Title: Book in a Box (A Book Report)

Sharon Hill
Glenvar Middle School
Sixth Grade Language Arts

Description of Lesson
Students select a teacher-approved fiction book. Over the next month,
students read their self-selected novel and create a cereal box book
report at home. Students decorate their cereal box with illustrations
and information related to the book. The required contents for the box
are a glossary of ten unknown words, ten student-developed questions
(5 basic thinking level and 5 mid to upper thinking level), and five
objects symbolizing images, characters or events of the book. These
are to be placed in the box.

Process:
1. Student selects his fiction book considering interest, project
requirements and reading level and begins reading. Students
use I P.I.C.K. strategy for selecting a good-fit book.
2. Students obtain an empty cereal box.
3. Student is given directions and planning sheet.
4. Student conference with teacher to discuss completed planning
sheet.
5. Classroom teacher shares a lesson with the students on
developing questions according to Marzano’s taxonomy of
questioning.
6. Teacher models discovering symbolism in literature.
7. Student presents “Book in a Box” to the class.
8. “Book in the Box” will be displayed in the library to encourage
the reading of the book. Teacher will frequently check card
catalog for check-out activity of book.
9. Awards presented to the “Book in the Box” that creates the most
interest.

Target Audience
The target audience for this activity is all students: Pre-AP
Language Arts, Team-taught, and General Education classes.
Authentic Learning
Course Questions:

1. What elements of authentic learning are present in this

lesson/strategy?
a. Higher Order Thinking Rating: 4
Students engage in activity which requires manipulation of
information and ideas, such as analyzing, integrating,
generating and evaluating.

b. Depth of Knowledge Rating: 4

Students make clear distinctions, develop arguments, solve
problems, and demonstrate a deep knowledge and
understanding of concept.

c. Connectedness to the World Rating: 4

Many students are challenged when they want to find a book
of interest to read in the library; they have no idea where to
begin looking. The “Book in the Box” can be displayed in the
school library to generate interest in the book. The personal
goal of the student is to design a box about their book which
will create reading interest in other middle school students.
Hopefully by seeing the display, a student will check out the
book, thus, making it easier to find a book of interest.
Students will also post reflective comments on the class blog
about books they have read.

d. Substantive Conversation Rating: 4

There is considerable interaction about requirements and
ideas. Four modes of sharing take place:
∙student to student-when students ping-pong ideas about
their own project with one another
∙class to teacher – asking questions about the project
∙teacher to class-directions, expectations, and modeling
∙teacher to student-individual conferences were help
where students shared their ideas and plans for the project

e. Social Support for Student Achievement Rating: 5

Social Support for this project is demonstrated by high
expectations, mutual respect, strong work ethic, rigorous
 work, and assistance of teacher towards success. All students
receive social support for learning.

2. How did the students react to the lesson/strategy?

Students in the Pre-AP Language Arts class were given a choice of the
style of book report. Most students liked the challenge and creativity
of “Book in a Box” and chose it. A few students chose to do a more
traditional book report. The level of commitment increased with the
individual conferences; the conference seemed to hold the student
more accountable. What a treat it is for the teacher to have the
opportunity to talk individually with a student!

The other classes were not given the opportunity to chose the style of
their report for this particular project.

3. How will you change or refine the lesson/ strategy the next
time you teach the concept?
a. The next time I film, I will preview the shot for background. I
noticed after the shooting of the video that my back counters were
messy and not the best scene for a background.
b. I will have the students play off the cereal box idea more than what
they did for this project.