CONTENTS
Alternative Assessment Options for Individual Selections
UNIT 1: SPINE TINGLERS
"The Cask of Amontillado" by Edgar Allan Poe ...................................... 1 "The Most Dangerous Game" by Richard Connell ................................... 2 "Casey at the Bat" by Ernest Lawrence Thayer ...................................... 3 "The Birds" by Daphne du Maurier .................................................. 4 "The Red-headed League" by Sir Arthur Conan Doyle ............................... 5 "The Listeners" by Walter de la Mare "Beware: Do Not Read This Poem" by Ishmael Reed "Echo" by Henriqueta Lisboa ........................................................ 6 "Caucasian Mummies Mystify Chinese" by Keay Davidson ......................... 7 UNIT 2: CHALLENGES AND CHOICES
from A Lincoln Preface by Carl Sandburg ........................................... 8 "I Have a Dream" by Martin Luther King, Jr. from Rosa Parks: My Story by Rosa Parks with Jim Haskins "There Is a Longing . . . by Chief Dan George "I Hear America Singing" by Walt Whitman ......................................... 9 ft
"The Golden Kite, the Silver Wind" by Ray Bradbury ............................. 10 "The Road Not Taken" by Robert Frost "New Directions" by Maya Angelou "To Be of Use" by Marge Piercy ..................................................... 11 "Old Man of the Temple" by R. K. Narayan ........................................ 12 "Perseus" by Edith Hamilton ........................................................ 13 "Slam, Dunk, &: Hook" by Yusef Komunyakaa "The Spearthrower" by Lillian Morrison "Shoulders" by Naomi Shihab Nye .................................................. 14 UNIT 3: MOMENTS OF DISCOVERY
"Children in the Woods" by Barry Lopez ........................................... 15 "Rules of the Game" by Amy Tan .................................................. 16 "Checkouts" by Cynthia Rylant "Fifteen" by William Stafford ....................................................... 17 "Sympathy" by Paul Laurence Dunbar "Caged Bird" by Maya Angelou "We never know how high we are" by Emily Dickinson from In My Place by Charlayne Hunter-Gault ...................................... 18 \.......
"The Interlopers" by Saki (H. H. Munro) ........................................... 19 "The Rug Merchant" by James A. Michener ........................................ 20 © Prentice-Hall, Inc.
Contents
i
UNIT 7: NONFICTION "Single Room, Earth View" by Sally Ride .......................................... 40 "The Washwoman" by Isaac Bashevis Singer "On Summer" by Lorraine Hansberry "A Celebration of Grandfathers" by Rudolfo A. Anaya ............................. 41 from A White House Diary by Lady Bird Johnson "Arthur Ashe Remembered" by John McPhee "Georgia o 'Keeffe" by Joan Didion ................................................ . 42 "Understanding Comics" by Scott McCloud ........................................ 43 "Earhart Redux" by Alex Chadwick "In These Girls, Hope Is a Muscle" by Madeleine Blais, a book review by Steve Gietschier "In These Girls, Hope Is a Muscle" by Madeleine Blais, book jacket ............... 44 UNIT 8: DRAMA
The Dancers by Horton Foote ....................................................... 45 The Tragedy of Romeo and Juliet, Acts I & II, by William Shakespeare .......... 46 The Tragedy of Romeo and Juliet, Acts III & IV, by William Shakespeare ........ 47 The Tragedy of Romeo and Juliet, Act V, by William Shakespeare ............... 48 UNIT 9: POETRY
"I Wandered Lonely as a Cloud" by William Wordsworth ........................... 49 "The Eagle" by Alfred, Lord Tennyson "'Hope' is the thing with feathers-" by Emily Dickinson "Dream Deferred" and "Dreams" by Langston Hughes ............................. 50 "Blackberry Eating" by Galway Kinnell "Memory" by Margaret Walker "Woman's Work" by Julia Alvarez "Meciendo" by Gabriela Mistral "Eulogy for a Hermit Crab" by Pattiann Rogers .................................... 51 "Uphill" by Christina Rossetti "Summer" by Walter Dean Myers Ecclesiastes 3: 1-8, The King James Bible "The Bells" by Edgar Allan Poe ..................................................... 52 "The Raven" by Edgar Allan Poe "The Seven Ages of Man" by William Shakespeare ................................. 53 "On the Grasshopper and the Cricket" by John Keats
Sonnet 30 by William Shakespeare
Three Haiku by Basho and Chiyojo
"Hokku Poems" by Richard Wright ................................................. 54 © Prentice-Hall, Inc.
Contents
iii "The Cask of Amontillado" by Edgar Allan Poe (text page 5)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Nonverbal Communication As readers. we are suspicious of Montresor's actions. Is he re­
ally going to show Fortunato a cask of wine? Fortunato. on the other hand, is completely
taken in by mention of the wine. If he had observed Montresor's body language. he might
have guessed what was coming. Reread the story and make note of Montresor's actions.
Make a list of the clues Fortunato could have gotten from Montresor's nonverbal communi­
cation. Next to each clue, tell what message is expressed.
2. Diary Entries Fortunato could speak "from the grave" if he had had a diary when he was
sealed into the catabombs. Write three entries in Fortunato's diary that would reveal Mon­
tresor's guilt.
More Advanced Students
3. Refiection Montresor appears to have some mixed emotions as he walls up the entrance to
the crypt. He hesitates and trembles when Fortunato screams. He grows impatient when
Fortunato does not answer his call. Finally, Montresor tells us that his "heart grew sick."
Given Montresor's plan and determination. why does he have mixed emotions? Examine this
character's thoughts and feelings in this difficult situation. What causes his mixed emo­
tions? How does he deal with them? Write your answers to these questions in an essay.
4. Model and Demonstration As Fortunato and Montresor proceed to the Amontillado, they
go through a series of arched doorways and vaults. These underground passages are made
of stone. Consider why architects used arches instead of square or rectangular doorways.
What are the advantages of arches and vaulted ceilings? Use wooden building blocks or a
similar material to illustrate how an arch is constructed. Use your model to demonstrate the
advantages of arch and vault construction. Explain the physics behind those advantages.
For Learning Modalities
Verbal/Linguistic
5. Sequel Consider what might happen next in the story. How will Montresor live with himself
after what he did to Fortunato? Will he ever return to the vaults? Does he feel remorse?
Write a sequel to ''The Cask of Amontillado." Show the strength and determination of Mon­
tresor. just as Poe did. Keep in mind Montresor's statement about punishing "with im­
punity." In your sequel. will that statement be true. or will you prove Montresor wrong?
Interpersonal and Musical/Rhythmic
6. Mardi Gras Work in a group to learn more about Mardi Gras, the carnival setting of the
story. Have one group member investigate each of the following sets of questions: (1) What
does Mardi Gras mean? Why is it called that? Why do people celebrate? (2) What kind of
music is played during Mardi Gras? (3) Why are masked balls held? What kinds of masks do
people wear? Collaborate on a report of your findings. Explain how the information about
Mardi Gras helps your understanding of the background of Poe's story. You might accom­
pany your report with a recording of some music that might be played at a Mardi Gras ball.
@ Prentice-Hall, Inc. The Cask of Amontillado
1
"Casey at the Bat" by Ernest Lawrence Thayer (text page 36)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. World Records Report In "Casey at the Bat," the "mighty" Casey does not live up to the
crowd's expectations and knock the ball out of the park. We are led to believe, however, that
he's capable of breaking home-run records. What is the all-time home-run record? How
many other world records can you find? Use an encyclopedia or a book of records to re­
search world records in a variety of areas. You can include "serious" topics such as sporting
events, the world's tallest building, the longest-ruling monarch, or topics that are not so se­
rious, such as the longest domino line or biggest bubblegum bubble. Present your findings
in a brief report.
2. Dialogue Imagine that Babe Ruth, who held the home-run record in the major leagues for
38 years. was on hand to witness Casey's failure at the plate. What might Ruth, the "Sultan
of Swat," have said to Casey? Improvise a dialogue in which the Babe extends advice to the
"mighty" Casey.
More Advanced Students
3. Poem Reworking Write a revised version of "Casey at the Bat." How might the poem have
ended if the mighty Casey hadn't struck out? Keep the same rhyme scheme and rhythm as
the original poem, but be creative in writing an alternative ending.
For Learning Modalities
~
Musical/Rhythmic and Interpersonal
4. Movie Score Imagine that you have been hired to work on an animated cartoon version of
"Casey at the Bat." Your job is to select the background music for the movie. What kind of
music do you think best accompanies Casey's walk to the plate? The first pitch? What best
accompanies the climax? Choose two or three different pieces of music. Play the pieces and
have other students guess for which parts of the story the particular pieces are meant.
Linguistic/Interpersonal
5. Altemative Endings Working with a partner. invent a story that has a definite turning
pOint. Brainstorm two versions of how the story ends: one with a true climax, and one that
turns anticlimactic. Collaborate on writing two versions of the story: one in which events
tum out as expected, and one in which events take an unexpected tum.
Verbal/Linguistic
6. Summary Think of a recent event that you participated in or witnessed. Possibilities include
a sporting match, a concert, a club meeting. or a family outing. Prepare an oral report in
which you summarize what happened. Remember: A summary includes only the most im­
portant details.
© Prentice-Hall, Inc. Casey at the Bat 3
"The Red-headed League" by Sir Arthur Conan Doyle (text page 82)
Activities for Alternative Assessment For Performance Levels
Less Advanced Students
1. Character Comparison Sherlock Holmes and Dr. Watson are great friends and compan­
ions, but their personalities and attributes are quite different. Make a comparison of the two
by writing simple statements that detail the two men's childhood tastes and interests, such
as favorite foods, activities in school. and earliest hobbies. Develop your statements with
reasoning based on evidence from the selection.
2. Trial Preparation As a prosecuting attorney, begin to prepare the case against John Clay.
First, make a list of the pieces of evidence that you will introduce during the trial. Second,
write questions that you will ask Sherlock Holmes on the witness stand. Your questions
should elicit a complete rundown of how the detective built his case against the criminal.
More Advanced Students
3. School Mystery Write a Sherlock Holmes mystery of your own, using 'The Red-headed
League" as inspiration. Set your mystery at your school. including yourself as a replacement
for Dr. Watson, who was not able to make the trip with Mr. Holmes. While your mystery
should take place in the setting of your school, make sure that Holmes stays in character.
4. Character Description Create a fictional detective who is as skilled as Sherlock Holmes.
Write a character description of your creation, including the detective's name, where he or
she lives, and what special attributes he or she has. Include a brief description of your de­
tective's most difficult case.
For Learning Modalities
Verbal/Linguistic
5. Author Interview Imagine that Sir Arthur Conan Doyle is appearing on an interview pro­
gram. As host, what questions would you ask about his work? How do you think the author
would respond? Work with a partner to role-play an interview with the author.
Linguistic and Visual/Spatial
6. City Guide What did you learn about London from reading ''The Red-headed League"? Use
a variety of reference sources to do further research on the city during the era of Sherlock
Holmes. Write a brief guide to the city, including any maps, photographs, and sketches you
can find or produce.
Bodily/Kinesthetic
7. Theatrical Production Throughout the years, Sir Arthur Conan Doyle's Sherlock Holmes
stories have been a favorite subject for adaptation to the stage and screen. Working with a
group, choose a scene from 'The Red-headed League" and act it out as a theatrical perfor­
mance. Do a careful second reading of the selection to be sure your movements on stage are
true to the story.
© Prentice-Hall, Inc. The Red-headed League
5
"Caucasian Mummies Mystify Chinese" by Keay Davidson (text page 114)
Activities for Alternative Assessment For Performance Levels
Less Advanced Students
1. News Article Think of an item in use today-a skateboard, cleats, or a curling iron, for ex­
ample-that might puzzle an archaeologist in the distant future. Then, imagining yourself as
a journalist in that future time, write a news article reporting on the discovery of this "an­
cient artifact." Include in your report the archaeologist's speculations about the use of the
item and its importance in the ancient society.
2. Presentation on Archaeological Tools What tools do archaeologists use? Using an ency­
clopedia or other reference sources, prepare a presentation on the tools and methods ar­
chaeologists use in their work. Explain how archaeological tools and methods have changed
over the years. What technological advances have been made in recent decades?
More Advanced Students
3. Dialogue "Caucasian Mummies Mystify Chinese" provides information on how some Chi­
nese might find the discovery of the mummies troubling. Working with a partner, prepare a
dialogue between a Chinese scholar and a Western scholar in which the possibility of a Cau­
casian role in ancient Chinese history is explored. Make sure that the Chinese point of view
is well represented. Also, discuss what positive effects might have resulted from an interplay
between Western and Chinese civilizations.
4. Report on Burial Practices Cultures throughout human history have developed elaborate
burial practices. Choose an ancient culture, such as Egyptian or Aztec, and use an encyclo­
pedia to prepare a report on that culture's burial practices. You might wish to compare the
culture's burial practices with burial practices in our present society.
For Learning Modalities
Visual/Spatial
5. Model A number of archaeological discoveries continue to mystify scientists. It is still a
mystery, for example, how ancient peoples of Great Britain managed to form, move, and set
up the massive stone slabs that make up the site known as Stonehenge. The eerie stone fig­
ures on Easter Island, to cite another example, have also mystified archaeologists. In an en­
cyclopedia or magazine article, find a photograph of a site such as Stonehenge or Easter
Island and construct a model using plaster, papier-mache, or other appropriate materials.
Linguistic
6. Follow-Up Questions As "Caucasian Mummies Mystify Chinese" indicates, the discovery of
the mummies has led to a number of interesting and thought-provoking questions. Imagine
that you are writing a follow-up article on the Caucasian mummies. Prepare a list of ques­
tions that you would ask the archaeologists.
Verbal/Linguistic
7. Oral Presentation Learn more about a well-known archaeologist, such as Mary Leakey. Use
an encyclopedia or biography to help you prepare an oral presentation on the archaeologist.
Include in your presentation illustrations or photographs detailing one of the archaeologist's
major findings and a map showing the location of the discovery.
© Prentice-Hall, Inc. Caucasian Mummies Mystify Chinese
7
"I Rave a Dream" by Martin Luther King, Jr. (text page 140) from Rosa Parks: My Story by Rosa Parks with Jim Haskins (text page 143) "There Is a Longing . . ." by Chief Dan George (text page 145) "I Rear America Singing" by Walt Whitman (text page 146) Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Newspaper Account Suppose you are a newspaper reporter who happened to be on the bus
with Rosa Parks on the day she refused to give up her seat. Write an unbiased eyewitness
account of the events that occurred on December 1, 1955. Use details of the event as they
appear ~n the excerpt from Parks's autobiography.
2. Occupation List In "I Hear America Singing," Walt Whitman celebrates individuals whose
occupations he feels are vital to America. List ten occupations that you feel are vital to
America today. Give reasons for including each occupation on your list.
More Advanced Students
3. Compare-and-Contrast Essay Examine Martin Luther King's speech "I Have a Dream."
Then examine Chief Dan George's poem ''There Is a Longing. . .... Both are examples of per­
suasive writing. In a one-page essay. compare and contrast the two works. What is the main
point of each selection? How do the authors appeal to their audiences? How do they per­
suade their audiences?
For Learning Modalities
Interpersonal and Verbal/Ungui5tic
4. Poem Chief Dan George writes about the longing that his people have for freedom and equal-.
ity. Write your own poem titled ''There Is a Longing ...... Write from the point of view of a
particular group of people. such as young people. elderly people. people in your school or
neighborhood. people in a certain occupation, or people of a certain ethnic or cultural back­
ground. Describe what the group longs for and how they might obtain it.
VerballUngu;stic and Intrapersonal
5. Speech and Response Reread Martin Luther King, Jr.·s speech several times. Then practice
giving the speech in front of a mirror. If possible, tape record yourself. and listen critically to
the recording. Then deliver the speech to an audience. What effect did delivering the speech
have on your understanding of it? How did saying Dr. King's words in front of an audience
affect your own emotional response to the speech? Write your thoughts in a briefjournal
response.
Visual/Spatial
6. Mind Map The selections in this grouping-"I Have a Dream," the excerpt from Rosa Parks:
My Story. "I Hear America Singing." and "There Is a Longing ..."-have a common theme.
