CORE Assessment Module
Module Overview
Purpose and Usage:
This assessment module is a performance activity to assess how well students can examine
complex text and then demonstrate their understanding through writing. All modules were developed by
practitioners for practitioners. Since the reading expectations are rigorous, some might find the text
selections challenging. Please note, however, that the text exemplars that are used as the basis for each
module are taken directly from Appendix B of the Common Core State Standards (CCSS) for targeted
grades.
The expectations of the CCSS call on teachers to instruct around complex text so students read
closely to accomplish essential skills, such as make inferences, determine themes, and analyze
development of ideas. They do so using textual evidence from a targeted complex text. Much like
teachers engage students in the writing process to create optimal written products, teachers would
likewise plan and conduct a series of comprehensive lessons to help students meet these rigorous reading
standards. These lessons would align to specific reading standards, include a myriad of instructional
strategies and formative assessments (e.g., read silently, discuss, listen to, take notes, engage in discussion
with peers, write informally and formally, etc.), and center on text-dependent activities and tasks to elicit
deep understanding of targeted texts. This assessment module does not replace a formalized series of
lessons around complex text as just described, but rather provides a “dipstick” to get a sense of how well
students read complex text independently and proficiently. The results are meant to inform teachers about
future instruction.
Teachers should use their professional judgment and their district’s recommended guidelines to
administer this module as a pre-assessment or formative assessment in order to gather information about a
student’s ability to read complex text carefully and construct an organized writing piece that is grounded
in evidence from the text. Some teachers might decide to use two modules—one as a pre-assessment and
another as a formative assessment to check for understanding during the formalized instructional process
around complex text.
We encourage teachers to administer this assessment with colleagues and discuss results together
to ascertain next steps in an instructional plan. Teachers can employ additional instructional strategies
beyond what is included in this module when administering the assessment. However, colleagues should
agree on which strategies to choose so that this assessment is conducted under similar conditions.
Scoring:
At this time, use the Smarter Balanced rubrics available at this link:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishL
anguageArtsLiteracy/ELARubrics.pdf
Smarter Balanced does not have a rubric for each grade for all three writing types; however, later a more
detailed rubric for all grades and types will be considered.
Module Overview
Page 1
Content Area
Text
Grade Level
Target Area
Common Core
State
Standards
Smarter
Balanced
Assessment
Claims
Task
Overview
Module
Components
English Language Arts
The Glass Menagerie, by Tennessee Williams
Grade 9
Informative/Explanatory Writing, Performance Task
RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RL 9-10.2 Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of
the text.
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or
informal tone).
W 9-10.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
*SL 9-10.1
Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their won clearly and persuasively.
Claim 1: Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.
Claim 2: Students can produce effective and well-grounded writing for a range of
purposes and audiences.
This assessment task can be completed in two class periods after completing a
drama unit. The students will have a chance to silently read a scene from The Glass
Menagerie, and then perform the scene out loud with a partner. Based on their
readings and oral interpretations, students will write an explanatory essay that
demonstrates their understanding of the complex ideas, concepts, and information
presented in the scene and provide an analysis of its content.
1) Directions to Teacher
2) Text Passage
3) Text-Dependent Questions Graphic Organizer
4) Constructed-Response Questions
5) Writing Task
*Standard addressed but not explicitly assessed.
Module Overview
Grade 9 ELA: The Glass Menagerie
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The Glass Menagerie Directions to Teacher
This Common Core-aligned ELA Performance Task can be given over two days depending on class
schedules. The directions below outline the steps to follow for a two-day administration.
Teacher Preparation: The assessment should be given after the completion of a drama unit, so that the
students are aware of the format and structure of a dramatic scene from a play.
Text: Williams, Tennessee. The Glass Menagerie. New York: New Directions, 1966. (1944)
Materials:
The Glass Menagerie Text Passage
Text-Dependent Questions Graphic Organizer
Constructed-Response Questions
Writing Task
Lined paper for writing
Day 1
1. Reading: RL 9-10.1, *SL 9-10.1
(Approximately 10 minutes)
Give students a copy of the scene from The Glass Menagerie and instruct them to read it silently.
