Unit Planning Organizer
Grade 10
Unit 5
Created By
Elise Cook, Louisa-Muscatine High School
Amanda Key, Louisa-Muscatine High School
Katherine Searle, Davenport West High School
Kathleen Learn – MBAEA9
Note: Teachers are strongly encouraged to look at the UPO for the context of the assessments.
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Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………….…… p. 3
Iowa Core Standards- Priority Standards ……………………………………………….…………………………….………. p. 3
Iowa Core Standards- Support Standards ……………………………………………………………………………...…….. p. 3
Reading Standards Unwrapped and Depth of Knowledge ………………………………………………….………... p. 4
Unit Essential Questions and Enduring Understandings ……………………………………………………….……... p. 4
Step 2: Standards-Based Unit Assessments …………………………………………………………………………………….……. p. 5
Assessment and Performance Task Alignment of Unit Standards ………………………………………….…….. p. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers...……………………………………………….…. p. 5
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………..……… p. 7
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 9
Performance Task Synopses ……………………………………………………………………………………………………….... p. 9
Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 10
Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 11
Student Materials and Supplemental Documents ………….……………………………………………………………..………. p. 14
Unit 5 Post-Assessment Text ……………………………………………………………………………………………………… p. 15
Unit 5
Post-Assessment ………………………………………………………………………………………………………….. p. 17
Unit 5 Pre-Assessment Text ………………………………………………………………………………………………………. p. 20
Unit 5 Pre-Assessment …………………………………………………………………………………………………………….… p. 21
Unit 5 Performance Task 1 ………………………………………………………………………………………………………… p. 22
Unit 5 Performance Task 2 ……………………………………………………………………..……………...………………… p. 24
Notes:


Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
Supporting standards will not be embedded in common formative pre/post assessments.
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Updated: November 4, 2014
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Unit Planning Organizer
Mississippi Bend AEA
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated
Duration of Unit
Unit Placement in
Scope & Sequence
ELA
10
Critical Analysis of Text
6 or 7 weeks
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
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.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
Iowa Core Standards- Support Standards (to be instructed and assessed)
W.9-10.1, W.9-10.9; L.9-10.1, L.9-10.2, L.9-10.5
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Reading Standards
Priority
Standard
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
RL.910.1
o Cite
RL.910.2
o Determine
RL.910.9
RL.910.3
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
o Strong and thorough textual evidence
to support analysis of what the text
says explicitly as well as inference
drawn from the text.
o Theme or central idea of a text
o Analyze
o In detail its development over the
course of the text, including how it
emerges and is shaped and refined by
specific detail
o provide
o Analyze
o An objective summary of the text
o How an author draws on and
transforms source materials in a
specific work
o Analyze
o How complex characters (e.g., those
with multiple or conflicting
motivations) develop over the course
of the text, interact with other
characters, and advance the plot or
develop the theme
Depth of
Knowledge for
All
1, 2, 3
2, 3
3, 4
2, 3
Unit Essential Questions and Big Ideas
Essential Questions
Big Ideas
1. Why are there different versions of the same story? 3. Some writers are influenced by other writers’ work.
(RL.9-10.9)
2.
4. How do characters impact the meaning of a text?
5. A character’s decisions, motivations, and actions can
(RL.9-10.3)
shape or reveal a theme in a piece of literature.
6. Why do we read and think about literature? (RL.97. Reading and thinking about literature inform us of the
10.2)
trials, truths, and triumphs of humanity, providing us
an opportunity to reflect on the human condition,
which we might not gain from our personal
experiences alone.
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Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task
Pre CFA
Performance Task #1
Performance Task #2
Post CFA
Assessed Standards
RL.9-10.1, RL.9-10.2, RL.9-10.3
RL.9-10.1, RL.9-10.2, RL.910.3
RL.9-10.1, RL.9-10.2., RL.9-10.3, RL.9-10.9
RL.9-10.1, RL.9-10.2, RL.9-10.3
Standards-Based Common Formative Post-Assessment (CFA)
Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3
Teacher Directions: See Student Directions
Student Directions and Possible Answers:
Read the following passages from Norwegian playwright Henrik Ibsen’s A Doll’s House, written in 1879. In these
passages, a husband (Torvald Helmer) and his wife (Nora) discuss finances and their future.
