Anne Frank - amscopub.com AA Anne Frank.pdf · Anne Frank: The Diary of a Young Girl ☛...
Transcript of Anne Frank - amscopub.com AA Anne Frank.pdf · Anne Frank: The Diary of a Young Girl ☛...
Perfection Learning®
Anne FrankThe Diary of a Young Girl
Senior Editor: Marsha JamesEditor: Cecelia Munzenmaier
Cover and Book Design: Deborah Lea Bell
The purchase of this book entitles an individual teacher to reproduce pages for use inthe classroom. This permitted use of copyrighted material does not extend beyond thebuilding level. Reproduction for use in an entire school system or for commercial useis prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal, or retrieval of this work is prohibited without written permission from the publisher.
©1996 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500
Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-0246-3Printed in the U.S.A.
8 9 10 11 12 PP 08 07 06 05 04
ALT
ERN
ATI
VE
Ass
essm
ent
Credits*
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Questions for Assessment
Prereading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
During-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Post-Reading Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Projects for AssessmentProject Prospectus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assessment Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Forms for Assessment and EvaluationStandards and Criteria for Project Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . 16
Standards and Criteria for Project Evaluation Grid . . . . . . . . . . . . . . . . . . . . . 17
Suggestions for Developing Standards and Criteria . . . . . . . . . . . . . . . . . . . . . 18
Adapting Assessment Activities to Learning Styles . . . . . . . . . . . . . . . . . . . . . . 19
ALTERN
ATIV
EA
ssessmen
tTable of Contents
*
**
*
*
Performance-Based Assessment The most effective nontraditional assess-ments are performance-based: They requirestudents to create an answer or productthat demonstrates their knowledge or skills by
• using knowledge in new ways• engaging in projects that are worth
doing in themselves• completing meaningful assessments
based on real-world tasks
Suggestions for projects related to thefeatured title are found on pages 12–15.These varied activities are designed toappeal to different learning styles. The charton page 19 indicates how different types ofactivities relate to the theory of multipleintelligences. You can also use the chart toidentify activities suited to auditory, visual,and kinesthetic learners.
Using Alternative Assessment forLiterature
n Prereading Questions
You can introduce major themes and issuesof the book with the Prereading Questions.Students can answer selected questionsindividually or in small groups before they
begin the book. After reading, studentsmight see if their ideas and feelings havechanged. You can also encourage studentsto discuss these questions at home.
n During-Reading Questions
Personal connections to the book can beexplored with the During-ReadingQuestions. Your students might respond tothese questions in their journals. You canalso use the questions as discussion topicsfor small groups or the entire class.
n Post-Reading Interview
Questions in the Post-Reading Interview canserve as the basis for a dialogue betweenpeers or a conference between student and teacher. Students’ reactions to andquestions about their reading can be usedto lay the groundwork for performance-based projects.
n Project Prospectus
Students can use the Project Prospectus toplan their final projects and demonstra-tions. You might approve the prospectusbefore students begin their projects. Youcan also require that the prospectus besubmitted as part of the final project.
4
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
Alternative Assessment for Literature
The suggestions in this teacher resource will help you put the latest research onassessment into practice. Current research suggests that
• assessing thinking is as important as measuring recall
• clear expectations improve performance
• students are motivated by real-world tasks
5
n Project Suggestions
The activities suggested on pages 12–15have been written by teachers for teachers.They can be used alone or with other methods of evaluation. For example, youmight use an objective test to measure recalland a performance-based project to assessstudents’ ability to apply their learning.
Two kinds of projects are suggested.Short-term projects are designed to be completed within one to three class periods.Long-term projects will require more thanthree class periods.
n Criteria and Standards for Evaluation
Giving students the standards and criteriayou will use to evaluate their work letsthem know your expectations. The evalua-tion grid on page 16 can be distributed as students begin their projects. You can also develop your own grid, using thereproducible form on page 17. Both reproducible grids can be used by theteacher and the audience.
These forms are designed to reflect several principles of authentic assessment.
• People perform better when theyknow what is expected of them.
• Students should understand whatthey need to do to improve.
• Evaluators should consider bothproduct and process.
You can easily adapt the forms to yourclassroom. For example, you might encour-age students to develop the standards andcriteria. You can also collect examples ofstudent work to provide models for each criterion. You might determine grades by
assigning point values to each rating. Forexample, on a scale with five criteria, a High rating for one criterion might earn 5 points. The total number of points mightbe equivalent to a letter grade; for example,20–25 points might equal an A.
