Activities for Alternative Assessment - PopulationMe.com

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: DRAMAThe Dancers by Horton Foote ....................................................... 45 The Tragedy ofRomeo and Juliet, Acts I & II, by William Shakespeare .......... 46 The Tragedy ofRomeo and Juliet, Acts III & IV, by William Shakespeare ........ 47 The Tragedy ofRomeo 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 KeatsSonnet 30 by William ShakespeareThree 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 AssessmentFor Performance LevelsLess Advanced Students1. Nonverbal Communication As readers. we are suspicious of Montresor's actions. Is he reallygoing to show Fortunato a cask ofwine? Fortunato. on the other hand, is completelytaken in by mention of the wine. If he had observed Montresor's body language. he mighthave 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 communication.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 wassealed into the catabombs. Write three entries in Fortunato's diary that would reveal Montresor'sguilt.More Advanced Students3. Refiection Montresor appears to have some mixed emotions as he walls up the entrance tothe crypt. He hesitates and trembles when Fortunato screams. He grows impatient whenFortunato 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 thischaracter's thoughts and feelings in this difficult situation. What causes his mixed emotions?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, theygo through a series of arched doorways and vaults. These underground passages are madeofstone. 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 asimilar material to illustrate how an arch is constructed. Use your model to demonstrate theadvantages of arch and vault construction. Explain the physics behind those advantages.For Learning ModalitiesVerbal/Linguistic5. Sequel Consider what might happen next in the story. How will Montresor live with himselfafter what he did to Fortunato? Will he ever return to the vaults? Does he feel remorse?Write a sequel to ''The Cask ofAmontillado." Show the strength and determination of Montresor.just as Poe did. Keep in mind Montresor's statement about punishing "with impunity."In your sequel. will that statement be true. or will you prove Montresor wrong?Interpersonal and Musical/Rhythmic6. Mardi Gras Work in a group to learn more about Mardi Gras, the carnival setting of thestory. Have one group member investigate each of the following sets of questions: (1) Whatdoes Mardi Gras mean? Why is it called that? Why do people celebrate? (2) What kind ofmusic is played during Mardi Gras? (3) Why are masked balls held? What kinds of masks dopeople wear? Collaborate on a report ofyour findings. Explain how the information aboutMardi Gras helps your understanding of the background of Poe's story. You might accompanyyour 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 AssessmentFor Performance Levels Less Advanced Students 1. World Records Report In "Casey at the Bat," the "mighty" Casey does not live up to thecrowd's expectations and knock the ball out of the park. We are led to believe, however, thathe's capable of breaking home-run records. What is the all-time home-run record? Howmany other world records can you find? Use an encyclopedia or a book of records to researchworld records in a variety of areas. You can include "serious" topics such as sportingevents, the world's tallest building, the longest-ruling monarch, or topics that are not so serious,such as the longest domino line or biggest bubblegum bubble. Present your findingsin a brief report.2. Dialogue Imagine that Babe Ruth, who held the home-run record in the major leagues for38 years. was on hand to witness Casey's failure at the plate. What might Ruth, the "Sultanof Swat," have said to Casey? Improvise a dialogue in which the Babe extends advice to the"mighty" Casey.More Advanced Students3. Poem Reworking Write a revised version of "Casey at the Bat." How might the poem haveended if the mighty Casey hadn't struck out? Keep the same rhyme scheme and rhythm asthe original poem, but be creative in writing an alternative ending.For Learning Modalities~ Musical/Rhythmic and Interpersonal4. 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 ofmusic do you think best accompanies Casey's walk to the plate? The first pitch? What bestaccompanies the climax? Choose two or three different pieces of music. Play the pieces andhave other students guess for which parts of the story the particular pieces are meant.Linguistic/Interpersonal5. Altemative Endings Working with a partner. invent a story that has a definite turningpOint. Brainstorm two versions of how the story ends: one with a true climax, and one thatturns anticlimactic. Collaborate on writing two versions of the story: one in which eventstum out as expected, and one in which events take an unexpected tum.Verbal/Linguistic6. Summary Think of a recent event that you participated in or witnessed. Possibilities includea sporting match, a concert, a club meeting. or a family outing. Prepare an oral report inwhich you summarize what happened. Remember: A summary includes only the most importantdetails.© Prentice-Hall, Inc. Casey at the Bat 3

"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 AssessmentFor Performance LevelsLess Advanced Students1. Newspaper Account Suppose you are a newspaper reporter who happened to be on the buswith Rosa Parks on the day she refused to give up her seat. Write an unbiased eyewitnessaccount of the events that occurred on December 1, 1955. Use details of the event as theyappear ~n the excerpt from Parks's autobiography.2. Occupation List In "I Hear America Singing," Walt Whitman celebrates individuals whoseoccupations he feels are vital to America. List ten occupations that you feel are vital toAmerica today. Give reasons for including each occupation on your list.More Advanced Students3. 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 persuasivewriting. In a one-page essay. compare and contrast the two works. What is the mainpoint of each selection? How do the authors appeal to their audiences? How do they persuadetheir audiences?For Learning ModalitiesInterpersonal and Verbal/Ungui5tic4. Poem ChiefDan 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 ofview of aparticular group of people. such as young people. elderly people. people in your school orneighborhood. people in a certain occupation, or people of a certain ethnic or cultural background.Describe what the group longs for and how they might obtain it.VerballUngu;stic and Intrapersonal5. Speech and Response Reread Martin Luther King, Jr.·s speech several times. Then practicegiving the speech in front of a mirror. If possible, tape record yourself. and listen critically tothe recording. Then deliver the speech to an audience. What effect did delivering the speechhave on your understanding of it? How did saying Dr. King's words in front of an audienceaffect your own emotional response to the speech? Write your thoughts in a briefjournalresponse.Visual/Spatial6. 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 ownfeelings about it. Write one selection title in each corner of a piece of paper. Around eachtitle. write words and phrases that express the main points of the selection and your reactions.For example. you may agree or disagree with parts of the selection. You may be verymoved 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. Usethese 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 AssessmentFor Performance LevelsLess Advanced Students1. Observation and Description The themes of Robert Frost's ''The Road Not Taken" andMarge Piercy's ''To Be of Use" are enhanced by vivid images of nature. In order to use imageslike these effectively in a poem or story, a writer must become a keen observer. Look out thewindow. or, if possible, go outside and observe your surroundings. Record in a notebooksome of the sights that catch your eye. Write a descriptive paragraph based on your notes.More Advanced Students2. Analyzing Character Marge Piercy's poem "To Be of Use" describes people and a particularwork ethic that the speaker of the poem loves. The speaker states. "I love people who harnessthemselves,/an ox to a heavy cart,/who pull like water buffalo. with massive patience,/whostrain in the mud and the muck to move things forward./who do what has to bedone. again and again." In what way might Annie Johnson in "New Directions" be one ofthose 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 establishingher own business. At the end of the biographical sketch. the reader learns that her tiny businessselling meat pies continued to grow until eventually she ran her own store. Imaginewhat her store looked like and the different ways in which it might have continued to growand 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 ModalitiesInterpersonal and Verbal/Linguistic4. Interview and Essay "The Road Not Taken" is about decisions and the different paths aperson 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 ofyour community.Ask the person about his or her goals, the most important decisions he or she has had tomake. and of what he or she is most proud. Take thorough notes or record your conversationon aUdiotape. Then, based on your notes, write an essay that describes what this persontaught you about setting goals and making decisions.Visual/Spatial and Interpersonal5. Advertisement Suppose you and a partner have been asked by Annie Johnson to create anadvertising campaign for her unique. homemade meat pies or for her general store. Brainstormto identify some of the most interesting. entiCing details of the pies or the store. Whatdetails might grab the attention of potential customers? Make a careful plan for your advertisingcampaign, and then create one or more of the advertisements.Verbal/Linguistic and Logical/Mathematical6. 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 findparticularly useful. Share your finished poem with your classmates.© Prentice-Hall, Inc. Road/Directions/Use 11

"Children in the Woods" by Barry Lopez (text page 215)Activities for Alternative AssessmentFor Performance Levels Less Advanced Students 1. Job Profile Are you headed for a conservation job? Find out about one in detail, and prepareajob profile. You might begin by looking in a source such as The Enhanced GuideJorOccupational Exploration. What does the work involve. what education and skills are required.and who are likely employers? What are the advantages and disadvantages ofworkingin 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 thetrees. 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 youare alone. What effect do these sounds of nature have on you? Write a journal entry inwhich you explain the effect of the sounds on you. You might also play the tape for a fewfriends to see if it has a similar or different effect on them.More Advanced Students3. Persuasive Speech Choose one endangered species. Write a persuasive speech in whichyou convince your audience of the importance of preserving that species. You will need to researchthe habitat of the species and the impact of the species' disappearance on otherspecies in the habitat. Use a quotation from "Children in the Woods" to make a point in yourspeech.\...,. For Learning ModalitiesVerbal/Linguistic4. Learning Environments How would you establish an environment in which students yourown age can learn about nature? Choose a general subject area, such as wetlands. woodlands,urban park, and so on. Explain what you would do to encourage students to learnabout the area. Write your explanation in the form of a proposal for your science teacher orprincipal. If possible, set up your learning environment and see how it works.Interpersonal5. Teamwork Organize a group of workers to carry out some act of conservation. With permission,you might clean up a park or roadside, help a neighbor plant a tree, or mount a campaignagainst something that's happening in your community that you feel is harmful to theenvironment. Keep a journal ofyour group's efforts. Include in your journal your thoughtsabout how effectively your group is working as a team.Visual/Spatial6. Nature Study The author of "Children in the Woods" was fascinated with a pattern of sunlight.He noticed a tiny detail of nature and stopped to look closely. Observe some small aspectof nature. It might be a seed, a plant growing in a sidewalk crack, or a few drops of rainon a rock. You might even use a magnifying glass to study your subject. Notice how the detailsof your very small object change when you make a much larger picture of them. Make adetailed, close-up sketch of what you see-large enough to fill an entire 8-by-11-inch piece ofpaper.© Prentice-Hall, Inc. Children in the Woods 15

