The Sign of the Beaver©1997 Perfection Learning Corporation, Logan, Iowa Synopsis: The Sign of the Beaver 7 Setting A wilderness cabin in Maine in the 1760s Characters Matt—a 12-year-old

Perfection Learning®

The Sign ofthe Beaver

Elizabeth George Speare

Senior Editor: Mary Jo CossonEditor: Judith A. Bates

Contributing Writer: Dana L. MasonDesign: Deborah Lea Bell

The purchase of this book entitles an individual teacher to reproduce pages for use inthe classroom. This permitted use of copyrighted material does not extend beyond thebuilding level. Reproduction for use in an entire school system or for commercial useis prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal, or retrieval of this work is prohibited without written permission from the publisher.

©1997 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-1853-xPrinted in the U.S.A.

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2 3 4 5 6 7 PP 10 09 08 07 06 05

Senior Editor: Mary Jo CossonEditor: Judith A. Bates

Contributing Writer: Dana L. MasonDesign: Deborah Lea Bell

The purchase of this book entitles an individual teacher to reproduce pages for use inthe classroom. This permitted use of copyrighted material does not extend beyond thebuilding level. Reproduction for use in an entire school system or for commercial useis prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal, or retrieval of this work is prohibited without written permission from the publisher.

© 1997 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-1099

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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Questions for Assessment

Before-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

During-Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

After-Reading Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Projects for AssessmentProject-Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Assessment Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Forms for Assessment and EvaluationGeneral Standards and Criteria for Project Evaluation . . . . . . . . . . . . . . . . . . . 16

Standards and Criteria for Project Evaluation Grid . . . . . . . . . . . . . . . . . . . . . 17

Suggestions for Developing Your Own Standards and Criteria for Specific Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Adapting Assessment Activities to Learning Styles . . . . . . . . . . . . . . . . . . . . . . 19

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Performance-Based Assessment The most effective nontraditional assess-ments are performance-based: They requirestudents to create an answer or productthat demonstrates their knowledge or skills by

• using knowledge in new ways• engaging in relevant, worthwhile

projects• completing meaningful assessments

based on real-world tasks

Suggestions for projects related to thefeatured title are found on pages 12–15.These varied activities are designed toappeal to different learning styles. The charton page 19 indicates how different types ofactivities relate to the theory of multipleintelligences. You can also use the chart toidentify activities suited to auditory, visual,and kinesthetic learners.

Using Alternative Assessment forLiterature

n Before-Reading Questions

Introduce major themes and issues of thebook with the reproducible Before-ReadingQuestions. Students can answer selectedquestions individually or in small groups

before they begin the book. After reading,students might see if their ideas and feelingshave changed. You can also encourage stu-dents to discuss these questions at home.

n During-Reading Questions

Personal connections to the book can beexplored with the During-ReadingQuestions. Your students might respond tothese questions in their journals. You canalso use the questions as discussion topicsfor small groups or the entire class.

n After-Reading Interview

Questions in the After-Reading Interviewcan serve as the basis for a dialoguebetween peers or a conference betweenstudent and teacher. Students’ reactions to and questions about their reading can be used to lay the groundwork for performance-based projects.

n Project-Planning Sheet

Students can use the Project-Planning Sheetto plan their final projects and demonstra-tions. You might approve the plan before students begin their projects. You can alsorequire that the planning sheet be submittedas part of the final project.

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The Sign of the Beaver*

Alternative Assessment for Literature

The suggestions in this teacher resource will help you put the latest research onassessment into practice. Current research suggests that

• assessing thinking is as important as measuring recall

• clear expectations improve performance

• students are motivated by real-world tasks

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n Project Suggestions

The activities suggested on pages 12–15have been written by teachers for teachers.They can be used alone or with other methods of evaluation. For example, youmight use an objective test to measure recalland a performance-based project to assessstudents’ ability to apply their learning.

