8-1/2- x 11-inch paper.) Have students fold the drawing paper in half, then in half again. When they unfold the paper, they will have four boxes of equal size. Then ask students to cut the paper in half along one of the folds, slip one piece of the paper inside the other, and staple the fold to create an eight-page book. Decide in advance what should appear on each page of the students’ mini book reports. For example, you might assign the pages as follows:

• Cover -- a new cover design for the book.
• Inside cover -- blank, no text.
• Page opposite the inside cover -- title, author, and other important information about the book.
• Center spread -- a picture of a favorite part of the book along with an explanation of why that is a favorite part.
• Next page -- five vocabulary words (and their definitions) that are important in the book; the words might offer other students an indication of the reading level/difficulty of the book.
• Inside back cover -- blank, no text.
• Back cover -- a teaser written to entice others to read the book.

SCAVENGER HUNT BOOK REPORT

Students search the book read for words and/or sentences that match the scavenger hunt criteria, which focuses on grammar and phonics skills. The following are examples of the kinds of words students might be looking for; the last few items on the list might require writing two sentences from the book:

• a three-syllable word
• a contraction
• a compound word
• a word with a silent e at the end
• a word with a suffix that required doubling the final consonant before adding the suffix
• a word with a suffix that required dropping a silent e before adding the suffix
• the longest word in the book
• a word that includes the letters tion
• a four-syllable word
• a word that includes a silent letter other than e
• an adjective
• a word with a prefix
• a sentence that includes a simile
• rhyming words (students might write two sentences, highlighting the rhyming words)
• synonyms (students might write two sentences, highlighting the synonyms)
• antonyms/opposites (students might write two sentences, highlighting the opposites)

BOOK REPORT BINGO

Students play book report bingo. To encourage students to read books of different genres, create a simple bingo sheet. Have students read five books over two months that match the genres in any row or column on the bingo sheet. Following is a sample sheet:

BOOK REPORT BINGO   Biography Poetry Mystery Myth Fiction Mystery Fiction Poetry Biography Humor Drama/Play Mystery Myth Historical Fiction Poetry Poetry Humor Drama/Play Mystery Historical Fiction Historical Fiction Biography Humor Fiction Drama/Play

21 MORE BOOK REPORT IDEAS READY TO GO!

Ready, Setting, Go!
Students use a Venn diagram (See Character Comparison activity above.) to compare the setting in a book with local settings (in your community). How are the two settings alike? different?

Now You’re Cooking!
Students appeal to their classmates’ stomachs by making an edible book report! They will locate a recipe for a food dish that plays a role in a book or one that represents the setting of the book. When they share the food with their classmates, students will explain how the dish relates to the book read.

Before-and-After Book Reports
Students write a brief report about what they think a book will be about -- based on the book's cover -- before they actually read it. After reading the book, students write a brief explanation of the book as it actually is. For additional details that flesh out this book report idea, see The Psychic Book Report.

Videotape Book Report
Students create a "commercial" for a book they read. Set up a video camera in the back of the classroom, provide brief instruction on how to use it (Post a sheet of simple instructions for reinforcement.), and have each child videotape himself or herself presenting a 30-second "commercial” for the book read. In the first 30 seconds of the commercial, students should tell what is good about the book. The next 2 minutes will feature the student reading a favorite passage from the book -- a passage that might motivate others to want to read the book. You might make a few copies of the video and send it home with a different student each night so parents can view the children's work and gather ideas for books to give as gifts!

Reporting "Live” from the Scene
Students write a script presenting one of the major events in a book as a real event. Have them create a simple background or use a local setting as the backdrop for a "Live at 11” news report. Student-reporters present their on-the-scene reports in front of the video camera.

Share a Book Report.
Students share book reports with students in the same grade in a neighboring school or school district. Pair up with another class in the community and encourage students to share book reports throughout the year. Plan to have students read some of the same books and some different ones. It would be nice if one or two of the book reports students shared during the course of the year were video book reports -- so students could get to know one another better. Better yet, arrange for a meeting of the students for the purpose of book sharing either as a culminating event at the end of the year, or both at the start and end of the school year.

