Tuck Everlasting - Perfection LearningTuck Everlasting ©1997 Perfection Learning Corporation, Logan, Iowa Synopsis: Tuck Everlasting 6 Setting A small village called Treegap during

Perfection Learning®

TuckEverlasting

Natalie Babbitt

Senior Editor: Mary Jo CossonEditor: Judith A. Bates

Contributing Writer: Cindy LarsonCover and Book Design: Deborah Lea Bell

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

©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 0-7891-1836-xPrinted in the U.S.A.

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3 4 5 6 7 8 PP 09 08 07 06 05 04

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

Questions for Assessment

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

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

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

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

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

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

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

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

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

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

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

projects• completing meaningful assessments

based on real-world tasks

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

Using Alternative Assessment forLiterature

n Before-Reading Questions

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

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

n During-Reading Questions

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

n After-Reading Interview

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

n Project-Planning Sheet

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

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Alternative Assessment for Literature

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

• assessing thinking is as important as measuring recall

• clear expectations improve performance

• students are motivated by real-world tasks

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n Project Suggestions

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

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

n Criteria and Standards for Evaluation

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

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

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

• Students should understand whatthey need to do to improve.

• Evaluators should consider bothproduct and process.

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

assigning point values to each rating. Forexample, on a scale with five criteria, a High rating for one criterion might earn 5points. The total number of points might beequivalent 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: Tuck Everlasting

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Setting A small village called Treegap during the first week of August 1880

Characters Winifred (Winnie) Foster—ten-year-old girlMr. and Mrs. Foster—Winnie’s overprotective parentsWinnie’s grandmotherAngus and Mae Tuck—immortal parents of Miles and JesseMiles Tuck—forever 22Jesse Tuck—forever 17The man in the yellow suit—a mysterious strangerThe Treegap constable

Situation Winnie Foster stumbles onto the Tucks’ secret. Jesse, his mother, and his brother decide they must take Winnie to their home while they explain the secret to her and the necessity of not telling anyone about it.

Main Events 1. Three seemingly unrelated events occur. Mae Tuck meets her sons after a ten-year absence, Winnie Foster decides to run away, and the man in the yellow suit makes a mysterious visit to the Foster home.

2. Winnie alters her decision to run away and goes to her family’s wood instead.She meets Jesse Tuck, who is drinking from a spring. He will not allow her todrink the water. Winnie starts asking questions.

3. The Tucks tell Winnie the story of their lives and the secret of the spring asthe man in the yellow suit eavesdrops. They take Winnie to their home, whereAngus tries to explain the horror of their immortality. The man in the yellowsuit sees them leave the wood and head in the opposite direction of town.

4. Tuck takes Winnie out on the pond in a rowboat and explains to her abouthow life is like a wheel—forever turning.

5. Winnie spends several days at the Tucks’ home and begins to love each family member. The family tries to convince Winnie of the importance of thespring remaining their secret.

6. The man in the yellow suit, who has been searching for the Tuck family, findstheir house. He tells the Tucks about his plan to sell the spring water to veryrich people.

7. Mae Tuck hits the man in the head when he grabs Winnie and says he will use her for a demonstration of the spring water. Just as Mae hits the man inthe yellow suit, the constable arrives and arrests Mae.

8. The man dies, so Mae is sentenced to death by hanging on the gallows.Winnie agrees to help Mae escape.

9. Winnie takes Mae’s place in jail while the Tuck family escapes from Treegap.10. Winnie pours the water on the toad.

Resolution Angus and Mae Tuck return to Treegap 70 years later to discover Winnie’s grave marker. She had indeed heeded their warnings about staying the same forever and had chosen not to drink the spring water, but to remain instead part of the always turning “wheel of life.”

Before-Reading Questions

1. Define the word everlasting. Do youknow of anything or anyone that iseverlasting? Explain.

2. Would you want to live forever? Whyor why not?

3. Have you ever had to make a bigdecision? Tell about it. What thingsdo you consider when you have animportant decision to make?

4. Do you think it’s easier for a personyour age or for an older person to make a decision? Explain youranswer.

5. What does it mean to be different?Have you ever felt different? Explain.

6. Read the Prologue of TuckEverlasting. Predict how you thinkthe three seemingly unrelated eventswill become connected in the story.

7. Have you ever felt like running away?Have you ever actually run away?What happened? What changed?

8. What do you think the world wouldbe like if everyone and everythingstayed the same forever? What wouldbe the benefits? What would be thedrawbacks? Explain your answers.