Two kinds of projects are suggested.Short-term projects are designed to be completed within one to three class periods.Long-term projects will require more thanthree class periods.

n Criteria and Standards for Evaluation

Giving students the standards and criteriayou will use to evaluate their work letsthem know your expectations. The evalua-tion grid on page 16 can be distributed as students begin their projects. Or you canuse the reproducible form on page 17 todevelop your own grid. Both reproduciblegrids can be used by the teacher and the audience.

These forms are designed to reflect several principles of authentic assessment.

• People perform better when theyknow what is expected of them.

• Students should understand whatthey need to do to improve.

• Evaluators should consider bothproduct and process.

You can easily adapt the forms to yourclassroom. For example, you might encour-age students to develop their own standardsand criteria. You can also collect examplesof student work to provide models for eachcriterion. You might determine grades by

assigning point values to each rating. Forexample, on a scale with five criteria, a High rating for one criterion might earn 5 points. The total number of points mightbe equivalent to a letter grade; for example,20–25 points might equal an A.

Recommended ResourcesThese resources contain more informationfor alternative assessment.Belanca, James et al., Multiple Assessments for

Multiple Intelligences, IRI/SkylightPublishing, Inc., Palatine, Illinois, 1994.

Campbell Hill, Bonnie and Cynthia A. Ruptic,Practical Aspects of Alternative Assessment:Putting the Pieces Together, Christopher-Gordon, Norwood, Maine, 1993.

Herman, Joan L. et al., A Practical Guide toAlternative Assessment, Association forSupervision and Curriculum Development,Alexandria, Virginia, 1992.

Marzano, Robert J., “Lessons from the FieldAbout Outcome-Based PerformanceAssessments,” Educational Leadership,March 1994, pp. 44–50.

National Education Goals Panel, Handbook for Local Goals Reports, Publication Number 93–01.

Phi Delta Kappan, February 1993.Rudner, Lawrence M. and Carol Boston,

“Performance Assessment,” ERIC Review,Winter 1994, pp. 2–12.

Schneider, Sandra, “Designing an AuthenticAssessment,” Educational Leadership,April 1993, pp. 32–35.

Wiggins, Grant, “The Case for AuthenticAssessment,” ERIC Digest Series, EDO TM–90–10, ED 328 611.

—“Creating Tests Worth Taking,” EducationalLeadership, May 1992, pp. 26–33.

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©1997 Perfection Learning Corporation, Logan, Iowa

Synopsis: The Sign of the Beaver

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Setting A wilderness cabin in Maine in the 1760s

Characters Matt—a 12-year-old boyMatt’s father, mother, and sister SarahBen—a trapper who visits Matt’s cabinAttean—grandson of the chief of the Beaver people; Matt’s Indian brotherSaknis—Attean’s grandfather; leader of the tribeMembers of Attean’s family and the tribe

Situation Matt helps his father build a cabin and clear land in the wilderness of Maine. His father then returns to Massachusetts to get Matt’s mother and the younger children. Matt is left behind to tend to the cabin and crops.

Main Events 1. Matt settles into a routine of chores and adapting to his solitude.2. Matt is visited by a trapper, Ben, who takes advantage of Matt’s hospitality and

kindness. He also steals Matt’s rifle.3. Because of Matt’s carelessness, a bear breaks into the cabin and eats most of

Matt’s food.4. Matt attempts to get honey from a bee tree that he and his father had found.

He suffers a number of stings and injures his ankle.5. Saknis and Attean find Matt. They treat his stings, tend to his ankle, and bring

him food.6. Saknis makes a “treaty” with Matt. In exchange for food, Matt will teach

Attean to read.7. The bargain has its ups and downs. When Matt reads Robinson Crusoe to

Attean, Attean is insulted by the book’s negative stereotype of natives.Meanwhile, Attean teaches Matt how to hunt using Penobscot methods.

