animal farm - amsco aa animal farm.pdfcharacters old major—wise old boar who dreams of an idyllic...

Perfection Learning®

AnimalFarm

George Orwell

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 0-7891-0245-5Printed in the U.S.A.

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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

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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 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.

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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. 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.

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Setting England, on Manor Farm (later known as Animal Farm and The Manor Farm)

Characters Old Major—wise old boar who dreams of an idyllic life for animals and urges rebellion against humans

Mr. Jones—drunk and abusive farmer who owned Manor Farm before the RebellionBoxer—enormously strong cart-horse who dedicates his life to the success of

Animal FarmBenjamin—cynical donkeySnowball—pig who loses power struggle and is considered “Enemy Number One”Napoleon—pig who assumes leadership of farm after Battle of the WindmillSquealer—pig who puts Napoleon’s philosophy into persuasive words

Situation Neglected farm animals rebel and establish their own “Animal Farm” free ofhuman corruption.

Main Events 1. Before he dies, Old Major exhorts his fellow farm animals to rebel and overthrow the humans who exploit them.

2. Three pigs develop Old Major’s ideas into the philosophy of Animalism, whichholds that “all animals are equal.”

3. Snowball, Napoleon, and Squealer hold secret meetings to spread Animalism.4. Left untended on Midsummer Day, the hungry animals invade the store-shed

and chase Jones and his men away.5. The animals begin to run the farm according to the Seven Commandments of

Animalism, which are painted on the barn wall by the pigs.6. In return for directing the farm work successfully, the pigs begin to claim

special privileges.7. Neighboring farmers who fear that the rebellion will spread attack Animal

Farm; the animals defeat them in the Battle of the Cowshed.8. Snowball and Napoleon differ over the best way to build a windmill. Snowball

is chased away.9. Animals work hard on the windmill, while the pigs move into the farmhouse. The

windmill is ruined in a storm, but Napoleon blames its destruction on Snowball.10. Winter brings food shortages and increasing repression. Animals must confess

their sins. “Beasts of England” is outlawed.11. Over time the Seven Commandments are rewritten by the pigs to reflect

changes in procedure. Most of the animals can’t remember the originals. 12. Boxer is injured. A slaughterhouse van takes him to the “hospital” where he

dies, according to the pigs.13. Pigs wear clothes, drink whisky, and learn to walk on two legs. Humans visit

them frequently.14. “All animals are equal but some animals are more equal than others” is now

the only commandment.

Resolution The animals are once again exploited, this time by the leaders who ought to protect them.

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©1996 Perfection Learning Corporation, Logan, Iowa

Synopsis: Animal Farm

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Prereading Questions

1. Animal Farm: A Fairy Story beginswith a wise old boar’s dream of aperfect society. What do you think aperfect society for animals would belike?

2. Perfect societies are called utopias.Do you know of any attempts to builda utopian community? Do you thinkanyone will ever achieve a utopia?Explain.

3. In this book, animals talk and act likehumans. Why do you think the authorchose to use animal characters in abook which criticizes human politics?

4. What do you know about theBolshevik Revolution in Russia in1917? about the communist leaderswho came to power in the U.S.S.R.?

5. What kinds of things lead people torevolt against their leaders?

6. How do you think people should reactwhen their rights are violated? Whatkeeps people from defending theirrights?

7. What questions do you have about thisbook or the issues it is based on?

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Responses

During-Reading Questions

Chapters I–III

1. What dream does Old Major’s speechinspire in the animals?

2. Describe the conditions at ManorFarm that lead to the animals’Midsummer Rebellion.

3. What changes do you think the SevenCommandments will bring?

4. Why do you think the animals’ firstharvest is so successful?

5. Contrast Boxer’s attitude toward workwith that of other animals on the farm.

6. How do the pigs maintain control ofthe other animals and the farm?

7. How well do you think Animal Farmis running at this point? How do youexpect things to go in the future?

Chapters IV–VII

8. What is the significance of the Battleof the Cowshed on October 12?

9. What comparisons can you drawbetween the pigs Snowball andNapoleon and human political leaders?

10. What signs indicate that Animal Farmis not achieving its ideals?

11. Why do you think the animals’ dreamis not being realized?

12. What do you think of Boxer’sresponse to Animal Farm’s problems?Give reasons for your opinion.

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Responses

During-Reading Questions continued

13. Many people consider Animal Farma satire in which an author mocksthe difference between the ideal andthe real. Satirists often hope theircriticisms will cause change. IsAnimal Farm a satire? Explain.

