Book Report Ideas
Madill 4th grade
ALL BOOK REPORTS MUST BE WRITTEN IN CURSIVE HANDWRITING UNLESS IT IS TYPED.
THEY MUST HAVE A HEADING THAT INCLUDES THE STUDENT'S NAME, BOOK TITLE,
AUTHOR'S NAME, AND THE NAME OF THE BOOK REPORT FORMAT USED ie "Thumbs up,
Thumbs down" or "Character Trait Diagram".
Book Report Due Dates for 2nd Semester are:
Monday, January 26th Book of Choice
Friday, February 27th Famous American
Monday, March 30th Historical Fiction
Friday, May 1st Book of Choice
There will be a book report due each month of the school year except in
November and April. All books must be approved in advance by the teacher.
The book needs to be at least 70 pages long. Each book report has an assigned
genre. However,the student can choose from one of the following formats to
complete their book report requirement. A student may only use a format once
during the school year. A different format must be used each time. I do NOT
use a book report form that the student simply fills in. I want to allow for
each student to be creative and have a personal choice in how they want to
share about the book they read that month!!!! If you have any questions
about any specific book report format, please email or call me.
Here is a list of the different formats that can be used to complete the
monthly book report requirement:
Descriptive writing The student reads aloud the best example of descriptive
prose found in the book he or she is currently reading. The student should
write a paragraph explaining why the excerpt is a particularly good example
of descriptive prose. The paragraph might include some of the adjectives the
author used to set the scene.
Thumbs Up, Thumbs Down! The student writes a review of the book he or she
just finished reading -- in the style of a movie review. The student
concludes by awarding a thumbs up or thumbs down on the book. This activity
could be even more fun if two students read the same book. They could plan a
lively interaction, a Ebert and Roeper,about the book, which could be
videotaped for all to see!
Character Trait Diagram The 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? The
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, the 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! The 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 The 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 The 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! The 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 The 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? The 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 The 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! The 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 The 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! The 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! The 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, the student creates a picture book
version of the story that would appeal to younger students. The student can
then share the picture books with a group of young students.
Resume Writing The student will 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 The 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 The student will select a concept or a thing from the book just
finished and 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, the student writes a one-
page report explaining how that setting was important to the story.
"Dear Diary" The student will 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.