chocolate fever aa cfever.pdf · the purchase of this book entitles an individual teacher to...

Perfection Learning®

ChocolateFever

Robert Kimmel Smith

Senior Editor: Susan C. ThiesEditor: Judith A. Bates

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.

©1999 Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-1099

ISBN 0-7891-2124-7Printed in the U.S.A.

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2 3 4 5 6 7 PP 08 07 06 05 04 03

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 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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©1999 Perfection Learning Corporation, Logan, Iowa

Synopsis: Chocolate Fever

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Setting An average town in an average part of the United States

Characters Henry Green—a boy who loves chocolateDr. Fargo—a doctor at the local hospitalMac—a truck driverLouie—a robberLefty—a robberAlfred “Sugar” Cane—the owner of a candy distributing company

Situation Henry loves chocolate. Everything he eats is covered with chocolate syrup, dusted with cocoa, or sprinkled with chocolate sprinkles.

Main Events 1. One morning as Henry is downing another chocolate chip cookie for breakfast,he has a strange feeling. He knows that before the day is over, something isgoing to happen.

2. During math class, the symptoms appear. Henry looks down at his arm and isamazed to see brown spots.

3. Henry is whisked away to the hospital, where he is poked and prodded.4. Dr. Fargo diagnoses the rash as a new disease—Chocolate Fever.5. Dr. Fargo’s news frightens Henry, and he bolts out of bed and out of the hospital.6. Henry runs out of town and is picked up along the highway by a friendly truck

driver named Mac.7. Henry and Mac stop by the side of the road to have supper—some sandwiches,

apples, raisin cake, and milk that Mac has brought along. Henry explainsChocolate Fever and what his day has been like.

8. As Mac starts the truck and prepares to leave, two armed robbers hijack thetruck. They think the truck is full of valuable furs.

9. Henry and Mac foil the robbers and turn them over to the police.10. The hijacked goods—chocolate candy bars—are taken to Alfred Cane, the

owner of a large candy distributing company.11. Mr. Cane notices Henry’s spots and explains that he also suffered from

Chocolate Fever when he was young. 12. Mr. Cane describes a two-part cure for Henry. First Henry must realize that he

can’t have everything he wants every time he wants it. And second, he musttake vanilla pills.

13. When Henry awakens in his own bed the next morning, he no longer hasbrown spots.

14. Henry’s mother has made pancakes with chocolate syrup for breakfast. Henry opts for maple syrup instead. He also sprinkles cinnamon over themaple syrup-covered pancakes. The flavor is great. Henry starts thinking ofall the things that would be wonderful with cinnamon.

Resolution It seems the Chocolate Fever is gone forever, and Henry has learned a lesson. Or has he?

Before-Reading Questions

1. What is your favorite food? What do you think would happen if you ate too much of this food? Explainyour answer.

2. What does it mean “to learn a lesson”? Have you ever learned a lesson from an experience? If so, explain.

3. How do you feel about going to thedoctor? Have you ever been afraid ofthe doctor? Why or why not?

4. Have you ever been in a situationthat made you feel like runningaway? Explain.

5. Have you ever been in danger? If so, describe the situation. What didyou do?

6. Have you ever had a problem forwhich someone other than a familymember was helpful in finding asolution? If so, tell about it.

7. What does it mean to be unique orspecial? In what ways are you uniqueor special?

8. Look at the cover and inside illustrations of Chocolate Fever.What do you think the story is about?Do you think the story is humorousor serious? Why?

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©1999 Perfection Learning Corporation, Logan, Iowa7

Your Responses

During-Reading Questions

Chapters 1–4

1. What is your first impression ofHenry Green and his family?

2. Henry’s parents agree to let Henry eat all the chocolate he wants since itdoesn’t seem to bother him. Do youagree with this decision? Why or why not?