14. What questions do you have about thebook so far? Is there anything that youstrongly agree or disagree with?

Chapters VIII–X

15. What kind of leader is Napoleon?

16. Orwell uses animal characters likeNapoleon to criticize human dicta-tors. What effect does this techniquehave on you? Why do you think it hasthis effect?

17. What does Boxer’s fate tell you abouthow things are going at Animal Farm?

18. Do you think Benjamin’s cynical attitude is justified? Explain.

19. The Final Commandment is “All animals are equal but some animalsare more equal than others.” What isthe significance of that statement inthe book? in real life?

20. At the end of the book, the animalscannot tell the difference betweenthe pigs and the humans who dobusiness with them. What is the sig-nificance of this confusion?

21. What have you learned about people and governments fromAnimal Farm?

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Responses

Post-Reading Interview

1. Describe your general reaction toAnimal Farm. How many “stars”would you give this book and why?

2. The animals have very different atti-tudes toward what happens at AnimalFarm. Which animal’s viewpoint isclosest to your own? Give reasons foryour choice.

3. Did you ever forget that the animalsweren’t humans? What is your opinionabout the way Orwell handled his ani-mal characters?

4. The full title of this novel is AnimalFarm: A Fairy Story. What lessons ormorals do you think this “fairy tale”teaches about one of the topics below?

• perfect societies• revolutions• dictators• standing up for your rights• equality• another idea in the book

5. One reason Orwell wrote AnimalFarm was to expose the brutality ofStalin’s rule of Russia. Can you think of any current political leaders or situ-ations that are like those in AnimalFarm? Explain the likenesses that you see.

6. Has this book raised any questions inyour mind, or have you learned some-thing from it you want to share withothers? How could you develop thosequestions or ideas into a project?

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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 which are most important for evaluatingyour project.

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Short-Term Project Suggestions

1. Write a character sketch of Boxer oranother animal who works on AnimalFarm. Include a discussion of the animal’s human traits and reactionsto life on the farm.

2. Suppose you’ve been hired to castvoices for a new cartoon version ofAnimal Farm. Choose the five toeight characters you feel are mostcrucial to the story. Then pick afamous person or someone you know to speak each animal’s lines.Describe why each voice fits the character’s role in the story.

3. View the animated version of AnimalFarm. Write a review that discusseswhether you prefer the film or thenovel, and why.

4. The Commandments in the book and Boxer’s maxims are rules forconduct. Choose a group and characterize its membership. Thenwrite a motto for the group that provides a guiding principle for it.

5. Prepare a script of one of Squealer’spersuasive speeches. (You’ll probablyhave to add some of your own wordsto make it complete.) Write directionsfor dramatic presentation, includinggestures and voice mannerisms. Thenpresent the speech for the class live oron a videotape.

6. Find examples of Orwell’s humor inAnimal Farm. Then write an essayabout Orwell’s style of humor.

7. A satirist is one who uses humor andirony to criticize a person, situation,or belief. He or she sees an ideal that cannot be reached because ofexisting conditions. Make a two-column chart that shows what Orwell is criticizing in the first column and describes his ideal in the second column.

8. Animal Farm was published inAugust of 1945. Make a timeline ofimportant events that occurred world-wide during that year. Hold a classdiscussion on whether the publicationdate helped or hurt Orwell’s message.

9. Graph conditions on Animal Farmover time. Choose at least three conditions (such as productivity,contentment, and equality) to measure. Graph these conditions at five different times, starting withbefore the Rebellion and ending withthe pigs’ party.

10. Draw a political cartoon that illustrates an important idea inAnimal Farm.

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Assessment Projects

Assessment Projects continued

11. Orwell describes the tune to “Beastsof England” as “something between‘Clementine’ and ‘La Cucaracha.’ ”Choose or compose a tune that fitsthe words and the mood of the ani-mals’ anthem. Sing the song for yourclass or record it to play for them.

12. Create an original animal fable. Youmight choose a proverb and write afable to illustrate it. Or you could usethe fables of Aesop or James Thurberas a model.

13. Choose one of Squealer’s speeches.Write a journal entry for one of thefollowing characters listening to it.Discuss how you reacted and howmuch you believed.

• Mollie• Boxer• Benjamin• sheep• Moses• rats

14. Draw a portrait of Napoleon as hewould want the residents of AnimalFarm to see him.

15. George Orwell was featured on thecover of Time magazine’s November28, 1983, issue. Design a magazinecover which shows Orwell’s relevanceto today.

