How to Write A Book Response: In 10 Steps

Hi all!

Update:  I have modified the deadlines to our book responses to allow more time for students to work through the written portion of the first book response in class.  I am giving students support in class and walking them through each step.
Click here for the Reading Response Outline, Including Deadlines ALL OF THESE LINKS ARE AVAILABLE UNDER LANGUAGE ARTS RESOURCES AS WELL :)

Encourage students to independently work through this check list, and advocate for support, where needed.

Step 1:  

Students will hand in each book report in a duotang (you can use the same one for each book report). To help students get organized, put the two, double-sided graphic organizers in a duotang before you start reading.

Step 2:

 Put a sticky note (a convenient book mark!) in your book to write art ideas on as you read (or to practice reading comprehension :) ).

Step 3: 

Each part of the graphic organizer corresponds to one of the questions.  Students use this google doc (click and make a copy and label it with student's name-reading response-and number of response, to find it easily).
Click here for the "Use this for the written part" portion of the book response

Step 4: 

The Important Project Deadlines is the first box students should fill out.  This is a tool to help them manage their deadlines.  The last bullet should be the due date of the response.
Click here for the graphic organizer

Step 5: 

The story mapping tool is used to identify the key points in the story.  These should be concise, and have 3 bullet points in each box.  I encourage students to divide their book into four sections based on pages (more boxes can be added as well).
Click here for the story mapping tool

Step 6: 

 The cause and effect tool is used to tie DIRECTLY to their art piece.  This also ties into our "big question" in grade 7: How do our actions impact outcomes?  Students will likely need support differentiating between a cause and an effect. Students are encouraged to look at the rubric before writing their response.  The levels have changed slightly this year, and in order to achieve a 3, their answer must be well-reasoned and contain examples from the book.  A level 4, is perceptive and insightful.
Click here for the "cause and effect" graphic organizer

Step 7:

 For personal connections,  students are encouraged to use evidence from the book such as examples or quotes to substantiate their claims.  Personal connections should go deeper then superficial facts such as "we both have a cat" etc.

Step 8:  

For themes, students are encouraged to use evidence from the book such as examples or quotes to substantiate their claims. There is a list of themes on the graphic organizer, and explanations of each theme posted in the classroom on the front board.  Students can come up with their own themes, but are encouraged to run these by the teacher. A level 3 answer is well-reasoned, and a level 4 show perceptive reflection, and is insightful.

Step 9:

For genre, students are encouraged to use evidence from the book such as examples or quotes to substantiate their claims. This question is intended to help students reflect on what genres they like to identify patterns in their reading and help them choose books in the future. A level 3 reflection is well-reasoned, and a level 4 shows insight.

Step 10:  

The art piece is intended to be student-directed, lots of fun, and help students manage project deadlines.  They should begin the piece before they finish the book, and bring in supplies on Tuesdays to utilize the class time they are given.  Class time is also used for the written portion of their responses. Students are encouraged to ask the teacher for supplies, be thrifty, and utilize what is available versus spending a lot of money on each project.  The art piece must tie directly to the question about how a character's actions impact an outcome, and this is what they write about in their reflection.