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Perfection Learning ® M aniac M agee J erry S pinelli

Transcript of Maniac Magee - amscopub.com Maniac Magee.pdfManiac begins running again. 6. Maniac wanders through...

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Perfection Learning®

ManiacMagee

Jerry Spinelli

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Senior Editor: Mary Jo CossonEditor: Judith A. Bates

Contributing Writer: Jacqui BuckleyCover 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.

©1997 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-1827-0Printed in the U.S.A.

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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Questions for Assessment

Before-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

During-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

After-Reading Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Projects for AssessmentProject-Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Forms for Assessment and EvaluationGeneral Standards and Criteria for Project Evaluation . . . . . . . . . . . . . . . . . . . 16

Standards and Criteria for Project Evaluation Grid . . . . . . . . . . . . . . . . . . . . . 17

Suggestions for Developing Your Own Standards and Criteria for Specific Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Adapting Assessment Activities to Learning Styles . . . . . . . . . . . . . . . . . . . . . . 19

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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 relevant, worthwhile

projects• 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 Before-Reading Questions

Introduce major themes and issues of thebook with the reproducible Before-ReadingQuestions. Students can answer selectedquestions individually or in small groups

before they begin the book. After reading,students might see if their ideas and feelingshave changed. You can also encourage students to 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 After-Reading Interview

Questions in the After-Reading Interviewcan serve as the basis for a dialoguebetween peers or a conference betweenstudent and teacher. Students’ reactions to and questions about their reading can be used to lay the groundwork for performance-based projects.

n Project-Planning Sheet

Students can use the Project-Planning Sheetto plan their final projects and demonstra-tions. You might approve the plan before students begin their projects. You can alsorequire that the planning sheet be submittedas part of the final project.

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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

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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. Or you canuse the reproducible form on page 17 todevelop your own grid. Both reproduciblegrids can be used by the teacher 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 their own standardsand criteria. You can also collect examplesof student work to provide models for eachcriterion. 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 5points. The total number of points might beequivalent 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.

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Synopsis: Maniac Magee

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Setting Two Mills, Pennsylvania, in the the not-too-distant past

Characters Jeffrey “Maniac” Magee—12-year-old orphan and runawayAmanda Beale—an African-American girl who befriends JeffreyMars Bar Thompson—an African-American tough guy from the East EndJohn McNab—a white tough guy from the West EndThe Beales, the Pickells, and the McNabs—families who take Maniac Magee

into their homesEarl Grayson—the park handyman

Situation Jeffrey became an orphan when he was three. His parents were killed in a trolley accident, and he was sent to live with his Aunt Dot and Uncle Dan. Their terrible marriage and home life led Jeffrey to run away at age 11.

Main Events 1. Jeffrey runs for a year before settling in the town of Two Mills, where he livesin the deer shed at the local zoo. He becomes a local legend by performingfeats of athleticism and daring, and he acquires the nickname “Maniac.”

2. Though Maniac doesn’t know it, his most daring feat is entering the black partof segregated Two Mills. While there, he meets Mars Bar, a boy his age. Thetwo maintain a rivalry that is fueled by Mars Bar’s antiwhite attitudes.

3. Amanda Beale, who is black, befriends Maniac and invites him home for dinner. Amanda’s parents insist that he live with them. But soon the neighbor-hood’s prejudice against a white kid overwhelms him, and he moves on.

4. Maniac moves back to the zoo. He is discovered by Grayson, who moves theboy to the baseball-equipment room in the band shell. Grayson moves in also.

5. Just when Maniac seems to have a home and family, Grayson dies. Maniacbegins running again.

6. Maniac wanders through the surrounding towns and comes across the twoyoung McNab boys, who are running away. Maniac returns them home,encourages them to go to school, and takes up residence in the McNab home.

7. Maniac learns that the McNabs are preparing for a racial war.8. When the McNab boys invite Maniac to their birthday party, Maniac decides to

bring Mars Bar as a guest. But his plan to soften everyone and unite East and West Enders fails.

9. Maniac leaves the McNabs and floats back and forth between neighborhoods,sleeping here and there.

10. Mars Bar and Maniac develop a tentative friendship while running. One day,they come upon a McNab child stranded in the middle of the bridge whereManiac’s parents were killed. Maniac freezes and is unable to respond, butMars Bar rescues the child.

11. Amanda and Mars Bar rescue Maniac from the buffalo pen, and Maniacmoves back in with the Beale family permanently.

Resolution Maniac finds a home with the Beales in the East End. The feelings of racism among the people of Two Mills are eased, and Maniac becomes a legend.