8. Matt finally gains Attean’s respect by helping him kill a bear.9. Attean invites Matt to his village.

10. Matt rescues Attean’s dog from a trap and gains greater acceptance by the Indians.

11. Attean leaves for his “manitou,” an Indian rite of passage.12. Saknis and Attean invite Matt to join the tribe for the winter, fearing that his

father will not return before the snows arrive.13. Attean visits Matt one last time before the tribe leaves, and the boys exchange

gifts—acknowledgment of their friendship.14. Matt prepares for the winter, and the first heavy snow arrives.

Resolution Matt’s family returns with fresh supplies and news that neighbors will arrive soon. Matt is overjoyed to see his family. But he is also sad—he knows that Attean and the Beaver people will never return to their homeland.

Before-Reading Questions

1. What do you know about the NativeAmericans of the Northeast?

2. Describe life as you know it for settlers in the late 1760s. What majorevents in American history tookplace during that time?

3. Describe how friendships develop.Do you think all friendships developthe same way?

4. What does the word respect mean to you?

5. Think of world, national, or localevents that highlight the comingtogether of several cultures. List thepositive and negative results. Why doyou think these results occur?

6. Have you ever been alone for a longperiod of time? If so, how did it feel? What do you think would happen if you were left alone for aweek? a month? What would you do to survive?

7. What are the most important needs aperson your age has? Who or whatfulfills these needs for you?

8. Look carefully at the cover illustrationof the novel. What do you think therelationship is between the two individuals shown on the cover?

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©1997 Perfection Learning Corporation, Logan, Iowa8

Your Responses

During-Reading Questions

Chapters 1–6

1. What is your impression of Matt? Doyou think he’s capable of survivinguntil his family returns? Why? Howwould you react if you were Matt?

2. How does Matt feel about NativeAmericans? How can you tell?

3. What is the significance of Ben’s visit?

4. Why do you think Matt lies to Benabout being alone? Why doesn’t Matttell Saknis the same story?

5. What evidence can you provide tosupport the following statement? Mattis fairly observant, and he learnsfrom his mistakes.

6. If you could step into the novel at this point, what advice would yougive Matt?

Chapters 7–19

7. Describe Matt from Attean’s point of view.

8. Who do you think works harder atthe friendship—Matt or Attean?Explain your answer.

9. How is each boy growing and changing as a result of their relationship? Cite passages in thebook to support your opinion.

10. Explain what the natural environmentmeans to each boy.

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Your Responses

During-Reading Questions continued

11. What are the key points of Matt andAttean’s discussion about the trappedfox? Whose position do you support?

12. Summarize each boy’s perspective ofthe other’s race—attitudes, beliefs,methods, and lifestyle.

13. Attean sees Robinson Crusoe differently than Matt does. Whoseviewpoint do you agree with and why?

Chapters 20–25

14. Were you surprised by Saknis’ invitation to Matt to accompany thetribe as they left for the winter?Explain. Would you have remained at the cabin as Matt did? Why or why not?

15. What is the most important aspect of the final gift exchange betweenAttean and Matt? Why do you think it is important?

16. How is respect demonstrated by themajor characters near the end of the novel?

17. Matt thinks his family will neverunderstand his relationship withAttean and his tribe. Do you agree or disagree with Matt? Why?

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Your Responses

After-Reading Interview

1. Trace Matt’s attitude regarding NativeAmericans through the novel. Whatprompted changes in his attitude? How can you use this information insituations you face?

2. Prior to reading you were asked to inferthe relationship between Attean andMatt based on the cover illustration.How accurate were your observations?Describe the nature of the friendshipbetween Attean and Matt.

3. Attean questioned Matt’s opinionsabout land ownership. Attean said thatland is like air, and it belongs to allpeople and animals. What environ-mental issues were raised by Attean’sstatement? What other environmentalissues are presented in the novel?

4. Matt thought about how the Indiansand the English had made peace. Butthe hatred hadn’t disappeared. Whenhe and Attean walked through thewoods together, there seemed to be awall between them that Attean wouldn’tpass through. Do you agree with thissummation of the relationship betweenthe white man and the Indians in thenovel? Is it applicable to relationsbetween people of different cultures inAmerica today? Why or why not?

