Novel Study Choice Board!

Create a body biography for a
main character. Draw the
character, then choose three
quotes that describe the
character’s motivations from
three perspectives: head, heart,
and gut, and explain why those
things are important.
Write a test or quiz for the book
as a whole, or for a specific
section of the novel. Your test or
quiz should include at least 10
questions. You should provide
an answer key that explains why
those answers are correct.
Write at least 4 predictions
about what you think will
happen after the story ends.
Why do you think these things
will happen? Base your
predictions on at least 2 quotes,
but you must include specific
examples.

Draw a picture that illustrates
the main setting in the story.
Find at least 1 quote that
describes the setting you just
drew, and explain how that
setting connects to and affects
your main character of choice.
Create a graphic organizer
comparing and contrasting at
least 2 main characters in the
story. You must have at least one
quote for each character, and
you must include a synthesis
paragraph at the end of the
graphic organizer.
Suggest solutions to at least
three problems from the text.
Then, consider how these new
solutions would affect the plot
of the novel. You need at least
two quotes to either illustrate
the problem in the text, and/or
to base your predicted solution
on.

Cast a movie based on the novel. Choose a character from the Put on a debate between two
You will need at least your main novel and imagine you will be main characters. Come up with
characters and 2 supporting interviewing them. Create 5 6-8 questions that two
characters. Provide an interview questions for the characters in the novel would
explanation and support for why character, and provide what you both be able to answer and
those actors and actresses think the answers would be provide what you think the
would be perfect for the based on what you know of the answers would be based on
character. Then, choose 2 focus character. Quotes are not what you know of the character.
characters and pick a piece of required for this one, but you Quotes are not required for this
dialogue of theirs from the novel will need to reference specific one, but you will need to
to analyze with a focus on events from the novel to base reference specific events from
characterization. Create a their answers on. Use Flipgrid or the novel to base their answers
digital cast list to pitch the cast another visual app to record on.
and movie. yourself as the character.

(Explanation of Activities and Assessment Information on the Succeeding Pages)

Activities and Assessment Information
1. Body Biography
a. Students are asked to create a body biography of a main character from the novel and to
highlight three important aspects of their character: head, heart, and gut.
i. Step 1: Students need to draw the main character.
1. This can be done using a drawing software or app - recommendations
include Procreate (purchased from app store), Adobe Illustrator (free from
app store), or another app with sketching or drawing capabilities like
Notability (free from app store) or another of the students’ choice.
ii. Step 2: Students define the character’s head, heart, and gut, and explain your
reasoning.
1. Head: What drives the character’s thoughts and actions? What is their
ultimate goal and/or main objective in the story?
2. Heart: What is the character most passionate about? What do they want
when logic and reality is taken out of the picture? This can be focused on
romantic relationships, but can also focus on platonic relationships.
3. Gut: What does the character believe on their most instinctual and visceral
level? Consider a choice the character made - did they go with their “gut” or
instinct or did they make a different choice? How did that affect them?
iii. Step 3: Find quotes that support your choices for head, heart, and gut and cite
according to MLA format.
b. Assessment Information (15 points)
i. Students will not be assessed on how objectively good their artwork is. If it looks
generally like the character and shows effort, it will receive up to 2 points.
ii. Students can receive up to 3 points for 3 quotes and correct MLA in-text citations.
iii. Students can receive up to 10 points for their explanations of head, heart and gut.
1. To receive full credit, students must clearly and concisely explain the answer
to the questions and analyze what effect those answers have on the
character.
a. Clear and concise answers of no more than 4-8 sentences per
head/heart/gut are required.
b. Answers must be based in the novel itself.
2. To receive partial credit, students will either not fully explain the reasoning
behind their answers, or the explanations will be so confusing as to block
comprehension.
2. Test or Quiz
a. Students will create a test or quiz of 10 questions and provide both an answer key and
rationale for the answers.
i. Step 1: Students create 10 questions for a test or quiz. Question types can vary, but
must include at least three of the following types:
1. Multiple Choice - answers are provided to choose.
2. Short Answer - questions are open ended with no provided answer and
students must create their own answers.
3. True or False - questions have a defined opposing answer
4. Character Identification - quotes are chosen from the novel and students
must guess which character it is from provided options..
ii. Step 2: Students must create an answer key for the test and/or quiz and provide
rationale for their answers.
1. Students must fully explain why the answer they chose is correct. Rationale
must be between 3-4 sentences. Ways to prove correctness include:
a. Specific examples from the text - examples that are so specific the
teacher knows exactly which event is being reference and explain
why that is important
b. Quotes - finding quotes that prove the answer is correct, and 3-4
sentences of analysis of how that quote proves the answer
b. Assessment Information (15 points)
i. Students will receive up to 2 points for having 10 questions and answers. If
students have between 6-9 questions and answers they receive 1 point. Anything
lower than that does not receive points.
ii. Students can receive up to 3 points for having three different types of questions.
