· Web viewThe ratings on this scale assume that students are working with appropriate grade-level literary material. A description and examples will be provided in the final version

Grade 11 and 12: Reading Literature

Grade 11:

Description and sample titles of grade-level texts (not included in this draft)

Quick scale (page 2)

Rating Scale (pages 3-4)

Sample Task with exemplars: Synthesis: Sinclair Lewis short stories (pages 5-9)

Grade 12:

Description and sample titles of grade-level texts (not included in this draft)

Quick scale (page 10)

Rating Scale (pages 11-12)

Sample Tasks with exemplars

1. Discussion of theme: The visit (pages 13-17)2. Quotation: Response and analysis: The Kite Runner (pages 18-24)

DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or replaced as new curricula are developed. 1

Draft: Formative Performance Scales Quick Scale: Grade 11 Reading Literature

The ratings on this scale assume that students are working with appropriate grade-level literary material. A description and examples will be provided in the final version of this document,

Not yet within expectations

Meets minimal expectations

Fully meets expectations Exceeds expectations

Snapshot Limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

Literal understanding; may overlook subtleties.Limited interpretation. Some evidence or support, often weak and/or not integrated.

Clear and accurate understanding, including some subtleties or implicit ideas. Some thoughtful interpretation. Sufficient, appropriate evidence.

Insightful understanding, including subtle or challenging ideas. Sophisticated; well-developed analysis. Highly effective evidence.

Strategies/approachFocus on question or task (e.g., answers question, follows instructions)Organization of responseToneVocabulary, including use of literary termsIntegration of quotations

Does not complete the task; insufficient material.

Poorly organized; difficult to follow

Tone is inappropriate Vague and general

language; may make errors in word choice

Quotations may be omitted, or not integrated/connected

Partially completes the task; may focus on only one part

Lacks focus and organization; often repetitive

Tone is inconsistent Conversational and

broad concept language

Some quotations disconnected

Complete Organized and

focused Appropriate tone, but

may not be sustained Uses appropriate

language; some specificity and deliberation

Quotations are competently integrated

Complete; thorough and detailed

Systematic, focused and well-organized

Sustains a purposeful, often strategic tone

Sophisticated and specific language

Quotations are smoothly integrated into the flow of the response

Comprehension

Understanding

Interpretation and analysis

Quality of textual evidence

Limited understanding; misreads or misinterprets key aspects

No logical interpretation or analysis

Little or no evidence or support

Literal understanding; often overlooks subtleties; implicit information

Some interpretation; often simplistic with limited development

Evidence and support are general and vague without clear connections to key points or ideas

Clear understanding, including some subtleties or implicit ideas

Thoughtful and well-developed interpretation

Reasonable amount of appropriate support and evidence: explicit; implicit; relevant quotations

Comprehensive understanding of both explicit and implicit ideas; insightful

Sophisticated interpretation and analysis; well-developed; takes risks

Convincing support; and evidence: explicit; implicit; significant quotations

Response; Critical AnalysisNote: These will not be apparent in all tasksResponds personallyMakes connections to self, other texts or worldShows critical thinking/critical literacy (e.g., considers context; questions the text) Evaluates literary qualities of the text

Limited or no personal response

Few if any connections; may be irrelevant in terms of the text

Does not question the text; little evidence of critical thinking

Little, if any, evaluation of the text

General personal response

Superficial connections; may relate a personal experience without a strong connection to the text

Some evidence of critical thinking or questioning the text

Superficial evaluation of text

Thoughtful personal response

Relevant connections; these may not add substantially to interpretation of the text

Questions some aspects of the text

Competent, supported evaluation of the text

Sophisticated personal response; evidence of individuality

Thoughtful, and sometimes revealing, connections may risk vulnerability

Questions the text, often in terms of societal values; sophisticated analysis

Convincing critical evaluation of the text


Draft: Formative Performance Scales Rating Scale: Grade 11 Reading Literature

Note: The grade 11 and 12 scales are identical. The ratings assume that students are working with appropriate grade-level literary material. A description and examples for each grade will be provided in the final version of this document,

Not yet within expectations Meets minimal expectationsSnapshot Shows limited understanding; misinterprets or omits key

aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

Shows literal understanding of key aspects; may overlook subtleties. Limited interpretation; may offer just a plot summary. Provides some evidence or support, but often weak and/or not integrated.

Strategies/approach- Focus on question or task (e.g., answers question, follows instructions)

- Organization of response

- Tone

-Vocabulary, including use of literary terms

-Integration of quotations

Does not complete the task; may misinterpret the instructions or provide insufficient material.

Response is poorly organized; difficult to follow Tone is inappropriate Uses vague and general language; may make

errors in word choice; very limited use of literary terms


Partially completes the task; may focus on one part of the task and omit others.

