the outsiders - amscopub.com aa outsiders.pdf · the church catches on fire, and ponyboy and johnny...

Perfection Learning®

The OutsidersS. E. Hinton

Senior Editor: Marsha JamesEditor: Pegi Bevins

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 0-7891-0259-5Printed in the U.S.A.

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Senior Editor: Marsha JamesEditor: Pegi Bevins

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, Logan, Iowa 51546-1099

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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 Medium-sized city in Oklahoma, mid-1960s

Characters Ponyboy Curtis—narrator and youngest of the Curtis brothersSodapop Curtis—16-year-old brother of PonyboyDarry Curtis—20-year-old brother and guardian of Ponyboy and SodaSteve Randle—17-year-old greaser; Soda’s best friendTwo-Bit Matthews—wisecracking member of the greaser gangDally Winston—toughest member of the greasersJohnny Cade—“pet” of the greaser gang; Ponyboy’s best friendCherry Valance—Soc girl who sympathizes with the greasersBob Sheldon—leader of the Socs

Situation In a flashback structure, the narrator recalls the events that led to his loss ofinnocence and to the deaths of his two close friends.

Main Events 1. Ponyboy is jumped by a group of Socs and is rescued by the greaser gang.2. Pony and Johnny befriend Cherry Valance and her friend at the drive-in. Pony

tells Cherry of Johnny’s cruel beating by the Socs.3. While taking the girls home, the boys are confronted by a gang of Socs who

leave only when Cherry consents to go with them.4. Pony is slapped by Darry in an argument. He and Johnny cool off in a local

park, where they are jumped by Socs.5. In an attempt to protect Ponyboy, Johnny stabs Bob with a knife, killing him.6. After receiving money and a gun from Dally, the boys hide out in an aban-

doned rural church. A few days later, Dally shows up and tells the boys aboutthe upcoming rumble between the Socs and the greasers.

7. The church catches on fire, and Ponyboy and Johnny attempt to rescue somelocal children who have wandered in. Johnny is critically injured, and Dally’sarm is badly burned when he retrieves Johnny from the burning structure.

8. At the hospital the Curtis brothers are reunited, and Ponyboy learns that thecourts may split up the three brothers.

9. The greasers beat the Socs in the rumble. Elated, Dally and Pony rush to tellJohnny but find that he is dying.

10. Torn by Johnny’s death, Dally believes he has no reason to live. He robs a grocery store and is shot to death after pulling an unloaded gun on police.

11. Suffering from shock, a minor concussion, and exhaustion, Pony convinceshimself that Johnny is not dead and that he, Ponyboy, killed Bob.

12. A hearing is held and Pony is acquitted of any involvement in Bob’s death.13. Ponyboy finally acknowledges Johnny’s death when he finds a note from his

deceased friend, repeating his final request that Pony “stay gold.”

Resolution With new understanding, Ponyboy resolves to tell the world that everyone deservesa chance and that people should be judged by inner strength rather than by socialclass. Thus, he begins his essay for English class.

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Synopsis: The Outsiders

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Prereading Questions

1. Think of a time in your life when youfelt like an outsider. What was the situation? How did you handle it?

2. What might be the most difficultadjustments for a child who has lostboth parents?

3. Discuss how you select friends. Whatqualities do you look for in a friend?What qualities do you try to avoid?

4. How are people of different socialclasses stereotyped? Give an examplefrom the media or a personal experi-ence that supports your idea.

5. What kinds of problems might arisefrom an older child trying to raise ayounger brother or sister?

6. Think about a time when you orsomeone you know made decisionsabout a person based on that person’sneighborhood, town, school, orfriends. What might be the outcomesof this type of thinking?

7. Why do people join gangs? What aresome positive and negative aspects ofbelonging to a gang?

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Responses

During-Reading Questions

Chapters 1–4

1. Ponyboy is very concerned with hisappearance and says that it markshim as a greaser. How important isappearance to you? Does yourappearance label you as part of aparticular group? Explain yourresponses.

2. Explain the differences between a Socand a greaser. If you were a studentat Pony and Cherry’s high school,would you want to belong to eithergroup? Why or why not?

3. Since Pony lost his mother and father,Darry has had to take on some adult responsibilities. List some additional responsibilities Darryprobably has that aren’t mentionedin the book. How might Darry’s head-of-the-household status affect hisrelationship with Pony?

4. Why do you think Pony and Johnnyare such good friends?

5. Why do you think Dally puts up sucha tough exterior? Describe a personyou know who puts up a tough act orfront.

Chapters 5–8

6. Johnny compares Dally to the south-ern gentlemen in Gone with theWind. From what you know of Dallyat this point, do you agree? Explain.

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Responses

During-Reading Questions continued

7. What does the poem “Nothing GoldCan Stay” by Robert Frost mean toyou?

8. What do you think motivates Pony andJohnny to save the kids in the church?Do you think most people would reactin this way? Why or why not?

