Answer Key Sophomore Survey Literature

Answer Key Sophomore Survey: Literature Works included in the Assessments: The Bet by Anton Chekov “A Narrow Fellow in the Grass” by The Story of An Hour by Kate Chopin Emily Dickenson Occurrence at Owl Creek Bridge by “The Despot” by Edith Nesbit Ambrose Bierce “How Do I Love Thee” by Elizabeth Antigone by Sophocles Barrett Browning “Jazz Fantasia” by Carl Sandburg 5 poems chosen by student "Dover Beach" by Matthew Arnold 1 “grade-level” novel chosen by student

Checkpoint 01.1 The Bet - About the Author Write a paragraph which includes at least six facts, and two bibliography entries. Use the Basic Paragraph model (topic sentence, support statements, concluding statement). Please include an MLA Style Citation for Web Resources for each source (web page) you used. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Information possibly in student answers: (Student answers should be in COMPLETE sentences.) Anton Chekhov Born 1860 in Taganrog, Russia Died 1904 in Badenweiler, Germany of a heart-attack (suffered from TB for nearly 20 years) Was a physician early in his life Started out writing for comic magazines on topics the petty tyranny of government officials; suffering of the poor, their coarseness and vulgarity; ironical misunderstandings; In the 1880’s started writing more serious pieces on starvation, abandonment and remorse Quite popular by 1886 Focused on plays in mid to late 80’s Ivanho debut 1887 Married 1901 to Olga Knipper Won several awards and honors Possible sources: http://people.brandeis.edu/~teuber/chekhovbio.html#Biography%20Part%20I http://www.imagi-nation.com/moonstruck/clsc6.htm * (10 points)

Checkpoint 01.2 The Bet - Reading Strategies Following the instructions in your Reading Strategies gauge, make a list of a combination of QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *Worksheet is divided into four parts (15 points)

Checkpoint 01.3 The Bet - Conflict Using the technique described in your Conflict gauge, describe the CENTRAL CONFLICT (in a complete PARAGRAPH).   

Tell whether the CONFLICT is EXTERNAL or INTERNAL, What type of conflict it is (man vs. man, man vs. self, etc.), and Specifically describe the two opposing forces.

Finally, find a second type of CONFLICT in the story. In the same paragraph where you discussed the CENTRAL CONFLICT, tell about this second CONFLICT. Again, identify whether the CONFLICT is EXTERNAL or INTERNAL, what type of conflict it is (man vs. man, man vs. self, etc.), and specifically describe the two opposing forces. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. * (10 points)

Checkpoint 01.4 The Bet - Characterization Using the technique described in your Characterization gauge, explain in a SHORT PARAGRAPH for each MAIN CHARACTER what your inferences lead you to reasonably conclude and about whether the character is FLAT or ROUND and STATIC or DYNAMIC. Be sure to tell why the character would be characterized that way. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(20 points)

Checkpoint 01.5 The Bet - Theme Using the technique described in your Theme gauge, write about THEME in a well-developed PARAGRAPH. Be sure you are writing about the THEME, not the SUBJECT. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(15 points)

Checkpoint 02 The Story of An Hour *Worksheet includes Activities 2.1-2.7 (83 points) Activity 2.1 About the Author Using the technique described in your About the Author gauge, write a paragraph ABOUT THE AUTHOR in which you share SIX facts you’ve learned. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Be sure to put all of the statements ABOUT THE AUTHOR in your own words; in other words don’t quote, but rather summarize each fact. Include in your submission an MLA Style Citation for Web Resources for each source from which you’ve borrowed information. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Activity 2.2 Reading Strategies 1. Following the instructions in your Reading Strategies gauge, make a list of a combination of QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading. 2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them 3. Explain your CONNECTIONS 4. Write a two-paragraph EVALUATION. FIRST, write a paragraph about your reactions to the required reading. SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her purpose. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 2.3 Foreshadowing    

