9-10th Grade Quarter 3 Summative Assessment
9-10th Grade Quarter 3 Summative Assessment
Learning Goals:
 I can analyze the representation of a subject or a key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
 I can analyze various accounts of a subject told in different media, determining
which details are emphasized in each account.
 I can delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
 I can analyze how an author draws on and transforms source material in a specific
work.
 I can analyze seminal U.S. documents of historical and literary significance, including
how they address related themes and concepts.
 I can write an argument to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
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9-10th Grade Quarter 3 Summative Assessment
Directions: Read the excerpt “Ender’s Game” and watch the 3.5-minute video and then
answer Numbers 1 through 4.
Ender’s Game
By Orson Scott Card
(1) At the end of the week Dragon Army had fought seven battles in seven days. The score
stood 7 wins and 0 losses. Ender had never had more than five boys frozen in any game. It
was no longer possible for the other commanders to ignore Ender. A few of them sat with
him and quietly conversed about game strategies that Ender's opponents had used. Other
much larger groups were talking with the commanders that Ender had defeated, trying to
find out what Ender had done to beat them.
(2) In the middle of the meal the teacher door opened and the groups fell silent as
Lieutenant Anderson stepped in and looked over the group. When he located Ender he
strode quickly across the room and whispered in Ender's ear. Ender nodded, finished his
glass of water, and left with the lieutenant. On the way out, Anderson handed a slip of paper
to one of the older boys. The room became very noisy with conversation as Anderson and
Ender left.
(3) Ender was escorted down corridors he had never seen before. They didn't have the blue
glow of the soldier corridors. Most were wood paneled, and the floors were carpeted. The
doors were wood, with nameplates on them, and they stopped at one that said "Captain
Graff, supervisor." Anderson knocked softly, and a low voice said, "Come in."
(4) They went in. Captain Graff was seated behind a desk, his hands folded across his
potbelly. He nodded, and Anderson sat. Ender also sat down. Graff cleared his throat and
spoke.
(5) "Seven days since your first battle, Ender."
(6) Ender did not reply.
(7) "Won seven battles, one every day."
(8) Ender nodded.
(9) "Scores unusually high, too."
(10) Ender blinked.
(11) "Why?" Graff asked him.
(12) Ender glanced at Anderson, and then spoke to the captain behind the desk. "Two new
tactics, sir. Legs doubled up as a shield, so that a flash doesn't immobilize. Jackknife takeoffs
from the walls. Superior strategy, as Lieutenant Anderson taught, think places, not spaces.
Five toons of eight instead of four of ten. Incompetent opponents. Excellent toon leaders,
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9-10th Grade Quarter 3 Summative Assessment
good soldiers."
(13) Graff looked at Ender without expression. Waiting for what, Ender wondered.
Lieutenant Anderson spoke up.
(14) "Ender, what's the condition of your army?"
(15) Do they want me to ask for relief? Not a chance, he decided. "A little tired, in peak
condition, morale high, learning fast. Anxious for the next battle."
(16) Anderson looked at Graff. Graff shrugged slightly and turned to Ender.
(17) "Is there anything you want to know?"
(18) Ender held his hands loosely in his lap. "When are you going to put us up against a
good army?"
(19) Graff's laughter rang in the room, and when it stopped, Graff handed a piece of paper
to Ender. "Now," the captain said, and Ender read the paper. "Dragon Army against Leopard
Army, Ender Wiggins and Pol Slattery, 2000."
(20) Ender looked up at Captain Graff. "That's ten minutes from now, sir."
(21) Graff smiled. "Better hurry, then, boy."
(22) As Ender left he realized Pol Slattery was the boy who had been handed his orders as
Ender left the mess hall.
(23) He got to his army five minutes later. Three toon leaders were already undressed and
lying naked on their beds. He sent them all flying down the corridors to rouse their toons,
and gathered up their suits himself. When all his boys were assembled in the corridor, most
of them still getting dressed, Ender spoke to them.
(24) "This one's hot and there's no time. We'll be late to the door, and the enemy'll be
deployed right outside our gate. Ambush, and I've never heard of it happening before. So
we'll take our time at the door. A and B toons, keep your belts loose, and give your flashers
to the leaders and seconds of the other toons."
(25) Puzzled, his soldiers complied. By then all were dressed, and Ender led them at a trot
to the gate. When they reached it the forcefield was already on one-way, and some of his
soldiers were panting. They had had one battle that day and a full workout. They were
tired.
(26) Ender stopped at the entrance and looked at the placements of the enemy soldiers.
