Part 1: The Common Assessment

Summative Assessment (clearly identify the items you used from other sources):
From NC DPI EOC 2012:
Directions: Read the poem below and answer questions 1 through 5.
Memories
By Marya Zaturensky
From Spinners

Lower New York City at noon hour .

THERE is a noise, and then the crowded herd

Of noon-time workers flows into the street.
My soul, bewildered and without retreat,
Closes its wings and shrinks, a frightened bird.

Oh, I have known a peace, once I have known

The joy that could have touched a heart of stone---
The heart of holy Russia beating still,
Over a snow-cold steppe and on a hill:
One day in Kiev I heard a great church-bell
Crying a strange farewell.

And once in a great field, the reapers sowing

Barley and wheat, I saw a great light growing
Over the weary bowed heads of the reapers;
As growing sweeter, stranger, even deeper,
From the long waters sorrowfully strong,
Came the last echoes of the River Song!

Here in this alien crowd I walk apart

Clasping remembered beauty to my heart!

1. What is the theme of the poem? (RL 2) [Objective 1] [not from the EOC]
a. Russia is a beautiful country that should be remembered by everyone and experienced
by everyone.
b. You can walk with people you dont know while remembering the people you do
know.
c. No matter how much change you experience, you will always have memories that
will last forever.
d. Experiencing change affects your past memories and makes them sweeter.
e. ANSWER: C
2. Which lines from the poem support the theme? (RL 1 & 2) [Objectives 5] [from the
EOC]
a. ...once I have known / The joy that could have touched a heart of stone --
b. One day in Kiev I heard a great church-bell / Crying a strange farewell.
c. From the long waters sorrowfully strong, / Came the last echoes of the River
Song!
d. Here in this alien crowd I walk apart / Clasping remembered beauty to my
heart!
e. ANSWER: D

3. In line 18, what is the meaning of the phrase clasping remembered beauty? (RL 4)
[Objective 3] [from the EOC]
a. Imagining future events
b. Recalling past events
c. Creating current events
d. Forgetting past events
e. ANSWER: B

4. How does the authors use of personification impact the theme of the poem? (RL 4)
[not from the EOC] [Objective 4]
a. The author uses personification to explain the changes she went through when she
moved from Russia to New York City.
b. The author uses personification to illustrate the noise of New York City and how
many people live there.
c. The author uses personification to help readers visualize her fond memories of
Russia compared to her immigrant experience.
d. The author uses personification to show readers how much they will miss their
home country if they decide to leave it.
e. ANSWER: C

5. How does the authors use of rhyme scheme enhance the theme of the poem? (RL 4)
[Objective 4][from the EOC]
a. The rhyming couplets in the stanzas about Russia are rhythmic and soothing.
b. The different rhyme patterns are jarring, and mirror the noise of the city.
c. The rhyming lines are subtle in comparison to the growing light.
d. The rhyme pattern mimics the songs of the birds in the country.
e. ANSWER: A
From Pearsons PARCC
Directions: Read the excerpt below and answer questions 6 and 7.

From The Firefly Hunt

By Junichiro Tanizaki

It was a strange house, of course, but it was probably less the house than sheer exhaustion that
kept Sachiko awake. She had risen early, she had been rocked and jolted by train and automobile
through the heat of the day, and in the evening she had chased over the fields with the children,
two or three miles it must have been.She knew, though, that the firefly hunt would be pleasant
to remember.She had seen firefly hunts only on the puppet stage, Miyuki and Konazawa
murmuring of love as they sailed down the River Uju; and indeed one should properly put on a
long-sleeved kimono, a smart summer print, and run across the evening fields with the wind at
ones sleeves, lightly taking up a firefly here and there from under ones fan. Sachiko was
entranced with the picture. But a firefly hunt was, in fact, a good deal different. If you are going
to play in the fields you had better change your clothes, they were told, and four muslin kimonos
-- prepared especially for them? -- were laid out, each with a different pattern, as became their
several ages. Not quite the way it looked in the pictures, laughed one of the sisters. It was almost
dark, however, and it hardly mattered what they had on. They could still see each others faces
when they left the house, but by the time they reached the river it was only short of pitch
dark.A river it was called; actually it was no more than a ditch through the paddies, a little
wider perhaps than most ditches, with plumes of grass bending over it from either bank and
almost closing off the surface. A bridge was still dimly visible a hundred yards or so ahead.

They turned off their flashlights and approached in silence; fireflies dislike noise and light. But
even at the edge of the river there were no fireflies. Perhaps they arent out tonight, someone
whispered. No, there are plenty of them -- come over here. Down into the grasses on the bank,
and there, in that delicate moment before the last light goes, were fireflies, gliding out over the
water in low arcs like the sweep of the grasses...And on down the river, and on and on, were
fireflies, lines of them wavering out from this bank and the other and back again.sketching
their uncertain lines of light down close to the surface of the water, hidden from outside by the
grasses.In that last moment of light, with the darkness creeping up from the water and the
moving plumes of grass still faintly outlined, there, far, far, far as the river stretched, an infinite
number of little lines in two long lines on either side, quiet, unearthly. Sachiko could see it all
even now, here inside with her eyes closed.Surely it was the impressive moment of the
evening, the moment that made the firefly hunt worth while.A firefly hunt has indeed none of
the radiance of a cherry blossom party. Dark, dreamy, rather.might one say? Perhaps
something of the childs world, the world of the fairy story in it.Something not to be painted
but to be set to music, the mood of it taken up on a piano or a koto.And while she lay with her
eyes closed, the fireflies, out there along the river, all through the night, were flashing on and off,
silent, numberless. Sachiko felt a wild, romantic surge, as though she were joining them there,
soaring and dipping along the surface of the water, cutting her own uncertain line of light.
6. True or False: The author uses sensory descriptions and imagery to develop the theme
throughout the story. [Objective 2] [not from Pearson]
a. True
b. False
c. ANSWER: A

7. Which option best captures a central theme of the passage? [Objective 1] [from Pearson]

a. The stimulation of the imagination

b. The overcoming of childhood fears
c. The disruption of nature by humans
d. The deceptive nature of dreams
e. ANSWER: A

8. Which quotation is most relevant to the development of a central theme of the passage?
[Objective 2] [from Pearson]
a. They could still see each others faces when they left the house, but by the time they
reached the river it was only short of pitch dark. (paragraph 1)
b. A river it was called; actually it was no more than a ditch through the paddies, a little
wider perhaps than most ditches, with plumes of grass bending over it from either bank and
almost closing off the surface. A bridge was still dimly visible. (paragraph 1)
c. They turned off their flashlights and approached in silence; fireflies dislike noise and
light. (paragraph 2)
d. Dark, dreamy, rather.might one say? Perhaps something of the childs world, the
world of the fairy story in it.Something not to be painted but to be set to music, the mood of it
taken up on a piano or a koto. (paragraph 2)
e. ANSWER: D
Directions: Read the following poem and answer questions 9-12.

An Obstacle
By Charlotte Perkins Gilman

I was climbing up a mountain-path And I danced and howled and swore.

With many things to do,
Important business of my own,
And other peoples too,
When I ran against a Prejudice
That quite cut off the view.
My work was such as could not wait,
My path quite clearly showed,
My strength and time were limited,
I carried quite a load;
And there that hulking Prejudice
Sat all across the road.
So I spoke to him politely,
For he was huge and high,
And begged that he would move a bit
And let me travel by.
And then I reasoned quietly
With that colossal mule:
My time was short -- no other path --
The mountain winds were cool.
I argued like a Solomon;
He sat there like a fool.
Then I flew into a passion,
I pelted and belabored him
Till I was stiff and sore;
He got as mad as I did --
But he sat there as before.
And then I begged him on my knees;
I might be kneeling still
If so I hoped to move that mass
Of obdurate ill-will --
As well invite the monument
To vacate Bunker Hill!
So I sat before him helpless,
In an ecstasy of woe --
The mountain mists were rising fast,
The sun was sinking slow --
When a sudden inspiration came,
As sudden winds do blow.
I took my hat, I took my stick,
My load I settled fair,
I approached that awful incubus
With an absent-minded air --
And I walked directly through him,
As if he wasnt there!

9. Which statement best identifies and explains the figurative language in stanza 1?
[Objective 3]
a. The mountain is a metaphor representing the speakers goals that she is trying to
accomplish but Prejudice is inevitably blocking the path.
b. The mountain is a symbol of prejudice because it is hard to overcome the judgements of
others just like it is hard to get over a mountain.
c. The mountain is a hyperbole for the obstacles of life including things like prejudice and
judgement.
d. The imagery of the mountain represents the way the speaker feels about the prejudices
inflicted upon her.
e. ANSWER: A
10. Which words best characterize the tone by the end of the poem? [Objective 1]
a. Scornful, disrespectful
b. Hopeful, triumphant
c. Indignant, angry
d. Frantic, desperate
e. ANSWER: B

11. Which line could be used to support the shift of the tone at the end of the poem? [Objective
5]
a. He got as mad as I did -- (line 29)
b. And then I begged him on my knees; (line 31)
c. In an ecstasy of woe -- (line 38)
d. When a sudden inspiration came, (line 41)
e. ANSWER: D

12. Formulate an argument discussing the shifts in tone throughout the poem. How does the
author develop tone throughout the poem? Be specific and use at least TWO in-text
citations to support your argument. [Objective 2]

13. Which line best evokes the central theme of resilience through adversity? [Objective 5]

a. And I walked directly through him (line 45)

b. My path quite clearly showed (line 8)
c. And then I reasoned quietly (line 17)
d. I pelted and belabored him (line 25)
e. ANSWER: A

14. What is the difference between Tone and Mood? [Objective 2]

 Directions: Read the poem below and answer questions 15-20.

Still I Rise
By Maya Angelou

You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.
Does my sassiness upset you?
Why are you beset with gloom?
Cause I walk like I've got oil wells
Pumping in my living room.
Just like moons and like suns,
With the certainty of tides,
Just like hopes springing high,
Still I'll rise.
Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?
Does my haughtiness offend you?
Don't you take it awful hard
Cause I laugh like I've got gold mines
Diggin in my own backyard.
You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, Ill rise.
Does my sexiness upset you?
Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?
Out of the huts of historys shame
I rise
Up from a past thats rooted in pain
I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak thats wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
I rise
I rise
I rise.

15. In line 5 the author says Does my sassiness upset you?. Why does the author choose the
word sassiness? [Objective 4]
a. Because she is finally speaking on her bottled up emotions.
b. Because she speaks out of line, offending others.
c. Because she often speaks out of emotion, snapping at others.
d. Because her choice to have a bold voice is upsetting to others.
e. ANSWER: D
 16. Lines 33-36 read:

I'm a black ocean, leaping and wide,

Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear

The speaker refers to herself as a black ocean. Which statement best explains the figurative
language above? [Objective 3]

a. The speaker refers to herself as a black ocean because she cannot be contained and will
continue to face opposing forces.
b. The speaker refers to herself as a black ocean because she is mysterious and intimidating
and will continue to fight those whom she fears
c. The speaker refers to herself as a black ocean because she is unforgiving to those who
have wronged her but embraces their treatment towards her.
d. The speaker refers to herself as a black ocean because she is taking a beating from
opposing forces
e. ANSWER: A

17. What does the speaker mean when they say rise in the poem? How does the idea of
rise in Angelous poem develop the theme by the end of the poem? [Objective 4]

18. Provide 3 different examples of figurative language being used in the poem. Do not use two
of the same forms. Copy the line(s) you are referencing, and then state and underline what
form of figurative language is being used. [Objective 3]

19. How does figurative language impact the theme of the poem? Provide at least 2 in-text
citations. [Objective 5]

20. What is the theme of this poem? Use at least two cited examples from the text to justify
your answer. [Objective 1]

Part 2: The Modified Common Assessment & Scoring

Description of Learner: (Student D) The student is a ninth grader who receives special education
services under the category of Other Health Impairment. When reading, she continuously
blinks and moves her head, skips lines, omits or transposes words, and loses her place often.
Directions: Read the poem below and answer questions 1 through 5.