Look for hints of what is to come as you read a piece of literature. Pay attention, though, because most of the time the “hint” isn’t obvious in the first read. After you’ve read the piece once, go back and re-read the beginning. Look for references to things that actually happened later on in the story. Now locate a line from the story that is an example of FORESHADOWING, and quote that line. Then, in a paragraph, share that quote and tell what happens later on in the story that shows how that hint comes true.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 2.4 Plot 1. Using the technique described in your Plot gauge, locate two sentences that are part of the EXPOSITION and that are serving one of the purposes of EXPOSITION. Type them and explain what purposes each sentence you chose serves and how each are related to EXPOSITION. 2. Locate two events in the story that are in the RISING ACTION. Summarize each event, and explain why you think each is part of the RISING ACTION. Briefly explain, too, how each event you’ve chosen makes the CENTRAL CONFLICT more complicated. 3. Identify the CLIMAX. Write what you think it is and explain why the point you selected is the CLIMAX. Support your choice by referring to the definition of CLIMAX and using information from the story to back up your choice. 4. Locate one event in the story that could be considered to be part of the FALLING ACTION and explain why it would be considered to be part of the FALLING ACTION. 5. Explain what the RESOLUTION is to the CENTRAL CONFLICT 6. Evaluate the author's use of PLOT. Answer such questions as how well the exposition achieved its purpose, how well the rising action involved you in the story, how the different parts of the plot worked together, and so forth. Each time you express your opinion, add an explanation or two for your opinion. In other words, show your thinking process or defend and thereby add credibility to your opinions. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 2.5 Point of View In a paragraph:     

Determine the POINT OF VIEW used. Support your conclusion with details from the reading. Discuss why the author might have used POINT OF VIEW he/she did. Were there advantages or disadvantages, for example, to using this particular POINT OF VIEW? Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency and conventions. Length is not a primary consideration; if the ideas are well developed and supported, the length will automatically be OK.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 2.6 Irony Using the techniques described in your Irony gauge, explain two IRONIES from the story, each in its own paragraph. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Also, you may find it helpful to refer to the example irony explanation paragraph. In your

paragraphs, be sure to name the type of IRONY, describe the situation in the story, and then tell how the words or situation are ironic according to the definition. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 2.7 Vocabulary Create a vocabulary list (10 words) and write a quiz for that list of words. Be sure to provide an answer key. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. (Total worksheet points: 83)

Checkpoint 03 Occurence at Owl Creek Bridge *Worksheet includes Activities 3.1-3.8 (93 points) Activity 3.1 About the Author Using the technique described in your About the Author gauge, write a paragraph ABOUT THE AUTHOR in which you share SIX facts you’ve learned. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Be sure to put all of the statements ABOUT THE AUTHOR in your own words; in other words don’t quote, but rather summarize each fact. Include in your submission an MLA Style Citation for Web Resources for each source from which you’ve borrowed information. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.2 Reading Strategies 1. Following the instructions in your Reading Strategies gauge, make a list of a combination of QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading. 2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them. 3. Explain your CONNECTIONS 4. Write a two-paragraph EVALUATION. FIRST, write a paragraph about your reactions to the required reading. SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her purpose. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.3 Irony Using the techniques described in your Irony gauge, explain two IRONIES from the story, each in its own paragraph. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Also, you may find it helpful to refer to the example irony explanation paragraph. In your paragraphs, be sure to name the type of IRONY, describe the situation in the story, and then tell how the words or situation are ironic according to the definition. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.4 Point of View In a paragraph:     

Determine the POINT OF VIEW used. Support your conclusion with details from the reading. Discuss why the author might have used POINT OF VIEW he/she did. Were there advantages or disadvantages, for example, to using this particular POINT OF VIEW? Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency and conventions. Length is not a primary consideration; if the ideas are well developed and supported, the length will automatically be OK.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.5 Literary Allusion 1. Using the techniques described in your Literary Allusion Gauge, write the LITERARY ALLUSION you find. 2. Explain the potential meaning of the LITERARY ALLUSION. 3. Explain a little bit about the history behind the reference (to do this, you may need to Google the word or phrase to find out about it). 4. Explain why the author might have chosen to use the LITERARY ALLUSION. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.6 Tone and Mood 1. Using the techniques described in your Tone and Mood gauge, write a paragraph about you can reasonably conclude the writer felt about the subject. As always, be sure to share the clues that the theme, symbols, actions of the character, words used to describe the characters or situation, etc. provide to support your conclusion. 2. Write a paragraph about the MOOD of the story. How did it make you feel? Make sure to pinpoint what it is about the story that is making you feel that way. 3. Using the technique described in your Theme gauge, write about THEME in a well-developed PARAGRAPH. Be sure you are writing about the THEME, not the SUBJECT. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 3.8 Vocabulary Create a vocabulary list (10 words) and write a quiz for that list of words. Be sure to provide an answer key. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Checkpoint 04 Antigone *Worksheet includes Activities 4.1-4.5 (53 points) Activity 4.1 About the Author Using the technique described in your About the Author gauge, write a paragraph ABOUT THE AUTHOR in which you share SIX facts you’ve learned. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Be sure to put all of the statements ABOUT THE AUTHOR in your own words; in other words don’t quote, but rather summarize each fact. Include in your submission an MLA Style Citation for Web Resources for each source from which you’ve borrowed information. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 4.2 Reading Strategies 1. Following the instructions in your Reading Strategies gauge, make a list of a combination of QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading. 2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them. 3. Explain your CONNECTIONS 4. Write a two-paragraph EVALUATION. FIRST, write a paragraph about your reactions to the required reading. SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her purpose. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 4.4 Characterization