3. Do you think Henry’s breakfast wasnutritious? Explain your answer.

4. Do you think Mrs. Kimmelfarberbelieves Henry when he says that thisis the first time he has seen the spots?Why or why not?

5. Why do you think Henry begins to crywhen the two teachers examine thespots? What would you do if you wereHenry?

Chapters 5–8

6. Why do you think the nurse remainscalm while the teacher and Henrypanic?

7. What is your impression of Dr. Fargo?

8. After being prodded and probed,Henry decides to run away from thehospital. What would you do?

9. Would you tell the boys on the playground your name? Why or why not?

10. Do you think it’s okay that Henry tellsthe boys a lie about his spots? Whatwould you do and why?

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Your Responses

During-Reading Questions continued

11. Do you think Henry should acceptthe ride from the truck driver?Explain your answer.

12. Why do you think Mac decides toignore Henry’s spots when the boyclimbs into the truck?

13. Do you agree with Mac that Henryshould call his parents?

Chapters 9–12

14. How would you feel if you were Leftyand Louie and you just found out thatyou had hijacked a truckload ofcandy bars?

15. Why do you think Mac seems socalm during the ride to the robbers’hideout?

16. Why do you think Mac takes Henrywith him to deliver the candy insteadof finding a telephone so Henry canphone home?

17. Mr. Cane tells Henry that “althoughlife is grand, and pleasure is everywhere, we can’t have everythingwe want every time we want it!” Do you agree with Mr. Cane? Why orwhy not?

18. What are your thoughts as Henryreaches for the can of cinnamon?

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Your Responses

After-Reading Interview

1. Review your answers to the Before-Reading Questions. Describe howreading the book has changed any ofyour original responses.

2. Why do you think Robert KimmelSmith wrote this book? What is youroverall reaction to the story?

3. What do you think is the moral ofChocolate Fever? Give reasons foryour answer.

4. Which parts of the story seemed likethey could really happen? Which partsseemed to be fantasy? Give examplesfrom the book.

5. Did you like the way Chocolate Feverended? Why or why not?

6. Would you recommend this book to afriend? Explain your answer.

7. If you could change one event inChocolate Fever, which one wouldyou change? How would you changeit? Why? How would that change therest of the book?

8. What do you think was the worst thingthat happened to Henry? What was thebest? Give reasons for your choices.

9. Choose a conversation or event fromChocolate Fever and explain why youfound it to be meaningful.

10. If you could meet Robert KimmelSmith and ask him one question about his book, what would you askhim? What do you think his answerwould be?

11. If you could jump into the story, atwhat point would it be? Why wouldyou choose this point? Would youchange what is happening? Why orwhy not?

12. What do you think will happen to themain characters in the future? Fromwhat you know about them, do youthink they will be happy? Why or whynot?

13. Has reading Chocolate Fever raisedany questions in your mind, or haveyou learned something from it thatyou want to share with others? Howcould you develop your questions orideas into a 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.

Project-Planning Sheet


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Short-Term Project Suggestions

1. According to an old saying, a personshould not criticize another until heor she has “walked a mile in theother person’s shoes.” Write Henry’sname on a small piece of paper. Placethat paper inside your shoe. Walk a“mile,” pretending you are Henry. Asyou walk, talk about “your” problemswith another walker.

2. With a group of your classmates, pretend that you are one of Henry’sclassmates the day after Henry ranaway. Role-play conversations aboutwhat happened the day before in theclassroom, what you have heardabout Henry’s disappearance, and soon. Practice your performance andthen present it to the rest of the class.

3. Compose a musical ballad aboutHenry and his troubles. Tell his storyin rhymed verses. Then set the versesto music. Perform your “Ballad ofHenry and Chocolate Fever” for the class.

4. Write a short story explaining how thebook would be different if Henryalways ate eggs or lettuce or something else.

5. Choose one chapter from ChocolateFever and design a comic strip thatillustrates the characters’ actionsthroughout that chapter.