Use the following mind-mapping technique to determine that theme and discover your own
feelings about it. Write one selection title in each corner of a piece of paper. Around each
title. write words and phrases that express the main points of the selection and your reac­
tions. For example. you may agree or disagree with parts of the selection. You may be very
moved or inspired, or you may feel disturbed. After completing your notes for each selection.
write in the center of the page any ideas that appear in the corners more than twice. Use
these ideas to develop your own statement of the common theme of these selections.
e Prentice-Hall, Inc. Dream/Rosa/America/Longing
9
"The Road Not Taken" by Robert Frost (text page 166)
"New Directions" by Maya Angelou (text page 168)
"To Be of Use" by Marge Piercy (text page 171)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Observation and Description The themes of Robert Frost's ''The Road Not Taken" and
Marge Piercy's ''To Be of Use" are enhanced by vivid images of nature. In order to use images
like these effectively in a poem or story, a writer must become a keen observer. Look out the
window. or, if possible, go outside and observe your surroundings. Record in a notebook
some of the sights that catch your eye. Write a descriptive paragraph based on your notes.
More Advanced Students
2. Analyzing Character Marge Piercy's poem "To Be of Use" describes people and a particular
work ethic that the speaker of the poem loves. The speaker states. "I love people who har­
ness themselves,/an ox to a heavy cart,/who pull like water buffalo. with massive pa­
tience,/who strain in the mud and the muck to move things forward./who do what has to be
done. again and again." In what way might Annie Johnson in "New Directions" be one of
those people loved by the speaker of ''To Be of Use"? Answer this question in an essay.
3. Continuation In "New Directions." Annie Johnson takes control of her life by establishing
her own business. At the end of the biographical sketch. the reader learns that her tiny busi­
ness selling meat pies continued to grow until eventually she ran her own store. Imagine
what her store looked like and the different ways in which it might have continued to grow
and change. In what ways might Annie herself and her two sons have grown and changed?
Write an imaginative piece about Annie's life beyond the events related by Angelou.
For Learning Modalities
Interpersonal and Verbal/Linguistic
4. Interview and Essay "The Road Not Taken" is about decisions and the different paths a
person may choose to take in life. Make plans to interview an adult about his or her choices.
You might choose a relative, neighbor, teacher, or any other member of your community.
Ask the person about his or her goals, the most important decisions he or she has had to
make. and of what he or she is most proud. Take thorough notes or record your conversa­
tion on aUdiotape. Then, based on your notes, write an essay that describes what this per­
son taught you about setting goals and making decisions.
Visual/Spatial and Interpersonal
5. Advertisement Suppose you and a partner have been asked by Annie Johnson to create an
advertising campaign for her unique. homemade meat pies or for her general store. Brain­
storm to identify some of the most interesting. entiCing details of the pies or the store. What
details might grab the attention of potential customers? Make a careful plan for your adver­
tising campaign, and then create one or more of the advertisements.
Verbal/Linguistic and Logical/Mathematical
6. Humorous Poem You know the kinds of people loved by the speaker in ''To Be of Use."
Which kinds would the speaker dislike? Brainstorm to list your ideas. Then write a short,
humorous poem focusing on the kinds of people the speaker in ''To Be of Use" might not find
particularly useful. Share your finished poem with your classmates.
© Prentice-Hall, Inc. Road/Directions/Use
11
"Perseus" by Edith Hamilton (text page 186)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Intrapersonal Reflection Perseus must have had many emotions during his adventures.
What might he have felt when he discovered he could fly or when King Polydectes and his
warriors suddenly turned to stone? List four or five events that happen in the story. Con­
sider what you would feel if you were in Perseus' place in each of these events. Describe
what you imagine Perseus must have felt during these extraordinary happenings.
2. Myth RetelHng Much of the impact of a story depends upon the point of view from which it
is told. Medusa, for example. might have a very different interpretation of the events in
"Perseus" than Hamilton gives in her account. Imagine that Danae, not Perseus. is the cen­
tral character of a myth. Reconstruct and retell the story as if it were the story of Danae's
life. How did she come to marry Acrisius? What is happening to her while Perseus is absent?
What happens to her after her rescue? Present an oral version of "The Myth of Danae."
More Advanced Students
3. Motive and Conflict Chart The plot of most stories revolves around conflicts between peo­
ple who act from different motives. Certainly different characters in the tale of Perseus want
or believe different things. Working as a group, make a chart of characters in the Perseus
myth. showing what you think motivates the actions of each, and what conflicts result. You
may discover that not everyone in your group thinks the same thing. Resolve those conflicts,
and present your chart to the class.
4. Critical Analysis As action-packed and eXCiting as Perseus' adventures are, we should not
forget that our account of them is given to us by a narrator-Edith Hamilton. On occasion,
she makes observations about characters or situations that reveal opinions about the events
and the culture in which they take place. What does she seem to think about the story she's
telling? Write an essay that assesses the narrator's attitude toward her subject and charac­
ters. Use specific examples of Hamilton's language from the text to support your ideas.
For Learning Modalities Visual/Spatial and Logical/Mathematical 5. Map Locations The map of the known world has changed much since the time of the myth
of Perseus. Edith Hamilton says little about the Hyperboreans except that they were "always
banqueting and feasting." The word hyperborean still exists today, however. It comes directly
from Greek and its meaning may surprise you. Use a dictionary to discover the source and
meaning of hyperborean. Then use a modern map to compile a list of countries or regions
that you consider to be hyperborean. Describe each country or region in terms of its longi­
tude and latitude, so that given the data, others can locate your choices.
\......
Musical/Rhythmic and Interpersonal
6. Lyre Report Long before Edith Hamilton's account of Perseus, the stories of Greek mythol­
ogy were passed orally from generation to generation, often in poems accompanied by the
music of a lyre. Working in a group, compile a report on this ancient instrument. Include
the types of lyres that might have been played in ancient Greece and their construction,
similar ancient instruments made elsewhere, and related modern instruments or those that
have descended from the anCient lyre.
© Prentice-Hall, Inc. Perseus
13
"Children in the Woods" by Barry Lopez (text page 215)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Job Profile Are you headed for a conservation job? Find out about one in detail, and pre­
pare ajob profile. You might begin by looking in a source such as The Enhanced GuideJor
Occupational Exploration. What does the work involve. what education and skills are re­
quired. and who are likely employers? What are the advantages and disadvantages of work­
ing in that particular conservation job? Present your job profile to the class.
2. Nature Recording Record some sounds of nature. Your recording might include wind in the
trees. rain. water running in a stream. waves crashing on a beach, thunder. birds. crickets,
or other natural sounds in your surroundings. Play the tape during a quiet time when you
are alone. What effect do these sounds of nature have on you? Write a journal entry in
which you explain the effect of the sounds on you. You might also play the tape for a few
friends to see if it has a similar or different effect on them.
More Advanced Students
3. Persuasive Speech Choose one endangered species. Write a persuasive speech in which
you convince your audience of the importance of preserving that species. You will need to re­
search the habitat of the species and the impact of the species' disappearance on other
species in the habitat. Use a quotation from "Children in the Woods" to make a point in your
speech.
\...,.
For Learning Modalities
Verbal/Linguistic
4. Learning Environments How would you establish an environment in which students your
own age can learn about nature? Choose a general subject area, such as wetlands. wood­
lands, urban park, and so on. Explain what you would do to encourage students to learn
about the area. Write your explanation in the form of a proposal for your science teacher or
principal. If possible, set up your learning environment and see how it works.
Interpersonal
5. Teamwork Organize a group of workers to carry out some act of conservation. With permis­
sion, you might clean up a park or roadside, help a neighbor plant a tree, or mount a cam­
paign against something that's happening in your community that you feel is harmful to the
environment. Keep a journal of your group's efforts. Include in your journal your thoughts
about how effectively your group is working as a team.
Visual/Spatial
6. Nature Study The author of "Children in the Woods" was fascinated with a pattern of sun­
light. He noticed a tiny detail of nature and stopped to look closely. Observe some small as­
pect of nature. It might be a seed, a plant growing in a sidewalk crack, or a few drops of rain
on a rock. You might even use a magnifying glass to study your subject. Notice how the de­
tails of your very small object change when you make a much larger picture of them. Make a
detailed, close-up sketch of what you see-large enough to fill an entire 8-by-11-inch piece of
paper.
© Prentice-Hall, Inc. Children in the Woods
15
"Checkouts" by Cynthia Rylant (text page 236)
"Fifteen" by William Stafford (text page 241)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. WustratioD To the speaker in "Fifteen," the discovered motorcycle was a vision, a wonder.
He describes what it looked like to his amazed eyes. What do you think it really looked like?
Using reference books as sources, create an illustration of a motorcycle. Label its parts care­
fully so that someone who is unfamiliar with motorcycles can learn from your illustration.
~
More Advanced Students
2. Human Nature In "Checkouts" the author writes, "This is often the way of children, when
they truly want a thing, to pretend that they don't. And then they grow angry when no one
tried harder to give them this thing they so casually rejected .... " What is your opinion on the
subject? Is what the author has written true? Use evidence from the story as well as from
your own life to support your opinion in a brief essay.
3. Debate The motorcyclist in "Fifteen" was perhaps lucky to be alive, given that he had
"flipped over the rail." The poem makes no mention of whether he wore a helmet or not.
Many states now have laws that require motorcyclists to wear helmets at all times. Some
states do not. Motorcycling groups have recently lobbied to have some states' helmet laws
repealed, stating that helmets restrict their personal freedoms. Statistics show that helmets
prevent or reduce the severity of head injuries. Should motorcyclists be required to wear hel­
mets at all times? Only for highway driving? Or should motorcyclists be allowed to choose?
Form teams and hold a formal debate on this issue.
For Learning Modalities
Verbal/Linguistic
4. Career Profile Interview a grocery story manager. Find out what kinds of career opportuni­
ties exist in the retail food industry. What kind of training and experience do these jobs re­
quire? What are some of the skills and daily tasks involved in these jobs? What types of peo­
ple are best suited to these kinds of jobs? Create a career profile based on what you learn in
the interview.
Body/Kinesthetic
5. Role Play Role-play one or more of the scenes in "Checkouts," with or without dialogue. In
particular, act out the first, second, and third meetings between the girl and the bag boy.
Pay special attention to body language, such as the lack of eye contact between the two.
Verbal/Linguistic and Visual/Spatial
6. Pamphlet Create a pamphlet for teenagers new to your community. Provide an overview of
important information, such as how to get around on a bike or public transportation, what
they'll need for school, and where to get the best pizza. Include any other information that is
vital to a teenager's well-being in your community. Also, include a simple map. If it is avail­
able, use desktop publishing software to design and produce your pamphlet.
© Prentice-Hall, Inc. Checkouts/Fifteen
17
"The Interlopers" by Saki (H. H. Munro) (text page 262)
Activities for Alternative Assessment For Performance Levels
Less Advanced Students
1. Final Journal Entries Imagine that you are Ulrich von Gradwitz or Georg Znaeym trapped
beneath the fallen beech tree, fearing that you might not survive. Reflect on your situation
by writing a final journal entry. Describe how you feel as you lie injured and stranded in the
cold, dark forest. Then describe your changing feelings toward your long-time enemy who is
stranded with you.
More Advanced Students
2. Creating Suspense In the opening paragraphs of 'The Interlopers," Saki uses images of
nature to reflect the dark, bitter feelings of his characters and create suspense. Review the
opening of the story and make a list of some of these dark, suspenseful images. Then write a
descriptive paragraph in which you use images of nature to create a frightening, dangerous
setting.
3. Defense A defense is a type of writing or speech that attempts to support or excuse some­
one or something. Write a defense in support of the somber ending to ''The Interlopers" or in
support of a happier ending. Take a strong position and provide solid arguments to reinforce
your position.
For Learning Modalities
Verbal/Linguistic
4. Celebration Speech When Georg and Ulrich discuss the end of their family feud and the
possible beginning of friendship, Georg mentions that someday he hopes to "come and feast
on some high day at your (Ulrich's) castle." Imagine that the men are rescued and that
Georg and members of his family are actually invited to Ulrich's castle. With a partner, plan
the speech that each man would make to the assembled families. After practicing your
speeches. present them to the class.
Interpersonal and Verbal/Linguistic
5. Conflict Report Make plans to interview a variety of people-relatives, friends. neighbors.
or teachers-about ways in which they have ended misunderstandings or resolved conflicts.
Invite people to share advice based on their experiences. When you have completed your in­
terviews, prepare a report describing some of the most interesting stories and outlining the
advice you received. Make generalizations about the ways in which most people deal with
conflict in their lives.
Body/Kinesthetic and Verbal/Linguistic
6. Improvisation With a partner, create two characters who, like Georg and Ulrich, are in con­
flict over a possession or an issue. Your characters may be completely fictional. or they may
be based on people you know.in your life or public figures you have seen or read about in
the news. Role-play an argument or heated discussion between your characters. Then allow
the conflict to reach some kind of a resolution. After you have practiced, present your role­
play to your classmates.
© Prentice-Hall, Inc. The Interlopers
19
"Combing" by Gladys Cardiff (text page 282) "Women" by Alice Walker (text page 283) "maggie and milly and molly and may" by E. E. Cummings (text page 284) "Astonishment" by Wist"awa Szymborska (text page 285) Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Oral History The poems "Combing" and "Women" both give an account of the relation be­
tween generations. Tell the story of your parents' or grandparents' generation in an oral his­
tory. Find out details about where they lived, what they did, how they met, where they
moved, where they worked, and what their interests and ideas were. Present your family's
oral history to a classmate.
2. Sequel In "maggie and milly and molly and may," E. E. Cummings pOints out in the poem's
final lines that "it's always ourselves we find in the sea." Maggie found a shell, Milly a
starfish, Molly a crab, and Maya stone. How would each have responded had they found
something else? Switch one of the girls' discoveries around and write a paragraph sequel in
which you explain how she might have responded to a different discovery.
More Advanced Students
3. News Report In "Women," the poet refers to her mother's struggle for better schools for her
children. In 1957, the school system in Little Rock, Arkansas, was desegregated. This event
sent shock waves through the nation, and focused attention on civil rights issues as never
before. Using reference materials from the library, research what happened, and write a
news report as if you were reporting to the nation the dramatic events in Little Rock in 1957.
For Learning Modalities
Logical/Mathematical and Interpersonal
4. A Genealogy of Women A genealogy is an account or history of ancestors and their descen­
dents. Frequently, such genealogies trace the male side of a family, going back through time
from father, to grandfather, to great grandfather. Interview your family to find out informa­
tion about the women in your family. Prepare a chart going as far back as you can, showing
names and dates. For reference, find information about genealogy and genealogical charts in
a library or online.
Visual/Spatial
5. Drawing In "Astonishment," the poet expresses amazement that she exists here and now,
and as herself, and not something else, in another time. Draw an illustration for the poem,
showing the poet with all the things she's astonished she wasn't.
Visual/Spatial and Verbal/Linguistic
6. Report: Quilting The painting The Quiltmakers illustrates a traditional method both of
functional folk art and social interaction. Quilts are now considered historical artifacts as
well as artwork, and their patterns often tell a story. Even today, quilting is a method of so­
cial expression. Research the history and symbolism of quilts in America, using resources
from libraries, craft museums, or other folklore reference sources. Write a report of your
findings. Sketch some examples of types of quilts and their characteristics to accompany
your report.
© Prentice-Hall, Inc. Combing/Women/maggie/Astonishment
21
"The Inspector-General" by Anton Chekhov (text page 310)
Activities for Alternative Assessment For Performance Levels Less Advanced Students 1. Personal Irony Imagine or recall a real-life personal event, such as a birthday celebration
or family picnic, that occurred in a way different from what you expected. What had you ex­
pected to happen? What actually did happen? Write a paragraph explaining the ironic event,
contrasting the expected outcome and the actual outcome.
2. Neighborhood Improvement Take a walk around your block and inspect the neighborhood
in which you live. What improvements would benefit all the people who live there? Choose
one improvement. Then write a brief report explaining what steps need to be taken to make
the improvement a reality.
