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Ten Alternatives to Book Reports by Mary Catherine Miller
I teach an undergraduate young adult literature course at a large research university. Many of my students take the course as a preparation for their future careers as teachers or librarians, while others come to the course looking for a general education requirement for literature. Throughout the class, my students read ten young adult novels. As part of a “reading log” for the class, they submit a response to each book we read. During my first semester of teaching, these responses were all written in the typical book-report style with a synopsis of the text and each student’s opinion of the story. After reading around 600 “book reports” in a semester, I decided something needed to change.
The list of options for student response has grown since that first class, and I find myself constantly updating my suggestions as my students come up with new and exciting ways to respond to literature. These types of projects can be adapted for library patrons, K-12 settings, and book clubs—I’ve received everything from Divergent cookies to YouTube videos! Here are ten of my favorite alternatives to book reports:
- Make a book trailer: We watch both professional and homemade book trailers throughout the semester, and some of my students will work in alone or in groups to film a short trailer for a book they read. It’s always fun to screen the trailers in class and watch students act out scenes from a book or see what they’ve illustrated/animated!
- Found poetry: Found poetry is one of my favorite activities to do in the classroom and as an alternate assignment. To write found poetry, students take words from their book and rearrange them into a poem. Some students will choose words from a single page while others explore a chapter or even an entire book to make their poems.
- Social media: My students love making Pinterest boards to respond to books. Some students choose to “pin” recipes and clothing as though they are a character from the novel while others enjoy finding locations or quotations that remind them of the narrative. Other students have made Twitter or Facebook accounts for characters, having them post status updates or interact with other fictional characters.
- Collages: Similar to Pinterest boards, students will either make digital collages or cut up magazines and find images, outfits, or quotes that remind them of the book we’re reading. This one makes for a fun class activity and is a break from some of the heavier reading we do!
- Redesign a cover: Many of my students paint, collage, sketch, or digitally design new covers for the books they read. We discuss the publishing industry and marketing, and many of them choose to revisit an important scene or theme from the text. This project necessitates that students go back and re-read scenes and dialogue so that they can create a new edition of their story.
- A mixtape: I receive a lot of mixtapes, particularly when we’re reading Eleanor and Park or The Perks of Being a Wallflower. Some students will make track listings on Spotify or actually turn in a CD of songs they think their favorite character would love (or would give to another character!). These CDs have also made my commute to work much more interesting.
- A page from a yearbook: One of my students made up this assignment and I fell in love with it as soon as I saw her project. For her project, she made a page from Bella’s yearbook (Twilight) in which other characters signed their names and left messages referring to various events from the book—it was really fun to see how she portrayed some of the characters from the series!
- Cast the film: When my students do this project, I have them explain why particular actors fit the qualities of different characters from the text, allowing them to more deeply investigate how particular characters act and interact with one another. If the book has already been made into a movie, many students describe why they like/dislike a particular casting choice and how the adaptation adds to their conceptualization of particular characters and scenes.
- Cook food from a text: Some texts have recipes in them and others feature foods (either real or fictional ones). I had one student who found and baked thirteen different loaves of bread to represent each district of Panem. Other students have made polyjuice potion or Dauntless cake or recreated the cover of their text—for each of these projects, I have students submit a written response that describes the food they’ve made and how it relates to their particular book.
- Fan-fiction: This is another favorite of mine! I’ve had students write fan-fiction both alone and in groups. We read some fan-fiction in the course, to introduce students who may be unfamiliar with the vast world of fanfics, and students will often re-write a particular scene or the ending to a book they’ve read while others may write the first chapter of a sequel. I’ve received quite a few sequels to The Absolutely True Diary of a Part-Time Indian and Aristotle and Dante Discover the Secrets of the Universe.
I’m a huge proponent of inquiry projects and using art in the classroom—I think all of these projects can be just as useful as a research assignment or a traditional book report. My students go back into their texts, identify details and characterization, find symbolism and metaphor, and have fun!