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©1997 Perfection Learning Corporation, Logan, Iowa7

Your Responses

During-Reading Questions

Chapters 1–8

1. Why does Winnie talk to the toad?

2. Why does Jesse stop Winnie fromdrinking the spring water?

3. Do you think it is a good idea for the Tucks to kidnap Winnie? Why orwhy not?

4. Why is Jesse happy about being ableto tell Winnie the secret of thespring? Tell about a time when you’veconfided a secret. How did it makeyou feel to tell someone else?

Chapters 9–18

5. Why does Tuck say that seeing Winnieis the finest thing that’s happened in80 years? Why is Winnie so special?

6. Do you agree with Tuck’s statementthat his family “isn’t living, it’s useless”? Support your opinion.

7. Do you think the Tucks are selfish innot wanting others to have the water?Explain your answer.

8. Why do you think the man in the yellow suit wants the Fosters’ wood?

Chapters 19–25

9. What does the man in the yellow suitreally want from the Tucks? Do youthink he wants to help people by giving them the water to drink sothey can live forever, or does he haveother motives? Explain your opinion.

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Your Responses

During-Reading Questions continued

10. Why does the man in the yellow suitthink the Tucks are ignorant? Do youagree with him? Why or why not?

11. Why does Mae hit the man in the yellow suit? Do you think what shedoes is right? Why or why not?

12. Why does Jesse suggest to Winnie thatshe drink the spring water when sheturns 17? Do you think she will? Why?

13. Why does Winnie tell Jesse that shehas to help free Mae from jail? Whatmakes her feel so strongly aboutneeding to help?

14. Winnie tells herself that “at midnight,she would make a difference in the world.” How will she make a difference?

15. Why does Winnie pour the bottle ofspring water over the toad? How doyou think Angus Tuck would react ifhe knew what Winnie had done?

16. As Winnie waits to sneak out of herhouse at midnight, she has mixedfeelings of excitement and guilt. Whatis she excited about? What makes herfeel guilty?

17. What do you think would have happened to the Tucks if Winniehadn’t helped Mae escape from jail?

18. How do you think Winnie’s familyfeels about the Tucks? Explain your answer.

19. Why do you think the music boxgives Mae such pleasure?

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Your Responses

After-Reading Interview

1. Review your responses to the Before-Reading Questions. Has reading thebook changed any of your originalopinions? Explain.

2. Do you like the way the book ends?Why or why not?

3. How do you think the Tucks felt aboutbeing different?

4. In what ways do you think Winniegrew up during the time she spentwith the Tucks?

5. In your opinion, what was the mostdifficult decision Winnie had to make?What made the decision more difficultthan others?

6. Do you think Winnie ever confided thesecret of the spring water to anyone?Support your opinion.

7. If you were in Winnie’s place, wouldyou choose to drink the water or not?Explain how you would make yourchoice.

8. Why do you think the author stressedthe extreme August heat throughoutthe story? Why do you think a stormfinally broke when Mae escaped?

9. Do you think Winnie really believed that the Tucks were immortal? Why orwhy not?

10. Would you have helped Mae escape?Why or why not?

11. How do you think Winnie’s feelingstoward Jesse influenced her behavior?How did her feelings influence Jesse’sbehavior?

12. What do you think the author wantsyou to feel or understand from reading Tuck Everlasting? Explainyour answer.

13. Identify what you feel are the strengthsand weaknesses of the book. Describeyour favorite and least favorite characters. Use a scale of one to fivestars and rate the book.

14. Has this book raised any questions inyour mind, or have you learned something from it that you want toshare with others? How could youdevelop those questions or ideas intoa project?

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

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

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

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

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

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Short-Term Project Suggestions

1. Imagine that Winnie drank the springwater when she turned 17. Rewritethe Epilogue to tell what her life waslike from then until the Tucks returnin 1950.

2. With two other students, role-play theconversations that might have takenplace between members of Winnie’sfamily when they realized she was missing and the conversationthey might have had with the man in the yellow suit. Plan your scripts in advance.

3. Make a chart with two columns tocompare Miles with Jesse. Contrastthings like appearance, personalityand character traits, age, relationshipwith Winnie, and attitudes and feelingsabout living forever.

4. When a family struggles to locate alost child, it frequently produces anddistributes missing person posters toenlist people’s help. These postersusually feature a photograph, adescription of the child, and detailsabout the last known activities of thechild. Design a “Find WinifredFoster” poster using information from Tuck Everlasting.

5. Make a map showing the wood,Winnie’s house, the spring, the villageof Treegap, and the Tucks’ house. Citepassages from Tuck Everlasting thatyou used for reference.

6. Find a descriptive passage in thebook and write a free verse poemabout the scene. Note the page number where the description isfound. Try to make the poem paint apicture of the scene that the readeror listener can clearly visualize.