[See text in Student Documents section]
1. Determine a theme of these excerpts. Analyze and explain specific details that shape and refine the
theme. (RL.9-10.2)
Sample proficient response:
One theme that is revealed in these excerpts is that in order to change your role, you have to break it and get
yourself out of the situation.
Helmer expects his wife to be “my lark,” “my squirrel,” and “my featherbrain,” which implies that he feels she is not
very smart, not very strong-willed and that she is his entirely; he is completely devastated when she asserts herself
as a person. Likewise, Nora expects something of her husband that he is not willing to give her and is then
surprised that he is unwilling to do so. She says she “cannot spend the night in a strange man’s room.” This shows
that her expectations of Helmer are so unlike reality that she no longer knows him and is not under his spell.
2. Explain how Nora’s interactions with Helmer change from the first excerpt to the second by citing strong
and thorough textual evidence from the play. Explain how these relate to the theme identified in #1.
(RL.9-10.1, RL.9-10.3)
Sample proficient response:
In the excerpts from A Doll’s House by Henry Ibsen, Nora’s interactions with Helmer change dramatically from the
beginning of the play to the end. At the beginning, she seems satisfied being told what to do, treated like a child
and begging for her husband to change his mind. For example, he uses dismissive names such as “lark,” “squirrel”
and “featherbrain.” At the end of the play, in the second excerpt, Nora rejects Helmer entirely. She stands up for
herself, refuses his pleas for a compromise and asserts that she is certain of her course of action multiple times.
For example, she says: “… for eight years I have been living here with a strange man, and have borne him three
children --. Oh, I can’t bear to think of it! I could tear myself into little bits!” She realizes the role she has played
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and says, “…if your doll is taken away from you [you might become a different man].”
3. Provide an objective summary of the excerpts. (RL.9-10.2)
Sample proficient response:
In the first excerpt, Nora returns home from shopping and her husband, Helmer, confronts her about her spending
habits. He calls her “lark” and “squirrel” and she affirms that she is his. This interaction reveals that she feels
comfortable in relying on future income while he feels more cautious. In the second excerpt, the conflict between
Nora and Helmer has increased to the point of Helmer begging Nora to stay with him and Nora declaring that their
married life is over because he is a stranger to her.
Scoring Guide - #1 -- (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o NA
o Determines a theme or central idea of a text
o Analyzes in detail its development over the
course of the text
o Analyzes how it emerges
o Analyzes how it is shape and refined by specific
details
o Provides an objective summary of the text.
Close to
Proficient
Far From
Proficient
Meets any 3 of
the proficient
criteria
Meets fewer
than 3 of the
proficient
criteria
Close to
Proficient
Far From
Proficient
Meets any 3 of
the proficient
criteria
Meets fewer
than 3 of the
proficient
criteria
Scoring Guide - #2 -- (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o NA
o Cites strong and thorough textual evidence
from first passage to support the prompt
o Cites strong and thorough textual evidence
from the second passage to support the
prompt
o Cites strong and thorough textual evidence
from the third passage to support the prompt
o Makes a claim for how the interactions change
between the first and second passages
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Scoring Guide - #2 -- (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o NA
o Analyzes how complex characters develop over
the course of the text
o Analyzes how complex characters interact with
other characters
o Analyzes how complex characters advance the
plot or develop the theme.
Scoring Guide # 3 (RL.9-10.2)
Exemplary
Proficient
All the proficient criteria
PLUS:
o Provides an objective summary of
the text
Close to
Proficient
Far From
Proficient
Meets any 2 of
the proficient
criteria
Meets fewer
than 2 of the
proficient
criteria
Close to Proficient
Far From Proficient
NA
NA
NA
Standards-Based Common Formative Pre-Assessment (CFA)
Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3
Teacher Directions: See Student Directions
Student Directions and Possible Answers:
Read “Mending Wall” by Robert Frost.
See “Mending Wall” located in the Student Documents section.
1. What is the theme of the poem? Support your answer with evidence from the text. (RL.9-10.2)
Sample response: The line “Good fences make good neighbors” is repeated in the poem. It captures the theme as
it uses this line to criticize the mindless acceptance of beliefs from past generations – or because it’s always been
that way. This is seen in lines 11-15: “But at spring mending-time we find them there.’ I let my neighbor know
beyond the hill;/ And on a day we meet to walk the line/ And set the wall between us once again./ We keep the
wall between us as we go.” This is reaffirmed by the fact that the saying “Good fences makes good neighbors” is a
saying that the neighbor does not come up with by himself, but rather he appropriates wholesale from his father.
