English Language Arts Department
Book Report Guidelines
Book Report Format
You can either opt for the traditional book report template (see page 5) or one or more of the following creative,
engaging, and fun book reports (I recommend using more than one, especially if two or more students choose
the same book.):
1) CEREAL BOX: Create and decorate a real cereal box with illustrations and information related to the
book. For example, under the heading "Ingredients," list the main characters and write a description
about each one.
2) TALK SHOW INVITATION: Select a character, think about his or her involvements and
experiences, and then figure out which talk show would most want your character on as a guest. What
would they want the character to talk about? Who else would they invite on the show to address the
issues the character is involved in? Write up the correspondence between the talk show host and the
character in which the host explains what the character should focus on while on the show. After the
show, have them exchange one more letter mentioning how they felt about what happened.
3) SCHOOL COUNSELOR’S RECOMMENDATION LETTER: Write a summary appraisal from the
school counselor’s point of view that assesses the character’s academic and personal qualities and
promise for study in college. The college is particularly interested in evidence about character,
relative maturity, integrity, independence, values, special interest, and any noteworthy talents or
qualities. Why do you feel this student would be well-suited to attend college?
4) TITLE ACROSTIC: Take a sheet of construction paper and write the title of the book down the side of
the paper. For each letter in the title, construct a sentence that begins with that letter and that tells
something significant about the story.
5) CARTOON SQUARES: Create a series of six drawings in six squares that shows a significant event in
the novel. Under each picture or cartoon, write a few lines of explanation. Word collage. Write the title
of the book in the center of a sheet of paper. Then look through magazines for words, phrases,
and sentences that illustrate or tell something about your book. As you look, think in terms of the theme,
setting, plot line, as well as characters. Work to get fifty such words, phrases, or sentences so the whole
sheet of paper will be covered. The visual impact of the collage should tell a potential reader a lot about
the book.
6) SCRAPBOOK: Think about all the kinds of mementos you would put in a scrap book if you had one.
Then create a scrap book for your character, cutting out pictures from magazines or drawing the
mementos he or she would have in a scrap book.
7) PHOTOS OR MAGAZINE PICTURES: Find two or three photos or magazine pictures that would
have special significance to your character. Mount them on a sheet of paper and write an explanation of
why they would be important to your character.
8) LETTER EXCHANGE: Create a letter exchange between a character and the author or write a series
of self-reflective letters from several characters on what the character learned about himself, others,
and life.
9) TALK SHOW ON ISSUES IN NOVEL: Create and perform a talk show around one of the major
issues or themes in the novel. For example, after reading The Crazy Horse Electric Game by Chris
1
English Language Arts Department
Crutcher (1987, Dell) you might want to discuss the issue of running away from home. Include people to
represent several points of view on the issue. You might include characters from the book, a social
worker, a police officer, a gang member, etc.
10) FILE A COMPLAINT: Adapt the persona of one of the characters who you feel was portrayed in a
sexist or racist manner. Write up a complaint explaining what you feel was unjust in your portrayal and
explain the actions you would like the author to take to remedy the biased portrayal.
11) TALK TO THE AUTHOR: Write a letter to the author of the book explaining to him or her why you
think he or she wrote the book and what he or she was trying to show through the book. Be sure to
explain what you got out of the book. If the author is still alive, send the letter to the author via the
publisher of the book.
12) POINT OF VIEW COLUMN: Write an opinion column like those that appear on the editorial page
of the newspaper. Choose a theme or topic from the novel you just read and write the column from the
point of view of one of the characters. Your character might write about the importance of education or
why we should accept people who are not like us.
13) CHARACTER MONOLOGUES: Taking the role of one of the book’s character and give a speech
most often to express the main theme(s) of the book, the character or other characters’ mental thoughts
aloud.
14) MAKE UP A WORD TEST FOR THE NOVEL: Think of fifteen words that are essential to the
understanding of the book. Explain why you picked the words you did and how you would define them
in terms of the story.
15) NAME ANALYSIS: Select a few of the characters from the novel. Look up each of their names in
a name book to see what the name means. Write all the meanings down and then write a short essay for
each character explaining in what ways the name is suitable and in what ways the name does not fit the
character.