7. Choose a scene from Tuck Everlastingand present it as Readers Theater.Some scene suggestions include

• Winnie discovering the spring• Mae, Miles, and Jesse explaining

the secret to Winnie• Winnie and Tuck in the rowboat• the man in the yellow suit telling

the Fosters where to find Winnie• the man in the yellow suit telling

the Tucks his plans for the spring

8. Draw a picture of the spring and thewood surrounding it.

9. On separate index cards, write traitsand descriptive words for each character in Tuck Everlasting. Inviteother students to play a game. Readthe words to your classmates andchallenge them to identify whichcharacter each set of wordsdescribes.

10. Pretend that you live next door to theTucks. Write a letter to a frienddescribing your neighbors and thestrange things you have observed.

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Assessment Projects

Assessment Projects continued

11. Create a diorama of one of the loca-tions described in the book, such asthe Tucks’ place, the Fosters’ house,the wood, or the village of Treegap.

12. Make a Venn diagram to compare theFosters with the Tucks.

13. Make a “before and after” chart thatshows the changes in Winnie afterspending time with the Tucks.

14. Illustrate a quotation from the bookthat you find especially meaningful.Cite the page number where thequote can be found and tell why youfind the quote meaningful.

15. Write a letter from Winnie to Jesseexplaining why she didn’t drink the water.

16. Tuck Everlasting is written in thirdperson, which means that a narratortells the story. Rewrite a chapter orsection of the book from the viewpoint of one of the characters.

17. Draw a floor plan of the Tucks’ house,using references from the book toguide you. Then create pictures illustrating each of the rooms. Notepage numbers where descriptions arefound in Tuck Everlasting.

18. Imagine that you are the grandmotherof the man in the yellow suit. Practicetelling the story of how your dearfriend married into a very odd family.Dress as the grandmother and presentthe story to the class.

19. Miles tells Winnie that someday hewill find a way to do somethingimportant. Write a story telling about the important thing that Mileseventually does. Keep in mind Miles’character traits as you write.

20. Write an appropriate title for eachchapter in Tuck Everlasting. Make atable of contents that includes yourtitles and display it in the classroom.

21. Refer to descriptions in the book tohelp you sketch a portrait of one ofthe characters. Cite page numbers ofthe references you used.

22. With a group of students, role-playWinnie’s reunion with her family.Work together to write a script foreach person. Then perform your role-play for the class.

23. Choose a character from TuckEverlasting and make a collage.Feature quotations and thoughts that show the character’s personalityand traits.

24. Imagine that you are the elderlyWinnie Foster and you wish to writeyour memoirs. Tell about your life inthe years after the Tucks left. Be sureto include a description of your husband and how you met, your children, and anything of significanceyou’ve done in the course of your lifetime. Explain how knowing theTucks affected your life as an adult.

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25. Make a chart listing the positive andnegative outcomes of Winnie’s kidnapping and her decision to helpMae Tuck escape from jail. Think interms of Winnie’s relationships withher parents, the Tucks, other members of the Treegap community,and her peers.

26. Write a newspaper article reportingon Mae Tuck’s escape and the rolethat Winnie played by taking herplace. Include interviews with theconstable, Winnie, and the Fosters.

27. Draw an editorial cartoon that illustrates one of the themes in TuckEverlasting.

28. Make a list of consequences that theTucks felt might result if peoplestayed the same forever and nothingever died. Identify which of the consequences are positive and whichare negative.

29. Draw “before and after” pictures ofTreegap—the way it looked when thestory takes place, and then the modern-day Treegap of 1950.

Long-Term Project Suggestions

30. The author of Tuck Everlasting usesa lot of figurative language to makethe book come alive for readers. Findexamples of similes, metaphors, andother figurative language in the book.Write each phrase or sentence on asheet of paper and then illustrate it.

31. Write journal entries that Winniemight have made during the month ofAugust 1880. You could includeWinnie’s thoughts and feelings beforeand after she met the Tucks, theTucks’ secret, and whether or not shewill find the spring and drink thewater when she turns 17.

32. Produce and videotape a news broadcast reporting on one of the following events from the book.

• Winnie’s disappearance• Mae’s attack on the man in the

yellow suit• Winnie’s return home and her

story about going with the Tucks willingly

• the arrest of Mae Tuck and hersentencing to death by hanging

• Winnie replacing Mae in jail

33. Make a book with descriptions andillustrations of the “crazy” things theTucks might have done when they realized they were going to live forever.Include pages for each of the familymembers. Think of actions that wouldfit the personality and character ofeach family member.

34. Create a scrapbook of pictures anddescriptions of events that occurredthroughout the course of Jesse’s lifetime. Begin with the date Jesse wasborn and end in 1950 when the Tuckscame back to Treegap. Keeping Jesse’scharacter in mind, describe the eventsin which he might have participated.