"The Interlopers" by Saki (H. H. Munro) (text page 262)Activities for Alternative Assessment For Performance LevelsLess Advanced Students1. Final Journal Entries Imagine that you are Ulrich von Gradwitz or Georg Znaeym trappedbeneath the fallen beech tree, fearing that you might not survive. Reflect on your situationby writing a final journal entry. Describe how you feel as you lie injured and stranded in thecold, dark forest. Then describe your changing feelings toward your long-time enemy who isstranded with you.More Advanced Students2. Creating Suspense In the opening paragraphs of 'The Interlopers," Saki uses images ofnature to reflect the dark, bitter feelings of his characters and create suspense. Review theopening of the story and make a list of some of these dark, suspenseful images. Then write adescriptive paragraph in which you use images of nature to create a frightening, dangeroussetting.3. Defense A defense is a type ofwriting or speech that attempts to support or excuse someoneor something. Write a defense in support of the somber ending to ''The Interlopers" or insupport of a happier ending. Take a strong position and provide solid arguments to reinforceyour position.For Learning ModalitiesVerbal/Linguistic4. Celebration Speech When Georg and Ulrich discuss the end of their family feud and thepossible beginning of friendship, Georg mentions that someday he hopes to "come and feaston some high day at your (Ulrich's) castle." Imagine that the men are rescued and thatGeorg and members of his family are actually invited to Ulrich's castle. With a partner, planthe speech that each man would make to the assembled families. After practicing yourspeeches. present them to the class.Interpersonal and Verbal/Linguistic5. 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 interviews,prepare a report describing some of the most interesting stories and outlining theadvice you received. Make generalizations about the ways in which most people deal withconflict in their lives.Body/Kinesthetic and Verbal/Linguistic6. Improvisation With a partner, create two characters who, like Georg and Ulrich, are in conflictover a possession or an issue. Your characters may be completely fictional. or they maybe based on people you know.in your life or public figures you have seen or read about inthe news. Role-play an argument or heated discussion between your characters. Then allowthe conflict to reach some kind of a resolution. After you have practiced, present your roleplayto 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 AssessmentFor Performance LevelsLess Advanced Students1. Oral History The poems "Combing" and "Women" both give an account of the relation betweengenerations. Tell the story of your parents' or grandparents' generation in an oral history.Find out details about where they lived, what they did, how they met, where theymoved, where they worked, and what their interests and ideas were. Present your family'soral history to a classmate.2. Sequel In "maggie and milly and molly and may," E. E. Cummings pOints out in the poem'sfinal lines that "it's always ourselves we find in the sea." Maggie found a shell, Milly astarfish, Molly a crab, and Maya stone. How would each have responded had they foundsomething else? Switch one of the girls' discoveries around and write a paragraph sequel inwhich you explain how she might have responded to a different discovery.More Advanced Students3. News Report In "Women," the poet refers to her mother's struggle for better schools for herchildren. In 1957, the school system in Little Rock, Arkansas, was desegregated. This eventsent shock waves through the nation, and focused attention on civil rights issues as neverbefore. Using reference materials from the library, research what happened, and write anews report as if you were reporting to the nation the dramatic events in Little Rock in 1957.For Learning ModalitiesLogical/Mathematical and Interpersonal4. A Genealogy ofWomen A genealogy is an account or history of ancestors and their descendents.Frequently, such genealogies trace the male side of a family, going back through timefrom father, to grandfather, to great grandfather. Interview your family to find out informationabout the women in your family. Prepare a chart going as far back as you can, showingnames and dates. For reference, find information about genealogy and genealogical charts ina library or online.Visual/Spatial5. 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/Linguistic6. Report: Quilting The painting The Quiltmakers illustrates a traditional method both offunctional folk art and social interaction. Quilts are now considered historical artifacts aswell as artwork, and their patterns often tell a story. Even today, quilting is a method of socialexpression. Research the history and symbolism of quilts in America, using resourcesfrom libraries, craft museums, or other folklore reference sources. Write a report ofyourfindings. Sketch some examples of types of quilts and their characteristics to accompanyyour report.© Prentice-Hall, Inc. Combing/Women/maggie/Astonishment 21

"An Entomological Study of Apartment 4A" by Patricia Yolk (text page 332)Activities for Alternative AssessmentFor Performance Levels Less Advanced Students 1. Description "An Entomological Study ofApartment 4A" presents a narrator's changingopinion of insects and an entomologist's observations about insects. Write a descriptiveparagraph from the point of view of an insect in apartment 4A or from the point of view of aninsect who lives in the entomology department at the American Museum of Natural History.2. Two Perspectives The narrator in "An Entomological Study ofApartment 4A" takes a difficultproblem and makes it into something positive. In ajouITIal entry, describe a time inwhich you had to make the best of a difficult situation. What did you do to change your attitudetoward the situation? Why was changing your own attitude, rather than trying tochange the situation, a good way to handle the problem?More Advanced Students3. Personal Essay As a child, the narrator in "An Entomological Study ofApartment 4A"eagerly collected bugs in glass cigar tubes. Why do you think she wants to rid her apartmentof the insects she enjoyed so much as a child? Do you think that most people become morepractical 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 enjoytoday? Write your answers to these questions in an essay.4. Feature Article "An Entomological Study ofApartment 4A" is a feature article about an interestingpersonal experience. Imagine that you are a writer for a local newspaper or magazine,and you have been told to write a feature article about some aspect of life in yourschool. When you have settled on a subject, write your article using interesting, concretedetails that will help a reader to understand your ideas and your experience.For Learning ModalitiesVerbal/Linguistic and Logical/Mathematical5. Pesticide Report The narrator of "An Entomological Study ofApartment 4A" enlists thehelp of an entomologist and tells her "pest control operator" to stop spraying pesticides inher apartment. Using chemical pesticides to control insects, particularly insects that destroyfarmers' crops, is often the subject of debate. Working in a group, investigate the issue ofchemical pesticides. Use library sources to answer such questions as, What are the dangersof certain chemical pesticides? What is organiC farming? Prepare a report ofyour findings.Visual/Spatial and Verbal/Linguistic6. Children'S Zoology Fair Entomology is a branch of zoology, which is the part of the sciencethat 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 branchshould be presented to children. Create a plan for colorful displays, pamphlets, and interactiveexhibits.Musical/Rhythmic7. Jingle Work with a partner to write a humorous jingle about insects. Either write your ownoriginal 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)For Performance LevelsLess Advanced StudentsActivities for Alternative Assessment 1. Interpersonal Reflection In ''Talk," animals and objects alike object to the farmer's treatmentof 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 abrief paragraph.2. Story Summary Write a paragraph summarizing the main action in ''Talk.'' Name the majorcharacters, the setting, and the conflict of the stoty.More Advanced Students3. 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 environment?Analyze the characters and draw conclusions about the values revealed by their behavior.4. Bibliography Create a bibliography, or list of related titles. ofWest Mrican folk tales.Choose a major theme, suchas humorous folk tales or those featuring the same main character.Use resources in your school or community libra:ry to compile a bibliography of atleast ten different folk tales.For Learning ModalitiesLogical/Mathematical and Visual/Spatial5. Logic Rating System Create a system to rate the logic. or illogic, of each talking situationin the stoty. For example, you might devise a scale that ranges from 1 to 10, with adjectivesto define the increasing degrees of illogic. Show your logic rating system in a bar graph, linegraph, or other type of graphic organizer.Verbal/Linguistic and Musical/Rhythmic6. Limerick A limerick is a five-line poem that has a lighthearted subject. It typically beginswith a line such as ''There was an old man from " The first, second, and fifth lineshave three beats, and the third and fourth lines have two beats. It follows a rhyme schemeof aabba. Write a limerick to describe the experience of one of the men in ''Talk.'' Focus onthe humor and absurdity of the situation.Verbal/Linguistic and Logical/Mathematical7. Cultural Study Gather clues about Ashanti culture from the details in ''Talk.'' Pay specialattention to the setting and the characters. Write a brief description ofyour impression ofdaily 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 LevelsLess Advanced Students1. Advice Column Video phones and video teleconferencing are in fairly wide use today, especiallyin the business community. These technologies. which enable people to see eachother as they talk, provide more interpersonal contact than conventional telephones. Developsome rules or gUidelines for effective interpersonal communication via video phone orvideo teleconference. What should people be sure to do, or not do, during such a conversation?Are there courtesies that video phone communicators need to observe? Write yourideas in the form of an advice column, with a letter asking advice and an answer of three tofive 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 technology-orientedcareer might exist when you begin job hunting. Write a description of such ajob or draw a picture of yourself performing the job tasks.More Advanced Students3. Newspaper Editorial Do you agree with Bill Gates's opinion that technology provides convenience,or do you feel that there are times when technology is inconvenient? Are you infavor of unlimited development, or do you advocate a slower, more careful approach to introducingnew technologies? Write your opinions in a persuasive editorial for your school newspaper.4. Software Instruction The success of the computer indusUy depends upon the developmentof computers that are easy to use, or "user-friendly." Imagine you are a software representativereqUired to teach potential customers how to use your software. Prepare a lessonfor performing several operations within a word-processing or desktop publishing programwith which you are familiar. Teach your lesson to one or two classmates at a classroomcomputer or in the computer lab. Then write an analysis of the effectiveness of your lesson.For Learning ModalitiesVerbal/Linguistic and Logical/Mathematical5. Rebuttal Bill Gates views unlimited choice and an increased flow of information as a convenience.Take the opposite position. Write a rebuttal to Gates's essay in which you explain howa flood of choices and variables will lead to inefficiency and confusion. Support your opinionswith examples and evidence from your own observation and experience, if applicable.Verbal/Linguistic and Logical/Mathematical6. Debate As more and more information is transmitted over the Internet, the debate widensover such questions as these: Who should provide the information? Who should control accessto the information? Should certain information be kept off the Internet? Working inteams of three or four students, examine the issue of the control and access of informationon the Internet. Have each team take a position and research the subject in news and computermagazines. 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 AssessmentFor Performance LevelsLess Advanced Students1. Journal Entry In "Fire and Ice" Robert Frost associates fire with feelings of desire and icewith feelings of hate. With what emotions do you associate fire and ice? If the world were toend, should it end in fire or in ice, or in a completely different way? Explain your reasoningin a journal entIy.2. Descriptive Paragraphs Imagine you are one of only a sparse human population left in theworld described by Sara Teasdale in "There Will Come Soft Rains." A devastating war hasvirtually destroyed the modern world; you and the other survivors are left to begin new livesfor yourselves, closer to nature. Write at least three descriptive paragraphs about your newsurroundings and your thoughts about your situation.More Advanced Students3. Alliterative Poem Write a short poem or jingle using alliteration-the repetition of soundsat the beginning ofwords. Your poem should be about some aspect ofyour life, such asschool, family, friends, a hobby, food, or place. Use alliteration to create a certain moodserious,humorous, or even silly. Read your poem aloud to your classmates.4. Personal Essay Every day, computer technology becomes more advanced and finds its wayinto 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 whatways do computers seem to be more efficient than humans? In what ways are computerslimited? Support your opinion with examples from your own experience.For Learning ModalitiesVerbal/Linguistic and Visual/Spatial5. Cybemetic Town In "All Watched Over by Machines of Loving Grace," Richard Brautigandescribes a future world in which computers watch over people and free them from ordinarytasks. Create a map and a drawing depicting a cybernetic town. Then write a description ofthe town explaining what people spend their time doing, how they react to being "watchedover by machines of loving grace," what they enjoy most about their new lives, and whatthey resent. Compare your town to those ofyour classmates.Verbal/Linguistic and Logical/Mathematical6. 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 technologydo you welcome into your life? Which aspects do you resent or fear? Do you feel that peopleshould return to simpler ways of life, or do you feel that continued technological progresscan help society? Make copies of your questionnaire, and pass it out in your school and community.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 AssessmentFor Performance Levels less Advanced Students 1. Letter Put yourself in the place of a South African teenager listening to Nelson Mandeladeliver "Glory and Hope." What part of the speech is most moving or promising? What willyou always remember? Write a letter to a South African friend in which you share your responseto the speech.2. Oral Interpretation Choose a partner and together read "Gifts" aloud, taking turns readingeach stanza. Listen for the similarities and differences in the ways in which you andyour partner emphasize certain words and phrases. Then read the poem aloud again, combiningyour interpretations to make the most effective reading.More Advanced Students3. 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 oppressedits citizens. In a factual report, discuss the reasons for the oppression, how the citizens respond(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 strugglestheir 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/linguistic5. Oral Cause-and-Effect Report China's democratic movement gained ground in the early1980's but, at the end of the decade, it suffered a fatal setback. Choose a partner and togetheruse library resources to discover what happened in 1989 that virtually ended thedemocracy movement in China. Learn about what forces opposed democracy. and how theopposition responded when the democratic movement tried to make progress. Present yourreport orally, with one ofyou delivering information about the democratic movement, andthe other discussing the opposition's responses.Visual/Spatial6. Artistic Interpretation Create an artistic interpretation of one image or a combination ofimages from "Gifts." Use markers, watercolors, pastels, or some other "soft" medium to helpconvey the warmth and familiarity of Shu Ting's images. Display your artwork next to a copyof the poem.Verbal/linguistic7. Letter to the Editor Imagine that your local newspaper has printed an editorial condemningthe expression of personal feelings in published works. such as Shu Ting's "Gifts." Writea letter to the editor supporting Shu Ting's right to free expression. Use logic rather thanemotion; 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 AssessmentFor Performance Levels Less Advanced Students 1. Security Memo Few businesses today would communicate by loudspeaker. Today, companiesuse 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 thebuilding by five o'clock sharp.2. Dialogue What do you think Heron and Miss Bell said to each other when they were finallyreunited? Write a dialogue in which you portray their first words after such a long separation.More Advanced Students3. 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 terrifyingperiod, 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 andthe violin. Research the history of one of these instruments. Then prepare a report about theold and new forms of the instrument. If possible, include illustrations.\...", For Learning ModalitiesLogical/Mathematical and Visual/Spatial5. 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 learnthat the structure is triangular. How were these two things accomplished? Construct a simplemodel of the Grimes Buildings. Research the architecture of a real-life triangular officebuilding, such as the Flatiron Building in New York City. Share your model with the class. Beprepared to explain the design of the building.Verbal/Linguistic and Body/Kinesthetic6. Interview With a partner, write and play the roles of Mr. Manaby and Jason Ashgrove inJason'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/Linguistic7. Strange Music It may seem odd that Miss Bell and Mr. Heron playa sonata with harp andbicycle bell, but there are other forms of weird instruments. Find out about unconventionalmusical instruments and their uses, either current or historical, instruments designed formusic, or instruments adapted from other devices. Begin your research with an encyclopedia,or consult a librarian or online sources. Obtain pictures of unusual instruments, andacquire 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 AssessmentFor Performance LevelsLess Advanced Students1. 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 youpay tribute to Marcos upon his death. Note the contributions Marcos made to the family andthe community.2. Story Performance Review the story "Blues Ain't No Mockin Bird" until you can tell it inyour own words. Practice telling the story with expression and dramatic pauses. Then performthe story for the class, or make a videotape or audio recording.More Advanced Students3. Revision Would Granny have talked to the reporters if they had approached her in someother way? Write a revised edition of the story. Don't change anyone's character traits, butdo change the reporters' behavior.4. Dramatization Flesh out one scene from "Uncle Marcos" and dramatize it. You may showMarcos amazing the children with a fantastic tale of his travels, explaining one of hisalchemy experiments, or telling fortunes. Gather a cast, develop any staging you need, andrehearse and present your scene.For Learning ModalitiesVisual/Spatial and Verbal/Linguistic5. Encyclopedia Map and Entry Create a simple map of Latin America that shows politicalboundaries, capital cities, and major land formations. Include latitude and longitude onyour map. Then write a 300-word description of Latin America for a children's encyclopedia.Keep the language simple.Verbal/Linguistic and Intrapersonal6. Journal Entry Imagine that you are Clara, who is now grown up. You still remember allthe wonderful things Uncle Marcos taught you. Write a journal entry in which you recordyour memories of what you learned. Then speculate about how you will provide similar adventuresand marvels to your own (Le., Clara's) nieces and nephews.Verbal/Linguistic7. Character Descriptions The author of "Blues Ain't No Mockin Bird" creates two strongand memorable characters in Granny and Granddaddy Cain. They mayor may not remindyou ofyour own grandparents or older adults that you know. Develop two characters for astory. The characters should be "mature"-at least old enough to be your grandparents. Giveyour characters distinguishing characteristics. They may be strong and opinionated likeGranny or gentle and soft-spoken. Develop your character descriptions fully, includingmade-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 AssessmentFor Performance Levels Less Advanced Students 1. Journal Entry Have you, like Madame Loisel in ''The Necklace," ever wished for a materialpossession or wished to be accepted by a particular person or group? Write a jOUITlal entryin which you describe this wish and how it affected you.2. Opinion Piece ''The Necklace" and "The Harvest" address two human problems-envy andgossip. In ''The Necklace," Madame Loisel is never at peace with her life because of her intenseenvy ofwealthy people. In ''The Harvest," townspeople do not understand the behaviorof Don Trine, so they gossip about him. Write a short opinion piece about your own personalexperiences with envy or gossip.More Advanced Students3. Sequel At the end of "The Necklace," Madame Loisel makes a shocking discovery about thenecklace she borrowed from Madame Forestier many years before. What do you think mighthappen next? Write a sequel to "The Necklace" that begins with Madame Forestier's statement"Oh, my poor, poor Mathilde! Mine was false. Itwas worth five hundred francs at the most'"4. Character Sketch The character of Madame Loisel struggles to find a place in a world thatseems more glamorous than her own. Use your imagination to create a character who. for onereason or another. is unsatisfied with his or her life and is searching for change. Describeyour 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 communityto appreciate the earth and its connection to their lives. Working individually or inpairs, create presentations that celebrate different aspects of the earth and the naturalworld-from paintings and essays to science exhibits. If possible, invite people from outsideyour classroom to see your work.Verbal/Unguistic, Interpersonal, and Logical/Mathematical6. 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 inwhich you live is captivated by wealth and material goods? In what ways is wealth desirable?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/Kinesthetic7. Class Reading "The Harvest" focuses on a man's simple and private celebration of theearth. In contrast, "The Necklace" shows a society completely caught up in the materialworld. Many poems, stories, songs, and essays have been written to celebrate the naturalworld and to encourage people to tUITl away from some of the trappings of civil1zed society.Plan a class reading ofworks that touch on these themes. Search through poetry. essay. andstory 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 AssessmentFor Performance Levels Less Advanced Students 1. Lesson List These essays convey the lessons their writers have learned from interesting elderlypeople in their lives. Think about the lessons and insights into life the writers gainedthrough observation and conversation. Then make a list in which you clearly state these lifelessons.2. Reflection on Family In "The Washwoman," Isaac Bashevis Singer and his mother sharetheir concern for the washwoman and her loneliness without her own family. In "On Summer,"Lorraine Hansberry remembers the first impressions she had of her grandmother. In"A Celebration of Grandfathers," Rudolfo Anaya shares with readers the valuable insights ofhis ancestors. Write a brief reflective piece about an experience with your own family. Showwhy the experience is important to you.More Advanced Students3. Persuasive Essay Write a persuasive essay about an issue or a cause that is important toyou. Perhaps you believe your town needs to establish a recycling center or you feel stronglyabout who should be the next mayor. Maybe you want to convince people to support a particularcharity, or take part in a certain activity. Make a list of reasons that will appeal topotential 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 whowould make an interesting subject. Then write that person's name on a sheet of paper. Beneaththe person's name, list any colorful details that you might include in your poem. Thepoem does not have to rhyme, but should be filled with vivid images. When it is complete,present it to your subject.For Learning ModalitiesVerbal/Linguistic and Logical/Mathematical5. Book of Advice Although you are not yet elderly, you have probably had experiences thatmake you wiser than students who are much younger than you. As a class, put together abook of advice for children or younger students. Each person in the class should contributeone or two pages that share a story, anecdote, or bit of advice. Include both humorous andserious pieces.Visual/Spatial and Interpersonal6. Family Album Put together a family album that shows the diverse and interesting aspectsofyour own family. Your album can contain not only photos but also drawings, recipes, andfamily stories. Ask family members to share anecdotes and family history. When it is complete,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 withwhich you are already familiar. Perform your song for the rest of your class.© Prentice-Hall, Inc. Washwoman/Summer/Celebration 41

"Understanding Comics" by Scott McCloud (text page 606)Activities for Alternative AssessmentFor Performance Levels Less Advanced Students 1. Single-Frame Message Some comics artists have the luxury of conveying meaning bymean~ of comic books that are a dozen and more pages long. Other comics artists limit theirformat to a single frame. Use visuals and as few words as possible to convey a message in asingle frame.2. Definition Write a brief definition ofyour favorite hobby, sport, or other activity. Describehow your definition may differ from what others may offer.More Advanced Students3. 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 examinethe history of comics. Conduct research and then choose two or three importantcomics artists, or characters to feature in your flyer.4. Oral Presentation Consider the role that visuals play in the material you read on a dailybasis: newspapers, magazines, textbooks. What do visuals add to the material you read? Dosome sources contain better visuals than others? Answer these questions in an oral presentation.Acquire several examples of ways visuals are used. Use your examples as you presentyour analysis.\....,.rFor Learning ModalitiesVerbal/Linguistic and Intrapersonal5. Career Plan Scott McCloud had a passion for comics, which he pursued by practicingdrawing and creating his own comics. What skills or hobbies do you have that, with somepractice or development, could be the foundation of a career? Build a plan for how that skillor hobby could turn into a career.Visual/Spatial6. "Dilbert" Revised The "Dilbert" character, created by Scott Adams, is an average employeeworking for corporate America. He experiences all of the hassles of the work a day life, fromcommuting 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 jammedlocker 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 oneinto a standard essay format. In your essay, communicate all of the ideas that are conveyedin each frame. When you are finished, compare the length of your standard essay with theamount of space taken up by the original five frames. What can you conclude about the useofvisuals to communicate? Explain your answer.© Prentice-Hall, Inc. Understanding Comics 43

The Tragedy ofRomeo and Juliet, Act III by William Shakespeare (text page 721) The Tragedy ofRomeo and Juliet, Act IV by William Shakespeare (text page 747) Activities for Alternative AssessmentFor Performance LevelsLess Advanced Students1.~)Scene Organizer Are you having a hard time keeping the acts and scenes straight? Thereare a lot of details, so U's easy to get confused. Make a graphic organizer that consists of fivecircles, one for each scene of Act III. Label each circle with a scene number. Then in eachcircle. write five to ten descriptive or identifying words or short phrases to remind you at aglance what occurs in each scene.2. Panel Discussion In the beginning of Act IV. Juliet comes to Friar Lawrence for help and heproposes a daring and dangerous plan. Had he been unwilling to help. what do you thinkshe would have done? Convene a panel discussion with two or three classmates to considerthe 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. Foreach scene, identify several events that constitute rising action, a climax, and any falling actionthat occurs.4. Herbal Medicine Report Friar Lawrence's interest in herbs is not merely a pursuit of antiquity.Herbal medicines have been around since the beginning of time. In recent years, healthfoods have generated a close look from a scientific perspective. Some herbal medicines seemto have no validity, but others are gaining respect from the medical community as usefultreatment. Do research and write a report on herbal medicines, focusing on those that havebeen shown to be of value SCientifically.For Learning ModalitiesVisual/Spatial and Verbal/Linguistic5. Poster Description Imagine that your school is putting on a performance ofAct III fromRomeo and Juliet. On the advertising poster. the director wants one setup photo from eachscene of the act. Your job is to choose the point in each scene that should be photographedfor the poster. Choose significant scenes that illustrate the drama without giving away theplot. Identify each scene by speaker and line number, explain what the photo should looklike, and then write your reasons for choosing that scene.Verbal/Linguistic6. 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 foot­notes in your text. Visual/Spatial and Logical/Mathematical7. Timeline Act IV demonstrates the old adage that timing is everything. Friar Lawrence hascome up with a scheme that could yet give Romeo and Juliet a chance. Everything hinges onthe 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 boldgamble 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 AssessmentFor Performance LevelsLess Advanced Students1. Description In "I Wandered Lonely as a Cloud," Wordsworth expresses appreciation for onesmall 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 onone small aspect of nature, such as a single tree, a bed of flowers, or a pond. On paper, describeyour subject in great detail. Then describe your feelings toward your subject. Shareyour description with the rest of your class.2. Journal Entry Wordsworth described how his memory-his "inward eye"-evoked powerfuland comforting images of a field of daffodils. In your journal, describe your strongest goodmemory and the feelings you associate with it.More Advanced Students3. Conversation Poem or Story "I Wandered Lonely as a Cloud" was inspired by a conversationWordsworth had with his sister, Dorothy. Recall a memorable conversation that you'vehad with a friend, family member, teacher, or casual acquaintance. Use the details of thisconversation to create a short poem or a short story.4. Nature Essay Before the poetry of Wordsworth, people were more likely to view nature assomething to be used rather than appreciated as a thing of beauty. Do you believe peopletoday view nature as something to be cherished? Do most people think of nature as a resourceto be used without restraint, or do more people follow the philosophy of nature putforth by Wordsworth? Answer these questions in a personal essay. Back up your statementswith concrete details of your observations.For Learning ModalitiesVerbal/Linguistic and Interpersonal5. Group Poem Working in a small group, use your imagination to write a group poem thatbegins "I wandered lonely as a cloud." Write this first line at the top of a piece of paper. Thencirculate the piece of paper several times, giving each person a chance to add lines to thepoem. Each line should build on the previous line. The poem should be about a person whoencounters something interesting as he or she is on a solitary walk. When your group is finished,share your piece with the rest of the class.Verbal/Linguistic and Rhythmic/Musical6. 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. Asyou prepare your poem, you might also think about how you can establish mood with acarefully selected piece of music. When the reading is finished, discuss as a class the poemsthat were read and what the ideas expressed in the poems have in common with the ideas ofWordsworth. 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 AssessmentFor Performance LevelsLess Advanced Students1. Art Collection In the history of art, perhaps no depiction has been more frequent than thatof mother and child, a subject Gabriela Mistral writes about in her poem "Meciendo." Thesubject appears often, not only in fine art, but also in print advertisements, television commercials,religious art, and other forms as well. Collect examples of mother and child artthat 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 encounteredon a seashore, but you could hardly say she "knew" the crab. Have you known an animalof which you were fond? Write a tribute in prose form that characterizes the animal andshows how you feel (or felt) about it and why.More Advanced Students3. Defense Strategies In "Blackberry Eating," Galway Kinnell refers to the blackberry thornsas "a penalty/they earn for knowing the black art/of blackberry-making." From spears tocamouflage 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 herown. Now more than ever before, women work outside the home. Consult an almanac, orcheck the library for labor statistics, and prepare a graph ofyour own design expressing thenumbers of women who have worked outside the home. Begin your comparison in the1950's, and represent each decade up to the present.For Learning ModalitiesVisual/Spatial5. Cityscape Margaret Walker paints a grim picture of the streets, bUildings, and lives of thecity in her poem "Memory." Draw, sketch, or sculpt your interpretation of her poem in whatevermedium you prefer. Express in your medium what you think she's expressing in hers.Interpersonal and Visual/Spatial6. 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 shortchildren's book about a charming hermit crab.Intrapersonal and Verbal/Linguistic7. Word List In "Blackberry Eating." Kinnell describes some words that he likes, "certain peculiarwords/like strengths or squinched." Some words seem to have a pleasing quality tothem, almost a character of their own beyond their meaning. Make a list of words you likeand 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 AssessmentFor Performance LevelsLess Advanced Students1. Photo Album How have you changed over the years? Of course, you look and behave muchdifferently from the way you did at one, four, or eight years old. Prepare your own personalphoto 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 inyour 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 sympathieson the loss of his beloved Lenore. Convey to the speaker your understanding of whatLenore meant to him.More Advanced Students3. Portrait of the Artist Many artists. such as Rembrandt or Picasso, painted portraits ofthemselves at different ages. Prepare an art exhibit on the theme "Portrait of the Artist" thatrepresents an artist's portrayal of himself or herself over a series ofyears. To accompany theexhibit, prepare a summary that discusses the changes that can be seen in the collection ofportraits. Discuss not only the artist's physical changes, but also changes in attitude or outlookas expressed in the portraits.4. Raven Report In Poe's poem, the Raven says, "Nevermore!" Can ravens really speak? Theyare known for having a large and varied vocabulary of caws and croaks. The sounds theycreate can be very deep and distinctive. Find out how ravens are trained to speak and explainthe process in a report. Include in your report an illustration of a raven.For Learning ModalitiesVisual/Spatial5. Stage Set IfPoe's "The Raven" were performed as a play, what do you think the stage setwould look like? Create a large drawing depicting your interpretation of the poem's settingas a stage set. Use color and details from the poem to evoke the melancholy mood. Considerthe use of perspective and foreshortening to heighten the drama of certain elements, such asthe placement of the raven upon the bust.Logical/Mathematical and Verbal/Linguistic6. Life Expectancy Graph In Shakespeare's time, people were lucky to live into their fortiethyear. How have life expectanCies changed? Do life expectancies differ from country to countty?Find out what the life expectancies are for men and women in at least five differentcountries. Then create a bar graph illustrating your findings.Bodily/Kinesthetic and Interpersonal7. Mime With a partner, create "living sculptures" of the seven stages of life as described inShakespeare's poem. Reread Shakespeare's poem and decide what body gesture would bestportray 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 prepared,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 AssessmentFor Performance LevelsLess Advanced Students1. Job Description Write a job description for an epic hero. Detail the physical and mentalrequirements that such a role demands. Use Odysseus and his feats as a model for yourdescription.2. Sailing Terminology Research the Sailing terminology used in the Odyssey. Define at leastfive terms, such as starboard, port. mast. stem, and bow. If possible, use a diagram to illustrateand support your definitions.More Advanced Students3. Myth Analysis Write a brief analysis of the gods and goddesses of Greek mythology, basedon the characters in Part 1 of the Odyssey. Detail the powers that the gods possess, theconnection between gods and the natural world, and the relationship between gods andmortals. 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 briefsetting descriptions, lighting cues, stage directions, and camera angles. Adapt lines ofverseinto dialogue for the script, indicating the speaker for each set of lines.For Learning ModalitiesVisual/Spatial and Verbal/Linguistic5. Comic Book Odysseus' adventures are the stuff of comic book heroes. Create your owncomic book to illustrate an episode from Part 1 of the Odyssey. Illustrate the characters andlocations and provide appropriate text, including dialogue in balloons.Intrapersonal and Logical/Mathematical6. Cause and Effect Chart At times, Odysseus' shortcomings get the hero into trouble. Whatare his character weaknesses? What negative results did he have because of them? In achart, list his character weaknesses and a negative experience caused by each weakness.Musical/Rhythmic7. Siren Songs Set the Sirens' song to music. Choose a tune you already know, or invent oneof 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/Spatial8. mustration Create a painting. collage, or drawing to illustrate an episode from Part 1 ofthe Odyssey. Your illustration does not have to be realistic. You may choose instead to illustratethe 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 tt by Constantine Cavafy (text page 930)Activities for Alternative AssessmentFor Performance LevelsLess Advanced Students1. Journal Entry In Cavafy's "Ithaca," Odysseus' journey to Ithaca is compared to the journeyof 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 withthe Cyclops or the Lestrygonians? What did you do to overcome these problems? What importantlessons have you learned on your journey so far?2. Letter to Penelope While Odysseus is on his difficult journey. Penelope is left at horne inIthaca to deal with her own troubles. Think about a time in which you've missed someone orfelt left behind. What did you do to try to lift your sadness? Write a personal letter to Penelopeas she is portrayed in "An Ancient Gesture." Share your own experience and offer hersome advice on how do deal with her situation.More Advanced Students3. Siren Song In her poem "Siren Song." Margaret Atwood gives readers a new perspective onHorner's Strens. Write an original Siren song. based on your own interpretation of thesecharacters from Homer's epic. To begin. think about what you believe the Strens might sayto sailors as they pass by. Do you believe they enjoy their role, or do they regret their actions?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 smallpart of It from the point ofview of a minor character. or from the point ofview of a characterwhose feelings are unknown.For Learning ModalitiesVerbal/Linguistic and Interpersonal5. Greek Myth Oral Report Classical Greek mythology has had an enormous amount of influenceon the world of art and literature through the centuries. Working with a partner, researchother poems. stories. plays, and works of art that have been influenced by classicalGreek mythology. Find at least two such works of art and literature. take notes, and thenshare the results ofyour research with the rest ofyour class in an oral report.Verbal/Linguistic and Interpersonal6. Group Epic Work in small groups to write an original epic about an exciting journey. Yourjourney should be inspired by the work of Horner, but It should contain characters andevents from the modern world. To begin, hold a group brainstorming session to try to corneup 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/Kinesthetic7. Walcott's The Odyssey Performance Working in a small group, locate a copy of DerekWalcott's play The Odyssey. Read through the play and choose key scenes to act out. Assignparts. 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 youencounter these problems. You may check more than one response. You mayalso 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 interestsand 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 youprepare to read a selection, to assess the results of your reading.Title ____________________Author ___________________Before I Read1. What type of selection is this? ____________________2. Why am I reading this? _____________________________3. What do the title, pictures, and general appearance of the selection suggestabout 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 otherworks by this author? __________________________6. How might the theme or subject of this selection relate to my own life andexperiences? __________________________7. I expect this selection will provide (circle one or more)information instruction pleasure otherbecause ____________________________________8. I expect this to be (circle one) easy average challenging readingbecause ______________________________________9. The best approach to reading this selection is to (circle one)scan skim read casually read carefully© Prentice-Hall, Inc. 61

"~ Reading Log3­~.± ~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 ReadTitleAuthorTf.reNumber D LJQU:::DLJatees Started Completed Comments and RecommendationsBooks I Want to ReadIType ofTitle IAuthor _ Literatur~ IReason for Reading IRecommended byCJ)(,.)

Response to the Short StoryRate this short story by circling the appropriate word.11. The characters and dialogue are\."believable, and the plot engagesmy interest. weak fair strong12. This story is written in a stylethat is clear and interesting. weak fair strong13. This story helps me understandpeople and events. weak fair strong14. The details in this story could beeasily visualized as I read. weak fair strong15. Overall, I rate this story as weak fair strongReasons for my rating:16. What predictions and questions occurred to me as I read this story? Weremy predictions accurate? Were my questions answered?Reader's Response Journal• Was there one passage or event you found puzzling in this shortstory? If so, write one or more questions you would like to askthe author to explain.• In a short paragraph, describe an element of the short story thatreminds you of something in your own life.© Prentice-Hall, Inc. 65

Response to the PlayRate this play by circling the appropriate word.11. The characters and dialogue are believable. weak fair strong~12. The stage directions and the action of thecharacters are easily visualized. weak fair strong13. The plot of the play engages my interest. weak fair strong14. This play helps me understand people andevents. weak fair strong15. This play evokes strong feelings or thoughtsabout the message or the characters. weak fair strong16. Reading this play increases my interest inseeing a performance of the play. weak fair strong17. Overall, I rate this playas weak fair strongReasons for my rating:18. What predictions and questions occurred to me as I read this story? Weremy predictions accurate? Were my questions answered?Reader's Response Journal• Is there a dialogue or a scene in this play that you find unclearor puzzling? If so, write one or more questions you would liketo ask the playwright to explain.• Briefly describe a character or a scene in this play that remindsyou 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 themessage or main idea? If so, what is it?Response to the Nonfiction SelectionRate this nonfiction selection by circling the appropriate word.8. This selection is written in a style that isclear and interesting. weak fair strong9. The topic, main idea, or purpose is obvious. weak fair strong10. The details are helpful, informative, andunderstandable. weak fair strong11. I can connect with the author's thoughts orfeelings about the subject. weak fair strong12. This selection helps me understand peopleand events. weak fair strong13. Overall, I rate this nonfiction selection as weak fair strongReasons 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 fromreading this selection? If so, write about it and explain itssignificance.• What do you think is this author's greatest strength as a writer?Write a short paragraph to explain your reason, and give anexample from the selection to support your reason.© Prentice-Hall, Inc. 69

7. Does a particular word or phrase carry important meaning for the poem? Ifso, which word or phrase and what meaning does it convey?Response to the PoemRate this poem by circling the appropriate word.8. The words appeal to my sense of sight,hearing, touch, taste, or smell. weak fair strong9. The meaning of this poem is clearand precise. weak fair strong10. I can feel the rhythm of the poemas I read it. weak fair strong11. I can easily connect the feelings or eventsin this poem with my own experiences. weak fair strong12. Overall, I rate this poem as weak fair strongReasons 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? Weremy predictions accurate? Were my questions answered?Reader's Response Journal• When you reread the poem, did you discover something thatwas not obvious upon your first reading? Explain yourdiscovery and the reason it may have occurred.• Copy a phrase, line, or passage from the poem, and then write abrief comment describing your feelings or thoughts about thepassage.© 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 LegendRate this selection by circling the appropriate word.10. This selection is written in a style that isclear and interesting. weak fair strong11. This selection engages my interest. weak fair strong12. The message of this selection is obvious. weak fair strong13. The message is worthwhile for today'sculture. weak fair strong14. Overall, I rate this selection as weak fair strongReasons for my rating:~ 15. Does this selection remind me of other selections I have read? If so, inwhat way?16. What predictions and questions occurred to me as I read this story? Weremy predictions accurate? Were my questions answered?Reader's Response Journal• After a careful rereading of the story, write a new ending for thestory 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 NovelRate this novel by circling the appropriate word.13. The characters and dialogue arebelievable. weak fair strong14. The plot engages my interest. weak fair strong15. This novel is written in a style that isclear and interesting. weak fair strong16. The details in this novel add toits appeal. weak fair strong17. Overall, I rate this novel as weak fair strongReasons for my rating:18. What predictions and questions occurred to me as I read this story? Weremy predictions accurate? Were my questions answered?Reader's Response Journal• Is there a character in this novel that you have strong feelingsabQut? Explain the feelings. Does this character remind you ofsomeone you know? If so, in what way? Did your feelings aboutthis 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 yourthoughts.© Prentice-Hall, Inc. 75

\...-,7. I perform the following steps when I write (circle the word that applies):Use a journal, brainstorming, or a similarmethod for deciding on a topic. never occasionally alwaysThink carefully about the audience forwhich I am writing never occasionally alwaysWrite down my purpose for writingbefore beginning a first draft never occasionally alwaysWrite a draft without stopping tocorrect spelling and mechanicalproblems never occasionally alwaysAsk someone else to read my draftbefore revising never occasionally alwaysProofread and correct mechanicalspelling errors after the draft hasbeen revised never occasionally alwaysTry to make my final copy neat andattractive never occasionally always8. 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 anyplaces 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 anyparts 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'sexact words?__ Did I use apostrophes where needed to show possession or missingletters?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 differentspellings 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 needto 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: Expression~arne________________________________________________ __DateOrganization4 3 2 1The writer uses a consistent organizationthroughout. A personalletter follows the correctand completeform. Other writinguses an appropriateform. The body of thewriting contains thewriter's personalobservations, experiences,and feelings; aconclusion (in a paragraphor essay) leavesthe reader with athought or question toconsider.The writer uses a consistentorganizationthroughout. A personalletterfollows thecomplete form. Otherwriting uses an appropriateform. The bodyof the writing containsthe writer's personalobservations, experiences,and feelings. Aconclusion brings thewriting to a naturalstopping place.The organization is notconsistent. A personalletter may lack an essentialpart. Other writingmay not exhibit eithera clear introductionor a conclusion.The writing does nothave a noticeable organization.A letter maylack two or moreessential parts. A paragraphor essay mayhave no introductionor conclusion.Elements of The writing is engag- The writing is personal The writing is personal The writing is personal,Expressive ing and personaL It and contains details and contains some but the amount andWritingcontains precise details and descriptions of experiences,details and descriptionstypes of details do notabout and vivid descriptionsof experiences,people, or observations.The tone isrelaxed, and the detailsare appropriate for theintended audience.Most details supportthe writer's final conclusionor insight. Thewriter consistently usesthe first-person pointof view.people, orobservations. The toneis informal, and the detailsare appropriate forthe intended audience.Many details support amain idea or focus. Thewriter usually uses thefirst-person point ofview.of experiences,people, or observations.The tone may beslangy rather than informal.The tone andthe types of details donot always demonstratean awareness ofthe audience. The pointof view may beinconsistent.demonstrate an awarenessof the intendedaudience. Essentialdetails are missing.The point of view maybe random or keepshifting.Grammar, UsaMechanics, an 8 e, There are few or no There are some errors There are several errors Numerous errors inerrors in mechanics, in mechanics, usage, in mechanics, usage, mechanics, usage,Spelling usage,gramma~or grammar, or spelling. grammar, or spelling. grammar, or spellingspelling. The writer The case of the first- Word choice or interfere with meaning.correctly uses first-per­ person pronouns may spelling may hinder Dialogue may lack essonpronouns, includ­ occasionally be wrong. easy comprehension. sential punctuation.ing I and me. Dialogue The punctuation in the Word choice oris punctuated correctly. dialogue may have spelling may interfereminor errors.with comprehension.Comments© Prentice-Hall, Inc. 87

Scoring Rubric: Narrative Based on Personal ExperienceNameDateOrganization4 3 2 1The narrative has aclear beginning, middle,and end. It beginswith the first, last, ormost important event.It ends with thewriters feelings orthoughts about theexperience.esting and has a clearpoint. It is told inchronological order;transitions make theorder clear. The narrativecontains numerousand specific detailsabout people, places,and events; the detailsare appropriate for theintended audience. Thewriter consistently usesthe first-person point ofview.The narrative has a beginning,middle, andend. It begins with thefirst, last, or most importantevent. It endswith a personal commentor reflection.clear point. It is told inchronological order;transitions make theorder clear, althoughthey may be repetitive.The narrative containssome specific detailsabout people, places,and events; some maynot be identified clearlyenough for the intendedaudience. Thewriter usually uses thefirst-person point ofview.The narration may lacka clear beginning orend. It contains a personalcommentor thought, but thismay require furtherelaboration.The writing does nothave a beginning, middIe,or end. It may lackany personal commentor reflection.Elements of The narrative is inter- The narrative has a The narrative is told in The order of eventsNarrationchronological order. may be confusing orTransitions are seldom the narrative may lackused and may be repetitive.essential details. TheThe amount and amount and types oftypes of detail do not detail do not demonstratedemonstrate an awarenessan awareness ofof the intended the intended audience.audience. The point of The point of viewview may shift. keeps shifting.Grammar, Usaae,Mechanics, anSpellingThere are few or noerrors in mechanics,usage,gramma~orspelling. The writercorrectly uses first-personpronouns, includingI and me. Dialogueis punctuated correctly.There are some errorsin mechanics, usage,grammar, or spelling.The writer usually usesfirst-person pronouns,but the case may bewrong. The punctuationin the dialoguemay have minor errors.There are several errorsin mechanics, usage,grammar, or spelling.The writer may usesecond and thirdpersonpronouns. Dialogueis punctuated inconsistently.Wordchoice or spelling mayhinder easy comprehension.Numerous errors inmechanics, usage,grammar, or spellinginterfere with meaning.Dialogue may lack essentialpunctuation.Word choice orspelling may interferewith comprehension.Comments© Prentice-Hall, Inc. 89

