Anne Frank - amscopub.com AA Anne Frank.pdf · Anne Frank: The Diary of a Young Girl ☛ Alternative Assessment for Literature The suggestions in this teacher resource will help you

Perfection Learning®

Anne FrankThe Diary of a Young Girl

Senior Editor: Marsha JamesEditor: Cecelia Munzenmaier

Cover and Book Design: Deborah Lea Bell

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

©1996 Perfection Learning Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-0246-3Printed in the U.S.A.

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

Questions for Assessment

Prereading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

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

Post-Reading Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Projects for AssessmentProject Prospectus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

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

Forms for Assessment and EvaluationStandards and Criteria for Project Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . 16

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

Suggestions for Developing Standards and Criteria . . . . . . . . . . . . . . . . . . . . . 18

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

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

• using knowledge in new ways• engaging in projects that are worth

doing in themselves• completing meaningful assessments

based on real-world tasks

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

Using Alternative Assessment forLiterature

n Prereading Questions

You can introduce major themes and issuesof the book with the Prereading Questions.Students can answer selected questionsindividually or in small groups before they

begin the book. After reading, studentsmight see if their ideas and feelings havechanged. You can also encourage studentsto discuss these questions at home.

n During-Reading Questions

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

n Post-Reading Interview

Questions in the Post-Reading Interview canserve as the basis for a dialogue betweenpeers or a conference between student and teacher. Students’ reactions to andquestions about their reading can be usedto lay the groundwork for performance-based projects.

n Project Prospectus

Students can use the Project Prospectus toplan their final projects and demonstra-tions. You might approve the prospectusbefore students begin their projects. Youcan also require that the prospectus besubmitted as part of the final project.

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Anne Frank: The Diary of a Young Girl*

Alternative Assessment for Literature

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

• assessing thinking is as important as measuring recall

• clear expectations improve performance

• students are motivated by real-world tasks

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n Project Suggestions

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

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

n Criteria and Standards for Evaluation

Giving students the standards and criteriayou will use to evaluate their work letsthem know your expectations. The evalua-tion grid on page 16 can be distributed as students begin their projects. You can also develop your own grid, using thereproducible form on page 17. Both reproducible grids can be used by theteacher and the audience.

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

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

• Students should understand whatthey need to do to improve.

• Evaluators should consider bothproduct and process.

You can easily adapt the forms to yourclassroom. For example, you might encour-age students to develop the standards andcriteria. You can also collect examples ofstudent work to provide models for each criterion. You might determine grades by

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

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

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

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

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

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

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

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

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

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

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

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

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tAnne Frank: The Diary of a Young Girl

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Setting Amsterdam, Holland, 1942-1944; the Secret Annexe

Characters Anne Frank—13 years old when the diary beginsOtto and Edith Frank—Anne’s parents Margot Frank—Anne’s older sisterHermann Van Daan—business associate of Otto FrankPetronella Van Daan—his wifePeter Van Daan—15-year-old son of the Van DaansMr. Dussel—a dentistMr. Kraler, Mr. Koophuis, Elli, Miep—members of the Resistance who help those

hidden in the Secret Annexe

Situation All Jews in occupied Holland are to be deported to work camps in Germany. Mr.Frank hides his family in secret rooms attached to his firm’s warehouse. Anne,who wants to be a writer, keeps a diary that she hopes to publish after the war.

Main Events 1. Anne gets a diary for her thirteenth birthday.2. Three weeks later, Margot Frank is scheduled to be deported to a labor camp

in Germany. The Franks go into hiding.3. The Van Daans and Mr. Dussel come to the Annexe.4. The family experiences many hardships, including confinement, poor

food, and air raids. Several burglaries at the warehouse increase their fearof discovery.

5. Anne grows up in the Annexe, struggling for independence from her familyand finding her first love.

Resolution Anne develops a self-awareness that is well expressed in her diary’s final pages. An epilogue explains that the people in the Secret Annexe were discovered andtaken to Auschwitz just before Holland was liberated. Mr. Frank was the only onewho survived the concentration camps. Anne died of typhus at Bergen-Belsen in March 1945.

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©1996 Perfection Learning Corporation, Logan, Iowa

Synopsis: Anne Frank: The Diary of a Young Girl

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Prereading Questions

1. What do you think it would be like to have a friend who understood you perfectly?

2. What do you think it means to be courageous?

3. How do you feel when people criticizeyou unfairly? How do you try to dealwith such criticisms?

4. Anne Frank wrote her diary while shewas in hiding from the Nazis. DuringWorld War II, the Nazis murderedover six million Jews in a persecutioncalled the Holocaust. What do youalready know about the Holocaust?

5. How might you have reacted if youwere a young Jew trapped in a country occupied by the Nazis?

6. How do you think reading a diary willbe different from reading a novel?

7. What questions do you have about thebook or the time period and issues itmight cover?

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©1996 Perfection Learning Corporation, Logan, Iowa7

Responses

During-Reading Questions

June 14, 1942 - August 3, 1943

1. Why does Anne begin to keep her diary?

2. What foreshadowings or hints ofdanger from the Nazis do you find inAnne’s early entries?

3. What does Anne find most difficultabout living in the Annexe? How do you think you would react in a similar situation?

4. Toward the summer months, Annerecords some observations about thewar. What is happening outside theSecret Annexe?

5. Anne is frequently criticized by theadults in the Annexe. Do you thinkshe deserves these criticisms?Explain.

6. How are you and Anne alike? Howare you different?

August 4, 1943 - April 1, 1944

7. Describe some ways that Anne copeswith being confined. Could you useany of her coping methods in situa-tions in your life? Explain.

8. On January 2, 1944, Anne describes a change in her attitude toward hermother. What other changes do younotice in Anne?

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Responses

During-Reading Questions continued

9. What kinds of things does Anneworry about? Do her concerns seemlike those of a typical young person?Explain.

10. On March 7, 1944, Anne describessome good things that have comefrom her time in the Secret Annexe.What does this entry show aboutAnne’s character?

11. Why is Anne’s friendship with Peterso important to her?

12. Anne uses her diary to fill her needfor “a space of her own.” How doyou feel about having a space of yourown?

April 3, 1944 - Epilogue

13. Compare Anne’s feelings aboutcourage on November 3, 1943, andon April 11, 1944. Do you considerAnne a courageous person? Explain.

14. Contrast Anne and Peter’s views ofthe future after the war. Which viewdo you think is more realistic?

15. How well do you think Anne under-stands prejudice? Use examples from her entry for May 22, 1944, tosupport your answer.

16. Describe your reaction to the end ofAnne’s diary.

17. Anne’s diary has been translated into31 languages. Why do you think herdiary is so widely read?

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Responses

Post-Reading Interview

1. Shortly after she began her diary, Annewrote, “It seems to me that neitherI—nor for that matter anyone else—will be interested in the unbosomingsof a thirteen-year-old school girl.” Didyou find Anne’s diary interesting?Explain.

2. How would you describe Anne’s personality?

3. Do you and Anne have any opinions orideals in common? Explain.

4. What did you learn about theHolocaust from reading Anne’s diary?

5. How is reading a diary different fromreading a novel or an informationbook about World War II?

6. How do you think reading this book would affect someone who isprejudiced against Jews?

7. Do you think it’s important for otherpeople your age to read this book?Explain.

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Purpose Explain what you want to demonstrate by completing this project, and show howyour project relates to the book.

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

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

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

Points to consider in project evaluation What are the main ideas you are trying tocommunicate in your project? Identify the criteria that are most important for evaluatingyour project.

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Short-Term Project Suggestions

1. Create a schedule of a “typical” dayspent in the Secret Annexe fromAnne’s point of view. Then create a schedule of a “typical” day in your life. Compare and contrast thetwo schedules.

2. After the Epilogue was written, moreinformation about Anne’s deathbecame known. Find out more aboutAnne’s last days. Then write a new,updated Epilogue.

3. Make a scale drawing or model of theSecret Annexe.

4. Choose a passage from Anne’s diarythat gives the feeling of what it waslike to live during the Holocaust.Convert the passage to a poem or song.

5. Write a memorial for Anne that captures her outlook on life.

6. On May 22, 1944, Anne writes aboutanti-Semitism. Express your opinionabout prejudice in an editorial or editorial cartoon.