Lacks focus and organization; often repetitive Tone is inconsistent Uses conversational and broad concept language;

some literary terms Quotations may seem disconnected in places

Comprehension

-Understanding

-Interpretation and analysis

-Quality of textual evidence

Limited understanding; misreads or misinterprets key aspects (e.g., quotations, character, plot)

No logical interpretation or analysis Little or no evidence or support

Focuses on literal understanding; often overlooks or misunderstands subtleties or implicit information

May make some attempt at interpretation; tends to be simplistic with limited development and analysis (often primarily a plot summary)

Evidence and support tends to be general and vague without clear connections to key points or ideas

Response; Critical AnalysisNote: These will not be apparent in all tasks-Responds personally

-Makes connections to self, other texts or world

-Takes a critical stance; demonstrates critical thinking/ critical literacy (e.g., situates within genre; culture; time; questions the text)

- Evaluates literary qualities of the text

Limited or no personal response Few if any connections to self, other texts or world;

may relate a personal experience that is irrelevant in terms of the text


Offer little, if any, evaluation of the text

General personal response Superficial connections to self, other texts or

world; may relate a personal experience without a strong connection to the text

Some evidence of critical thinking or questioning the text, but generally takes text at face value or adopts opinions they assume people “should” have

Offers superficial evaluation of the text



Shows clear and accurate understanding of key aspects, including some subtleties or implicit ideas. Some thoughtful interpretation and analysis. Integrates sufficient, appropriate evidence.

Shows insightful understanding of both explicit and implicit aspects, including subtle or challenging ideas. Sophisticated and well-developed analysis; may take risks. Highly effective use of well-chosen evidence.

Addresses all components of the task Organized and focused Takes an appropriate tone, but may not sustain it consistently Uses appropriate language with some specificity and deliberation,

including some literary terms Quotations are competently integrated

Addresses all components of the task; thorough and detailed Systematic, focused and well-organized; sense of unity or ‘tying

up’ an interpretation Sustains a purposeful and often strategic tone (e.g., academic

tone in a formal essay) Sophisticated and specific language, including a range of literary

terms Quotations are smoothly integrated into the flow of the response

Shows clear understanding, including some subtleties or implicit ideas

Thoughtful and well-developed interpretation and analysis. Offers a reasonable amount of appropriate support, including

explicit and implicit/ inferred evidence, and quotations that are clearly connected to the key points or ideas

Shows comprehensive understanding of both explicit and implicit ideas; insightful; has depth

Sophisticated interpretation and analysis; well-developed and coherent (ties ideas together); may take risks to go beyond a ‘standard’ interpretation

Offers convincing support; including both explicit and implicit evidence, and quotations that are significant in terms of key points or ideas.

Thoughtful personal response Relevant connections to self, other texts or world ; these may not

be linked closely enough to add to interpretation of the text Questions some aspects of the text Offers competent, supported evaluation of the text

Sophisticated personal response; evidence of individuality Thoughtful, and sometimes revealing, connections to self, other

texts or world; may take risks, show risk vulnerability Questions the text, often in terms of societal values; some

sophisticated analysis Offers convincing critical evaluation of the text


Grade 11 Sample Task: Synthesis (Sinclair Ross stories)

Context

Students completed a six-unit on short stories where they participated in class discussions, independent activities, and literature circles. Some instruction focused on comparing and contrasting, using Venn diagrams and other strategies. Students completed this assignment in class near the end of the unit.

Process: Student Assignment.

Task:

Individually you will read the provided two short stories. As you read annotate each of the stories to better connect and build a deeper understanding of the texts. After you read through each of the stories make a Venn-diagram; pulling out the similarities and differences between the texts. You will then be responsible for writing a multi-paragraph synthesis response comparing and contrasting one of the following topics.

Topics:

Two Wives Two Husbands Use of the setting Use of Symbols Dynamic of the Two Relationships Who Achieved The Most Success

Steps For Success:

Read each of the stories at least twice each Annotate: making connections and strengthening your ideas Create a detailed Venn Diagram Focus on the main characters in each of the stories Define what you think success really is and apply it to each of the characters Write a draft Edit good copy

Note: this assignment focused on comprehension and strategies; students were not directed to incorporate personal responses or take a critical stance.


Synthesis Task: Sinclair Ross stories - Not Yet Within Expectations

Teacher’s Observations

NYM MM FM ExOVERALLSnapshotStrategies; approachComprehension

Responses; critical analysis

Shows limited understanding. Does not complete the task. Provides insufficient material. No logical interpretation or analysis.

Note: transcribed from original response.

For this synthesis I chose to compare the two storms and what it revels about their relationships. For the painted door, in the story there’s a snow storm and the wife Ann is left at home while her husband John goes to help his dad a few miles away. Ann doesn’t like being the house alone with nothing to do. Although Ann reluctantly lets John go to his dad’s house. While John is out Ann decides to keep herself occupied by painting the walls and doors of the house. John invites a friend named Steven over for a game of cards. When John is out Steven goes over and has dinner with Ann. Ann starts to feel a connection with him. During this time as they are having dinner Ann is also comparing Steven to her husband John, thinking that he is more handsome then John. They go inside and the author implies that they cheat with one another. In the story Ann thinks she saw John in the door way but decides it is her guilt playing with her mind. At the end of the story it turns out John commits suicide, Ann looks at his hand where there is a smudge of paint the same color as the bedroom door, showing he was in the doorway where she saw him. In conclusion for this story I think that Ann’s relationship with John was not as strong as they both might have thought it was.