Book Report Recipe
Students write a "recipe" for a good book. Provide students with a "recipe card” format for their book reports. Each book report should include 1 cup of plot, 2 teaspoons of characters, 2 tablespoons of excitement, 1/2 cup of opinion… See the complete Book Report Recipe lesson idea online at The Teacher’s Desk.

Birth Sign Book Report
Students explore characters and the signs of the Zodiac. Provide students with a simple explanation of some of the personality characteristics of the Zodiac/Horoscope Signs or the 12 animal birth signs of the Chinese Zodiac. Then have students select a character from the book read. As they read the character traits of the birth signs, they should consider under which sign the selected character was born. Their book report will explain why they came to that conclusion.

Five-Dollar-Words Book Report
Students learn about tools that can help them improve their writing and, therefore, make a more powerful statement about the book they just read. This activity combines the book report with an exercise using a dictionary or thesaurus. Students start by writing a paragraph to describe why they liked or did not like about the book read. Before they hand in the brief book critique, however, they take one final look to be sure they have used the best words to describe the book. Challenge students to use a dictionary or thesaurus to find in their critique five "50-cent words” (small, unexpressive words) and replace those words with "5-dollar words” (words that convey their thoughts more specifically, descriptively, or dramatically).

Test Time
Students create a quiz to check their peers’ comprehension of a particular book. The quiz should include fill-in-the-blank, true or false, or multiple-choice questions. Correct the student-created quizzes and keep a file of the quizzes. Each time a student completes a book, he or she can take a quiz created by a peer!

Folded Book Reports.
Students create an accordion-folded book reports or quadraramas -- Not Your Same Old Book Report.

Mapping a Book
Students create a map highlighting places described in the story. Many of the map’s features should be based on information provided by the book’s author. The map might show the immediate neighborhood or community in which the book takes place; if the author offers ample description of the home or another place as the central setting for the book, then the students’ maps might detail that place. In most cases, the completed maps will involve some conjecture on the part of the mapmaker. The student will explain his or her reasoning in writing or orally.

Adjective-ly Speaking
Students focus their attention on the author’s descriptive writing talents and learn more about adjectives. The activity will drive home that good writing -- their own included -- benefits from excellent descriptions. Have students locate five or ten (depending on grade level) sentences in the book that include excellent adjectives/descriptions.

Once Upon a Timeline
Students create a timeline showing a chain of important events from a book read.

Trading Spaces
Students answer the question, Would you want to trade places with a character in the book? Explain that their essays must provide solid information supporting their responses to the question. The information they use will help demonstrate how closely they read the book.

Acrostic Poem Book Report
Students write acrostic poems demonstrating their understanding of the sequence of events in a book. See the lesson, Acrostic Book Report.

Teacher Marci McGowan shared the lesson plan above with Education World. McGowan received $50 for contributing her lesson to our Teacher-Submitted Lesson Plan archive. Go to the archive for more lessons as well as information about how you can earn money by sharing some of your favorite lessons!

Story Maps and Boxes
In another lesson from Education World’s Teacher-Submitted Lessons archive, students use a story-mapping template to review parts of a story and information about a book they have read. They share their story boxes as an alternative to book reports. See Patricia Fry's complete Story Maps and Boxes lesson.

Thumbnail Outline
Students explore the value of the outline format book report and practice picking out the important details and characteristics of a book that might belong in an outline. Provide them with a work sheet based on the simple outline form below, or adapt the format by adding the elements you like to emphasize.

Book Title: ______________________________
Author: _________________________________

I. Main Characters

1. ______________________________________________
2. ______________________________________________
3. ______________________________________________

II. Setting and Time Period

1. ______________________________________________
2. ______________________________________________
3. ______________________________________________

III. The Plot: A Timeline

1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________

IV. Best Parts of the Book

1. ______________________________________________
2. ______________________________________________

V. Criticism of the Book

1. ______________________________________________
2. ______________________________________________

VI. Overall Opinion of the Book (and Details to Support Your Opinion)

1. ______________________________________________
   1. ______________________________________________
   2. ______________________________________________
   3. ______________________________________________

Books Reports Go Hi-Tech
Introduce technology as a tool for creating book reports. See the following book report lessons that make use of a variety of popular software products: