grade 11 english language arts/literacy literary analysis

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2018 Released Items Grade 11 English Language Arts/Literacy Literary Analysis Task © 2019 CCSSO, LLC

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2018 Released Items: Grade 11 Literary Analysis Task
The Literary Analysis Task requires students to read two literary texts that are purposely paired. Students read the texts, answer questions for each text and for the texts as a pair, and then write an analytic essay.
The 2018 blueprint for grade 11 Literary Analysis Task includes Evidence-Based Selected Response/Technology-Enhanced Constructed Response items as well as one Prose Constructed Response prompt.
Included in this document: • Answer key and standards alignment • PDFs of each item with the associated text(s)
Additional related materials not included in this document: • Sample scored student responses with annotations and practice papers • Scoring Rubric for Prose Constructed Response Items • Guide to English Language Arts/Literacy Released Items: Understanding
Scoring • English Language Arts/Literacy Assessment: General Scoring Rules
for the 2015 Summative Assessment
Note: This item set contains items with embedded multimedia (video). The multimedia will NOT play when viewing the PDF through a browser window. To access the multimedia, download the PDF to your computer and open the file with Adobe Acrobat. Click the "play" arrow to start the video for the items.
© 2019 CCSSO, LLC
English Language Arts/Literacy
Release Items Answer and Alignment Document
Text Type: LAT Passage(s): from “The Namesake” / "In a Garden" Item Code Answer(s) Standards/Evidence
Statement Alignment J2090 Item Type: EBSR
Part A: C Part B: D, F
RL 11.1.1 RL 11.4.1
J2092 Item Type: EBSR Part A: B Part B: A, E, F
RL 11.1.1 RL 11.5.1 RL 11.3.1
J2091_A Item Type: TECR Part A:
Part B: C, E
RL 11.1.1 RL 11.3.1
J2097 Item Type: EBSR Part A: D Part B: A
RL 11.1.1 RL 11.5.1 RL 11.3.1
J2095 Item Type: EBSR Part A: A, E Part B: A, D, F
RL 11.1.1 RL 11.4.1
J2099 Item Type: EBSR Part A: C Part B: C
RL 11.1.1 RL 11.5.1 RL 11.2.2
J2100 Item Type: PCR Refer to Grade 11 Scoring Rubric
RL 11.1.1 RL 11.9.1
RL 11.1.1 RL 11.2.3
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2093_A Item Type: TECR (additional item) Part A: A, C Part B:
RL 11.1.1 RL 11.2.1
J2096 Item Type: EBSR (additional item) Part A: D Part B: A, C
RL 11.1.1 RL 11.4.1
J2101 Item Type: PCR (additional item) Refer to Grade 11 Scoring Rubric
RL 11.1.1 RL 11.9.1
GO ON
Today, you will review works by two American writers of the early twentieth century. You will read a passage from a short story by Willa Sibert Cather and listen to an audio recording of a poem by Amy Lowell. As you review the works, consider how the writers use imagery to convey themes about separation and the emotions that a place can evoke so you can compose a written response.
Read the passage from “The Namesake” (1907). Then answer the questions.
from “The Namesake”
by Willa Sibert Cather
1 SEVEN of us, students, sat one evening in Hartwell’s studio on the Boulevard St. Michel. We were all fellow-countrymen; one from New Hampshire, one from Colorado, another from Nevada, several from the farmlands of the Middle West, and I myself from California. Lyon Hartwell, though born abroad, was simply, as every one knew, “from America.” He seemed, almost more than any other one living man, to mean all of it—from ocean to ocean. When he was in Paris, his studio was always open to the seven of us who were there that evening, and we intruded upon his leisure as often as we thought permissible.
2 Although we were within the terms of the easiest of all intimacies, and although the great sculptor, even when he was more than usually silent, was at all times the most gravely cordial of hosts, yet, on that long remembered evening, as the sunlight died on the burnished brown of the horse-chestnuts below the windows, a perceptible dullness yawned through our conversation.
3 We were, indeed, somewhat low in spirit, for one of our number, Charley Bentley, was leaving us indefinitely, in response to an imperative summons from home. To-morrow his studio, just across the hall from Hartwell’s, was to pass into other hands, and Bentley’s luggage was even now piled in discouraged resignation before his door. The various bales and boxes seemed literally to weigh upon us as we sat in his neighbor’s hospitable rooms, drearily putting in the time until he should leave us to catch the ten o’clock express for Dieppe.
© 2019 CCSSO, LLC
English Language Arts/Literacy
GO ON
4 The day we had got through very comfortably, for Bentley made it the occasion of a somewhat pretentious luncheon at Maxim’s. There had been twelve of us at table, and the two young Poles were so thirsty, the Gascon so fabulously entertaining, that it was near upon five o’clock when we put down our liqueur glasses for the last time, and the red, perspiring waiter, having pocketed the reward of his arduous and protracted services, bowed us affably to the door, flourishing his napkin and brushing back the streaks of wet, black hair from his rosy forehead. Our guests having betaken themselves belated to their respective engagements, the rest of us returned with Bentley—only to be confronted by the depressing array before his door. A glance about his denuded rooms had sufficed to chill the glow of the afternoon, and we fled across the hall in a body and begged Lyon Hartwell to take us in.
5 Bentley had said very little about it, but we all knew what it meant to him to be called home. Each of us knew what it would mean to himself, and each had felt something of that quickened sense of opportunity which comes at seeing another man in any way counted out of the race. Never had the game seemed so enchanting, the chance to play it such a piece of unmerited, unbelievable good fortune.
6 It must have been, I think, about the middle of October, for I remember that the sycamores were almost bare in the Luxembourg Gardens that morning, and the terraces about the queens of France were strewn with crackling brown leaves. The fat red roses, out the summer long on the stand of the old flower woman at the corner, had given place to dahlias and purple asters. First glimpses of autumn toilettes flashed from the carriages; wonderful little bonnets nodded at one along the Champs-Elysées; and in the Quarter an occasional feather boa, red or black or white, brushed one’s coat sleeve in the gay twilight of the early evening. The crisp, sunny autumn air was all day full of the stir of people and carriages and of the cheer of salutations; greetings of the students, returned brown and bearded from their holiday, gossip of people come back from Trouville, from St. Valery, from Dieppe, from all over Brittany and the Norman coast. Everywhere was the joyousness of return, the taking up again of life and work and play.
© 2019 CCSSO, LLC
English Language Arts/Literacy
GO ON
7 I had felt ever since early morning that this was the saddest of all possible seasons for saying good-bye to that old, old city of youth, and to that little corner of it on the south shore which since the Dark Ages themselves—yes, and before—has been so peculiarly the land of the young.
8 I can recall our very postures as we lounged about Hartwell’s rooms that evening, with Bentley making occasional hurried trips to his desolated workrooms across the hall—as if haunted by a feeling of having forgotten something—or stopping to poke nervously at his perroquets, which he had bequeathed to Hartwell, gilt cage and all. Our host himself sat on the couch, his big, bronze-like shoulders backed up against the window, his shaggy head, beaked nose, and long chin cut clean against the gray light.
Glossary Definition perroquets = the French word for parrots
From “The Namesake” by Willa Cather—Public Domain
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2090 1. Part A
What tone is established in paragraph 6 of the passage from “The Namesake”?
A. a tone of formal elegance
B. a tone of amusing frenzy
C. a tone of delightful appreciation
D. a tone of excited relief
Part B Which two phrases from paragraph 6 most strongly contribute to the tone identified in Part A?
A. “. . . about the middle of October . . .”
B. “. . . the sycamores were almost bare. . . .”
C. “First glimpses of autumn . . .”
D. “. . . wonderful little bonnets nodded at one. . . .”
E. “. . . all over Brittany and the Norman coast.”
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2092
2. Part A Which sentence describes the shift that occurs in the passage from “The Namesake,” beginning with paragraph 6?
A. In paragraph 6, the narrator begins a flashback that provides information about Bentley’s circumstances.
B. In paragraph 6, the narrator begins to share personal insights and observations rather than speaking for the group.
C. In paragraph 6, the narrator begins to describe the setting in a way that foreshadows danger.
D. In paragraph 6, the narrator begins to reveal a personal attachment to Paris rather than to America.
Part B Which three pieces of evidence from paragraphs 6–8 support the answer to Part A?
A. “It must have been, I think, about the middle of October, for I remember that the sycamores were almost bare. . . .” (paragraph 6)
B. “The fat red roses, out the summer long on the stand of the old flower woman at the corner, had given place to dahlias and purple asters.” (paragraph 6)
C. “The crisp, sunny autumn air was all day full of the stir of people and carriages. . . .” (paragraph 6)
D. “Everywhere was the joyousness of return, the taking up again of life and work and play.” (paragraph 6)
E. “I had felt ever since early morning that this was the saddest of all possible seasons for saying good-bye. . . .” (paragraph 7)
F. “I can recall our very postures as we lounged about Hartwell’s rooms that evening. . . .” (paragraph 8)
G. “Our host himself sat on the couch, his big, bronze-like shoulders backed up against the window. . . .” (paragraph 8)
© 2019 CCSSO, LLC
English Language Arts/Literacy
Part B
Which two pieces of evidence best support the answers to Part A?
A. “SEVEN of us, students, sat one evening in Hartwell’s studio on the Boulevard St. Michel.” (paragraph 1)
B. “We were all fellow-countrymen; one from New Hampshire, one from Colorado, another from Nevada, several from the farmlands of the Middle West, and I myself from California.” (paragraph 1)
C. “We were, indeed, somewhat low in spirit, for one of our number, Charley Bentley, was leaving us indefinitely, in response to an imperative summons from home.” (paragraph 3)
D. “The day we had got through very comfortably, for Bentley made it the occasion of a somewhat pretentious luncheon at Maxim’s.” (paragraph 4)
E. “Each of us knew what it would mean to himself, and each had felt something of that quickened sense of opportunity which comes at seeing another man in any way counted out of the race.” (paragraph 5)
F. “I can recall our very postures as we lounged about Hartwell’s rooms that evening, with Bentley making occasional hurried trips to his desolated workrooms across the hall. . . .” (paragraph 8)
© 2019 CCSSO, LLC
English Language Arts/Literacy
GO ON
Listen to the audio recording of the poem “In a Garden.” Then answer the questions.