16) A PAMPHLET. Think of an issue that was very important to your character. Then create a
pamphlet aimed at persuading others of the importance of the issue. Include factual information,
testimonials, pictures or graphics, etc. For instance, Charlotte from The True Confessions of Charlotte
Doyle by Avi (1990, Orchard) might want to create a pamphlet explaining the reasons women should
have more life choices.
17) DRAW A SCENE: If you are artistic, think of an important scene and draw it the way you see it.
Place the characters in the scene too and then figure out where you were in relation to the characters
when you read the book. Then write or tape your explanations of why you drew the scene the way you
did and why you think you were where you were in the scene. What does it tell you about who you
related to in the novel?
2
English Language Arts Department
Book Report Assessment Rubric
Regardless of the book report format, the assessment should be based on the following rubrics:
Grades 2-5
9-10
Title and Author Both present
and stated
exactly as on
the title page
7-8
Both present
but not stated
exactly as the
title page
5-6
Missing either
title or author
0-4
Both missing
Characters
All main
characters are
Listed
One main
character is
Missing
Two main
characters are
Missing
Setting
Where and when
is clearly
explained
The plot is well
formed.
(There is a
beginning, middle
and end.). It is
clear that the
student read and
understood the
book.
Student’s
opinion is clearly
written with
reason.
There are no
errors.
Where and when
is explained
Either where or
when is missing
The plot is
formed. The
student has read
and understood
the book.
The plot is
missing key
information.
The student has
read the story,
but may not have
a clear
understanding of
it.
Student’s opinion
is unclear.
Three or more
main
characters are
missing
Where and when
is missing
completely
The plot is not
clearly written.
(There is no
beginning, middle
or end.)The
student did not
read or
understand the
book.
No opinion was
included in the
report.
Work is done
neatly.
Work has one
area that is
sloppy.
Criteria
Plot
Opinion
Spelling &
Punctuation
Neatness
Student’s
opinion is
written with
reason.
There are one or
two errors.
3
There are three
or four errors.
There are five
or more errors.
Work has two
areas that are
sloppy.
Work is illegible.
English Language Arts Department
Grades 6-12
Criteria
Introduction
Theme
identifies and
supports the
theme with many
details from the
book
7-8
Includes title,
author, and
somewhat
identifies the
genre.
includes a brief
character
description, but
it is missing a
few key
elements
Place and time
are identified
and described
including
details.
Somewhat sums
up the main
events.
somewhat
identifies the
raising action,
climax, and
resolution
identifies and
supports the
theme with few
details from the
book
Reaction /
Opinion
Clearly states
his/her opinion
and gives specific
evidence from the
story.
Somewhat states
his/her opinion
and gives vague
evidence from
the story.
Language
No spelling or
grammatical
errors.
Characters
Setting
Plot
9-10
Includes title,
author, and
correctly
identifies the
genre.
includes a brief,
yet informative,
description of the
main characters
within the novel
Place and time
are identified and
vividly described
including lots of
details.
Accurately sums
up the main
events. Fully
identifies the
raising action,
climax, and
resolution
5-6
Includes title,
author, and
incorrectly
identifies the
genre.
includes a weak
character
description,
leaving the
reader longing
for more.
Place and time
are identified
and described
including few
details.
Leaves out some
main events.
inaccurately
identifies the
raising action,
climax, and
resolution
0-4
Missing title,
author, and
genre.
identifies but
does not support
the theme with
details from the
book
Does not
identify and/or
support the
theme with
details from the
book.
Does not state
his/her opinion
and does not
give specific
evidence
Not decisive in
opinion and
doesn’t give
relevant
evidence from
the story.
Some spelling or Several spelling
grammatical
or grammatical
errors.
errors.
4
Does not include
a character
description.
Place and time
are not identified
and/or
described.
Does not include
major events.
Does not include
the raising
action, climax,
and / or
resolution
many spelling or
grammatical
errors
English Language Arts Department
Book Report Sample
Name: __________________________________________________________________
Author's Name:
Book Title:
Year of Publication:
Type of narrative: ( ) Novel ( ) short story
( ) Poem ( ) Fable ( ) Other(specify) _______________
A Brief Overview:
Setting:
Main Characters:
Main Plots/ Events:
5
English Language Arts Department
Theme:
(Symbols/Motifs)
Main Conflict:
(Internal/External)
What do you think of the
story ending?
Have you expected
another ending? If yes,
what would it be?
What is your overall
feedback after reading
the book?
6
English Language Arts Department
7