For the story “Lamp at Noon there was a sand storm and there was a drought. The drought was horrible and it killed many of the crops and no water for the live stock because of the lack of water. Also they had a lack of water for themselves; they were planning on moving to the city because of the lack of water. They were having trouble with not water on the farm for anything. At the end the drought ended and they were happy with the staying on the farm with plenty of water for the crops, live stock and themselves.


Synthesis Task: Sinclair Ross stories – Meets Expectations (Minimal Level)Teacher’s Observations



Focuses on literal understanding; often overlooks subtleties or implicit information Limited interpretation; little analysis (primarily plot summaries) Evidence and support tends to be general and vague without clear connections to key points or ideas

Note: transcribed from original handwritten response.

Although the two stories “The Painted Door” and “The Lamp at Noon” are both written by Sinclair Ross, there are a lot of differences. The two stories both include wife characters who represent a lot more than just a farmer’s wife. In many aspects, the two wives are similar yet still distinct from each other.

The two farmer’s wives Ellen, and Anne show many significant similarities. Though the two stories have different messages across the text, the two wives both symbolize an isolation against the world. Both Ellen and Anne felt held back by either their husband or the farm. Their yearnings for freedom and adventure creates doubts in their relationships with their husbands. The storm that takes place in both stories represent the emotions in which Ellen and Anne are feeling. In the “Painted Door”, the cold, winter storm symbolizes the lack of warmth and love she feels from her husband. The lack of communication and his leaving makes the storm stronger than ever. For Ellen in “The Lamp at Noon,” the dry and dusty storm represents Ellen’s tired and rusty heart. Day after day, her heart slowly dries out from hope for her husband and farm. At the end of the story Anne and Ellen both realized their love for their husband. Ellen’s loss of a child only made her rely on her husband more. Anne, aftering waking up from an affair, got struck with regret and realizes that it was Jake who was there for her all along.

Even with all the similarities, Anne and Ellen are also quite different. Ellen was more caring for her family while Anne was more selfish. She only wanted self satisfaction, leading her to be unfaithful. Ellen wanted to move away to keep her family safe. Anne cheated to feel loved. In the end, it was too late for regrets, because they all lost someone important to them.


Synthesis: Sinclair Ross stories - Fully Meets Expectations


NYM MM FM ExOVERALLSnapshotStrategies; approach

Comprehension


Organized and focused Takes an appropriate tone, Uses appropriate language with some specificity and deliberation Shows clear understanding, including some subtleties or implicit ideas Thoughtful and well-developed interpretation and analysis. Offers a reasonable amount of appropriate support, including explicit and implicit/ inferred evidence


The painted door; The lamp at noon.

The storms in both these short stories play very significant roles. Both The painted door and the lamp at noon sort of revolve, in a way, around the storms.

In the painted door, Ann and John are married but have a strange lack of communication. John is a very laid back man, happy living on a farm his whole life, while Ann is looking for more and feels like John doesn’t care about her as much as he should. In the end, Ann is unfaithful to John and betrays his trust. John is found frozen in the storm with a smudge of white paint on his hand (Ann had been painting earlier). John saw her infidelity. Ann instantly feels guilt and remorse and realizes how much she loved John.

In the lamp at noon, Ellen and Paul’s relationship is quite different. They argue frequently, as opposed to having a lack of communication. Ellen is mad at Paul for the same reason Ann is unhappy with John. Paul cares too much about the farm to leave, even though it is necessary due to an ongoing, dangerous sandstorm. Ellen feels that the sandstorm is a great danger to her child, so she takes him and runs away. In the end, the child dies, somewhat like John, in the storm, during an escape.

In general both Ellen and Ann feel a sense of being unloved and as if their husband’s don’t care much about their well-beings. Where both John and Paul love their farms more than almost anything.

The painted door and the lap at noon are very similar stories, although they have some differences. Both end in tragedy.


Synthesis: Sinclair Ross stories – Exceeds Expectations



Comprehension


Focused and well-organized; sense of unity or ‘tieing up’ an interpretation Sustains a purposeful and often strategic tone Sophisticated and specific language, including accurate use of literary terms Shows comprehensive understanding; insightful Sophisticated interpretation and analysis; well-developed and coherent (ties ideas together) Offers convincing support; including both explicit and implicit evidence

Sinclair Ross uses symbolism in her short stories “The Painted Door” and “The Lamp at Noon” to help convey the hindered relationship between two husbands and wives. In “The Painted Door,” Ann, a married woman whose feminine desire of “living the life” in her early age is not satisfied, faces an internal conflict when a handsome young man, steven, pays a visit to her house during the absence of her husband, John. Before John leaves, Ross constantly illustrates the lack of communication between Ann and John by describing the subtle sounds of the cracking of fire and the ticking of clock. As John heads out, Ann points out the snow storm, which she predicts will become fiercer during his travel. The snow storm then begins to reflect upon Ann’s growing frustration and confusion as it gets more by the minute. Steven, in the midst of Ann’s conflict, enters the house to sway her even further in her desire for life outside of the modest farm with his handsome, shaved face and bantering speech. Steven evidently symbolizes the elements of “full life” she had wanted to have in her early age than in her sixties.

