In addition to giving students the ability to explain, interpret, and synthesize what they have read, we virtually work with students and offer personalized tutoring and mentoring to help students to improve their writing literacy through their book report submissions.
We encourage students to write out their book reports on paper first and upload an image or PDF of their pages. They may also type it up if they choose, but we do not want the computer making corrections for them before having written it on paper. DMMSI will read all book reports and work with students virtually via our ticket support system or online course access. Once a book report is complete, meaning each student has heard back from DMMSI regarding their submission, students will be awarded their points.
Grade Level Requirements
1st – 2nd Grade
Book reports must consist of 1 paragraph (minimum of 6 complete sentences). For Comic Book Strips – minimum of 1 Strip.
3rd – 5th Grade
Book reports must consist of 3 paragraphs (minimum of 6 complete sentences each). For Comic Book Strips – minimum of 3 Strips.
Book reports must have a minimum of 600 words. For Comic Book Strips – minimum of 6 Strips.
Book reports must have a minimum of 800 words. For Comic Book Strips – minimum of 10 Strips.
Students create an “elevator pitch” (i.e., a pitch delivered in the time it would take to ride an elevator) that explains to a producer why the book would make a good movie. Students give suggestions about who should play the characters and identify an element that might need to change for the movie version. (This option is available for books that have not already been made into movies.)
If students read a book that has already been made into a movie, they can write a comparison between the book and the movie. They should include information about key changes from the book and develop ideas about why these changes were made and how effective they were.
Students introduce a new character into the book they read. They explain who the character is, which book characters the new character would interact with, what role the new character would play, and how the new character would affect the rest of the book.
Students write questions they would ask a character in the book they read. When they have finished writing the questions, they then answer these from the perspective of the character. (Great for non-fiction books)
Students retell a part of the book they read from a different point of view. They may choose to use first-person point of view or third-person narration to switch to the perspective of a different character.