Some of them were grouped not more than twenty feet out from the gate. There was no
grid, there were no stars. A big empty space. Where were most of the enemy soldiers?
There should have been thirty more.
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9-10th Grade Quarter 3 Summative Assessment
(27) "They're flat against this wall," Ender said, "where we can't see them."
(28) He took A and B toons and made them kneel, their hands on their hips. Then he
flashed them, so that their bodies were frozen rigid.
(29) "You're shields," Ender said, and then had boys from C and D kneel on their legs and
hook both arms under the frozen boys' belts. Each boy was holding two flashers. Then
Ender and the members of E toon picked up the duos, three at a time, and threw them out
the door.
(30) Of course, the enemy opened fire immediately. But they mainly hit the boys who were
already flashed, and in a few moments pandemonium broke out in the battleroom. All the
soldiers of Leopard Army were easy targets as they lay pressed flat against the wall or
floated, unprotected, in the middle of the battleroom; and Ender's soldiers, armed with two
flashers each, carved them up easily. Pol Slattery reacted quickly, ordering his men away
from the wall, but not quickly enough -- only a few were able to move, and they were
flashed before they could get a quarter of the way across the battleroom.
(31) When the battle was over Dragon Army had only twelve boys whole, the lowest score
they had ever had. But Ender was satisfied. And during the ritual of surrender Pol Slattery
broke form by shaking hands and asking, "Why did you wait so long getting out of the
gate?"
(32) Ender glanced at Anderson, who was floating nearby. "I was informed late," he said. "It
was an ambush."
(33) Slattery grinned, and gripped Ender's hand again. "Good game."
(34) Ender didn't smile at Anderson this time. He knew that now the games would be
arranged against him, to even up the odds. He didn't like it.
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9-10th Grade Quarter 3 Summative Assessment
Literary Questions
Now answer Numbers 1 through 4. Base your answers on the excerpt “Ender’s Game”
and the video.
1. Compare two versions of the same scene/topic. How do they compare? Where do they
differ?
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Part A
2. What is the theme of this excerpt?
a) The end justifies the means.
b) Learn from your enemies.
c) Loneliness and connection.
d) Power and manipulation.
Part B
3. Which sentence from the passage supports the response in Part A?
a) “Ender had never had more than five boys frozen in any game.”
b) “It was no longer possible for the other commanders to ignore Ender.”
c) "Two new tactics, sir. Legs doubled up as a shield, so that a flash doesn't immobilize.
Jackknife takeoffs from the walls. Superior strategy, as Lieutenant Anderson taught,
think places, not spaces. Five toons of eight instead of four of ten. Incompetent
opponents. Excellent toon leaders, good soldiers."
d) “Puzzled, his soldiers complied. By then all were dressed, and Ender led them at a
trot to the gate. When they reached it the forcefield was already on one-way, and
some of his soldiers were panting. They had had one battle that day and a full
workout. They were tired.”
4. What other source materials did the author use in writing this work? How do you know?
Why do you think they were used? How did the author change the source material?
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9-10th Grade Quarter 3 Summative Assessment
Directions: Read the 2 passages within “Getting the kids to eat healthier school meals” and
then answer Numbers 5 through 11.
Getting the kids to eat healthier school meals
By McClatchy-Tribune News Service, adapted by Newsela staff on 09.29.14
Passage 1
by William Rice
1
WASHINGTON — As a new school year begins, American parents should enthusiastically
join first lady Michelle Obama’s campaign for healthier school lunches — a campaign based
on sound nutritional science with the goal of healthier, happier kids.
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The first lady has made improving childhood health through better eating and more
exercise her signature issue.
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That’s a wise choice, since childhood obesity reached epidemic proportions: In 2012, 1 in 3
American children were overweight or obese. Overweight children are at higher risk of
developing a variety of ailments, including cardiovascular disease and diabetes that
diminish their lives and cost our economy hundreds of billions of dollars a year.
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One component of Obama’s overall program is the Healthy, Hunger-Free Kids Act. It’s an
update to the national school lunch program, which has been subsidizing school meals
since 1946. More than 30 million students now participate, but the program hadn’t had a
major overhaul in 15 years.
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Following recommendations of the Institute of Medicine, school meals are now supposed to
contain fewer calories, less fat and salt, and more fruit, vegetables and whole grains. Most
parents would agree these are laudable goals.
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Less noticed than the menu changes are other parts of the new law that improve access to
school meals for low-income and foster kids.
