Book Report Information DUE DATE: Last Friday of Every Month
Reading/Language Arts Framework for California Public Schools Standard 2.0 reads: Students
read and understand grade-level appropriate material. They describe and connect the essential
ideas, arguments, and perspectives of the text by using their knowledge of text structure,
organization, and purpose.... In addition, by grade eight, students read one million words
annually on their own, including a good representation of grade-level-appropriate narrative and
expository text.
This book report format meets California standards as set forth in Reading/Languag Arts
Framework for California Public Schools for: Writing 2.2; Reading 1.0; Reading Comprehension
2.0, 2.4; Literary Response and Analysis 3.1-3.5
Reading Requirements:
Book must be 200 pages or more.
They may be any genre.
Each book report will be worth 100 points.
Report Requirements:
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Reports must be written in blue or black ink, or typed.
Must have: Title, Author, Number of Pages, Genre. (3.1)
Tell the point of view of the narrator. (3.5)
Three to five sentences about the setting. (7th 3.2) (8th 3.4)
a. In a paragraph explain what motivates the characters (The character's
decisions and actions). (3.2)
b. In a second paragraph: Add how you would have reacted to the same
situation? Why? (3.3)
In a sentence or two describe the author's tone. You may use examples from the
book. (7th 3.5)
150 word summary of the story. (3.2)
Use quotes from the book to give an example of the different dialects used. (3.3)
Use a quote from the book to give an example of figurative language used in the
book. (1.1) 10. Three to five sentences about the theme and what the student
learned from this book. (3.4)
Sample Book Report
Name
Date
Period
Book Report
Book Title: Tom Sawyer
Author: Mark Twain
Number of Pages: 230
Genre: Fiction/Classic Novel
Point of View : 1st person; 3rd person limited; 3rd person omniscient
The narrator's point of view is third person omniscient; he can describe the feelings and
thoughts of many people in the story.
Author's attitude: serious, dramatic, humorous, sarcastic, irreverent, mysterious
Author's Tone: The author's tone was humorous and a bit sarcastic: "The old lady
pulled her spectacles down and looked over them, about the room.... They were her
state pair, the pride of her heart, and were built for 'style' not service; she could have
seen through a pair of stove lids as well."
Setting: Where and when story takes place
The story takes place in a small village, St. Petersberg. on the Mississippi River before
the Civil War. The village has access to the river, hills, an island, caves, and a haunted
house. Superstitions runs high and children run barefoot. Some people in the village
own slaves. Everyone knows everyone else and their business. The main character often
plays hooky from school and was always getting in trouble.
Motivation: Why the characters behave, think or feel the way they do
Tom's actions are directly related to the setting. His behavior is just a laid back as the
village. Superstition sets Tom on his adventure. If Tom hadn't been where he
shouldn't be (because of superstition) he would never have seen the murder which
resulted in all the other action he took. He was also motivated by fear, friendship,
courage and a desire to do the right thing. Tom reacts to what ever situation he finds
himself according to his understanding of the situation.
*8th grade: If Tom had been one of John Grisham's characters of today, he would have
thought of a way to make Injun Joe pay for his crime without having to testify. He
probably would have still hidden because he was scared, but because we aren't as
superstitious today, something else would have had to take Tom to the cemetery to see
the murder in the first place.
Summary: Brief telling of the main idea/ideas of the story
This story has murder, romance, and a treasure hunt to contribute to the story line. Tom
Sawyer and his friend, Huck Finn, witnessed Injun Joe killing the village doctor. The
town's people arrested the wrong man. As time passed Tom and Huck ended up
testifying against Injun Joe, and saving an innocent man's life, but Injun Joe
escaped. Tom and Huck hunt for treasure, Tom falls in love with Becky Thatcher, and
Injun Joe is still out there. When Tom and his friend Becky get trapped in a cave they
find Injun Joe and his treasure. Becky, Tom and the treasure are rescued, but not Injun
Joe, and Tom becomes a hero who shares his treasure with his friend Huck.
Dialect: The way people speak
The author used different dialects to show the character's way of speaking and
personalities by changing the way words were spelled and using slang: In the following
quote Tom and Huck are discussing the murder and who might tell the authorities.
Tom does not believe that a witness will come forth and explains it to Huck.
"What's the reason he don't know?"
"Because he'd just got that Whack when Injun Joe done it. D'you reckon he could see
anything? D'you reckon he knowed anything?"
"By hokey, that's so, Tom!"
"And besides, look-a-here--maybe that Whack don for him!"
"No, 'taint likely, Tom..." (p70-71)
Figurative Language: Use of metaphor, simile, personification or idioms
This is an example of the type of figurative language the author used (personification,
idioms): "Every stump that started up in there path seemed a man and an enemy, and
made them catch their breath; and as they sped by some outlying cottages that lay near
the village, the barking of the aroused watch-dogs seemed ot give wings to their feet."
(p 69-70)
"It was conscience. They began to feel a vague fear that they had been doing wrong to
run away....They tried to argue it away by reminding conscience that they had
purloined sweetmeats and apples scores of times; but conscience was not to be
appeased.... (p 94)
"Jealousy ran red-hot through Tom's veins." (p 127)
Theme: Life lesson or moral
The theme of the story has to do with being courageous, generous and honest. Tom told
lies but he felt bad about it and ended up telling the truth. Even though Tom was afraid
he still testified and helped free an innocent man from jail. And when he found a
treasure he shared it with his friend who had nothing. When it came down to it , Tom
always did the right thing.
We should always strive to do the right thing no matter how difficult it is.
Book Report Writing Rubric
California Standards Addressed:
Response to Literature writing:
 Develops interpretations that demonstrate a thoughtful comprehensive grasp of the text.
 Organizes accurate and coherent interpretations around clear ideas, premises, or images
from the literary.
 Provides specific textual examples and details to support the interpretations.
Summary Writing:
 Is characterized by paraphrasing of the main idea(s) and significant details.
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Clearly addresses all parts of the writing task.
Demonstrates a clear understanding of purpose and audience.
Maintains a consistent point of view, focus and organizational structure, including the
effective use of transitions.
Includes a clearly presented central idea with relevant facts, details, and/or explanations.
Includes a variety of sentence types.
Contains few, if any errors in the conventions of the English language (grammar,
punctuation, capitalization, spelling). These errors do not interfere with the reader’s
understanding.
Address all parts of the writing task.
Demonstrates a general understanding of purpose and audience.
Maintains a mostly consistent point of view, focus, and organizational structure, including the
effective use of some transitions.
Presents a central idea with mostly relevant facts, details, and/or explanations.
Includes a variety of sentence types.
Contains some errors in the conventions of the English language (grammar, punctuation,
capitalization, spelling). These errors do not interfere with the reader’s understanding of the
writing.
Address only parts of the writing task.
Demonstrates little understanding of purpose and audience.
Maintains an inconsistent point of view, focus, and/or organizational structure, which may
include ineffective or awkward transitions that do not unify important ideas.
Suggests a central idea with limited facts, detail, and /or explanations
Includes little variety in sentence types.
Contains several errors in the conventions of the English language (grammar, punctuation,
capitalization, spelling). These errors may interfere with the reader’s understanding of the
writing.
Addresses only one part of the writing task.
Demonstrates no understanding of purpose and audience.
Lacks a point of view, focus, organizational structure, and transitions that unify important
ideas.
Includes no sentence variety.
Contains serious errors in the conventions of the English language (grammar, punctuation,
capitalization, spelling). These errors interfere with the reader’s understanding of the writing.