12th Grade English – Quarter Two Assessment

Text/Material Used for This AssessmentNote: Instructor will select materials from the play not taught in class.

Macbeth (II.i.33-64) by William Shakespeare OR Hamlet (III.i.64-96) by William ShakespeareFilm clip from Macbeth (dir. Kenneth Branaugh) Film clip from Hamlet (dir. Rupert Goold) Macbeth (graphic novel) by Robert Deas Hamlet (graphic novel) by Neil Babra

Assessment Task #1Read and annotate the soliloquy using the following AVID format:

1. Chunk the text for topic change or shift2. Underline themes and central ideas and details3. Circle figurative language4. In the left margin, paraphrase each chunk5. In the right margin, connect the figurative language to themes and central ideas

Assessment Task #2Watch the film clip and read the graphic novel excerpt of the soliloquy, using the graphic organizer to gather evidence. Focus your notes on the details that stand out to you in these mediums and how they help you draw conclusions about themes.

Details from the Text How These Affect Attitude/Tone/Mood

Film

Clip

Grap

hic

Nov

el

Assessment Task #3Drawing on textual evidence, identify a major theme in the soliloquy and develop an argument justifying which medium is most effective in portraying this theme and explaining how this universal truth applies to the real world. Structure your response to include an introduction, body, and conclusion. Be mindful of your capitalization, punctuation, and spelling conventions.

Standards Assessed RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text, including determining where the text leaves matters uncertain.Jon Buckridge, Kirsti Cady, Kellie Hannum, Elisabeth Mann, and Kimberly Pixler 30 May 2014

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American drama-tist.)

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.11-12.1.A Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

o L.11-12.1.B Resolve issues of complex or contested usage, consulting references (e.g.,Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.o L.11-12.5.A Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the

text.o L.11-12.5.B Analyze nuances in the meaning of words with similar denotations.

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

o W.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

o W.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

o W.11-12.1.E Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Macbeth (II.i.33-64) by William Shakespeare

Is this a dagger which I see before me,The handle toward my hand? Come, let me clutch thee.

35 I have thee not, and yet I see thee still. Art thou not, fatal vision, sensibleTo feeling as to sight? or art thou but A dagger of the mind, a false creation, Proceeding from the heat-oppressèd brain?

40 I see thee yet, in form as palpable As this which now I draw.Thou marshall'st me the way that I was going; And such an instrument I was to use. Mine eyes are made the fools o' the other senses,

45 Or else worth all the rest; I see thee still, And on thy blade and dudgeon gouts of blood,Which was not so before. There's no such thing: It is the bloody business which informs Thus to mine eyes. Now o'er the one halfworld

50 Nature seems dead, and wicked dreams abuse The curtain'd sleep; witchcraft celebratesPale Hecate's offerings, and wither'd murder, Alarum'd by his sentinel, the wolf, Whose howl's his watch, thus with his stealthy pace.

55 With Tarquin's ravishing strides, towards his design Moves like a ghost. Thou sure and firm-set earth,Hear not my steps, which way they walk, for fear Thy very stones prate of my whereabout, And take the present horror from the time,

60 Which now suits with it. Whiles I threat, he lives:Words to the heat of deeds too cold breath gives.

[A bell rings.] I go, and it is done; the bell invites me.

Hear it not, Duncan; for it is a knell That summons thee to heaven, or to hell.

Hamlet (III.i. 64-96) by William Shakespeare

To be, or not to be: that is the question: 65 Whether 'tis nobler in the mind to suffer

The slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them? To die: to sleep;No more; and by a sleep to say we end

70 The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummationDevoutly to be wish'd. To die, to sleep;To sleep: perchance to dream: ay, there's the rub;For in that sleep of death what dreams may come

75 When we have shuffled off this mortal coil,Must give us pause: there's the respectThat makes calamity of so long life;For who would bear the whips and scorns of time,The oppressor's wrong, the proud man's contumely,

80 The pangs of despised love, the law's delay,The insolence of office and the spurns

That patient merit of the unworthy takes,When he himself might his quietus makeWith a bare bodkin? who would fardels bear,

85 To grunt and sweat under a weary life,But that the dread of something after death,The undiscover'd country from whose bournNo traveller returns, puzzles the willAnd makes us rather bear those ills we have

90 Than fly to others that we know not of?Thus conscience does make cowards of us all;And thus the native hue of resolutionIs sicklied o'er with the pale cast of thought,And enterprises of great pith and moment

95 With this regard their currents turn awry,And lose the name of action.

12th Grade English – Quarter Two AssessmentAdvanced Proficient Basic Below-Basic Inadequate

RL.11-12.1 Cites strong and thorough textual evidence to support explicit information from the text and draw on inferences including where the text is inconclusive.

Cites strong and thorough textual evidence that supports explicit information from the text and draws on inferences.

Cites textual evidence that supports explicit information and some inferences drawn from the text.

Attempt is made at citing textual evidence but there is a lack of connection to explicit and implicit information.

Fails to cite textual evidence.