7. Draw an editorial cartoon thatexpresses your opinion about theHolocaust.

8. Give a book talk or create a displayencouraging other students to readAnne’s diary.

9. On November 11, 1943, Anne titlesher entry “Ode to My Fountain Pen in Memoriam.” Find out what an odeis and create one for something thatyou treasure.

10. Anne describes how she tries to dealwith several difficult situations. Makea list of suggestions about how tocope with difficulties based on whatworked for Anne.

11. Write a letter to one of the peoplewho preserved Anne’s diary, such asOtto Frank or Miep Gies. Describewhat reading the diary has meant toyou and how you feel about theirefforts to preserve this record ofAnne’s life.

12. Choose an incident from Anne’sdiary and describe it from the pointof view of one of the other peopleinvolved. You might choose her confrontation with Mr. Dussel (July 13, 1943), her relationshipwith her mother (January 5, 1944),or one of her conversations withMargot or Peter.

13. Choose several quotations from the diary that are meaningful to you. Combine the quotations withillustrations in a collage or display.

14. Write a story for children based onthe life of Anne Frank.

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Assessment Projects

Assessment Projects continued

15. Arrange Anne’s references to D-Dayinto a chart or graphic organizer.Use information from these diaryentries: February 27, 1943; andFebruary 3, May 16, May 22, June 5–9, and June 23, 1944.

16. Create a portrait of one of the resi-dents of the Secret Annexe. ReviewAnne’s description of the person youchose. Then prepare your portrait,trying to reflect each person’sappearance and personality asdescribed by Anne.

17. Over 600,000 people a year visit thebuilding where the Franks went intohiding, which is now the Anne FrankHouse. The visitors’ book containscomments from people from all overthe world. Write or draw an entrythat you might make in the visitors’book. If others do this project, youmight collect the entries into a classvisitors’ book.

18. Create a map showing the route Anneprobably took from Amsterdam to theconcentration camps where she washeld. The camps include Westerbork,Auschwitz, and Bergen-Belsen.

Long-Term Project Suggestions

19. Draw or create a three-dimensionalmemorial to the victims of theHolocaust.

20. Anne’s diary ends before the Franksare arrested. Find out what happenedto the residents of the Secret Annexe.Useful sources include books likeAnne Frank Remembered by MiepGies and The Last Seven Months ofAnne Frank by Willy Lindwer. Shareyour information in an oral report,display, or multimedia presentation.

21. Find out how Anne’s diary was savedand eventually published. Also lookfor information about how the diarywas proved to be genuine. Share yourfindings in a timeline or short report.

22. Compare the first version of Anne’sdiary, published in 1947, with thedefinitive edition, published in 1995.You might compare passages datedMay 1, 1943, and January 2 and May 3, 1944. Summarize the newinformation available about Anne andgive your opinion about whether thechanges/omissions were justified.

23. Interview people who practice theJewish religion about their faith andwhat the Holocaust means to them.Compare their reactions to Anne’scomments in her entries for May 22and July 15, 1944.

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24. Watch the video of the play The Diaryof Anne Frank by Frances Goodrichand Albert Hackett. Comment onwhether you preferred watching thevideo or reading the book. Considerquestions such as these.

• Does any character differ from theway you imagined that characterin the original work? Give youropinion about how well that character was interpreted in the film.

• What changes did the directormake to the book? Explainwhether these changes helped youbetter understand or enjoy theaction and the characters.

• How effectively did the directorcapture the mood of Anne Frank:The Diary of a Young Girl?

• Explain which version you prefer.

25. In her diary entry for August 1, 1944,Anne describes herself as a “littlebundle of contradictions.” Show themany facets of Anne’s personality in adramatic presentation or piece ofvisual art.

26. Adapt selections from Anne’s diaryinto a monologue, or a speech thatreveals one person’s inner thoughts.Tape-record your monologue or present it live to the class.