This is shown in lines 43-45 which close: “He says again, ‘Good fences make good neighbors.’”
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2. Over the years, how do the two neighbors develop and interact? Explain how textual evidence impacts
the theme. (RL.9-10.3)
Sample response: The neighbors’ interaction is minimal based on the wall. The only interaction that the reader
sees is that the two meet in the spring to fix the stone wall. Lines 11-15: “But at the spring mending-time we find
them there./ I let my neighbor know beyond the hill;’ And on a day we meet to walk the line/ And set the wall
between us once again./ We keep the wall between us as we go.” They work along the fence. Lines 20-23: “We
wear our fingers rough handling them./ Oh, just another kind of out-door game,/ One on a side. It comes to little
more.” There is no significant conversation in the poem. The interaction is movement as they are mostly silent
and routine, with dialogue limited to surface-level comments.
3. Provide an objective summary of the text. (RL.9-10.2)
Sample response: A man and his neighbor meet in the springtime to mend the fence between the two properties.
As they go, each man picks up stones on his side of the property line and re-builds the fence. The narrator of the
poem wonders why they are building a fence when there are no animals to keep penned in. He poses the question
to his neighbor, but the neighbor repeats the phrase “Good fences make good neighbors” – the same way past
generations did.
Scoring Guide - #1 (RL.9-10.2)
Exemplary
All the proficient
Criteria PLUS:
o Analyzes how two or more
themes interact and build
on one another to produce
a complex account
Scoring Guide - #2 (RL.9-10.1)
Exemplary
All the proficient
Criteria PLUS:
o Determines where the text
leaves mattes uncertain
Proficient
o Determines a theme or central idea of a text
o Analyzes in detail is development over the
course of the text
o Analyzes how it emerges
o Analyzes how it is shaped and refined by
specific details
o Provides an objective summary of the text
Proficient
o Cites strong and thorough textual evidence
to support analysis of what the text says
explicitly
o Cites strong and thorough textual evidence
to support analysis of inferences drawn from
the text
Close to
Proficient
Far From
Proficient
Meets 4 of
the
proficient
criteria
Meets fewer
than 4
of the
proficient
criteria
Close to
Proficient
Far From
Proficient
NA
NA
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Scoring Guide - #2 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o Analyzes the author’s
choices regarding the
characters and their
motivations.
o Analyzes how complex characters develop
over the course of the text
o Analyzes how complex characters interact
with other characters
o Analyzes how complex characters advance
the plot or develop the theme.
Scoring Guide - # 3 (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o NA
Close to
Proficient
Far From
Proficient
Meets 2
of the
proficient
criteria
Meets fewer
than 2 of the
proficient
Criteria
Close to
Proficient
Far From
Proficient
NA
NA
o Provides an objective summary of the text
Step 3: Engaging Standards-based Performance Tasks
Performance Task Synopses
Task 1: RL.9-10.1, RL.9-10.2, RL.9-10.3 As a psychiatrist, each student analyzes a character in a text to trace
his/her interactions with others and how the interactions influence the character’s life.
Task 2: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.9. A taskforce discovers old texts, analyzes them, and makes
connections between the original and the adaptation.
Performance Task # 1- In Detail
Priority Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3
Supporting Standards (if applicable):
Big Ideas: A character’s decisions, motivations, and actions can shape or reveal a theme in a piece of literature.
Reading and thinking about literature inform us of the trials, truths, and triumphs of humanity, providing us an
opportunity to reflect on the human condition, which we might not gain from our personal experiences alone.
Essential Questions: How do characters impact the meaning of a text?
Synopsis: As a psychiatrist, each student analyzes a character in a text to trace his/her interactions with others and
how the interactions influence the character’s life.
DOK: 1, 2, 3
Teacher Directions:
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The teacher selects a text or allows students to select a text.