Memories
By Marya Zaturensky
From Spinners

Lower New York City at noon hour.......................................1

THERE is a noise, and then the crowded herd .2

Of noon-time workers flows into the street. 3

My soul, bewildered and without retreat, ...4

Closes its wings and shrinks, a frightened bird. ...................5

--- --- --- --- --- --- --- (End Stanza 1) --- --- --- --- --- --- --- ---

Oh, I have known a peace, once I have known6

The joy that could have touched a heart of stone--- 7

The heart of holy Russia beating still, .....8

Over a snow-cold steppe and on a hill: ................................9

One day in Kiev I heard a great church-bell .....................10

Crying a strange farewell. ................................................11

--- --- --- --- --- --- --- (End Stanza 2) --- --- --- --- --- --- --- ---

And once in a great field, the reapers sowing ....................12

Barley and wheat, I saw a great light growing ...................13

Over the weary bowed heads of the reapers; ....................14

As growing sweeter, stranger, even deeper, .....................15

From the long waters sorrowfully strong, ........................16

Came the last echoes of the River Song! ..........................17

--- --- --- --- --- --- --- (End Stanza 2) --- --- --- --- --- --- --- ---

Here in this alien crowd I walk apart ................................18

Clasping remembered beauty to my heart! .......................19

1. What is the theme of the poem? (RL 2)

f. Russia is a beautiful h. No matter how much

country that should be change you experience,

remembered by everyone you will always have

and experienced by memories that will last

everyone. forever.

g. You can walk with people i. Experiencing change

you dont know while affects your past

remembering the people memories and makes them

you do know. sweeter.

2. Which lines from the poem support the theme? (RL 1 & 2)

f. ...once I have known / h. From the long waters

The joy that could have sorrowfully strong, / Came

touched a heart of stone " the last echoes of the

River Song!

g. One day in Kiev I i. Here in this alien

heard a great church-bell / crowd I walk apart /

Crying a strange Clasping remembered

farewell. beauty to my heart!

3. In line 18, what is the meaning of the phrase clasping remembered

beauty? (RL 4)

f. Imagining future events h. Creating current events

g. Recalling past events i. Forgetting past events

4. How does the authors use of personification impact the theme of the

poem? (RL 4)

f. The author uses h. The author uses

personification to explain personification to help

the changes she went readers visualize her fond

through when she moved memories of Russia

from Russia to New York compared to her

City. immigrant experience.

g. The author uses i. The author uses

personification to illustrate personification to show

the noise of New York readers how much they

City and how many people will miss their home

live there. country if they decide to

leave it.
5. How does the authors use of rhyme scheme enhance the theme of the

poem? (RL 4)

f. The rhyming couplets h. The rhyming lines are

in the stanzas about Russia subtle in comparison to

are rhythmic and soothing. the growing light.

g. The different rhyme i. The rhyme pattern

patterns are jarring, and mimics the songs of the

mirror the noise of the birds in the country.

city.
Directions: Read the excerpt below and answer questions 6 and 7.

From The Firefly Hunt

By Junichiro Tanizaki

It was a strange house, of course, She had seen firefly hunts only on

but it was probably less the house the puppet stage, Miyuki and

than sheer exhaustion that kept Konazawa murmuring of love as

Sachiko awake. they sailed down the River Uju;

She had risen early, she had been and indeed one should properly put

rocked and jolted by train and on a long-sleeved kimono, a smart

automobile through the heat of the summer print, and run across the

day, and in the evening she had evening fields with the wind at

chased over the fields with the ones sleeves, lightly taking up a

children, two or three miles it must firefly here and there from under

have been.She knew, though, ones fan. Sachiko was entranced

that the firefly hunt would be with the picture. But a firefly hunt

pleasant to remember. was, in fact, a good deal different.

