Alternate Book Report: Reader’s Instagram

Alternate Book Report Instructions


Task Create an Instagram feed capturing of your experience of The Perks of Being a Wallflower by depicting what you determine to be the 5 most important events in the plot. Events might be important because of their impact on characters, their development of the plot, their connection to a central theme, or their effect on you as a reader.

How To Make It

1. Using the blank template, create pictures for your Instagram feed by drawing, painting, making collages from found images and objects, or taking photographs of your friends reenacting the scenes you choose. You will be graded not on physical artistic ability, but only on how well you convey your understanding of the novel.

2. Using the blank template, write your captions, tagged users, and hash tags clearly in the standard format of an Instagram post (See the sample if you need a reference).

Assessment Rubric (100 pts total, 20 pts for each post)

5 full posts, each including:

[   ] A picture: The picture must be of a scene that actually happens in the novel. The picture should reflect both how you see the scene in your mind as you are reading and specific details about characters and settings in the novel.  (1-6 pts)

[   ] A caption: For the caption, write a personal response, interpretation, or analysis of the scene that justifies its importance in the novel. (1-6 pts)

[   ] Tagged users: Tag made-up usernames for any characters present in the scene. Usernames should reference a detail or quality of the character. (1-4pts)

[   ] Hash tags: Hash tags should embody what the scene makes you think about, ranging from personal connections to major themes in the novel. (1-4pts)


Alternate Book Report Model


2014-05-14 19.24.12 2014-05-14 19.24.43 2014-05-14 19.25.22 2014-05-14 19.25.55 2014-05-14 19.26.07


Alternate Book Report Explanation


This Alternate Book Report is targeted for first-semester 9th grade English students. Therefore, the complexity and preciseness demanded by this assignment are tailored for students just beginning to develop a high-school level grasp of plot, characterization, and theme. This summative assessment connects to a number of reading and writing CCLS ELA standards, including:

CCLS.ELA.RL.9-10.3 Analyze how complex characters (i.e., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCLS.ELA.W.9-10.11 Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.

d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work)

I predict that some students may have difficulties producing visual images that accurately represent their thinking about the text. To address this, in addition to the model I created, I would do some modeling in class of how to utilize visualization and identifying details in the text to create a meaningful image, regardless of artistic motor abilities.




Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s