Each question type is worth 1 point..
iii. Students can receive up to 10 points for their answer key and rationale.
1. To receive full credit, students must clearly and concisely explain the answer
to the questions and prove why the answer is important and/or correct.
a. Clear and concise answers of no more than 3-4 sentences per
rationale are required.
b. Answers must be based in the novel itself.
2. To receive partial credit, students will either not fully explain the reasoning
behind their answers, or the explanations will be so confusing as to block
comprehension.
a. Each answer is worth ½ a point, and each rationale is worth ½ a point
for 10 points total.
3. Predictions
a. Students will create at least 4 predictions about what they think will happen after the
story ends. Why do you think these things will happen? Base your predictions on at least 2
quotes, and your remaining two predictions must include a specific reference to base your
answer on.
i. Step 1: Students create 4 predictions of what will happen after the story ends. This
should be focused on characters.
1. Predictions must be 1-2 sentences long.
2. They must be focused on main characters. They can include secondary
characters, but must include a main character.
ii. Step 2: Students must find at least 2 quotes to support their answers and choose
two specific examples to support the remaining predictions.
1. Quotes must have correct MLA citation
2. Examples must be specific enough that the teacher is able to identify exactly
which event is being discussed.
b. Assessment Information (15 points)
i. Students will receive up to 2 points for having 4 predictions and support. If
students have 2-3 predictions and support they receive 1 point. Anything lower
than that does not receive points.
ii. Students can receive up to 3 points for having two quotes as support and 2 specific
examples as support. Anything less on either end will net 2 points.
1. Correct MLA in-text citations for the quotes will receive 1 point separate
from the points noted above.
iii. Students can receive up to 10 points for their predictions and support.
1. To receive full credit, students must clearly and concisely explain the answer
to the questions and prove why the answer is important and/or correct.
a. Clear and concise answers of no more than 4-8 sentences per
rationale are required.
b. Answers must be based in the novel itself.
2. To receive partial credit, students will either not fully explain the reasoning
behind their answers, or the explanations will be so confusing as to block
comprehension.
4. Setting Illustration and Impact
a. Students will draw a picture that illustrates a (or the) main setting in the story. Students
will need a quote to characterize the setting and will need to explain how that setting
connects to and affects the main character (or main characters).
i. Step 1: Students must find a quote in the novel that describes a (or the) main
setting of the novel.
1. Correct MLA in-text citation required.
ii. Step 2: Students must draw their setting of choice that is based on the quote they
selected.
1. Students may use Procreate (purchased from app store), Adobe Illustrator
(free from app store), or another app with sketching or drawing capabilities
like Notability (free from app store) or another app of the students’ choice.
iii. Step 3: Students explain how the setting connects to and affects the main character
(or characters) in 6-8 sentences.
b. Assessment Information (15 points)
i. Students will receive up to 2 points for a quote of the setting and a correct MLA
in-text citation. If students do not have an MLA citation or it is incorrect, they
receive 1 point. Not having a quote nets 0 points.
ii. Students can receive up to 3 points for illustrating the setting to the best of their
abilities.
1. Setting should be connected to and showcasing the description from the
quote. If the illustration is not reflective of quote but similar, students can
receive up to 2 points. No care shown for the illustration nets 0 points.
iii. Students can receive up to 10 points for their explanation of how the setting
connects to and affects the main character (or characters)..
1. To receive full credit, students must clearly and concisely explain the answer
to the questions and prove why the answer is important and/or correct.
a. Clear and concise answer of 6-8 sentences is required.
b. Answers must be based in the novel itself.
2. To receive partial credit, students will either not fully explain the reasoning
behind their answer, or the explanation will be so confusing as to block
comprehension.
5. Graphic Organizer: Compare and Contrast
a. Students will create a graphic organizer that compares and contrasts at least 2 main
characters in the novel. Students must have at least one quote per character, and must
include a synthesis paragraph at the end of the graphic organizer that fully explains the
comparisons and contrasts between the characters.
i. Step 1: Students must choose two main characters from the novel. Then, students
must choose how to compare and contrast them. Ways to compare and contrast
include:
1. Venn Diagram
2. T-Chart for contrasts and a circle for comparisons
3. Flow Chart
4. Other method (check with teacher)
ii. Step 2: Students must complete the comparison and contrast for the two
characters.