27. Read another book related to theHolocaust and compare it to Anne’sdiary. Books you might read include

• Behind the Secret Window: AMemoir of a Hidden GirlhoodDuring World War II by Nelly S.Toll (Penguin, 1993)

• The Cage by Ruth MinksySender (Macmillan, 1986)

• Daniel’s Story by Carol Matas(Scholastic, 1993)

• The Devil’s Arithmetic by JaneYolen (Viking, 1988)

• Maus: A Survivor’s Tale by ArtSpiegelman (Pantheon, 1986)

• Schindler’s List by ThomasKenally (Simon & Schuster,1982)

28. Make a timeline showing the events of the Holocaust as they affected theJews in Holland. You might beginwith 1933, when Jews afraid ofHitler’s regime began to leaveGermany.

29. Write and present a skit in which residents of the Secret Annexe listento a radio broadcast about an important event during World War II.

30. Make a timeline of important eventsin Anne’s life. You might also includeevents related to how people havekept her memory alive, such as thepublication of her diary and theestablishment of the Anne FrankHouse in Amsterdam.

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31. Research the living conditions ofother prisoners, such as POWs inVietnam or the hostages in Lebanon.Share your findings with the classand discuss similarities and differ-ences in their situations and those ofthe Jews in Anne Frank: The Diaryof a Young Girl.

32. Compare Anne’s diary with Zlata’sDiary by Zlata Filipovic (Viking Press,1994).

33. Compose your own instrumental inter-pretation of Anne Frank: The Diaryof a Young Girl. Your piece might bea theme song that could be used in amovie adaptation of Anne’s diary. Youmight also write background music toaccompany a particular scene. Presenta “live” or “previously recorded” per-formance to the class.

34. Anne wanted to grow up to be afamous writer. Read some of herother works. Many are published inTales from the Secret Annex. Thenwrite a review of the pieces you read.Include your opinion about Anne’spotential as a writer.

35. Find out more about one of the people who helped hide the Franks. A good source is Anne FrankRemembered by Miep Gies. Shareyour findings in an oral or writtenreport. Include information on

• reasons for helping the Franks• the risks of helping Jews• what happened to the helper(s)

after the war• how this helper worked to keep

Anne’s memory alive

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ALTERNATIVE Assessment **

Standards and Criteria for Project Evaluation

Standards Criteria

Areas of High Very Good Adequate Needs WorkAssessment

ResearchandPreparationfor Project

Content of Project

VisualElements of Project

WrittenElements of Project

OralPresentationof Project

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

o used appropriate evidence and examples

o met all deadlines

o used any extra time toextend research

o creatively fulfilled purpose on prospectus

o used logical, easy-to-follow order

o created and maintainedhigh audience interest

o covered topic withoutstanding information

o credited sources

o were highly interesting,easy to see and understand

o supported purpose

o communicated mainideas clearly

o showed outstandingeffort

o had few errors

o were thoroughly proofread and revised

o supported main ideaswith rich details

o spoke audibly andexpressively

o used engaging gesturesand props

o maintained excellent eye contact

o used several reliable,appropriate resources

o made effort to use evidence and examples

o met deadlines

o used preparation time well

o completely fulfilledpurpose on prospectus

o used easy-to-followorder

o kept audience’s attention

o covered topic with appropriate information

o credited sources

o were interesting, easyto see and understand

o supported purpose

o communicated main ideas

o showed effort

o had few errors

o were proofread and revised

o supported main ideas

o spoke audibly andexpressively

o used gestures and props

o maintained good eye contact

o used few resources

o used little evidenceand few examples

o didn’t meet all deadlines

o spent little time onpreparation

o did not fulfill purpose

o used hard-to-follow order

o created little audience interest

o omitted importantinformation

o provided incompletecredits

o were messy, disorganized, hard tounderstand

o were unrelated to purpose

o didn’t support main ideas

o showed little effort

o had many errors

o needed to be proof-read and revised

o didn’t support main ideas

o was difficult to hear

o used few or distracting gesturesand props

o made little attempt to maintain eye contact

o used minimum numberof resources for basicinformation

o used some evidence and examples

o needed encouragementto meet deadlines

o spent minimal time onpreparation

o fulfilled purposeon prospectus

o used order that wasconfusing at times

o lost audience’s attention at times

o covered the basics

o credited sources

o were somewhat interesting

o were related to purpose

o generally supportedmain ideas

o showed fair effort

o had several errors

o needed more proof-reading and revising

o weakly supported main ideas

o could develop moreexpression

o used few or awkwardgestures and props

o attempted to maintaineye contact

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ALTERNATIVE Assessment


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Suggestions for Developing Standards and Criteria

You can use the form on page 17 to develop rubrics for different kinds of alternative assess-ments. Many teachers ask students to help develop assessment forms for the projects theywill be working on.