5. Which term best characterizes theportrayal of the two cultures in thisnovel: stereotypical, honest, biased, oraccurate? Explain your selection.

6. Summarize the knowledge Matt gainedduring the course of the novel andhow he used that knowledge.

7. Review your definition of respect.Would you refine or extend it basedon your reading of the novel? Howdoes the novel illustrate respect?

8. List Matt’s strongest traits. How didthese characteristics serve himthroughout the novel?

9. What new insights into Native Americancultures have you gained from readingthis novel? What elements of the culturediffer from your previous knowledgeand opinions?

10. In what ways were Matt and Atteanalike? How were they different? Howwell do you think Matt and Atteanlearned to accept and appreciate their differences? What examples from the story can you give to supportyour opinion?

11. In your opinion, what was the greatestconflict or challenge Matt faced? Howwas this challenge more difficult than others?

12. Do you think Attean’s and Matt’s cultures were more alike than differ-ent or more different than alike?Support your feelings with evidencefrom the book.

13. Describe your general reaction to TheSign of the Beaver. How many “stars”would you give this book and why?

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Purpose Explain what you want to demonstrate with this project, and show how your project relates to the book.

Audience Include a brief description of who your audience will be, what its members arelikely to know about your subject, how you plan to help them understand your project, andhow you plan to capture their interest.

Project description Give a brief overview of the content and format of your project.

Materials/resources needed Summarize any equipment and materials you will needand explain where you will get them. Also, list any resources you plan to use, such asbooks and people to interview.

Points to consider in project evaluation What main ideas are you trying to com-municate in your project? Identify the criteria that are most important for evaluating yourproject.

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Short-Term Project Suggestions

1. Construct a timeline showing the keyevents of the novel and the progres-sion of Attean and Matt’s friendship.

2. Sketch a portrait of a character inThe Sign of the Beaver. List the passages from the book that you usedas references for your portrait.

3. What stereotypes did Matt and Atteanhave about each other’s culture? Citepages in the book showing these attitudes. What were the effects of thestereotypes? Make a chart showingthe stereotypes, the effects, and howeach character’s attitude changed asthe two became friends.

4. Write a letter to Elizabeth GeorgeSpeare about how this novel helpedbroaden your understanding of cultures and the tension between them.

5. Make a poster showing and comparingthe tools, materials, and/or methodsthe settlers and the Native Americansused in the novel. Include the modern-day equivalents.

6. Write a journal that Matt might havekept while his father was gone. HaveMatt explain events that changed hislifestyle and how he adapted to the changes.

7. Write a story about the coming of settlers to Maine from the NativeAmericans’ point of view. Then practice telling the story as a memberof Attean’s tribe might have told it.Tell the story to the class. Tape-record the story and share it withother classes.

8. Write an editorial about NativeAmericans.

9. Draw a political cartoon on a topicrelated to this novel.

10. Use one of the following scenes or a scene of your choice for aReaders Theater.

• Chapter 3—Ben’s visit• Chapter 8—the reading lesson• Chapter 17—a day in

Attean’s village• Chapter 25—the return of

Matt’s parents

11. Find examples in the book that showthe cultural differences and likenessesbetween Matt and Attean. Find a creative way to present your findingsto the class. Areas to consider include

• education• family life• religion• government• economy

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Assessment Projects

Assessment Projects continued

12. Write a poem or song describing theenvironment from Attean’s point of view.

13. Hold a book talk with students whohave read other books by ElizabethGeorge Speare such as The BronzeBow, Calico Captive, or The Witchof Blackbird Pond. Compare TheSign of the Beaver with the settings,themes, and characters in otherSpeare books. Present the book talkto the class as a way of encouragingother students to become familiarwith the author’s works.

14. Create a bulletin board on respect.Incorporate passages from The Signof the Beaver that demonstratethis value.

15. Locate a map of the northeastern partof the United States in the 1760s.Trace the most likely route that Mattand his father took from Quincy,Massachusetts, to the probable location of the cabin in Maine. Thenon a current map of the same area,plot a course that might be drivenfrom Quincy to the location in Maine.Estimate how long it would take forboth journeys. Create a visual displayand share it with the class.

16. Write an appropriate title for eachchapter in The Sign of the Beaver.Make a table of contents whichincludes your titles and display it inthe classroom.

17. Sketch the interior of Matt’s cabin.Cite passages in the book that youused as references.

18. Using fabric paint, create a T-shirtthat could be sold at a book promotion for The Sign of theBeaver. Include a quotation and/orscene from the story as well as thetitle of the book.

Long-Term Project Suggestions

19. Compare the Native American storythat Attean told about the flood withthe biblical story as told in Genesis6–9. Research other myths of theWoodland Indians that relate to stories in your culture. Use a desktop publishing program to makean illustrated book of the stories.

20. Use multimedia resources to find outwhat wildlife (plant and animal) iscurrently found in the region of thestory setting. Make a display orscrapbook comparing your findingswith the wildlife mentioned in the book.

21. Investigate changes in the naturalenvironment of the East Coast statessince the arrival of the Europeans.Chart or graph the information showing “before” and “after” conditions in the environment. Writean essay on how you think thesechanges affected the lives of theNative Americans.

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Assessment Projects continued

22. Organize and conduct a debate on theenvironmental issues raised in thenovel. Some of the issues include

• land use• animal rights• hunting

23. Attean refused to do what he considered to be women’s work. Usemultimedia resources to explore thedifferent roles of men and women inAttean’s culture and Matt’s culture.Compare these roles with your ownresponsibilities and how your culturedefines men’s and women’s roles.

24. Write a script to dramatize Matt’sreunion with his family. Include hisdescription of his friendship withAttean. Present a live or videotapedperformance to the class.

25. Read Robinson Crusoe. Find a creative way to present a comparisonof The Sign of the Beaver andRobinson Crusoe to the class.

26. Research the history of the Penobscottribe. Evaluate the accuracy of theinformation presented by ElizabethGeorge Speare. Share your findings ina format of your choosing.

27. Construct models of the hunting techniques presented in the book.Create a museum display to shareyour work. Include descriptions ofhunting tools and methods.

28. Cite passages in The Sign of theBeaver dealing with one of thefollowing issues.

• different cultures• ecology• rights of indigenous people

Compare the issue as detailed in thebook with the same modern-dayissue.

29. Read Robinson Crusoe as Matt mighthave read it to Attean. Remember that Matt

• skipped pages that sounded likesermons

• read the parts he liked best• skipped the parts where it

seemed that Friday was a slave• chose pages where there was

plenty of action• skipped over half the book

Present the reading live or via audiotape.

30. Create a mural or diorama showingthe Penobscot camp with its stockadeand wigwams as described in TheSign of the Beaver.

31. Practice a dance of celebration mod-eled after the dance in Chapter 16. Ordesign your own dance celebration.Select recorded Native Americanmusic or use percussion instrumentsto accompany your dance. Create aprogram for your dance that explainshow it relates to the book. Performyour dance for your classmates.

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Assessments Projects continued

32. Design a model of a wigwam. Providean accompanying illustration of theinside. Cite passages that support yourdesign and illustration.

33. Imagine that an illustrated edition ofThe Sign of the Beaver is going to bereleased. Choose 10 scenes or eventsfrom the book that would make interesting illustrations. Describe what the pictures would show (ordraw them) and tell where in thebook you would insert them. Finally,tell what criteria you used to makeyour choices.

34. Create two collages of Matt’s orAttean’s thoughts and words—onethat illustrates the “old” character andone that illustrates the “changed”character. Include page numbers foreach quotation.

35. Imagine that a play is being written forThe Sign of the Beaver. Design a setthat could be used in the play. Includea list of props that would be needed.

36. Construct a timeline showing historical events of the 1700s thataffected the Native Americans of theeastern United States. Make a chart orwrite an explanation of how eachevent impacted the Indians.

37. You have probably seen critics likeSiskel and Ebert giving their opinionsabout movies. Often one critic gives amovie a “thumbs up” while the otherrates the same film “thumbs down.”Produce a similar program about TheSign of the Beaver. The programshould have two or more reviewers, amoderator, and perhaps interactionwith the audience. Present it live orvideotaped. Reviewers should knowahead of time what topics will be discussed so they have time to prepare. Each reviewer should havesections of the novel ready to read tosupport his or her points about eachtopic. Possible topics include

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

parts of the book• themes (such as cultural

differences, the environment,survival)

• qualities that make The Sign ofthe Beaver a good (or bad)adventure novel

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ALTERNATIVE Assessment **

Name ______________________________________ Project Title ________________________________

General Standards and Criteria for Project EvaluationApply those standards that fit the specific project. Some standards might not be used.

Standards CriteriaAreas of High Very Good Adequate Needs WorkAssessment

ResearchandPreparation

• Resources• Evidence• Deadlines• Use of Time

Content • Purpose• Organization• Audience

Appeal• Information• Sources

VisualElements

• AudienceAppeal

• Purpose• Effectiveness• Effort

WrittenElements

• Accuracy• Revision• Details

OralPresentation

• Delivery• Props• Eye Contact

o used a variety of chal-lenging, reliable, andappropriate resources

o used appropriate evidence and examples

o met all deadlines

o used any extra time toextend research

o creatively fulfilled pur-pose on planning sheet

o used logical, easy-to-follow order

o created and maintainedhigh audience interest

o covered topic withoutstanding information

o credited sources

o were highly interesting,easy to see and understand

o supported purpose

o communicated mainideas clearly

o showed outstandingeffort

o had few errors

o were thoroughly proofread and revised

o supported main ideaswith rich details

o spoke audibly andexpressively

o used engaging gesturesand props

o maintained excellent eye contact

o used several reliable,appropriate resources

o made effort to use evidence and examples

o met deadlines

o used preparation time well

o completely fulfilledpurpose on planningsheet

o used easy-to-followorder

o kept audience’s attention

o covered topic with appropriate information

o credited sources

o were interesting, easyto see and understand

o supported purpose

o communicated main ideas

o showed effort

o had few errors

o were proofread and revised

o supported main ideas

o spoke audibly andexpressively

o used gestures and props

o maintained good eye contact

o used few resources

o used little evidenceand few examples

o didn’t meet all deadlines

o spent little time onpreparation

o did not fulfill purpose

o used hard-to-follow order

o created little audience interest

o omitted importantinformation

o provided incompletecredits

o were messy, disorganized, hard tounderstand

o were unrelated to purpose

o didn’t support main ideas

o showed little effort

o had many errors

o needed to be proof-read and revised

o didn’t support main ideas

o was difficult to hear

o used few or distracting gesturesand props

o made little attempt to maintain eye contact

o used minimum numberof resources for basicinformation

o used some evidence and examples

o needed encouragementto meet deadlines

o spent minimal time onpreparation

o fulfilled purposeon planning sheet

o used order that wasconfusing at times

o lost audience’s attention at times

o covered the basics

o credited sources

o were somewhat interesting

o were related to purpose

o generally supportedmain ideas

o showed fair effort

o had several errors

o needed more proof-reading and revision

o weakly supported main ideas

o could develop moreexpression

o used few or awkwardgestures and props

o attempted to maintaineye contact

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Suggestions for Developing Your Own Standards and Criteria for Specific Projects

You can use the form on page 17 to develop rubrics for different kinds of alternative assess-ments. Many teachers ask students to help develop assessment forms for the projects theywill be working on. • Develop standards. Students might help you identify elements to evaluate, working from their

own experience or samples you provide. Projects may fit into several categories. For example, anews broadcast might also be measured by standards for a multimedia project.

• Adapt the criteria to your students. What you can expect of students often depends ontheir experience or equipment. For example, students with access to editing equipment can produce more expert videos.