Similarly, in “The Lamp at Noon,” Ross illustrates a woman in conflict with her husband due to different perspectives on the future of their family and relationship in the barren farmland that has lost all vitality from the on-going sand storm. The sand storm makes her and her baby very difficult to breathe and encloses her within her isolated shelter, thus representing Paul’s unwavering decision to continue the hopeless farming and her inability to escape his paradigm. The baby, who dies later in the story symbolizes the vibrant life that the woman had wanted but had vanished along with the baby’s death. Last but not least, the prairies and the ruined farmland reflected the unrecoverable relationship between Paul and Ellen, which had been vibrant and “fertile” in the past.

In essence, Ross uses symbolism in “The Painted Door” and “The Lamp at Noon” that are nearly identical. The storms, the subtle details to sound, and visual settings symbolically displayed the relationship of troubled couples ultimately in pursuit of vibrant life.


Draft: Formative Performance Scales Quick Scale: Grade 12 Reading Literature

Not yet within expectations

Meets minimal expectations


Snapshot Limited understanding; misinterprets or omits key aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

Literal understanding; may overlook subtleties.Limited interpretation. Some evidence or support, often weak and/or not integrated.

Clear and accurate understanding, including some subtleties or implicit ideas. Some thoughtful interpretation. Sufficient, appropriate evidence.

Insightful understanding, including subtle or challenging ideas. Sophisticated; well-developed analysis. Highly effective evidence.

Strategies/approachFocus on question or task (e.g., answers question, follows instructions)Organization of responseToneVocabulary, including use of literary termsIntegration of quotations

Does not complete the task; insufficient material.

Poorly organized; difficult to follow

Tone is inappropriate Vague and general

language; may make errors in word choice


Partially completes the task; may focus on only one part

Lacks focus and organization; often repetitive

Tone is inconsistent Conversational and

broad concept language

Some quotations disconnected

Complete Organized and

focused Appropriate tone, but

may not be sustained Uses appropriate

language; some specificity and deliberation

Quotations are competently integrated

Complete; thorough and detailed

Systematic, focused and well-organized

Sustains a purposeful, often strategic tone

Sophisticated and specific language

Quotations are smoothly integrated into the flow of the response

Comprehension

Understanding

Interpretation and analysis

Quality of textual evidence

Limited understanding; misreads or misinterprets key aspects

No logical interpretation or analysis

Little or no evidence or support

Literal understanding; often overlooks subtleties; implicit information

Some interpretation; often simplistic with limited development

Evidence and support are general and vague without clear connections to key points or ideas

Clear understanding, including some subtleties or implicit ideas

Thoughtful and well-developed interpretation

Reasonable amount of appropriate support and evidence: explicit; implicit; relevant quotations

Comprehensive understanding of both explicit and implicit ideas; insightful; depth

Sophisticated interpretation and analysis; well-developed; takes risks

Convincing support; and evidence: explicit; implicit evidence, and significant quotations

Response; Critical AnalysisNote: These will not be apparent in all tasksResponds personallyMakes connections to self, other texts or worldShows critical thinking/critical literacy (e.g., considers context; questions the text) Evaluates literary qualities of the text

Limited or no personal response

Few if any connections; may be irrelevant in terms of the text


Little, if any, evaluation of the text

General personal response

Superficial connections; may relate a personal experience without a strong connection to the text

Some evidence of critical thinking or questioning the text

Superficial evaluation of text

Thoughtful personal response

Relevant connections; these may not add substantially to interpretation of the text

Questions some aspects of the text

Competent, supported evaluation of the text

Sophisticated personal response; evidence of individuality

Thoughtful, and sometimes revealing, connections may risk vulnerability

Questions the text, often in terms of societal values; sophisticated analysis

Convincing critical evaluation of the text


Draft: Formative Performance Scales Rating Scale: Grade 12 Reading Literature

The ratings on this scale assume that students are working with appropriate grade-level literary material. A description and examples will be provided in the final version of this document,

Not yet within expectations Meets minimal expectationsSnapshot Shows limited understanding; misinterprets or omits key

aspects. Often incomplete: very brief, with insufficient material and/or support to complete the task.

Shows literal understanding of key aspects; may overlook subtleties. Limited interpretation; may offer just a plot summary. Provides some evidence or support, but often weak and/or not integrated.

Strategies/approach- Focus on question or task (e.g., answers question, follows instructions)

- Organization of response

- Tone

-Vocabulary, including use of literary terms

-Integration of quotations

Does not complete the task; may misinterpret the instructions or provide insufficient material.

Response is poorly organized; difficult to follow Tone is inappropriate Uses vague and general language; may make

errors in word choice; very limited use of literary terms


Partially completes the task; may focus on one part of the task and omit others.

Lacks focus and organization; often repetitive Tone is inconsistent Uses conversational and broad concept language;

some literary terms Quotations may seem disconnected in places

Comprehension

-Understanding

-Interpretation and analysis

-Quality of textual evidence

Limited understanding; misreads or misinterprets key aspects (e.g., quotations, character, plot)

No logical interpretation or analysis Little or no evidence or support

Focuses on literal understanding; often overlooks or misunderstands subtleties or implicit information

May make some attempt at interpretation; tends to be simplistic with limited development and analysis (often primarily a plot summary)

Evidence and support tends to be general and vague without clear connections to key points or ideas

Response; Critical AnalysisNote: These will not be apparent in all tasks-Responds personally

-Makes connections to self, other texts or world

-Takes a critical stance; demonstrates critical thinking/ critical literacy (e.g., situates within genre; culture; time; questions the text)

- Evaluates literary qualities of the text

Limited or no personal response Few if any connections to self, other texts or world;

may relate a personal experience that is irrelevant in terms of the text


Offer little, if any, evaluation of the text

General personal response Superficial connections to self, other texts or

world; may relate a personal experience without a strong connection to the text

Some evidence of critical thinking or questioning the text, but generally takes text at face value or adopts opinions they assume people “should” have

Offers superficial evaluation of the text



Shows clear and accurate understanding of key aspects, including some subtleties or implicit ideas. Some thoughtful interpretation and analysis. Integrates sufficient, appropriate evidence.

Shows insightful understanding of both explicit and implicit aspects, including subtle or challenging ideas. Sophisticated and well-developed analysis; may take risks. Highly effective use of well-chosen evidence.

Addresses all components of the task Organized and focused Takes an appropriate tone, but may not sustain it consistently Uses appropriate language with some specificity and deliberation,

including some literary terms Quotations are competently integrated

Addresses all components of the task; thorough and detailed Systematic, focused and well-organized; sense of unity or ‘tying

up’ an interpretation Sustains a purposeful and often strategic tone (e.g., academic

tone in a formal essay) Sophisticated and specific language, including a range of literary

terms Quotations are smoothly integrated into the flow of the response

Shows clear understanding, including some subtleties or implicit ideas

Thoughtful and well-developed interpretation and analysis. Offers a reasonable amount of appropriate support, including

explicit and implicit/ inferred evidence, and quotations that are clearly connected to the key points or ideas

Shows comprehensive understanding of both explicit and implicit ideas; insightful; has depth

Sophisticated interpretation and analysis; well-developed and coherent (ties ideas together); may take risks to go beyond a ‘standard’ interpretation

Offers convincing support; including both explicit and implicit evidence, and quotations that are significant in terms of key points or ideas.

Thoughtful personal response Relevant connections to self, other texts or world ; these may not

be linked closely enough to add to interpretation of the text Questions some aspects of the text Offers competent, supported evaluation of the text

Sophisticated personal response; evidence of individuality Thoughtful, and sometimes revealing, connections to self, other

texts or world; may take risks, show risk vulnerability Questions the text, often in terms of societal values;

sophisticated analysis Offers convincing critical evaluation of the text


Grade 12 Sample Task (1): The Visit (Gabrielle Roy)

Context

During a six-week unit students participated in Literature Circles where they responded to and analyzed a variety of literary texts, with teacher support and instruction. This stand-alone assignment served as an end-of-unit test, where they independently read and analyzed the short story, The Visit, within one class period. Students had not previously seen or discussed the story.

Process: Student Assignment.

Discuss theme in paragraph form and with reference to The Visit.

Remember:

Length: Maximum of 225 words.

Quotations integrated into your writing.

Textual analysis should provide adequate explanation for your interpretation, along with appropriate examples and quotations.

Note: this assignment focused on comprehension and strategies; students were not directed to incorporate personal responses or take a critical stance, although some did so.


The Visitor - Not Yet Within Expectations


Comprehension


Response is poorly organized; difficult to follow Uses vague and general language; may make errors in word choice; very limited use of literary terms Limited understanding; omits, misreads or misinterprets key aspects Few if any connections to self, other texts or world


In the story, The Visit by Gabrielle Roy, demonstrates strong love between Florentine and her mother, Rose-Anna. Florentine describes, “[she] couldn’t get over her mother’s appearance” (line 3). it reveals that she miss her mother so much after she leaves her mother. Yet, Perhaps she does not good to her mother or even concerns her mother appearance that due to Florentine forgeted Rose-Anna’s appearance. Florentine recalls the chicken meal which is the happy with her mother. Florentine say, “it’s not often [Rose-Anna] get a chance to eat at her part” (14). it shows Rose-Anna often let Florentine eats the good part of chicken and it also reavels Rose-Anna’s strong love toward her daught. The chicken meal is symbolic a greatful family love. At the end of the story, Florentine says, “what she had done had led to nothing” (44). It reveals Florentine is regreted she does not take care of Rose-Anna and she feels bitter at the end of her mother’s love.


The Visit – Meets Expectations (Minimal Level)




Lacks focus and organization Uses conversational and broad concept language Focuses on literal understanding; often overlooks or implicit information. Does not discuss theme as directed. Simplistic with limited development and analysis (often primarily a plot summary)


Florentine is surprised. She has a visitor. Surprised “Maw! What a surprise!” (line 2). Florentine’s mother is visiting her. Florentine is stuned, she hasn’t seen her for awhile. She wants to treat her, she claims she has fourty-cents. Her mother came in at a perfect timing, Florentine is ordering chicken. Rose-Anna is being treated at her daughter’s place and she is eating a big meal. Florentine seems to have a very week realationship with her mother, a week friendship. Its as if they are strangers. Rose-Anna doesn’t seem to like the way she is treated, “you could almost hear her murmur, forty cents! thats a fortune!) (L11). But Florentine loves her mother, they may not be in contact alot, but she loves her. She feels that her mother needs money. She reaches into her blouce and hands her a money. Rose-Anna’s face is red. Just before she had handed her her weeks pay. Her mother is glad, infact she is in need of money this second. Off course she didn’t come to be given a donate but its clear that she needed it. Florentine was going to save the 2 bills for stocking, but it brought joy to her mother, and money comes and goes.