More Advanced Students
3. Help Wanted Advertisement Imagine that the Czar asks you to write a help wanted adver­
tisement to fill the pOSition of inspector-general. The ad must be brief but persuasive to at­
tract the most suitable candidates. Write the ad using information from the story and your
own imagination.
4. Double Negative Dialogue Write a dialogue from the driver's point of view, that uses double
negatives. In your dialogue. have the driver explain to the buffet owner what happened to
the inspector-general. Use humor to help convey the irony of the situation. Mter rehearsing,
perform your dialogue for the rest of the class.
\....,.. For Learning Modalities
Body/Kinesthetic and Verbal/Linguistic
5. Skit Working in a small group, create a skit that illustrates at least one of the types of liter­
ary irony: verbal irony. dramatic irony. or irony of situation. In your skit, put a contempo­
rary spin on one of the themes or situations described in Chekhov's "The Inspect .:>r­
General." Mter rehearsing. perform your skit for the rest of the class.
Verbal/Linguistic
6. Interview and Essay Interview a professional in a local government or civic organization.
such as the Board of Education, and find out about the services provided by the organiza­
tion. Prepare a list of interview questions. keeping in mind the key question prompts who,
what. when. where, why, and how. During the interview, make detailed notes. If you wish to
tape-record the interview, ask the person's permission. Mer the interview, write a brief
essay explaining the organization's services.
Logical/Mathematical
7. Pie Chart Think of at least six basic services provided to your community, such as police
protection and public schools. Think about how much tax money is needed to maintain the
service. How many employees must be paid? How expensive is the equipment? Then create a
pie chart that illustrates which services should receive what percentage of every 100 local tax
dollars. Remember that the total parts of a pie chart will always equal 100 percent. If possi­
ble, contact your municipal tax office to compare your estimates with the actual allocations.
© Prentice-Hall, Inc. The Inspector-General
23
"An Entomological Study of Apartment 4A" by Patricia Yolk (text page 332)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Description "An Entomological Study of Apartment 4A" presents a narrator's changing
opinion of insects and an entomologist's observations about insects. Write a descriptive
paragraph from the point of view of an insect in apartment 4A or from the point of view of an
insect who lives in the entomology department at the American Museum of Natural History.
2. Two Perspectives The narrator in "An Entomological Study of Apartment 4A" takes a diffi­
cult problem and makes it into something positive. In ajouITIal entry, describe a time in
which you had to make the best of a difficult situation. What did you do to change your atti­
tude toward the situation? Why was changing your own attitude, rather than trying to
change the situation, a good way to handle the problem?
More Advanced Students
3. Personal Essay As a child, the narrator in "An Entomological Study of Apartment 4A"
eagerly collected bugs in glass cigar tubes. Why do you think she wants to rid her apartment
of the insects she enjoyed so much as a child? Do you think that most people become more
practical and less fascinated with the world as they grow older? Which people, places,
things, and activities did you enjoy more when you were a very young child than you enjoy
today? Write your answers to these questions in an essay.
4. Feature Article "An Entomological Study of Apartment 4A" is a feature article about an in­
teresting personal experience. Imagine that you are a writer for a local newspaper or maga­
zine, and you have been told to write a feature article about some aspect of life in your
school. When you have settled on a subject, write your article using interesting, concrete
details that will help a reader to understand your ideas and your experience.
For Learning Modalities
Verbal/Linguistic and Logical/Mathematical
5. Pesticide Report The narrator of "An Entomological Study of Apartment 4A" enlists the
help of an entomologist and tells her "pest control operator" to stop spraying pesticides in
her apartment. Using chemical pesticides to control insects, particularly insects that destroy
farmers' crops, is often the subject of debate. Working in a group, investigate the issue of
chemical pesticides. Use library sources to answer such questions as, What are the dangers
of certain chemical pesticides? What is organiC farming? Prepare a report of your findings.
Visual/Spatial and Verbal/Linguistic
6. Children'S Zoology Fair Entomology is a branch of zoology, which is the part of the science
that deals with animals. Working with a group, create a plan for a children's zoological fair.
Research the different branches of zoology and decide how information about each branch
should be presented to children. Create a plan for colorful displays, pamphlets, and interac­
tive exhibits.
\.....,
Musical/Rhythmic
7. Jingle Work with a partner to write a humorous jingle about insects. Either write your own
original tune, or set your lyrics to the tune of a popular song or commercial jingle. Share
your jingles with your classmates.
© Prentice-Hall, Inc. An Entomological Study of Apartment 4A
25
"Talk" by Harold Courlander and George Herzog (text page 358)
Activities for Alternative Assessment For Performance Levels
Less Advanced Students
1. Interpersonal Reflection In ''Talk," animals and objects alike object to the farmer's treat­
ment of them. Do you agree or disagree with their objections? Reread the beginning of
''Talk," and consider how you would feel in the same situation. Describe your feelings in a
brief paragraph.
2. Story Summary Write a paragraph summarizing the main action in ''Talk.'' Name the major
characters, the setting, and the conflict of the stoty.
More Advanced Students
3. Character Analysis What values do the actions of the human characters in ''Talk'' reflect?
What motivates the characters? How do they relate to one another and to their environ­
ment? Analyze the characters and draw conclusions about the values revealed by their be­
havior.
4. Bibliography Create a bibliography, or list of related titles. of West Mrican folk tales.
Choose a major theme, such as humorous folk tales or those featuring the same main char­
acter. Use resources in your school or community libra:ry to compile a bibliography of at
least ten different folk tales.
For Learning Modalities
Logical/Mathematical and Visual/Spatial
5. Logic Rating System Create a system to rate the logic. or illogic, of each talking situation
in the stoty. For example, you might devise a scale that ranges from 1 to 10, with adjectives
to define the increasing degrees of illogic. Show your logic rating system in a bar graph, line
graph, or other type of graphic organizer.
Verbal/Linguistic and Musical/Rhythmic
6. Limerick A limerick is a five-line poem that has a lighthearted subject. It typically begins
with a line such as ''There was an old man from
" The first, second, and fifth lines
have three beats, and the third and fourth lines have two beats. It follows a rhyme scheme
of aabba. Write a limerick to describe the experience of one of the men in ''Talk.'' Focus on
the humor and absurdity of the situation.
Verbal/Linguistic and Logical/Mathematical
7. Cultural Study Gather clues about Ashanti culture from the details in ''Talk.'' Pay special
attention to the setting and the characters. Write a brief description of your impression of
daily Ashanti life, based on your analysis of these details.
©
Prentice~Hall,
Inc. Talk
27
from The Road Ahead by Bill Gates (text page 385)
Activities for Alternative Assessment For Performance Levels
Less Advanced Students
1. Advice Column Video phones and video teleconferencing are in fairly wide use today, es­
pecially in the business community. These technologies. which enable people to see each
other as they talk, provide more interpersonal contact than conventional telephones. De­
velop some rules or gUidelines for effective interpersonal communication via video phone or
video teleconference. What should people be sure to do, or not do, during such a conversa­
tion? Are there courtesies that video phone communicators need to observe? Write your
ideas in the form of an advice column, with a letter asking advice and an answer of three to
five paragraphs.
2. Job Description Review Bill Gates's description of some of the technologies of the future.
Consider what other developments video-on-demand might lead to and what new technol­
ogy-oriented career might exist when you begin job hunting. Write a description of such a
job or draw a picture of yourself performing the job tasks.
More Advanced Students
3. Newspaper Editorial Do you agree with Bill Gates's opinion that technology provides con­
venience, or do you feel that there are times when technology is inconvenient? Are you in
favor of unlimited development, or do you advocate a slower, more careful approach to intro­
ducing new technologies? Write your opinions in a persuasive editorial for your school news­
paper.
4. Software Instruction The success of the computer indusUy depends upon the develop­
ment of computers that are easy to use, or "user-friendly." Imagine you are a software repre­
sentative reqUired to teach potential customers how to use your software. Prepare a lesson
for performing several operations within a word-processing or desktop publishing program
with which you are familiar. Teach your lesson to one or two classmates at a classroom
computer or in the computer lab. Then write an analysis of the effectiveness of your lesson.
For Learning Modalities
Verbal/Linguistic and Logical/Mathematical
5. Rebuttal Bill Gates views unlimited choice and an increased flow of information as a conve­
nience. Take the opposite position. Write a rebuttal to Gates's essay in which you explain how
a flood of choices and variables will lead to inefficiency and confusion. Support your opinions
with examples and evidence from your own observation and experience, if applicable.
Verbal/Linguistic and Logical/Mathematical
6. Debate As more and more information is transmitted over the Internet, the debate widens
over such questions as these: Who should provide the information? Who should control ac­
cess to the information? Should certain information be kept off the Internet? Working in
teams of three or four students, examine the issue of the control and access of information
on the Internet. Have each team take a position and research the subject in news and com­
puter magazines. Prepare arguments for presentation, and debate the issue.
© Prentice-Hall, Inc. from The Road Ahead
29
"Fire and Ice" by Robert Frost (text page 412)
"All Watched Over by Machines of Loving Grace" by Richard Brautigan (text page 413)
"There Will Come Soft Rains" by Sara Teasdale (text page 414)
"The Horses" by Edwin Muir (text page 415)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Journal Entry In "Fire and Ice" Robert Frost associates fire with feelings of desire and ice
with feelings of hate. With what emotions do you associate fire and ice? If the world were to
end, should it end in fire or in ice, or in a completely different way? Explain your reasoning
in a journal entIy.
2. Descriptive Paragraphs Imagine you are one of only a sparse human population left in the
world described by Sara Teasdale in "There Will Come Soft Rains." A devastating war has
virtually destroyed the modern world; you and the other survivors are left to begin new lives
for yourselves, closer to nature. Write at least three descriptive paragraphs about your new
surroundings and your thoughts about your situation.
More Advanced Students
3. Alliterative Poem Write a short poem or jingle using alliteration-the repetition of sounds
at the beginning of words. Your poem should be about some aspect of your life, such as
school, family, friends, a hobby, food, or place. Use alliteration to create a certain mood­
serious, humorous, or even silly. Read your poem aloud to your classmates.
4. Personal Essay Every day, computer technology becomes more advanced and finds its way
into many different fields. In an essay, consider the impact of computerization on our lives.
Do you feel that computers will eventually replace humans in most ordinary tasks? In what
ways do computers seem to be more efficient than humans? In what ways are computers
limited? Support your opinion with examples from your own experience.
For Learning Modalities
Verbal/Linguistic and Visual/Spatial
5. Cybemetic Town In "All Watched Over by Machines of Loving Grace," Richard Brautigan
describes a future world in which computers watch over people and free them from ordinary
tasks. Create a map and a drawing depicting a cybernetic town. Then write a description of
the town explaining what people spend their time doing, how they react to being "watched
over by machines of loving grace," what they enjoy most about their new lives, and what
they resent. Compare your town to those of your classmates.
Verbal/Linguistic and Logical/Mathematical
6. Technology Poll Working as a class, conduct a poll of attitudes toward technology. First,
create a survey in which you ask questions such as these: Which aspects of modern technol­
ogy do you welcome into your life? Which aspects do you resent or fear? Do you feel that peo­
ple should return to simpler ways of life, or do you feel that continued technological progress
can help society? Make copies of your questionnaire, and pass it out in your school and com­
munity. When you have gathered your data, present your findings in a finished report.
© Prentice-Hall, Inc. Fire/Grace/Rains/Horses
31
"Gifts" by Shu Ting (text page 442)
"Glory and Hope" by Nelson Mandela (text page 443)
Activities for Alternative Assessment
For Performance Levels less Advanced Students 1. Letter Put yourself in the place of a South African teenager listening to Nelson Mandela
deliver "Glory and Hope." What part of the speech is most moving or promising? What will
you always remember? Write a letter to a South African friend in which you share your re­
sponse to the speech.
2. Oral Interpretation Choose a partner and together read "Gifts" aloud, taking turns read­
ing each stanza. Listen for the similarities and differences in the ways in which you and
your partner emphasize certain words and phrases. Then read the poem aloud again, com­
bining your interpretations to make the most effective reading.
More Advanced Students
\...,.-
3. Report South Africa and China are not the only countries guilty of repressing freedoms.
Use library resources to find out about another society, past or present, that has oppressed
its citizens. In a factual report, discuss the reasons for the oppression, how the citizens re­
spond (or did respond). and how the oppression might be stopped (or how it was stopped).
Support any opinions you offer with facts and examples. Provide a bibliography.
4. Dialogue What would Nelson Mandela and Shu Ting say to each other about the struggles
their countries and their people have been through? Would they admire each other's efforts.
or are their differences too great? What would they say about human rights? Write a two­
page dialogue, consisting of a conversation the two might have on a television talk show.
Interpersonal and Verbal/linguistic
5. Oral Cause-and-Effect Report China's democratic movement gained ground in the early
1980's but, at the end of the decade, it suffered a fatal setback. Choose a partner and to­
gether use library resources to discover what happened in 1989 that virtually ended the
democracy movement in China. Learn about what forces opposed democracy. and how the
opposition responded when the democratic movement tried to make progress. Present your
report orally, with one of you delivering information about the democratic movement, and
the other discussing the opposition's responses.
Visual/Spatial
6. Artistic Interpretation Create an artistic interpretation of one image or a combination of
images from "Gifts." Use markers, watercolors, pastels, or some other "soft" medium to help
convey the warmth and familiarity of Shu Ting's images. Display your artwork next to a copy
of the poem.
Verbal/linguistic
7. Letter to the Editor Imagine that your local newspaper has printed an editorial condemn­
ing the expression of personal feelings in published works. such as Shu Ting's "Gifts." Write
a letter to the editor supporting Shu Ting's right to free expression. Use logic rather than
emotion; support your opinions with examples, facts, and well-reasoned arguments.
© Prentice-Hall, Inc. Gifts/Glory
33
"Sonata for Harp and Bicycle" by Joan Aiken (text page 470)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Security Memo Few businesses today would communicate by loudspeaker. Today, compa­
nies use memos or broadcast E-mail. Imagine yourself the head of security at Moreton Wold.
Compose a memo or E-mail message to all personnel regarding the policy of emptying the
building by five o'clock sharp.
2. Dialogue What do you think Heron and Miss Bell said to each other when they were finally
reunited? Write a dialogue in which you portray their first words after such a long separa­
tion.
More Advanced Students
3. Bomb Damage Oral Report As Jason decides what to do, evening falls on London, with
"cold layers of dew sinking among the withered evening primroses in the bombed areas."
During World War II, the sky over London reverberated with the sounds of bombers, sirens,
anti-aircraft guns, and falling bombs during the Battle of Britain. Learn more about this ter­
rifying period, its effect on London's people, and its significance to the course of the war.
Present your report to the class.
4. Instruments Report The two most common instruments for a sonata are the piano and
the violin. Research the history of one of these instruments. Then prepare a report about the
old and new forms of the instrument. If possible, include illustrations.
\...", For Learning Modalities
Logical/Mathematical and Visual/Spatial
5. Model Aiken describes the Grimes Buildings as old and crumbling, but each little office
"owned one tiny crumb of light-such was the proud boast of the architect." We later learn
that the structure is triangular. How were these two things accomplished? Construct a sim­
ple model of the Grimes Buildings. Research the architecture of a real-life triangular office
building, such as the Flatiron Building in New York City. Share your model with the class. Be
prepared to explain the design of the building.
Verbal/Linguistic and Body/Kinesthetic
6. Interview With a partner, write and play the roles of Mr. Manaby and Jason Ashgrove in
Jason's original job interview. What is Mr. Manaby looking for in an advertising copywriter?
What does Jason wish to know about his job, his office, his co-workers, and his company?
How wIll Mr. Manaby respond?
Musical/Rhythmic and Verbal/Linguistic
7. Strange Music It may seem odd that Miss Bell and Mr. Heron playa sonata with harp and
bicycle bell, but there are other forms of weird instruments. Find out about unconventional
musical instruments and their uses, either current or historical, instruments designed for
music, or instruments adapted from other devices. Begin your research with an encyclope­
dia, or consult a librarian or online sources. Obtain pictures of unusual instruments, and
acquire recordings if you can. Present your report to the class.
