|Lesson Plan ID:
Scrapbook Book Report
After reading independently a novel or biography, students in this creative writing activity demonstrate their understanding of characterization and point of view by creating the main character's personal scrapbook.
|IL(K-12) ||5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. |
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|ELA2015(7) ||20. Write arguments to support claims with clear reasons and relevant evidence. [W.7.1] |
|ELA2015(7) ||21. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2] |
|ELA2015(7) ||22. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.7.3] |
|Primary Learning Objective(s):
Students will identify the elements of fiction. Students will use multimedia resources to design, develop, publish, draw, and present a product.
|Additional Learning Objective(s):
Students will analyze characterization and point of view of the main character of a novel or biography.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Teacher-made assignment sheet (see attachment), scrapbook and other materials listed in assignment sheet
|Technology Resources Needed:
Computers, word processing software, desktop publishing software, color printer, (optional) digital camera, scanner
Students should have finished their independent reading. Students will need to have basic computer knowledge, experience with word processing software, and also scanner and digital camera (if used).
1.)Distribute a copy of the teacher-made assignment sheet to all students (see attachment).
2.)Discuss possiblities for creating the scrapbook cover using a class-read novel or story. Let students suggest color schemes, scrapbook preferences of the main character, etc.
3.)Discuss the journal entry requirement emphasizing the first person point of view necessary for the assignment. Review the elements of fiction as necessary.
4.)Lead students in a discussion of the types of pictures or photographs the character of the class-read novel might include. Suggest students use a digital camera if available. Other students can pose as subjects.
5.)Discuss with students the elements of conflict and resolution explaining the role of each in the letter to a friend segment of the assignment.
6.)Using the class-read fiction as a guide, discuss the interplay of plot and character necessary to complete the souvenir/memento section of the scrapbook.
7.)Discuss with students the terms static and dynamic character. Students will illustrate the change in their dynamic characters in the diary entry. Some students may need help developing this section if their characters are static (very few will be).
8.)Allow students a week to complete the project. If all work is completed outside of class, longer may be more feasible.
9.)Have students present their work by reading from a couple of their favorite entries. Allow time for students to look through each other's scrapbooks before grading them.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Scrapbook Book Report.doc|
A rubric can be used to assess the scrapbook. Free rubrics are available at http://rubistar.4teachers.org. Individual scrapbook pages can be checked before the students complete their final projects.
Students with higher reading abilities should be encouraged to read a book that is on or higher than their reading level and create a more sophisticated and technologically-advanced final project.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: