מכון הנרייטה סאלד משרד החינוך המרכז לבחינות בגרות המזכירות הפדגוגית הפיקוח על הוראת האנגלית דגם תשובות לשאלון באנגלית, שאלון ד' ספרות, LITERATURE MODULE D מס' GENERAL GUIDELINES FOR MARKING MODULE D LITERATURE General Comments Grades are allotted according to the rubrics 90% for content and 10% for language. In-between percentages can be given. Multiple-choice questions are worth either 100% or 0%. Deduct first for content of answers. (Wrong answer = 0 points, regardless of language.) Pupils who have dispensation for spelling mistakes should automatically be given 5% for spelling and punctuation. The Answer Key gives possible answers to the questions. Alternate answers to open questions may be accepted if appropriate. Use your judgment, bearing in mind that there are different ways to interpret literary texts. If students answer more than one set of questions in Parts I and II mark the set with the most answers or if they have answered all or an equal number of questions in both sets, mark the first set. Accept HOTS answers to LOTS questions. If students give more answers than asked for, only mark the first answer(s). Do not deduct for additional answers. For HOTS questions requiring choice and explanation of HOTS: 1) If question (a) is correct and (b) incorrect or refers to a different skill, give credit for (a) but give (b) 0 points. 2) If question (a) is incorrect and (b) correct, give no credit for either (a) or (b). 3) Students are allowed to use any HOTS that appears in the Literature Handbook. For justification of the choice of HOTS (b questions): No reference to text = 0 points (e.g., I chose the HOTS of inferring because I had to read between the lines in order to write my answer.) Bridging questions: If answers are only a summary/analysis of the text and do not relate to the new information given, deduct 60% of content. (See Rubric 4: "Answer does not show connection between the new information and the text.")
- 2 - Rubrics for Marking Module D Please note: It is possible to give in-between grades. Rubric 1: LOTS questions Accept HOTS answers to LOTS questions. Criteria Descriptors Content Answer is relevant to the question. There is sufficient and fully accurate reference to the text. Answer is partially relevant to the question. There is some reference to the text and / or the reference is partially accurate. Answer is not relevant to the question. There is no reference to the text or the reference is inaccurate. Language 90% 80% 70% 50% 0% Mostly correct use of grammar and vocabulary. Incorrect use of grammar and vocabulary. 10% --- --- 0
- 3 - Rubric 2: HOTS questions For HOTS questions requiring choice and explanation of HOTS: If question (a) is correct and (b) incorrect or refers to a different skill, give credit for (a) but give (b) 0 points. If question (a) is incorrect and (b) correct, give no credit for either (a) or (b). Students are allowed to use any HOTS that appears in the Literature Handbook. Criteria Descriptors Content Answer is relevant to the question. There is sufficient and fully accurate reference to the text. The answer includes supporting information when necessary. Message is clear. Answer is partially relevant to the question. There is some reference to the text and/or the reference is partially accurate. Message is partially clear. Answer is not relevant to the question. There is no reference to the text or the reference is inaccurate. The answer is general and does not relate to the text. clear. Message is not Language 90% 60% 40-0% Mostly correct use of Partially correct use Incorrect use of grammar and of grammar and grammar and vocabulary. vocabulary. vocabulary. 10% 5% 0
- 4 - Rubric 3: Justification question For justification of the choice of HOTS (b questions): No reference to text = 0 points (e.g., I chose the HOTS of inferring because I had to read between the lines in order to write my answer.) Criteria Descriptors Content Correlation between choice of thinking skill and explanation. Relevant and specific reference to text. Partial correlation between choice of thinking skill and explanation. Partially relevant reference to text. No correlation between choice of thinking skill and explanation. No relevant reference to text. Language 90% 60% 0 Mostly correct use of grammar and vocabulary. Partially correct use of grammar and vocabulary. Incorrect use of grammar and vocabulary. 10% 5% 0 In these items there is more than one possible answer. Different thinking skills may be relevant, as long as they are supported by the text.
- 5 - Rubric 4: Bridging Text and Context question If answers are only a summary/analysis of the text and do not relate to the new information given, deduct 60% of content. ("Answer does not show connection between the new information and the text.") Criteria Descriptors Content All information is relevant and accurate. Information from the text is given to support the answer. Answer clearly shows connection between the new information and the text. Answer is well organized. Message is clear. Most information is relevant and accurate. Information given to support the answer is insufficient and / or not entirely appropriate. Answer partially shows connection between the new information and the text. Answer is fairly well organized Message is partially clear. Most information is irrelevant and inaccurate. No information is given to support the answer. Answer does not show connection between the new information and the text. Answer is poorly organized. Message is unclear. Language 90% 60% 40-0% Correct use of basic language structures. Mostly correct use of advanced language structures. Mostly correct use of basic language structures. Incorrect or no use of advanced language structures. Incorrect use of basic language structures. 10% --- 0 There is no deduction for answers shorter/longer than recommended length (80-100 words).
- 6 - ANSWER KEY Alternate answers to open questions may be accepted if suitable. Answers given below provide the minimal information that should be included. PART I (7) Students are required to answer questions for either (A) Mr. Know-All OR (B) A Summer's Reading. A. MR. KNOW-ALL / W. Somerset Maugham 1. (Use Rubric 1) He is / became unhappy / angry / sad / disappointed (because Mr. Kelada's name didn't sound British) / He knows he will dislike him (because his name doesn't sound British). / He did not like the fact that he would be sharing a room with Mr. Kelada. / He does not like the idea / it / Mr. Kelada / Mr. Kelada's name. / He does not want to share a room with him. If: "he was depressed / furious" deduct 20%. If: "he hates Mr. Kelada" 0 pts. 2. (Use Rubric 1) He organized all the events / card games on the ship. // He was every place that the narrator was (such as in the smoking room when the narrator wanted to play cards by himself). / He joined the narrator on the deck and at the dinner table. // He took part in every conversation / argument. // He kept a place for the narrator in the dining room. // He was a friend of everyone. If: "he was involved in everything (on the ship)" deduct 20%. If: "He knew all about pearls and wasn't afraid to bet against all odds" 0 pts. 3. (Use Rubric I) iv) she is a modest woman 4. (Use Rubric 2) Because he sees that Mr. Kelada is a sensitive person who is ready to look like a fool / to risk his reputation to save the honor of someone else. // The narrator realizes that Mr. Kelada knew the truth about Mrs. Ramsay's pearls but was willing to lose the bet. He says at the end that he did not entirely dislike Mr. Kelada. // The narrator realizes that Mr. Kelada was not selfish / has a good heart / endangered his good name and cared about other people. / The narrator saw that Mr. Kelada behaved like a gentleman. He changes his mind about him. // Because he discovers that Mr. Kelada is a good person. If: "because he understands that he was wrong about him in the beginning of the story" deduct 20%. If: "At the end Mr. Kelada didn't interfere and gave up on his reputation as 'Mr. Know All' " deduct 20%. If without a generalization: "because he saw that Mr. Kelada helped Mrs. Ramsay" deduct 20%. If: "because he understood that Mr. Kelada lost the bet on purpose" deduct 20%. If only: "He says at the end that he did not entirely dislike Mr. Kelada" 0%. 10 points
- 7-5. a. (Use Rubric 2) Possible thinking skill: Inferring Any other thinking skills are acceptable as long as they are supported by the text and can be explained in question 5b. We learn that Mr. Ramsay is a person who likes to show off and argue but really doesn't know a lot. // He pretends to be an expert on pearls but doesn't know what is fake and what is real. / We (also) learn that he doesn't notice how other people feel. // He doesn't notice his wife's frightened face or how she tries to avoid giving the pearls to Mr. Kelada. If only: that he is stubborn deduct 45%. If: "he does not know the truth about the pearls / his wife" deduct 45%. b. (Use Rubric 3) Possible explanations for thinking skills: Inferring: I chose this skill because I can infer things about Mr. Ramsay's character from his behavior during the discussion on the pearls. If: "I chose this skill because the story does not tell us specifically who Mr. Ramsay is" deduct 45%. If: "I chose this skill because this helps me understand who Mr. Ramsay is" 0 pts. 6. a. (Use Rubric 2) Mrs. Ramsay says that because she is trying to stop them from betting. / She is afraid that her husband will discover that her pearls are real. (He thinks they were bought for eighteen dollars in a department store). // Because the pearls are from her lover and she does not want her husband to know about it. // Because she wants to hide the truth. // Because she knows that the pearls are real. / Because she lied to her husband. If only: "Because the pearls are from her lover" deduct 20%. If only: "Because she has a lover" deduct 20%. If only: "She tries to give him a hint" deduct 20%. b. We now realize that Mrs. Ramsay is hiding something from her husband. // We realize that she is not the modest, innocent person that people believe her to be / she is not a modest woman. / that Mrs. Ramsay lied to / betrayed her husband. / that Mrs. Ramsay has / had a lover. // Our perspective changed because in the beginning she looked modest and in the end we discover that she betrayed her husband. If: "she is afraid that her husband will know she betrayed him." deduct 45%. If: "That she is a mysterious person." 0 pts. 10 points 5 points 8 points 7 points