Scoring Rubric: SummaryNameDateOrganization4 3 2 1The summary beginswith a clear topic sentencethat states themain idea of the originalselection; all othermajor points are statedeconomically andarranged in logicalorder; a concludingsentence effectivelybrings the summary toa close, but no detailsor reflections areadded; the writing isunified and coherentthroughout.The summary beginswith a topic sentencethat states the mainidea of the original selection;all other majorideas are stated andarranged in a generallylogical order; a concludingsentence bringsthe summary to a close,but extraneous detailsor reflections may beadded; the progressionof ideas and informationis, for the mostpart, logical.The summary mayormay not state the mainidea of the original selection,or it may notdo so at the beginning;it states some, but notall, major ideas and notnecessarily in a logicalorder; the summarymay lack a conclusionor include extraneousdetails or reflections;the development ofideas is not completelylogical or coherent.The summary does notstate the main idea ofthe original selection; itstates few major ideasand does not use a logicalorder; itlacks a conclusionand includesextraneous or minordetails or reflections;the writing lacks unityand coherence.Elements of The overall purpose The purpose is gener- The purpose wavers; The purpose is unclear;Summaries of the summary isclear; the summary expressesonly the mainidea and major pointsof the original selection;the writing is tailoredto the audience.Word choice is consistentlyefficient andconcise.ally clear; the summaryexpresses only themain idea and mostmajor points of theoriginal selection; mostof the writing is tailoredto the audience.Word choice is fairlyconcise.the summary does notaccurately express themain idea or mostmajor points of theoriginal selection; mostof the writing is not tailoredto the audience.Word choice is vagueor repetitive.the summary does notconvey the main ideaor major points of theoriginal selection;most of the writingis not tailored to theaudience. Wordchoice is confusing ormisleading.Grammar,Mechanics,Usa8 ane,SpellingThere are few or noerrors in mechanics,usage,grammar,orspelling.There are some errorsin mechanics, usage,There are serious errorsin mechanics, usage,Serious errors in mechanics,usage, gramgrammar,or spelling. grammar, or spelling. mar, or spelling makethe summary difficultto understand.Comments© Prentice-Hall, Inc. 91

Scoring Rubric: How-to/Process ExplanationNameDateOrganization4 3 2 1The introduction containsa clearly statedtopic sentence (in aparagraph) or clearlystated thesis sentence(in an essay); the bodyfully and clearly explainsthe steps involvedin doing ormaking something; theconclusion effectivelyends the writing withthe last step, with theauthor's perspective onthe activity, or with aclincher statement; effectiveand varied transitionsare usedthroughout.The introduction containsa topic sentence(in a paragraph) or thesissentence (in anessay); the body explainsthe steps involvedin doing ormaking something; theconclusion presentsthe last step or anotherlogical ending;transitions are usedthroughout.The introduction containsa topic sentence(in a paragraph) or thesissentence (in anessay), but the sentencemay be unclear, imprecise,or undeveloped;the body explains onlysome of the steps involvedin doing ormaking something; theconclusion does notpresent the last step orany other logical reflectionon the process;more or better transitionsare neededthroughout.The introduction lacksa topic sentence (in aparagraph) or thesissentence (in an essay);the body does notbreak the process intosteps; the conclusionis missing or repetitive;the writing lackstransitions.Elements of The overall purpose is The purpose is gener- The purpose is unclear; No purpose is appar­How-tol Process clear; the steps are pre- ally clear; most steps steps may be presented ent. The writing doesExplanation sented in the order in are presented in the out of order; the writ- not address the in-Writing which they are per- order in which they are ing lacks transitional tended audience.formed; transitional performed; transitional words and phrases that Word choices are imwordsand phrases that words and phrases that show order; the writing precise, redundant, orshow order are used ef­ show order are used; does not address the confusing.fectively; the writing is the writing is generally intended audience.tailored to the audi­ focused on the audi- Most word choices areence. Word choice is ence.Mostword imprecise, redundant,consistently precise. choices are precise. or confusing.Grammar, UsaMechanics, an 8 e, There are few or no There are some errors Errors in mechanics, Serious and numerouserrors in mechanics, in mechanics, usage, usage,grammar,or errors in mechanics,Spelling usage, grammar, or grammar, or spelling. spelling interfere with usage, grammar, orspelling. the audience's under- spelling block the audistandingof the process. ence's understandingof the process.Comments© Prentice-Hall, Inc. 93

Scoring Rubric: Cause-EffectNameDateOrganization4 3 2 1The introduction containsa clearly statedtopic sentence (in aparagraph) or clearlystated thesis sentence(in an essay); the bodyfully and competentlyexamines the topic bybreaking it down intocauses and effects; theconclusion effectivelyends the writing, withoutrepetition, and containsa clincher statement;unity andcoherence is achievedthroughout.The introduction containsa topic sentence(in a paragraph) or thesissentence (in anessay); the body examinesthe topic by breakingit down into causesand effects; the conclusionbrings the writingto a close; there is agenerally logical progressionof ideas andinformation.The introduction containsa topic sentence(in a paragraph) or thesissentence (in anessay), but the sentencemay be unclear, imprecise,or inadequate; thebody explains at leastone cause and effect; aconclusion is presentbut may be weak orrepetitive; more logicaldevelopment is neededthroughout.The introduction lacksa topic sentence (in aparagraph) or thesissentence (in an essay),or the sentence is misleadingor unclear; thebody does not explaincauses and effects; theconclusion is missing,contradictory, or repetitive;the writing lacksunity and coherence.Elements of The overall purpose is Overall purpose is gen- The purpose is not al- The purpose is notCause-Effect clear; causes and effects erally clear; most causes ways obvious; causes clear; causes and effectsWritingare logical; cause-effecttransition words andphrases are used effectively;the writing istailored to the audience.Word choice isconsistently carefuland often particularlyprecise, powerful, orapt.and effects are logical;there is some use of speciflccause-effect transitionwords; the writingshows fairly consistentawareness of the audience.Most word choicesare precise.and effects are not entirelyclear or logical;there is little or no useof cause-effect transitionwords; greater attentionshould be givento the intended audience.Severalwordchoices are redundant,vague, or imprecise.are illogical or missing;the writing lacks causeeffecttransition wordsand phrases; the writingis not tailored forthe intended audience.Word choice is consistentlyconfusing orunclear.Grammar, Usaae, There are few or no There are some errors There are several errors ExpreSsion is blockedMechanics, an errors in mechanics, in mechanics, usage, in mechanics, usage, by numerous errors inSpellingusage,grammar,orspelling.grammar, or spelling. grammar, or spelling. mechanics, usage,grammar, or spelling.Comments© Prentice-Hall, Inc. 95

Scoring Rubric: Evaluation/ReviewNameDateOrganization4 3 2 1The review begins witha clear thesis statementthat identifies the workby title, author, andgenre and succinctlystates an overall evaluationof the work. Thebody provides specificreasons for the evaluation;all points are fullyexplained and supportedwith details andexamples from thework. The conclusionleaves the reader witha memorable finalpoint or a strong impressionof the writer'sevaluation.The review begins witha thesis statement thatidentifies the work bytitle and author andstates an overall evaluationof the work. Thebody provides reasonsfor the evaluation;most points are explainedand supportedwith details and exampIesfrom the work.The conclusion bringsthe review to an appropriateclose.The review begins witha thesis statement thatmay fail to identify thework or state an overallevaluation of it. Thebody provides someexplanation, but mostpoints lack development,and little evidenceis used from thework. The conclusion isweak or repetitive.The review does notbegin with a thesisstatement. The bodydoes not explain anddevelop supporting evidence.No organizationalplan is evident.Elements of The writing focuses The writing generally The evaluation does The evaluation doesEvaluation! solely on explaining ei­ focuses on explaining not clearly focus on ei­ not focus on either theReviewther the negative orpositive worth of thework. The review establishes,explains, andsticks to the same criteriafor evaluationthroughout. The toneis appropriate to theevaluation.either the negative orpositive worth of thework. The review usesthe same criteria forevaluation throughout.The tone is generallyappropriate to theevaluation.ther the negative orpositive worth of thework. Criteria for evaluationare unclear orinconsistent. The toneis marginally appropriateto the evaluation.negative or positiveworth of the work. Thereview fails to establishcriteria or does not presentan understandablepoint of view. The toneis inappropriate.Grammar, usaJe, There are few or no There are some errors There are several errors There are many seriousMechanics, an errors in mechanics, in mechanics, usage, in mechanics, usage, errors in mechanics,Spellingusage, grammar, or grammar, or spelling. grammar, or spelling. usage,gramma~orspelling. The title of thework and evidencefrom the work arecorrectly capitalizedand punctuatedthroughout.Most conventions relatedto capitalizingand punctuating thetitle of the work andsupplying evidencefrom the work arefollowed.Only some of the conventionsrelated to capitalizingand punctuatingthe title of the workand supplying evidencefrom the workare followed.spelling. Few or none ofthe conventions relatedto capitalizing andpunctuating the title ofthe work and supplyingevidence from the workare followed.Comments© Prentice-Hall, Inc. 97