Then read the scene out loud to the students, just so they can hear the language. Discuss as a class
the time period of the scene. Ask students to briefly discuss with a partner the physical
positioning of the characters. Invite the students to explain reasons for their interpretations. (At
this point, do not discuss the characters of Tom and Amanda. Students will have a chance to
understand these characters after the initial discussion.)
2. Note-taking: RL 9-10.1, RL 9-10.3
(Approximately 15 minutes)
Hand out the Graphic Organizer, and ask students to reread the passage and complete the “My
Response” and “Evidence From the Text” sections as directed in the graphic organizer.
Encourage students to expand their thinking beyond the literal answer to the question.
3. Speaking/Listening Questions: *SL 9-10.1
(Approximately 20 minutes)
Invite the students to reread the scene. Ask them to underline/highlight words or phrases that they
feel should be stressed (voice inflection), to annotate the text for where they feel certain emotion
is building, and maybe even to mark where certain body/facial gestures might be made. Once the
students complete their review, have them “pair up.” Explain to the students that they are to
“perform” the scene: one student reading Amanda’s part, and the other student reading Tom’s
part.
Remind students of prior drama discussions about voice inflection and word interpretation.
Explain that as they immerse themselves in their roles, they will be better able to understand the
motivations and actions of the characters. When you give the command “action,” the students
should begin reading their scene out loud. When the scenes are completed, ask the students to
switch roles and read for the other character. When the students have completed reading for both
roles, invite the students to return to their individual seats.
Grade 9 ELA: The Glass Menagerie
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Day 2
4. Speaking/Listening Questions: RL 9-10.1, RL 9-10.3, *SL 9-10.1
(Approximately 15 minutes)
Instruct students to reread the scene and review the graphic organizer they worked on the
previous day. Instruct them to discuss with their partners what they recorded in the first two
columns. After their discussion, they are to add their new ideas or their validated thoughts to the
last column of the organizer “My Thoughts Now.”
5. Constructed-Response Items: RL 9-10.1, RL 9-10.2, RL 9-10.3, RL 9-10.4
(Approximately 25 minutes)
Hand out the Constructed-Response Questions and ask students to individually write their
responses to the questions on a separate piece of lined paper. Explain that their constructed
responses will be used to help them with the writing prompt.
a. Word Meanings
1. Based on the context in the scene, what does the word “supercilious” mean?
2. Why does Williams use the word “interrogation” in the scene’s stage directions?
b. Key Details
1. Which words and phrases in the scene’s dialogue help the reader understand the conflict
between Amanda and Tom? Cite two phrases.
c. Central Ideas
2. What are Amanda’s views about social status?
3. How does the explicit and implied information about Amanda’s background help the reader
understand her current attitudes?
Day 2
6. Performance Task (Writing Prompt)
(Approximately 50 minutes)
Provide students with the writing prompt. Let them know the amount of time they have to
respond to the prompt in writing. Encourage students to use their graphic organizer and/or
constructed-response questions to inform their writing.
Grade 9 ELA: The Glass Menagerie
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Student Name ______________________
The Glass Menagerie Text Passage
TOM: What are you doing?
AMANDA: I’m brushing that cowlick down! [She attacks his hair with the brush.] What is this young
man’s position at the warehouse?
TOM [submitting grimly to the brush and interrogation]: This young man’s position is that of a shipping
clerk, Mother.
AMANDA: Sounds to me like a fairly responsible job, the sort of a job you would be in if you had more
get-up. What is his salary? Have you any idea?
TOM: I would judge it to be approximately eighty-five dollars a month.
AMANDA: Well—not princely—but—
TOM: Twenty more than I make.
AMANDA: Yes, how well I know! But for a family man, eighty-five dollars a month is not much more
than you can just get by on . . .
TOM: Yes, but Mr. O’Connor is not a family man.