© Prentice-Hall, Inc. Sonata for Harp and Bicycle
35
"Blues Ain't No Mockin Bird" by Toni Cade Bambara (text page 498)
"Uncle Marcos" by Isabel Allende (text page 504)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Newspaper Tribute Imagine that you are a friend of the del Valle family in "Uncle Marcos"
and often visited during Marcos's extended visits. Write a newspaper article in which you
pay tribute to Marcos upon his death. Note the contributions Marcos made to the family and
the community.
2. Story Performance Review the story "Blues Ain't No Mockin Bird" until you can tell it in
your own words. Practice telling the story with expression and dramatic pauses. Then per­
form the story for the class, or make a videotape or audio recording.
More Advanced Students
3. Revision Would Granny have talked to the reporters if they had approached her in some
other way? Write a revised edition of the story. Don't change anyone's character traits, but
do change the reporters' behavior.
4. Dramatization Flesh out one scene from "Uncle Marcos" and dramatize it. You may show
Marcos amazing the children with a fantastic tale of his travels, explaining one of his
alchemy experiments, or telling fortunes. Gather a cast, develop any staging you need, and
rehearse and present your scene.
For Learning Modalities
Visual/Spatial and Verbal/Linguistic
5. Encyclopedia Map and Entry Create a simple map of Latin America that shows political
boundaries, capital cities, and major land formations. Include latitude and longitude on
your map. Then write a 300-word description of Latin America for a children's encyclopedia.
Keep the language simple.
Verbal/Linguistic and Intrapersonal
6. Journal Entry Imagine that you are Clara, who is now grown up. You still remember all
the wonderful things Uncle Marcos taught you. Write a journal entry in which you record
your memories of what you learned. Then speculate about how you will provide similar ad­
ventures and marvels to your own (Le., Clara's) nieces and nephews.
Verbal/Linguistic
7. Character Descriptions The author of "Blues Ain't No Mockin Bird" creates two strong
and memorable characters in Granny and Granddaddy Cain. They mayor may not remind
you of your own grandparents or older adults that you know. Develop two characters for a
story. The characters should be "mature"-at least old enough to be your grandparents. Give
your characters distinguishing characteristics. They may be strong and opinionated like
Granny or gentle and soft-spoken. Develop your character descriptions fully, including
made-up anecdotes about their lives that illustrate their distinctive qualities.
© Prentice-Hall, Inc. Blues/Uncle
37
"The Necklace" by Guy de Maupassant (text page 536)
"The Harvest" by Tomas Rivera (text page 542)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Journal Entry Have you, like Madame Loisel in ''The Necklace," ever wished for a material
possession or wished to be accepted by a particular person or group? Write a jOUITlal entry
in which you describe this wish and how it affected you.
2. Opinion Piece ''The Necklace" and "The Harvest" address two human problems-envy and
gossip. In ''The Necklace," Madame Loisel is never at peace with her life because of her in­
tense envy of wealthy people. In ''The Harvest," townspeople do not understand the behavior
of Don Trine, so they gossip about him. Write a short opinion piece about your own personal
experiences with envy or gossip.
More Advanced Students
3. Sequel At the end of "The Necklace," Madame Loisel makes a shocking discovery about the
necklace she borrowed from Madame Forestier many years before. What do you think might
happen next? Write a sequel to "The Necklace" that begins with Madame Forestier's statement
"Oh, my poor, poor Mathilde! Mine was false. It was worth five hundred francs at the most'"
4. Character Sketch The character of Madame Loisel struggles to find a place in a world that
seems more glamorous than her own. Use your imagination to create a character who. for one
reason or another. is unsatisfied with his or her life and is searching for change. Describe
your character in detail. Share your sketch with the rest of the class.
For Learning Modalities Verbal/Unguistic, Logical/Mathematical, and Visual/Spatial 5. Harvest Fair Organize a class harvest fair that encourages people in your school or com­
munity to appreciate the earth and its connection to their lives. Working individually or in
pairs, create presentations that celebrate different aspects of the earth and the natural
world-from paintings and essays to science exhibits. If possible, invite people from outside
your classroom to see your work.
Verbal/Unguistic, Interpersonal, and Logical/Mathematical
6. Discussion and Essay As a class, hold a discussion about the societal values presented in
"The Necklace." Then discuss the following questions: Do you believe that the society in
which you live is captivated by wealth and material goods? In what ways is wealth desir­
able? In what ways is it harmful? Present concrete examples to back up your statements.
Mter the discussion, write a brief essay describing what you leaITIed from the discussion.
\...,
Verbal/Unguistic and Body/Kinesthetic
7. Class Reading "The Harvest" focuses on a man's simple and private celebration of the
earth. In contrast, "The Necklace" shows a society completely caught up in the material
world. Many poems, stories, songs, and essays have been written to celebrate the natural
world and to encourage people to tUITl away from some of the trappings of civil1zed society.
Plan a class reading of works that touch on these themes. Search through poetry. essay. and
story collections, anthologies. and children's books. Each student should read at least one
selection.
© Prentice-Hall, Inc. Necklace/Harvest
39
"The Washwoman" by Isaac Bashevis Singer (text page 568) "On Summer" by Lorraine Hansberry (text page 572) "A Celebration of Grandfathers" by Rudolfo A. Anaya (text page 576) Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Lesson List These essays convey the lessons their writers have learned from interesting el­
derly people in their lives. Think about the lessons and insights into life the writers gained
through observation and conversation. Then make a list in which you clearly state these life
lessons.
2. Reflection on Family In "The Washwoman," Isaac Bashevis Singer and his mother share
their concern for the washwoman and her loneliness without her own family. In "On Sum­
mer," Lorraine Hansberry remembers the first impressions she had of her grandmother. In
"A Celebration of Grandfathers," Rudolfo Anaya shares with readers the valuable insights of
his ancestors. Write a brief reflective piece about an experience with your own family. Show
why the experience is important to you.
\.....,., More Advanced Students
3. Persuasive Essay Write a persuasive essay about an issue or a cause that is important to
you. Perhaps you believe your town needs to establish a recycling center or you feel strongly
about who should be the next mayor. Maybe you want to convince people to support a par­
ticular charity, or take part in a certain activity. Make a list of reasons that will appeal to
potential readers. When you write, describe your topic thoroughly and back up your state­
ments with concrete facts.
4. Poem These essays focus on people who have made differences in the lives of the writers.
Write a poem for an important person in your own life. To begin, think about a person who
would make an interesting subject. Then write that person's name on a sheet of paper. Be­
neath the person's name, list any colorful details that you might include in your poem. The
poem does not have to rhyme, but should be filled with vivid images. When it is complete,
present it to your subject.
For Learning Modalities
Verbal/Linguistic and Logical/Mathematical
5. Book of Advice Although you are not yet elderly, you have probably had experiences that
make you wiser than students who are much younger than you. As a class, put together a
book of advice for children or younger students. Each person in the class should contribute
one or two pages that share a story, anecdote, or bit of advice. Include both humorous and
serious pieces.
Visual/Spatial and Interpersonal
6. Family Album Put together a family album that shows the diverse and interesting aspects
of your own family. Your album can contain not only photos but also drawings, recipes, and
family stories. Ask family members to share anecdotes and family history. When it is com­
plete, share your album with classmates.
~
Musical/Rhythmic and Interpersonal
7. Song Work with another student to write a song about a particular season or stage of life.
You can write your own original music, or you can set your lyrics to a popular song with
which you are already familiar. Perform your song for the rest of your class.
Washwoman/Summer/Celebration 41
© Prentice-Hall, Inc. "Understanding Comics" by Scott McCloud (text page 606)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Single-Frame Message Some comics artists have the luxury of conveying meaning by
mean~ of comic books that are a dozen and more pages long. Other comics artists limit their
format to a single frame. Use visuals and as few words as possible to convey a message in a
single frame.
2. Definition Write a brief definition of your favorite hobby, sport, or other activity. Describe
how your definition may differ from what others may offer.
More Advanced Students
3. Promotional Flyer Imagine that the museum where you work is preparing an exhibit titled
"Comics in Review." Your job is to develop a promotional flyer for the exhibit, which will ex­
amine the history of comics. Conduct research and then choose two or three important
comics artists, or characters to feature in your flyer.
4. Oral Presentation Consider the role that visuals play in the material you read on a daily
basis: newspapers, magazines, textbooks. What do visuals add to the material you read? Do
some sources contain better visuals than others? Answer these questions in an oral presen­
tation. Acquire several examples of ways visuals are used. Use your examples as you present
your analysis.
For Learning Modalities
\....,.r
Verbal/Linguistic and Intrapersonal
5. Career Plan Scott McCloud had a passion for comics, which he pursued by practicing
drawing and creating his own comics. What skills or hobbies do you have that, with some
practice or development, could be the foundation of a career? Build a plan for how that skill
or hobby could turn into a career.
Visual/Spatial
6. "Dilbert" Revised The "Dilbert" character, created by Scott Adams, is an average employee
working for corporate America. He experiences all of the hassles of the work a day life, from
commuting to corporate cutbacks. Create a high school version of "Dilbert." Your "hero"
should be an average student who faces a typical, minor annoyance, such as a jammed
locker or a long lunch line. Create a strip your fellow students will identify with.
Verbal/Linguistic and Visual/Spatia'
7. Standard Essay Take any five frames of McCloud's visual essay and translate each one
into a standard essay format. In your essay, communicate all of the ideas that are conveyed
in each frame. When you are finished, compare the length of your standard essay with the
amount of space taken up by the original five frames. What can you conclude about the use
of visuals to communicate? Explain your answer.
© Prentice-Hall, Inc. Understanding Comics
43
The Dancers by Horton Foote (text page 640)
Activities for Alternative Assessment
For Performance Levels Less Advanced Students 1. Diary Entry Take the part of either Horace or Mary Catherine. Write a diary entry that one
or the other of the characters might have written after returning home from the dance. De­
scribe what happened at the dance, explaining why you did or did not have a good time.
Also explain how the discussion about confidence helped you at the dance.
2. Letter of Advice Inez Stanley and Elizabeth Crews try to arrange for Horace and Emily to
attend the dance together. Think about the plans Inez and Elizabeth made and how they
went about making them. What is their purpose in making such plans? Write a letter of ad­
vice, addressed to Inez and Elizabeth. In your letter, offer advice that you believe would be in
the best interests of Horace and Emily.
More Advanced Students
3. Venn Diagram and Paragraph In what ways are Emily Crews and Mary Catherine Davis
alike? How are they different from each other? Using a Venn Diagram, compare and contrast
the various characteristics of these two friends. Then write a paragraph summarizing the de­
tails organized in your diagram.
4. Performance With one or two other students, select a scene from the play you would like to
perform. Together, rehearse the scene, coaching each other on the action and dialogue.
When you feel prepared, perform the scene for the rest of the class.
\...." For Learning Modalities
Musical/Rhythmic and Interpersonal
5. 1950's Dance Music While dancing together at the end of the play, Horace and Mary
Catherine enjoy the music they hear playing softly on the radio. With a partner. find out
which songs were on the top ten chart in 1956, the year in which this play was published.
Then, find a recording of at least two of the songs and play them for the class.
Visual/Spatial
6. Stage Design Reread the various stage directions that appear throughout the play. Then se­
lect one scene in the play and create a stage design of that scene. Carefully select the mini­
mum number of props you wish to include in your drawing. (The playwright says, "Only the
barest amount of furnishings should be used to suggest what each area represents.") Use
color to show the hue and intensity of lights needed for the scene.
Verbal/Linguistic and Logical/Mathematical
7. Gulf Coast Essay and Map The Dancers is set in the fictional town of Harrison, a Gulf
Coast town in southeast Texas. Find out about the Gulf Coast region of southeast Texas, in­
cluding its major cities and unique geographical features. Write a brief essay describing the
features of this region. Then prepare a map illustrating the region and the location of the
features deSCribed in your essay.
© Prentice~Hall, Inc. The Dancers
45
The Tragedy of Romeo and Juliet, Act III by William Shakespeare (text page 721) The Tragedy of Romeo and Juliet, Act IV by William Shakespeare (text page 747) Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1.~)Scene Organizer Are you having a hard time keeping the acts and scenes straight? There
are a lot of details, so U's easy to get confused. Make a graphic organizer that consists of five
circles, one for each scene of Act III. Label each circle with a scene number. Then in each
circle. write five to ten descriptive or identifying words or short phrases to remind you at a
glance what occurs in each scene.
2. Panel Discussion In the beginning of Act IV. Juliet comes to Friar Lawrence for help and he
proposes a daring and dangerous plan. Had he been unwilling to help. what do you think
she would have done? Convene a panel discussion with two or three classmates to consider
the heroine's options. Record the possibilities.
More Advanced Students
(SJ Miniature Plot Summaries Plot the rising and falling action of each scene in Act III. For
each scene, identify several events that constitute rising action, a climax, and any falling ac­
tion that occurs.
4. Herbal Medicine Report Friar Lawrence's interest in herbs is not merely a pursuit of antiq­
uity. Herbal medicines have been around since the beginning of time. In recent years, health
foods have generated a close look from a scientific perspective. Some herbal medicines seem
to have no validity, but others are gaining respect from the medical community as useful
treatment. Do research and write a report on herbal medicines, focusing on those that have
been shown to be of value SCientifically.
For Learning Modalities
Visual/Spatial and Verbal/Linguistic
5. Poster Description Imagine that your school is putting on a performance of Act III from
Romeo and Juliet. On the advertising poster. the director wants one setup photo from each
scene of the act. Your job is to choose the point in each scene that should be photographed
for the poster. Choose significant scenes that illustrate the drama without giving away the
plot. Identify each scene by speaker and line number, explain what the photo should look
like, and then write your reasons for choosing that scene.
Verbal/Linguistic
6. Text Aids Suppose you are an editor preparing this text for high school students. Create some more helpful text aids by paraphrasing six difficult passages that do not have foot­
notes in your text. Visual/Spatial and Logical/Mathematical
7. Timeline Act IV demonstrates the old adage that timing is everything. Friar Lawrence has
come up with a scheme that could yet give Romeo and Juliet a chance. Everything hinges on
the plan going off as scheduled. It's Tuesday morning when Juliet comes to visit Lawrence.
Make a timeline that shows exactly what has to happen and when for Friar Lawrence's bold
gamble to succeed. Include all the events he describes in his outline of the plan in Act IV,
Scene i.
© Prentice-Hall, Inc. The Tragedy of Romeo and Juliet, Acts III & IV
47
"I Wandered Lonely as a Cloud" by William Wordsworth (text page 789)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Description In "I Wandered Lonely as a Cloud," Wordsworth expresses appreciation for one
small aspect of nature that changes his life: an impressive field of daffodils. After school,
make time to go for a walk or look out a window. With paper and pencil in hand, focus on
one small aspect of nature, such as a single tree, a bed of flowers, or a pond. On paper, de­
scribe your subject in great detail. Then describe your feelings toward your subject. Share
your description with the rest of your class.
2. Journal Entry Wordsworth described how his memory-his "inward eye"-evoked powerful
and comforting images of a field of daffodils. In your journal, describe your strongest good
memory and the feelings you associate with it.
More Advanced Students
3. Conversation Poem or Story "I Wandered Lonely as a Cloud" was inspired by a conversa­
tion Wordsworth had with his sister, Dorothy. Recall a memorable conversation that you've
had with a friend, family member, teacher, or casual acquaintance. Use the details of this
conversation to create a short poem or a short story.
4. Nature Essay Before the poetry of Wordsworth, people were more likely to view nature as
something to be used rather than appreciated as a thing of beauty. Do you believe people
today view nature as something to be cherished? Do most people think of nature as a re­
source to be used without restraint, or do more people follow the philosophy of nature put
forth by Wordsworth? Answer these questions in a personal essay. Back up your statements
with concrete details of your observations.
For Learning Modalities
Verbal/Linguistic and Interpersonal
5. Group Poem Working in a small group, use your imagination to write a group poem that
begins "I wandered lonely as a cloud." Write this first line at the top of a piece of paper. Then
circulate the piece of paper several times, giving each person a chance to add lines to the
poem. Each line should build on the previous line. The poem should be about a person who
encounters something interesting as he or she is on a solitary walk. When your group is fin­
ished, share your piece with the rest of the class.