Students will assume the role of a psychiatrist in order to closely analyze a character in a text. They study the text
to uncover the character’s motivations that advance the plot or develop the theme. Using their interview notes
(notes from reading the text), they write up their findings based on interactions, decisions, actions, impact on
others, others’ treatment of the patient, etc. and recommendations for the supervisor’s review. Students will
include and explain specific examples from their interview notes (the text) that support their findings. Students
should draw on all methods of characterization.
Student Directions:
You are a psychiatrist in a small, private practice. A new patient (character from text) has come to you for the first
time with questions about why things keep happening to him/her. As a psychiatrist, you have some initial
questions: What is the mental state of this individual? What things is he/she talking about? What bothers
him/her? What kinds of interactions does this individual have? What do others think/say about him/her? What
would the individual NEVER do? What does the individual really want from this treatment?
1. Your patient is a character in a literary text (short story, narrative poem, drama, fiction book…). As a
psychiatrist, it is your job to analyze both what your patient tells you and what the text tells you and then
make sense of it by analyzing and synthesizing it.
2. To do this, you must study your patient/character/text: interactions, decisions, actions, impact on others,
others’ treatment of the patient, etc.
3. Analyze your notes to create a diagnosis of your patient/character (a theme) that is well supported by
evidence (textual).
4. Using your analysis, write up your findings in a report format (clear written form: paragraphs and/or bullets,
etc.) based on interactions, decisions, actions, impact on others, others’ treatment of the patient, etc. and
recommendations for your supervisor’s review. Include and explain specific examples from your interview
notes (the text) that support your findings in your report.
Scoring Guide – Performance Task #1 (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines where the text leaves
matters uncertain
o Cites strong and thorough
textual evidence to support
analysis of what the text says
explicitly
o Cites strong and thorough
textual evidence to support
analysis of inferences drawn
from the text
Close to
Proficient
Far From
Proficient
NA
NA
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Scoring Guide – Performance Task #1 (RL.9-10.2)
Exemplary
Proficient
Close to
Proficient
o Determines a theme or central
idea of a text
Meets 2 of the
o Analyzes in detail its
proficient
development over the course of criteria
the text
o Analyzes how the theme
emerges and is shaped and
refined by specific details
All the proficient
Criteria PLUS one of the following:
o Determines how themes interact and
build on one another to produce a
complex account
Scoring Guide – Performance Task #1 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Analyzes the impact of author’s
choices regarding how to develop and
relate elements of a story and how the
action is ordered
Close to
Proficient
o Analyzes how complex
characters develop over the
Meets 2 of the
course of the text
proficient
o Analyzes how characters
criteria
interact with other characters
o Analyzes how characters
advance the plot or develop the
theme
Far From
Proficient
Meets fewer
than 2 of the
proficient
criteria
Far From
Proficient
Meets fewer
than 2 of the
proficient
criteria
Performance Task # 2- In Detail
Priority Standards: RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.9
Big Ideas: Some writers are influenced by other writers’ work. A character’s decisions, motivations, and actions can
shape or reveal a theme in a piece of literature. Reading and thinking about literature inform us of the trials,
truths, and triumphs of humanity, providing us an opportunity to reflect on the human condition, which we might
not gain from our personal experiences alone.
Essential Questions: Why are there different versions of the same story? How do characters impact the meaning
of a text? Why do we read and think about literature?
Synopsis: A taskforce discovers old texts, analyzes them, and makes connections between the original and the
adaptation.
DOK: 1, 2, 3, 4
Teacher Directions:
“What goes around – comes around.” The theme of love and struggle is a constant through the ages. Writers have
known this for centuries. Shakespeare drew upon Ovid and others for themes and topics. Many of us are familiar
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with the musical West Side Story, which is an adaptation of Romeo and Juliet. Readers and audiences have the
opportunity to enjoy many versions of the same concept.
Analysis of an original text along with its adaptation provides readers insights into the texts and into life.
Provide students a list of paired texts such as excerpts from a translation of Ovid’s Metamorphoses and excerpts
from either Romeo or Juliet [printed below] or A Midsummer Night’s Dream by Shakespeare. Another pair includes
The Odyssey and the film O Brother, Where Art Thou? “The Bridegroom” By Alexander Pushkin alludes to a folk tale
“The Robber Bridegroom, “ “A True Telling of Orpheus” alludes to the classic Greek Myth of Orpheus, “Arthur
Becomes King of Britain” from The Once and Future King by T.H. White alludes to “Morte d’Arthur” by Tennyson
There are many other possibilities if you prefer different texts.