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Before-Reading Questions

1. What do you think a “maniac” is?

2. A legend is a story that is handeddown from older people to youngerpeople. It is based on some truth,but it is not really true history. Whatdo you think a 12-year-old boy coulddo that would make him a legend?

3. There’s an old saying that states, “It takes a village to raise a child.”How can this be true? Explain your thoughts.

4. What do you know about homelesspeople? What would you like to findout? Why do you think some peopleare homeless?

5. What do you know about racial prejudice? What do you do toaddress racial prejudice? How canyou help to create a fair, trustingenvironment for all? Have you everwitnessed racial prejudice? Tell aboutthe experience and its results.

6. What are the benefits of being part ofa family? What are the alternatives tobeing part of a family? What wouldyou do if you were not part of a fami-ly? Where would you go? How wouldyou take care of yourself?

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Your Responses

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During-Reading Questions

Part I

1. Why do you think the period ofJeffrey Magee’s running is called“The Lost Year”?

2. Why do you think Amanda Bealebefriends Jeffrey Magee, even thoughshe is upset by his being in the East End?

3. How does Jeffrey get his nickname?Do you think it is a good one? Whyor why not? Can you think of a better nickname?

4. At the end of chapter 10, the EastEnd lady scares Mars Bar away.Maniac feels like doing something,but the lady goes back into the housebefore he has a chance. What do youthink Maniac wants to do?

5. Why isn’t Maniac afraid to be in theEast End? How do the Beales helphim learn about and appreciate theEast End?

6. At the end of chapter 16, Maniac sayshe “kept trying, but he still couldn’tsee it, this color business.” What doyou think he means by this?

Part II

7. Why does Grayson seem shocked thatthe Beales eat what he does, usetoothbrushes, and seem “normal”?

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During-Reading Questions continued

8. Up until now, Maniac Magee hasbeen relating to other children. Whydoes the author choose Grayson tobefriend Maniac now? How does thisaffect Maniac?

9. Why does Maniac paint the numberson the outside door of the band shell room?

10. Why doesn’t Maniac stay forGrayson’s “funeral”? Why does hestart running again?

Part III

11. Maniac goes to live with the McNabs,whose home is quite unlike theBeales’ home. Why do you thinkManiac settles with this family? Howdoes this living arrangement developManiac’s character?

12. Why does Maniac work so hard tokeep the McNab children in school?

13. Why do you think Mars Bar andManiac run together in silence?

14. In many books, the main characterwould have overcome his fears. Butin this book, Maniac cannot go onthat trestle to save Russell. Why doyou think the author wrote it this way?

15. Why does Maniac go home whenAmanda asks him but not whenMars Bar asks him?

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After-Reading Interview

1. Do you think that Maniac had an effecton the racial relations in Two Mills?Explain your answer.

2. Think back to how you defined theword maniac before you read thebook. Would you change your definition now? If so, how?

3. Which parts of the story seemed mostreal to you? Why?

4. In this story, the town was divided intothe East End and the West End. Whywas there a division? What do youthink some people mean by theexpression “the other side of thetracks”? How does the phrase relate to Maniac Magee?

5. Why wasn’t Maniac affected by the division between black people andwhite people in Two Mills? Why do youthink others in the town felt prejudice?Why was Maniac able to break throughbarriers when others couldn’t?

6. Other than Maniac, which characterdo you think changed the most in thestory? Why?

7. It seems as if every time Maniac wasgetting settled into a “family” sometragedy would occur to drive himaway. Why do you think Jerry Spinelliwrote the story this way? How did youfeel about these tragic changes? Howdoes that relate to real life?

8. Suppose Maniac had taken Grayson tothe Beales’ house for Christmas. Howdo you think Grayson would havereacted? the Beales? How do you thinkthis might have changed the story line?

9. Think again about the saying “It takesa village to raise a child.” How can itbe applied to this novel?

10. How does the author balance fact withfiction in this novel? What parts ofManiac’s legend do you think might be true?

11. What do you think the author wantedyou to gain from reading this novel?

12. Do you think this story is a legend?Why or why not? If so, what examplesshow Maniac as a legendary character?If not, what element is missing?

13. Do you think Maniac will stay with theBeales permanently? Why or why not?

14. Do you think reading Maniac Mageewould positively influence someonewho is prejudiced? Why or why not?

15. Has this book raised any questions inyour mind, or have you learned something from it that you want toshare with others? How could youdevelop those questions or ideas intoa project?