OR B. A SUMMER'S READING / Bernard Malamud - 8-7. (Use Rubric 1) Two of the following: He has no money to spend. / He wants to have money. (He doesn't have) a good job. / (He doesn't have) respect from other people or self-respect. / Respect // (He doesn't have) a girlfriend. // Having enough money to go out with a girl. / going out with a girl and spending money on her. / (He doesn't have) a nice home / a house (with a porch in a different neighborhood). // (He doesn't have) an education. / a better life / the American dream. / George feels he needs meaning. If: "private life" deduct 20%. If: "neighborhood girls" deduct 20%. If: "The fact he had never finished high school" deduct 20%. If: "He feels like wasting his whole life for nothing without doing anything good for a change" deduct 45%. If: "George wants to succeed in school" deduct 45%. If: "he is missing his potential" 0 pts. If: "Friends" 0 pts. If: "Contact with the neighborhood people" 0 pts. 8. (Use Rubric 1) iv) He only speaks to Mr. Cattanzara. Accept: iii) He doesn't speak to anyone. 9. (Use Rubric 1) At least one of the following: He has / needs / is looking for privacy. // He can dream there about a better life. // The park is pleasant / cool / green unlike his "hot and stony" neighborhood. // He can escape there from the reality. // In the park there aren't a lot of people and he can be alone with his thoughts. // He gets calm there. // He thinks there about his life. // He wants to be alone. // He thinks there about his goals in life. If: "He likes to go to the park and watch the nature" deduct 45%. If: "he has nothing to do" deduct 45%. 10. (Use Rubric 2) George is talking about an education he can use in "real" everyday life. // Information that can help him work at something interesting or live a better life. // Education that can help him work at something interesting / live a better life. // George is talking about an education that can help him get the American dream. // An education that we get from life experience. If: "An education with a more personal treatment from teachers who would help him get along at school" deduct 45%. If: "He is talking about reading books. From reading books he can get an education" deduct 45%. If: "George is talking about respect; he wants education full of respect from teachers. All he wants is respect that teachers didn't give him" deduct 45%. If: "he talks about knowledge you get from reading books" deduct 45%. If: "he talks about the life education" deduct 45%. If: "he talks about education you don't get in high school" 0 pts. If: "he talks about the education with respect" 0 pts. 10 points
- 9-11. a. (Use Rubric 2) Possible thinking skills: Explaining cause and effect / Inferring Any other thinking skills are acceptable as long as they are supported by the text and can be explained in question 11b. George has no one to talk to in his family. This makes it hard for him to solve his problems and to change his life. His family does not push him to get education and it causes George to stay uneducated. Answer has to be supported by one or more of the following: His mother is dead. / His father is quiet and shy. / His sister and his father work all day. / Sophie cares about George and tries to help him out, but when she sees that he isn't reading she gets angry instead of helping him understand how he can really improve his life. If no supporting information deduct 40%. If gives ONLY supporting details / examples without generalization deduct 45% For example: If: "George's family is poor and doesn't have education. George didn't finish school and he doesn't read" deduct 45%. If no "effect on his life": "George lives with his father and sister Sophie. His mother is dead. His father is a quiet man and works in the fish market and Sophie works in a cafeteria" 0 pts. b. (Use Rubric 3) Possible explanations for thinking skills: Explaining cause and effect: I used the HOTS of cause and effect to show how George's relationship with his family caused him to stay in his old life. Inferring: I can infer from George's family life that he could not change without their help. 12. a. (Use Rubric 2) The answer has to include two elements: a generalization AND an example / supporting information. If no supporting information, for example: "to encourage him" deduct 10%. She is like a mother to him. She earns a living for the family. She takes care of the home. // She encourages George when he wants to read. She gives him an allowance / money. //She criticizes him when she thinks he is lying. // She wants to educate George and teach him values. // She supports him. She gives him magazines (from the cafeteria to read). // To educate George and teach him values. She gives him money and magazines. If: "Sophie is George's sister. She works in the cafeteria and gives George some newspapers and magazines to read" deduct 30%. If: "she is his sister" 0 pts. b. A student can relate just to one part of the story, for example, only to the part when she understands that he is not reading. Sophie thinks George could succeed in life and she believes it when she hears that he is reading. At that point her opinion is that he is trying to get an education and should get respect. // When Sophie learns that George lied, she thinks that he is a lazy bum who doesn't do anything and expects other people to take care of him. // When Sophie hears that George is reading, she is proud of him and respects him. // She expects more from him. We can see it when she asks him about his reading. If: "That he is lazy" deduct 45%. If no opinion: "she cares about him and wants the best for him" 0 pts. 10 points 5 points 8 points 7 points