Students will choose, or be assigned, a pair of texts for close analysis.
Note: In the lessons leading up to this Performance Task, consider using www.instagrok.com
(This is a website that creates a cluster graphic organizer that is interactive and provides information and
connections to text.)
Student Directions:
A time capsule has been unearthed by the English Department at Local University. It contains various pieces of
literature, carefully chosen by previous generations as important artifacts to preserve. A taskforce has been
formed to make sense of these artifacts. You are also to determine the transformation of the theme over time. You
are part of this taskforce and will work closely with your taskforce colleagues (pairs or small group). The English
Department is looking for justification for reading traditional as well as modern text and needs this work done.
After analyzing this transformation over time by finding a modern text with the same theme or basic plot. You will
present your findings to the English Department in a formal report that includes strong and thorough textual
evidence of the transformation of the theme from the original to the adapted version. This taskforce report may be
in the form of a PowerPoint with visuals created by students (e.g., charts, screenshot) or a written paper that will
be shared with future students. MLA citation format is required for all formats.
Scoring Guide – Performance Task #2 (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines where the text leaves
matters uncertain
o Cites strong and thorough
textual evidence to support
analysis of what the text says
explicitly
o Cites strong and thorough
textual evidence to support
analysis of inferences drawn
from the text
Close to
Proficient
Far From
Proficient
NA
NA
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Scoring Guide – Performance Task #2 (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines how themes interact and
build on one another to produce a
complex account
o Determines a theme or central
idea of a text
o Analyzes in detail its
development over the course
of the text
o Analyzes how the theme
emerges
o Analyzes how the theme is
shaped and refined by specific
details
Scoring Guide – Performance Task #2 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Analyzes the impact of author’s choices
regarding how to develop and relate
elements of a story or drama
o Analyzes how complex
characters develop over the
course of the text
o Analyzes how characters
interact with other characters
o Analyzes how characters
advance the plot or develop
the theme
Scoring Guide – Performance Task #1 (RL.9-10.9)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o NA
o Analyzes how an author draws
on and transforms source
material in a specific work
Close to
Proficient
Far From
Proficient
Meets 3 of
Meets fewer
the proficient than 3 of the
criteria
proficient
criteria
Close to
Proficient
Far From
Proficient
Meets 2 of
Meets fewer
the proficient than 2 of the
criteria
proficient
criteria
Close to
Proficient
Far From
Proficient
Meets none
of the
proficient
criteria
NA
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Student Materials and
Supplemental Documents
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Name ______________________________________
Unit 5 Post-Assessment Text
Read the following passages from Norwegian playwright Henrik Ibsen’s A Doll’s House. It was written in
1879. In these passages, a husband (Torvald Helmer) and his wife (Nora) discuss finances and their future.
From Act I (in the couple’s home)
Helmer (in his room). Is that my lark twittering there?
Nora (busy opening some of her parcels). Yes, it is.
Helmer. Is it the squirrel frisking around?
Nora. Yes!
Helmer. When did the squirrel get home?
Nora. Just this minute. (Hides the bag of macaroons in her pocket and wipes her mouth.) Come here, Torvald,
and see what I’ve been buying.
Helmer. Don’t interrupt me. (A little later he opens the door and looks in, pen in hand.) Buying, did you say?
What! All that? Has my little spendthrift been making the money fly again?
Nora. Why, Torvald, surely we can afford to launch out a little now. It’s the first Christmas we haven’t had to
pinch.
Helmer. Come, come; we can’t afford to squander money.
Nora. Oh yes, Torvald, do let us squander a little, now — just the least little bit! You know you’ll soon be
earning heaps of money.
Helmer. Yes, from New Year’s Day. But there’s a whole quarter before my first salary is due.
Nora. Never mind; we can borrow in the meantime.
Helmer. Nora! (He goes up to her and takes her playfully by the ear.) Still my little featherbrain! Supposing I
borrowed a thousand crowns to-day, and you made ducks and drakes of them during Christmas week, and
then on New Year’s Eve a tile blew off the roof and knocked my brains out.
Nora (laying her hand on his mouth). Hush! How can you talk so horridly?
Helmer. But supposing it were to happen — what then?