IScoring Rubric: Research Report/Paper~arne ______________________________________________ ___DateOrganization4 3 2 1The report is bothaccurate and compelling.The writingbegins with an interestingor provocativeintroduction thatcontains a clear andconcise thesis statement.The body fullyexplores the topic andpresents information ina sensible order. Theconclusion restates thethesis or offers a commentor question on it.Effective and variedtransitions link allideas.The report is accurateand clear. The writingbegins with an introductionthat contains aclear thesis statement.The body explores thetopic and presents informationin a sensibleorder. The conclusionrestates the thesis or offersa comment orquestion on it. Transitionslink most ideas.The report is factualand shows evidence ofsome work. The writingbegins with an introductionthat containsa thesis statement,but this might needclarification. The bodyexplores the topic andpresents a variety of information.The organizationof this informationmay not always beclear or logical. Sometransitions are used,but more are needed.The report is generallyconfusing and hard tofollow. The writinglacks any real organizationand it may alsolack a thesis statement.The body presents supportthat may be relatedto the topic butonly in a general way.The organization ispoor or nonexistent.Transitions may beused inconsistently ormay be lacking.Elements of The writer provides The writer provides The writer provides The writer prOvides aResearch facts and quotations facts and quotations facts and quotations mixture of opinions,Reports/Papers from a variety ofsources. Facts andideas are either expressedin the writer'swords or else completelyand correctlydocumented. Thebody of the report supportsand develops thewriter's thesis, and itcontains no extraneousideas. The report ineludesa complete andcorrect bibliography orfrom several sources.Facts and ideas are eitherexpressed in thewriter's words or elsedocumented. Thebody of the report supportsand develops thewriter's thesis, and itusually exhibits unityand coherence. The reportincludes a completebibliography orsource list.from more than onesource. Facts and ideasare not always documented or expressed inthe writer's words.The body of the reportlacks real unity and coherence,although mostdetails are somewhatrelated to the topic. Thereport includes an incompleteor incorrectbibliography or sourcelist.facts, and statements.Facts and ideas areoften not expressed inthe writer's words orelse they lack documentation.The body of thereport lacks unity andcoherence, and may bedifficult to understand.The report may not includea bibliography orsource list, or thismay be incomplete orincorrect.source list.Grammar, Usa8 e, There are few or no There are minor errors There are numerous errorsin mechanics, chanics, usage, gram-Numerous errors in me­Mechanics, an errors in mechanics, in mechanics, usage,Spelling usage/grammar,or grammar, or spelling. usage,gramma~or mar, or spelling mayspelling. Word choice Word choice is usually spelling. Word choice hinder comprehension.is precise and appro- appropriate for the is not always appropri- Word choice shows litpriatefor the audience. audience. ate for the audience. tIe understanding of theaudience.Comments© Prentice-Hall, Inc. 99

Scoring Rubric: PoetryNameDate4 3 2 1Oraanization The fonn of the poem The form of the poem The form of the poem The form of the poeman Overall is appropriate to the is appropriate to the should be more appro- is not appropriate toImpactsubject. The poem enabIesthe reader to see,hear, feel, or thinkabout the subject in anew way or in a morepotent way than everbefore.subject. The poem enabIesthe reader to see,hear, feel, or thinkabout the subject.priate to the subject.The poem enables thereader to see, hear, feel,or think about the subject,but this is accomplishedthroughcliches, wornout images,or other predictablechoices.the subject. The poemdoes not enable thereader to see, hear, feel,or think about thesubject.Elements of Sensory details and fig- Sensory details and fig- Sensory details and fig- There is no use- orPoetryurative language createvivid images that contributesignificantly tothe meaning of thepoem; sound devices,such as rhyme, alliteration,or onomatopoeia,are used effectivelyand contribute to themeaning of the poem.Word choice is vividand exact throughout.urative language contributeto the meaningof the poem; sound devices,such as rhyme,alliteration, or onomatopoeia,also add tothe meaning of thepoem.~ostwordchoices are precise.urative language maybe overused, underused,or inappropriateto the subject; sounddevices, such as rhyme,alliteration, or onomatopoeia,may beoverused or underused,or they may failto add to the meaningof the poem. Wordchoices may be vague,repetitive, or imprecise.consistently confusingor inappropriate useofsensory details, figurativelanguage, orsound devices. Wordsmay be misused orunclear.Grammar, Usaae, There are few or no There are some errors The poem is difficult to The poem is consis-Mechanics, an errors in mechanics, in mechanics, usage, understand at times be­ tently difficult to un-Spellingusage/grammar, orspelling.grammar, or spelling.cause of errors in mechanics,usage, grammar,or spelling.derstand because oferrors in mechanics,usage/grammar,orspelling.Comments© Prentice-Hall, Inc. 101

Scoring Rubric: Response to LiteratureNameDateOrganization4 3 2 1The response beginswith a clear topic sentence(in a paragraph)or a clear thesis statement(in an essay) thatidentifies the work bytitle, author, and genre,and states an overallresponse to the work.The body explores theoverall responsethrough expressingthoughts and feelings,by giving reasons, andby supporting pointswith examples from thework. The conclusionleaves the reader witha question, a quotation,a fresh insight, oranother memorableimpression.The response beginswith a topic sentence(in a paragraph) or athesis statement (in anessay) that identifiesthe work by title andauthor and states a responseto the work.The body explores theresponse through expressingthoughts andfeelings. Some reasonsare explored and supportingexamplesgiven. The conclusionbrings the response to asatisfactory close.The response beginswith a topic sentence(in a paragraph) or athesis statement (in anessayt but the sentencemay not identify thework by title, author,and genre or state anoverall response to thework. The body exploresthe response,but more thoughts,feelings, reasons, andspecific examples fromthe work are needed.The conclusion may beweak or repetitive.The response does notbegin with either atopic sentence (in aparagraph) or a thesisstatement (in an essay),and the writer fails toidentify the work bytitle, author, and genre.The overall response isunstated, unclear, orunsupported. Noorganizational plan isevident.Elements of The purpose of ex- The writing offers The writing does little The writing does notResponses to pressing feelings and some degree of new in­ to deepen the writer's deepen the writer's orLiteratureGrammar,Mechanics, Usa an 8 e,Spellingthoughts, and therebydeepening the writer'sand the reader's understandingof the work, isachieved. The responsesummarizes the workas needed to clarifymain points but doesnot retell the work.Word choice is consistentlyprecise, vivid, orexpressive.There are few or noerrors in m~hanics,usage,gramma~orspelling. Titles ofworks are correctlypunctuatedthroughout.sight into the work.The response summarizesthe work to clarifymain points but mayalso unnecessarilyretell the work. Wordchoice is generallyprecise.There are some errorsin mechanics, usage,grammar, or spelling.Titles of works are correctlypunctuated.or the reader's understandingof the work.The response may alsounnecessarily retell thework or fail to summarizewhen necessary.Word choice is vague.Several errors inmechanics, usage,grammar, or spellingmake it difficult tounderstand parts ofthe response. Titles ofworks are not correctlypunctuated.the reader's understandingof the work.The response unnecessarilyretells the workor fails to summarizewhen necessary. Wordsare misused or createconfusion.Numerous and seriouserrors in mechanics,usage,gramma~orspelling make it difficultto understand theresponse. Titles ofworks are not correctlypunctuated.Comments© Prentice-Hall, Inc. 103

Scoring Rubric: Literary Analysis/InterpretationNameOrganizationElements ofLiterary Analyses!InterpretationsDate4 3 2 1The analysis begins The analysis begins The analysis begins The analysis does notwith a clear thesis state- with a thesis statement with a thesis statement begin with a thesisment that identifies the that identifies the work that identifies the work statement, and thework by title, author, by title and author and by title and author, but writer fails to identifyand genre and suc­ states the meaning of it may not address the the work by title, aucinctlystates the mean- the whole work or meaning of the whole thor, and genre. Noing of the whole work some part of it. The work or some part of it. organizational plan isor some part of it. The body explains and de- The body only partially evident.body expertly explains velops the thesis and explains or developsand develops the thesis provides supporting the thesis; few supportandprovides support- examples from the ing examples from theing examples from the work. The conclusion work are given. Thework itself or from re- brings the analysis to a conclusion may belated works that back satisfactory close. weak, repetitive, orup the thesis. The con-missing.clusion leaves the reader with a question, a quotation, a fresh insight,or another memorableimpression.The purpose of ex- The writing offers some The writing does little The writing does notplaining meaning is new insight into the to deepen the reader's deepen the reader's unachieved,thereby work or related works, understanding of the derstanding of the workdeepening the reader's but the analysis may not work or related works. or related works. Sumunderstandingof the consistently summarize The analysis may sum­ mary may be substiworkor related works. the work to the extent marize instead of ana­ tuted for analysis.The analysis summa- needed to clarify main lyze, or fail to summa- Word choice is incorrectrizes the work to the points, or it may unnec­rize as needed to or confusing.extent needed to clarify essarily retell the work. explain points. Wordmain points but does Word choice is gener­ choice is generallynot retell the work. ally precise. imprecise and mayWord choice is consis­be misleading.tently precise, vivid, or powerful. Grammar, UsaMechanics, an 8 e, errors in mechanics, in mechanics, usage, in mechanics, usage, errors in mechanics,There are few or no There are some errors There are several errors There are many seriousSpelling usage, grammar, or grammar, or spelling. grammar, or spelling. usage, grammar, andspelling. The title of the Most conventions re- Only some of the con- spelling. Few or nonework and evidence lated to capitalizing ventions related to cap- of the conventions refromthe work are and punctuating the italizing and punctuat­ lated to capitalizingcorrectly capitalized title of the work and ing the title of the work and punctuating theand punctuated supplying evidence and supplying evi­ title of the work andthroughout. from the work are dence from the work supplying evidencefollowed. are followed. from the work arefollowed.Comments© Prentice-Hall, Inc. 105

Scorillg Rubric: Resume and Cover LetterNameDateOrganization andForm4 3 2 1The writer uses a clearand organized resumeformat and the correctand complete form fora business letter. Theresume has identifiedsections, which containcomplete and aecuratefacts. Sectionsare organized in a sensibleway: chronologically,by order of importance,or by skill.The cover letter containsthe six essentialparts: heading, insideaddress, salutation,body, closing, andsignature.The writer uses an organizedresume formatand the correctform for a business letter.The resume hasidentified sections,which contain accuratefacts. Sections areorganized in a sensibleway: chronologically,by order of importance,or by skill. Thecover letter containsthe six essential parts:heading, inside address,salutation,body, closing, andsignature.The writer tries toarrange the resume onthe page and approximatesthe correct formfor a business letter.The resume containsaccurate facts, but thesemay not be arranged ina logical way. Thecover letter may bemissing one or twoessential parts.The writer demonstratesa lack of understandingof the correctform for a resume andbusiness letter. The resumeis disorganizedand hard to understand;section headingsmay be used inconsistentlyor may be missingentirely. The lettermay lack several essentialparts.Elements of The resume fills a sin- The resume fills a sin- The resume may not The resume may notBusiness Writing gle page. It is written inbrief, understandablephrases and containsrelevant or standardfacts. It does not containthe pronoun 1. Theletter explains its purposeand identifieswhat the writer wants:a job, an interview, orconsideration. The letteruses formal languageand contains noextraneous details.gle page. It is written inphrases and containsmostly facts about educationalbackgroundand experience. Theletter identifies whatthe writer wants: a job,an interview, or consideration.The letter usesformal language, butthe level of languagemay be inconsistent.fill the page. It is writtenin words andphrases that containassorted facts abouteducational backgroundand experience;these details maybe incomplete or hardto understand. The lettermay not clearlyidentify what thewriter wants, andsome parts may bemissing or may bemissing elements.fill the page. Factsabout educationalbackground and experiencemay be incompleteand difficult tounderstand. Importantdetails are omitted. Inthe letter, the writerdoes not state thepurpose for writing.The level of languageis inconsistent orinappropriate.Grammar, usaae, There are no errors in There are some errors There are noticeable The resume and letterMechanics, an mechanics, usage, in mechanics, usage, errors in mechanics, are hard to understandSpelling grammar, or spelling. grammar, or spelling,but they do not detractfrom the meaning.usage,grammar/orspelling. Some ofthese may hindercomprehension.because of numerouserrors in mechanics,usage,grammar,orspelling.Comments© Prentice-Hall, Inc. 107