In a Garden
by Amy Lowell
IN A GARDEN by Amy Lowell—Public Domain
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2097
4. Part A The fourth stanza of the poem begins with “And I wished for night and you” at (0:59–1:02). Which shift occurs in the poem after this line?
A. The speaker signals a change in the poem’s setting.
B. The speaker reveals the identity of the person she addresses.
C. The speaker introduces a tone of mystery and secrecy.
D. The speaker connects the poem’s images to her feelings.
Part B Which other line from the audio recording of the poem reinforces the shift identified in the answer to Part A?
A. “I wanted to see you in the swimming-pool,” (1:03–1:05)
B. “White and shining in the silver-flecked water.” (1:06–1:09)
C. “While the moon rode over the garden,” (1:10–1:12)
D. “And the scent of the lilacs was heavy with stillness.” (1:15–1:18)
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2095
5. Part A In the poem “In a Garden,” which two characteristics of the water are emphasized by the speaker’s choice of words?
A. the sound it makes
B. its stagnant nature
E. its movement
F. its power to spoil or wear down
Part B Which three lines from the audio recording of the poem support the answers to Part A?
A. “Gushing from the mouths of stone men” (0:10–0:13)
B. “In granite-lipped basins,” (0:17–0:19)
C. “Damp smell the ferns in tunnels of stone,” (0:33–0:36)
D. “Where trickle and plash the fountains,” (0:37–0:39)
E. “Marble fountains, yellowed with much water.” (0:40–0:43)
F. “With its leaping, and deep, cool murmur.” (0:54–0:57)
G. “White and shining in the silver-flecked water.” (1:06–1:09)
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2099
6. Part A In the poem “In a Garden,” why does the poet choose to begin with a gradual buildup of sensory details?
A. to create a sense that the speaker is overwhelmed by the world in the absence of her lover
B. to create a growing sense of suspense about why the garden is important to the speaker
C. to create a sense that viewing the garden increases the speaker’s desire for her lover
D. to create a sense that the speaker is gradually finding solace in the garden and forgetting her lover
Part B
Which details from the poem support the answer to Part A?
A. “And the air is throbbing with it;” (0:49–0:51)
B. “With its gurgling and running; / With its leaping and deep, cool murmur.” (0:52–0:57)
C. “And I wished for night and you.” (0:59–1:02)
D. “High in the arch of night, / And the scent of the lilacs was heavy with stillness.” (1:12–1:18)
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2100
7. The passage from “The Namesake” and the poem “In a Garden” both use vivid imagery to convey strong feelings. Write an essay in which you analyze the images in each work and the feelings they convey. Use details from both sources to support your ideas.
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2094
8. Select five sentences that accurately summarize the events in the passage from “The Namesake.” Drag the sentences into the numbered boxes. Order the events according to the sequence in which they happened, rather than the order in which the narrator presents them.
© 2019 CCSSO, LLC
English Language Arts/Literacy
J2093_A
9. Part A Which two sentences express central ideas the author explores in the passage from “The Namesake”?
A. When friends share a common goal, this can complicate their feelings toward one another.
B. Only friendships that are long-lasting can truly be considered successful.
C. The loss of a friend can change the dynamic of a group.
D. An event that disrupts a friendship tends to reveal its weaknesses.
E. Friends may appreciate our talents and skills more than our families do.
F. Traveling abroad provides chances to expand one’s circle of friends.
Part B
Select two pieces of evidence that support the answers to Part A.
(continues on next page)
10. Part A
Listen to the first stanza from the poem “In a Garden,” from 0:10–0:32.
What is the effect of the phrase quiet of close-clipped lawns in the last line of the stanza?
A. It helps the reader relate the poem’s images to familiar experiences.
B. It suggests that the speaker admires the lawn’s plain starkness.
C. It helps the reader understand that the fountains dominate the scene.
D. It suggests a controlled, contained quality in contrast to the flowing water.
Part B Which two other phrases from the stanza contribute to the effect identified in the answer to Part A?
A. “. . . mouths of stone men,” (0:11–0:13)
B. “. . . under the sky,” (0:15–0:16)
C. “. . . granite-lipped basins,” (0:18–0:19)
D. “. . . dabble their feet,” (0:21–0:22)
E. “. . . a passing wind,” (0:23–0:24)
F. “. . . fills the garden . . .” (0:25–0:26)
© 2019 CCSSO, LLC
English Language Arts/Literacy
STOP
J2101
11. Based on your review of the passage from “The Namesake” and the poem “In a Garden,” write an essay in which you discuss the themes explored in both sources, including how each theme is conveyed through the use of descriptive language. Use details from each source to support your ideas.
© 2019 CCSSO, LLC
Included in this document:
PARCC Release Items Answer and Alignment Document
Part B