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35. Write a play that describes what wouldhave happened if people would havefound out about the spring in Treegapwood. Recruit cast members, gatherprops, and perform the play for your class.

36. Pretend that you are Winnie and today is your 17th birthday. Have aconversation with yourself as you tryto decide whether or not you shouldfind the spring and drink the water.Tape-record the conversation.

37. Plan a documentary about the lives ofthe Tuck family members. Decidewhat information about each memberof the family you will include andwhich aspects of their lives you willfocus on. Videotape the documentary.

38. Imagine that you are a movie director.Consider the possibilities of makingTuck Everlasting into a movie. Writea script outline and a proposal to present to a movie studio thatincludes the following issues.

• Why should this movie be made?• What parts of the story would be

emphasized or omitted? • What audience would enjoy

this film?• Who would be cast in each part?

39. Write a story from the toad’s point ofview. Tell how you feel about Winnieand all the things she talks to youabout. Describe your life and how itchanges after Winnie pours the bottleof water over you.

40. Design a new front cover for Tuck Everlasting and write a briefsummary of the book to appear on theback cover.

41. Choose several of the most significantevents in the book and depict thescenes on a mural to display in yourclassroom.

42. Organize a class debate on the topic“Would you drink the spring waterand live forever?” Ask your classmatesto form two teams—one headed bythe man in the yellow suit and oneheaded by Tuck. Prepare argumentsfor or against staying the same forever.

43. Throughout the book, the author usesthe wheel as a symbol of life. Sherefers to a Ferris wheel, the hub of awheel, and other kinds of wheels.Write an essay explaining the meaningbehind this symbol and describinghow life is like a wheel. Identify otherobjects and people in the book thatare symbols.

44. With another student, hold a trial forMae. One of you will be the prosecut-ing attorney, while the other is Mae’sdefense lawyer. Prepare your case inadvance by gathering evidence (fromthe book) and rehearsing the argu-ments you will present. Ask your classto be the jury that decides Mae’s fate.

45. Select one of the main themes of thebook and make a collage that demonstrates the theme.

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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

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Adapting Assessment Activities to Learning Styles

Intelligence

LinguisticAbility to use language to under-

stand and communicate

Musical/rhythmicAbility to use rhythm, pitch, and

tone to express feelings andideas

Logical/mathematicalAbility to use reason to solve

abstract problems

Visual/spatialAbility to visualize and express

what’s seen with “the mind’seye”

Bodily/kinestheticAbility to interpret the world

through touch and movement

Intrapersonal Ability to understand one’s own

feelings

InterpersonalAbility to work with others

toward a common goal

Traits of Learner withThis Intelligence

Enjoys reading, writing, andtelling stories

Responds to visual stimulationDiscouraged by criticism,

sarcasm, favoritism

Sensitive to sound; distracted by random noise

Enjoys rhythm and movementBored by seat work and long

writing assignments

Explores relationshipsEnjoys calculating and critical

thinkingNeeds to see how tasks relate

to big pictureDiscouraged by chaos and

lack of challenge

Sensitive to form, color, shape, and texture

Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments

ActiveEnjoys manipulating objectsExpresses ideas and feelings

through movementDislikes sitting stillDiscouraged by isolation

InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests

and lock-step activities

Team playerGood at interpreting others’

moods and intentionsNeeds varietyDislikes working alone and

reflective activities

Ways to Develop ThisIntelligence

Graphic organizersReadingDramatic readingFilm/multimedia

Telling storiesMusical mnemonicsChoral readingDancing and

creative movementWriting/drawing to music

High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive

reasoningHands-on experiences

Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations

Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative

movementDemonstrationsField trips

JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study

Peer tutoringTalking things overCooperative groupsE-mail/other electronic

learning tools

Ways to Assess ThisIntelligence

Adaptation from one medium to another

Projects/performancesLogs and journalsTeacher-made tests

Writing lyrics/rapsPerformanceMultimedia presentation with

background musicTeaching through music

Demonstrations of a mathematical task

Group or individual problem-solving

InterviewsTeacher-made testsMetacognitive reflection

Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits

Listing strengths, things toimprove, and questions/concerns

Continuums(beginner/advanced; comfort/discomfort)

Observation checklists

Logs and journalsInterviewsEssaysProjects requiring synthesis,

such as an exhibit of culturalheritage

Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects


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

latest research on assessment into practice with

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

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

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

Available titles include

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

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

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

Printed in the U.S.A.

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Documents

Tuck Everlasting - Perfection LearningTuck Everlasting ©1997 Perfection Learning Corporation, Logan, Iowa Synopsis: Tuck Everlasting 6 Setting A small village called Treegap during