• Define the levels of performance you expect from your students. You can brain-storm with students, consult with other teachers, and provide models of student work for eachlevel of excellence. You might also assign point values to each rating, as described on page 5.

Project Suggested Standards

artwork color; composition; use of medium; originality; clarity of purpose

dance expressiveness; coordination with music; level of technique

debate appropriate arguments; persuasiveness; quality of evidence; poise

editorial cartoon style; verbal content; effectiveness of message; use of techniques(satire, irony, caricature, etc.)

multimedia program ease of use; selection of graphics and sounds; use of special featureslike dissolves and animation

news broadcast format; content; presentation; props; sound and picture quality

newspaper or magazine content; layout; graphics; text; mechanics

panel discussion organization; content; leadership

poem or song content; format; originality; effectiveness of message

radio show content; quality of sound; format (e.g., characters are identified by taglines); creative use of sound

reenactment or simulation fidelity to original source; props; creativity; presentation

scrapbook selection; organization; identification; decorative elements

timeline selection of events; scale; appearance

travel brochure content; format; overall appeal; clarity of purpose

trial role-playing; evidence; validity of decision; organization

video content; organization; sound and picture quality; special effects; creativity


Adapting Assessment Activities to Learning Styles

Intelligence

LinguisticAbility to use language to under-

stand and communicate

Musical/rhythmicAbility to use rhythm, pitch, and

tone to express feelings andideas

Logical/mathematicalAbility to use reason to solve

abstract problems

Visual/spatialAbility to visualize and express

what’s seen with “the mind’seye”

Bodily/kinestheticAbility to interpret the world

through touch and movement

Intrapersonal Ability to understand one’s own

feelings

InterpersonalAbility to work with others

toward a common goal

Traits of Learner withThis Intelligence

Enjoys reading, writing, andtelling stories

Responds to visual stimulationDiscouraged by criticism,

sarcasm, favoritism

Sensitive to sound; distracted by random noise

Enjoys rhythm and movementBored by seat work and long

writing assignments

Explores relationshipsEnjoys calculating and critical

thinkingNeeds to see how tasks relate

to big pictureDiscouraged by chaos and

lack of challenge

Sensitive to form, color, shape, and texture

Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments

ActiveEnjoys manipulating objectsExpresses ideas and feelings

through movementDislikes sitting stillDiscouraged by isolation

InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests

and lock-step activities

Team playerGood at interpreting others’

moods and intentionsNeeds varietyDislikes working alone and

reflective activities

Ways to Develop ThisIntelligence

Graphic organizersReadingDramatic readingFilm/multimedia

Telling storiesMusical mnemonicsChoral readingDancing and

creative movementWriting/drawing to music

High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive

reasoningHands-on experiences

Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations

Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative

movementDemonstrationsField trips

JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study

Peer tutoringTalking things overCooperative groupsE-mail/other electronic

learning tools

Ways to Assess ThisIntelligence

Adaptation from one medium to another

Projects/performancesLogs and journalsTeacher-made tests

Writing lyrics/rapsPerformanceMultimedia presentation with

background musicTeaching through music

Demonstrations of a mathematical task

Group or individual problem-solving

InterviewsTeacher-made testsMetacognitive reflection

Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits

Listing strengths, things toimprove, and questions/concerns

Continuums(beginner/advanced; comfort/discomfort)

Observation checklists

Logs and journalsInterviewsEssaysProjects requiring synthesis,

such as an exhibit of culturalheritage

Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects

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

Alternative Assessment for LiteratureThe reproducible teacher resources in this series help you put the

latest research on assessment into practice with

• an overview of alternative assessment• a book synopsis• reproducible questions for

—before reading—during reading—post reading interview

• reproducible suggestions for projects• reproducible evaluation forms

—project planning prospectus—standards and criteria for project evaluation —blank grid for your standards and criteria

• suggestions for —developing your own standards and criteria—adapting projects to various learning styles and modalities

