unit 3: literary analysis -...
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UNIT 3: Literary Analysis
Discoveries
21Unit 3: Literary Analysis Answer Key
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© H
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STEP 1 ANALYZE THE MODEL
How can poetry help us rediscover the familiar?
Page 67Discuss and Decide
As students discuss if Dylan’s notes and response to the poem are similar to or different from theirs, remind them to cite textual evidence.
Page 69Discuss and Decide
As students discuss what they would add to the interpretation of the poem, remind them to cite textual evidence.
Page 70Terminology of Literary Analysis
Accept reasonable responses that demonstrate comprehension of the terms and their application to the texts.
STEP 2 PRACTICE THE TASK
What effects do past cultures have on literature?
Page 73Discuss and Decide
As students summarize the important events of Ramses’ rule and explain the reaction of Europeans to the Description of Egypt, remind them to cite textual evidence from both sources.
Page 74Discuss and Decide
As students discuss what is ironic about the words on the pedestal and what the mighty should despair of, remind them to cite textual evidence.
Page 75Close Read
Student answers should demonstrate comprehension and draw evidence from the text. They may cite what comparison the speaker makes in this poem and what “we wonder,” such as the comparison of the city Ozymandias once ruled and the sandy expanse that remains of his legacy.
23Unit 3: Literary Analysis Answer Key
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Page 76Respond to Questions on Step 2 Sources
1. a.
2. d., g., h.
3. d.
4. d., g., h.
Page 77Respond to Questions on Step 2 Sources
5. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of the similarities and differences between the speakers in the poems.
2 The response gives sufficient evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
6. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of Ramses’ passions or emotions.
Analysis of the sense in which Ramses’ emotions survive.
2 The response gives sufficient evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
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7. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Paraphrase of the last stanza of Smith’s “Ozymandias.”
Analysis of the comparison that the speaker draws between Egypt and London.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
Pages 78–80Planning and Prewriting
Review and critique students’ planning documents; offer feedback as needed.
Pages 81–82Literary Analysis
Scoring Notes: Use the rubric to evaluate student responses.
Development of Ideas
Organization Clarity of Language
Language and Conventions
4 The response addresses the prompt and shows effective and comprehensive development of the controlling idea using text-based evidence, clear and convincing reasoning, and/or description.
The response demonstrates coherence and clarity, a logical organization that includes an introduction and conclusion, and a logical progression of ideas.
The response establishes and maintains an effective style, including precise language, descriptive words and phrases, transitional words and phrases, and domain-specific vocabulary.
The response demonstrates a command of standard English conventions consistent with effectively edited writing.
25Unit 3: Literary Analysis Answer Key
© H
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Miff
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arco
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pany
Development of Ideas
Organization Clarity of Language
Language and Conventions
3 The response addresses the prompt and shows effective development of the topic using text-based evidence, reasoning, and/or description.
The response demonstrates some logical organization and includes an introduction and conclusion.
Some descriptive words, as well as some linking words and phrases, are used to express ideas with clarity.
The response demonstrates a command of standard English conventions, although there may be some minor errors in grammar and usage.
2 The response addresses the prompt and shows some development of the topic but fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and includes either an introduction or a conclusion.
Few descriptive words, as well as a few linking words and phrases, are used and ideas are not expressed as clearly as possible.
The response demonstrates a command of standard English conventions, although there are major errors in grammar and usage.
1 The response does not directly address the prompt, shows no development of the topic, and fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and fails to include either an introduction or a conclusion.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
0 No evidence of the ability to write a literary analysis.
STEP 3 PERFORM THE TASK
How does literature help us answer our questions about life?
Page 85Close Read
Student answers should demonstrate comprehension and draw evidence from the text. They list the seven stages of man that Jacques describes in his dramatic monologue, such as the infant stage.
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Page 88Discuss and Decide
As students discuss the result of Demeter’s anger, remind them to cite textual evidence.
Page 89Close Read
Student answers should demonstrate comprehension and draw evidence from the text. They may state how Zeus resolves the conflict in the myth, such as sending Hermes to retrieve Persephone.
Page 90Respond to Questions on Step 3 Sources
1. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of how the Demeter myth explains the cycles of the seasons.
2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.
1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.
0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.
2. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of the theme of the monologue.
Analysis of the theme of the myth.
2 The response gives sufficient evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
27Unit 3: Literary Analysis Answer Key
© H
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ton
Miff
lin H
arco
urt P
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hing
Com
pany
3. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses may include but are not limited to:
Analysis of how the themes of each text are universal.
Analysis of the ways in which the two themes are alike.
2 The response gives sufficient evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze, and integrate information within and among multiple sources of information.
Pages 91–92Literary Analysis
Scoring Notes: Use the rubric to evaluate student responses.
Development of Ideas
Organization Clarity of Language
Language and Conventions
4 The response addresses the prompt and shows effective and comprehensive development of the controlling idea using text-based evidence, clear and convincing reasoning, and/or description.
The response demonstrates coherence and clarity, a logical organization that includes an introduction and conclusion, and a logical progression of ideas.
The response establishes and maintains an effective style, including precise language, descriptive words and phrases, transitional words and phrases, and domain-specific vocabulary.
The response demonstrates a command of standard English conventions consistent with effectively edited writing.
3 The response addresses the prompt and shows effective development of the topic using text-based evidence, reasoning, and/or description.
The response demonstrates some logical organization and includes an introduction and conclusion.
Some descriptive words, as well as some linking words and phrases, are used to express ideas with clarity.
The response demonstrates a command of standard English conventions, although there may be some minor errors in grammar and usage.
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© H
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ton
Miff
lin H
arco
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hing
Com
pany
Development of Ideas
Organization Clarity of Language
Language and Conventions
2 The response addresses the prompt and shows some development of the topic but fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and includes either an introduction or a conclusion.
Few descriptive words, as well as a few linking words and phrases, are used and ideas are not expressed as clearly as possible.
The response demonstrates a command of standard English conventions, although there are major errors in grammar and usage.
1 The response does not directly address the prompt, shows no development of the topic, and fails to use text-based evidence, reasoning, and/or description.
The response demonstrates little logical organization and fails to include either an introduction or a conclusion.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
No descriptive words or linking words and phrases are used and ideas are not expressed with clarity.
0 No evidence of the ability to write a literary analysis.
29Unit 3: Literary Analysis Answer Key
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany