Reading Realigned:
Reinvesting in a Culture of Reading in the
21st Century
Margo Fisher-Bellman, NBCT
Nativity School
Cincinnati, Ohio
msbellman@gmail.com
www.msbellman.weebly.com
Photos taken from the Life photo archive hosted by Google.
Titles to Get Them Reading
Monster- Walter Dean Myers
Fallen Angels & Sunrise Over Fallujah- Walter Dean Myers
Speak- Laurie Halse Anderson
Twilight Series- Stephanie Myer
Alex Rider Series by Anthony Horowitz
Someone Like You- Sarah Dessen
The Hunger Games Series- Suzanne Collins
Maximum Ride Series- James Patterson
Uglies Series- Scott Westerfeld
Looking for Alaska- John Green
Lovely Bones- Alice Sebold
What My Girlfriend Doesn’t Know- Sonya Sones
Be More Chill- Ned Vizzini
Deadline- Chris Crutcher
Great and Terrible Beauty Series- Libba Bray
The Perks of Being a Wallflower- Stephen Chbosky
Stargirl Series- Jerry Spinelli
In the Cards Series- Mariah Fredericks
Candy- Kevin Brooks
Summer Ball- Mike Lupica
Ender’s Game Series- Orson Scott Card
Hatchet- Gary Paulsen
Artemis Fowl- Eoin Colfer
The Adoration of Jenna Fox- Mary E. Peerson
Brisinger Series- Christopher Paolini
Thirteen Reasons Why- Jay Asher
Crank- Ellen Hopkins
The Burn Journals- Brent Runyon
Tears of a Tiger- Sharon Draper
Perfect- Natasha Friend
Invisible- Pete Hautman
The Absolutely True Diary of a Part-Time Indian- Sherman Alexie
American Born Chinese-Gene Luen Yang (graphic novel)
Maus- Art Spiegelman
The 9/11 Report: A Graphic Adaptation- Sid Jacobson and Ernie Colon
Project Ideas
Cereal Box
Create a cereal box based on the novel that incorporates
the setting, main characters, plot, and symbolism. Be sure
to include the following elements:
 Name for your product and a brand name that is
connected to the book;
 Picture of the protagonist on the front;
 List of characters (“contents”) on one side panel
with a brief description of their role in the book
 Reference to at least one symbol within the book
(think color of the box, prize inside, etc.)
 Reference to at least one theme within the book (think
ingredients, contents, ad on front, etc.);
 Incorporation of setting and plot on back (game,
trading cards, etc.).
 ALSO, you must complete a one to two-page typed
explanation of your project. What have you done and
why have you done it that way?
Board Game
Design a board game based on the novel, using the events and themes as elements of the
game.

The game should include all major characters from your novel (they can be game
pieces, have special powers, serve as obstacles in your game, be drawn in the
appropriate location, etc)

.Your setting should be evident through the background of the game board. Be sure
to be specific about important locations!

You should also include plot in your game board. This can happen by either depicting
the events of the novel chronologically on the game board, by labeling events that
occurred at specific locations, drawing cards, etc.

Include a complete set of rules and directions for playing your game (double-spaced
12 point-font with name in top left-hand corner.
 AND a one page typed explanation of your board game’s connectivity to your novel.
Scrapbook or Memory Box:
Create a scrapbook from the main character’s point of view.
 Include a minimum of 15 objects (photos, journals, letters, etc.) thatretell
your book in images & writing. These objects must reference all major
characters, setting, major elements of plot as well as at least one theme.
 Include captions under each object written from author’s or character’s
point of view that help the reader understand project & book.
 Write a one to two-page summary explaining any nuances needing
clarification such as symbols, colors and theme. This means your
projects should have nuances (subtleties) that need to be explained
Reading Partners
You and a partner read the same book. As you are reading, write letters/ e-mails back and forth regarding
the book (you must write seven each; however, your partner does not need to be in my class—a friend,
relative, etc). Be sure to date the letters. Ultimately, you will need to type all of these letters and submit them
in a portfolio of some kind. These letters must reference the following (NOT IN ONE LETTER, but over time):
 Major characters (Do you have a connections to one? Who do you like? Not like? Etc.)
 Plot (Talk about what is going on, who is making what decisions and are they wise choices?)
 Theme (What do you think the author is talking about? What message is she sending the reader?)


Symbol (Have you found any significant images?)
Setting (Would you like to visit this place? Is it like any place you have been? Is it like Cincinnati?)
Web Page: This piece can be posted on the web, or designed as though it would be. You
must include thorough descriptions of at least four main characters, a summary of plot,
identification of theme with at least two ways it is seen in the book and one symbol
depicted and explained. Website should be crafted in a colorful fashion, complete with
links. A minimum of 10 important images should be present on the page & explained.
With this project submit both a hard copy and a web address if you choose to post. Be
sure to use your creativity!
Soundtrack-Create a soundtrack for your novel using songs that
mirror the events and tone of your novel. The cover should
portray an image important to your novel and the title and
author of your book. The CD must contain at least 10 songs
and songs must be justified in the liner notes. This means
that you provide a four to six sentence explanation of each
song and how it relates to the book. On the back of the CD
case, you must include a list of characters and their main
roles within the book. On the back, you must also cite an
important line from the book that reinforces the theme
Additionally, you must TYPE a one page to two-page, doublespaced reflection that tells the significance of the image
on the front and the connection between the quotation and
the theme on the back.
Storyboard or Comic Strip: In a minimum of 15 well-crafted scenes, retell the important
aspects of your story. These scenes must include Thorough descriptions of at least
four main characters, a cohesive summary/ retelling of plot, one theme, one Symbol.
In a one to two-page summary, explain any additional nuances that need clarification
such as the incorporation of symbols & colors in your piece & the identification of
theme. This means that your reference to theme and symbol do not need to be
directly referenced in the storyboard or comic strip, but they should be present.
You can explain them in the paper.
Character astrology signs. Research each of the astrology
signs to figure out which signs you think four of the
main characters from your book were born under.
Write an explanation of why you think the y fit THAT
sign, drawing on their actions, attitudes, and
thoughts from the book. REMEMBER to connect their
actions to the characteristics of that sign. You may
submit this as a paper or you may create a collage or
drawing that reflect the character and his or her
sign with the corresponding written explanation.
Pen Pals:Create a letter exchange between the main character of this month’s novel and the character of
last month’s novel. Have them explain what they have in common with one another through letters.
Be sure that your letters contain thorough descriptions of at least four main characters, summary of
plot, one theme and one symbol. Your reference to theme and symbol do not need to be direct;
you may imply them through the letters. However, create footnotes to these references to explain
the themes or symbol.
Daily Edition
Using the novel as the basis for your stories, columns,
editorials, cartoons, horoscopes, etc., create a newspaper
inspired by the novel. This newspaper should contain at least
five major pieces and three pictures that reflect main
characters, setting, plot, at least one symbol and a theme from
your text. The newspaper should also have a title that is
reflective of the book (and the journalists that “write” your
articles can, too!) Articles should be typed in a 12-point font
and should reflect consistent comprehension of text.
Video
Recreate an integral scene from the text. This may be one particular scene or a montage of several
important ones. This video must encapsulate a scene that demonstrates the theme and contains a
reference to a symbol (or the symbol itself). It should also include 3-4 major characters.
Additionally, you must write a two-three page set up of your scene (including which characters are
being used and why and also who is playing these characters). What do I need to know about what
I am going to watch? Within the two-three page (typed) set up, also include an explanation of how
your video reflects the theme and symbol.
Pick your Poison!
You may select your own project this quarter. It must include: major characters, plot, theme,
symbol, setting. Get creative! Think of a way to include all of these elements in your own creative
way! You must meet with me one week before the project is due with your proposal. Tell me
how you are going to include all of the above elements and the form it will take. Sketches
and notes are necessary as I will sign off on this project. You submit your proposal with my
signature with your final piece. The most important element is that you clearly convey that you
have read your novel and understand ALL of the important elements; remember to present it
creatively. The rubric on the opposite side still applies.
Kings’ Collection This quarter we are going to do book reviews; each week, two students
from each language arts class in grades seven and eight will review a book (it can
be one they loved, liked or didn’t care for at all). Each student will do his or her
own review of a book he or she individually chooses; this is not a group project.
These reviews will be posted on the bulletin boards for all to enjoy. When they
are removed from the bulletin board, they will be kept in a binder as a reference
tool for future students looking for books (“We shall call it the Kings’
Collection!”); that means, future junior high students may be using your words to
help them find books to read! The schedule below reflects the date your review is
due. You will have to deliver (stand in front of class and speak) your review to
class and then submit the review for grading. Both the presentation and review
will be graded.
Independent Reading Postcards
Front of postcard: Should convey some idea of the tone/ mood/ atmosphere of the book.
Think about the colors that you use on the front of the card. Be sure to include the
following:
1. Pictures conveying mood or tone of piece
2. One major symbol or motif and label
3. One piece of memorable text cited
4. Title and author of book
Back of postcard: Divide into quadrants and do the following in the respective locations.
Left Side
# of pages of book and explanation of #1
above
3-4 sentence summary of book(this should
be DENSE writing)
Right Side
What type of readers would enjoy this?
Why? Two- Three books/movies similar to
this book with an explanation of how they
are similar.
In a short answer, explain why the excerpt
you chose is significant to the book
Scaffolding projects for struggling learners or first time
“projectors”
Soundtrack :
Independent Novel Project
Ms. Bellman
Part I
Name_________________________
Date________________________
1. Who is the protagonist? Describe him in three words. Give one sentence
explaining what happens to him in the book.
2. Who/ What is the antagonist? What is he like? Give one sentence explaining
what happens to him in the book.
3. Where is the book set? Where is that located in the United States?
4. Name three really important events that happen in the novel.
CD Project Part II
Ms. Bellman
Name_________________________
Period________________________
1. What is the struggle that the protagonist is facing in the book?
2. Who is a character other than the protagonist or antagonist who you find
interesting? Describe this character and explain why they interest you.
3. What do you think the lesson is that the author wishes the reader to walk away
thinking?
4. What is one major event within the book that you have yet to address in your CD
project?
Indy Novel Practice
Ms. Bellman
(25 points)
Name___________________
Date____________________
Using the FOUR questions on the sheet you just completed, you need to think of four
songs that relate to the book. This is PRACTICE for our CD project. You only have
to think of one song for question number four, not one for each event listed. These
songs should reflect the answers you have written beneath the questions. Once you
have the song down, you need to explain how it connects in 4-5 sentences. See the
example below:
***Example: I read the book Speak for my independent novel. One song I
could choose to use would be “Loser” by Beck. I would choose
this song because it talks about being an Outcast from society
and not fitting in with anyone. This is exactly how Melinda felt
in the start of her 9th grade year with no friends and no one to
really lean on for support.
Song #1: Dealing with the protagonist and his characteristics:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #2: Dealing with the antagonist and his characteristics:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #3: Dealing with the setting of the book:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #4: Dealing with one of the major events from the book:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #5: Pick any feature of the novel and select a song. Remember to clarify how it
relates in 4-5 sentences.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #6: Dealing with the protagonist’s struggle:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #7: Dealing with a character other than the protagonist and antagonist:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #8: Dealing with the lesson the author wants you to take away from the book:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Song #9: Dealing with one of the major events from the book:
__________________________________________________________________
__________________________________________________________________
Song #10: Dealing with the conclusion.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Independent novel CD Case Plan
Ms. Bellman
Name________________________
Date_______________________
1. Create a list of characters and their main roles within the book.
Character one:_____________________________________________________
____________________________________________________________________
Character two: _____________________________________________________
____________________________________________________________________
Character three: ___________________________________________________
____________________________________________________________________
Character four: ____________________________________________________
____________________________________________________________________
Character five: _____________________________________________________
____________________________________________________________________
This list needs to go on the back of the CD case.
2. The cover should portray your protagonist and the title and author of your book.
You can do this with drawings, clip art, collage, etc. How do you plan to do this?
Explain below.
3.