Nora. If anything so dreadful happened, it would be all the same to me whether I was in debt or not.
Helmer. But what about the creditors?
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Nora. They! Who cares for them? They’re only strangers.
Helmer. Nora, Nora! What a woman you are! But seriously, Nora, you know my principles on these points. No
debts! No borrowing! Home life ceases to be free and beautiful as soon as it is founded on borrowing and
debt. We two have held out bravely till now, and we are not going to give in at the last.
Nora (going to the fireplace). Very well — as you please, Torvald.
From Act 3 (After Nora asks her husband to sacrifice everything to help her out of a difficult situation.)
Helmer. I would gladly work night and day for you, Nora--bear sorrow and want for your sake. But no man
would sacrifice his honour for the one he loves.
Nora. It is a thing hundreds of thousands of women have done.
Helmer. Oh, you think and talk like a heedless child.
Nora. Maybe. But you neither think nor talk like the man I could bind myself to. As soon as your fear was over-and it was not fear for what threatened me, but for what might happen to you--when the whole thing was
past, as far as you were concerned it was exactly as if nothing at all had happened. Exactly as before, I was
your little skylark, your doll, which you would in future treat with doubly gentle care, because it was so brittle
and fragile. [Getting up.] Torvald--it was then it dawned upon me that for eight years I had been living here
with a strange man, and had borne him three children--. Oh, I can't bear to think of it! I could tear myself into
little bits!
Helmer [sadly]. I see, I see. An abyss has opened between us--there is no denying it. But, Nora, would it not be
possible to fill it up?
Nora. As I am now, I am no wife for you.
Helmer. I have it in me to become a different man.
Nora. Perhaps--if your doll is taken away from you.
Helmer. But to part!--to part from you! No, no, Nora, I can't understand that idea.
Nora [going out to the right]. That makes it all the more certain that it must be done. [She comes back with
her cloak and hat and a small bag which she puts on a chair by the table.]
Helmer. Nora, Nora, not now! Wait until tomorrow.
Nora [putting on her cloak]. I cannot spend the night in a strange man's room.
16
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Name ________________________________________________________
Date__________________________
Unit 5 Post-Assessment
After reading Henrik Ibsen’s A Doll’s House, answer the following questions:
1. Determine a theme of these excerpts. Analyze and explain specific details that shape and refine the
theme. (RL.9-10.2)
Scoring Guide - #1 -- (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o NA
o Determines a theme or central idea of a text
o Analyzes in detail its development over the
course of the text
o Analyzes how it emerges
o Analyzes how it is shaped and refined by
specific details
Close to
Proficient
Far From
Proficient
Meets any 3 of
the proficient
criteria
Meets fewer
than 3 of the
proficient
criteria
2. Explain how Nora’s interactions with Helmer change from the first excerpt to the second by citing
strong and thorough textual evidence from the play. Explain who these relate to the theme identified
in #1. (RL.9-10.1, RL.9-10.3)
Scoring Guide - #2 -- (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS:
 Determines where
text leaves matters
uncertain
o Cites strong and thorough textual evidence to
support analysis of what the text says explicitly
o Cites strong and thorough textual evidence to
support analysis of inferences drawn from the
text
Close to
Proficient
Far From
Proficient
NA
NA
17
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Scoring Guide - #2 -- (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS:
 Analyzes the impact
of author’s choices
regarding how to
develop and relate
elements of a story
or drama
o Analyzes how complex characters develop over
the course of the text
o Analyzes how complex characters interact with
other characters
o Analyzes how complex characters advance the
plot or develop the theme
Close to
Proficient
Far From
Proficient
Meets any 2 of
the proficient
criteria
Meets fewer
than 2 of the
proficient
criteria
3. Provide an objective summary of the text. (RL.9-10.2)
Scoring Guide # 3 -- RL.9-10.2
Exemplary
All the proficient criteria
PLUS:
NA
Proficient
o Provides an objective summary of
the text
Close to Proficient
NA
Far From Proficient
NA
18
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Unit 5 Pre-Assessment Text
The following poem was written in 1914 by Robert Frost, a popular American poet.
“Mending Wall”
5)
10)
15)
20)
Something there is that doesn't love a wall,
That sends the frozen-ground-swell under it,
And spills the upper boulders in the sun,
And makes gaps even two can pass abreast.