Verbal/Linguistic and Rhythmic/Musical
6. Musical Reading Hold a class reading of poems from the Romantic movement of literature.
Each student can be responsible for locating and rehearsing one poem for the reading. As
you prepare your poem, you might also think about how you can establish mood with a
carefully selected piece of music. When the reading is finished, discuss as a class the poems
that were read and what the ideas expressed in the poems have in common with the ideas of
Wordsworth. Also discuss how the musical selections helped create particular moods.
© Prentice-Hall, Inc. I Wandered Lonely as a Cloud
49
"Blackberry Eating" by Galway Kinnell (text page 804) "Memory" by Margaret Walker (text page 805) "Woman's Work" by Julia Alvarez (text page 806) "Meciendo" by Gabriela Mistral (text page 807) "Eulogy for a Hermit Crab" by Pattiann Rogers (text page 808) Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Art Collection In the history of art, perhaps no depiction has been more frequent than that
of mother and child, a subject Gabriela Mistral writes about in her poem "Meciendo." The
subject appears often, not only in fine art, but also in print advertisements, television com­
mercials, religious art, and other forms as well. Collect examples of mother and child art
that express the many feelings of motherhood. Display your collection in class.
2. Eulogy Pattiann Rogers's "Eulogy for a Hermit Crab" memorializes a creature she encoun­
tered on a seashore, but you could hardly say she "knew" the crab. Have you known an ani­
mal of which you were fond? Write a tribute in prose form that characterizes the animal and
shows how you feel (or felt) about it and why.
More Advanced Students
3. Defense Strategies In "Blackberry Eating," Galway Kinnell refers to the blackberry thorns
as "a penalty/they earn for knowing the black art/of blackberry-making." From spears to
camouflage to chemical warfare, plants have developed mechanisms to protect themselves.
Do research and write a report on the natural defenses of living things that can't run.
4. Graph The speaker in Julia Alvarez's "Woman's Work" contrasts her mother's life with her
own. Now more than ever before, women work outside the home. Consult an almanac, or
check the library for labor statistics, and prepare a graph of your own design expressing the
numbers of women who have worked outside the home. Begin your comparison in the
1950's, and represent each decade up to the present.
For Learning Modalities
Visual/Spatial
5. Cityscape Margaret Walker paints a grim picture of the streets, bUildings, and lives of the
city in her poem "Memory." Draw, sketch, or sculpt your interpretation of her poem in what­
ever medium you prefer. Express in your medium what you think she's expressing in hers.
Interpersonal and Visual/Spatial
6. Children's Story Sometimes. unusual creatures become the heroes of children's books.
Working in a group with two or three other students, design, write, and illustrate a short
children's book about a charming hermit crab.
Intrapersonal and Verbal/Linguistic
7. Word List In "Blackberry Eating." Kinnell describes some words that he likes, "certain pe­
culiar words/like strengths or squinched." Some words seem to have a pleasing quality to
them, almost a character of their own beyond their meaning. Make a list of words you like
and explain why you like them.
@) Prentice-Hall, Inc. Blackberry/Memory/WorkiMeciendo/Eulogy
51
UThe Raven" by Edgar Allan Poe (text page 832) "The Seven Ages of Man" by William Shakespeare (text page 836) Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Photo Album How have you changed over the years? Of course, you look and behave much
differently from the way you did at one, four, or eight years old. Prepare your own personal
photo album that shows your progression from infancy to now. Then, with a good friend,
share your photo albums, exchanging stories that you remember from the different times in
your life. If you wish, keep up the album, adding a new photo each year.
2. Letter of Condolence Write a letter to the speaker in "The Raven," expressing your sympa­
thies on the loss of his beloved Lenore. Convey to the speaker your understanding of what
Lenore meant to him.
More Advanced Students
3. Portrait of the Artist Many artists. such as Rembrandt or Picasso, painted portraits of
themselves at different ages. Prepare an art exhibit on the theme "Portrait of the Artist" that
represents an artist's portrayal of himself or herself over a series of years. To accompany the
exhibit, prepare a summary that discusses the changes that can be seen in the collection of
portraits. Discuss not only the artist's physical changes, but also changes in attitude or out­
look as expressed in the portraits.
4. Raven Report In Poe's poem, the Raven says, "Nevermore!" Can ravens really speak? They
are known for having a large and varied vocabulary of caws and croaks. The sounds they
create can be very deep and distinctive. Find out how ravens are trained to speak and ex­
plain the process in a report. Include in your report an illustration of a raven.
For Learning Modalities
Visual/Spatial
5. Stage Set If Poe's "The Raven" were performed as a play, what do you think the stage set
would look like? Create a large drawing depicting your interpretation of the poem's setting
as a stage set. Use color and details from the poem to evoke the melancholy mood. Consider
the use of perspective and foreshortening to heighten the drama of certain elements, such as
the placement of the raven upon the bust.
Logical/Mathematical and Verbal/Linguistic
6. Life Expectancy Graph In Shakespeare's time, people were lucky to live into their fortieth
year. How have life expectanCies changed? Do life expectancies differ from country to coun­
tty? Find out what the life expectancies are for men and women in at least five different
countries. Then create a bar graph illustrating your findings.
Bodily/Kinesthetic and Interpersonal
7. Mime With a partner, create "living sculptures" of the seven stages of life as described in
Shakespeare's poem. Reread Shakespeare's poem and decide what body gesture would best
portray each of the seven ages. Then practice "creating" the sculptures with your partner.
Offer feedback to each other as to how you may improve each sculpture. When you feel pre­
pared, take turns with your partner presenting the "living sculptures" to the class.
© Prentice-Hall, Inc. Raven/Ages
53
The Odyssey, Part 1 by Homer (text page 860)
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Job Description Write a job description for an epic hero. Detail the physical and mental
requirements that such a role demands. Use Odysseus and his feats as a model for your
description.
2. Sailing Terminology Research the Sailing terminology used in the Odyssey. Define at least
five terms, such as starboard, port. mast. stem, and bow. If possible, use a diagram to illus­
trate and support your definitions.
More Advanced Students
3. Myth Analysis Write a brief analysis of the gods and goddesses of Greek mythology, based
on the characters in Part 1 of the Odyssey. Detail the powers that the gods possess, the
connection between gods and the natural world, and the relationship between gods and
mortals. Draw conclusions about the importance of gods in ancient Greek culture.
4. Film Treatment Adapt a scene from Part 1 of the Odyssey for a film script. Include brief
setting descriptions, lighting cues, stage directions, and camera angles. Adapt lines of verse
into dialogue for the script, indicating the speaker for each set of lines.
For Learning Modalities
Visual/Spatial and Verbal/Linguistic
5. Comic Book Odysseus' adventures are the stuff of comic book heroes. Create your own
comic book to illustrate an episode from Part 1 of the Odyssey. Illustrate the characters and
locations and provide appropriate text, including dialogue in balloons.
Intrapersonal and Logical/Mathematical
6. Cause and Effect Chart At times, Odysseus' shortcomings get the hero into trouble. What
are his character weaknesses? What negative results did he have because of them? In a
chart, list his character weaknesses and a negative experience caused by each weakness.
Musical/Rhythmic
7. Siren Songs Set the Sirens' song to music. Choose a tune you already know, or invent one
of your own. The music should reflect your interpretation of the mood or tone of the Sirens'
song. Then, record the music on an audiocassette. Play the recording for your class.
Visual/Spatial
8. mustration Create a painting. collage, or drawing to illustrate an episode from Part 1 of
the Odyssey. Your illustration does not have to be realistic. You may choose instead to illus­
trate the tension, conflict, or action of an episode through brushstrokes. color, and shapes.
Be prepared to explain your interpretation.
© Prentice-Hall, Inc. rhe Odyssey, Part 1 55
"An Ancient Gesture" by Edna St. Vincent Millay (text page 926)
"Siren Song" by Margaret Atwood (text page 927)
"Prologue" and "Epilogue" from The Odyssey by Derek Walcott (text page 928)
"Ithaca by Constantine Cavafy (text page 930)
tt
Activities for Alternative Assessment
For Performance Levels
Less Advanced Students
1. Journal Entry In Cavafy's "Ithaca," Odysseus' journey to Ithaca is compared to the journey
of life. In a journal entry. compare specific details of your life to the voyage of Odysseus.
What problems have you encountered that you can compare to Odysseus' encounters with
the Cyclops or the Lestrygonians? What did you do to overcome these problems? What im­
portant lessons have you learned on your journey so far?
2. Letter to Penelope While Odysseus is on his difficult journey. Penelope is left at horne in
Ithaca to deal with her own troubles. Think about a time in which you've missed someone or
felt left behind. What did you do to try to lift your sadness? Write a personal letter to Pene­
lope as she is portrayed in "An Ancient Gesture." Share your own experience and offer her
some advice on how do deal with her situation.
More Advanced Students
3. Siren Song In her poem "Siren Song." Margaret Atwood gives readers a new perspective on
Horner's Strens. Write an original Siren song. based on your own interpretation of these
characters from Homer's epic. To begin. think about what you believe the Strens might say
to sailors as they pass by. Do you believe they enjoy their role, or do they regret their ac­
tions? Share your song with the rest of the class.
4. Point of View Rewrite In these poems, the writers have experimented with point of view.
Think about a story. play. or poem that you have read and enjoyed. Then rewrite a small
part of It from the point of view of a minor character. or from the point of view of a character
whose feelings are unknown.
For Learning Modalities
Verbal/Linguistic and Interpersonal
5. Greek Myth Oral Report Classical Greek mythology has had an enormous amount of influ­
ence on the world of art and literature through the centuries. Working with a partner, re­
search other poems. stories. plays, and works of art that have been influenced by classical
Greek mythology. Find at least two such works of art and literature. take notes, and then
share the results of your research with the rest of your class in an oral report.
Verbal/Linguistic and Interpersonal
6. Group Epic Work in small groups to write an original epic about an exciting journey. Your
journey should be inspired by the work of Horner, but It should contain characters and
events from the modern world. To begin, hold a group brainstorming session to try to corne
up with interesting ideas. What kinds of adventures might take place in the modern world?
Share your works with the rest of the class.
Verbal/Linguistic and Body/Kinesthetic
7. Walcott's The Odyssey Performance Working in a small group, locate a copy of Derek
Walcott's play The Odyssey. Read through the play and choose key scenes to act out. Assign
parts. Rehearse. Invite classmates to see your performance.
© Prentice·Hall, Inc. Ancient/Siren/Prologue/lthaca
57
4. Put a check beside the responses that describe what you do when you
encounter these problems. You may check more than one response. You may
also add additional responses.
When I come across an unfamiliar word, I _ _ try to figure out its meaning from the way it is used. _ _ consult a dictionary. _ _ ignore it and hope it will become clear as I read further. When I do not understand the meaning of a sentence, I _ _ read the sentence several times. _ _ read the other sentences in the paragraph several times. _ _ ignore the sentence and hope it will become clear as I read. When I want to remember important information I have read in subjects such as science and social studies, I _ _ ask myself questions about the important ideas. _ _ relate the information to something I already know. _ _ repeat the information to myself several times. _ _ take notes. When I read an entire passage over again, it is usually because _ _ I do not understand it. _ _ it seemed important to remember that particular passage. _ _ I want to summarize it for myself. When reading a textbook, I _ _ read faster or slower depending on the difficulty of the material. _ _ skip parts I do not understand. _ _ make predictions about what I am reading. When reading a textbook, I assume that _ _ all the sentences are important or they would not be there. _ _ some sentences are more important than others. _ _ sentences with the most details are the most important sentences. Review your answers to the above questions regarding your reading interests
and strategies. Then set goals for yourself by answering these questions.
© Prentice-Hall, Inc.
59
Preparing 10 Read
~arne
________________________________
Date _ _ _ _ __
Directions to the Student: Use these two sets of questions to help you
prepare to read a selection, to assess the results of your reading.
Title ____________________
Author ___________________
Before I Read
1. What type of selection is this? ____________________
2. Why am I reading this? _____________________________
3. What do the title, pictures, and general appearance of the selection suggest
about the subject or theme?
4. What do I know that might help me better understand this selection?
5. What do I know about the author and his/her style? Have I read other
works by this author? __________________________
6. How might the theme or subject of this selection relate to my own life and
experiences? __________________________
7. I expect this selection will provide (circle one or more)
information instruction pleasure other
because ____________________________________
8. I expect this to be (circle one) easy average challenging reading
because ______________________________________
9. The best approach to reading this selection is to (circle one)
scan skim read casually read carefully
© Prentice-Hall, Inc.
61
~
(
(
"
Reading Log
3­
~.
±
~arne
__________________________________________________________________________
~
5' ~
Directions to the Student: Use this log to keep a record of the books you have read and those you want to read. Write the information in the columns, beginning with the title and the author.
Books I Have Read
T
Title
f
.re
Author
Number
es
LJQU:::
D
Started
D
LJate
Completed
Books I Want to Read
Title
CJ)
(,.)
IAuthor
_
IType of
Literatur~
I Reason for Reading
I Recommended by
Comments and Recommendations
Response to the Short Story
Rate this short story by circling the appropriate word.
\."
11. The characters and dialogue are
believable, and the plot engages
my interest.
weak
fair
strong
weak
fair
strong
weak
fair
strong
easily visualized as I read.
weak
fair
strong
15. Overall, I rate this story as
weak
fair
strong
12. This story is written in a style
that is clear and interesting.
13. This story helps me understand
people and events.
14. The details in this story could be
Reasons for my rating:
16. What predictions and questions occurred to me as I read this story? Were
my predictions accurate? Were my questions answered?
Reader's Response Journal
• Was there one passage or event you found puzzling in this short
story? If so, write one or more questions you would like to ask
the author to explain.
• In a short paragraph, describe an element of the short story that
reminds you of something in your own life.
© Prentice-Hall, Inc.
65
Response to the Play
Rate this play by circling the appropriate word.
~
11. The characters and dialogue are believable.
weak
fair
strong
weak
fair
strong
weak
fair
strong
weak
fair
strong
weak
fair
strong
weak
fair
strong
weak
fair
strong
12. The stage directions and the action of the
characters are easily visualized.
13. The plot of the play engages my interest.
14. This play helps me understand people and
events.
15. This play evokes strong feelings or thoughts
about the message or the characters.
16. Reading this play increases my interest in
seeing a performance of the play.
17. Overall, I rate this playas
Reasons for my rating:
18. What predictions and questions occurred to me as I read this story? Were
my predictions accurate? Were my questions answered?
Reader's Response Journal
• Is there a dialogue or a scene in this play that you find unclear
or puzzling? If so, write one or more questions you would like
to ask the playwright to explain.
• Briefly describe a character or a scene in this play that reminds
you of someone you know or an experience in your life.
© Prentice-Hall, Inc.
67
6. Summarize the theme or central idea of this selectiQn.
7. Is there a sentence or short passage that states or strongly implies the
message or main idea? If so, what is it?
Response to the Nonfiction Selection
Rate this nonfiction selection by circling the appropriate word.
8. This selection is written in a style that is
clear and interesting.
weak
fair
strong
9. The topic, main idea, or purpose is obvious.
weak
fair
strong
10. The details are helpful, informative, and
understandable.
weak
fair
strong
11. I can connect with the author's thoughts or
feelings about the subject.
weak
fair
strong
12. This selection helps me understand people
and events.
weak
fair
strong
13. Overall, I rate this nonfiction selection as
weak
fair
strong
Reasons for my rating:
14. What predictions and questions occurred to me as I read this selection?
Were my predictions accurate? Were my questions answered?
Reader's Response Journal
• Is there something especially important that you learned from
reading this selection? If so, write about it and explain its
significance.
• What do you think is this author's greatest strength as a writer?
Write a short paragraph to explain your reason, and give an
example from the selection to support your reason.
© Prentice-Hall, Inc.
69
7. Does a particular word or phrase carry important meaning for the poem? If
so, which word or phrase and what meaning does it convey?
Response to the Poem
Rate this poem by circling the appropriate word.