9. Ponyboy describes Dally as hard andtough, and Johnny as sensitive. Mightdifferent circumstances require onetrait to be more valuable than theother? Explain your response.

10. According to Randy, most peoplewant someone to tell them “No.” Doyou agree or disagree? Explain. Howmight your life be different if no oneever told you “No”?

Chapters 9–12

11. Why do the greasers take so muchpride in being part of the gang? Howdo they show this pride?

12. Why do you think Dally acts so drastically after Johnny’s death? Ifgiven a chance, what might you havesaid to Dally to change his actions?

13. Do you find the judge’s decision toacquit Ponyboy of any involvement inBob’s death believable? Why or whynot?

14. Ponyboy claims it is worse to bepitied than hated. Do you agree?Explain your response.

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Responses

Post-Reading Interview

1. What is your general reaction to The Outsiders? How many “stars”(1 star = awful, 4 stars = great)would you give this book and why?

2. Review your responses to thePrereading Questions. Has reading the book affected any of your originalopinions? Explain.

3. Who do you think is the mostadmirable character in the novel?Support your answer with specificexamples.

4. The Outsiders was published nearly30 years ago, yet students still seem torelate to it today. What ideas in thenovel do you find to be outdated, andwhat ideas are timeless? Explain.

5. In your opinion, what’s the greatestconflict or challenge the Curtis boysface? Explain.

6. Do you think reading The Outsiderswould positively influence someonewho is prejudiced against anotherclass of people? Why or why not?

7. Before he dies, Johnny tells Ponyboyto “stay gold.” In your own words,what does Johnny mean? Do youthink Ponyboy will stay gold? Provide evidence.

8. Do you agree with Cherry that “thingsare rough all over”? Provide examplesfrom your own life.

9. What did you learn from TheOutsiders about surviving in a big city?

10. How did you feel when you had readthe last page, closed the book, andbegan to reflect on what you read?Were you satisfied with the ending?Why or why not?

11. Has this book raised any questions inyour mind, or have you learned some-thing from it that you want to sharewith others? How could you developthose questions 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 that are most important for evaluatingyour project.

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Short-Term Project Suggestions

1. On poster board, create a “graffiti”collage featuring the slang words inthe novel. Include actual meaningsand current slang equivalents.

2. Early in the book, Ponyboy describesa perfect place to live. Write a shortpaper describing your perfect placeto live, imagined or actual. You mayinclude photos and/or illustrations.Compare your perfect place to Pony’s.

3. Illustrate a scene from the novel thatreveals one of the themes. Include anappropriate caption.

4. Imagine that you are writing a letterto a person who judges people bytheir looks and social class. Try topersuade that person to judge individuals by their words and deeds,using support from the novel.

5. Write an appropriate title for eachchapter in the book. Make a table ofcontents that includes your titles anddisplay it in the classroom.

6. Design several bookmarks featuringimportant characters from the book.Include a brief description of thatperson and a graphic that representshim or her.

7. Design new front and back covers forThe Outsiders. On the back cover,include a brief overview of the bookthat would “sell” it to readers.

8. Create a collage of quotations for one of the characters in the book that illustrates his or her personality.Include page numbers for each quotation used.

9. At the end of the book, Ponyboywrites of Johnny, Dally, and Bob,“One week had taken all three ofthem.” Create a timeline that illus-trates or lists the major events ofthose seven days.

10. Create two posters—one for thegreasers and one for the Socs—thatdisplay each group’s code or rules.

11. Create a collage showing the two “worlds” of the greasers and the Socs. Use quotes, drawings, symbols, and photos to show the differences and similarities betweenthe two worlds.

12. Create a note that Johnny may haveleft for Dally, comforting him and giving him guidance in dealing withJohnny’s death.

13. Focusing on several characters fromthe book, find a song that each wouldhave related to. Create a medley ofthe songs on an audiotape and play itfor the class. Explain why you choseeach song. Turn in a copy of theaudiotape and lyrics, along with awritten explanation.

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Assessment Projects

Assessment Projects continued

14. Imagine Ponyboy is enrolled in yourschool. Write a journal entry from hispoint of view on what a typical schoolday is like.

15. Watch the video of The Outsiders.Consider issues such as the following:Does any character differ from theway you imagined that character inthe original work? Give your opinionabout how well that character isinterpreted in the film. What changesdoes the director make to the book?Explain whether these changes helpyou better understand or enjoy theaction and the characters. How effectively does the director capturethe mood of The Outsiders? Tellwhether The Outsiders makes a bet-ter book or movie and why.

16. Write a letter that Mr. and Mrs. Curtismay have prepared before theirdeaths, instructing their sons on howto survive in their absence.

17. Make a “words of wisdom” bookletusing quotes from the novel.

18. Imagine that you have been given thejob of making The Outsiders into amusical. What events would youinclude? What would your songs beabout? Who would you “cast” asleads? Present your ideas to the class.