(All of the images in this post are actual student submissions from my course.)
Mary Catherine Miller is a doctoral candidate at the Ohio State University, where she teaches young adult literature undergraduate courses. You can find more of her writing at marymiller.com.
Create an author interview questionnaire, a la MrSchReads. Make an authorless event kit: activities for a store to celebrate an author and/or book even when the author isn’t there. Create bookclub discussion outline. Create book “ladders” a la Teri Lesene: find related books with similar themes or books that augment or extend reading. Imagine a marketing campaign to media outlets that would capture this interest of potential readers who might be unaware of the author or book.
I love the idea of ladders and interviews!! We do a lot of research on authors and read-alikes in my class– my students each do a project on a YA lit theme of their choosing, it helps everyone see some of the books I can’t capture in my syllabus!
Great ideas. I’ll keep these and pass them on to others. My daughter’s teacher had her make a blog for the book—I can imagine that being done from a character’s POV.
Thanks!
David– I’ve had a few students do blog posts! They are always fun to read!!
What are the 10 books? I would love to read them!
I tweak the reading list every semester, this semester we read: Monster, The Perks of Being a Wallflower, The Fault in Our Stars, The Absolutely True Diary of a Part-Time Indian, Speak, Eleanor and Park, and then my students had a choice of a romance option (Matched, Hush Hush, Twilight, Delirium, or Aristotle and Dante Discover the Secrets of the Universe) and then a dystopian choice (The Hunger Games, Legend, Rot and Ruin, Cinder, Divergent), and then any YA book of their choosing for a project exploring themes in YA.
Very creative! Must have a great teacher. ; )
Thank you so much– It’s definitely my students that help me think of so many options! They’re always creating new and amazing ways to interact with the books we read!
These are great ideas, now I wish I was still teaching so that I could try them out!
thank you!
Mary,
I enjoy checking out the Nerdy Book Club posts. They come to my Inbox. I’m preparing materials for school visits because my debut book comes out in August. Even though mine is a picture book, this post gave me so many ideas. I made notes for ways I can adapt.
I taught for 26 years and loved it. Your students are lucky to have such a creative teacher!
oh how fun– I’m so glad you’ve found a way to use some of them for you! I’d love to hear about your activities and your book!
Mary, Your ideas are wonderful! I hope you don’t mind me using a few of them with my fifth graders! I love the idea of found poetry! I’d love to take your class!
Anne
Anne- please use them, I’d love to hear about your own experiences!! I’m hoping to write a post (or two) about found poetry in the future, it’s so much fun and my students seem to love it!
Great list! Thanks for the inspiration. Your fan fiction option reminded me of Rainbow Rowell’s “Fangirl,” which I just finished. That book made me think more about fanfic as a way for students to interact with books. I appreciated the reminder in your post!
I LOVE Fangirl!! What a great comparison– I recommend it to a lot of my students. We read Eleanor and Park in my class, and I have a lot of students who go on to read Rainbow Rowell’s other books!
These are fabulous ideas. I have always liked to give children the opportunity to respond to literature in ways that appeal to them. You have suggested some that I hadn’t thought of. I like that you have used photographs of your students’ work in this post. Thanks for sharing these great ideas.
One of my favorite parts about the weekly responses is all the different options it gives students. I have some students who really connect with one type of response and will send me Pinterest boards or poems every week, while others will try a bit of everything– I think it helps them connect with the books when they’re able to do something that works for them!
I’m having a omg moment right now! Thank you so much for sharing this information and giving all the detail format of it. I really needed more creative ways to broaden my book club and motivated people to read more, but have fun while your doing it. I’m on a journey, trying to reintroduce the importance of reading as a family and starting with the infant baby. I thoroughly enjoyed this post, thanks again!
So many interesting ideas that we can use in the Library as well. Thinking that it might be interesting to have the students create a Pinterest Board of their favourite book. Thank you so much for this great blog!