RL.11-12.2 Identifies 2 or more central ideas and analyzes how they develop, interact, and build throughout the text. Provides a thorough objective summary.

Identifies 2 or more central ideas and analyzes how they develop throughout the text. Provides an objective summary.

Identifies 2 or more central ideas and attempts analysis. Provides an objective summary.

Identifies a central idea, but analysis or idea lacks connection. Provides a summary that is subjective or incomplete.

Fails to identify central ideas and does not summarize the text.

RL.11-12.5 Thoroughly analyzes thoroughly the author's choices concerning the structure of specific parts of the text and their impacts on the overall structure and its aesthetic impact.

Analyzes the author's choices concerning the structure of specific parts of the text and its impact on the overall structure of the text.

Analyzes the author's choices concerning the structure of specific parts of the text.

Attempts analysis of the author's choices but does not make connections to specific parts of the text.

Fails to analyze the author's choices regarding the structure of specific aspects of the text.

RL.11-12.7 Evaluates thoroughly how each interpretation of the source text addresses the original content and themes.

Evaluates how each interpretation of the source text addresses the original content and themes.

Addresses various interpretations of the source text but lacks direct connection to the original content or themes.

Addresses at least one interpretation of the source text but lacks focus and direct connection to the original content and themes.

Fails to address the multiple interpretations of the source text.

RL.11-12.4 Analyzes the meaning of words and phrases including figurative and connotative meanings and the impact of those choices on meaning and tone.

Analyzes the meaning of words and phrases including figurative and connotative meanings and connects to either meaning, or tone, but not both.

Attempts analysis of the meaning of words and phrases including figurative and connotative but fails to connect to meaning and tone.

Attempts analysis of the meaning of words and phrases but does not address figurative or connotative meaning.

Fails to analyze the meaning of words and phrases.

W.11-12.1a Introduces multiple claims, and counterclaims organizing them into logical sequences with effective data.

Introduces organized claims, counterclaims, and opposing claims but the logical sequences and data are under-developed.

Introduces claims and counter claims but opposing claims, organization, logic, and data are under-developed.

Claims are under-developed or missing and the logic and organization are adversely affected.

Failed to present and logical claims and organizational structure and sequencing are absent.

W.11-12.1b Develops claims and counterclaims thoroughly while supplying relevant evidence for each that points out the strengths and limitations of the claims.

Develops claims and counterclaims while supplying relevant evidence for each that points and out the strengths or limitations of the claims.

Develops claims and counterclaims while supplying evidence that lacks relevant evidence.

May develop a claim or counterclaim but not both and the evidence is inconclusive or absent.

Fails to develop claims or counterclaims.

W.11-12.1e Provides a concluding statement that supports the thesis and summarizes the content in a meaningful, organized manner.

Provides a concluding statement that supports the thesis and summarizes the content but organization may be under-developed.

Provides a concluding statement that supports the thesis although information is disorganized.

Does not provide a concluding statement or merely restates the thesis and organization is under-developed or missing.

Fails to provide a concluding statement.

W.11-12.9a Insightfully compares two or more texts from the same time period with regards to competing treatments of the same theme.

Thoroughly compares two or more texts from the same time period with regards to competing treatments of the same theme.

Adequately compares similar themes from two or more texts from the same time period.

Attempts to compare themes from two or more texts from the same time period; however a clear connection is not made.

Fails to identify or compare themes from two or more texts from the same time period.

L.11-12.1a Insightfully discusses how time period specific language convention dictates the meaning of words and phrases as well as connects to modern understanding.

Accurately discusses how time period specific language convention dictates the meaning of words and phrases.

Discusses how time period specific language convention and touches on the meaning of words and phrases.

Discusses language usage, but does not connect accurately to time period specific vocabulary.

Fails to address language convention.

Jon Buckridge, Kirsti Cady, Kellie Hannum, Elisabeth Mann, and Kimberly Pixler 30 May 2014

L.11-12.1b Resolves issues of complex or contested language usage using reference material and citing completely.

Addresses issues of complex or contested language usage using reference material.

Complex or contested language usage is addressed but not resolved.

Complex or contested language usage is not addressed or resolved clearly.

Fails to address complex or contested language usage.

L.11-12.5a Insightfully interprets figures of speech in context and thoroughly analyzes their role in the text by providing examples and references.

Accurately interprets figures of speech in context and analyzes their role in the text. Support is less consistent or thorough.

Correctly interprets figures of speech in context.

Identifies figures of speech in the text but fails to put them in context or analyze effectively.

Fails to identify figures of speech.

L.11-12.5b Insightfully and thoroughly analyzes nuances in the meaning of words with similar denotations and elaborates on their similarities and differences.

Accurately and completely analyzes nuances in the meaning of words with similar denotations.

Establishes nuances in the meaning of words with similar denotations but lacks sufficient explanation.

Recognizes differences in words but cannot connect to nuance or denotation; may make errors in interpretation.

Fails to recognize nuance in the meaning of similar words.