Initial Self-Assessment: Speaking and Ustening~arne _____________________________________________Date ______Directions to the Student: This self-assessment is designed to help yourecognize and focus on your strengths and weaknesses as a speaker andlistener. Your responses can help you set goals to improve your speakingand listening skills. Consider each question carefully and answer as honestlyas you can. During the year, review and update your assessment. Atthe 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 disagree2. I enjoy giving a speech or oral presentation to a group of people.strongly agree agree disagree strongly disagree3. When I give a speech or oral presentation, I am able to hold everyone'sattention.strongly agree agree disagree strongly disagree4. I use gestures and body language effectively when I speak.strongly agree agree disagree strongly disagree5. I make eye contact with my audience.strongly agree agree disagree strongly disagree6. In school, I listen carefully and can recall most of what I hear.strongly agree agree disagree strongly disagree7. I am able to identify the main points and supporting details in an oralpresentation and record them clearly in my notes.strongly agree agree disagree strongly disagree8. 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. Discusstheir opinions of your listening and speaking skills as they apply at school, athome, 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 oneof your classmates. Be honest, but keep in mind that harsh, critical commentscan be hurtful. Your goal is to help your classmate recognize thesuccessful elements of his or her speech as well as areas that needimprovement.NameofSpeaker: _____________________________________________Topic: ______________________________________________________ Assigned by Teacher__ Chosen by StudentPoint ScaleRate the speaker according to the scale. 4 =Thoroughly 2 =Very littleWrite the matching number in the space. 3 =Mostly 1 =Not at all__ 1. The speaker prepared forthis speech.____ 2. The speaker was relaxedand confident.__ 3. The speaker spoke clearlyand slowly.____ 4. The speaker made eyecontact with listeners.__ 5. The speaker usedappropriate gestures andfacial expressions.__ 6. The speaker used graphicaids effectively.Use your own words to assess each element of the speech:Introduction ______________________________BodyConclusion _________________________________Organization of Ideas __________________________Sentence Variety ______________________________LevelofInterest _________________________________© Prentice-Hall, Inc. 111

Peer Assessment: Dramatic PerformanceName _____________________________________________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 piecewritten 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? Didtheir movements, gestures, and facial expressions seem planned and wellrehearsed?_____________________________________________5. Were the movements, gestures, and facial expressions appropriate to thework? 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 whatway 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: Speaking and Listening Progress ~arne____________________________________________ ___Date _______Directions to the Student: These pages are designed to help you trackyour speaking and listening progress. The journal section will give you insightinto your average daily speaking and listening opportunities. Thechecklist will help you note specific areas where your speaking and listeningskills have improved and where you could still use improvement.Daily Log of Speaking and Listening Opportuni'tiesUse this section to record the speaking and listening opportunities you hadtoday 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 listeningskills that you practiced at this time.How would you rate your speaking and listening behavior for thisopportunity? (Circle one.)Excellent Good Satisfactory Needs ImprovementTimeofday: ______________Place: ____________Was this a speaking or listening opportunity? ___________Explain what happened, who participated, and the speaking and listeningskills that you practiced at this time.How would you rate your speaking and listening behavior for thisopportunity? (Circle one.)Excellent Good Satisfactory Needs Improvement© Prentice-Hall, Inc. 115

( ( (@"'0CDaC:;"(I)Speaking and Listening Progress Chart: Teacher ObservationDirections to the Teacher: This chart is designed to help you track the progress of students' speaking and listeningbehavior. Write the students' names in the first column. Use the Key to record your observations for each be­±~5"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.Key P Proficient I = Improving N Needs AttentionProgress Chart: SpeakingStudent's Name Enjoys speaking Appears calm and Is prepared and Uses body languageto a group. confident. knows material. and gestureseffectively .Uses visualaids effectively..~~~~~~~~~ ..................

Work Readiness Skills: Teacher Observation ~arne ________________________________________________ Date __________ __Directions to the Teacher: This instrument is designed to help you iden­tify and record behavior related to future job performance. It has been de­rived from a report by the Secretary's Commission on Achieving N eces­sary 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 Prepara­tory, W for Work Ready, and A for Advanced. Add to this log periodi­cally throughout the school year. I. Basic Skills: Reading BehaviorLevel ofReadiness1. Locates, understands, and interprets writteninformation from text, graphs, or schedules toperform a task.2. Identifies the main idea or essential message inwritten text.3. Infers relevant details, facts, and specifications.4. Uses contextual clues or finds meaning forunknown or technical vocabulary.5. Judges the accuracy, appropriateness, style, andplausibility of reports or proposals of other writers.II. Basic Skills: Writing6. Records information completely and accurately.7. Uses graphs and flow charts to present information.8. Uses language, style, organization, and formatappropriate 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

ILevel ofVI. Thinking Skills: Decision Making Behavior Readiness30. Specifies goals and limitations.31. Generates alternatives.32. Considers risks.33. Evaluates and chooses best alternatives.VII. Thinking Skills: Problem Solving34. Recognizes that a problem exists (Le., identifies adiscrepancy between what is and what should orcould 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 Eye39. Organizes and processes abstract information(Le., sees a building from a blueprint, a system'soperation from schematics, the flow of workactivities from narrative descriptions, or the tasteof food from reading a recipe.)IX. Thinking Skills: Knowing H.ow to Learn40. Knows his or her personal learning style(visual, aural, and kinesthetic).41. Practices formal learning strategies such as notetaking or clustering items that share somecharacteristics.42. Evaluates information and opinions, identifyingfalse assumptions and illogical conclusions.© Prentice-Hall, Inc.121

XIV. Personal Qualities: Sociability57. Demonstrates understanding, friendliness,adaptability, empathy, and politeness in new andon-going group settings.58. Asserts self in familiar and unfamiliar socialsitua tions.59. Relates well to others.60. Responds appropriately as situations require.61. Shows an interest in what others do and say.BehaviorLevel ofReadinessXV. Personal Qualities: Self-Management62. Assesses own knowledge, skills, and abilitiesaccurately.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 feedbackunemotionally and non defensively .XVI. Personal Qualities: Integrity/Honesty67. Demonstrates trustworthiness.68. Recognizes decision or behavior that may notcoincide with commonly-held personal or socialvalues.69. Understands impact on self, others, andorganizations of violating commonly-heldpersonal or social values.70. Chooses an ethical course of action.© Prentice-Hall, Inc. 123

Portfolio PlannerPart II: Strategies and Resources6. 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 yourportfolio. As you complete each step, record the date in the last column.Goal:Step Task: Assignment Materials and Will be Dateor Activity Resources Completed By CompletedNeeded1.2.3.4.5.6.7.8.Plan ApprovalDate of ConferenceTeacher's Signature Suggestions Progress CheckDate of ConferenceTeacher's Signature Suggestions Date of ConferenceTeacher's Signature ~Suggestions© Prentice-Hall, Inc. 125

Type of Writing: Exposition - Making ConnectionsTitle of Paper~ Stage of Development: PrewritingDraftingRevising and EditingFinished PaperDateDateDateDateType of Writing: PersuasionTitle of PaperStage of Development:Type of Writing: ReportsTitle of PaperPrewritingDraftingRevising and EditingFinished PaperDateDateDateDateStage of Development: PrewritingDrafting~ Revising and EditingFinished PaperDateDateDateDateType of Writing: CreativeTitle of PaperStage of Development:PrewritingDraftingRevising and EditingFinished PaperDateDateDateDateType of Writing: Response to LiteratureTitle of PaperStage of Development:PrewritingDraftingRevising and EditingFinished PaperDateDateDateDateC Prentice-Hall, Inc.127

Portfolio Final Evaluation: Teacher Raling ~arne__________________________________________ ___Date ______Directions to the Teacher: Use this form for an overall assessment of thecompleted student portfolio. In addition, you may ask the student to completea Portfolio Final Self Evaluation form. These forms can be placed inthe portfolio and referred to during student or parent conferences.I. Assessment of Individual ItemsRate each item in the portfolio from 1 to 4, with 4 being the highest.ITEM GOAL RATING COMMENTSII. Overall Assessment Rate the overall achievement of the portfolio in these areas using the following rubrics: __ Focus4. 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, butwork includes a few unproductive strategies.2. Goals are lacking in clarity and strategies have regularlapses in focus.1. No consistent goal and generally aimless activities inthis portfolio.C Prentice-Hall, Inc. 129

Date:------------------Dear Parent or Guardian:Recent studies show how important parental involvement is in helping students achieve successin school. Because I know that you want your child to have an excellent year in English, I'mpleased to tell you about our curriculum and suggest some ways you can participate in improvingyour 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 tostudents' 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 homeworkby following this expert-tested advice.• Find the best time for studying. Work with your teenager to decide on the best time forstudying. Then set that time aside at least five days out of every week. If there is no homework,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 otherdistractions. 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 theirminds" 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 adequatelighting and is kept at a comfortable temperature. Provide a table or desk that hasenough space for writing.• Keep supplies handy. Keeping studying materials nearby saves time. Placing them in asmall bucket or box makes it easy to move them to the study area. A list of supplies shouldalso include a dictionary and a thesaurus.• Encourage computer literacy. Help your teenager to see the value of using the computer towrite his or her compositions and other assignments. Encourage your child to use the computersat school or the public library. If you have a home computer, provide quality wordprocessingsoftware for your child.• Ask to see your child's books. Looking through the books gives you a better idea of whatyour 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 regradethe 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 canbe especially effective if you occasionally read and discuss one of the selections your childis covering in class.I look forward to working with your child and hope you will contact me if you have anyquestions 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 commentson your work.Dear ________________Date _______________I am attaching something that I wrote in school recently. I would appreciateit if you would read it and tell me what you think of it. I am particularlyinterested in getting your answers to the questions below . You can answer themon 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? Whatcould 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© Prentice-Hall, Inc. 133