1. Students need to have at least 4 comparisons and 4 contrasts, aka 4 ways
the characters are similar and 4 ways the characters are different.
iii. Step 3: Students must find one quote in the novel per character and give it a correct
MLA in-text citation.
iv. Step 4: Students synthesizes the comparison and contrasts into a single paragraph
(6-10 sentences) that fully explains what you feel the author’s purpose of including
both those characters was in the novel.
b. Assessment Information (15 points)
i. Students will receive up to 4 points for quotes and correct MLA citations. If
students do not have MLA citations or they are incorrect, they receive 2 points. Not
having quotes and citations nets 0 points.
ii. Students can receive up to 4 points for creating a method of comparison and
contrast and filling it out with 3 comparisons and 4 contrasts. 2-3 comparisons and
contrasts will receive 2 points. A blank comparison area will net 1 point. Anything
less will net 0 points.
iii. Students can receive up to 7 points for their synthesis paragraph that includes how
the comparison and contrasts explain the author’s purpose of including the two
characters in the novel.
1. To receive full credit, students must clearly and concisely explain the answer
to the questions and prove why the answer is important and/or correct.
a. Clear and concise answer of 6-10 sentences is required.
b. Answers must be based in the novel itself.
c. To receive partial credit, students will either not fully explain the reasoning behind their
answer, or the explanation will be so confusing as to block comprehension.
6. Problems and Solutions
a. Students will suggest solutions to at least three problems in the text. Then, students will
provide rationale for those solutions that considers how those new solutions would affect
the plot of the novel as a whole. Quotes are required for each problem and solution with
correct MLA in-text citation.
i. Step 1: Students must choose three issues from the novel and suggest solutions
different from what happened in the novel.
1. Students should note what the original solution to the problem was as well
as their new solution.
ii. Step 2: Students must explain why their solution would work and how it will (or will
not) change the plot of the novel.
1. Students must find a quote in the novel that either illustrates the problem or
delineates the original solution and provide a correct MLA in-text citation.
iii. Step 3: Students must explain why their solution would work and how it will (or will
not) change the plot of the novel in 6-8 sentences.
b. Assessment Information (15 points)
i. Students will receive up to 3 points for problems, original solutions, and proposed
solutions. Each set of three (problem, original solution, and proposed solution) is
worth 1 point.
ii. Students can receive up to 2 points for quotes from the novel and correct MLA
in-text citations. Fewer than 1 quote per problem/original solution/proposed
solution will net 0 points.
iii. Students can receive up to 10 points for their explanations of how the proposed
solutions will work better than the original solution and how that proposed
solution will or will not alter the plot of the novel.
1. To receive full credit, students must clearly and concisely explain the
rationale behind the proposed solution and why it alters (or does not alter)
the plot.
a. Clear and concise answers of 6-8 sentences required.
b. Answers must be based in the novel itself.
c. To receive partial credit, students will either not fully explain the reasoning behind their
answer, or the explanation will be so confusing as to block comprehension.
7. Casting Call
a. Students will cast a movie and create a digital cast list based on the novel that includes all
main characters and at least 2 supporting characters for a total of up to 5 characters.
Then, students will provide an explanation and support for why those actors and actresses
would be perfect for the character. Then, choose 2 focus characters and pick a piece of
dialogue of theirs from the novel and analyze the quotes with a focus on what those
quotes tell us about the characters as people.
i. Step 1: Students must choose actors and actresses for the main characters of the
novel and up to 2 supporting characters. The total of characters should not exceed
5.
1. Students should include 2-3 sentences for each casting that explains why
that actor or actress works for that character.
ii. Step 2: Students choose 2 focus characters and find 1 quote of dialogue for each
character to analyze.
1. Students must find quotes in the novel that are dialogue that character says,
and should analyze and/or explain what that quote tells us about that
character as a person.
2. Explanations and analysis must be 4-6 sentences.
3. Quotes must have correct MLA in-text citations.
iii. Step 3: Students must create a digital cast list that includes all the information in a
format that would work for a movie pitch.
1. Students may use a variety of apps to complete this - recommendations
include Google Slides (free for those with a Gmail account), Canva (free on
app store), Procreate (purchase on app store), or an alternate app of their
choice.
b. Assessment Information (15 points)
i. Students will receive up to 2 points for creating a digital cast list that includes all
information in a pleasing, easy to read, and accessible manner.
ii. Students can receive up to 5 points for the 2-3 sentence explanations of why each
actor and actress is perfect for their role.
iii. Students can receive up to 8 points for the two focus character quotes,
explanations, and correct MLA character citations.
1. Explanations must be 4-6 sentences long
a. To receive full credit, students must clearly and concisely explain
what the quote tells us about the character as a person - what kind of
person are they?
b. Answers must be based in the novel itself.
2. Quotes must be dialogue said by the focus character
3. Correct MLA in-text citations are required for each quote.
c. To receive partial credit, students will either not fully explain the reasoning behind their
answer, or the explanation will be so confusing as to block comprehension.