If you are going to play in the fields They could still see each others

you had better change your clothes, faces when they left the house, but

they were told, and four muslin by the time they reached the river it

kimonos -- prepared especially for was only short of pitch dark.

them? -- were laid out, each with a A river it was called; actually it

different pattern, as became their was no more than a ditch through

several ages. Not quite the way it the paddies, a little wider perhaps

looked in the pictures, laughed one than most ditches, with plumes of

of the sisters. It was almost dark, grass bending over it from either

however, and it hardly mattered bank and almost closing off the

what they had on. surface. A bridge was still dimly

visible a hundred yards or so

ahead

--- --- --- --- --- --- --- --- --- (Start Paragraph2) --- --- --- --- --- --- --- --- --- ---

They turned off their flashlights Perhaps they arent out tonight,

and approached in silence; fireflies someone whispered. No, there are

dislike noise and light. But even at plenty of them -- come over here.

the edge of the river there were no Down into the grasses on the bank,

fireflies. and there, in that delicate moment

before the last light goes, were Sachiko could see it all even now,

fireflies, gliding out over the water here inside with her eyes

in low arcs like the sweep of the closed.Surely it was the

grasses...And on down the river, impressive moment of the evening,

and on and on, were fireflies, lines the moment that made the firefly

of them wavering out from this hunt worth while.A firefly hunt

bank and the other and back has indeed none of the radiance of

again.sketching their uncertain a cherry blossom party.

lines of light down close to the Dark, dreamy, rather.might one

surface of the water, hidden from say? Perhaps something of the

outside by the grasses.In that last childs world, the world of the fairy

moment of light, with the darkness story in it.Something not to be

creeping up from the water and the painted but to be set to music, the

moving plumes of grass still faintly mood of it taken up on a piano or a

outlined, there, far, far, far as the koto.And while she lay with her

river stretched, an infinite number eyes closed, the fireflies, out there

of little lines in two long lines on along the river, all through the

either side, quiet, unearthly. night, were flashing on and off,

silent, numberless.
 Sachiko felt a wild, romantic surge, soaring and dipping along the

as though she were joining them surface of the water, cutting her

there, own uncertain line of light.

6. True or False: The author uses sensory descriptions and imagery to develop

the theme throughout the story.

d. True

e. False

7. Which option best captures a central theme of the passage?

f. The stimulation of the imagination

g. The overcoming of childhood fears

h. The disruption of nature by humans

i. The deceptive nature of dreams

8. Which quotation is most relevant to the development of a central theme

of the passage?

f. They could still see each h. They turned off their

others faces when they left the flashlights and approached in

house, but by the time they reached silence; fireflies dislike noise and

the river it was only short of pitch light. (paragraph 2)

dark. (paragraph 1)

g. A river it was called; i. Dark, dreamy,

actually it was no more than a ditch rather.might one say? Perhaps

through the paddies, a little wider something of the childs world, the

perhaps than most ditches, with world of the fairy story in

plumes of grass bending over it it.Something not to be painted

from either bank and almost but to be set to music, the mood of

closing off the surface. A bridge it taken up on a piano or a koto.

was still dimly visible. (paragraph 2)

(paragraph 1)
Directions: Read the following poem and answer questions 9-12.

An Obstacle
By Charlotte Perkins Gilman

I was climbing up a mountain-path

With many things to do, ..........................1

Important business of my own, ...............2

And other peoples too, ...........................3

When I ran against a Prejudice ...............4

That quite cut off the view. .....................5

--- --- --- --- --- --- --- (End Stanza 1) --- --- --- --- --- --- --- ---

My work was such as could not wait, .....6

My path quite clearly showed, ................7

My strength and time were limited, ........8

I carried quite a load; .............................9

And there that hulking Prejudice .........10

Sat all across the road. .........................11

--- --- --- --- --- --- --- (End Stanza 2) --- --- --- --- --- --- --- ---
So I spoke to him politely, ...................12

