READING FICTION

READING FICTION

Choose one activity from each of the following sections:

SECTION TWO: THINKING ABOUT CHARACTERS

SECTION ONE: RECORDING YOUR READING

A REVIEW

Write a review of a book you have read. Make sure you include the title and the author’s name. Introduce the setting and the main characters and briefly tell the story. Say what you like (or dislike) about the story and why. Try to make your review lively and fun to read. You may find some of the following words useful:

fast-moving	dramatic	enchanting	spine-chilling
moving	original	fascinating	well-planned
colourful	frightening	funny	gripping

or 2. A SPOKEN REVIEW

Give a spoken review of the book you have read, based on the ideas above.

or 3. A GUIDED REVIEW

If you're not sure how plan a review, this outline will help you to write a simple review of a book you like. It’s only a guide – change it as you like.

My book is called ________________________________________________ .

It was written by __________________________

and was first published in the year _______

by ________________________ . I obtained the book from ______________

___________________ . The story takes place in ___________________ .

The main character is called ____________________________.

He/She is a ______________________ sort of a person.

The story involves ________________________________________________

_______________________________________________________________

_______________________________________________________________ .

The style of writing is _____________________ and ___________________ .

The thing I enjoyed most about reading the book was ___________________

_______________________________________________________________

. If I had to choose a passage from the book to read to the class, I would read the part where __________________________________________

______________________________________________________________ .

This comes on page _________ . I select it because ___________________

_______________________________________.

My judgement on the book is that it is _____________________ successful.

I would recommend it to ___________________________________________ .

WHAT MAKES A GOOD BOOK FOR ME:

_______________________________________________________________

______________________________________________________________ .

or 4. RADIO BOOKSHELF

With a partner (or a small group) write a script for a book programme aimed at year 7. Base it on the books you have read for the reading project. Introduce a selection of books the ‘listeners’ will enjoy. Compare characters and plots and read short extracts to show what makes the books special. Perform your script to the class.

SECTION TWO: THINKING ABOUT CHARACTERS

FAMILY TREES

If there are lots of characters in your story, draw a family tree representing ‘blood ties’. You could also add other details such as who knows whom, how they get on, what their interests are, etc.

or 2. WHO I'D LIKE TO BE

Decide which character you would most like to be, at what point in the story, and why. Write a letter to that character explaining your decision and the reasons for it.

or 3. PROBLEM LETTERS

Write a note or letter (and possibly a reply) asking for help or advice on a difficult problem in the story:

From one character to another who is in the book.
From one character to a relative or friend.

or 4. A DIARY ENTRY

Write a diary entry for a character reflecting on a specific event in the story or on feelings about another character.

or 5. A POEM

Write a poem describing a person or place in the novel.

SECTION THREE: RETELLING THE STORY

A NEWS REPORT

Prepare a front page news report on a significant episode in the story. This might include headlines, subheadings, interviews and rumours etc.

or 2. A PLAY SCRIPT

Choose a section of the book that you think would work well on stage. Write the script for this section. Remember to include stage directions for the actors (what they do) as well as a guide to how they say things. You will also need to set the scene before any of the actors speak e.g.

The cottage kitchen

The kitchen: only the basic essentials are present. There is also a deckchair, a bicycle, and some firewood heaped under the table. Tess is sorting through piles of wild flowers and plants on the table. She arranges them in jars. She hums.

Perform your script to the class!

or 3. A BALLAD

Re-tell the story, or part of it, in the form of a ballad.

SECTION FOUR: DESIGNING AND DRAWING

THE ADVERTISER

You have to promote your book by designing a new cover and a book poster for it. You have to decide what to highlight about the book for the pictures and the blurb page. Add a brief note to the author explaining what you've done and why you've done it that way.

or 2. THE ILLUSTRATOR

You have been asked to provide illustrations for the three most exciting moments in the story. Under each picture put a short extract from the story as a caption. Add a brief note to the author explaining what you've done and why you've done it that way.

or 3. A POSTER

Make a poster for the film-of-the-book, including critics’ comments.

or 4. MY FAVOURITE CHARACTER

Draw a picture of your favourite character and write a short description to go with it – you could do it as a ‘Wanted’ poster.

or 5. CARTOON VERSION

Make a cartoon version of an episode in the book you have enjoyed. Try to complete it in six pictures.

or 7. MY PICTURE DIARY

You are one of the characters and you keep a picture diary recording the big moments in the story as seen through your eyes. Draw the pictures and add a comment under each one showing how you felt at that moment.