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It’s important to note that the federal government only sets guidelines — local school
systems create their own menus. And contrary to ridiculous rumors, nothing in the law
prohibits bake sales or birthday cakes in the classroom.
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Still, as should be expected when making big changes to a national program, there have
been glitches. For instance, it turned out many high school athletes needed more protein
than the guidelines allowed. The government responded by amending the regulations.
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The vast majority of school systems are working with Washington to implement the
changes — more than 90 percent are in compliance with the new guidelines. And despite
anecdotal evidence, including an enterprising video by Kansas high school students, studies
show most kids have grown to like the new, healthier options.
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But, just as with health care reform, there are those who, for ideological or political reasons
or both, prefer attacking the law to improving it. There have been efforts in Congress to
waive the new nutritional standards for a year. Some nutrition advocates see the influence
of junk-food purveyors in the legislative efforts to stall or roll back the new standards.
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It should be no surprise to any parent that kids resist healthy food. But, just as is true
around the family dining room table, with sufficient time and encouragement, children can
be persuaded to try new foods and eventually come to enjoy them. School systems that
phased the changes in slowly found greater student acceptance.
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Organizations that work most intensively to promote good nutrition, such as the Food
Research and Action Center, and most closely with students, such as the National Education
Association, wholeheartedly support the new meal standards and are fighting efforts to
water them down.
A congressional study from earlier this year found that the new standards were achieving
the goal of better nutrition for kids and attributed the problems of implementation to the
speed and scope of the changes.
The federal government has been contributing food and money to our schools to improve
student nutrition for decades. Such aid is good for the kids, good for education and good for
our country. Over the years, assistance has been extended to cover breakfast as well as
lunch — and improved, such as in the mid-90s, the last time school meals were updated to
conform to the most recent consensus on good nutrition.
Obama’s campaign is just the latest effort to make sure our kids eat right at school. It
deserves every parent’s support.
Passage 2
by Daren Bakst
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WASHINGTON — The primary focus of the federal school meal programs should be
meeting students’ needs. But for that to happen, there must be recognition that parents —
not the first lady or Congress — know what’s best for their children.
Unfortunately, the school meal standards that started to go into effect two years ago under
the Healthy, Hunger-Free Kids Act of 2010 ignore parents in favor of a federal government
that thinks it knows everything.
Those who dare to speak against these standards have quickly felt the wrath of Michelle
Obama and her minions in the administration.
It’s not just policymakers who have felt the ire of the first lady. The School Nutrition
Association, representing more than 55,000 school nutrition experts, sent a letter to the
first lady expressing “disappointment regarding your July 22nd comments disparaging
school nutrition professionals.”
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9-10th Grade Quarter 3 Summative Assessment
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The new meal standards try to micromanage every aspect of what’s served to children,
including placing severe restrictions on calories, nutritional content and portion sizes.
Some schools have left the program, willing to sacrifice its massive subsidies in exchange
for freedom from its excessive restrictions and costs.
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The assumption underlying these new standards is that the federal government must
control nutritional policy in the schools because parents can’t be trusted to teach their
children how to make dietary choices that meet their unique needs.
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Proponents claim that parents need help because they can’t ensure their kids are eating
properly at school. Of course, parents can’t know every single thing that their children eat
at school, but this doesn’t mean parents haven’t provided their children with the necessary
knowledge to make informed choices. But even assuming that schools need to limit food
choices, this doesn’t justify federal control.
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Parents concerned about the food provided to their children at school are much better off
going to local officials to address these issues. They will generally get the chance to meet
with the officials and have their voices heard.
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Parents aren’t going to get very far trying to convince D.C. bureaucrats about their specific
concerns. Local officials who would like to help have their hands tied with these new
standards because they don’t have the necessary flexibility to address many concerns.
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If the new standards provided greater flexibility to states and local authorities, it would not
only help officials better meet the needs of their students, but also empower parents by
giving them a greater say in the food provided through meal programs.
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The federal standards have encountered a lot of criticism from nutrition officials as well as
students. The independent Government Accountability Office surveyed state nutrition
officials and found that local school food authorities had a slew of real-world concerns
about the lunch standards, ranging from “increased plate waste” — bureaucrat speak for
uneaten food — to the costs of meeting the new federal dietary code.
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The School Nutrition Association has echoed these concerns. The National School Board
Association cautioned, “School boards cannot ignore the higher costs and operational
issues created by the rigid mandates of the Healthy, Hunger-Free Kids Act.” The mandates
are so excessive that some schools have reportedly raided their teaching budgets to cover
the extra costs.