For he was huge and high, ....................13

And begged that he would move a bit ..14

And let me travel by. ...........................15

--- --- --- --- --- --- --- (End Stanza 3) --- --- --- --- --- --- --- ---

And then I reasoned quietly .................16

With that colossal mule: ..........................17

My time was short -- no other path -- .......18

The mountain winds were cool. ...............19

I argued like a Solomon; ..........................20

He sat there like a fool. ...........................21

--- --- --- --- --- --- --- (End Stanza 4) --- --- --- --- --- --- --- ---

Then I flew into a passion, ........................22

And I danced and howled and swore. ......23

I pelted and belabored him ........................24

Till I was stiff and sore; ...........................25

He got as mad as I did -- ..........................26

But he sat there as before. ........................27

--- --- --- --- --- --- --- (End Stanza 5) --- --- --- --- --- --- --- ---

And then I begged him on my knees; .......28

I might be kneeling still ............................29

If so I hoped to move that mass ...............30

Of obdurate ill-will -- ................................31

As well invite the monument ...................32

To vacate Bunker Hill! ............................33

--- --- --- --- --- --- --- (End Stanza 6) --- --- --- --- --- --- --- ---

So I sat before him helpless, ....................34

In an ecstasy of woe -- .............................35

The mountain mists were rising fast, ........36

The sun was sinking slow -- ....................37

When a sudden inspiration came, .............38

As sudden winds do blow. .......................39

--- --- --- --- --- --- --- (End Stanza 7) --- --- --- --- --- --- --- ---

I took my hat, I took my stick, ..................40

My load I settled fair, ................................41

I approached that awful incubus ...............42

With an absent-minded air -- ....................43

And I walked directly through him, .........44

As if he wasnt there! ................................45

9. Which statement best identifies and explains the figurative language

in stanza 1?

f. The mountain is a metaphor h. The mountain is a hyperbole

representing the speakers goals for the obstacles of life including

that she is trying to accomplish but things like prejudice and

Prejudice is inevitably blocking the judgement.

path.

g. The mountain is a symbol i. The imagery of the mountain

of prejudice because it is hard to represents the way the speaker feels

overcome the judgements of others about the prejudices inflicted upon

just like it is hard to get over a her.

mountain.
10. Which words best characterize the tone by the end of the poem?

f. Scornful, disrespectful h. Indignant, angry

i. Frantic, desperate
g. Hopeful, triumphant

11. Which line could be used to support the shift of the tone at the end of

the poem?

f. He got as mad as I did -- (line 29)

g. And then I begged him on my knees; (line 31)

h. In an ecstasy of woe -- (line 38)

i. When a sudden inspiration came, (line 41)

12. Formulate an argument discussing the shifts in tone throughout the

poem. How does the author develop tone throughout the poem? Be

specific and use at least TWO in-text citations to support your argument.
 13. Which line best evokes the central theme of resilience through

adversity?

f. And I walked directly through him (line 45)

g. My path quite clearly showed (line 8)

h. And then I reasoned quietly (line 17)

i. I pelted and belabored him (line 25)

14. What is the difference between Tone and Mood?

 Directions: Read the poem below and answer questions 15-20.

Still I Rise
By Maya Angelou

You may write me down in history..........1

With your bitter, twisted lies, ..................2

You may trod me in the very dirt ............3

But still, like dust, I'll rise. ......................4

--- --- --- (End Stanza 1) --- --- ---

Does my sassiness upset you? ...............5

Why are you beset with gloom? .............6

Cause I walk like I've got oil wells .......7

Pumping in my living room. .................8

--- --- --- (End Stanza 2) --- --- ---

Just like moons and like suns, ................9

With the certainty of tides, ...................10

Just like hopes springing high, .............11

Still I'll rise. .........................................12

--- --- --- (End Stanza 3) --- --- ---

Did you want to see me broken? ..........13

Bowed head and lowered eyes? ........................14

Shoulders falling down like teardrops, .............15

Weakened by my soulful cries? .......................16

--- --- --- (End Stanza 4) --- --- ---

Does my haughtiness offend you? ....................17

Don't you take it awful hard .............................18

Cause I laugh like I've got gold mines .............19

Diggin in my own backyard. ...........................20

--- --- --- (End Stanza 5) --- --- ---

You may shoot me with your words, ................21

You may cut me with your eyes, ......................22

You may kill me with your hatefulness, ...........23

But still, like air, Ill rise. ..................................24

--- --- --- (End Stanza 6) --- --- ---

Does my sexiness upset you? ...........................25

Does it come as a surprise .................................26

That I dance like I've got diamonds .................27

At the meeting of my thighs? ...........................28

--- --- --- (End Stanza 7) --- --- ---

Out of the huts of historys shame ......................29

I rise ....................................................................30

Up from a past thats rooted in pain ...................31

I rise ....................................................................32

I'm a black ocean, leaping and wide, .................33

Welling and swelling I bear in the tide. .............34

--- --- --- (End Stanza 8) --- --- ---

Leaving behind nights of terror and fear ............35

I rise ...................................................................36

Into a daybreak thats wondrously clear ............37

I rise ...................................................................38

Bringing the gifts that my ancestors gave, ........39

I am the dream and the hope of the slave. ..........40

I rise ....................................................................41

I rise ...................................................................42

I rise. ..................................................................43
15. In line 5 the author says Does my sassiness upset you?. Why does the

author choose the word sassiness?

f. Because she is finally h. Because she often speaks out

speaking on her bottled up of emotion, snapping at others.

emotions.

i. Because her choice to have a

g. Because she speaks out of
bold voice is upsetting to others.
line, offending others.
16. Lines 33-35 read:

I'm a black ocean, leaping and wide, (33)

Welling and swelling I bear in the tide. (34)

Leaving behind nights of terror and fear (35)

The speaker refers to herself as a black ocean. Which statement best

explains the figurative language above?

f. The speaker refers to herself h. The speaker refers to herself

as a black ocean because she as a black ocean because she is

cannot be contained and will unforgiving to those who have

continue to face opposing forces. wronged her but embraces their

treatment towards her.

g. The speaker refers to herself

i. The speaker refers to herself
as a black ocean because she is
as a black ocean because she is
mysterious and intimidating and
taking a beating from opposing
will continue to fight those whom
forces
she fears
 17. What does the speaker mean 18. Provide 3 different examples of

when they say rise in the figurative language being used in

poem? How does the idea of the poem. Do not use two of the

rise in Angelous poem develop same forms. Copy the line(s) you

the theme by the end of the are referencing, and then state

poem? and underline what form of

figurative language is being used.

19. How does figurative language 20. What is the theme of this poem?

impact the theme of the poem? Use at least two cited examples

Provide at least 2 in-text from the text to justify your

citations. answer.
Grading Guide & Rubric
Answers:
1. C 12. Grading Guide Below
2. D 13. A
3. B 14. Tone is the authors emotion towards
4. C the subject and Mood is the readers
5. A feeling evoked by the text
6. A 15. D
7. A 16. A
8. D 17. Grading Guide Below
9. A 18. Grading Guide Below
10. B 19. Grading Guide Below
11. D 20. Grading Guide Below
Constructed Response Grading Guide/Rubric (ONLY revised version for Student D):
4 3 1 0

Answer Fully responds Adequately Does not Does not

Statement to all parts of responds to most respond respond to the
the question(s) of the effectively question(s)
question(s)/is to the
partial/only question(s)
missing one part

Analysis/ - Provides at Provides at least Provides at - Does not

Evidence least two one relevant in- least one in- include an in-
relevant text citation OR text citation text
citations from briefly that is citation/relevant
the text OR summarizes at irrelevant to evidence or
summarizes 2 least 1 piece of their claim summary
pieces of evidence OR
evidence summarizes
effectively irrelevant
information