Using the technique described in your Characterization gauge, explain in a SHORT PARAGRAPH for each MAIN CHARACTER what your inferences lead you to reasonably conclude and about whether the character is FLAT or ROUND and STATIC or DYNAMIC. Be sure to tell why the character would be characterized that way. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 4.5 Literary Allusion 1. Using the techniques described in your Literary Allusion Gauge, write the LITERARY ALLUSION you find. 2. Explain the potential meaning of the LITERARY ALLUSION 3. Explain a little bit about the history behind the reference (to do this, you may need to Google the word or phrase to find out about it). 4. Explain why the author might have chosen to use the LITERARY ALLUSION. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(53 points total)

Checkpoint 05 Antigone Essay Following the techniques outlined in your Tragedy gauge, write a well-developed, well-organized ESSAY in which you consider the following:   

In your opinion, who is brought down most completely at the conclusion of the action? Find and use evidence to support your answer. What is this character's fatal flaw and how does this flaw lead to the character's downfall? What lesson does the tragic hero learn specifically in Antigone? What can the audience learn in general (the theme) from the drama Antigone?

Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency and conventions. When you are finished, upload your essay. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(50 points total)

Checkpoint 06 Explication & Sound Devices Using the techniques outlined in the associated gauges, explicate the poem "Jazz Fantasia" for Sound Devices. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Students should introduce the poet and poem in context, include at least three quoted passages, explain at least two sound devices and provide a brief conclusion. 2-3 paragraphs. *(20 points total)

Checkpoint 07 Allusion, Tone & Mood Using the techniques outlined in your Literary Allusion and Tone & Mood gauges, explicate the poem "Dover Beach" by Matthew Arnold for Literary Allusion and Tone & Mood. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Paragraphs should show understanding of the differences between tone and mood, with specific examples from the poem. *(30 points total)

Checkpoint 08 Language & Imagery Using the techniques outlined in your Figurative Language and Imagery gauges, explicate the poem 'A Narrow Fellow in the Grass'. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(30 points total)

Checkpoint 09 Speaker, Symbol, Theme Using the techniques outlined in your Speaker, Symbol & Allegory, and Theme gauges, explicate the poem The Despot by Edith Nesbit for Speaker, Symbol and Allegory, and Theme. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(30 points total)

Checkpoint 10 Verse and Theme Using the techniques outlined in the associated gauges, explicate the following poem How Do I Love Thee by Elizabeth Barrett Browning for Theme and Verse. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(30 points total)

Checkpoint 11 Poetry Projects *Worksheet includes Activities 11.1-11.3 (110 points)

Activity 11.1 Read and Reflect on 5 Poems Reflection on Poem #1-5 ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Students should include poet, poem title and source, along with their 1 paragraph explication for EACH of the five poems. Activity 11.2 Write and Explicate 5 of Your Own Poems Poem #1-5 and Explication ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Students should include a 1 paragraph explication for EACH of their five ORIGINAL poems. Be aware of potential plagiarism in this assessment.

Activity 11.3 Reflection of Your Journey Through Poetry Reflect in a paragraph or two about your journey through poetry. Be honest (not brutally honest - just honest). ANSWERS WILL VARY. Look for student understanding and thoughtful engagement. *(Total: 110 points)

Checkpoint 12 - Novel *Worksheet includes Activities 12.1-12.6 (85 points) NOTE: Students chose their OWN novel to read and use for this assessment. Students must to contact the instructor and confirm/receive approval for their novel choice by the middle of the term. Activity 12.1 ABOUT THE AUTHOR Write a paragraph ABOUT THE AUTHOR in which you share all SIX facts you’ve learned. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding statement). Be sure to put all of the statements ABOUT THE AUTHOR in your own words; in other words don’t quote, but rather summarize each fact. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 12.2 READING STRATEGIES 1. Using the technique described in your Reading Strategies gauge, make a list of a combination of QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading. 2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them.   