Find an important line from the book & write it below:
____________________________________________________________________
____________________________________________________________________
This line needs to be written on the back of the CD case as well.
4. Why is this line important?.
You must write a one-page typed response telling me why the line you selected was important. How did it relate to
events & characters from the novel? This is where you PROVE you read the book. Give me details that
show you read it.
Independent Novel
Projects
Ms . Bellman
Excellent
Student demonstrates
thoughtful, insightful
reading of the text and is
able to identify major
characters and events in
the novel with great
success. Student relays
information clearly—
informing the audience
of the novel with great
clarity and success.
Close Reading
(x3)
Creativity
Student creates a project
that is colorful,
imaginative and wellcrafted. Project reflects
superior effort
Completion
Student has gone above
and beyond the
requirements to craft a
magnificent project that
is worthy of display.
MUGS
No noticeable or
distracting errors in
spelling, punctuation or
grammar.
0
Suitable
Weak
Unacceptable
Student demonstrates a
good understanding of
characters and events in
the novel. Information
about novel is basically
clear and
understandable.
Student demonstrates
superficial
understanding of major
character and events.
Little evidence of
thorough understanding
present. Information
about novel is muddled
in places—revision
would be helpful.
Student’s conveyance of
knowledge is vague and/
or basic. Unclear
understanding of plot
and characters.
Information may be
unclear or confusing.
Student creates a project
that is well-crafted,
colorful and reflective of
good effort.
Student creates a project
that is somewhat
colorful and well-crafted
but reflective of minimal
effort.
Project is neither wellcrafted nor colorful.
Student demonstrates no
effort.
Student meets all
requirements within the
project description.
Student is missing one
of the required elements
for the piece.
Project contains several
errors that an English
teacher would notice,
but the common person
would not.
Project contains
noticeable errors in
spelling, punctuation
and grammar.
Student is missing two
or more required
elements for completion.
Project does not reflect
revision or proofreading.
Multitudinous errors
impede comprehension.
Student does not demonstrate knowledge of characters & events. Reading of the book is
questionable.
REMINDERS:
THEME: the argument or general idea expressed by a literary work, whether implied or explicitly stated—themes are often true of both life and the book.
SYMBOL: A symbol is something that on the surface is its literal self but which also has another meaning or even several meanings. For example, a sword may
be a sword and also symbolize justice.
Independent Novel
Projects
Ms. Bellman
CP ENG 12
Excellent
Suitable
Weak
Unacceptable
Student demonstrates
thoughtful, insightful
reading of the text and is
able to identify major
characters, themes and
events in the novel with
great success.
Student demonstrates a
good understanding of
characters, themes and
events in the novel.
Student demonstrates
superficial
understanding of major
themes, character and
events. Little evidence
of close reading is
present.
Student’s conveyance of
knowledge is vague and/
or basic. Possible
understanding of plot
and characters, but no
evidence of theme or
symbols.
Creativity
Student creates a project
that is colorful,
imaginative and wellcrafted. Project reflects
superior effort
Student creates a project
that is well-crafted,
colorful and reflective of
good effort.
Student creates a project
that is somewhat
colorful and well-crafted
but reflective of minimal
effort.
Project is neither wellcrafted nor colorful.
Student demonstrates no
effort.
Completion
Student has gone above
and beyond the
requirements to craft a
magnificent project that
is worthy of display.
Student meets all
requirements within the
project description.
Student is missing one
of the required elements
for the piece.
Student is missing two
or more required
elements for completion.
MUGS
No noticeable or
distracting errors in
spelling, punctuation or
grammar.
Project contains several
errors that an English
teacher would notice,
but the common person
would not.
Project contains
noticeable errors in
spelling, punctuation
and grammar.
Project does not reflect
revision or proofreading.
Multitudinous errors
impede comprehension.
Close Reading
0
Student does not demonstrate knowledge of characters, themes or events. Reading of the book is
questionable.
Kings’ Collection
Rubric
Ms. Bellman
50 points
Quality of Review
Presentation to class
MUGS
Monarch
Review is superbly
crafted. Summary
includes quotations &
characters; opinion is
evident throughout
without the use of “I.”
Language is rich and
ending is compelling.
