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Perfection Learning®

To Kill aMockingbird

Harper Lee

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 0-7891-0263-3Printed in the U.S.A.

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Credits*

11 12 13 14 15 16 PP 09 08 07 06 05 04

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 the fea-tured title are found on pages 12–15. Thesevaried activities are designed to appeal todifferent learning styles. The chart on page19 indicates how different types of activitiesrelate to the theory of multiple intelligences.You can also use the chart to identify activi-ties suited to auditory, visual, and kinestheticlearners.

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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To Kill a Mockingbird*

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 othermethods 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 asstudents 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 asssessment.

• 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 byassigning 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 forLocal Goals Reports, Publication Number93–01.

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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tTo Kill a Mockingbird

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Setting Maycomb, Alabama, in the 1930s

Characters Jean Louise (Scout) Finch—eight-year-old narratorAtticus Finch—father of Scout; lawyerJeremy Atticus (Jem) Finch—older brother of ScoutCharles Baker (Dill) Harris—friend of the Finch childrenArthur (Boo) Radley—reclusive neighbor of the FinchesCalpurnia—housekeeper and cook for the FinchesTom Robinson—black man accused of raping a white womanHeck Tate—Sheriff of MaycombMayella Ewell—white woman who accuses Robinson of rapeBob Ewell—father of Mayella

Situation Looking back to her childhood, Scout retells the events that led to her13-year-old brother’s broken arm.

Main Event 1. Scout and Jem befriend Dill Harris. Over the summer, the three develop a fascination with Boo Radley, a mysterious neighbor of the Finches.

2. On Scout’s first day of school, she is criticized for knowing how to read andwrite. Scout refuses to return until Atticus helps her see the teacher’s point ofview and promises to continue reading to her.

3. When the children attempt to spy on Boo, Jem’s pants get caught on the Radleys’fence. He leaves them behind and later finds them folded and mended.

4. Atticus’ decision to defend Tom Robinson provokes hostile criticism from thewhite community. Scout honors his request that the children not fight backand, for the first time in her life, walks away from a fight.

5. Scout and Jem gain new respect for their gentle father when Atticus kills arabid dog with one shot.

6. Atticus allows Scout to overhear his conversation with her Uncle Jack. Thelawyer predicts that he will lose the case, but hopes he can protect the children from becoming bitter or prejudiced.

7. Jem and Scout join Atticus as he stands against a mob that intends to lynchTom Robinson. Scout’s conversation with a schoolmate’s father breaks up the mob.

8. Atticus proves Tom’s innocence, but the jury convicts him of rape. Bob Ewellswears revenge for his humiliation in court by Atticus.

9. Atticus plans to appeal, but Tom believes he will never be treated fairly. As heattempts to escape, Tom is shot and killed.

10. Ewell attacks the Finch children and breaks Jem’s arm. Boo Radley defendsthe children; he stabs Ewell and carries Jem home.

11. Sheriff Tate realizes that publicity could harm the reclusive Boo, so he reportsthat Ewell died by falling on his own knife.

Resolution Their father’s example and advice help Jem and Scout learn compassion. They understand why it’s a sin to kill a mockingbird.

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©1996 Perfection Learning Corporation, Logan, Iowa

Synopsis: To Kill a Mockingbird

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Prereading Questions

1. The narrator of To Kill a Mockingbirddescribes events that happened whenshe was a child. How have your childhood experiences shaped yourbeliefs or personality?

2. What do you think the title of thebook means? What clues does the titlegive you about the story?

3. What kinds of issues do you believe instrongly enough to risk your reputa-tion or security by supporting them?

4. What are the best ways to understandanother person’s point of view orbehavior?

5. Who should determine what’s “just”and “fair”?

6. What do you think are the strengthsand weaknesses of the American trial system?

7. What do you know about the SouthernUnited States in the 1930s? Whatimages do you have of this time andplace?

8. What questions do you have about thebook or the time period and issues it covers?

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©1996 Perfection Learning Corporation, Logan, Iowa7

Responses

During-Reading Questions

Chapters 1–11

1. What is your first impression of thenovel?

2. In what ways is Maycomb like yourhometown? How would you feelabout growing up in Maycomb?

3. Which of the main characters do youlike best? Are there any you dislike?Give reasons for your answers.

4. At first, Jem and Scout are notimpressed by their father’s courage.What is your opinion of Atticus Finchat this point?

5. What evidence of different socialclasses have you found in Lee’sdescription of Maycomb?

6. What questions do you have about thenovel? Is there anything in the bookthat you strongly agree or disagreewith?

Chapters 12–22

7. How are Jem and Scout affected bytheir father’s defense of TomRobinson?

8. Explain your opinion about TomRobinson’s guilt or innocence. Whatevidence supports your opinion?

9. Compare your beliefs about prejudiceto those Atticus expresses in his finalspeech to the jury.

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Responses

During-Reading Questions continued

10. How does the outcome of the trialaffect Jem and Scout? What is yourreaction to the verdict?

11. Predict whether Atticus and his family will be in danger after the trial ends. If you believe they will be,explain the reasons for the danger. If you believe they will be safe, speculate about why Bob Ewell’sthreats will not be fulfilled.