8. Character Interview
a. Students will choose a character from the novel and take on their guise in an interview
format. Create five interview questions for the character, and write what you think the
character’s answers to those questions would be based on your knowledge of them. Then,
students take on the role of the character and record yourself answering the interview
questions like a Buzzfeed Celeb interview using a recording app.
i. Step 1: Choose the character you want to be, and draft at least five interview
questions..
1. The character can be either a main character or a secondary character, but
should be able to answer any interview questions you come up with based
on their actions and interactions in the novel.
ii. Step 2: Students draft answers to the interview questions of at least 6-8 sentences
per answer.
1. Students are not required to find quotes for this, but instead need to
reference specific events from the novel to base the character’s answers on.
a. Examples should be so specific that the teacher can identify which
event is being described easily.
iii. Step 3: Students must take on the role of the character and provide both the
interview questions and answers in a recorded format like a Buzzfeed Celeb
interview.
1. Students may use a variety of apps to complete this - recommendations
include Flipgrid (free on app store), iMovie (free with Apple products),
Adobe Premiere Rush (paid or free on app store), or another app of their
choice
b. Assessment Information (15 points)
i. Students will receive up to 3 points for creating a video in which they are the
character being interviewed that is easily accessible and easy to watch and follow.
ii. Students can receive up to 5 points for the 5 interview questions created and
included in the video at 1 point per question.
iii. Students can receive up to 7 points for the answers to the interview questions that
are clearly enunciated in the video.
1. Explanations must be 6-8 sentences long
a. To receive full credit, students must clearly and concisely explain the
answer to the created interview questions.
b. Answers must be based in the novel itself.
c. To receive partial credit, students will either not fully explain the reasoning behind their
answer, or the explanation will be so confusing as to block comprehension.
9. 1-on-1 Debate Transcript
a. Students create a transcript of a debate between two main characters surrounding 2 or
more central themes of the novel. Students will need to create 6-8 questions that both
characters would be able to answer and provide what each character’s answer to that
question is based on what students know of that character.
i. Step 1: Choose the main characters that will be debating, and choose which themes
will need to be included in your debate questions. Then, draft the debate questions.
1. The characters both must be main characters.
2. The characters do not have to disagree on every single issue, but they must
have different viewpoints.
3. There must be 6-8 questions. Among those questions, two themes need to
be discussed.
ii. Step 2: Students draft answers to the debate questions of at least 3-5 sentences
per answer.
1. Students are not required to find quotes for this, but instead need to
reference specific events from the novel to base the character’s answers on.
a. Examples should be so specific that the teacher can identify which
event is being described easily.
iii. Step 3: Students must ensure that the two sides of the debate are as evenly
balanced as possible, and the two characters should be easy to differentiate.
b. Assessment Information (15 points)
i. Students will receive up to 2 points for choosing main characters for the debate, 1
point per main character.
ii. Students will receive up to 3 points for creating 6-8 debate questions.
iii. Students can receive up to 9 points for the answers to the debate questions that
are clearly and concisely written.
1. Answers must be 3-5 sentences long
a. To receive full credit, students must clearly and concisely explain the
answer to the created debate questions for both characters.
b. Answers must be based in the novel itself.
2. To receive partial credit, students will either not fully explain the reasoning
behind their answers, or the explanations will be so confusing as to block
comprehension.
iv. Students can receive up to 1 point for clear formatting that allows the teacher to
easily differentiate which character is which answer to the debate questions.
200+ word summary of what the activity is, value of the activity, how it might be used within the unit,
and what levels of student thinking will be addressed.

This Choiceboard provides a plethora of options for students to choose from that encourage analysis,
critical thinking, and creative connection-building to help more fully understand main characters and
the novel itself. As a result, this Choiceboard should be used toward the end of the unit, preferably in the
last few days leading up to a unit assessment, as a review tool to help students get ready for a unit
assessment. To achieve ISTE 1 regarding how students leverage technology to take an active role in
choosing, achieving, and demonstrating competency in learning skills, students are asked to utilize
either technology (Body Biography, Setting Illustration, Casting Call, Interview) or analog skills to
demonstrate their understanding of the novel as a whole. The hope is that each of these activities fulfills
ISTE 3 and utilizes a variety of resources using digital tools to construct knowledge, produce creative
artifacts, and create meaningful learning experiences as students utilize these activities as a way to
assess their knowledge base about the main characters of the novel and how different events affected
them. The emphasis on clear, concise, and accessible final products demonstrates ISTE 6 as well as
students are required to communicate their ideas and final products clearly and creatively using
platforms, tools, styles, formats, and digital media as appropriate to their interest levels and goals. As a
result, each activity focuses on the Integrating and Innovating levels of student thinking as students
build on their previous knowledge to create new methods of understanding the novel and characters in
question and use that to further deepen their understanding of both as they use these activities to
prepare for their unit assessment.