Presentation is well
organized and clearly
planned; student uses
few fillers (uh, like, um,
“that’s it”), speaking
with purpose.
Consistently clear &
makes eye contact with
the entire audience.
Speaker uses visuals to
support presentation.
Student has thoroughly
revised and proofread;
style is consistently
reflective of a book
review and there are no
errors in Mechanics,
Usage, Grammar or
Spelling.
0
Noble
Knight
Peasant
Review is well crafted.
Summary incorporates
characters; opinion is
evident throughout.
Language is adequate.
Review is minimal; a
general summary,
loosely focused on
characters dominates.
Opinion is evident.
Language is ordinary.
Review is basic and
repetitive. Little
evidence of characters
throughout. No opinion
present. Language is
ineffectual/
Presenation seems
somewhat prepared;
students uses fillers
routinely. Inconsistent
eye contact. Visual is
weak if present, or not
included.
Presentation is
unprepared; speaker
seems to be making it up
as he/she goes.
Consistent use of fillers,
with minimal eye
contact. Visual is weak
if present or not
included.
Presentation is prepared;
student uses few fillers.
Predominately clear and
regularly makes eye
contact with entire
audience. Student may
use visuals to support
presentation.
Mostly reflective of
book review style.
Several errors in MUGS.
Somewhat reflective of
book review style;
Noticeable errors in
MUGS. .
Little evidence of book
review genre; distracting
errors in MUGS,.
Student does not demonstrate knowledge of characters & events. Reading of the book is
questionable.
Part II: Reading like a Writer
Ratiocination is defined by Merriam Webster as, “the process of exact thinking.” In writing
circles, it has taken on a more specific meaning in terms of specific analysis of writing. The
process involves students looking for specific items within their papers, forcing them to look less
at the meaning of the essay and more at its structure. For instance, students made search their
work for each time they use a form of the verb “to be,” or each time they use a simple sentence.
This process of analyzing writing works best when it is paired with literature student trust (i.e.
independent, self-selected novels). Students typically like the books they are reading and
therefore trust the authors. If a teacher first has a student analyze the word choice, structure or
mechanics of an author he or she trusts, and then analyzes his or her paper for the same feature,
he or she will notice the discrepancy. This awareness maybe that “published authors use linking
verbs less than I do,” or “published authors use complex sentences more frequently than I do.”
These realizations immediately lend themselves to purposeful mini-lessons.
Ways to use Ratiocination with literature, student writing or both.
I.
“To Be”
a. Have students take three minutes and search for the forms of “to be” in a
published author’s literature. Then, have the student complete the same process
for his or herself. Students will find they use these words much more frequently.
Discuss why this is. This will lead directly to a lesson on passive voice, strong
word choice and creating more complex sentences. If a student is not overly
reliant on “to be” forms, you want to check to see if they are overly reliant on
forms of “to have” and have them complete the same process for that word. This
process can be completed for any linking verbs. Have students work to cut their
quantity of “lame” verbs in half by selecting stronger verbs, eliminating passive
voice and creating more complex sentences.
II.
Dialogue
The easiest way to learn how to write is by reading. Reading can teach you
vocabulary, grammar concepts and mechanics. Today as you read, I want you to
concentrate on how dialogue is created. Below, I want you to list 10 ways your
author used dialogue. You can talk about punctuation, verbs, indentations,
structure, etc. If you need more room, write on the back.
III.
Simple Sentences Vs. Complex Sentences
a. This process is much like the process of ratiocinating for linking verbs. However,
this activity will require an opening lesson on sentence variety. After students
have discussed how these two sentence varieties are created, have them track an
author’s use of these varieties over two pages within their novels. Afterwards,
discuss the difference between the numbers, why some authors have more than
others, how that can contribute to tone, etc. Then, have students go back to their
own papers and complete the same process. Many will find they are overly reliant
on simple sentences. Finally, help students emend their writing by bringing in
more complex sentences. Doing some examples on the board will help
tremendously.
Ratiocination can cure a variety of writing ills—especially when paired with author’s
kids trust. Using literature to teach writing gives kids a rationale to change weak writing
habits.