Groans inevitably echoed through my classroom whenever I announced that we would be embarking on a novel study and the subsequent book report. Images of those tedious pages of the same ol’ generic report I had as a student spurred me on to search for new ways to handle this age-old project. What I found soon had my students’ interest piqued when I described HOW I wanted the reports formatted.

A good book report does more than show knowledge and comprehension of what occurred in the book. It should also demonstrate the student’s ability to analyze, synthesize and evaluate. Bloom’s Ball is a unique approach to the book report in that the students have a variety of mini-projects that combine both their writing skills as well as their creative expression. A completed Bloom’s Ball resembles a soccer ball in shape. Each side of the ball is one of the completed mini-projects. The mini-projects use the Bloom’s Taxonomy* cognitive thinking domains, hence the name. Projects range in skill level from basic knowledge and comprehension to synthesis and evaluation.

To begin with, draw an octagon (with extra tabs on each side in order to glue the octagons together) on an 8.5” x 11” piece of paper, then photocopy 8-9 for each student. Also give each student a copy of the mini-project assignments and the terms**.

It is important that the instructor review terminology and concepts associated with each side. If the teacher makes each mini-project a separate lesson, then it will be easy to assure that the students understand the specific terms and concepts they need without being bombarded by all of them at once. The teacher can go over terminology and examples for each project, as well as have the class brainstorm for ideas to include in the project.

Bloom’s Ball Mini-Projects
Side One - Characters
Do a character sketch of your favourite main character. A character sketch includes both a description of the physical appearance as well as the personality.

Possible things to include:

Physical appearance – age, hair/eye/skin colour, height, weight, any distinguishing features (e.g. a scar, tattoo, mole, limp, etc.)

Personality – likes/dislikes; what makes this character tick; what makes this character a main character, rather than a minor one; oddities and quirks; mental capabilities; psychological profile; spiritual being; etc.

Side Two - Setting
Describe the main setting of the novel (e.g. Edmonton in 1993). Remember that the setting includes both time AND place the novel occurs. Try to capture the ambiance of the setting. If there are multiple main settings, describe all.

Sides Three, Four and Five – Plot
Break the novel down into the plot steps. This is a BRIEF description of the MAIN action in the novel, not a play-by-play discussion .

Side Six
Write a brief newspaper article (60-70 words) about ONE of the main/unique/unusual/pivotal incidents in the story. Remember to include who/what/when/where/why and how of the incident. Your article must have an introduction, body and conclusion. You may include quotes from a character involved, but do not editorialize. Facts only, please!

Side Seven
In 4-5 paragraphs, write a brief synopsis of an alternate ending to your story, not the actual ending. What would you change? What would you add? Your ending may leave the story open to a future novel, or it may tidy up some of the loose ends you found that you’d like to know. Use your imagination!

Side Eight
You will write a brief review (3-4 paragraphs) of the novel. A review is your opinion of what worked and what didn’t work. It also includes whether or not you would recommend this novel and why.

Once all the information has been recorded on the octagons, the students should also include some visual statement on each octagon. For example, draw a picture of the character described on side one, or create a newspaper page design for the background for side six. If the student has trouble drawing, he/she can cut out pictures or designs and paste them on.

By breaking the assignment down and completing a mini-project daily, students don’t feel overwhelmed. They can also get into the creativity of the project without compromising the basics of the assignment. This assignment does not allow for bluffing: one has to have read the novel in order to complete it (Imagine that…).

After using this project numerous times, I’ve found that many students admitted that doing a ‘book report’ was not all that bad. They enjoyed being able to express themselves, and also being able to see how others interpret things. I’ve even found that some reluctant readers actually admitted they read an unassigned novel based on a recommendation they read on a fellow student’s Bloom’s Ball. What more could a teacher ask?

* Learning Skills Program: Bloom’s Taxonomy http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

**Terms

Character sketch – a description of both the physical appearance and personality of a character.

Setting – a description of both the time and place a story occurs

Plot Steps

Antecedent action – the introductory action used to set the scene (could be a short description of the setting or a character)

Initial Incident – the incident or occurrence that ‘kick starts’ the story or gets the action going

Rising Action – the actions used to build tension/suspense on the way to the climax

Climax – the highlight or turning point of the story

Falling Action – the fallout from the climax, those events used to resolve the climax

Ending – resolution of the climax; the last event culminating from the climax

Denouement - the outcome of a complex sequence of events; the solving of the mystery

Synopsis – a short descriptive outline to summarize a subject

Jennifer McCormick, B.Ed, has taught secondary English for over eight years. She is currently enjoying her at-home career of raising her one-year old daughter. Mrs. McCormick has written poetry, short stories and articles for a number of years, most recently being published online with Cramsession.com for a certified technical trainer study guide. When she’s not writing, she enjoys gardening, traveling and spending time with her family.

WRITING ABOUT ANIMALS, By Mary Emma Allen (Column)

Animals, especially pets, fascinate youngsters. When asked to write about anything they want, many will turn to the animals in their lives. If they don't have a pet of their own, they'll write about someone else’s or about an animal, tame or wild, that has made an impression on them.

At various ages, young writers will be receptive to different types of writing exercises they can do which involve animals. These may include drawing pictures, writing fiction stories, creating an essay, researching about an animal, composing a poem or a song, writing a play, or producing a book length work.

The animals they write about are numerous and can be domestic or wild. Their pets might include dogs and cats (of course), hamsters, rabbits, gerbils, horses. If they live in a farming community or on a farm, then animals might
encompass cows, pigs, chickens, geese, ducks, sheep.

Wild animals they might see around their home number many depending on
where they live....deer, coyote, fox, bear, moose. A visit to the zoo will spark their interest in more exotic animals.

Various Ways to Write About Animals

Draw Pictures - Very young writers often find it easier to draw pictures, then write simple phrases or sentences about them. Sometimes they tell the teacher or adult helping them what the picture is about and the adult writes the story.

My grandson "wrote" many stories this way with his teacher’s help when he
was in pre-school. Many older youngsters also find it easier to work from
pictures or photographs.

Adventures - Suggest that the youngsters write about an adventure they had with their pet, a trip they've taken which involved animals, a visit to a farm. Or if they're creative, they can make up an adventure.

When our daughter was 12-years old, we took a pack trip into the mountains of Wyoming. The animals (elk, mule deer, and moose) we saw there inspired Beth to write about them.

Mysteries - Most children like mystery stories. What about solving a mystery with their pet? Or write about animals who are detectives.

Research project - Learn about your pet, how to care for it, what it likes to eat, how it likes to live. This teaches the young writers how to do research in books and on the Internet.

Also, before a youngster gets a pet, he/she might research the type they think they'd like. This information helps them make a decision or realize why their parents won't let them have a particular pet.

Alphabet book - Create an alphabet book by drawing or finding a picture for each letter. A is for antelope, B is for bear, C is for cat, etc. This can be a very simple project or more complex. My granddaughter Kara and I are creating an alphabet book by writing a lantern poem for each animal.

Poetry - Most youngsters love to write poetry about animals. When the fifth grade teacher asked students to write haiku, Kara’s poems involved animals, either pets or animals she'd seen or read about.

Books - Help your young writers turn some of their stories into books. These may be simple picture books or might involve adventure and mystery stories.

Power point presentation on computer - By the time youngsters reach fifth grade, many of them are learning power point presentations in their computer classes. This can be a fascinating way to tell their stories. I've seen some really interesting presentations youngsters have done with this.

Tell stories with a tape recorder - Often children, who cannot think of a story to write, will have success by telling their story into a tape recorder. After the story has been finalized, they can listen to themselves, stop the recorder, write their words and continue this way.

My grandson had to write a story about the adventures of a little gray mouse using his spelling words. From not knowing what to write, he developed a story by first telling it and then playing back his words.

Once you and your young writers start thinking about including animals in their writing, a multitude of ideas will come to mind. I'd enjoy hearing about some of the writing your young writers are doing.

(c)2003 Mary Emma Allen

Mary Emma Allen writes for children, as well as teaches writing workshops for children and for those desiring to write for youngsters. Many of her stories appear in the anthology, "Tales of Adventure & Discovery." She also has illustrated a coloring book to accompany it. Visit her web site: http://homepage.fcgnetworks.net/jetent/mea  E-mail: me.allen@juno.com

WRITING ABOUT YOUR ANCESTORS, By Mary Emma Allen

Researching their family heritage and writing about ancestors can provide
interesting material for youngsters. They can make those people of the past come alive.

Also this research and writing can become part of a social studies or history lesson, as they discover ancestors' lifestyles and the era in which they lived.

Some of their ancestors may already be people in history books. Others will not be well known, but are interesting in their own right. Even telling the stories about their parents and grandparents' lives can become a lesson in learning for young people.

How deeply the youngsters delve into their stories will depend on their age.

WHAT TO WRITE

*Fiction - Expand upon stories of events in ancestors' lives, but incorporate into fictional adventures. Or use an event from their life and incorporate it into another story. (See below how I did this in a fiction story with an event from my mom's life.)

*Non-Fiction - Tell these events in ancestors' lives as a biography.

*Poetry - Write a poem about an ancestor, what they were like, something
unusual in their lives.

*Plays - Develop a play about an event in an ancestor's life and produce it.

PARENTS & GRANDPARENTS

Encourage youngsters to ask parents about events in their lives. Then inquire of grandparents about their lives and stories they might remember about their ancestors. Record or write these stories down for future use. Students can learn interviewing techniques by doing this, too.

If any family members are researching the family history, talk with them and see if they have any interesting stories about ancestors.

A memorable experience in my mom's life was the time she fell through the ice on the skating pond at school. How she was rescued by her sister and then warmed before the pot-bellied stove in the school room was a story she told and retold.

In one of my children's stories, I relate how a girl, skating too close to the thin ice on her new skates fell through and was rescued. This is only one incident in my story, but is a turning point. The girl, Julie, isn't my mother. But I took this incident from my mother's childhood and incorporated into "The Christmas Surprise."

PETS - Do youngsters know of stories someone has told about pets in relatives and ancestors' lives. Are there pictures of these pets?

My mom often spoke of their dog Eaf and his exploits when she was growing
up. I don't recall that she ever told us how the dog got such an unusual name, but he caught my attention. There are pictures of Eaf in her photo albums.

Although I've never written about Eaf, he could become a character in a story, set in that era, with or without that name, or incorporated into a modern day story.

LEARN ABOUT AN ANCESTOR'S ERA and use it in fiction or non-fiction.

Learning about the era of history in which an ancestor lived helps the past come alive for youngsters. As we help youngsters gain this information, they may find ideas for stories they can write in this setting. Their family forebears might play a role in these stories...or may simply be the springboard for other stories and types of writing.

My Palatine ancestors, who endured hardship in Germany before coming to
America, have fascinated me. I've begun studying about that era in both countries and have plans to use it in fiction and non-fiction in the future.

If they find ancestors in Revolutionary and Civil War periods, even World War I and II, those who traveled the Oregon Trail or participated in the Gold Rush, youngsters can write about that person and learn about that part of the country and the events of those times.

A friend recently mentioned her Revolutionary War ancestor, who left home
for the war as a boy and wasn't heard from for 30 years. "What an interesting story," was my immediate thought.

I've encouraged her to find out more about him, why he left home (presumably to serve in the war), why he stayed away so long, and what happened to him in that interim.

The characters in youngsters' stories and reports, poems or plays need not be famous or already in the history books. My great, grandmother was a pioneer who homesteaded it with five young children after her husband drowned. Grandmother Cynthia has become an inspiration to me.

The story might be written about their life in western Illinois (where she moved from eastern NYS in the 1850s) and told from the viewpoint of one or more of her children. Although she had no young daughters, one of those children on the pioneer farm could be a daughter or granddaughter in a fiction story

Once youngsters begin looking into their family history and they'll find much to inspire their writing.

(Incidentally a great resource for researching and writing about one's family history is the web site of Australian children's writer, Hazel Edwards. Her latest book, Fake ID, has a family history theme. The URL for her site is: www.netspace.net.au/~hazele)

(c)2003 Mary Emma Allen

Mary Emma Allen writes for children and adults, fiction and non-fiction, as well as poetry. Her book, Tales of Adventure & Discovery, consists of stories previously published in children's magazines. She also has published a coloring book to accompany it. A picture book of "Sarah Jane's Daring Deed," and another coloring book are her next projects. Visit her web site: http://homepage.fcgnetworks.net/jetent/mea; E-mail:
me.allen@juno.com
 

A FIRST SENTENCE WRITING ACTIVITY
By Mary Emma Allen

Have you ever been given as an exercise in a writing class a first sentence with which to start your story? Sometimes this was just what you needed to get you started when you could think of nothing to write.

This is true, too, with youngsters, I've discovered. Some react with enthusiasm when given a topic or even told to write about anything they choose. However, others simply draw a blank.

I've found that most youngsters can come up with very imaginative stories when I give them a selection of four of five first sentences to choose from. A group of third graders with whom I used this exercise didn't want to stop writing when the class was over. Some even wanted to draw pictures to accompany their stories.

The next day their teacher said they were still writing stories. She was going to use that exercise again when the youngsters didn't know what to write about or she didn't have a specific topic.

How to Choose First Sentences or Phrases

Many things determine what sentences you choose:

*The sentences you select for your students to use will depend on their age and topics of interest to them.

*These can be about purely random topics.

*They can be seasonal or revolve around holidays.

*They might apply to some topic the students are learning in a particular subject, particularly if you're trying to tie writing in with other subjects so students don't consider it something they use only when they're having a writing workshop.

*You might ask the students for sentences and select several they suggest.

*They can be unfinished sentences.

Leave Your Sentences Open-Ended

I find the students often are more imaginative if I only begin the sentence. They finish it and then go on with their story. Some samples to get you started.

*As I rode my bike down the street, I saw......
*The big house on the hill looked......
*I heard a squeaky noise when I......
*Everything was great until....
*Everything changed when...
*You won't believe what happened to me when....
*The big purple dinosaur with green dots....
*My dog disappeared around the corner and....