The work of hunters is another thing:
I have come after them and made repair
Where they have left not one stone on a
stone,
But they would have the rabbit out of hiding,
To please the yelping dogs. The gaps I mean,
No one has seen them made or heard them
made,
But at spring mending-time we find them
there.
I let my neighbor know beyond the hill;
And on a day we meet to walk the line
And set the wall between us once again.
We keep the wall between us as we go.
To each the boulders that have fallen to each.
And some are loaves and some so nearly balls
We have to use a spell to make them balance:
'Stay where you are until our backs are
turned!'
We wear our fingers rough with handling
them.
Oh, just another kind of out-door game,
One on a side. It comes to little more:
There where it is we do not need the wall:
He is all pine and I am apple orchard.
My apple trees will never get across
25) And eat the cones under his pines, I tell him.
He only says, 'Good fences make good
neighbors'.
Spring is the mischief in me, and I wonder
If I could put a notion in his head:
'Why do they make good neighbors? Isn't it
30) Where there are cows?
But here there are no cows.
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offence.
35) Something there is that doesn't love a wall,
That wants it down.' I could say 'Elves' to him,
But it's not elves exactly, and I'd rather
He said it for himself. I see him there
Bringing a stone grasped firmly by the top
40) In each hand, like an old-stone savage armed.
He moves in darkness as it seems to me~
Not of woods only and the shade of trees.
He will not go behind his father's saying,
And he likes having thought of it so well
45) He says again, "Good fences make good
neighbors."
19
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Name ________________________________________________________
Date_______________________
Unit 5 Pre-Assessment
After reading Robert Frost’s “Mending Wall,” answer the following questions:
Essay
1. What is the theme of the poem? Support your answer with evidence from the text. (RL.9-10.2)
Scoring Guide - #1 (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o Determines two or
more themes of a
text and analyzes
their development
over the course of
the text
o
o
o
o
Close to
Proficient
Determines a theme or central idea of a text
Analyzes its development over the course of the text Meets 3
Analyzes how it emerges
of the
Analyzes how it is shaped or refined by specific details proficient
criteria
Far From
Proficient
Meets fewer
than 3 of the
proficient
Criteria.
2. Over the years, how do the two neighbors interact? Explain, providing text evidence in support. (RL.9-
10.3)
Scoring Guide - #2 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS:
o Analyzes the
impact of the
author’s choices
regarding how
characters are
developed
o Analyzes how complex characters develop over the
course of a text
o Analyzes how complex characters interact with other
characters
o Analyzes how complex characters advance the plot or
develop the theme
Close to
Proficient
Far From
Proficient
Meets 2 of
the
proficient
criteria
Meets fewer
than 2
of the
proficient
criteria
20
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
3. Provide an objective summary of the text. (RL.9-10.2)
Scoring Guide - #3 (RL.9-10.2)
Exemplary
All the proficient
Criteria PLUS:
 NA
Proficient
o Provides an objective summary
of the text
Close to
Proficient
NA
Far From
Proficient
NA
21
Updated: November 4, 2014
Created by a team of Mississippi Bend AEA 9 techers and Quality Learning Reading Consultants.
Name _____________________________________________________
Date__________________________
Unit 5 Performance Task # 1
Student Directions:
You are a psychiatrist in a small, private practice. A new patient (character from text) has come to you for the first
time with questions about why things keep happening to him/her. As a psychiatrist, you have some initial
questions: What is the mental state of this individual? What things is he/she talking about? What bothers
him/her? What kinds of interactions does this individual have? What do others think/say about him/her? What
would the individual NEVER do? What does the individual really want from this treatment?
1. Your patient is a character in a literary text (short story, narrative poem, drama, fiction book…). As a
psychiatrist, it is your job to analyze both what your patient tells you and what the text tells you and then
make sense of it by analyzing and synthesizing it.
2. To do this, you must study your patient/character/text: interactions, decisions, actions, impact on others,
others’ treatment of the patient, etc.
3. Analyze your notes to create a diagnosis of your patient/character (a theme) that is well supported by
evidence (textual).
Using your analysis, write up your findings in a report format (clear written form: paragraphs and/or bullets, etc.)
based on interactions, decisions, actions, impact on others, others’ treatment of the patient, etc. and
recommendations for your supervisor’s review. Include and explain specific examples from your interview notes
(the text) that support your findings in your report.