Recommended ResourcesThese resources contain more informationfor alternative assessment.Belanca, James et al., Multiple Assessments for
Multiple Intelligences, IRI/SkylightPublishing, Inc., Palatine, Illinois, 1994.
Campbell Hill, Bonnie and Cynthia A. Ruptic,Practical Aspects of Alternative Assessment:Putting the Pieces Together, Christopher-Gordon, Norwood, Maine, 1993.
Herman, Joan L. et al., A Practical Guide toAlternative Assessment, Association forSupervision and Curriculum Development,Alexandria, Virginia, 1992.
Marzano, Robert J., “Lessons from the FieldAbout Outcome-Based PerformanceAssessments,” Educational Leadership,March 1994, pp. 44–50.
National Education Goals Panel, Handbook for Local Goals Reports, Publication Number 93–01.
Phi Delta Kappan, February 1993.Rudner, Lawrence M. and Carol Boston,
“Performance Assessment,” ERIC Review,Winter 1994, pp. 2–12.
Schneider, Sandra, “Designing an AuthenticAssessment,” Educational Leadership,April 1993, pp. 32–35.
Wiggins, Grant, “The Case for AuthenticAssessment,” ERIC Digest Series, EDO TM–90–10, ED 328 611.
—“Creating Tests Worth Taking,” EducationalLeadership, May 1992, pp. 26–33.
ALTERN
ATIV
EA
ssessmen
tAnne Frank: The Diary of a Young Girl
*
Setting Amsterdam, Holland, 1942-1944; the Secret Annexe
Characters Anne Frank—13 years old when the diary beginsOtto and Edith Frank—Anne’s parents Margot Frank—Anne’s older sisterHermann Van Daan—business associate of Otto FrankPetronella Van Daan—his wifePeter Van Daan—15-year-old son of the Van DaansMr. Dussel—a dentistMr. Kraler, Mr. Koophuis, Elli, Miep—members of the Resistance who help those
hidden in the Secret Annexe
Situation All Jews in occupied Holland are to be deported to work camps in Germany. Mr.Frank hides his family in secret rooms attached to his firm’s warehouse. Anne,who wants to be a writer, keeps a diary that she hopes to publish after the war.
Main Events 1. Anne gets a diary for her thirteenth birthday.2. Three weeks later, Margot Frank is scheduled to be deported to a labor camp
in Germany. The Franks go into hiding.3. The Van Daans and Mr. Dussel come to the Annexe.4. The family experiences many hardships, including confinement, poor
food, and air raids. Several burglaries at the warehouse increase their fearof discovery.
5. Anne grows up in the Annexe, struggling for independence from her familyand finding her first love.
Resolution Anne develops a self-awareness that is well expressed in her diary’s final pages. An epilogue explains that the people in the Secret Annexe were discovered andtaken to Auschwitz just before Holland was liberated. Mr. Frank was the only onewho survived the concentration camps. Anne died of typhus at Bergen-Belsen in March 1945.
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa
Synopsis: Anne Frank: The Diary of a Young Girl
6
Prereading Questions
1. What do you think it would be like to have a friend who understood you perfectly?
2. What do you think it means to be courageous?
3. How do you feel when people criticizeyou unfairly? How do you try to dealwith such criticisms?
4. Anne Frank wrote her diary while shewas in hiding from the Nazis. DuringWorld War II, the Nazis murderedover six million Jews in a persecutioncalled the Holocaust. What do youalready know about the Holocaust?
5. How might you have reacted if youwere a young Jew trapped in a country occupied by the Nazis?
6. How do you think reading a diary willbe different from reading a novel?
7. What questions do you have about thebook or the time period and issues itmight cover?
ALTERN
ATIV
EA
ssessmen
tAnne Frank: The Diary of a Young Girl
*
©1996 Perfection Learning Corporation, Logan, Iowa7
Responses
During-Reading Questions
June 14, 1942 - August 3, 1943
1. Why does Anne begin to keep her diary?
2. What foreshadowings or hints ofdanger from the Nazis do you find inAnne’s early entries?
3. What does Anne find most difficultabout living in the Annexe? How do you think you would react in a similar situation?
4. Toward the summer months, Annerecords some observations about thewar. What is happening outside theSecret Annexe?
5. Anne is frequently criticized by theadults in the Annexe. Do you thinkshe deserves these criticisms?Explain.
6. How are you and Anne alike? Howare you different?
August 4, 1943 - April 1, 1944
7. Describe some ways that Anne copeswith being confined. Could you useany of her coping methods in situa-tions in your life? Explain.