Inferences/ - Consistently - Often maintains Occasionally - Does not

Explanation maintains the the claim with the maintains maintain the
claim with the use of relevant the claim claim
use of relevant evidence - Does not OR
evidence - Summarizes the include any - Does not
- Includes evidence without additional respond to the
additional including commentary question
commentary additional or summary
explaining commentary
evidence
*Original grading guide can be found in my portfolio*
Part 3: Reflection
Introduction
The common assessment was created for an English tenth grade
classroom. The unit was intended to be one on poetry and Shakespeare as we
would cover skills during this unit that this test is particularly focused on.
The measurable student learning outcomes on this test are as follows:
1) Students will be able to state and justify a tone and proper theme of
a text.
2) Students will be able to analyze the development of ideas in relation
to the tone and theme of a text.
3) Students will be able to identify diction and figurative language in a
text.
4) Students will be able to evaluate the impact of diction on meaning,
theme, and tone.
5) Students will be able to select appropriate in-text citations to support
a claim.
These outcomes are aligned to these North Carolina Standard Course of
Study skills:
a) Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
b) Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective
summary of the text.
c) Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets
a formal or informal tone).
Accommodations & Modifications
The common assessment was modified for Student D who continuously
blinks and moves her head, skips lines, omits or transposes words, and loses
her place often. I modified the exam in many different ways to accommodate
the special needs of this student. The first thing I did was play around with
spacing and font size. I wanted to make it bigger to make it easier for the
student to see as well as space out the words enough that the student could
track lines better since this is one of her weaknesses in reading. Another way
I did this was by splitting the page into two columns so that the student is
again better able to track the lines and have less of a chance of getting lost in
the text. To further help the student keep track of lines and where she was if
she does get lost, I placed line numbers at the end of each poem (which I will
likely modify for all students, just not as structured as in this exam). I gave
the student indicators for breaks in the poems as well as the one short story.
Hopefully, this will allow her the opportunity to look away from the page for
a moment if she needs to rest her eyes. When she looks back, the break can
be an indicator for where she paused.
This student will test in a separate environment and be given a copious
amount of time to complete it. The student has trouble reading, so I want to
ensure that she has as much time as needed to finish as this exam is heavily
focused on reading and analyzing the text. The student will additionally be
allowed to take work breaks when needed to rest her head or her eyes. The
student will also be allowed to use highlighters as a tool to follow along with
the reading if she wants. This is a more visual and permanent way of seeing
where she has already read rather than running her finger along the text and
chancing getting lost as she often does. If she is having trouble getting
through the text, the student will be allowed to read aloud to herself or use a
recorder device that can read the text to her. If the school is unable to provide
this device to the student, then the student will be allowed to listen to the
teacher read the poems or short story. The student is limited to the teacher
doing so only twice and is encouraged to use a highlighter to choose
significant information from the reading. Had my stories been longer (2+
pages), I would have sectioned the story by cutting out irrelevant pieces or
highlighted certain sections for the student to focus on. This way she will be
able to read all of the text if she wants the extra context.
I also made a few changes in the grading guide under the
Inferences/Explanation box where the student will not be graded on the
flow of her writing. I did this because I anticipate her to take many breaks
during the exam in which she would likely lose her focus. As long as her
writing maintains the same claim then she will receive points here. I also
changed the ways that she would be graded on using evidence. Finding
textual evidence would be more difficult for her per her special learning
needs.
As the class progresses, I will continue working with this student on
her writing. As this was the first exam, she was given a little leeway, but all
of the skills were still met by this grading guide other than citing textual
evidence. However, she is still required to provide some evidence in the form
of quotations or summary. Other students were required to use quotations to
receive credit. The student will continue to work on writing and the flow of
ideas. I will help her identify ways that she can refocus her thinking if she
gets lost while writing in hopes of improving her writing style and
organization. This would also be beneficial to the whole class when doing a
writing unit, so I could incorporate these ideas into my own direct instruction,
and then, I would work one-on-one with this student to ensure she is getting
all of the supports that she needs.