8. The words appeal to my sense of sight,
hearing, touch, taste, or smell.
weak
fair
strong
9. The meaning of this poem is clear
and precise.
weak
fair
strong
10. I can feel the rhythm of the poem
as I read it.
weak
fair
strong
11. I can easily connect the feelings or events
in this poem with my own experiences.
weak
fair
strong
12. Overall, I rate this poem as
weak
fair
strong
Reasons for my rating:
13. What qualities did I like or dislike about this poem? Why? _ _ _ _ __
14. What predictions and questions occurred to me as I read this poem? Were
my predictions accurate? Were my questions answered?
Reader's Response Journal
• When you reread the poem, did you discover something that
was not obvious upon your first reading? Explain your
discovery and the reason it may have occurred.
• Copy a phrase, line, or passage from the poem, and then write a
brief comment describing your feelings or thoughts about the
passage.
© Prentice-Hall, Inc.
71
7. What cultural value, belief, idea, or custom is this selection about?
\...-,
8. Summarize the theme, central idea, or message of this selection.
9. Is there a sentence or short passage that states or strongly implies the theme,
central idea, or message? If so, what is it?
Response to the Myth, Folk Tale, Fable, or Legend
Rate this selection by circling the appropriate word.
10. This selection is written in a style that is
clear and interesting.
weak
fair
strong
11. This selection engages my interest.
weak
fair
strong
12. The message of this selection is obvious.
weak
fair
strong
13. The message is worthwhile for today's
culture.
weak
fair
strong
14. Overall, I rate this selection as
weak
fair
strong
Reasons for my rating:
~
15. Does this selection remind me of other selections I have read? If so, in
what way?
16. What predictions and questions occurred to me as I read this story? Were
my predictions accurate? Were my questions answered?
Reader's Response Journal
• After a careful rereading of the story, write a new ending for the
story and include a new message or lesson if one is required.
• Does this story remind you of an experience or event in your life?
Briefly tell how the experience relates to the story.
© Prentice-Hall, Inc.
73
12. Is there a sentence or short passage that states or strongly implies the theme?
If so, what is it?
Response to the Novel
Rate this novel by circling the appropriate word.
13. The characters and dialogue are
believable.
weak
fair
strong
14. The plot engages my interest.
weak
fair
strong
15. This novel is written in a style that is
clear and interesting.
weak
fair
strong
16. The details in this novel add to
its appeal.
weak
fair
strong
17. Overall, I rate this novel as
weak
fair
strong
Reasons for my rating:
18. What predictions and questions occurred to me as I read this story? Were
my predictions accurate? Were my questions answered?
Reader's Response Journal
• Is there a character in this novel that you have strong feelings
abQut? Explain the feelings. Does this character remind you of
someone you know? If so, in what way? Did your feelings about
this character change as the story progressed?
• Is there one event in this novel that was surprising or confusing?
If so, write a brief paragraph to the author expressing your
thoughts.
© Prentice-Hall, Inc.
75
\...-,
7. I perform the following steps when I write (circle the word that applies):
Use a journal, brainstorming, or a similar
method for deciding on a topic.
never occasionally always
Think carefully about the audience for
which I am writing
never occasionally always
Write down my purpose for writing
before beginning a first draft
never occasionally always
Write a draft without stopping to
correct spelling and mechanical
problems
never occasionally always
Ask someone else to read my draft
before revising
never occasionally always
Proofread and correct mechanical
spelling errors after the draft has
been revised
never occasionally always
Try to make my final copy neat and
attractive
never occasionally always
8. The step in the writing process I do best is
\....,..
9. The reason I am particularly good at this is _____________
10. The best thing about my writing is _ _ _ _ _ _ _ _ _ _ _ _ _ __
11. The step in the writing process I most need to improve is _______
12. I need to work on this because _________________
© Prentice-Hall, Inc.
77
7. Are my ideas arranged in a logical way and easy to follow? Are there any
places you found confusing? If so, where?
8. How could I modify the organization to make it easier to follow?
9. What do you like best about what I have written? Why?
10. What could I do to improve what I have written?
© Prentice-Hall, Inc.
79
7. Are the ideas presented logically and are they easy to follow? Are there any
parts you found confusing? If so, what parts?
8. What could the writer do to make the paper easier to follow?
9. What do you like best about the paper?
Why? ________________________________________________
10. What one thing could the writer do to most improve this paper?
© Prentice-Hall, Inc.
81
Punel'uation and Capitalization
_ _ Did I end each sentence with the correct punctuation? _ _ Did I use commas and semicolons correctly? _ _ Did I capitalize all proper nouns correctly, including names of characters, nicknames, and place names?
_ _ Did I begin each sentence or direct quotation with a capital letter?
_ _ Did I use quotation marks to show the beginning and end of another's
exact words?
_ _ Did I use apostrophes where needed to show possession or missing
letters?
Spelling
_ _ Did I check the spelling of the names of people and places?
_ _ Did
I use the correct form of words that sound alike but have different
spellings and meanings?
_ _ Did
I check the spelling of words I am not sure of, especially troublesome words like their and there? © Prentice-Hall, Inc.
83
7. One strategy I used in revising that helped was _ _ _ _ _ _ _ _ _ __
\..."
8. One strategy I wish I had tried is _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
9. In proofreading for grammar, usage, mechanics, and spelling errors, I need
to pay more attention to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
10. The thing I did most successfully in this paper was _ _ _ _ _ _ _ __
11. The thing I most need to work on in my next paper is _ _ _ _ _ _ __
12. The next time I write a paper of this type, I want to be sure to remember
© Prentice-Hall, Inc.
85
Scoring Rubric:
~arne
Expression
__________________________________________________
Date
4
3
2
1
Organization
The writer uses a con­
sistent organization
throughout. A personal
letter follows the cor­
rect and complete
form. Other writing
uses an appropriate
form. The body of the
writing contains the
writer's personal
observations, experi­
ences, and feelings; a
conclusion (in a para­
graph or essay) leaves
the reader with a
thought or question to
consider.
The writer uses a con­
sistent organization
throughout. A per­
sonalletter follows the
complete form. Other
writing uses an appro­
priate form. The body
of the writing contains
the writer's personal
observations, experi­
ences, and feelings. A
conclusion brings the
writing to a natural
stopping place.
The organization is not
consistent. A personal
letter may lack an es­
sential part. Other writ­
ing may not exhibit ei­
ther a clear intro­
duction or a conclusion.
The writing does not
have a noticeable orga­
nization. A letter may
lack two or more
essential parts. A para­
graph or essay may
have no introduction
or conclusion.
Elements of
Expressive
Writing
The writing is engaging and personaL It
contains precise details
about and vivid de­
scriptions of experi­
ences, people, or obser­
vations. The tone is
relaxed, and the details
are appropriate for the
intended audience.
Most details support
the writer's final con­
clusion or insight. The
writer consistently uses
the first-person point
of view.
The writing is personal
and contains details
and descriptions of ex­
periences, people, or
observations. The tone
is informal, and the de­
tails are appropriate for
the intended audience.
Many details support a
main idea or focus. The
writer usually uses the
first-person point of
view.
The writing is personal
and contains some
details and descrip­
tions of experiences,
people, or observa­
tions. The tone may be
slangy rather than in­
formal. The tone and
the types of details do
not always demon­
strate an awareness of
the audience. The point
of view may be
inconsistent.
The writing is personal,
but the amount and
types of details do not
demonstrate an aware­
ness of the intended
audience. Essential
details are missing.
The point of view may
be random or keep
shifting.
There are few or no
errors in mechanics,
There are some errors
in mechanics, usage,
grammar, or spelling.
The case of the firstperson pronouns may
occasionally be wrong.
The punctuation in the
dialogue may have
minor errors.
There are several errors
in mechanics, usage,
grammar, or spelling.
Word choice or
spelling may hinder
easy comprehension.
Numerous errors in
mechanics, usage,
grammar, or spelling
interfere with meaning.
Dialogue may lack es­
sential punctuation.
Word choice or
spelling may interfere
with comprehension.
Grammar, Usa e,
Mechanics, an
Spelling
8
usage,gramma~or
spelling. The writer
correctly uses first-per­
son pronouns, includ­
ing I and me. Dialogue
is punctuated correctly.
Comments
© Prentice-Hall, Inc.
87
Scoring Rubric:
Narrative Based on Personal Experience
Name
Date
4
3
2
1
Organization
The narrative has a
clear beginning, mid­
dle, and end. It begins
with the first, last, or
most important event.
It ends with the
writers feelings or
thoughts about the
experience.
The narrative has a be­
ginning, middle, and
end. It begins with the
first, last, or most im­
portant event. It ends
with a personal com­
ment or reflection.
The narration may lack
a clear beginning or
end. It contains a per­
sonal comment
or thought, but this
may require further
elaboration.
The writing does not
have a beginning, mid­
dIe, or end. It may lack
any personal comment
or reflection.
Elements of
Narration
The narrative is interesting and has a clear
point. It is told in
chronological order;
transitions make the
order clear. The narra­
tive contains numerous
and specific details
about people, places,
and events; the details
are appropriate for the
intended audience. The
writer consistently uses
the first-person point of
view.
The narrative has a
clear point. It is told in
chronological order;
transitions make the
order clear, although
they may be repetitive.
The narrative contains
some specific details
about people, places,
and events; some may
not be identified clearly
enough for the in­
tended audience. The
writer usually uses the
first-person point of
view.
The narrative is told in
chronological order.
Transitions are seldom
used and may be repet­
itive. The amount and
types of detail do not
demonstrate an aware­
ness of the intended
audience. The point of
view may shift.
The order of events
may be confusing or
the narrative may lack
essential details. The
amount and types of
detail do not demon­
strate an awareness of
the intended audience.
The point of view
keeps shifting.
Grammar, Usaae,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
There are some errors
in mechanics, usage,
grammar, or spelling.
The writer usually uses
first-person pronouns,
but the case may be
wrong. The punctua­
tion in the dialogue
may have minor errors.
There are several errors
in mechanics, usage,
grammar, or spelling.
The writer may use
second and thirdperson pronouns. Dia­
logue is punctuated in­
consistently. Word
choice or spelling may
hinder easy compre­
hension.
Numerous errors in
mechanics, usage,
grammar, or spelling
interfere with meaning.
Dialogue may lack es­
sential punctuation.
Word choice or
spelling may interfere
with comprehension.
usage,gramma~or
spelling. The writer
correctly uses first-per­
son pronouns, includ­
ing I and me. Dialogue
is punctuated correctly.
Comments
© Prentice-Hall, Inc.
89
Scoring Rubric:
Summary
Name
Date
4
3
2
1
Organization
The summary begins
with a clear topic sen­
tence that states the
main idea of the origi­
nal selection; all other
major points are stated
economically and
arranged in logical
order; a concluding
sentence effectively
brings the summary to
a close, but no details
or reflections are
added; the writing is
unified and coherent
throughout.
The summary begins
with a topic sentence
that states the main
idea of the original se­
lection; all other major
ideas are stated and
arranged in a generally
logical order; a con­
cluding sentence brings
the summary to a close,
but extraneous details
or reflections may be
added; the progression
of ideas and informa­
tion is, for the most
part, logical.
The summary mayor
may not state the main
idea of the original se­
lection, or it may not
do so at the beginning;
it states some, but not
all, major ideas and not
necessarily in a logical
order; the summary
may lack a conclusion
or include extraneous
details or reflections;
the development of
ideas is not completely
logical or coherent.
The summary does not
state the main idea of
the original selection; it
states few major ideas
and does not use a logi­
cal order; it lacks a con­
clusion and includes
extraneous or minor
details or reflections;
the writing lacks unity
and coherence.
Elements of
Summaries
The overall purpose
of the summary is
clear; the summary ex­
presses only the main
idea and major points
of the original selec­
tion; the writing is tai­
lored to the audience.
Word choice is consis­
tently efficient and
concise.
The purpose is generally clear; the summary
expresses only the
main idea and most
major points of the
original selection; most
of the writing is tai­
lored to the audience.
Word choice is fairly
concise.
The purpose wavers;
the summary does not
accurately express the
main idea or most
major points of the
original selection; most
of the writing is not tai­
lored to the audience.
Word choice is vague
or repetitive.
The purpose is unclear;
the summary does not
convey the main idea
or major points of the
original selection;
most of the writing
is not tailored to the
audience. Word
choice is confusing or
misleading.
There are few or no
errors in mechanics,
usage,grammar,or
spelling.
There are some errors
in mechanics, usage,
grammar, or spelling.
There are serious errors
in mechanics, usage,
grammar, or spelling.
Serious errors in me­
chanics, usage, grammar, or spelling make
the summary difficult
to understand.
Grammar, Usa e,
Mechanics, an
Spelling
8
Comments
© Prentice-Hall, Inc.
91
Scoring Rubric:
How-to/Process Explanation
Name
Date
4
3
2
1
Organization
The introduction con­
tains a clearly stated
topic sentence (in a
paragraph) or clearly
stated thesis sentence
(in an essay); the body
fully and clearly ex­
plains the steps in­
volved in doing or
making something; the
conclusion effectively
ends the writing with
the last step, with the
author's perspective on
the activity, or with a
clincher statement; ef­
fective and varied tran­
sitions are used
throughout.
The introduction con­
tains a topic sentence
(in a paragraph) or the­
sis sentence (in an
essay); the body ex­
plains the steps in­
volved in doing or
making something; the
conclusion presents
the last step or another
logical ending;
transitions are used
throughout.
The introduction con­
tains a topic sentence
(in a paragraph) or the­
sis sentence (in an
essay), but the sentence
may be unclear, impre­
cise, or undeveloped;
the body explains only
some of the steps in­
volved in doing or
making something; the
conclusion does not
present the last step or
any other logical reflec­
tion on the process;
more or better transi­
tions are needed
throughout.
The introduction lacks
a topic sentence (in a
paragraph) or thesis
sentence (in an essay);
the body does not
break the process into
steps; the conclusion
is missing or repetitive;
the writing lacks
transitions.
Elements of
How-tol Process
Explanation
Writing
The overall purpose is
clear; the steps are presented in the order in
which they are performed; transitional
words and phrases that
show order are used ef­
fectively; the writing is
tailored to the audi­
ence. Word choice is
consistently precise.
The purpose is generally clear; most steps
are presented in the
order in which they are
performed; transitional
words and phrases that
show order are used;
the writing is generally
focused on the audience.Mostword
choices are precise.
The purpose is unclear;
steps may be presented
out of order; the writing lacks transitional
words and phrases that
show order; the writing
does not address the
intended audience.
Most word choices are
imprecise, redundant,
or confusing.
No purpose is appar­
ent. The writing does
not address the intended audience.
Word choices are im­
precise, redundant, or
confusing.
Grammar, Usa e,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
usage, grammar, or
spelling.
There are some errors
in mechanics, usage,
grammar, or spelling.
Errors in mechanics,
usage,grammar,or
spelling interfere with
the audience's understanding of the process.
Serious and numerous
errors in mechanics,
usage, grammar, or
spelling block the audi­
ence's understanding
of the process.
8
Comments
© Prentice-Hall, Inc.
93
Scoring Rubric:
Cause-Effect
Name
Date
4
3
2
1
Organization
The introduction con­
tains a clearly stated
topic sentence (in a
paragraph) or clearly
stated thesis sentence
(in an essay); the body
fully and competently
examines the topic by
breaking it down into
causes and effects; the
conclusion effectively
ends the writing, with­
out repetition, and con­
tains a clincher state­
ment; unity and
coherence is achieved
throughout.
The introduction con­
tains a topic sentence
(in a paragraph) or the­
sis sentence (in an
essay); the body exam­
ines the topic by break­
ing it down into causes
and effects; the conclu­
sion brings the writing
to a close; there is a
generally logical pro­
gression of ideas and
information.
The introduction con­
tains a topic sentence
(in a paragraph) or the­
sis sentence (in an
essay), but the sentence
may be unclear, impre­
cise, or inadequate; the
body explains at least
one cause and effect; a
conclusion is present
but may be weak or
repetitive; more logical
development is needed
throughout.
