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Kensington Intermediate Senior      High School





Agriculture Learning Outcome #2 Effective Communicator

Agriculture Learning Outcome #3 Critical Thinker

English Learning Outcome #8 Use various forms of writing to explore, clarify and reflect on their thoughts, feelings and experiences; and to use their imaginations.

English Learning Outcome #9 Create texts for a specific audience and purpose

English Learning Outcome #10 Demonstrate a range of strategies to develop effective writing

Activity #1

Assignment: Throughout the year, students are required to read a selection of novels of their own choice. One of these novels is to be of an agricultural or rural theme. Students will present a report, either written or oral, which contains the literary elements of setting, plot, theme, character portrayals with analysis and evaluation.

Preparation: Prior knowledge and skills:

Materials and Resources:


Duchess Chester Aaron

Sounder William H. Armstrong

Bee Peter Zachary Cohen

The Horse Whisperer Nicholas Evans

Our Indian Summer Wayne Curtis

Tom Sawyer and Huckleberry Finn Mark Twain

The Stone Angel Margaret Laurence

Who Has Seen The Wind W. O. Mitchell

Thirty Acres Philippe Panneton

The Yearling Marjorie Kinnan Rawlings

A Day No Pigs Would Die Robert Newton Peck

Anne of Green Gables L. M. Montgomery

Suggested Activity:

1. Book Report

A. Background

All book reports, whether written or oral, must include and fully cover the following five literary elements:

plot summary
character portrayal with analysis

The notes and questions below are intended to guide your thinking process. They are not meant to be answered in a 1-2-3 format in your report. Information should be integrated (merged or blended) into the content of your report in a smooth manner (similar to an essay format.) Opinions should be supported with specific and sufficient details and illustrations from the book.


The setting includes the time and place of the story and the significance, if any, of that setting to the story. It will often include the tone or mood that is established by the author. Why did the author choose that particular setting? Is the particular setting essential to the story or does it merely serve as a backdrop? Time means the approximate year or period of time: day, season, year, era, etc. Place means the location where the story takes place. It can include the country or part of a country, such as a farm or large city, and includes the related historical, climatic, social, and economic facts of the location as they relate to the story. Tone/mood means the author's attitude as reflected in the narration of the story or the dialog of the characters, and the climate of feeling that is established such as happy, brooding or mysterious.


The plot is the storyline or action of the story. In a few sentences you should briefly summarize the story for your audience. Do not retell the entire story or the ending, but do include discussion of the major plot elements: complication, foreshadowing, crisis, climax, resolution. These will be discussed in greater detail in class. More importantly, include in this section identification and analysis of the main conflict (man vs. man, man vs. nature, man vs. himself, man vs. society, etc.), the protagonist, the antagonist, the foil, the climax, and the conflict resolution. Tell the point of view used by the author: first-person, third-person or omniscient.


The theme of the story is the universal truth that is revealed. It can apply across time and audiences, at least in the very best of books. It is not content bound, that is, it does not deal with just the specific characters and setting of the book. What message was the author trying to get across? What was his/her point or purpose? What was the moral or lesson of the story? What can the reader of today learn from this story?


Choose at least two main characters. How do the characters look, dress, talk, act, feel, and think? What motivates him/her/them? Describe both internal and external characteristics and qualities This may entail drawing inferences from the book. How are these traits related in the characters' actions, behaviours and mannerisms? Are the characters well portrayed? Do they seem real and believable, or are they flat or a stereotype? Tell if the character changes, grows or develops new insights in the story and is thus dynamic, or if he/she remains unchanged in his/her thinking and behaviours by the end of the story and is thus static.


Tell if you liked the book. Why? Why not? In your opinion, is it well written? Why? Why not? Did it hold your interest? Why? Why not? Did you like the author's style or manner of telling the story? Why? Why not? Was the ending satisfactory? Why? Why not? Would you have changed anything? What? How? Why? Would you recommend the book to other students? Why? Why not? Avoid "dead" words and support all your statements and opinions with specific examples.



A. Format (5 points) _____

  1. Bottom right corner: first then last name, subject, period, date.
  2. Top line: title of book.
  3. Second line: author (s).

B. Characters (10 points) _____

  1. Identify the protagonist (s), antagonist (s), and foil (s) as appropriate.
  2. List each major character and briefly explain who he/she is and his/her relationship to the main character.

C. Setting (10 points) _____

  1. Discuss the time, place and mood of the book in detail.
  2. Provide supporting examples as appropriate.

D. Plot (The story of the book in ten sentences) (30 points) _____

  1. Select ten (10) of the most important events that occur in the book.
  2. Write one sentence about each event.
  3. If there were more than ten important happenings, combine the related happenings into one well-constructed, compound or complex sentence.
  4. Use complete sentences and make certain that all verb tenses agree.

E. Theme (15 points) _____

  1. Discuss the theme of the book.
  2. Relate the book theme to daily life.

F. Character Analysis (15 points) _____

  1. Choose two (2) characters and discuss them in depth.
  2. See book report guidelines for assistance.

G. Evaluation (15 points) _____

Write one paragraph of a least four sentences describing why you would or would not recommend the book to others.
The paragraph must contain:

One (1) topic sentence.

Multiple supporting sentences.

One (1) concluding sentence.

Final Mark _____




A. Format (On chalkboard prior to your presentation. 5 points) _____

1. First then last name, subject, period, date.

2. Top line: title of book.

3. Second line: author (s).

B. Tell about the beginning of the book. Using present tense, explain how the story begins as you cover at least the first fifty (50) pages of the book, choosing a good (usually suspenseful) stopping place. Then create a suspenseful sentence, like a cliff hanger, to cause others to want to read the book completely. (25 points) _____

C. On the chalkboard, write four (4) questions about how the book will end. These questions must be written in a way that will intrigue, interest and invite other readers to want to know the answers. Use variety with your sentences. (20 points) _____

D. Your next section is designed to "sell" your book in a clever "sales pitch" or commercial. If you definitely "talk to" your reader, you may use the word "you." This presentation must contain at least four (4), non-repetitious sentences. (20 points)_____

E. Do one (1) of the following regarding author information (10 points) _____

1. Tell about your authorís life and background.

2. List at least four (4) other books by your author.

3. List at least four (4) other books on the same topic by other authors.

F. You must answer each of the four (4) questions from part (C) with a least two (2) sentences of explanation for each question. These must be answered in such a way that you are telling about the rest of the book.(20 points)



Final Mark _____


Your report should be memorized, although note cards are permissible, and you should have an outline of your presentation to show the teacher prior to your report. This will help you organize your presentation.