16. Read the essay “Why I Write” fromOrwell’s book Such, Such Were theJoys. (The essay is often available inanthologies.) Make a chart showingthe relationship of his ideas about hiswriting and examples of them inAnimal Farm.

17. Write a short story about what reallyhappens to Snowball after he fleesAnimal Farm.

18. The French writer Camus observed,“The slave begins by demanding justice and ends by wanting to wear acrown. He must dominate in histurn.” How does this quotation fromThe Rebel apply to Animal Farm?

Long-Term Project Suggestions

19. Write and present a short play thatshows what life on Manor Farm islike five years after the novel ends.

20. Report on an instance in which individuals resist a dictator orauthoritarian force. You might study those who work to find “thedisappeared” in Central America,pro-democracy activists in China, or“whistle-blowers” in American cor-porations. Describe the individual’sactions and reasons for gettinginvolved. Then give your opinionabout why the individual’s effortsare/are not effective.

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21. An allegory is a story presented ontwo levels, literal and symbolic. Thecharacters and events in an allegoryrepresent both concrete and abstractqualities. Prepare a chart of selectedcharacters in Animal Farm thatdefines them in terms of their con-crete and abstract roles. For instance,Napoleon’s puppies are his guards;they also represent the power ofphysical force.

22. Make a chart showing how events in Animal Farm correspond to historical events during the RussianRevolution and Josef Stalin’s brutalrule of the U.S.S.R.

23. Research the concept of animal intel-ligence. How is it measured? Whatcriteria are used to compare variousbreeds? How do various animalsrank? Report your findings orally. Usegraph(s) to show the comparison(s).

24. Read another novel about a rigidlycontrolled society, such asMadeleine L’Engle’s A Wrinkle inTime or George Orwell’s 1984.Compare the society described inthat novel with the one described inAnimal Farm. Make a comparisonchart or Venn diagram to identifysimilarities and differences betweenthe two communities.

25. Think about the characteristics youwould expect in an ideal society andcreate your own utopian community.Choose at least two of the followingways to express your ideas.

• a written constitution that outlines the principles uponwhich the community is based

• a three-dimensional model thatshows the physical characteristicsof the community

• a poem, song, or dance thatexpresses the spirit of the community

• a mural that pictures the setting ofthe community

26. The Annotated Mother Goose andThe Annotated Alice discuss theirparent works as political allegories.The books explain references andassign meanings to characters and situations. Choose a section of AnimalFarm, conduct some research, andwrite footnotes or endnotes thatexplain the political or social implica-tions of that section of Orwell’s story.

27. Read another novel featuring animalcharacters, such as The Wind in the Willows by Kenneth Grahame,Tail-chaser’s Song by Tad Williams,or Watership Down by RichardAdams. In a composition, define theauthor’s purpose, reason(s) for usinganimals as characters, influence ofhumans in the story, and your ownreaction to the novel.

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28. Choose a scene from Animal Farmand present it as a Readers Theatre.You might choose the trial scene inChapter VII, the discussion about “victory” in Chapter VIII, or anotherappropriate scene.

29. Find out more about Orwell’s reasonsfor writing Animal Farm. (Helpfulsources include the essay “Why IWrite,” the introduction to theUkrainian edition of the novel, and a1946 letter to Dwight MacDonald.)You might prepare a chart or shortessay showing how Orwell’s politicalbeliefs influenced the novel. You and a partner could also conduct an inter-view between “George Orwell” and a talk show host.

30. Design a perfect society for a groupthat is currently oppressed. Describefive components of the oppressedsociety (such as education, govern-ment, economy, family life, and personal life) and how you wouldchange them.

31. Analyze the persuasive techniquesused by a current or former politi-cian or world leader in a speech. Ifpossible, listen to a recording of the speech or watch a film or video. Make a visual and/or audiodisplay that defines each persuasivetechnique with examples from thespeech.

32. Look at the history of another rebellion.Some possibilities include

• Whiskey Rebellion• boycotts of products• Boston Tea Party• sit-ins/lockouts• Boxer Rebellion• Polish dockworkers’ strike • French Revolution

Gather information about the elementsthat led to success or failure. Presentyour findings in an oral report.

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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

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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

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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


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

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animal farm - amsco aa animal farm.pdfcharacters old major—wise old boar who dreams of an idyllic...

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