The introduction lacks
a topic sentence (in a
paragraph) or thesis
sentence (in an essay),
or the sentence is mis­
leading or unclear; the
body does not explain
causes and effects; the
conclusion is missing,
contradictory, or repet­
itive; the writing lacks
unity and coherence.
Elements of
Cause-Effect
Writing
The overall purpose is
clear; causes and effects
are logical; cause-effect
transition words and
phrases are used effec­
tively; the writing is
tailored to the audi­
ence. Word choice is
consistently careful
and often particularly
precise, powerful, or
apt.
Overall purpose is generally clear; most causes
and effects are logical;
there is some use of spe­
ciflc cause-effect transi­
tion words; the writing
shows fairly consistent
awareness of the audi­
ence. Most word choices
are precise.
The purpose is not always obvious; causes
and effects are not en­
tirely clear or logical;
there is little or no use
of cause-effect transi­
tion words; greater at­
tention should be given
to the intended audi­
ence.Severalword
choices are redundant,
vague, or imprecise.
The purpose is not
clear; causes and effects
are illogical or missing;
the writing lacks causeeffect transition words
and phrases; the writ­
ing is not tailored for
the intended audience.
Word choice is consis­
tently confusing or
unclear.
Grammar, Usaae,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
usage,grammar,or
spelling.
There are some errors
in mechanics, usage,
grammar, or spelling.
There are several errors
in mechanics, usage,
grammar, or spelling.
ExpreSsion is blocked
by numerous errors in
mechanics, usage,
grammar, or spelling.
Comments
© Prentice-Hall, Inc.
95
Scoring Rubric:
Evaluation/Review
Name
Date
4
3
2
1
Organization
The review begins with
a clear thesis statement
that identifies the work
by title, author, and
genre and succinctly
states an overall evalu­
ation of the work. The
body provides specific
reasons for the evalua­
tion; all points are fully
explained and sup­
ported with details and
examples from the
work. The conclusion
leaves the reader with
a memorable final
point or a strong im­
pression of the writer's
evaluation.
The review begins with
a thesis statement that
identifies the work by
title and author and
states an overall evalu­
ation of the work. The
body provides reasons
for the evaluation;
most points are ex­
plained and supported
with details and exam­
pIes from the work.
The conclusion brings
the review to an appro­
priate close.
The review begins with
a thesis statement that
may fail to identify the
work or state an overall
evaluation of it. The
body provides some
explanation, but most
points lack develop­
ment, and little evi­
dence is used from the
work. The conclusion is
weak or repetitive.
The review does not
begin with a thesis
statement. The body
does not explain and
develop supporting ev­
idence. No organiza­
tional plan is evident.
Elements of
Evaluation!
Review
The writing focuses
solely on explaining ei­
ther the negative or
positive worth of the
work. The review es­
tablishes, explains, and
sticks to the same crite­
ria for evaluation
throughout. The tone
is appropriate to the
evaluation.
The writing generally
focuses on explaining
either the negative or
positive worth of the
work. The review uses
the same criteria for
evaluation throughout.
The tone is generally
appropriate to the
evaluation.
The evaluation does
not clearly focus on ei­
ther the negative or
positive worth of the
work. Criteria for eval­
uation are unclear or
inconsistent. The tone
is marginally appropri­
ate to the evaluation.
The evaluation does
not focus on either the
negative or positive
worth of the work. The
review fails to establish
criteria or does not pre­
sent an understandable
point of view. The tone
is inappropriate.
Grammar, usaJe,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
usage, grammar, or
spelling. The title of the
work and evidence
from the work are
correctly capitalized
and punctuated
throughout.
There are some errors
in mechanics, usage,
grammar, or spelling.
Most conventions re­
lated to capitalizing
and punctuating the
title of the work and
supplying evidence
from the work are
followed.
There are several errors
in mechanics, usage,
grammar, or spelling.
Only some of the con­
ventions related to cap­
italizing and punctuat­
ing the title of the work
and supplying evi­
dence from the work
are followed.
There are many serious
errors in mechanics,
usage,gramma~or
spelling. Few or none of
the conventions related
to capitalizing and
punctuating the title of
the work and supplying
evidence from the work
are followed.
Comments
© Prentice-Hall, Inc.
97
Scoring Rubric:
~arne
Research Report/Paper
_________________________________________________
Date
4
3
2
1
Organization
The report is both
accurate and com­
pelling. The writing
begins with an inter­
esting or provocative
introduction that
contains a clear and
concise thesis state­
ment. The body fully
explores the topic and
presents information in
a sensible order. The
conclusion restates the
thesis or offers a com­
ment or question on it.
Effective and varied
transitions link all
ideas.
The report is accurate
and clear. The writing
begins with an intro­
duction that contains a
clear thesis statement.
The body explores the
topic and presents in­
formation in a sensible
order. The conclusion
restates the thesis or of­
fers a comment or
question on it. Transi­
tions link most ideas.
The report is factual
and shows evidence of
some work. The writ­
ing begins with an in­
troduction that con­
tains a thesis statement,
but this might need
clarification. The body
explores the topic and
presents a variety of in­
formation. The organi­
zation of this informa­
tion may not always be
clear or logical. Some
transitions are used,
but more are needed.
The report is generally
confusing and hard to
follow. The writing
lacks any real organiza­
tion and it may also
lack a thesis statement.
The body presents sup­
port that may be re­
lated to the topic but
only in a general way.
The organization is
poor or nonexistent.
Transitions may be
used inconsistently or
may be lacking.
Elements of
Research
Reports/Papers
The writer provides
facts and quotations
from a variety of
sources. Facts and
ideas are either ex­
pressed in the writer's
words or else com­
pletely and correctly
documented. The
body of the report sup­
ports and develops the
writer's thesis, and it
contains no extraneous
ideas. The report ineludes a complete and
correct bibliography or
source list.
The writer provides
facts and quotations
from several sources.
Facts and ideas are ei­
ther expressed in the
writer's words or else
documented. The
body of the report sup­
ports and develops the
writer's thesis, and it
usually exhibits unity
and coherence. The re­
port includes a com­
plete bibliography or
source list.
The writer provides
facts and quotations
from more than one
source. Facts and ideas
are not always docu­
men ted or expressed in
the writer's words.
The body of the report
lacks real unity and co­
herence, although most
details are somewhat
related to the topic. The
report includes an in­
complete or incorrect
bibliography or source
list.
The writer prOvides a
mixture of opinions,
facts, and statements.
Facts and ideas are
often not expressed in
the writer's words or
else they lack documen­
tation. The body of the
report lacks unity and
coherence, and may be
difficult to understand.
The report may not in­
clude a bibliography or
source list, or this
may be incomplete or
incorrect.
Grammar, Usa e,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
usage/grammar,or
spelling. Word choice
is precise and appropriate for the audience.
There are minor errors
in mechanics, usage,
grammar, or spelling.
Word choice is usually
appropriate for the
audience.
There are numerous er­
rors in mechanics,
Numerous errors in me­
chanics, usage, grammar, or spelling may
hinder comprehension.
Word choice shows lit­
tIe understanding of the
audience.
I
8
usage,gramma~or
spelling. Word choice
is not always appropriate for the audience.
Comments
© Prentice-Hall, Inc.
99
Scoring Rubric:
Poetry
Name
Date
4
3
2
1
Oraanization
an Overall
Impact
The fonn of the poem
is appropriate to the
subject. The poem en­
abIes the reader to see,
hear, feel, or think
about the subject in a
new way or in a more
potent way than ever
before.
The form of the poem
is appropriate to the
subject. The poem en­
abIes the reader to see,
hear, feel, or think
about the subject.
The form of the poem
should be more appropriate to the subject.
The poem enables the
reader to see, hear, feel,
or think about the sub­
ject, but this is accom­
plished through
cliches, wornout im­
ages, or other pre­
dictable choices.
The form of the poem
is not appropriate to
the subject. The poem
does not enable the
reader to see, hear, feel,
or think about the
subject.
Elements of
Poetry
Sensory details and figurative language create
vivid images that con­
tribute significantly to
the meaning of the
poem; sound devices,
such as rhyme, allitera­
tion, or onomatopoeia,
are used effectively
and contribute to the
meaning of the poem.
Word choice is vivid
and exact throughout.
Sensory details and figurative language con­
tribute to the meaning
of the poem; sound de­
vices, such as rhyme,
alliteration, or ono­
matopoeia, also add to
the meaning of the
Sensory details and figurative language may
be overused, underused, or inappropriate
to the subject; sound
devices, such as rhyme,
alliteration, or ono­
matopoeia, may be
overused or underused, or they may fail
to add to the meaning
of the poem. Word
choices may be vague,
repetitive, or imprecise.
There is no use - or
consistently confusing
or inappropriate useof sensory details, figu­
rative language, or
sound devices. Words
may be misused or
unclear.
There are few or no
errors in mechanics,
usage/grammar, or
spelling.
There are some errors
in mechanics, usage,
grammar, or spelling.
The poem is difficult to
understand at times be­
cause of errors in me­
chanics, usage, gram­
mar, or spelling.
The poem is consistently difficult to understand because of
errors in mechanics,
usage/grammar,or
spelling.
Grammar, Usaae,
Mechanics, an
Spelling
poem.~ostword
choices are precise.
Comments
© Prentice-Hall, Inc.
101
Scoring Rubric:
Response to Literature
Name
Date
4
3
2
1
Organization
The response begins
with a clear topic sen­
tence (in a paragraph)
or a clear thesis state­
ment (in an essay) that
identifies the work by
title, author, and genre,
and states an overall
response to the work.
The body explores the
overall response
through expressing
thoughts and feelings,
by giving reasons, and
by supporting points
with examples from the
work. The conclusion
leaves the reader with
a question, a quotation,
a fresh insight, or
another memorable
impression.
The response begins
with a topic sentence
(in a paragraph) or a
thesis statement (in an
essay) that identifies
the work by title and
author and states a re­
sponse to the work.
The body explores the
response through ex­
pressing thoughts and
feelings. Some reasons
are explored and sup­
porting examples
given. The conclusion
brings the response to a
satisfactory close.
The response begins
with a topic sentence
(in a paragraph) or a
thesis statement (in an
essayt but the sentence
may not identify the
work by title, author,
and genre or state an
overall response to the
work. The body ex­
plores the response,
but more thoughts,
feelings, reasons, and
specific examples from
the work are needed.
The conclusion may be
weak or repetitive.
The response does not
begin with either a
topic sentence (in a
paragraph) or a thesis
statement (in an essay),
and the writer fails to
identify the work by
title, author, and genre.
The overall response is
unstated, unclear, or
unsupported. No
organizational plan is
evident.
Elements of
Responses to
Literature
The purpose of expressing feelings and
thoughts, and thereby
deepening the writer's
and the reader's under­
standing of the work, is
achieved. The response
summarizes the work
as needed to clarify
main points but does
not retell the work.
Word choice is consis­
tently precise, vivid, or
expressive.
The writing offers
some degree of new in­
sight into the work.
The response summa­
rizes the work to clarify
main points but may
also unnecessarily
retell the work. Word
choice is generally
precise.
The writing does little
to deepen the writer's
or the reader's under­
standing of the work.
The response may also
unnecessarily retell the
work or fail to summa­
rize when necessary.
Word choice is vague.
The writing does not
deepen the writer's or
the reader's under­
standing of the work.
The response unneces­
sarily retells the work
or fails to summarize
when necessary. Words
are misused or create
confusion.
There are few or no
errors in m~hanics,
There are some errors
in mechanics, usage,
grammar, or spelling.
Titles of works are cor­
rectly punctuated.
Several errors in
mechanics, usage,
grammar, or spelling
make it difficult to
understand parts of
the response. Titles of
works are not correctly
punctuated.
Numerous and serious
errors in mechanics,
Grammar, Usa e,
Mechanics, an
Spelling
8
usage,gramma~or
spelling. Titles of
works are correctly
punctuated
throughout.
usage,gramma~or
spelling make it diffi­
cult to understand the
response. Titles of
works are not correctly
punctuated.
Comments
© Prentice-Hall, Inc.
103
Scoring Rubric:
Literary Analysis/Interpretation
Name
Date
4
3
2
Organization
The analysis begins
with a clear thesis statement that identifies the
work by title, author,
and genre and suc­
cinctly states the meaning of the whole work
or some part of it. The
body expertly explains
and develops the thesis
and provides supporting examples from the
work itself or from related works that back
up the thesis. The conclusion leaves the reader with a question, a quotation, a fresh in­
sight, or another memo­
rable impression.
The analysis begins
with a thesis statement
that identifies the work
by title and author and
states the meaning of
the whole work or
some part of it. The
body explains and develops the thesis and
provides supporting
examples from the
work. The conclusion
brings the analysis to a
satisfactory close.
The analysis begins
with a thesis statement
that identifies the work
by title and author, but
it may not address the
meaning of the whole
work or some part of it.
The body only partially
explains or develops
the thesis; few supporting examples from the
work are given. The
conclusion may be
weak, repetitive, or
missing.
The analysis does not
begin with a thesis
statement, and the
writer fails to identify
the work by title, au­
thor, and genre. No
organizational plan is
evident.
Elements of
Literary Analyses!
Interpretations
The purpose of explaining meaning is
achieved, thereby
deepening the reader's
understanding of the
work or related works.
The analysis summarizes the work to the
extent needed to clarify
main points but does
not retell the work.
Word choice is consis­
tently precise, vivid, or powerful. The writing offers some
new insight into the
work or related works,
but the analysis may not
consistently summarize
the work to the extent
needed to clarify main
points, or it may unnec­
essarily retell the work.
Word choice is gener­
ally precise.
The writing does little
to deepen the reader's
understanding of the
work or related works.
The analysis may sum­
marize instead of ana­
lyze, or fail to summarize as needed to
explain points. Word
choice is generally
imprecise and may
be misleading.
The writing does not
deepen the reader's understanding of the work
or related works. Summary may be substi­
tuted for analysis.
Word choice is incorrect
or confusing.
Grammar, Usa e,
Mechanics, an
Spelling
There are few or no
errors in mechanics,
usage, grammar, or
spelling. The title of the
work and evidence
from the work are
correctly capitalized
and punctuated
throughout.
There are some errors
in mechanics, usage,
grammar, or spelling.
Most conventions related to capitalizing
and punctuating the
title of the work and
supplying evidence
from the work are
followed.
There are several errors
in mechanics, usage,
grammar, or spelling.
Only some of the conventions related to capitalizing and punctuat­
ing the title of the work
and supplying evi­
dence from the work
are followed.
There are many serious
errors in mechanics,
usage, grammar, and
spelling. Few or none
of the conventions related to capitalizing
and punctuating the
title of the work and
supplying evidence
from the work are
followed.
8
1
Comments
© Prentice-Hall, Inc.
105
Scorillg Rubric:
Resume and Cover Letter
Name
Date
4
3
2
1
Organization and
Form
The writer uses a clear
and organized resume
format and the correct
and complete form for
a business letter. The
resume has identified
sections, which con­
tain complete and ae­
curate facts. Sections
are organized in a sen­
sible way: chronologi­
cally, by order of im­
portance, or by skill.
The cover letter con­
tains the six essential
parts: heading, inside
address, salutation,
body, closing, and
signature.
The writer uses an or­
ganized resume for­
mat and the correct
form for a business let­
ter. The resume has
identified sections,
which contain accu­
rate facts. Sections are
organized in a sensible
way: chronologically,
by order of impor­
tance, or by skill. The
cover letter contains
the six essential parts:
heading, inside ad­
dress, salutation,
body, closing, and
signature.
The writer tries to
arrange the resume on
the page and approxi­
mates the correct form
for a business letter.
The resume contains
accurate facts, but these
may not be arranged in
a logical way. The
cover letter may be
missing one or two
essential parts.
The writer demon­
strates a lack of under­
standing of the correct
form for a resume and
business letter. The re­
sume is disorganized
and hard to under­
stand; section headings
may be used inconsis­
tently or may be miss­
ing entirely. The letter
may lack several essen­
tial parts.
Elements of
Business Writing
The resume fills a single page. It is written in
brief, understandable
phrases and contains
relevant or standard
facts. It does not con­
tain the pronoun 1. The
letter explains its pur­
pose and identifies
what the writer wants:
a job, an interview, or
consideration. The let­
ter uses formal lan­
guage and contains no
extraneous details.
