Book reports assist teachers in understanding students' comprehension of texts. They reinforce reading, writing, and comprehension skills. The main purpose is to broaden students' knowledge of society and the world. Presenting book reports creatively allows teachers to encourage reading and make it more fun. This helps students expand their knowledge, think creatively, and be creative. The presentation explored creative ways to present book reports using resources like cereal boxes, shoe boxes, book covers, and character perspectives. Book reports don't need to be boring but can be creative, fun, and imaginative.

1. Presented By:
Saleha, Ruby, Sarah, TC and Naomi

2.  Book Reports assist teachers
in determining their students’
understanding of the text in
a specific book
 Book Reports are
instrumental in teaching,
reinforcing and assessing the
students reading, writing and
comprehension
 The main purpose of book
reports is to broaden
students’ understanding of
their society and the world
around them

3.  Presenting a variety of
different and creative ways to
complete a book report, allows
teachers to encourage their
students to read and can make
reading more fun.
 This helps students:
 expand their knowledge
 think outside of the box
 be creative
 Our goal is to explore the
different and creative ways to
present book reports.

4. Resources:
http://homeworktips.about.com/od/writingabookreport/a/report.htm
http://writingbee.com/book_report

5. INTRODUCTION DESCRIPTION BODY CONCLUSION
- details about the book - List and describe the main - Plot, the setting, location, theme, - Personal impressions of the
like the author and the character(s) and all other outcome and any other important book including:
title characters within the book. attributes
- What the student liked and
- reasons each student - Did you enjoy the book? disliked about the book?
chose their particular
book - Was it well written? - Did they enjoy the ending
(for fiction)?
- What was the genre?
- Was the thesis supported by
- Which characters play important strong evidence (for non-
roles that relate to the overall theme fiction)?
of the book (for fiction books)?
- What interesting or notable
- Did you notice reoccurring symbols? facts does the student know or
learned about the author?
- Is the book a part of a series?
- Would you recommend the
- Can you identify the writer’s thesis book? Why or why not?
(non-fiction)?
- What is the writing style?
- Did you notice a tone?
- Was there an obvious slant or bias?

6. ONLINE:
•http://www.educationworld.com/a_lesson/lesson289.shtml
•http://www.abcteach.com/directory/basics/writing/book_reports/
•http://edhelper.com/book_reports.htm
•http://teachnet.com/lessonplans/language-arts/more-ideas-than-ever-book-
reports/
•http://www.ftschool.org/fourth/help_items/book.projects.html
•http://www.bobsedulinks.com/la_plans.htm
•http://esl.fis.edu/teachers/support/commun.htm (helping ESL students)

7. BOOKS:

8.  JK/SK:
Dora’s Adventures on Seasons Honey Bee
By: Andreas Fischer-Nagel and
Heiderose Fischer-Nagel
There Is An Old Lady Who Lives In A Shoe
Nose To Toes
By:
By: Marilyn Baillie
Luanne Marten

9.  Grades 1 – 3:
Grades 1 – 6
Little House On The Prairie
Anne Of Green Gables By:
By: Laura Ingalls Wilder
Lucy Maud Montgomery
Charlotte’s Web Trumpet Of The Swan
By: E. B. White Stuart Little By: E. B. White
By: E. B. White

10. SHOE BOX BOOK COVER
CEREAL CHARACTER
BOX

11.  Find an empty cereal box and use
it to create an ad for your chosen
book
 Choose your favourite scene or
who you think the main
characters are from the book to
draw for the cereal box ad
 Create a catch phrase that will
capture the essence of the book
 Do not forget to add the author
and title of the book as well.

12.  Choose your favourite book
 Afterreading the book, choose
your favourite scene
 Make a 3D diorama of that scene
within your shoe box
 Write a brief description of the
scene: why you have chosen that
scene?
 Present your shoe box book
report to the class

13.  Draw a picture from the book that is
your favourite scene, that you feel
best represents the overall theme of
the book
 Print the title and author on the cover
 Write a brief description of why you
choose that scene as your favourite for
your new book cover
 Present your new book cover to the
class explaining why you choose that
scene

14.  Students write about the main character
or their favourite character from the book
they are reading from that character’s
perspective
 They then dress up as that character as
they present their book report to the class
 Note: students should be asked to write
their book report in a way where their
fellow students need to guess what
character the student is presenting
 The idea works best when students read
biographies about famous people like Lucy
Maud Montgomery or Martin Luther
King Jr.

16.  Book reports are an important tool
to assist teachers to determine
their students’ understanding of
the text.
 It is instrumental in our teaching –
it can reinforce and assess the
students reading, writing and
comprehension skills.
 Book reports do not have to be
boring rather be creative, fun and
imaginative.

17. 1. With your group, come up with three
art-based book report ideas that
have not already been presented to
you. Please, keep in mind ESL/ELL
students when coming up with your
ideas.
2. With the materials provided, use
ONE OF YOUR IDEAS TO CREATE
A BOOK REPORT by using one of
the books provided from the book
display.
3. Each group will have 10-15 minutes
to complete their book report.
4. After completing your book report,
choose a member of your group to
present your idea to the class in an
exhibition.

18. 1. Each group will move
around the room to each
table to view the other
groups book report
ideas.
2. One member of each
group will stay at their
tables to present their
book report idea to the
rest of the class.
3. Please spend a maximum
of 2 to 3 minutes at each
table to ensure that you
are able to get to all of the
tables.