Create a Book Report

## Created By

Margo Sailor

11/6/14

## Standards

LAFS.5.RL.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

LAFS.5.RL1.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic

LAFS.5.RL.1.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)

LAFS.5.RL.2.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

LAFS.5.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.

LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension

LAFS.5.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

LAFS.5.W.2.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research

LAFS.5.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

LAFS.5.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

VA.5.S.2.3: Visualize the end product to justify artistic choices of tools, techniques, and processes

## Lesson Objective

Students will report on their independent reading book using envelopes glued together to form pockets and put relevant information about their book into each pocket

## Essential Question

What are the important parts of this book that I want other students to know about and how might I best show those parts?

## Materials

Various envelope sizes and colors, construction paper, drawing paper, creative cutting scissors, index cards-lined and unlined, lined writing paper, colored markers, colored pencils, crayons, buttons, beads, yarn, ribbon

\*Stationary stores (online and retail) often have discounted or free envelopes

## Procedures

1. Students write the names of their books on the flap of the first envelope and the author underneath on the same side (back of the envelope)
2. Students determine something important from their book and select materials to convey that point (ex. They select to draw a picture of the setting and write a few sentences telling about it and why it is important to the story, or they select an index card to compare/contrast two of the characters in the book, or they make a Venn diagram on lined paper comparing/contrasting two characters) This items goes in the first pocket
3. Students then select a second envelope, attach it to the first on to make a vertical train of envelopes, decide a second idea to include and materials to convey that idea
4. Students continue this process using up to four envelopes
5. Each envelope must use different materials and convey different points about the story

 Assessment Strategies

All envelopes/pockets must have a different and relevant point about the story that is clearly explained or shown. Each envelope/pocket should use different materials and ways of showing the information. Spelling, grammar, and punctuation will also be a factor in the valuation. Students will be given an opportunity to share their completed projects with other students.

 Evaluation of Lesson (Reflection)

I modeled a sample completed project prior to giving them the assignment with a book that i had been reading aloud to them during the reading/writing block so that they were all familiar with the story. This was essential to helping them get started in a constructive manner.

Students enjoyed the freedom of selecting materials to convey the ideas they thought were important. Since this was the first time they had done this, they needed frequent reminders, suggestions, and redirection for the types of things I was looking for. When a student did a nice job on something, I showed the rest of the class to help direct their work. They were often focused on the quantity of envelopes/pockets rather than the quality of each pocket's contents even though I repeatedly expressed just the opposite. Some students did a phenomenal job and others were poorly done. I expected this.

I am hoping that the next time we do this project later this year, the results will be even better by being more focused and having greater detail in each pocket.