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Purpose Explain what you want to demonstrate with this project, and show how your 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 asbooks and people to interview.

Points to consider in project evaluation What main ideas are you trying to com-municate in your project? Identify the criteria that are most important for evaluating yourproject.

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Short-Term Project Suggestions

1. Create additional verses for the jump-rope chant in the Before the Storysection of Maniac Magee. Or make up a new chant. Include details fromthe story.

2. Design a poster that Maniac mighthave created and displayed to findhimself a good family.

3. Pretend that you are a student at TwoMills School, and you are in chargeof creating a Maniac Magee Hall ofFame display. Make a display usingpictures or objects that relate toManiac and his life in Two Mills. Tellwhy you have included the objects.

4. Suppose word of Maniac’s feats hasreached Philadelphia. As a reporterfor one of the news agencies, you are asked to go to Two Mills andinterview Maniac. Write some goodinterview questions with answers.Then role-play, tape-record, or videotape the interview, having aclassmate act as Maniac.

5. The story of Maniac Magee beginsone year after Jeffrey runs away fromhome. The time period in between isknown as “The Lost Year.” Write achapter for the book that explainswhat Jeffrey did during that year.

6. The cover of the book shows onlyManiac’s legs. Draw a portrait ofManiac Magee based on descriptionsin the book. Cite the references you used.

7. Write several diary entries that Maniacmight make about his experiences inTwo Mills that first year. Include atleast 3 other characters. Concentrateon Maniac’s feelings and thoughtswhile interacting with the other characters.

8. Create a “before and after” charttracing the changes in one of thecharacters in Maniac Magee. Includeat least 10 significant events that contribute to the changes.

9. Use information from the book andyour imagination to create a streetmap of Two Mills. Be sure to includethe following.

• Pickwells’ house• Railroad tracks• Little League field• Stony Creek• Finsterwald’s house• Elmwood Park Zoo• Beales’ house• Cobble’s Corner Grocery• Two Mills YMCA• Band shell• McNabs’ house

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Assessment Projects

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Assessment Projects continued

10. Write a letter to Jerry Spinelliexpressing your feelings aboutManiac Magee. Make a copy of theletter and send it to the author incare of the publisher of the book.

11. You have been asked to write asequel to Maniac Magee. Write anoutline for your proposed book, atable of contents, and the first chapter that tells Maniac’s story thus far.

12. The person who tells a story is thenarrator. Would this story change ifthe narrator were one of the characters in Maniac Magee?Rewrite a scene from the novel as if a character from the story weretelling the events.

13. Use fabric paint to create a T-shirtthat could be sold at a book promotion for Maniac Magee.Include a quotation and/or scenefrom the story as well as the title ofthe book.

14. Create a collage of quotations thatillustrates Maniac’s personality.Include page numbers for each quotation used.

15. Choose a statement from the book—made by the narrator or one of thecharacters in the story—that has special meaning to you. Explain whyyou find this statement significant.

16. Obtain a road map of Pennsylvania.Locate the geographical places thatare mentioned in Maniac Magee.Mark where you think Two Millsmight be located. Then, use coloredpencils to draw the route Jeffreymight have taken from Hollidaysburgto Two Mills. Also indicate whereManiac might have run when he leftTwo Mills and ended up in ValleyForge. List the page numbers whereyou found references to complete the map.

17. Choose a scene from Maniac Mageeand present it as a Readers Theater.Some scene suggestions include

• Chapter 10—the first meeting ofMars Bar and Maniac

• Chapter 18—Amanda trying toconvince Maniac not to leavethe East End

• Chapter 22—Grayson findingManiac

• Chapter 34—Maniac finding the runaways

• Chapter 45—Mars Bar andManiac talking together

18. Create an acrostic poem for one ofthe characters in the novel. Write thecharacter’s name vertically down theleft-hand side of a paper, one letteron each line. The first word of eachline should begin with the letter givenon that line. Try to include a varietyof ideas about the character and hisor her experiences.

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Assessment Projects continued

Long-Term Project Suggestions

19. Design and construct a model set that could be used in a play based ona scene from this novel. Include a listof props that would be needed.

20. Maniac Magee introduces severalthemes to the reader such as

• prejudice• segregation• runaways

Find a guest speaker, film, or video tohelp explain one of the themes inManiac Magee. Create a program tointroduce the speaker, film, or video.On the cover, create a graphic thatshows how Maniac and other characters deal with the problem.