6. Design a shoe box diorama thatshows your favorite scene fromChocolate Fever. Pay careful attention to the details in the sceneyou select. Share your diorama withthe class and ask classmates to identify the scene you have chosen.

7. The person who tells a story is thenarrator. Would this story change if thenarrator were one of the characters inChocolate Fever? Rewrite a scenefrom the book as if a character fromthe story were telling the events.

8. Compose a letter that Henry might havewritten to an advice columnist when hefirst discovered the spots. Then writethe reply from the columnist.

9. Imagine what the town and its surrounding areas looked like inChocolate Fever. Draw a map of thetown and the roads Henry and Mactraveled on. Show the route Henryand Mac were following when theywere hijacked and the route leadingto the hideout. Label areas whereimportant events took place.

10. Imagine that you are Henry and thatyou have continued to keep in touchwith Mr. Cane. Compose a letter thatyou would have written to him severalweeks after your return home. Thencompose his letter of response.

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Assessment Projects

Assessment Projects continued

11. Pretend you’re Nurse Farthing andexplain to Dr. Fargo exactly what happened that morning at school.

12. Using pictures from magazines, create a collage to advertise theupcoming movie version ofChocolate Fever.

13. Create an acrostic poem for one ofthe characters in the novel. Write thecharacter’s name vertically down theleft-hand side of a sheet of paper, oneletter on each line. The first word ofeach line should begin with the lettergiven on that line. Try to include avariety of ideas about the characterand his or her experiences.

14. Write a letter that Henry might havewritten to one of the following char-acters after his return home.

• Mac• Mr. Cane• Lefty or Louie• Dr. Fargo

Express Henry’s feelings toward thatperson when they first met and hisfeelings after he returned home.Share your letter with a classmateand encourage him or her to assumethe role of that character andrespond to Henry’s letter.

15. Write a book review for ChocolateFever. Use a nontraditional form foryour report, such as poetry, song, persuasive speech, or another creativemethod. Present the review to the class.

16. This novel shows the causes and effectsof the character’s actions and those ofothers. Design a Cause-and-EffectConcentration game. Write causes onone color of note cards and theireffects on another color of note cards.(Example: Cause—Henry broke outwith brown spots. Effect—Mrs.Kimmelfarber took Henry to see theschool nurse.) When you have completed ten or more sets of cards,turn them face down on a table andchallenge your classmates to a game ofCause-and-Effect Concentration.

17. Use one of the following scenes or ascene of your choice for a ReadersTheater.

• Discovery of Henry’s spots• Experience at the hospital• Confrontation in the schoolyard• Discussion between Henry and

Mac during supper• Hijacking and the ride to the

hideout• Events at the hideout• Meeting with Mr. Cane• Breakfast after Henry’s return

18. Design and create a mobile that illustrates key elements of ChocolateFever: characters, settings, problems,key events, and the ending/resolution.

19. Create a one-minute television advertisement for Chocolate Fever.First, write a script. Then practicesaying the lines. Ask a classmate tovideotape the advertisement.

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20. Henry and Mac became very goodfriends even though they were verydifferent. Design a chart or Venn diagram to show how the two werealike and how they were different.

21. When a person disappears, familymembers often make missing-person posters. Create a poster forHenry. Remember to include all theinformation the public would need tohelp locate him, such as a physicaldescription, what he was wearing,where he was last seen, and so on.

22. Design a book jacket for ChocolateFever. On the front and back covers,create illustrations of your favoritescenes. Include a quote to accompanythe back cover illustration. Write abrief synopsis of the book and a shortbiography of Robert Kimmel Smith forthe jacket flaps.

23. Perform a dramatic reading of a section of the book that you liked.You may need to shorten or changeparts of the passage so it can be presented by a single actor. Beginyour presentation with a short explanation of why you chose thispassage and how it fits into the story.

