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| Eighth grade students spent the trimester fulfilling the terms of a reading contract. Students set the terms of the contract when they determined for themselves how many novels they could complete throughout the trimester and levels were assigned based on the number of novels they chose. Different combinations of assignments distinguished the levels; however, all levels required the students to complete and present a project on one of the novels they read throughout the course of the trimester. The project was introduced to the students as an advertisement campaign and they were asked to "sell" their novels to the class. The entire assignment was differentiated; the students picked the level, the books, and they chose from an offering of projects. The following is a display of the various projects students produced and the methodology behind the projects they had to choose from. | Alternate Assessments: Accommodating a Variety of Learning/Teaching Styles By |
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| # | DESCRIPTION | PROJECT | LEARNING / TEACHING STYLE |
| 01 | An obvious way to advertise a book is with a book jacket. After sharing examples with the students, they were offered the option to create a book jacket for the novel of their choice. They were encouraged to make up their own reviews from publishers, newspapers, blogs and magazines. The reviews could be both positive and/or negative in order to allow the students the opportunity to explore their feelings about the entire book honestly. Just like a real book jacket, students were asked to summarize the book, but including information about the author was optional. |  |
Students understand the concept of a book jacket and they read jackets all of the time to determine if they want to read a particular novel. By providing students with the opportunity to create their own book jacket, students were able to highlight their favorite visuals from the book. The reviews gave the students a place to remark on both their likes and dislikes of the books they chose. In some instances, students included information about the author thereby exposing them and their audience to not only one novel, but other possibilities from the same author. Even though they appear to be a small uninvolved project, book jackets show many prospects for learning. They can spur a lot of research about the author, the setting or the awards the book may have won. |
| 02 | Students could choose to create an Exclusive Travel Package as their novel project. The project involved the planning of a trip that would allow a traveler to visit, see and experience the setting and characters of the novel. The trip was to be presented in a travel brochure advertising and describing the experience. A map was necessary so travelers would not get lost on the adventure. |
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Students who are strong visualizers as they read will enjoy having the opportunity to explore what they visualize more in depth. The opportunity to share the visions thay have of their favorite book can motivate them to create very detailed projects. This student took us on a tour of all of the cities in her novel, and used this project to describe the characters as she saw them to be. |
| 03 | Authors often visit shows such as Oprah when they are promoting their books. Students were encouraged to create a mock interview with the author or one of the characters. While interviewing, students were asked to consider how the interview would encourage people to read the novel. The questions asked and the responses given were a required part of the project. For this project, students had the option of performing it, but they had to turn in at least two pages of script for grading. |
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Many students have a flare for drama and entertaining. This project fit well with students with that type of personality. It also encouraged them to explore what it is like to write a script. |
| 04 | Books and movies are converted into video games all of the time now. If it is a good book, it becomes a movie. Once it becomes a movie it becomes a Happy Meal toy and a video game by default. In the spirit of this, students were offered the opportunity to develop a board game based on the novel of their choice. They were instructed that this project had to include the main characters, plot, setting, and any other events that they found to be significant. A summary of the novel had to be included in the game instructions. |
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This project gave students the opportunity to evaluate their characters and plot of the novel as they determined the advances and pitfalls of their game. Students reflected on the problems and conflicts of the novels as they designed their own games. Good, strong choices in the book became advances in the games and the reverse for bad choices. The setting was also generally reflected either on the game board or in the challenges. A project such as this taps in to a student's sense of challenge and competition as well as their playfulness and creativity. Many different types of games were created and on incentive day the kids will be given the opportunity to play the games with their peers. |
| 05 | Students were told that if their book were made into a movie it would need a soundtrack. They were given the chance to create a CD cover for that soundtrack. Students were asked to include at least 10 songs that would represent what the characters experienced in the novel. On the inside cover, students had to include a summary of the novel and explain their song choices. Students were not required to have an actual CD. |
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At the Middle school level many students live, eat and breathe music. Allowing them to use that passion in a homework assignment motivated many of my reluctant readers. They read with a greater determination to connect their music with their novels. This project turned many underachievers into overachievers. Although they were not required to even use real songs, many students referenced real songs and even burned the songs onto a CD, thus creating an actual soundtrack for their novel. Even before presentations the kids were exchanging CD's and talking about their books and how the songs connected to the stories. This project grabbed a lot of students. |