The Visit - Fully Meets Expectations



Comprehension


Organized and focused; responds directly to task Quotations are competently integrated Shows clear understanding, including some subtleties or implicit ideas Thoughtful interpretation. Offers a reasonable amount of appropriate support


In “The Visit” by Gabrielle Roy the theme of adversity is explored by working out previous issues and putting it in the past. It is obvious that this mother and daughter relationship is fragile and has been damaged in the past. However Florentine feels sympathy for her mother and wants to help her, realizing “in that moment she knew that she loved her mother” (verse 5). As they sit down Florentine continually reminds herself to stay patient and to avoid saying something that would start a conflict. Since its strange for her to see her mother she isn’t sure how to react, yet all she wants is for her mother to be happy. As they communicate to each other many thoughts pop into their minds, some good and others bad. Florentine begins to realize some things have not changed with her mother as she still complains “forty cents! That’s a fortune” (verse 11.). Despite the many problems Florentine is pleased to see joy in her mother as she eats and eventually gets caught up in generocity. As she hands her mother her own earnings, Florentine expects a new chapter in their life opening “As she felt a new certainty that she could be happy immediately” (v. 36). However that was not the case as her mother accepted the money and left. Florentine was terribly angered and thought “She left poorer certainly than when she had come in the store” (v. 42) as her mother may have left with money, yet is leaving with a loss of respect from her daughter and the chance to start a new beginning. As it stands what Florentine did has led to nothing and the ongoing adversity continues.


The Visit – Exceeds Expectations


Comprehension


Focused and well-organized; sense of unity or ‘tieing up’ an interpretation Sophisticated and specific language, Quotations are smoothly integrated into the flow of the response Shows comprehensive understanding of both explicit and implicit ideas; insightful Sophisticated interpretation and analysis; well-developed and coherent (ties ideas together) Offers convincing support; including both explicit and implicit evidence, and quotations that are significant in terms of key points or ideas.


In the short story “The Visit” by Gabrielle Roy, the intriquecies of human relationships is explored, especially that of love. Despite being poor, Florentine is extremely generous towards her mother, giving away “[her] week’s pay”, ( LL.34) along with money that she was saving to buy stockings. One is left wondering what prompts such generosity, and why Florentine repeatedly gives money to her mother, recieving only a small amount of gratitude in return. Florentine clearly loves her mom, but states that “people need the threat of parting to make them attentive to their own feelings” (LL 5.) Despite Florentine’s altruistic actions, neither her nor her mother seem pleased with the outcome. Quite quickly, Florentine’s “Happiness at being generous” turned into “aching and stupor”, because all that “she had done had led to nothing”. She is discontent with herself for giving her mother so much money. Her mother, on the other hand, feels terrible for taking charity from her daughter. She refuses both the free meal and the cash at first, due to pride, but eventually accepts them, remembering her poor financial situation and recognizing the help that extra money could give. She claims to leave “poorer … than when she [came] in” (LL42.) Clearly, she leaves with more money, but due to her taking money from Florentine, she feels emotionally poorer after abusing her own daughter’s generosity. Although motivated by good causes, both people end up in sadness because of complex emotions resulting from their love for one another.


Grade 12 Sample Task(2): The Kite Runner

FROM ERAC CATALOGUE

Title of Novel: Kite RunnerAuthor: Hosseini, Khaled ISBN: 9781400025466

Recommended for Grade(s): 12Reasons for Recommendation'The Kite Runner' follows the story of Amir, the privileged son of a wealthy businessman in Kabul, and Hassan, the son of Amir's father's servant and Amir's best friend. The boys live and play together, not simply as friends but as brothers without mothers. The nature of their relationship is changed forever, however, when Amir betrays the trust of Hassan. When the Russian army invades Afghanistan, Amir and his father flee to the United States, but Amir remains haunted by his cowardly actions and disloyalty to Hassan. Circumstances causeAmir to return Afghanistan as an adult. He seeks to redeem himself by rescuing Hassan's son who has been enslaved by a Taliban official. This gripping novel examines issues germane to adolescent experience, such as developing one's identity, dealing with violence, changing one's culture, managing socio-economic differences, coming to terms with choices and living with regret and making amends. It contains multi-layered characters, startling plot twists and an eye-opening account of a country's political turmoil. This novel is well suited for a senior English class.Any social considerations...The novel has depictions of violence, sexual assault, attempted suicide, and some profanity. These aspects of the narrative are integral to the development of the story, characterization, and theme. The teaching of this novel in either whole-class or literature circles will require sensitivity and pre-reading guided discussion of sensitive topics.

Context

As part of their study of The Kite Runner, students completed a Literary Luminary Activity where they reviewed and reread sections of the book to find some especially interesting, powerful, funny, puzzling or important sections of the reading and think about them more carefully.