AMANDA: He might be, mightn’t he? Some time in the future?
TOM: I see. Plans and provisions.
AMANDA: You are the only young man that I know of who ignores the fact that the future becomes the
present, the present the past, and the past turns into everlasting regret if you don’t plan for it!
TOM: I will think that over and see what I can make of it.
AMANDA: Don’t be supercilious with your mother! Tell me some more about this—what do you call
him?
TOM: James D. O’Connor. The D. is for Delaney.
AMANDA: Irish on both sides! Gracious! And doesn’t drink?
TOM: Shall I call him up and ask him right this minute?
ELA Grade 9: The Glass Menagerie
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Student Name ______________________
AMANDA: The only way to find out about those things is to make discreet inquiries at the proper
moment. When I was a girl in Blue Mountain and it was suspected that a young man drank, the girl whose
attentions he had been receiving, if any girl was, would sometimes speak to the minister of his church, or
rather her father would if her father was living, and sort of feel him out on the young man’s character.
That is the way such things are discreetly handled to keep a young woman from making a tragic mistake!
TOM: Then how did you happen to make a tragic mistake?
AMANDA: That innocent look of your father’s had everyone fooled! He smiled—the world was
enchanted! No girl can do worse than put herself at the mercy of a handsome appearance! I hope that
Mr. O’Connor is not too good-looking.
Williams, Tennessee. The Glass Menagerie. New York: New Directions, 1966. (1944). From Scene 5.
ELA Grade 9: The Glass Menagerie
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Student Name ______________________
Text-Dependent Questions Graphic Organizer
Directions: After rereading the text, write answers to each question below in the “My Response”
section. Support each response by recording textual evidence in the “Evidence From the Text” section.
After you are given time to talk to a classmate and share ideas, complete the “My Thoughts Now” section
based on your conversation.
1. Based on the scene, what is Amanda’s attitude toward Tom?
My Response
Evidence From the Text
My Thoughts Now
2. Based on the scene, what is Tom’s attitude toward Amanda?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 9: The Glass Menagerie
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Student Name ______________________
3. What is the mood in the scene?
My Response
Evidence From the Text
My Thoughts Now
ELA Grade 9: The Glass Menagerie
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Student Name ______________________
The Glass Menagerie Constructed-Response Questions
Directions: Answer the questions below on a separate sheet of lined paper. You may use this sheet to
make any notes or draft your response, but only your complete answers on a separate sheet of paper will
be scored. You may refer to the reading passage and your graphic organizer to help you answer the
questions.
Word Meanings
1. Based on the context in the scene, what does the word “supercilious” mean?
2. Why does Williams use the word “interrogation” in the scene’s stage directions?
Key Details
1. Which words and phrases in the scene’s dialogue help the reader understand the conflict between
Amanda and Tom? Cite two phrases.
Central Ideas
1. What are Amanda’s views about social status?
2. How does the explicit and implied information about Amanda’s background help the reader understand
her current attitudes?
ELA Grade 9: The Glass Menagerie
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Student Name ______________________
The Glass Menagerie Writing Task
Directions: Please respond to the prompt below in writing. You may use your graphic organizer
and/or Constructed-Response Questions to inform your writing. You may take notes on this paper, but
you should write your entire response on the lined paper provided by your teacher.
Writing Prompt
Read the lines from The Glass Menagerie.
AMANDA: You are the only young man that I know of who ignores the fact that the future becomes the
present, the present the past, and the past turns into everlasting regret if you don’t plan for it!
Based on the scene from The Glass Menagerie, analyze the significance of the lines. Explain how the
lines relate to the other characters as well as how they relate to Amanda’s life. Cite specific evidence from
the play to support your analysis.
Be Sure To:
Include relevant facts, definitions, concrete details, quotations, or other information
Use appropriate transitions
Use precise language and vocabulary to inform or explain your topic
Establish and maintain a formal style
Provide a concluding section that follows from and supports your explanation
ELA Grade 9: The Glass Menagerie
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