1 1 Grade 9 Literature Mini-Assessment Departure by Shrewood Anderson This Grade 9 Mini-Assessment is based o n t he s hort s tory Departure by S herwood Anderson. This t ext is considered t o be worthy of students t ime t o r ead and also meets the e xpectations f or t ext complexity at g rade 9. Assessments aligned to the C ommon Core State Standards ( CCSS) will e mploy quality, c omplex texts such as this one. Questions aligned to the CCSS should be worthy o f students t ime to answer a nd t herefore do n ot focus on minor points o f the text. Questions also may address several standards within the same question because complex texts t end t o y ield rich assessment questions that call f or deep analysis. In this mini- assessment t here are fi ve s elected-response questions a nd o ne paper/pencil equivalent o f technology enhanced items that address the Readin g Standards listed below.
2 There is also one constructed response item that assesses Reading, Writing, and Language standards. We e ncourage e ducators t o gi ve students t he t ime t hat they n eed to r ead cl osely and write to the source. While we know that it is helpful t o have students c omplete the Mini-Assessment in o ne class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in Grade -level ELA content, they should be given access to unaltered practice assessment items to gauge their progress.
3 Passages and items should not be modified; however, additional information about accommodations you may consider when administering this assessment to ELLs is available in the teacher section of this resource. The questions align t o t he f ollowing standard s: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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; provi de an objective summary o f t he t ext. Analyze how complex characters ( , 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. Determine the meaning of words and phrases as they are used in a text, including Figurative and connotative meanings; analyze the cumulative impact of specific word choices on meanin g and tone ( , how t he language evokes a sense of time and place how it sets a formal or informal tone.)
4 Analyze how an author s choices concerning how to structure a text, order events within it ( , parallel plots), and manipulate time ( , pacing, flashbacks) create such effects as mystery, tension, or surprise. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through t he effective s election, o rganization, a nd analysis o f content. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
5 3 Contents Grade 9 Mini-Assessment Departure Print for students ..4 Information f or Teachers: Q uantitative a nd Q uali tative A nalyses o f the T 12 Question A nnotations: C orrect Answers a nd Distractor Rationales .. 14 Using the Mini-Assessments with English Language Additional Resourc es f or Assessment and C CSS I mplementation .. 22 The assessment questions i n t his document align with the CCSS and reflect t he i nstructional shifts implied by t he standards. To learn more about these t opics, please go t o the foll owing li nk: 4 Grade 9 Mini-Assessment Departure Today y ou will r ead a s hort story c all ed Depart ure b y Sherwood Anders on. You will then answer severa l questions b ased on t he t ext. I will be h appy t o a nswer questions about t he directions, b ut I will not help y ou with t he answers t o a ny questions.
6 Y ou will notic e as y ou answer the questions t hat some of t he questions h ave two parts. Y ou s hould a nswer Part A of the question before y ou a nswer Part B , but y ou may go back and c hange your answer to Part A i f y ou want to. Take as long as you need to r ead a nd a nswer t he q uestions. I f y ou do not fi nish when class ends, come see me t o dis cuss when you may have a dditional t ime. Now r ead t he passage a nd a nswer t he q uestions. I encoura ge you t o wri te notes in t he margin as you read the passage. Departure by Sherwood Anderson 1 Young George Willard got o ut o f bed at f our in t he morning. It was April and the young tree leaves were just c oming o ut o f t heir buds. The t rees along t he r esidence streets i n Winesburg are maple and the seeds are winged. When t he wind blows t hey whirl cr azily about, fi lli ng t he air and making a carpet underfoot.
7 2 George c ame d ownstairs into the hotel o ffi ce carrying a brown l eather bag. His trunk was packed for departure. Since t wo o c lock h e h ad been awake t hinking o f t he j ourney he was about t o t ake and wondering what h e would fi nd at t he end o f his j ourney. The boy who slept in the h otel o ffi ce lay o n a c ot by t he door. His mouth was o pen and he snored lustily. George crept p ast the cot and went o ut i nto the silent d eserted main street. The east was pink with the d awn and l ong s treaks of li ght climbed into the sky where a f ew s tars still shone. 3 Beyond t he l ast h ouse o n T runion P ike in Winesburg, there is a great s tretch o f open fields. The fields are o wned by farmers who li ve in t own and drive h omeward at e venin g along Trunion P ike in light creaking wagons. In t he fields are planted berries and small fruits.
8 In the late afternoon in the hot s ummers when the r oad and the fields are c overed w ith dust, a smoky haze li es over t he great flat basin o f land. To l ook acr oss it is like l ooking out across the sea. In t he spring when t he land is green the effect is somewhat different. The land becomes a wide green billiard t able o n which ti ny h uman insects t oil up and down. 4 All through his boyhood a nd young manhood, George Willard had been in the habit of walking o n T runion Pike. He h ad been in the midst o f the great o pen place o n winter nights when it was c overed with snow a nd o nly t he moon l ooked d own at h im; he had 5 been t here in t he fall when ble ak winds blew a nd o n s ummer e ve nings when the air vi brated with the song o f insects. On the April morning he wanted t o go there again, to walk a gain i n t he silence. He did walk t o where the r oad dipped down by a li ttle s tream two miles from t own and t hen turned and walked silently b ack again.
9 When he got t o Main Street clerks were sweepin g t he si dewalks before the stores. Hey, you George. How d oes it f eel t o b e g oing away? t hey asked. 5 The westbound t rain leaves Winesburg at s even f orty-five in the morning. Tom L ittle is conductor. His train runs from Cleveland t o where it c onnects with a great trunk li ne railroad with terminals in Chicago a nd New Y ork. T om has w hat in railroad circles is called an easy run. E very e venin g he r eturns to his famil y. In t he fall a nd sprin g he spends his Sundays fis hing in Lake Erie. He h as a round r ed f ace a nd s mall blue e yes. He knows t he p eople in the towns along his railroad b etter than a city man knows the people who l ive in his apartment building. 6 George c ame d own t he l ittle i ncli ne f rom t he New Willard H ouse at seven o clock. Tom Willard carried his bag. The s on had become t aller t han t he father.
10 7 On the s tation platform e veryone s hook the y oung man s hand. More than a d ozen people waited a bout. Then they t alked of t heir o wn affairs. E ven Will H enderson, who w as lazy and often slept until nine, h ad g ot o ut o f bed. G eorge was embarrassed. Gertrude Wilmot, a tall thin woman o f fifty who worked in the Winesburg p ost o ffi ce, came along t he s tation platform. She h ad n ever b efore p aid any attention t o George. Now she s topped a nd p ut o ut her h and. In t wo words she voiced what e veryone f elt. Good luck, she said sharply a nd then turning went o n her way. 8 When the t rain c ame i nto t he station George felt r eli eved. He scampered hurriedly aboard. Helen White c ame running along Main Street h oping t o have a parting word with h im, but he had f ound a s eat and did not s ee her. When t he t rain s tarted T om L ittle punched his ticket, grinned and, although he knew G eorge well and knew o n what adventure he was j ust setting out, made no c omment.