Locate a few special sections or quotations in the text for chapters 1-6 . As you decide which passages are worth going back to, make a note to justify why you picked each one. These will then be shared by reading the passages aloud in small groups, asking someone else to read them aloud or have people read them silently and discuss.

Questions to ask in your small groups when considering each of the passages:1. What predictions can you make?2. How does this passage illuminate the character in question?3. What does it reveal about relationships in the novel?4. How does the history of Afghanistan impact on events?5. What are you confused/puzzled about?6. Other?

Assignment. After their discussion, students chose one quotation to write about.

Consider the passages that you identified and discussed in your literary luminary activity and choose one quotation to work with.

A. Identify the speaker and context of the quotation.B. Explain the significance of the quotation by linking it to the element of fiction that it best represents.

Consider theme, character development, relevance to plot, setting, symbolism, irony, etc.C. Make a personal connection (use prior knowledge, your own experiences, etc.).

The teacher provided an example, and reviewed criteria for success. Students had opportunities to review and revise their work


The Kite Runner: Not Yet Within Expectations



Response is poorly organized; difficult to follow Uses vague and general language; may make errors in word choice; very limited use of literary terms Limited understanding; misreads or misinterprets key aspects (e.g., quotations, character, plot) Few if any connections to self; may relate a personal experience that is irrelevant in terms of the text


“There is only one sin. And that is theft . . . when you tell a lie, you steal someone’s right to the truth.” . . . I was learning that Baba had been a thief. (P 237)

Baba used to say that the only sin was to be a theif. We all thought the reason why Baba considered these words for years was that a murderer stole his father. But things were more complicated than this. Hassan was Amir’s brother. He noticed this fifteen years after Amir buried his father. The secrect truths covered by tombs always shocked the alive people. Finally Amir realized that why Baba repeated the definition of sin over and over again. Baba, himself, was a thief. He stole Hassan’s mon and the right of the other people knowing the truth.

Baba didn’t lead a happy life. He was speakless and cold be cause there was a thing far more important than his characteristics. That would come out with guilty. Baba hid his guilty behind his cold face. And he used rest of his life to forgive himself. He could remember every Hassan’s birthday. He wept when Ali announced he and Hassan were leaving Amir and Baba. He wished Hassan had been with them in Amir’s grad ceremony. (P237) We could feel what did Baba feel. But Baba could do nothing but keeping the secret. All the things Baba did and said and Baba’s characteristic made clear sense.

What Amir did to Hassan was ironic. He treated Hassan so cruelly. The truth was like a moster yelling in his brain.

But, Baba’s definition of sin was like a rose’s thron hiding in the corner of my heart. It hurt me every time my heart beat. Well, I didn’t tell a lie but I told a lot of lies to my mom during the past seventeen years.

My mom was over strict when I was young . . . . .


The Kite Runner: Meets Expectations (Minimal Level)




Lacks focus and organization Uses conversational and broad concept language. Attempts interpretation; limited development and analysis Evidence and support is general and vague without clear connections to key points or ideas Makes relevant connections; these are not be linked closely enough to add to interpretation of the text


“For you a thousand times over,” Farid said (page 319)

There must be someone standing right behind you and always support you, so we can not give up ourselves easily. In “the Kite Runner”, Farid says that he is willing to help Amir even a thousand times, then he makes Amir cries. Amir is moved by Farid because he only knows Farid for a short time. That is also one of the supports that keeps Amir overcoming any difficulty to help Sohrab.

Farid makes Amir thinks of Hassan, a man who always helps Amir to get rid of troubles and never be angry at Amir. So Amir cries hardly, even everybody is looking at him. That means Hassan is really an important man in Amir’s life. Though Amir knows that Hassan has died, and Hassan will never protect Amir as he used to be, Hassan is still deep in Amir’s heart, never being gone.

Parents can be another example that always support their child, no matter the child makes mistakes and parents can still forgive their children. Actually Baba demonstrates this, but he just does not show it much, because he feels guilty to be kind to Amir.

Recently, there is an big news in my home country that a famous singer gets burned while she is filming a drama. There is about fifty percent of her body is burned. Her parents is very worried about her. Her father said “I hope I can replace her, I hope the person who is lying on the bed is me, and I hope I can have all of her pain for her.” Her father is like Farid and Hassan, willing to help his child for a thousand times.

As we can see there is always someone behind you, we should not give up ourselves.


The Kite Runner - Fully Meets Expectations Teacher’s Observations


Comprehension


Organized and focused. Uses language with specificity and deliberation including some literary terms Shows clear understanding, including some subtleties or implicit ideas Thoughtful and well-developed interpretation and analysis. Offers a reasonable amount of appropriate support Relevant connections


“We had crossed the border . . . down a rutted path toward a string of mud houses.” (End of Pg 243)

Amir is driving with Farid into Afghanistan. The quotation above represents what is going through his mind as he returns back to his home town. He is shocked when he sees the noxious destruction that occurred under the Taliban influence during his absences. As Amir digests his surroundings, the setting and foreshadowing of the passage contributes to the reader’s insight and enjoyment to the story, creating a personal connection.

