Name:

Project Due Date: Page 1

PERSUASIVE BOOK REVIEW PROJECT


Assignment / Project Objective:
After reading a never before read novel, student will write and present a persuasive book report.
Using a visual aid, students will present the book as a summer reading recommendation (without
giving away any story spoilers).

Assignments:
1. Read novel – one student has NOT read before
• By particular date given by teacher, student will tell teacher which book s/he is
reading
• Student will finish novel and write a persuasive book report and create visual aid

2. Student will present book and create visual aid for persuasive book report
presentation.
Suggestions include:
• PowerPoint
• Prezi
• Google Slides
• Graphic Novel
• Book Poster (not the same as book cover – create unique art)
• Play
• News interview
• Other?
(If student requests other type of presentation, please see teacher and discuss BEFORE
you proceed with presentation).

3. Students will ask each other questions about book – showing active listening and
responding.

4. Typed persuasive essay – student will type a persuasive essay detailing why this
book is a good recommendation (or NOT a good recommendation) for summer
reading list
• Typed
• Size 12 font
• Font in Time New Roman, Cambria, or similar
• 1 inch margins
• Grade 4 essay length: at least ¾ page
• Grade 5 essay length: at least 1 full page
• You MAY write more than minimum length

5. Turned in on-time
• One point will be deducted for each day project is late

Ms. Concotelli 2017-2018

Name: Project Due Date: Page 2

Standards – ENGLISH LANGUAGE ARTS

READING
(Key Ideas and Details)
Grade 4:
4.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.2 Determine a theme of a story from details in the text (e.g. a character’s thoughts,
words, or actions).

Grade 5:
5.2 Determine a theme of a story from details in the text, including how characters in a
story respond to challenges; summarize the text.

(Integration of Knowledge and Ideas)
Grade 4:
4.7 Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g. graphic novel, multimedia presentation of fiction, etc.)

(Range of Reading and Level of Text Complexity)
Grade 4:
4.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.

Grade 5:
5.10 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 4–5 text complexity band independently and
proficiently.

WRITING
(Text Types and Purposes)
Grade 4:
4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order
to, in addition).
d. Provide a concluding statement or section related to the opinion presented.

Ms. Concotelli 2017-2018


Name: Project Due Date:
Page 3
Grade 5:
5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
d. Provide a concluding statement or section related to the opinion presented.

(Production and Distribution of Writing)
Grade 4:
4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

Grade 5:
5.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.

SPEAKING AND LISTENING
(Comprehension and Collaboration)
Grade 4:
4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher- led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information,
and make comments that contribute to the discussion and link to the remarks
of others.
d. Review the key ideas expressed and explain their own ideas and understanding
in light of the discussion.

4.2 Paraphrase portions of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
4.3 Identify the reasons and evidence a speaker provides to support particular points.

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Name: Project Due Date:
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Grade 5:
4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to
the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions.

4.2 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
4.3 Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.

(Presentation of Ideas and Ideas)
Grade 4:
4.4 Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
4.5 Add audio recordings and/or visual displays to presentations when appropriate to
enhance the development of main ideas or themes.

Grade 5:
5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
5.5 Include multimedia components (e.g., graphics, sound) and/or visual displays in
presentations when appropriate to enhance the development of main ideas or themes.

Ms. Concotelli 2017-2018


Name: Project Due Date: Page 5
BOOK REVIEW PROJECT RUBRIC


8 6 4 2 SCORE
All of the required One requirement was 2 requirements No requirements
elements are evident not completely met were not met (thesis were met.
(thesis statement, (thesis statement, statement,
Written supporting details, supporting details, supporting details, Length of paper did
Report concluding statement). concluding concluding not meet minimum
Required statement). statement). length.
Length of paper met or
Elements
exceeded minimum Length of paper met Length of paper met
length. minimum length. minimum length
The project (report The project (report The project (report The project has more
and any visual aid) has and any visual aid) has and any visual aid) than 5 spelling,
Content excellent spelling, 1-2 spelling, grammar, has 3-5 spelling, grammar, and/or
Spelling grammar, punctuation, and/or punctuation grammar, and/or punctuation errors.
Grammar and original content. errors with original punctuation errors
Punctuation content. with original Some content may be
content. copied, pasted, or
plagiarized.
The project has an The project has a nice The project needs The project needs
excellent design and design and layout. improvement in significant
Visual Aid layout. design, layout, or improvement in
Clarity and It is neat and easy to neatness. design, layout,
Appeal It is neat and easy to read. and/or neatness.
understand the
content.
Presentation is Presentation is Presentation is Presentation is not
organized and well organized. somewhat organized.
thought-out with organized.
smooth transitions. Student provides Student provides no
some eye contact with Student provides eye contact.
Student speaks clearly audience. very little eye
Presentation and loudly with good contact. Student is difficult to
eye contact. Student speaks clearly follow and
and is mostly easy to Student is understand.
Easy to follow and follow and somewhat difficult
understand understand. to follow and
understand.
Student is actively Student listens Student listens but Student does not
Actively listening and engaged actively and is is not at all engaged appear to listen and
asks in all fellow students’ somewhat engaged in in fellow students’ is not engaged in
presentations. all fellow students’ presentations. fellow students’
questions of presentations. presentations.
fellow Student asks many Student does not
students questions. Student asks few ask questions. Student asks no
questions. questions.
Deduct one point for
Late Project each day project is late.


TOTAL SCORE: _____________________ (out of 40 possible)

Ms. Concotelli 2017-2018