In paragraph form, using a topic sentence, write about what you discovered through asking and finding answers. Tell what details/clues helped you formulate your answers to those QUESTIONS and PREDICTIONS. If none of those QUESTIONS were answered (or if the PREDICTIONS did not pan out), explain what you had hoped to learn but did not.

3. Explain your CONNECTIONS. Add a short paragraph in which you explain a few more details regarding your CONNECTIONS. 4. Continuing to follow directions on the Reading Strategy gauge, write a two-paragraph EVALUATION. 1.

FIRST, write a paragraph about your reactions to the required reading.

2.

SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her purpose.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 12.3 CONFLICT In a complete paragraph, and following the directions given in your Conflict gauge, write about the central and a second conflict.

ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 12.4 PLOT 1. Following the directions given in your Plot gauge, quote two sentences that are part of the EXPOSITION and that are serving one of the purposes of EXPOSITION. Explain what purposes each sentence you chose serves and how each are related to EXPOSITION 2. Summarize two events in the story that are in the RISING ACTION. Explain why you think each is part of the RISING ACTION. Briefly explain, too, how each event you’ve chosen makes the CENTRAL CONFLICT more complicated. 3. Identify the CLIMAX. Write what you think it is and explain why the point you selected is the CLIMAX. Support your choice by referring to the definition of CLIMAX and using information from the story to back up your choice. 4. Locate one event in the story that could be considered to be part of the FALLING ACTION and explain why it would be considered to be part of the FALLING ACTION. 5. Explain what the RESOLUTION is to the CENTRAL CONFLICT. 6. Evaluate the author's use of PLOT. 7. Following the directions in your Characterization gauge, explain in a SHORT PARAGRAPH for each MAIN CHARACTER what your chosen inferences lead you to reasonably conclude and about whether the character is FLAT or ROUND and STATIC or DYNAMIC. Be sure to tell why the character would be characterized that way. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Activity 12.6 THEME Following the directions in your Theme gauge, write a well-developed paragraph about the theme. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. *(Total: 85 points)

Checkpoint 13—Fan Fiction *Worksheet includes Activities 13.1-13.2 (50 points + 10 points e.c.) 13.1 Write Fan Fiction for your Novel First, look at your work from the previous checkpoint regarding the characters and the plot from the novel, and consider the following:  What aspect of the plot or the characters do you wish you knew more about?  Was there a conflict in the story that you wish would have been developed more?  Was there a relationship in the novel that you wish would have been resolved in a different way?  Is there some other development in the rising action that you can imagine the characters experiencing? Once you’ve decided which aspect of the novel could be developed more completely or taken in a new direction, then you’ve found your topic for your fan fiction. Finally, take those characters and that situation and develop it by writing:  A new chapter that takes place within the existing structure of the novel, OR  A prologue (a chapter inserted before the first chapter of the novel that fills in details about something that happened prior to the beginning of the story), OR  An epilogue (a chapter inserted at the end of the novel that tells what happened the next day, the next week, a year later, or ten years later…which ever time lapse you choose will work fine). Your finished product will be 1-4 pages in length. No matter what the length, though, remember that your efforts should:  stay true to the character’s personality and to the general plot structure,  reflect your understanding of the personality, typical responses, and typical communication style of the characters, and  reflect a general understanding of the plot structure of your novel as well. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. 13.2 Vocabulary (10 extra credit points) Locate TEN words in your reading that are either new to you or seem to be challenging in terms of readily knowing what the word means. Make a list of those words and find out what each means. Once you are sure you know what each means, then create your test questions. The quiz you create can take one of two forms: fill in the blank or true and false. For a “fill in the blank” quiz, you’ll need to write a sentence using a form of each word, but leave the space blank where the word should go. It would look something like this: oscillate: Not being able to decide which flavor of ice cream she wanted, Beth’s decision _______ between chocolate chunk and mint chocolate chip. For “true and false” write a sentence for each word in which you use the word correctly or not. If the word is used correctly, the answer for that sentence would be “true.” If the word is used incorrectly, then the answer would be “false.” It would look something like this: bumbling: The bees were bumbling through the trees. (false)

permeate The stinky skunk smell was so strong that it even seemed to permeate our skin and hair; it took two weeks for the stink to wear off. (true) Finally, after you have written your quiz for all TEN vocabulary words, make an answer key for your instructor. Submit both the quiz and the answer key. ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.

Coursework completed!