Long-Term Project Suggestions

24. Read The Chocolate Touch by PatrickSkene Catling. Use a Venn diagram andcompare the two main characters.What advice would Henry and JohnMidas give each other?

25. Dramatize one of Henry’s adventuresusing one of the following techniques.

• shadow play• charades• flannel board• pantomime• puppets

26. Become a television news reporter.Report on the capture of the hijackers.Interview the main characters.Videotape your report. Be sure youanswer the basic questions that mustbe addressed in a news story—who,what, where, when, why, and how.

27. You have been asked to write asequel to Chocolate Fever. Write an outline for your proposed book, a table of contents, and the first chapter. Include a brief synopsis forthe remaining chapters in your new book.

28. Outline scripts for a weekly children’stelevision series based on ChocolateFever. Your scripts should show whatwould be included in each episode.Be sure to end each program with acliffhanger that will encourage theviewer to tune in next time.

29. Henry’s teacher, the principal, theschool nurse, and Dr. Fargo must fillout reports about their observationsof Henry. Write a report that each ofthe characters would have written.

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30. Create a Chocolate Fever board game.The game board should represent Henry’s adventures. Havesome spaces represent hazards, such as the appearance of spots, the confrontation in the schoolyard,and so on. Include spaces that aremarked with Story Trivia symbols.Create cards with questions aboutstory events that must be answeredwhen landing on these spaces. Make aplayers’ booklet that tells the object ofthe game, explains the rules, andincludes the answers to the StoryTrivia questions.

31. Do an open-mind diagram of one ofthe characters. An open mind is away of making a visual representationof what a character might be thinkingor feeling at a particular time. (Itlooks like the silhouette of a head.)Inside the drawing, fill in symbols,images, words, phrases, or any combination of these that representwhat the character was thinking andfeeling at a significant moment.

32. Create a life-size character fromChocolate Fever. On butcher paper,trace around a classmate or have apartner trace around you. Cut out yourcharacter and add facial details and acostume to make one of the charactersfrom the story. Write a character profileand display it and your character in thehallway or classroom. Work with agroup to make all of the characters orto re-create a scene from the book.

33. Make a video re-creating a scene fromChocolate Fever. Invite classmates toplay the parts of characters. Use propsand backdrops, or film outdoors in asuitable location. Think about usingbackground music or narration tofurther enhance the video.

34. Watch the video of Chocolate Fever.Comment on whether you preferredwatching the video or reading thebook. Consider questions such as these.

• Does any character differ fromthe way you imagined that char-acter in the original work? Giveyour opinion about how well thatcharacter was interpreted in thefilm.

• What changes did the directormake to the book? Explainwhether these changes helpedyou better understand or enjoythe action and the characters.

• How effectively did the directorcapture the mood of ChocolateFever?

• Was the video accurate in theway it showed the story?

• Did the video improve on thestory in any way?

• Was there any part of the storythat was told better in the bookthan in the video?

• Which version of the story didyou prefer and why?

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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


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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


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

Perfection Learning® Corporation1000 North Second Avenue, Logan, Iowa 51546-1099

Printed in the U.S.A.

#77455 ISBN

0-7891-2124-7

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 reading—during reading—after-reading interview

• 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

Bridge to Terabithia Roll of Thunder, Hear My CryThe Cay Sadako and the Thousand Paper CranesCharlotte’s Web Sarah, Plain and TallDicey’s Song The Sign of the BeaverDragonwings Stone FoxThe Giver Tales of a Fourth Grade NothingJulie of the Wolves The Talking EarthManiac Magee Walk Two MoonsThe Midwife’s Apprentice The Witch of Blackbird PondNumber the Stars And many more!Ramona Quimby, Age 8

For a complete list or to place your next order, call or faxPerfection Learning® Corporation

Phone: 1-800-831-4190 Fax: 1-712-644-2392

chocolate fever aa cfever.pdf · the purchase of this book entitles an individual teacher to...

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