The passage of what Amir sees alters the previous image in Afghanistan of the reader. Before Amir’s departure, his hometown was very populated and sustainable. Everyone had the right to an education if they chose so. Shockingly, Amir’s hometown changed drastically under the Taliban influence. The significance of the quotation is that it thoroughly draws a mental image in the reader’s mind. Instead, women did not have the right to an education and sustainable living was at risk. Not only does it draw a mind-boggling image but it creates a mysterious feeling by twisting the atmosphere of the reader’s previous knowledge. The quotations inflict a sense of panic to the reader, as if the setting was somehow foreshadowing what is yet to come.

With the Taliban as a strong political force, Amir realizes that the hopes of finding Sohrab is slim. Once he arrives at Afghanistan, he is inflicted first hand about the severity the Taliban oppose. The specific passage not only shows causes Amir is up against but also foreshadows the future struggles for Amir. With children abandoned and women wearing shoulder-high burqa, help would be a difficult asset to recieve. Not only does he have no one to talk to, the Taliban patrol the streets daily for activists. This plants a fear in the reader of how Amir is feeling. Confronted with this setting Amir wants to fly back to American, however the nightmares of Hassan will creep up on him if he does.


After reading the paragraph, it triggered my memory to one of my childhood videogames. The game was called “The Legend of Zelda”. The storyline compared to the Kite Runner are inseparable. Link, the protagonist, goes on an adventure for treasure. During his absences, evil monsters take over his hometown wreaking havoc. Upon his return, he is confronted just like Amir with destruction of houses, toys discarded on the floor, and selfless human beings. What inspired me to connect the two storylines was the plot of how both main characters flee to search for new oppertunities. Then they both return to their town, finding a whole different and moving setting. Also, characters such as Amir and Link both share similar challenges and the Taliban represents the evil monsters that take over the city.

Despite of the remorse and frightening situation Amir is in, the setting and foreshadowing pushes the reader onwards through the novel. In this passage, the author Khaled Hosseini stirs up a twisting image of poverty of Afghanistan compared to how it was previously viewed. His knowledge of the reader’s perspective is insightful as show by the quotation. This is a significant scene in the novel that powers the reader of the obstacles of what is yet to come for Amir.


The Kite Runner – Exceeds Expectations


Comprehension


Sophisticated and specific language Shows comprehensive understanding of both explicit and implicit ideas; insightful; has depth Sophisticated interpretation and analysis; well-developed and coherent (ties ideas together) Offers convincing support; including both explicit and implicit evidence Sophisticated personal response; evidence of individuality Thoughtful, , connections to self, other texts or world; Questions the text, often in terms of societal values; sophisticated analysis


“I’m a dying man and I will not be insulted! It has never been about the money with me, you know that. And why you? I think we both know why it has to be you don’t we?”

- Rahim Khan (p. 233)

In Khaled Hosseini’s novel The Kite Runner, Amir the protagonist is initially portrayed as a boy with “girly” interests and as a character who can not fight his own fights. This quote illustrates a milestone in Amir’s life. It is a moment where he is forced with a decision that determines his moral fiber and affects how he is portrayed to the readers.

Many times in our lives we are faced with choices that can permanently have an impact on who we are; this is one of those times for Amir. The fact that Rahim Khan shows faith in him to handle this dangerous and risky task demonstrates how Amir is not the same “boy who won’t stand up for himself” and hasn’t become “a man who can’t stand up to anything.” This request of Rahim Khan for Amir to return to Kabul and risk his career and family to retrieve Johrab is a way for Amir to demonstrate how much he has developed and matured. By completing this task Amir can ultimately live up to his father’s standards and accomplish something that may have made his father proud. This quote is not just the request of a dying man who could have easily paid another to do it, this proposal was purposefully aimed at Amir as a test of his character.

In a plethora of ways, Amir has failed as a friend to Hassan, whether it be being jealous of Baba’s affection towards him or not standing up and speaking out during the rape. Amir displayed coward-like character traits and


it was because of these cowardly actions that Amir was plagued with self doubt. By going back to Kabul, and risking everything Amir would illustrate his growth and embody someone who is ridden of inhibitions and filled with the courage to stand out for a friend he previously failed. Rahim Khan specifically stated it “had to be [Amir]” because it would be a way to atone for the injustices he performed to Hassan and finally repay Hassan for the thousand times he stood by Amir.

As much as Amir didn’t want to return to Kabul and put his newfound life in American on the line, he knew he had to. By embarking on this endeavour into Kabul, it would be a way a way to live up to his father and Hassan however he is still hesitant and thought that “maybe Baba was right” about him not being able to stand up for himself and refusing to go. It was only after Rahim Khan revealed a dark secret about Amir’s past that compelled Amir to rescue Johrab. This hesitation portrays how Amir is still very unsure of himself; Amir’s constant quest as a child to attain Baba’s affection left Amir in a very unconfident and self-doubting state which lingers even as Amir’s character develops into adulthood. The notion that Amir is not good enough for his father is engrained into Amir’s character and it is the factor that restricts him from possessing the courage to stand out. Only after Amir’s perception of his own character was shattered by the secret Rahim Khan revealed, did Amir finally “man up” and take this dangerous responsibility upon himself.

Some of the things that set people apart are the choices they make in life. Like Amir we are often faced with a choice between taking the easy path or doing the right thing even if it is substantially more difficult. We are often faced with difficult situations in life and it is the choices we make in these situations that determine our character.


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