Multiple Intelligence Book Reports
This is an extensive lesson on reading and writing using Multiple Intelligence/nontraditional book reports to enhance a 7-part language arts unit on literary genres. The nontraditional book report format employed in this activity creates a perfect collaborative venue as both faculty and students are enthusiastic about using a variety of learning modalities over the course of the school year to report on recreational reading choices.
LIBRARY MEDIA SKILLS OBJECTIVES
The student will:
-choose a book in an assigned literary genre at the appropriate reading level.
-search the catalog by title, author, subject, or keyword.
-locate independently specific titles in sections of the library media center by using the Dewey call number and the first two letters of the author's last name.
CURRICULUM OBJECTIVES:
The student will:
-read and respond to a variety of literary genres.
-incorporate a variety of talents and strengths in presenting book reports over the course of the school year.
MOTIVATIONAL OBJECTIVES:
The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.
INSTRUCTIONAL ROLES:
-The classroom teacher introduces the book report format for that particular month and describes the assignment and the evaluation process. The library media specialist reinforces search strategies using the catalog, provides a variety of book talks in the chosen genre, and assists individual students with the selection of materials that fit both their interest and reading level. The library media specialist is invited to oral presentations of non-traditional book reports, and literary projects are displayed prominently in the library media center.
ACTIVITIES AND PROCEDURES FOR COMPLETION:
-There have been many adaptations of Gardner's theory of multiple intelligences. Non traditional book reports represent a framework for converting some of his theory into classroom practice. Gardner suggests that teachers capitalize on student talents/intelligences which may include:
*Logical/mathematical
*Verbal/linguistic
*Visual/spatial
*Body/kinesthetic
*Musical/rhythmic
*Interpersonal
*Intrapersonal
-These nontraditional book reports incorporate one form of intelligence in each report cycle. For example, the historical fiction book report relies on logical/mathematical intelligence as it requires students to:
*Choose the ten most significant events.
*Create a measured timeline in chronological order
*Describe each event by using a minimum of three sentences.
*Include a meaningful quote related to each event.
*write a brief review of the novel.
-In the verbal/linguistic intelligence report, students are required to transform the content of a nonfiction book into a picture book format for younger readers as follows:
*Create 10 to fifteen pages covering one important fact or event per page.
*One to three sentences are written per page.
*Unfamiliar terms are to be defined within the text.
*An illustration with caption is required per page (hand-drawn, computer-generated, or cut from a magazine).
*A hook to draw in the young reader (fun fact or interesting question)
-A brief description of the remaining nontraditional book report formats follows:
*Visual/spatial-construction of a mobile with ten component parts.
*Body/kinesthetic- creation of a puppet show or skit.
*Musical/rhythmic-writing a song, rap, or poem.
*Interpersonal -a television talk show script in which the main character of the story is interviewed.
*Intrapersonal -narrative in which the student describes in detail why he/she would or would not like to live nest door to one of the characters in the story including a description of actions, behaviors, and traits that support their decision.
-Multiple intelligence/nontraditional book reports require the use of higher order thinking skills in responding to literature.
FOLLOW-UP:
-Projects are displayed in the library media center as both a source of pride to their creators and an impetus to other students to explore the literature presented.
-Students are given a rubric at the outset of each assignment delineating the point value of each part of the assignment on a 100 point scale.
