- a prezi mind-map of the story looking at plot/narrative, character, themes, setting and how they interact in the novel over time (a timeline of plot with other idea structures interacting with it might prove interesting and instructive)
- a series of key moment symbolic representations of the novel, graphic in nature with short written explanations of specific elements in the images and how they relate to the novel
- a film adaptation pitch, complete with actor, costume, set and prop suggestions linked to specifics (quotes) in the novel.
- author biographical research review: based on author research, an 4-6 paragraph explanation of how the author's background plays into specifics in the novel
- non-journal, but reflective reading notes from when you read the novel (can't be done after the fact). If you have an extensive set of notes based on the novel as you read it, these might work.
- Script (or scripted video) of an interview with the author (you have to play the author if you're videoing it), speculation on themes you're curious about based on your close reading of the novel.
Even with this many suggestions (and open to others) the class felt that reflecting on their ISU novels was something being done to them. Unfortunately reflection doesn't work very well as a forced exercise.
|Yes, I photoboarded that :p|
Students found the ideas behind the discussion foreign. School was something done at them; idea transmission, skill development, habits and bells. The goals behind reflecting on reading assume many things that most students simply don't do in school because schools aren't designed for that kind of thinking.