Scoring Guide – Performance Task #1 (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines where the text leaves matters
uncertain
Close to
Proficient
o Cites strong and thorough
textual evidence to support NA
analysis of what the text
says explicitly
o Cites strong and thorough
textual evidence to support
analysis of inferences drawn
from the text
Far From
Proficient
NA
22
Updated: September 25, 2014
Created by a team of MBAEA9 teachers and Quality Learning Reading Consultants.
Scoring Guide – Performance Task #1 (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines how two or more
themes interact and build on one
another to produce a complex
account
Close to
Proficient
o Determines a theme or central
idea of a text
Meets 3 of the
o Analyzes in detail its
proficient
development over the course of
criteria
the text
o Analyzes how the theme emerges
o Analyzes how it is shaped and
refined by specific details
Scoring Guide – Performance Task #1 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Analyzes the impact of author’s choices
regarding how to develop and relate
elements of a story or drama
Close to
Proficient
o Analyzes how complex
characters develop over the Meets 2 of the
course of the text
proficient
o Analyzes how complex
criteria
characters interact with
other characters
o Analyzes how complex
characters advance the plot
or develop the theme
Far From
Proficient
Meets fewer
than 3 of the
proficient
criteria
Far From
Proficient
Meets fewer
than 2 of the
proficient
criteria
23
Updated: September 25, 2014
Created by a team of MBAEA9 teachers and Quality Learning Reading Consultants.
Name _____________________________________________________
Date__________________________
Unit 5 Performance Task # 2
Student Directions:
A time capsule has been unearthed by the English Department at Local University. It contains various pieces
of literature, carefully chosen by previous generations as important artifacts to preserve. A taskforce has
been formed to make sense of these artifacts. You are also to determine the transformation of the theme
over time. You are part of this taskforce and will work closely with your taskforce colleagues (pairs or small
group). The English Department is looking for justification for reading traditional as well as modern text and
needs this work done. After analyzing this transformation over time by finding a modern text with the same
theme or basic plot. You will present your findings to the English Department in a formal report that includes
strong and thorough textual evidence of the transformation of the theme from the original to the adapted
version. This taskforce report may be in the form of a PowerPoint with visuals created by students (e.g.,
charts, screenshot) or a written paper that will be shared with future students. MLA citation format is
required for all formats.
Scoring Guide – Performance Task #1 (RL.9-10.1)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines where the text leaves matters
uncertain
Close to
Proficient
o Cites strong and thorough
textual evidence to support NA
analysis of what the text
says explicitly
o Cites strong and thorough
textual evidence to support
analysis of inferences drawn
from the text
Far From
Proficient
NA
24
Updated: September 25, 2014
Created by a team of MBAEA9 teachers and Quality Learning Reading Consultants.
Scoring Guide – Performance Task #1 (RL.9-10.2)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Determines how two or more themes
interact and build on one another to
produce a complex account
o Determines a theme or
central idea of a text
o Analyzes in detail its
development over the
course of the text
o Analyzes how the theme
emerges
o Analyzes how the theme is
shaped and refined by
specific details
Scoring Guide – Performance Task #1 (RL.9-10.3)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o Analyzes the impact of author’s choices
regarding how to develop and relate
elements of a story or drama
o Analyzes how complex
characters develop over the
course of the text
o Analyzes how characters
interact with other
characters
o Analyzes how complex
characters advance the plot
or develop the theme
Close to
Proficient
Far From
Proficient
Meets 3 of the
proficient
criteria
Meets
fewer
than 3 of
the
proficient
criteria
Close to
Proficient
Far From
Proficient
Meets 2 of the
proficient
criteria
Meets
fewer
than 2 of
the
proficient
criteria
25
Updated: September 25, 2014
Created by a team of MBAEA9 teachers and Quality Learning Reading Consultants.
Scoring Guide – Performance Task #1 (RL.9-10.9)
Exemplary
Proficient
All the proficient
Criteria PLUS one of the following:
o NA
o Analyzes how an author
draws on and transforms
source material in a specific
work
Close to
Proficient
Far From
Proficient
NA
NA
26
Updated: September 25, 2014
Created by a team of MBAEA9 teachers and Quality Learning Reading Consultants.