ALEX Lesson Plan


Scrapbook Book Report

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  This lesson provided by:  
Author:Sallie Brown
System: Clarke County
School: Jackson Middle School
  General Lesson Information  
Lesson Plan ID: 7236


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.

 Associated Standards and Objectives 
Content Standard(s):
IL (K-12)
5. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
  • Is a competent and self-motivated reader.
  • Derives meaning from information presented creatively in a variety of formats.
  • Develops creative products in a variety of formats.
  • TC2 (6-8)
    2. Publish digital products that communicate curriculum concepts.
    Examples: Web pages, videos, podcasts, multimedia presentations
    TC2 (6-8)
    6. Select specific digital tools for completing curriculum-related tasks.
    Examples: spreadsheet for budgets, word processing software for essays, probes for data collection
    ELA2015 (7)
    20. Write arguments to support claims with clear reasons and relevant evidence. [W.7.1]
    a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. [W.7.1a]
    b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. [W.7.1b]
    c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. [W.7.1c]
    d. Establish and maintain a formal style. [W.7.1d]
    e. Provide a concluding statement or section that follows from and supports the argument presented. [W.7.1e]
    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]
    a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.7.2a]
    b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]
    c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]
    e. Establish and maintain a formal style. [W.7.2e]
    f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]
    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]
    a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally and logically. [W.7.3a]
    b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [W.7.3b]
    c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. [W.7.3c]
    d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [W.7.3d]
    e. Provide a conclusion that follows from and reflects on the narrated experiences or events. [W.7.3e]

    Local/National Standards:


    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.

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    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.

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    Assessment Strategies

    A rubric can be used to assess the scrapbook. Free rubrics are available at 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 accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.