8. On January 2, 1944, Anne describes a change in her attitude toward hermother. What other changes do younotice in Anne?
continued
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa8
Responses
During-Reading Questions continued
9. What kinds of things does Anneworry about? Do her concerns seemlike those of a typical young person?Explain.
10. On March 7, 1944, Anne describessome good things that have comefrom her time in the Secret Annexe.What does this entry show aboutAnne’s character?
11. Why is Anne’s friendship with Peterso important to her?
12. Anne uses her diary to fill her needfor “a space of her own.” How doyou feel about having a space of yourown?
April 3, 1944 - Epilogue
13. Compare Anne’s feelings aboutcourage on November 3, 1943, andon April 11, 1944. Do you considerAnne a courageous person? Explain.
14. Contrast Anne and Peter’s views ofthe future after the war. Which viewdo you think is more realistic?
15. How well do you think Anne under-stands prejudice? Use examples from her entry for May 22, 1944, tosupport your answer.
16. Describe your reaction to the end ofAnne’s diary.
17. Anne’s diary has been translated into31 languages. Why do you think herdiary is so widely read?
ALTERN
ATIV
EA
ssessmen
tAnne Frank: The Diary of a Young Girl
*
©1996 Perfection Learning Corporation, Logan, Iowa9
Responses
Post-Reading Interview
1. Shortly after she began her diary, Annewrote, “It seems to me that neitherI—nor for that matter anyone else—will be interested in the unbosomingsof a thirteen-year-old school girl.” Didyou find Anne’s diary interesting?Explain.
2. How would you describe Anne’s personality?
3. Do you and Anne have any opinions orideals in common? Explain.
4. What did you learn about theHolocaust from reading Anne’s diary?
5. How is reading a diary different fromreading a novel or an informationbook about World War II?
6. How do you think reading this book would affect someone who isprejudiced against Jews?
7. Do you think it’s important for otherpeople your age to read this book?Explain.
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa10
Purpose Explain what you want to demonstrate by completing this project, and show howyour project relates to the book.
Audience Include a brief description of who your audience will be, what its members arelikely to know about your subject, how you plan to help them understand your project, andhow you plan to capture their interest.
Project description Give a brief overview of the content and format of your project.
Materials/resources needed Summarize any equipment and materials you will needand explain where you will get them. Also list any resources you plan to use, such as booksand people to interview.
Points to consider in project evaluation What are the main ideas you are trying tocommunicate in your project? Identify the criteria that are most important for evaluatingyour project.
ALTERN
ATIV
EA
ssessmen
tProject Prospectus
*
©1996 Perfection Learning Corporation, Logan, Iowa11
Short-Term Project Suggestions
1. Create a schedule of a “typical” dayspent in the Secret Annexe fromAnne’s point of view. Then create a schedule of a “typical” day in your life. Compare and contrast thetwo schedules.
2. After the Epilogue was written, moreinformation about Anne’s deathbecame known. Find out more aboutAnne’s last days. Then write a new,updated Epilogue.
3. Make a scale drawing or model of theSecret Annexe.
4. Choose a passage from Anne’s diarythat gives the feeling of what it waslike to live during the Holocaust.Convert the passage to a poem or song.
5. Write a memorial for Anne that captures her outlook on life.
6. On May 22, 1944, Anne writes aboutanti-Semitism. Express your opinionabout prejudice in an editorial or editorial cartoon.
7. Draw an editorial cartoon thatexpresses your opinion about theHolocaust.
8. Give a book talk or create a displayencouraging other students to readAnne’s diary.
9. On November 11, 1943, Anne titlesher entry “Ode to My Fountain Pen in Memoriam.” Find out what an odeis and create one for something thatyou treasure.
10. Anne describes how she tries to dealwith several difficult situations. Makea list of suggestions about how tocope with difficulties based on whatworked for Anne.
11. Write a letter to one of the peoplewho preserved Anne’s diary, such asOtto Frank or Miep Gies. Describewhat reading the diary has meant toyou and how you feel about theirefforts to preserve this record ofAnne’s life.
12. Choose an incident from Anne’sdiary and describe it from the pointof view of one of the other peopleinvolved. You might choose her confrontation with Mr. Dussel (July 13, 1943), her relationshipwith her mother (January 5, 1944),or one of her conversations withMargot or Peter.
13. Choose several quotations from the diary that are meaningful to you. Combine the quotations withillustrations in a collage or display.
14. Write a story for children based onthe life of Anne Frank.
continued
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa12
Assessment Projects
Assessment Projects continued
15. Arrange Anne’s references to D-Dayinto a chart or graphic organizer.Use information from these diaryentries: February 27, 1943; andFebruary 3, May 16, May 22, June 5–9, and June 23, 1944.
16. Create a portrait of one of the resi-dents of the Secret Annexe. ReviewAnne’s description of the person youchose. Then prepare your portrait,trying to reflect each person’sappearance and personality asdescribed by Anne.
17. Over 600,000 people a year visit thebuilding where the Franks went intohiding, which is now the Anne FrankHouse. The visitors’ book containscomments from people from all overthe world. Write or draw an entrythat you might make in the visitors’book. If others do this project, youmight collect the entries into a classvisitors’ book.
18. Create a map showing the route Anneprobably took from Amsterdam to theconcentration camps where she washeld. The camps include Westerbork,Auschwitz, and Bergen-Belsen.
Long-Term Project Suggestions
19. Draw or create a three-dimensionalmemorial to the victims of theHolocaust.
20. Anne’s diary ends before the Franksare arrested. Find out what happenedto the residents of the Secret Annexe.Useful sources include books likeAnne Frank Remembered by MiepGies and The Last Seven Months ofAnne Frank by Willy Lindwer. Shareyour information in an oral report,display, or multimedia presentation.
21. Find out how Anne’s diary was savedand eventually published. Also lookfor information about how the diarywas proved to be genuine. Share yourfindings in a timeline or short report.
22. Compare the first version of Anne’sdiary, published in 1947, with thedefinitive edition, published in 1995.You might compare passages datedMay 1, 1943, and January 2 and May 3, 1944. Summarize the newinformation available about Anne andgive your opinion about whether thechanges/omissions were justified.
23. Interview people who practice theJewish religion about their faith andwhat the Holocaust means to them.Compare their reactions to Anne’scomments in her entries for May 22and July 15, 1944.
continued
ALTERN
ATIV
EA
ssessmen
tAnne Frank: The Diary of a Young Girl
*
©1996 Perfection Learning Corporation, Logan, Iowa13
Assessment Projects continued
24. Watch the video of the play The Diaryof Anne Frank by Frances Goodrichand Albert Hackett. Comment onwhether you preferred watching thevideo or reading the book. Considerquestions such as these.
• Does any character differ from theway you imagined that characterin the original work? Give youropinion about how well that character was interpreted in the film.
• What changes did the directormake to the book? Explainwhether these changes helped youbetter understand or enjoy theaction and the characters.
• How effectively did the directorcapture the mood of Anne Frank:The Diary of a Young Girl?
• Explain which version you prefer.
25. In her diary entry for August 1, 1944,Anne describes herself as a “littlebundle of contradictions.” Show themany facets of Anne’s personality in adramatic presentation or piece ofvisual art.
26. Adapt selections from Anne’s diaryinto a monologue, or a speech thatreveals one person’s inner thoughts.Tape-record your monologue or present it live to the class.
27. Read another book related to theHolocaust and compare it to Anne’sdiary. Books you might read include
• Behind the Secret Window: AMemoir of a Hidden GirlhoodDuring World War II by Nelly S.Toll (Penguin, 1993)
• The Cage by Ruth MinksySender (Macmillan, 1986)
• Daniel’s Story by Carol Matas(Scholastic, 1993)
• The Devil’s Arithmetic by JaneYolen (Viking, 1988)
• Maus: A Survivor’s Tale by ArtSpiegelman (Pantheon, 1986)
• Schindler’s List by ThomasKenally (Simon & Schuster,1982)
28. Make a timeline showing the events of the Holocaust as they affected theJews in Holland. You might beginwith 1933, when Jews afraid ofHitler’s regime began to leaveGermany.
29. Write and present a skit in which residents of the Secret Annexe listento a radio broadcast about an important event during World War II.
30. Make a timeline of important eventsin Anne’s life. You might also includeevents related to how people havekept her memory alive, such as thepublication of her diary and theestablishment of the Anne FrankHouse in Amsterdam.
continued
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa14
Assessment Projects continued
31. Research the living conditions ofother prisoners, such as POWs inVietnam or the hostages in Lebanon.Share your findings with the classand discuss similarities and differ-ences in their situations and those ofthe Jews in Anne Frank: The Diaryof a Young Girl.
32. Compare Anne’s diary with Zlata’sDiary by Zlata Filipovic (Viking Press,1994).
33. Compose your own instrumental inter-pretation of Anne Frank: The Diaryof a Young Girl. Your piece might bea theme song that could be used in amovie adaptation of Anne’s diary. Youmight also write background music toaccompany a particular scene. Presenta “live” or “previously recorded” per-formance to the class.
34. Anne wanted to grow up to be afamous writer. Read some of herother works. Many are published inTales from the Secret Annex. Thenwrite a review of the pieces you read.Include your opinion about Anne’spotential as a writer.
35. Find out more about one of the people who helped hide the Franks. A good source is Anne FrankRemembered by Miep Gies. Shareyour findings in an oral or writtenreport. Include information on
• reasons for helping the Franks• the risks of helping Jews• what happened to the helper(s)
after the war• how this helper worked to keep
Anne’s memory alive
ALTERN
ATIV
EA
ssessmen
tAnne Frank: The Diary of a Young Girl
*
©1996 Perfection Learning Corporation, Logan, Iowa15
©1996 Perfection Learning Corporation, Logan, Iowa
ALTERNATIVE Assessment **
Standards and Criteria for Project Evaluation
Standards Criteria
Areas of High Very Good Adequate Needs WorkAssessment
ResearchandPreparationfor Project
Content of Project
VisualElements of Project
WrittenElements of Project
OralPresentationof Project
o used a variety of chal-lenging, reliable, andappropriate resources
o used appropriate evidence and examples
o met all deadlines
o used any extra time toextend research
o creatively fulfilled purpose on prospectus
o used logical, easy-to-follow order
o created and maintainedhigh audience interest
o covered topic withoutstanding information
o credited sources
o were highly interesting,easy to see and understand
o supported purpose
o communicated mainideas clearly
o showed outstandingeffort
o had few errors
o were thoroughly proofread and revised
o supported main ideaswith rich details
o spoke audibly andexpressively
o used engaging gesturesand props
o maintained excellent eye contact
o used several reliable,appropriate resources
o made effort to use evidence and examples
o met deadlines
o used preparation time well
o completely fulfilledpurpose on prospectus
o used easy-to-followorder
o kept audience’s attention
o covered topic with appropriate information
o credited sources
o were interesting, easyto see and understand
o supported purpose
o communicated main ideas
o showed effort
o had few errors
o were proofread and revised
o supported main ideas
o spoke audibly andexpressively
o used gestures and props
o maintained good eye contact
o used few resources
o used little evidenceand few examples
o didn’t meet all deadlines
o spent little time onpreparation
o did not fulfill purpose
o used hard-to-follow order
o created little audience interest
o omitted importantinformation
o provided incompletecredits
o were messy, disorganized, hard tounderstand
o were unrelated to purpose
o didn’t support main ideas
o showed little effort
o had many errors
o needed to be proof-read and revised
o didn’t support main ideas
o was difficult to hear
o used few or distracting gesturesand props
o made little attempt to maintain eye contact
o used minimum numberof resources for basicinformation
o used some evidence and examples
o needed encouragementto meet deadlines
o spent minimal time onpreparation
o fulfilled purposeon prospectus
o used order that wasconfusing at times
o lost audience’s attention at times
o covered the basics
o credited sources
o were somewhat interesting
o were related to purpose
o generally supportedmain ideas
o showed fair effort
o had several errors
o needed more proof-reading and revising
o weakly supported main ideas
o could develop moreexpression
o used few or awkwardgestures and props
o attempted to maintaineye contact
Stan
dard
s an
d Cr
iteria
for
Proj
ect E
valu
atio
n
Stan
dard
sCr
iteri
a
Hig
hVe
ry G
ood
Adeq
uate
Need
s W
ork
ALTERNATIVE Assessment
©1996 Perfection Learning Corporation, Logan, Iowa
**
ALT
ERN
ATI
VE
Ass
essm
ent
Anne Frank: The Diary of a Young Girl*
©1996 Perfection Learning Corporation, Logan, Iowa18
Suggestions for Developing Standards and Criteria
You can use the form on page 17 to develop rubrics for different kinds of alternative assess-ments. Many teachers ask students to help develop assessment forms for the projects theywill be working on.
• Develop standards. Students might help you identify elements to evaluate, workingfrom their own experience or samples you provide.
• Adapt the criteria to your students. What you can expect of students oftendepends on their experience or equipment. For example, students with access to editingequipment can produce more expert videos.
• Define the levels of performance you expect from your students. You canbrainstorm with students, consult with other teachers, and provide models of studentwork for each level of excellence. You might also assign point values to each rating, asdescribed on page 5.
