Text Complexity Analysis of “Ripe Figs” by Kate Chopin
Text Type: Literature
Text Description
Recommended Complexity Band Level
The main character spends time with an aunt in Louisiana as the figs are ripening.
In this coming-of-age story, family relationships are explored as the adult and child
interact. Vivid symbolism enhances the plot and character development.
Quantitatively, Ripe Figs measures at the very top of the 6-8 band, right on the
cusp of the 9-10 band. Qualitative analysis suggests that the text could be taught
at the high end of the 6-8 band or the low end of the 9-10 band, with varying
supports. Instructional supports around vocabulary and cultural references are
particularly important.
Quantitative Measure
Quantitative Measure of the Text:
1040L
Range:
925L-1185L
Associated Band Level:
Grades 6-8
Qualitative Measures
Text Structure: Moderately Complex
Organization of the text is only moderately complex because it is clear and chronological. However, chronological order is evident by inferring the passage of time as
marked by growing seasons for various garden plants and the ripening of the figs. Rich symbolism requires inferential reading.
Language Features: Very Complex
Language features overall are very complex. The short text contains both tier-two academic vocabulary (disconsolate, gnarled, placid), as well as Creole names and language
that may be unfamiliar to students (Bayou-Boeuf, Maman-Nainaine, tante). There are several instances of figurative language, for example “as patient as the statue of la
Madone” and “as restless as a hummingbird.” Many complex sentences that reflect conversational language add to the difficulty of the language features: “When MamanNainaine sat down in her stately way to breakfast, the following morning, her muslin cap standing like an aureole about her white, placid face, Babette approached.”
Meaning/Purpose: Moderately Complex
The text structure is moderately complex with more than one level of meaning and subtle conveyance of the theme.
Knowledge Demands: Very Complex
The relationships between the main characters are symbolized by the growing seasons in the natural world. Familiarity with French and cultural norms of the South,
Louisiana in particular, makes understanding easier. Cultural references complicate the knowledge demands in this text, however, the way the text speaks to aging and the
passage of time is something that students can access no matter where they live.
Text Complexity Analysis of “Ripe Figs” by Kate Chopin
Text Type: Literature
Considerations for Reader and Task
Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this
Text:
RL.8.1 - Cite the specific textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from the text.

The third paragraph ends: “What she saw there finally was something
that made her sing and dance the whole day long.” What did Babette see
there? How do you know?
RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.

Draw attention to the two lines of dialogue between Maman-Nainaine
and Babette towards the end of the story:
“’Ah,’ said Maman-Nainaine, arching her eyebrows, ‘how early
the figs have ripened this year.’
‘Oh,’ said Babette, ‘I think they have ripened very late.’”
Ask students to analyze what these lines reveal about the differences
between Maman-Nainaine and Babette.
RL.8.4 - Determine the meaning of words or phrases as they are used in the text,
including figurative or connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.

Ask students to underline descriptions of the figs throughout the text.
What specific words does the author use to describe the figs at the
beginning? At the end?
o Note: If used in grade 8, it will be especially important to support
students in understanding that these descriptions of the ripening
figs mark the passage of time. Allow students to wrestle with
this first in the text before you step in and point it out.

Unpack the first sentence of paragraph three with students. Ask students
to examine the two similes used to describe Babette and MamanNainaine. What do these two similes reveal about their different
attitudes?
Created by Julie Aikins and ELA staff at Royster Middle School and Chanute High School; Kansas.
Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
The vocabulary and cultural references may pose a challenge to many readers.
Differentiation/Supports for Students:
Unpacking the vocabulary, as well as cultural references throughout the text, will
require strong supports when used at the high end of the 6-8 band. However, this
is manageable with the short text length. Try substituting names for the French
names in the story, if students are struggling. Perhaps design picture vocabulary
with words and phrases from the text connected to pictures or photographs.
Students could use these for pre-reading, during reading, and/or as a review after
reading.
Extensions for enrichment might include an author study of additional works by
Kate Chopin or a study of the historical time period for the context of the story.
Students might explore the coming-of-age theme and symbolism or other literary
techniques used by the author.
Cross-curricular teaching ideas might incorporate French language and culture.
Additional areas for cross-curricular extension or enrichment might include
agriculture, science, biology or botany as related to the plants in the story.