The resume fills a single page. It is written in
phrases and contains
mostly facts about edu­
cational background
and experience. The
letter identifies what
the writer wants: a job,
an interview, or consid­
eration. The letter uses
formal language, but
the level of language
may be inconsistent.
The resume may not
fill the page. It is writ­
ten in words and
phrases that contain
assorted facts about
educational back­
ground and experi­
ence; these details may
be incomplete or hard
to understand. The let­
ter may not clearly
identify what the
writer wants, and
some parts may be
missing or may be
missing elements.
The resume may not
fill the page. Facts
about educational
background and expe­
rience may be incom­
plete and difficult to
understand. Important
details are omitted. In
the letter, the writer
does not state the
purpose for writing.
The level of language
is inconsistent or
inappropriate.
Grammar, usaae,
Mechanics, an
Spelling
There are no errors in
mechanics, usage,
grammar, or spelling.
There are some errors
in mechanics, usage,
grammar, or spelling,
but they do not detract
from the meaning.
There are noticeable
errors in mechanics,
usage,grammar/or
spelling. Some of
these may hinder
comprehension.
The resume and letter
are hard to understand
because of numerous
errors in mechanics,
usage,grammar,or
spelling.
Comments
© Prentice-Hall, Inc.
107
Initial Self-Assessment:
~arne
Speaking and Ustening
_____________________________________________ Date _ _ _ _ __
Directions to the Student: This self-assessment is designed to help you
recognize and focus on your strengths and weaknesses as a speaker and
listener. Your responses can help you set goals to improve your speaking
and listening skills. Consider each question carefully and answer as hon­
estly as you can. During the year, review and update your assessment. At
the end of the year, use this assessment sheet to set new goals.
Circle your response to each statement.
1. When I am speaking, I watch my listeners to be sure they are following me.
strongly agree
agree
disagree
strongly disagree
2. I enjoy giving a speech or oral presentation to a group of people.
strongly agree
agree
disagree
strongly disagree
3. When I give a speech or oral presentation, I am able to hold everyone's
attention.
strongly agree
agree
disagree
strongly disagree
4. I use gestures and body language effectively when I speak.
strongly agree
agree
disagree
strongly disagree
5. I make eye contact with my audience.
strongly agree
agree
disagree
strongly disagree
6. In school, I listen carefully and can recall most of what I hear.
strongly agree
agree
disagree
strongly disagree
7. I am able to identify the main points and supporting details in an oral
presentation and record them clearly in my notes.
strongly agree
agree
disagree
strongly disagree
8. My strongest skill as a speaker is ____________________________
9. One thing I can do to improve my listening skills is _ _ _ _ _ _ _ __
Share your responses to these items with a family member or a friend. Discuss
their opinions of your listening and speaking skills as they apply at school, at
home, and in the community.
© Prentice-Hall, Inc. 109
Peer Assessment: Speaker/Speech
~arne
____________________________________________ Date _ _ _ _ __
Directions to the Reviewer: Use this sheet to assess a speech given by one
of your classmates. Be honest, but keep in mind that harsh, critical com­
ments can be hurtful. Your goal is to help your classmate recognize the
successful elements of his or her speech as well as areas that need
improvement.
NameofSpeaker: _____________________________________________
Topic: ____________________________________________________
_ _ Assigned by Teacher
_ _ Chosen by Student
Point Scale
Rate the speaker according to the scale.
Write the matching number in the space.
4 = Thoroughly
3 = Mostly
2 = Very little
1 = Not at all
_ _ 1. The speaker prepared for
this speech.
____ 4. The speaker made eye
contact with listeners.
____ 2. The speaker was relaxed
and confident.
_ _ 5. The speaker used
appropriate gestures and
facial expressions.
_ _ 3. The speaker spoke clearly
and slowly.
_ _ 6. The speaker used graphic
aids effectively.
Use your own words to assess each element of the speech:
Introduction ______________________________
Body
Conclusion _________________________________
Organization of Ideas __________________________
Sentence Variety ______________________________
LevelofInterest _________________________________
© Prentice-Hall, Inc.
111
Peer Assessment:
Dramatic Performance
Name _____________________________________________ Date __~______
Directions to the Student: You may have an opportunity to watch two or three of your classmates give a short dramatic performance. Use this sheet to evaluate their performance. Answer each question as thoroughly and as honestly as you can. 1. Who participated in the performance? ________________
2. What work did they perform? ____________________
3. How appropriate was the work for the audience? Was this an original piece
written by one of the performers, a piece assigned by the teacher, or a piece selected by the student actors? ________________________ 4. How prepared were the student performers? Did they know their lines? Did
their movements, gestures, and facial expressions seem planned and wellrehearsed? _____________________________________________
5. Were the movements, gestures, and facial expressions appropriate to the
work? Explain. ______________________________________
6. How well could you hear the performers? Why do you think this was so?
7. Did the performers make use of any props during the performance? In what
way did they enhance or detract from the performance? ________
8. How did the audience. react? ________________________
9. Overall, I think this performance was ________________
10. If students have a chance to perform this work again, I would suggest they
© Prentice-Hall, Inc.
113
Self-Assessment:
~arne
Speaking and Listening Progress _______________________________________________ Date _______
Directions to the Student: These pages are designed to help you track
your speaking and listening progress. The journal section will give you in­
sight into your average daily speaking and listening opportunities. The
checklist will help you note specific areas where your speaking and listen­
ing skills have improved and where you could still use improvement.
Daily Log of Speaking and Listening Opportuni'ties
Use this section to record the speaking and listening opportunities you had
today and to assess your behavior during each opportunity.
Timeofday: ________________
Place: _______________
Was this a speaking or listening opportunity? ____________
Explain what happened, who participated, and the speaking and listening
skills that you practiced at this time.
How would you rate your speaking and listening behavior for this
opportunity? (Circle one.)
Excellent
Good
Satisfactory
Timeofday: ______________
Needs Improvement
Place: ____________
Was this a speaking or listening opportunity? _ _ _ _ _ _ _ _ _ __
Explain what happened, who participated, and the speaking and listening
skills that you practiced at this time.
How would you rate your speaking and listening behavior for this
opportunity? (Circle one.)
Excellent
Good
© Prentice-Hall, Inc.
Satisfactory
Needs Improvement
115
@
"'0
CD
aC:;" (
(
(
Speaking and Listening Progress Chart:
Teacher Observation
Directions to the Teacher: This chart is designed to help you track the progress of students' speaking and listen­
ing behavior. Write the students' names in the first column. Use the Key to record your observations for each be­
havior. Share your observations with students to help them recognize how their speaking and listening skills
have progressed and to help them set goals for improving.
(I)
±
~
5"
~
Key
P
Proficient
I = Improving
N
Needs Attention
Progress Chart: Speaking
Student's Name
.
~~~~~~~~~
.....
.....
....... .
Enjoys speaking
to a group.
Appears calm and
confident.
Is prepared and
knows material.
Uses body language
and gestures
effectively.
Uses visual
aids effectively.
Work Readiness Skills:
~arne
Teacher Observation ________________________________________________ Date ____________
Directions to the Teacher: This instrument is designed to help you iden­ tify and record behavior related to future job performance. It has been de­ rived from a report by the Secretary's Commission on Achieving N eces­
sary Skills (SCANS), published by the Department of Labor. In the center column, write a brief description of the behavior observed and the date and circumstances of the observation. In the right column indicate the level of readiness you assess this behavior demonstrates: P for Prepara­ tory, W for Work Ready, and A for Advanced. Add to this log periodi­ cally throughout the school year. I. Basic Skills: Reading
Behavior
Level of
Readiness
1. Locates, understands, and interprets written
information from text, graphs, or schedules to
perform a task.
2. Identifies the main idea or essential message in
written text.
3. Infers relevant details, facts, and specifications.
4. Uses contextual clues or finds meaning for
unknown or technical vocabulary.
5. Judges the accuracy, appropriateness, style, and
plausibility of reports or proposals of other writers.
II. Basic Skills: Writing
6. Records information completely and accurately.
7. Uses graphs and flow charts to present information.
8. Uses language, style, organization, and format
appropriate to the subject matter, purpose, and audience.
9. Includes supporting documentation.
10. Uses appropriate level of detail.
11. Checks, edits, and revises for correct information,
appropriate emphasis, and form.
12. Checks, edits, and revises for correct grammar,
spelling, and punctuation.
© Prentice-Hall, Inc.
119
VI. Thinking Skills: Decision Making
Behavior
Level of
Readiness
30. Specifies goals and limitations.
31. Generates alternatives.
32. Considers risks.
33. Evaluates and chooses best alternatives.
VII. Thinking Skills: Problem Solving
34. Recognizes that a problem exists (Le., identifies a
discrepancy between what is and what should or
could be).
35. Identifies possible reasons for discrepancy.
36. Devises and implements a plan to resolve discrepancy.
37. Evaluates and monitors progress of the resolution.
38. Revises plan as indicated by findings.
VIII. Thinking Skills: Seeing Things in the Mind's Eye
39. Organizes and processes abstract information
(Le., sees a building from a blueprint, a system's
operation from schematics, the flow of work
activities from narrative descriptions, or the taste
of food from reading a recipe.)
I
IX. Thinking Skills: Knowing H.ow to Learn
40. Knows his or her personal learning style
(visual, aural, and kinesthetic).
41. Practices formal learning strategies such as note
taking or clustering items that share some
characteristics.
42. Evaluates information and opinions, identifying
false assumptions and illogical conclusions.
© Prentice-Hall, Inc.
121
XIV. Personal Qualities: Sociability
Behavior
Level of
Readiness
57. Demonstrates understanding, friendliness,
adaptability, empathy, and politeness in new and
on-going group settings.
58. Asserts self in familiar and unfamiliar social
situa tions.
59. Relates well to others.
60. Responds appropriately as situations require.
61. Shows an interest in what others do and say.
XV. Personal Qualities: Self-Management
62. Assesses own knowledge, skills, and abilities
accurately.
63. Sets well-defined and realistic personal goals.
64. Monitors progress toward goal attainment.
65. Motivates self through goal achievement
(Le., a self starter).
66. Exhibits self-control and responds to feedback
unemotionally and non defensively .
XVI. Personal Qualities: Integrity/Honesty
67. Demonstrates trustworthiness.
68. Recognizes decision or behavior that may not
coincide with commonly-held personal or social
values.
69. Understands impact on self, others, and
organizations of violating commonly-held
personal or social values.
70. Chooses an ethical course of action.
© Prentice-Hall, Inc.
123
Portfolio Planner
Part II: Strategies and Resources
6. I will need to do these assignments and activities to reach my goals:
7. I expect to complete this portfolio by _ _ _ _ _ _ _ _ _ _ _ _ __
8. Complete the following chart to plan the specific steps in completing your
portfolio. As you complete each step, record the date in the last column.
Goal:
Step
Task: Assignment
or Activity
Materials and
Resources
Needed
Will be
Completed By
Date
Completed
1.
2.
3.
4.
5.
6.
7.
8.
Plan Approval
Date of Conference
Teacher's Signature Suggestions Progress Check
Date of Conference
Teacher's Signature Suggestions Date of Conference
~
Teacher's Signature Suggestions
© Prentice-Hall, Inc.
125
Type of Writing: Exposition - Making Connections
Title of Paper
~
Stage of Development: Prewriting
Date
Drafting
Date
Revising and Editing
Date
Finished Paper
Date
Type of Writing: Persuasion
Title of Paper
Stage of Development: Prewriting
Date
Drafting
Date
Revising and Editing
Date
Finished Paper
Date
Prewriting
Date
Drafting
Date
Revising and Editing
Date
Finished Paper
Date
Prewriting
Date
Drafting
Date
Revising and Editing
Date
Finished Paper
Date
Type of Writing: Reports
Title of Paper
Stage of Development:
~
Type of Writing: Creative
Title of Paper
Stage of Development: Type of Writing: Response to Literature
Title of Paper
Stage of Development:
C Prentice-Hall, Inc.
Prewriting
Date
Drafting
Date
Revising and Editing
Date
Finished Paper
Date
127
Portfolio Final Evaluation:
~arne
Teacher Raling _____________________________________________ Date ______
Directions to the Teacher: Use this form for an overall assessment of the
completed student portfolio. In addition, you may ask the student to com­
plete a Portfolio Final Self Evaluation form. These forms can be placed in
the portfolio and referred to during student or parent conferences.
I. Assessment of Individual Items
Rate each item in the portfolio from 1 to 4, with 4 being the highest.
ITEM
GOAL
RATING
COMMENTS
II. Overall Assessment Rate the overall achievement of the portfolio in these areas using the following rubrics: _ _ Focus
4. All items reflect a clear sense of goals and a focused strategy for attaining them. 3. Most items reflect the stated goals of the portfolios, but
work includes a few unproductive strategies.
2. Goals are lacking in clarity and strategies have regular
lapses in focus.
1. No consistent goal and generally aimless activities in
this portfolio.
C Prentice-Hall, Inc.
129
Date: -----------------Dear Parent or Guardian:
Recent studies show how important parental involvement is in helping students achieve suc­
cess in school. Because I know that you want your child to have an excellent year in English, I'm
pleased to tell you about our curriculum and suggest some ways you can participate in improv­
ing your child's performance.
In English this year we will be using Prentice Hall Literature: Timeless Voices, Timeless Themes.
This program combines a wide variety of quality reading selections with literature analysis,
critical thinking and reading skills, and composition. Importantly, it connects the literature to
students' own experiences through the development of themes relevant to students' lives.
You can help your child get the most from this program and from all of his or her homework
by following this expert-tested advice.
• Find the best time for studying. Work with your teenager to decide on the best time for
studying. Then set that time aside at least five days out of every week. If there is no home­
work, your child can use the time to review or plan ahead.
• Eliminate common distractions. Set aside a study area that is free from noise and other
distractions. Turn off the TV. Your teenager may say that watching television is helpful,
but no research supports this. In fact, watching television allows students to "turn off their
minds" because it requires no action or interaction.
• Avoid common interruptions. Take messages if the telephone rings, and have your teenager alert his or her friends not to drop by during the established study time. • Provide physical conditions that help concentration. Ensure that the study area has ade­
quate lighting and is kept at a comfortable temperature. Provide a table or desk that has
enough space for writing.
• Keep supplies handy. Keeping studying materials nearby saves time. Placing them in a
small bucket or box makes it easy to move them to the study area. A list of supplies should
also include a dictionary and a thesaurus.
• Encourage computer literacy. Help your teenager to see the value of using the computer to
write his or her compositions and other assignments. Encourage your child to use the com­
puters at school or the public library. If you have a home computer, provide quality word­
processing software for your child.
• Ask to see your child's books. Looking through the books gives you a better idea of what
your teenager is learning, and shows him or her that you think the material is important.
• Ask to see your child's work on a regular basis. You do not need to criticize or regrade
the papers. That will only make your teenager less willing to show you his or her work.
Just let your child know you are interested.
• Read. By watching you read, your teenager will see reading as a valuable activity. You can
be especially effective if you occasionally read and discuss one of the selections your child
is covering in class.
I look forward to working with your child and hope you will contact me if you have any
questions during the school year.
Cordially,
English Teacher
© Prentice-Hall, Inc.
131
Writing:
Home Review Letter Name _______________________________________________ Date _ _ _ _ __
To the Student: Fill in the name of a family member or an adult friend,
and attach this letter to the final version of your work to request com­
ments on your work.
Date _______________
Dear ________________
I am attaching something that I wrote in school recently. I would appreciate
it if you would read it and tell me what you think of it. I am particularly
interested in getting your answers to the questions below . You can answer them
on the lines under each question.
What do you think my purpose is for writing this?
Were you able to follow my thoughts? If not, where did you get lost? What
could I have done to make it easier to follow along?
Is there any information you wish I had included? If so, what?
Are there any parts you think I could have left out? If so, which parts?
What do you like best about what I have written?
What else would you like to tell me about what I have written?
Thank you for your help.
Sincerely yours,
Writing Student
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