| 06 |
Technology is changing the face of education making it hard to motivate some students without a technological carrot. For those students, the PowerPoint/ Commercial project served as that carrot. The students were told that for this project they could create a compare and contrast of two (or more) characters in their novel. At the beginning of the project, the students needed a summary of the novel. For this (and other) projects students asked if they could pair up. I was very careful about allowing this because I wanted each student to reflect on their own learning. Students pairing up were required to evaluate one another and check in with me more often than others. One pair of students made a movie where they played the roles of the two main characters. It was short, about the length of a movie trailer, but very well done. |
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This project gets those techies motivated to put down the mouse and walk away from the keyboard long enough to read a book that they can then use to impress the class with their technological skills. When they have a purpose for all of their computer prowess a fire ignites within and they jump at the opportunity to use what they know. As a teacher it can pose a problem when the students know more than you and ask if they can use a certain kind of technology |
| 07 | Best sellers make the newspapers, so one way the students could advertise and reflect on their novels was to create a newspaper. While none of the designed a front page, several of them created a literary newsletter. They designed it to express the events, characters, weather, setting and other significant events of the novel. Students explored why the book was selling so well and who was buying it. |
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Students with a flare for investigating and reporting can dig in to this project to show off their skills. There are so many variations on how this project can be put together that it can fit many styles of learning. The kids can personalize it and get as involved or as basic as they are comfortable with. You can also simplify it and give the student the five W's and how and have them respond to those prompts. |
| 08 | Making a poster was another way students could advertise their novels. The poster had to be relevant to the novel and include the main characters, setting, conflicts, and anything else students found significant. When presenting the project concept to the class, we discussed the characteristics of movie posters. Students created a vast range of posters and this was by far the most popular choice. |
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Students are very familiar with this form of advertising, so the project gives them a level of comfort. Most have made some kind of poster in the past, so all they have to worry about is whether or not they can meet the particular requirements of the assignment. Students who are able, can take the opportunity to be symbolic on their poster, but the concrete learners can still put together a poster that represents the novel they chose. |
| 09 | Modified poster |  |
This poster was created by a student whose strength lies in verbally expressing what they know. Much of what was on the poster came from favorite exerpts in the book. The student then reflected on what was learned and connections that were during an oral assessment. |
| 10 | Students were also offered the opportunity to develop their own means of advertising as long as it was approved by the teacher. Students chose a few ways that had not been thought of such as a DVD cover and a cereal box. Both of these included the same parameters as the other assignments-students had to reflect and connect with the book and provide a summary. |
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Allowing students to develop their own ideas for a project can motivate even reluctant learners. Teachers can also learn a lot from allowing students to work this way. Projects that you never considered can be inspired by the work students develop. This student chose to create a cereal box to go with his novel. |
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Some students are moved by a novel to the point that they want to share it on a personal level. This student wrote notes out for herself and marked pages in her novel to read to the class. She compared entries in the novel with things in her life and shared pictures from her life while comparing them to characters in the novel. This is the first book the student ever finished. |
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Students afflicted by poverty have an entirely different way of connecting and sharing the things in their life. They also do not have the means to purchase the supplies for a project like this. I have learned that teachers have to accommodate these students, accept what they have the means to produce, and rethink the scoring guide when looking at what kids have learned. As a teacher, I learned that a creative and colorful presentation does not necessarily demonstrate learning, reflection, and connection. Sometimes students learn just by being pushed to try something they never have before. |
| 12 | This shows the projects turned in from just one class. Notice the variety of projects students chose. Seen here are CD covers, games, posters, newsletters, book covers, and a PowerPoint is in one of the cases. Out of approximately 100 students, 97 turned in the project on time. Students were very excited about what they learned about themselves and the novels they read. |
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There are a variety of students in every classroom and when given choices they will produce a wide variety of projects. Given this opportunity, students are in charge of their learning experience. Choice makes that experience much more positive and conducive to greater understandings of what they have read and learned. (RETURN to TOP of this Page) |