“Marigolds” by Eugenia Collier

Constructed Response Practice

After reading the short story “Marigolds” by Eugenia Collier, your group will write a
constructed response to prepare for your Unit 2 Mid-unit Assessment.

Type your names below.

Student 1: Matthew Chu

Student 2: Alexander Abensour

Student 3: Aaron Yang

PROMPT: One can often determine the theme of a story based upon
what the protagonist experiences, learns, reveals, feels, etc. Develop a
thematic statement based on what Lizabeth learns and support your
theme with at least TWO pieces of textual evidence relating to her
character development in a well-written, formal paragraph.

To help you write your constructed response, I have broken up each step of the
constructed response into parts. The group should talk through each step of the
constructed response, and students will take turns typing the group’s answer.

Answer the In “Marigolds” by Eugenia Collier, the protagonist Lizabeth learns that peer
question pressure prevents individuals from being able to behave how they want to.
-Student 1

Cite 1st The Author states, ““Hey, Lizabeth,” Joey yelled. He never talked when he
piece of could yell. “Hey, Lizabeth, let’s go somewhere.” I came reluctantly from my
text private world. “Where you want to go? What you want to do?” (Paragraph 2)
evidence
-Student 2

Explain The quote shows that peer pressure prevents individuals from being able to
evidence be themselves because Lizabeth probably knew that they were bored at that
-Student 3 time and one of the only ways that they would have “fun” at that point would
be to annoy Miss Lottie. She was peer pressured to go and disrupt the pretty
flowers.

Cite 2nd In paragraph 21- 26, the author says, “Y’all git some stones,” commanded
piece of Joey now and was met with instant giggling obedience as everyone except
text me began to gather pebbles from the dusty ground. “Come on, Lizabeth.”
evidence I just stood there peering through the bushes, torn between wanting to join
-Student 1 the fun and feeling that it was all a bit silly. “You scared, Lizabeth?” I cursed
and spat on the ground — my favorite gesture of phony bravado. “Y’all
children get the stones, I’ll show you how to use ‘em.” (Paragraph 21-26)
 Explain Joey being the leader of the group was telling them to pick up some stones.
evidence The author uses the word “commanding” this leads us to believe that he is
-Student 2 passively forcing which is peer-pressure. He get trying to get the other kids
and his sister to throw rocks and destroy marigolds. He says “Come on,
Lizabeth” which is yet another passively way of trying to get them to do
something they should not.

Conclude: In the story, “Marigolds” by Eugenia Collier, Lizabeth understands that peer
what new pressure influences individuals from behaving the way they want. The story
insight is shows that when people are peer pressured it is very hard not to agree, like
gained in the quote from paragraph 21-26, Joey influenced her to do something she
from the didn’t really want to do. She saw that Joey pressured the others to pick up
theme the stones. She was also influenced by Joey to disrupt the flowers that Miss
statement? Lottie had in paragraph 2.
-Student 3

Rubric

Criteria Description Score

Ideas and Analysis ❏ First sentence is a topic sentence that answers the prompt. Topic
sentence includes a theme statement that is more than a one-word
concept. 5 points /10
❏ The writing ends with a conclusion statement that discusses
implications, or what the reader should take away from the central
idea of this response. 5 points

Development and ❏ The writer includes TWO pieces of text evidence that are relevant to
Support supporting their main idea. 10 points
❏ The writer includes only sufficient text evidence/ leaves out /20
unnecessary text evidence. 5 points
❏ Supporting text evidence is analyzed for its connection to the main
idea. 5 points

Organization ❏ The response is organized with the main idea/answer first, followed by
text evidence and explanation, and finished with a conclusion. 5
points /10
❏ The writer uses transitions to strengthen the relationships among
ideas. 5 points

Language Use ❏ The writer uses a signal phrase to introduce the quote or embeds the
quote in a bigger sentence. 5 points
❏ The writer cites all text evidence correctly. 5 points
❏ Word choice is precise and clear. /10
❏ Sentence structures are consistently varied and clear.
❏ Voice and tone are formal for academic audiences.
❏ While a few minor errors in grammar, usage, and mechanics may be
present, they do not impede understanding.
(Points deducted as needed for above)

Overall comments: Total: /50

The rubric above is based on both the Common Core standards and the ACT Writing
Test Scoring Rubric.