- 10 - PART II (33 points) Students are required to answer questions for (C) Thank You, Ma'm. C. THANK YOU, MA'M / Langston Hughes 13. (Use Rubric 1) iii) Roger fell on the ground and Mrs. Jones kicked him. 14. (Use Rubric 1) Mrs. Jones drags him there. / takes him there by force. // Mrs. Jones kicked him and took him to her home. If no element of force deduct 10%. For example: If: "Mrs. Jones took him to her home because she wanted to teach him a lesson" deduct 10%. If: "she takes him there" deduct 10%. If: "she takes him there to wash his face" deduct 20%. 15. (Use Rubric 1) He is worried that she is going to call / take him to the police / to jail. // He was afraid to go to jail. // how to run away. If: "that she will think that he is a thief" 0 pts. If: "that she will not trust him" 0 pts. 16. a. (Use Rubric 2) Possible thinking skills: Distinguishing different perspectives / Explaining cause and effect / Inferring Any other thinking skills are acceptable as long as they are supported by the text and can be explained in question 16b. 10 points It is important for Roger to remember his meeting with Mrs. Jones so that he doesn't do the same thing again. / because this meeting could change Robert's life. / because she wanted to give him a lesson for his life. // Mrs. Jones shows Roger that he has done something wrong and treats him nicely. She hopes that Roger will never try to steal anything again. b. (Use Rubric 2) Distinguishing different perspectives: I chose different perspectives because Roger sees things differently after his meeting with Mrs. Jones. At the beginning he thinks that stealing is the way to get what he wants but at the end he realizes that stealing is wrong. Explaining cause and effect: I chose this skill because Mrs. Jones is trying to change Roger's behavior and cause him to understand the difference between right and wrong. // When someone shows love and care it can give hope and change someone's life. Inferring: Reading between the lines we can see that she teaches him right from wrong. 5 points
- 11-17. (Use Rubric 2) a. I can understand that Roger has no one to take care of him at home. // There is nobody to tell him how to behave or to give him money to spend. // His life is difficult and he has no one to teach him the difference between right and wrong. // I can understand that Roger is a poor and lonely boy. In the story he tried to steal money from Mrs. Jones to buy shoes. If: "I can undesrtand that his parents are not living with him, he lives alone and doesn't have money" deduct 20%. If: "his parents died / he was an orphan / his parents work late / he lives alone" deduct 20%. If: "he is homeless" 0 pts. If: "he is poor" 0 pts. b. Mrs. Jones doesn't want Roger to make the same mistakes she made in her life. // She wants him to know the difference between right and wrong. // She wants to teach him how to behave. // She wants to teach him not to steal from others. / She wants to show him the right way (to live). She does not want him to be a criminal. / She knows how he feels. // She feels sorry for him (because he said there was no one in his house.) // She wants Roger not to be scared. / She gives him the feeling of home and family. If: "she refers to him like to her son" deduct 60%. If: "she also does not have a family" 0 pts. If: "She thinks that if Roger feels at home he will tell her about his life" 0 pts. If: "she is African-American" 0 pts. If: "she saw that he has no parents" 0 pts. 7 points 8 points
- 12 - PART III (24 points) (Use Rubric 4) Students are required to answer questions for either question (18) The Treasure Of Lemon Brown OR (19) Count That Day Lost. Suggested length: 60-80 words. Note: When giving examples from the texts students may either quote directly or paraphrase. 18. THE TREASURE OF LEMON BROWN / Walter Dean Myers The answer has to contain the elements of universal values / understanding what the real treasure in life is / son-father relationships. Possible answer: The main character of the story is Greg who has a problem with his grades in Math. His father won't let him play basketball until he improves his grades. Greg understands what his father is trying to do after he meets Lemon Brown. The lesson that Greg learns from Lemon Brown is that his father loves him and wants him to succeed. The story talks about universal values like what the treasure in life is or father-son relationships. These lessons are interesting for everyone, especially teenagers. 19. COUNT THAT DAY LOST / George Eliot The answer has to contain the elements making other people's lives better / make others feel better by doing something good. Possible answer: In a society where there are many problems and people have difficulties every person can make a difference. The poem shows how people can improve society. It says that a person should be nice and helpful to other people in any way possible. A person can help others and make them feel better by doing something or by saying something helpful or even just by looking at others in a kind way. But a person who doesn't care and doesn't do anything to make life better for others each day is wasting his / her life, and can count that day lost.
- 13 - APPENDIX TO PARTS I AND II (נספח לפרק ראשון ושני) Thinking Skills (כישורי חשיבה) Comparing and contrasting Distinguishing different perspectives Explaining cause and effect Problem solving Inferring Explaining patterns