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,
Snapshot
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
Comprehension
Understanding
Interpretation and analysis
Quality of textual evidence
Response; Critical
Analysis
Note: These will not be
apparent in all tasks
Responds personally
Makes connections to self,
other texts or world
Shows critical
thinking/critical literacy (e.g.,
considers context; questions
the text)
Evaluates literary qualities of
the text
Not yet within
expectations
Limited understanding;
misinterprets or omits key
aspects. Often incomplete:
very brief, with insufficient
material and/or support to
complete the task.

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

Limited
understanding;
misreads or
misinterprets key
aspects

No logical
interpretation or
analysis

Little or no evidence
or support




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
Meets minimal
expectations
Literal understanding;
may overlook subtleties.
Limited interpretation.
Some evidence or
support, often weak
and/or not integrated.

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

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

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
Fully meets expectations
Exceeds expectations
Clear and accurate
understanding, including
some subtleties or implicit
ideas. Some thoughtful
interpretation. Sufficient,
appropriate evidence.

Complete

Organized and
focused

Appropriate tone, but
may not be sustained

Uses appropriate
language; some
specificity and
deliberation

Quotations are
competently
integrated

Clear understanding,
including some
subtleties or implicit
ideas

Thoughtful and welldeveloped
interpretation

Reasonable amount
of appropriate support
and evidence: explicit;
implicit; relevant
quotations

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
Insightful understanding,
including subtle or
challenging ideas.
Sophisticated; welldeveloped analysis. Highly
effective evidence.

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

Comprehensive
understanding of both
explicit and implicit
ideas; insightful

Sophisticated
interpretation and
analysis; welldeveloped; takes risks

Convincing support;
and evidence: explicit;
implicit; significant
quotations

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. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
2
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,
Snapshot
Strategies/approach
- Focus on question or task
(e.g., answers question, follows
instructions)
- Organization of response
Not yet within expectations
Shows limited understanding; misinterprets or omits key
aspects. Often incomplete: very brief, with insufficient
material and/or support to complete the task.
Meets minimal expectations
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.

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
Quotations may be omitted, or not
integrated/connected

Limited understanding; misreads or misinterprets
key aspects (e.g., quotations, character, plot)
No logical interpretation or analysis
Little or no evidence or support




- Tone
-Vocabulary, including 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
-Integration of quotations
Comprehension
-Understanding

-Interpretation and analysis



-Quality of textual evidence

Response; Critical Analysis
Note: 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)

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
Does not question the text; little evidence of critical
thinking
Offer little, if any, evaluation of the text




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
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
- Evaluates literary qualities of
the text
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
3
Fully meets expectations
Exceeds expectations
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 welldeveloped 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










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

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






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 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.
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
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
4
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 Venndiagram; 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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
5
Synthesis Task: Sinclair Ross stories - Not Yet Within Expectations
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
6
Synthesis Task: Sinclair Ross stories – Meets Expectations (Minimal Level)
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis



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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
7
Synthesis: Sinclair Ross stories - Fully Meets Expectations
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis






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
Note: transcribed from original handwritten response.
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
8
Synthesis: Sinclair Ross stories – Exceeds Expectations
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis






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. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
9
Draft: Formative Performance Scales Quick Scale: Grade 12 Reading Literature
Snapshot
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
Comprehension
Understanding
Interpretation and analysis
Quality of textual evidence
Response; Critical
Analysis
Note: These will not be
apparent in all tasks
Responds personally
Makes connections to self,
other texts or world
Shows critical
thinking/critical literacy (e.g.,
considers context; questions
the text)
Evaluates literary qualities of
the text
Not yet within
expectations
Limited understanding;
misinterprets or omits key
aspects. Often incomplete:
very brief, with insufficient
material and/or support to
complete the task.

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

Limited
understanding;
misreads or
misinterprets key
aspects

No logical
interpretation or
analysis

Little or no evidence
or support




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
Meets minimal
expectations
Literal understanding;
may overlook subtleties.
Limited interpretation.
Some evidence or
support, often weak
and/or not integrated.

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

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

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
Fully meets expectations
Exceeds expectations
Clear and accurate
understanding, including
some subtleties or implicit
ideas. Some thoughtful
interpretation. Sufficient,
appropriate evidence.

Complete

Organized and
focused

Appropriate tone, but
may not be sustained

Uses appropriate
language; some
specificity and
deliberation

Quotations are
competently
integrated

Clear understanding,
including some
subtleties or implicit
ideas

Thoughtful and welldeveloped
interpretation

Reasonable amount
of appropriate support
and evidence: explicit;
implicit; relevant
quotations

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
Insightful understanding,
including subtle or
challenging ideas.
Sophisticated; welldeveloped analysis. Highly
effective evidence.

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

Comprehensive
understanding of both
explicit and implicit
ideas; insightful; depth

Sophisticated
interpretation and
analysis; welldeveloped; takes risks

Convincing support;
and evidence: explicit;
implicit evidence, and
significant quotations

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. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
10
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,
Snapshot
Strategies/approach
- Focus on question or task
(e.g., answers question, follows
instructions)
- Organization of response
Not yet within expectations
Shows limited understanding; misinterprets or omits key
aspects. Often incomplete: very brief, with insufficient
material and/or support to complete the task.
Meets minimal expectations
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.

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
Quotations may be omitted, or not
integrated/connected

Limited understanding; misreads or misinterprets
key aspects (e.g., quotations, character, plot)
No logical interpretation or analysis
Little or no evidence or support




- Tone
-Vocabulary, including 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
-Integration of quotations
Comprehension
-Understanding

-Interpretation and analysis



-Quality of textual evidence

Response; Critical Analysis
Note: 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)

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
Does not question the text; little evidence of critical
thinking
Offer little, if any, evaluation of the text




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
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
- Evaluates literary qualities of
the text
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
11
Fully meets expectations
Exceeds expectations
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 welldeveloped 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










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

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






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 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.
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
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
12
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
13
The Visitor - Not Yet Within Expectations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis




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
Note: transcribed from original handwritten response.
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 RoseAnna’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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
14
The Visit – Meets Expectations (Minimal Level)
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis




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)
Note: transcribed from original handwritten response.
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
15
The Visit - Fully Meets Expectations
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis





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
Note: transcribed from original handwritten response.
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
16
The Visit – Exceeds Expectations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis






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.
Note: transcribed from original handwritten response.
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
17
Grade 12 Sample Task(2): The Kite Runner
FROM ERAC CATALOGUE
Title of Novel: Kite Runner
Author: Hosseini, Khaled
ISBN: 9781400025466
Recommended for Grade(s): 12
Reasons 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 cause
Amir 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
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
18
The Kite Runner: Not Yet Within Expectations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis




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
Note: transcribed from original handwritten response.
“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 . . . . .
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
19
The Kite Runner: Meets Expectations (Minimal Level)
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis





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
Note: transcribed from original handwritten response.
“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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
20
The Kite Runner - Fully Meets Expectations
Teacher’s Observations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis






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
Note: transcribed from original handwritten response.
“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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
21
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
22
The Kite Runner – Exceeds Expectations
NYM
MM
FM
Ex
OVERALL
Snapshot
Strategies;
approach
Comprehension
Responses;
critical analysis







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
Note: transcribed from original handwritten response.
“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
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
23
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.
DRAFT. Interim scale developed for BC Ministry of Education based on 2007 curriculum. Will be updated or
replaced as new curricula are developed.
24