Poetry With First Lines

When working with young writers in poetry, try giving them a first line to get them started, especially with youngsters who have difficulty with poetry or who think this is difficult to write. You can let them determine the type of poetry they'll write. Or ask them to write in rhyme.

*A kitten sat upon the wall
*Springtime arrives when daffodils bloom
*I rode my bike into the wind
*The sun was bright and round today
*The crow cawed from the big pine tree
*The bunny hopped across the path

Title Topics

A slightly different twist to giving the students a first sentence is listing a series of titles. This may stimulate some to write better than sentences.

*The Friendly Ghost
*The Day Everything Changed
*Stepping Back in Time
*The Day My Hamster Disappeared
(any pet can be substituted)
*Lost on the Mountain

Use these first sentences and variations to inspire your youngsters and students to write. Sometimes all they need is a gentle nudge to get their creative thoughts flowing. Also, try some of these yourself. Writing with your students, even when you don't consider yourself a writer, helps encourage them.

(c)2003 Mary Emma Allen

Mary Emma Allen has had more than 200 children’s stories published, some
of which are collected in Tales of Adventure & Discovery. She also
teaches writing workshops for youngsters and adults and workshops for
teachers. Visit her web site: http://homepage.fcgnetworks.net/jetent/mea;
E-mail: me.allen@juno.com

KEEP WRITING THROUGH SUMMER

By Mary Emma Allen

Some students will want writing projects for the summer. To them writing
is more than the work done at school. It becomes part of their everyday
life.

Here are a few activities that may appeal to young writers:

*Keep journals

*Plan and research a trip

*Write poetry

*Create a play

*Record family stories

*Produce a family newspaper

*Write a joint story

Keeping Journals

Encourage youngsters to keep a journal about their everyday activities
throughout the summer. They might write in it every day or only about
activities and events that impress them or they want to remember. They'll
find it fun to read their journals years from now.

If the family is taking a trip, the young writers can keep a journal
about it. Maybe this can be made into a photo scrap book when they return
home. Include mention of the trip along with the photos or sketches.
Scrapbooking has become of great interest these days.

Plan and Research a Trip

If you're taking a family trip, encourage youngsters to research the
Internet with you and find information beforehand. Check out the areas
you'll be visiting. Develop a notebook or guide book and plan an
itinerary.

Also, look through books, write or e-mail chambers of commerce for
information. (This will develop letter writing skills, too.)

This trip project can complement journal writing about the family
travels.

Write Poetry

Develop a poetry notebook in which youngsters jot down ideas for poems
portions of poems which can be fully written later. Years ago, I started
a notebook that I called, "Poems Instead of Photographs." I still write
poetry ideas in a notebook, carry it with me and have it as a place for
working on my poetry.

The poetry can be of any type the youngster enjoys. (In a previous
column, I gave several ideas for writing simple poetry and ways to get
youngsters started so that poetry isn't intimidating.)

Create a Play

My sister and I enjoyed writing puppet plays when we were youngsters. We
tied strings to the arms and legs of our stuffed animals and dolls and
made up stories involving them. Then we performed for our family.

If youngsters have trouble beginning a play, have them write dialogue for
a story they've recently read or one you read to them. From there, they
can branch out into original stories of their own, if they desire.

The plays can be ones for puppets (and puppet making could be an
accompanying project this summer) or ones they, their siblings, and
friends perform.

Record Family Stories

Recording the stories handed down through a family can be fun. It's a
great way to save family history, too. Have youngsters start by writing
down (or taping) stories you tell them about your childhood. If
grandparents are easily accessible, encourage children to record their
stories.

This also is a great grandchild/grandparent activity and can be
accomplished even if you live some distance apart. E-mail or taping
stories can be utilized.

These stories can be compiled into a book complete with photographs and
sketches.

Produce a Family Newspaper

My granddaughter and grand niece often put together a family newspaper
when they get together. This is simply one or two sheets with family
news, stories and poetry, often illustrations.

With the print programs on computers these days, the newspapers can be
formatted in various attractive ways. Even if one doesn't have access to
a computer, printing and illustrating their own newspaper can be fun.
Then simply make photocopies.

Write a Joint Story

Sometimes my grandchildren and grand nieces will write a story together,
each one contributing an ongoing portion. This can be a family project or
one that siblings or their friends can undertake. These also can be made
into illustrated books, complete with covers, either bound in spiral or
stapled together.

I often have two grandchildren, two grand nieces, and two neighbor
children at our home looking for projects on school vacations. I
frequently suggest writing and drawing projects for them and am amazed at
the memorable results.

(c) 2003 Mary Emma Allen

Mary Emma Allen writes for children and adults and teaches writing for all ages. A collection of her children's stories is found in "Tales of Adventure & Discovery." She also developed a coloring book to accompany it. Visit her web site for more information:
http://homepage.fcgnetworks.net/jetent/mea; e-mail: me.allen@juno.com