Project Suggested Standards
artwork color; composition; use of medium; originality; clarity of purpose
dance expressiveness; coordination with music; level of technique
debate appropriate arguments; persuasiveness; quality of evidence; poise
editorial cartoon style; verbal content; effectiveness of message; use of techniques(satire, irony, caricature, etc.)
multimedia program ease of use; selection of graphics and sounds; use of special features like dissolves and animation
news broadcast format; content; presentation; props; sound and picture quality
newspaper or magazine content; layout; graphics; text; mechanics
panel discussion organization; content; leadership
poem or song content; format; originality; effectiveness of message
radio show content; quality of sound; format (e.g., characters are identified by taglines); creative use of sound
reenactment or simulation fidelity to original source; props; creativity; presentation
scrapbook selection; organization; identification; decorative elements
timeline selection of events; scale; appearance
travel brochure content; format; overall appeal; clarity of purpose
trial role-playing; evidence; validity of decision; organization
video content; organization; sound and picture quality; special effects; creativity
19
Adapting Assessment Activities to Learning Styles
Intelligence
LinguisticAbility to use language to under-
stand and communicate
Musical/rhythmicAbility to use rhythm, pitch, and
tone to express feelings andideas
Logical/mathematicalAbility to use reason to solve
abstract problems
Visual/spatialAbility to visualize and express
what’s seen with “the mind’seye”
Bodily/kinestheticAbility to interpret the world
through touch and movement
Intrapersonal Ability to understand one’s own
feelings
InterpersonalAbility to work with others
toward a common goal
Traits of Learner withThis Intelligence
Enjoys reading, writing, andtelling stories
Responds to visual stimulationDiscouraged by criticism,
sarcasm, favoritism
Sensitive to sound; distracted by random noise
Enjoys rhythm and movementBored by seat work and long
writing assignments
Explores relationshipsEnjoys calculating and critical
thinkingNeeds to see how tasks relate
to big pictureDiscouraged by chaos and
lack of challenge
Sensitive to form, color, shape, and texture
Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments
ActiveEnjoys manipulating objectsExpresses ideas and feelings
through movementDislikes sitting stillDiscouraged by isolation
InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests
and lock-step activities
Team playerGood at interpreting others’
moods and intentionsNeeds varietyDislikes working alone and
reflective activities
Ways to Develop ThisIntelligence
Graphic organizersReadingDramatic readingFilm/multimedia
Telling storiesMusical mnemonicsChoral readingDancing and
creative movementWriting/drawing to music
High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive
reasoningHands-on experiences
Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations
Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative
movementDemonstrationsField trips
JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study
Peer tutoringTalking things overCooperative groupsE-mail/other electronic
learning tools
Ways to Assess ThisIntelligence
Adaptation from one medium to another
Projects/performancesLogs and journalsTeacher-made tests
Writing lyrics/rapsPerformanceMultimedia presentation with
background musicTeaching through music
Demonstrations of a mathematical task
Group or individual problem-solving
InterviewsTeacher-made testsMetacognitive reflection
Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits
Listing strengths, things toimprove, and questions/concerns
Continuums(beginner/advanced; comfort/discomfort)
Observation checklists
Logs and journalsInterviewsEssaysProjects requiring synthesis,
such as an exhibit of culturalheritage
Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects
©1996 Perfection Learning Corporation, Logan, Iowa
Alternative Assessment for LiteratureThe reproducible teacher resources in this series help you put the
latest research on assessment into practice with
• an overview of alternative assessment• a book synopsis• reproducible questions for before, during, and after reading• reproducible suggestions for projects• reproducible evaluation forms
—project-planning sheet—standards and criteria for project evaluation —blank grid for your standards and criteria
• suggestions for —developing your own standards and criteria—adapting projects to various learning styles and modalities
Available titles include
Anne Frank: The Diary of a Young Girl Roll of Thunder, Hear My CryBridge to Terabithia Romeo and JulietCharlotte’s Web Sadako and the Thousand Paper CranesDicey’s Song Sarah, Plain and TallDragonwings A Tale of Two CitiesThe Giver To Kill a MockingbirdHarry Potter and the Sorcerer’s Stone Walk Two MoonsJulius Caesar The Watsons Go to BirminghamManiac Magee And many more!The Midwife’s Apprentice
For a complete list or to place your next order, call or faxPerfection Learning® Corporation
Phone: 1-800-831-4190 • Fax: 1-800-543-27451000 North Second AvenueLogan, Iowa 51546-0500
Printed in the U.S.A.
#76310