Available titles include

Across Five Aprils Maniac MageeBridge to Terabithia NightBunnicula The OutsidersThe Crucible Roll of Thunder, Hear My CryDragonwings ShilohThe Giver The Sign of the BeaverHatchet Walk Two MoonsThe Indian in the Cupboard The Westing GameJohnny Tremain Where The Red Fern GrowsThe Light in the Forest A Wrinkle in TimeThe Lion, the Witch and the Wardrobe

For more information or to place your next order call or faxPerfection Learning Corporation

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

19

Adapting Assessment Activities to Learning Styles

Intelligence

LinguisticAbility to use language to under-

stand and communicate

Musical/rhythmicAbility to use rhythm, pitch, and

tone to express feelings andideas

Logical/mathematicalAbility to use reason to solve

abstract problems

Visual/spatialAbility to visualize and express

what’s seen with “the mind’seye”

Bodily/kinestheticAbility to interpret the world

through touch and movement

Intrapersonal Ability to understand one’s own

feelings

InterpersonalAbility to work with others

toward a common goal

Traits of Learner withThis Intelligence

Enjoys reading, writing, andtelling stories

Responds to visual stimulationDiscouraged by criticism,

sarcasm, favoritism

Sensitive to sound; distracted by random noise

Enjoys rhythm and movementBored by seat work and long

writing assignments

Explores relationshipsEnjoys calculating and critical

thinkingNeeds to see how tasks relate

to big pictureDiscouraged by chaos and

lack of challenge

Sensitive to form, color, shape, and texture

Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments

ActiveEnjoys manipulating objectsExpresses ideas and feelings

through movementDislikes sitting stillDiscouraged by isolation

InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests

and lock-step activities

Team playerGood at interpreting others’

moods and intentionsNeeds varietyDislikes working alone and

reflective activities

Ways to Develop ThisIntelligence

Graphic organizersReadingDramatic readingFilm/multimedia

Telling storiesMusical mnemonicsChoral readingDancing and

creative movementWriting/drawing to music

High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive

reasoningHands-on experiences

Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations

Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative

movementDemonstrationsField trips

JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study

Peer tutoringTalking things overCooperative groupsE-mail/other electronic

learning tools

Ways to Assess ThisIntelligence

Adaptation from one medium to another

Projects/performancesLogs and journalsTeacher-made tests

Writing lyrics/rapsPerformanceMultimedia presentation with

background musicTeaching through music

Demonstrations of a mathematical task

Group or individual problem-solving

InterviewsTeacher-made testsMetacognitive reflection

Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits

Listing strengths, things toimprove, and questions/concerns

Continuums(beginner/advanced; comfort/discomfort)

Observation checklists

Logs and journalsInterviewsEssaysProjects requiring synthesis,

such as an exhibit of culturalheritage

Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects


Alternative Assessment for LiteratureThe reproducible teacher resources in this series help you put the

latest research on assessment into practice with

• an overview of alternative assessment• a book synopsis• reproducible questions for before, during, and after reading• reproducible suggestions for projects• reproducible evaluation forms

—project-planning sheet—standards and criteria for project evaluation —blank grid for your standards and criteria

• suggestions for —developing your own standards and criteria—adapting projects to various learning styles and modalities

Available titles include

Anne Frank: The Diary of a Young Girl Roll of Thunder, Hear My CryBridge to Terabithia Romeo and JulietCharlotte’s Web Sadako and the Thousand Paper CranesDicey’s Song Sarah, Plain and TallDragonwings A Tale of Two CitiesThe Giver To Kill a MockingbirdHarry Potter and the Sorcerer’s Stone Walk Two MoonsJulius Caesar The Watsons Go to BirminghamManiac Magee And many more!The Midwife’s Apprentice

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

Phone: 1-800-831-4190 • Fax: 1-800-543-27451000 North Second AvenueLogan, Iowa 51546-0500

Printed in the U.S.A.

#76668

Documents

The Sign of the Beaver©1997 Perfection Learning Corporation, Logan, Iowa Synopsis: The Sign of the Beaver 7 Setting A wilderness cabin in Maine in the 1760s Characters Matt—a 12-year-old