19. Find a recording of the movie song“Stay Gold,” sung by Stevie Wonder,and compare the lyrics to the poem“Nothing Gold Can Stay.”

20. An obituary is a published notice ofa death that gives a brief biography ofthe deceased. Using an example fromyour local newspaper as a guide,write obituaries for Bob Sheldon,Johnny Cade, and Dallas Winston.Based on your knowledge of eachcharacter, fill in information not provided in the book.

21. Develop a dictionary of as many slangwords as you can find in the novel.Write down the word, give the definition, and use it in a sentence.Illustrate the word when possible.Refer to a dictionary to get ideas for format.

Long-Term Project Suggestions

22. Research how the death of one ormore parents affects children oryoung adults emotionally. Report yourfindings and compare them to theway the Curtis boys reacted.

23. Read another of S. E. Hinton’s novelsand, in chart format, compare it toThe Outsiders, focusing on the fol-lowing literary elements: plot, setting,characters, and theme.

24. Research some theories on why juveniles commit serious crimes.Compare the causes you find in yourresearch with the causes you find orcan infer from the book. Include statistics when appropriate.

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25. Interview a school counselor and/oradministrator to learn about conflictresolution. Apply your findings to the conflicts in the story and create a report recommending how thegreasers should have dealt with their problems.

26. Create a board game based on TheOutsiders. Base your game board on events in the novel and use dice to advance tokens that represent the characters. Include directions and rules.

27. Imagine that the judge at the hearingdecides that Ponyboy must go to trialfor his involvement in the death ofBob Sheldon. With several other students, create the trial. Among theparts you should assign are a prose-cuting attorney, a defense attorney, ajudge, a bailiff, character witnesses,and actual witnesses to the event. Askseveral members of the class to serveon the jury.

28. Select one character and write a shortstory telling what happens to him orher after the novel.

29. Create a written or oral presentationthat demonstrates how Ponyboy oranother character changes from thebeginning of the book to the end.Your presentation should includeforces of change and what that character has learned.

30. A hard news article focuses only onthe facts. A feature story, or humaninterest story, must be factual, but it also includes the emotions and opinions of those involved. Write a hard news article on one of theevents below and a feature story onone of the topics.

Hard news story events:• the Socs’ attack on Johnny• Bob’s death• the fire at the church• the rumble• Dally’s robbery and subsequent

death

Feature story topics:• the Curtis family• the greaser gang• the Socs• Johnny’s story

31. Research some of the songs of TheBeatles and of Elvis Presley in themid-1960s. Tell why you think TheBeatles appeal to the Socs and Elvisto the greasers.

32. Adapt a scene from the book into aradio play. Choose music and soundeffects to enhance the mood. Usetaglines (references to characters byname) often so that your audiencewill always know who is speaking.Include an introduction that explainswhy this scene is important to thebook. You might tape your play orpresent it to a studio audience.

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33. Create sketches of the greasers’ andSocs’ clothing and hairstyles. List thepassages from the book that you usedas references for your fashion sketches.

34. Create a booklet of poems that revolvearound themes or characters in thenovel. Give a “reading” of your poetryto the class.

35. Write an original song about theevents and characters in this book.You could parody an existing song orcome up with your own music.Perform it or tape it for the class.

36. Using the book and your imagination,create a map of the town in Oklahomawhere this story takes place. Be sureto include Soc and greaser territory.Illustrate where the major events inthis book occurred. Also include thevarious places of business and homesmentioned in the chapters. For ideas,refer to the map section of your localtelephone book.

37. Draw an editorial cartoon that depicts an incident between a Soc and a greaser.

38. Write and present a short play that shows what life is like for theCurtis brothers five years after thenovel ends.

39. Create your own children’s story aboutan important idea in the book, such asthe dangers of stereotyping or the factthat everyone “sees the same sunset.”

40. With another student, conduct a mockinterview with S. E. Hinton. Write ascript with questions you have aboutThe Outsiders, Hinton’s life, and theway she writes. Research the answers.Then present the interview live or on videotape.

41. You have probably seen critics likeSiskel and Ebert giving their opinionsabout movies. Often one critic gives amovie a “thumbs up” while the otherrates the same film “thumbs down.”Produce a similar program about TheOutsiders. The program should havetwo or more reviewers, a moderator,and perhaps interaction with the audi-ence. It could be presented live orvideotaped. Reviewers should knowahead of time what topics will be dis-cussed so they have time to prepare.Each reviewer should have sections ofthe novel ready to read to support hisor her points about each topic.Possible topics include

• the most interesting characters• the most exciting (or boring)

parts of the book• themes (such as responsibility,

or right and wrong)• qualities that make The Outsiders

worth (or not worth) reading

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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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ALTERNATIVE Assessment


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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


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

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


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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