12. What new information have youfound about social classes inChapters 12–22? Review your answer to question 5 and add newinformation here.

13. List any new questions or strongreactions here.

Chapters 23–31

14. Comment on the relationshipbetween B. B. Underwood’s editorialand the book’s title.

15. Explain how Jem and Scout’s relationship to Boo Radley changes.Give reasons for the change.

16. How do you feel about the waySheriff Tate handles Bob Ewell’sdeath?

17. Who decides what’s “fair” and “just” in Maycomb during the timeperiod of the novel? Compare thosedecisions to your own ideas of fairness and justice.

18. What are the most important lessonsJem and Scout learned?

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Responses

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Post-Reading Interview

1. Would you give this book a “thumbsup” or a “thumbs down”? Describeyour general reaction to the novel.

2. Is there any particular image or incident from the novel that stands outin your mind? If your answer is yes,describe the image or incident andwhy you think it’s significant. You canalso choose one of the incidentsbelow to respond to.

• Atticus’ decision to defend TomRobinson

• Scout’s conversation with a member of the lynch mob

• Bob Ewell’s attack on the Finch children

3. How would people react to TomRobinson’s trial if it were happeningnow instead of 60 years ago?

4. What do you think the author wantedyou (the reader) to feel or understandfrom reading the book? How do yourideas agree or disagree with theauthor’s message?

5. What do you notice most about thisauthor’s writing? Comment on a particular characteristic of HarperLee’s subjects or style.

6. To whom would you recommend thisbook? Is there anyone or any group inparticular you think should read it?Why?

7. Compare how you felt about one ofthe following topics before and afterreading the novel.

• the significance of the book’s titleand how it relates to thetheme(s)

• what you learned about under-standing others’ viewpoints

• what was just and fair in the1930s and now

• strengths and weaknesses of theAmerican trial system

• what it means to take a stand

8. Has this book raised any questions in your mind, or have you learnedsomething from it that you want toshare with others? How could youdevelop those questions or ideas into a project?

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. Express your ideas about the meaningof the book’s title in a poem, poster,or song.

2. Write an obituary for Atticus, TomRobinson, or Bob Ewell. An obituaryis a notice of someone’s death; it usually includes a brief summary ofthe person’s life and accomplishments.

3. Retell a memorable incident fromyour childhood. Decide whether youwill use a child’s or an adult’s voice.Concentrate on the significance of the events as you retell them. Also,consider using dialogue in your biographical account.

4. Create the front page of the Maycombweekly newspaper during TomRobinson’s trial. Include coverage ofthe trial and other articles that reflectthe attitudes and lifestyle of thetownspeople.

5. Lee describes several places inMaycomb, such as the Radley houseand the courtroom. Make a map ofMaycomb, or create a drawing ormodel of one specific location.

6. Illustrate the personality of one of themain characters in the book. Youmight combine quotations from thenovel with a portrait of the characteryou choose. You could also take adifferent approach by showing howMaycomb and its residents influencedthis person.

7. With a partner, conduct a Siskel-and-Ebert style review of the novel.Identify the strengths and weaknessesof To Kill a Mockingbird. Concludewith your opinion—thumbs up orthumbs down—of the novel.

8. Compare an incident in To Kill aMockingbird with a current event.You might explain the similarities inan essay or show them in a poster.

9. Write an editorial or design a posterthat helps people overcome the “disease” of prejudice.

10. Present a dramatic monologue basedon a passage from the novel. You mayneed to summarize or otherwise adaptparts of the passage so that it can bepresented by a single actor. Your presentation should begin with a briefexplanation of why you chose this passage and how it fits into the novel.

11. Write an original dialogue thatincludes at least one character fromthe book. Your conversation could bebetween two of the main characters,or between one or more charactersand a talk-show host.

12. Many characters in the novel take astand for something they believe in. Choose one of those charactersand write three journal entries that describe that person’s decisionand its consequences.

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Assessment Projects

Assessment Projects continued

13. Create an editorial cartoon thatexpresses your opinion about anissue in the book.

14. Design a new front and back coverfor To Kill a Mockingbird. Include abrief overview of the book and youropinion about its meaning on theback cover.

15. Create a diagram or visual organizerthat shows the main events in thenovel and the relationships amongthem.

16. Suppose that you are working with afilm crew on a new movie of To Kill aMockingbird. Prepare written or oraldirections for the stunt men who willreenact Bob Ewell’s attack on thechildren.

17. Write the script for a television news-magazine feature on the trial of TomRobinson. You might model yourscript on 60 Minutes or 20/20.