• Develop standards. Students might help you identify elements to evaluate, workingfrom their own experience or samples you provide.

• Adapt the criteria to your students. What you can expect of students oftendepends on their experience or equipment. For example, students with access to editingequipment can produce more expert videos.

• Define the levels of performance you expect from your students. You canbrainstorm with students, consult with other teachers, and provide models of studentwork for each level of excellence. You might also assign point values to each rating, asdescribed on page 5.

Project Suggested Standards

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

dance expressiveness; coordination with music; level of technique

debate appropriate arguments; persuasiveness; quality of evidence; poise

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

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

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

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

panel discussion organization; content; leadership

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

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

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

scrapbook selection; organization; identification; decorative elements

timeline selection of events; scale; appearance

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

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

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

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Adapting Assessment Activities to Learning Styles

Intelligence

LinguisticAbility to use language to under-

stand and communicate

Musical/rhythmicAbility to use rhythm, pitch, and

tone to express feelings andideas

Logical/mathematicalAbility to use reason to solve

abstract problems

Visual/spatialAbility to visualize and express

what’s seen with “the mind’seye”

Bodily/kinestheticAbility to interpret the world

through touch and movement

Intrapersonal Ability to understand one’s own

feelings

InterpersonalAbility to work with others

toward a common goal

Traits of Learner withThis Intelligence

Enjoys reading, writing, andtelling stories

Responds to visual stimulationDiscouraged by criticism,

sarcasm, favoritism

Sensitive to sound; distracted by random noise

Enjoys rhythm and movementBored by seat work and long

writing assignments

Explores relationshipsEnjoys calculating and critical

thinkingNeeds to see how tasks relate

to big pictureDiscouraged by chaos and

lack of challenge

Sensitive to form, color, shape, and texture

Prefers images to wordsNeeds visual stimulationDiscouraged by long assignments

ActiveEnjoys manipulating objectsExpresses ideas and feelings

through movementDislikes sitting stillDiscouraged by isolation

InsightfulPursues individual interestsNeeds time to reflectDislikes standardized tests

and lock-step activities

Team playerGood at interpreting others’

moods and intentionsNeeds varietyDislikes working alone and

reflective activities

Ways to Develop ThisIntelligence

Graphic organizersReadingDramatic readingFilm/multimedia

Telling storiesMusical mnemonicsChoral readingDancing and

creative movementWriting/drawing to music

High-tech toolsSequenced lessonsMnemonic devicesGraphic organizersAnalytic and deductive

reasoningHands-on experiences

Graphic organizersDrawing/illustratingVisualizing/imaginingStoryboardsDemonstrations

Manipulating objectsMaking thingsRole-playing; simulationsPhysical activity; creative

movementDemonstrationsField trips

JournalsVisualizationProblem-solvingGoal-settingMetacognitive reflectionsIndependent study

Peer tutoringTalking things overCooperative groupsE-mail/other electronic

learning tools

Ways to Assess ThisIntelligence

Adaptation from one medium to another

Projects/performancesLogs and journalsTeacher-made tests

Writing lyrics/rapsPerformanceMultimedia presentation with

background musicTeaching through music

Demonstrations of a mathematical task

Group or individual problem-solving

InterviewsTeacher-made testsMetacognitive reflection

Graphic organizersFeedback on works in progressProduct portfoliosProjectsExhibits

Listing strengths, things toimprove, and questions/concerns

Continuums(beginner/advanced; comfort/discomfort)

Observation checklists

Logs and journalsInterviewsEssaysProjects requiring synthesis,

such as an exhibit of culturalheritage

Graded discussionsInterviewsLogs and journalsDemonstrationsTeam projects


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

latest research on assessment into practice with

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

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

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

Available titles include

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

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

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

Printed in the U.S.A.

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Anne Frank - amscopub.com AA Anne Frank.pdf · Anne Frank: The Diary of a Young Girl ☛ Alternative Assessment for Literature The suggestions in this teacher resource will help you

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