Word Processing/Desktop Publishing:
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Create a children’s book based upon a theme of a novel read. The messages of the stories should be similar or identical – the difference should be in audience. Students should think about the types of graphics needed, the vocabulary level, etc. The book may be illustrated by hand, using graphics software, or with art from the Internet when available. |
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Create a timeline based upon a book being read. It should address major plot points from the book, and include information on setting, characters and other pertinent literary concepts. The timeline should include relevant illustrations. |
Spreadsheet:
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Students can create surveys based upon current events, and question a variety of other students from the school. Answers to survey questions can be entered into a spreadsheet, and then turned into charts. The charts and sample answers could then be incorporated into a newsletter for the school. |
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Students should pretend they are amateur psychologists. The class can brainstorm and decide upon a number of psychological tests to be ‘performed’ on the characters, i.e. Rorshach testing or dream analysis. Each group can then analyze one major character from a book, and enter the results into a class spreadsheet. Students can then present their findings to the entire class. |
Database:
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Students may generate a list of criteria for evaluating books – how will the true value of a book be decided? Some of their answers may be text, and others may be in the form of yes/no checklists. The class can then create a database of books read, with information such as genre, reading level, whether the book is recommended for other readers, etc. The database may then be searched as students make reading selections. |
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Another database can include a listing of books read in class, and include how literary terms apply to those book. For example, one field may be used for the theme of the book, another for setting, still another for major character. This database can be used not only to determine similarities between books, but also to help review for tests. |
Multimedia:
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One use of multimedia can be to help students create autobiographical presentations. Students can decide the types of information they would like to know about each other, and then incorporate those things into the presentations. Digital cameras and scanners, when available, can be used to provide actual pictures of the students and important aspects of their lives. |
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Research on authors can also be presented in this format. Students can use various sources to find information on authors’ geographical origins, social concerns, and other works. Pictures of the author and book covers could be included – these are often available on the Internet. |
Internet:
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Students may find paintings online which echo the theme of a book currently being read for class. The painting can be shown, and either a presentation or written explanation can be provided to show how the two works of art are linked. |
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The Internet is also a wonderful source to trace the veracity of elements of historical novels. A broad question is provided: which elements of this book are true, or accurately reflect the society of the setting at that time? Links can be provided, or students may be asked to search for pertinent information. |