18. Develop an original theme song for afilm version of To Kill a Mockingbird.

19. In Chapter 3, Atticus tells Scout, “Younever really understand a personuntil you consider things from hispoint of view—until you climb intohis skin and walk around in it.”Make a collection of the wise sayingsof Atticus Finch. You might want toillustrate your sayings.

20. View the movie To Kill a Mockingbird.Then write a report comparing andcontrasting the movie to the book.Were any scenes changed or deleted?Did the characters in the moviematch your image of them from thebook? Is one version more dramaticor emotional than the other? Whichversion do you prefer, and why?

Long-Term Project Suggestions

21. Turn the trial into a one-act play orReaders Theatre to be performed byyour class. Develop a script andassign parts. Decide whether you willneed props and sound effects. Finally,videotape your drama or present it toan audience.

22. Tom Robinson tries to escapebecause he believes that the justicesystem will never treat him fairly. Do statistics about how African-Americans were sentenced in the1930s support his belief? How dosentencing trends then compare withsentencing trends now? Present yourfindings in a chart or spreadsheet.

23. Imagine that you are a staff artist forthe Maycomb paper. Create a seriesof drawings of the trial and eventsthat follow it for your paper.

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24. Create a scrapbook that Scout mighthave kept during that eventful sum-mer and fall in Maycomb. Draw pictures or collect facsimiles ofobjects that she would have kept.Write entries describing each item.Then write the last page as thoughyou were Scout as an adult. What do these items mean to you now?What do they symbolize about your childhood?

25. Read J. H. Griffin’s Black Like Me.Compare what Griffin learns about“walking around in someone else’sskin” to what Scout learns during To Kill a Mockingbird.

26. Imagine that you are a radio reporterfor the local Maycomb radio station.Write and present reports for threecritical days during the trial. At the endof the trial, present your viewpointabout the outcome. You might tapeyour reports or present them “live.”

27. Research some essays, songs, orpoetry about discrimination andoppression. You might considerworks by Langston Hughes, BobDylan, Maya Angelou, GwendolynBrooks, Alice Walker, Paul LawrenceDunbar, Sting, and Bob Marley,among others. Present their works asa Readers Theatre or multimedia presentation.

28. Use a video camera or tape recorderto record an interview of one of the following individuals:

• a person who lived through theGreat Depression

• someone who grew up in asmall town in the South

• a psychiatrist or counselor whocould explain Boo Radley’sbehavior

• a person who experienced Jim Crow laws

• someone who works (orworked) for civil rights

First, determine a purpose for theinterview; then research your topicand plan your questions. Next, record your interview and share theresults with your classmates. After thepresentation, conduct a discussionabout the interview with the audience.

29. Present a debate on capital punish-ment, civil rights, or another issuerelated to the book. First, define your proposition. For example, youmight propose: Capital punishment isdisproportionately applied to blacks.Then determine how much time eachside will have to present affirmativeor negative arguments. Find evidenceto support your position and refutethe arguments you think the otherside will make. Finally, present yourdebate and invite the audience tojudge the winner.

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30. Develop a multimedia demonstrationthat captures an important part of thebook. For example, you might re-create the atmosphere of the South inthe 1930s or explore how people treata “mockingbird” today.

31. Investigate a Supreme Court decisionthat deals with segregation, such asPlessy v. Ferguson or Brown v. Boardof Education of Topeka, Kansas.Answer questions such as the follow-ing about the case you choose.

• Why did the case come to trial?• In what region of the United

States did the case originate?• What was the Supreme Court’s

justification for the ruling?• What were some of the state-

ments given by any justices whodisagreed with the ruling?

32. Compare the social class structure of Alabama in the 1930s to the demographics of your community.Present your findings in maps and/or charts.

33. Use material from the novel and yourown experience to create a public service campaign against prejudice.Identify your message and ways tocommunicate it to the public. Thendevelop materials to communicateyour message, such as posters,brochures, radio announcements, etc.

34. Prepare a report or multimedia presentation on an individual who has taken a stand. Explain the issue,the person’s reasons for taking astand, and the consequences that person faced. Conclude with an explanation of why you find this person’s stand significant. You mightconsider people such as

• Mahatma Gandhi• Susan B. Anthony• Henry David Thoreau• Sojourner Truth• Chief Joseph• Rosa Parks• Edmund G. Ross or another

person in John F. Kennedy’sProfiles in Courage

• Harriet Tubman • Cesar Chavez• the first person to integrate

a school or profession

35. In his closing argument, Atticus saysthat the court system views all peopleas created equal. Make a timeline thatshows significant laws and events thathave affected Americans’ equalityunder the law.

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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 proof-read 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 fulfilled purpose on prospectus

o used easy-to-followorder

o kept audience’s attention

o covered topic with appropriate information

o credited sources

o were interesting, easy to see andunderstand

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 to understand

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

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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to kill a mockingbird - amsco pub aa mockingbird.pdfto kill a mockingbird ☛ alternative assessment...

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