21. Find different meanings of the wordmaniac. Create a collage of the wordin several contexts as it appears intitles of songs, poems, stories, or novels, and/or other contexts. Selectlettering styles that suggest the“mood” of its use. Do the lettering byhand or use computer fonts and clippings from periodicals.

22. With another student, conduct amock interview with Jerry Spinelli.Write a script with questions you haveabout Maniac Magee, Spinelli’s life,and the way he writes. Research theanswers. Then present the interviewlive or on videotape.

23. When someone dies, that person’sfriends or relatives usually hold afuneral or memorial service. Graysonevidently had no family or friendsexcept for Maniac. Pretend that you’reManiac and plan a memorial servicefor Grayson. Design a program for theservice. Include songs or readingsthat are appropriate. Also include acopy of a eulogy that might be delivered by Maniac. Highlight theprogram with artwork that representsGrayson’s life.

24. Write and present a short play thatshows what life in Two Mills is likefive years after the novel ends.Include the same characters.

25. Imagine that an illustrated edition ofManiac Magee is going to bereleased. Choose 10 scenes or eventsfrom the book that would make interesting illustrations. Draw ordescribe what the pictures wouldshow, and tell where in the book you would insert them. Finally, tell what criteria you used to makeyour choices.

26. Adapt selections from Maniac’s storyinto a monologue—a speech thatreveals one person’s inner thoughts.Tape-record your monologue or present it live to the class.

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Assessment Projects continued

27. Hold a book talk with students whohave read other books by JerrySpinelli such as The Bathwater Gang,Space Station Seventh Grade, orWho Ran My Underwear up theFlagpole? Compare the settings,themes, and characters in the books.Present the book talk to the class as a way of encouraging other students to become familiar with the author’s works.

28. Create a collage of the importantevents that went on in Maniac’s life.Include a brief explanation of why youchose those events.

29. From each of the three sections of the book, choose one passage thatseems especially important to thedevelopment of the story. Copy eachpassage. Then write at least one paragraph of your own for each passage to explain why it is important.Be specific, and feel free to refer toother relevant parts of the book.

30. Do research on the American buffalo.Why do you think Maniac was morecomfortable with the buffalo? Whatcharacteristics of the buffalo fit withManiac’s? Design a poster that showshow Maniac’s lifestyle compares withthe buffalo’s.

31. Many famous novels have beenchanged into comic-book format in a set called “Classics Illustrated.”Change the novel Maniac Magee intoa comic book by drawing illustrationsand labeling them as comic-bookartists do. Share your comic bookwith the class. (You may choose toadapt a chapter rather than the entire novel.)

32. Jargon is language familiar to a certain group of people. Find examples of baseball jargon inManiac Magee and compile an alphabetical glossary of terms. Defineeach term and use it in a sentence.Include the page number where youfound each term. Conclude by com-menting on what the jargon adds tothe story.

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ALTERNATIVE Assessment **

Name ______________________________________ Project Title ________________________________

General Standards and Criteria for Project EvaluationApply those standards that fit the specific project. Some standards might not be used.

Standards CriteriaAreas of High Very Good Adequate Needs WorkAssessment

ResearchandPreparation

• Resources• Evidence• Deadlines• Use of Time

Content • Purpose• Organization• Audience

Appeal• Information• Sources

VisualElements

• AudienceAppeal

• Purpose• Effectiveness• Effort

WrittenElements

• Accuracy• Revision• Details

OralPresentation

• Delivery• Props• Eye Contact

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 pur-pose on planning sheet

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 planningsheet

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 planning sheet

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 revision

o weakly supported main ideas

o could develop moreexpression

o used few or awkwardgestures and props

o attempted to maintaineye contact

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ALTERNATIVE Assessment

©1997 Perfection Learning Corporation, Logan, Iowa

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ALT

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Maniac Magee*

©1997 Perfection Learning Corporation, Logan, Iowa18

Suggestions for Developing Your Own Standards and Criteria for Specific Projects

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, working from their

own experience or samples you provide. Projects may fit into several categories. For example, anews broadcast might also be measured by standards for a multimedia project.

• Adapt the criteria to your students. What you can expect of students often depends ontheir experience or equipment. For example, students with access to editing equipment can produce more expert videos.

• Define the levels of performance you expect from your students. You can brain-storm with students, consult with other teachers, and provide models of student work for eachlevel of excellence. You might also assign point values to each rating, as described 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 featureslike 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

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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

©1997 Perfection Learning Corporation, Logan, Iowa

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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.

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