28
Worse, students are disgusted by the food provided to them. According to the GAO report,
students in one district held a three-week boycott against school lunches. Students are
posting their anger over the program using Twitter at “#ThanksMichelle.”
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The first lady and other proponents of the standards have turned a deaf ear to the
complaints. They’ve even opposed giving some financially struggling schools a one-year
reprieve from complying with the standards. Nothing, it seems, not even the mounting
evidence of the program’s failure, will be allowed to slow its implementation.
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9-10th Grade Quarter 3 Summative Assessment
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And that’s a shame. Washington always hungers for power, but these federal meal
standards aren’t fit for public consumption. They need to be scrapped.
Informational Questions
Directions: Now answer Numbers 5 through 11. Base your answers on the 2 passages
within “Getting the kids to eat healthier school meals.”
Part A
5. What is the author’s argument or claim in the first passage?
a) Eating healthy is good for making new friends on Twitter.
b) It’s good for kids and education.
c) People who eat healthy are happier.
d) It’s good for earning more money.
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9-10th Grade Quarter 3 Summative Assessment
Part B
6. Which statement from the passage supports the response in Part A?
a) “The first lady wants to improve childhood health through better eating and more
exercise. She wants it to be the issue she is known for.”
b) “Obama’s campaign is just the latest effort to make sure our kids eat right at school.
It deserves every parent’s support.”
c) “It should be no surprise to any parent that kids resist healthy food.”
d) “Such aid is good for the kids, good for education and good for our country.”
7. All of the following are arguments the first author uses to convince the reader, EXCEPT
which one?
a) that the new standards are a necessary update to the historical program of aid to
schools
b) that the obesity epidemic requires action by the federal government
c) that the program has been a perfect success with kids and schools
d) that over time kids will adjust to the changes in school menus
8. Read the following passage from the second author:
Those who dare to speak against these standards have quickly felt the wrath of Michelle
Obama and her minions in the administration.
What literary device is the author of the second passage using to emphasize his point about
overstepping by the federal government?
a) allusion
b) anecdote
c) hyperbole
d) symbolism
9. What aspect of how our government works, as described in the U.S. Constitution, does
the author of the second passage touch on?
a) the job of the first lady in helping set national school lunch policy for the states
b) federalism, or the sharing of power between states and the federal government
c) the role the independent Government Accountability Office plays in investigations
d) the position that parents have in speaking to D.C. bureaucrats about their concerns
10. What best describes the difference between how the first passage and the second
passage authors see the role of the federal government?
a) The PRO author thinks states should have more power than the federal government;
the CON author thinks the federal government should have more power than states.
b) The PRO author thinks the federal government should have more power than states;
the CON author thinks states should have more power than the federal government.
c) The CON author thinks the federal government is overreaching its power; the PRO
author thinks the federal standards allow for local decision-making.
d) The CON author thinks parents should have more say in decision- making; the PRO
author thinks the first lady has the right amount of power.
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9-10th Grade Quarter 3 Summative Assessment
11. What argument in the first article has the LEAST amount of support?
a) that obesity is a national problem for kids
b) that the food lunch program helps kids afford lunches
c) that junk-food purveyors are trying to stall the new standards
d) that the vast majority of school systems are implementing the changes
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9-10th Grade Quarter 3 Summative Assessment
Writing Prompt
Manage your time carefully so that you can
 read the passages;  plan your essay;  write your essay; and  revise and edit your essay. Be sure to  include a claim;  address counterclaims;  use evidence from multiple sources; and  avoid overly relying on one source. Your written response should be in the form of a multiparagraph essay. Remember to
spend time reading, planning, writing, revising, and editing. Write your response in the
space provided. 11. Do people believe they have control over how healthy they are? After reading the 2
informational passages and viewing the food pyramid, write an essay in which you address
the question and argue whether people truly have control over their health. Support your
position with evidence from the texts.
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9-10th Grade Quarter 3 Summative Assessment
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9-10th Grade Quarter 3 Summative Assessment
Answer Key:
1. Answers will vary, but must be supported with evidence from the text.
2. B
3. C
4. Answers will vary, but must be supported with evidence from the text.
5. C
6. B
7. D
8. C
9. C
10. B
11. C
12. Use the rubric to score the essay
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9-10th Grade Quarter 3 Summative Assessment
Grades 6–11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Conventions of Standard English
Score Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
(2-point Rubric begins at score
point 2)
The response provides thorough, convincing,
and credible support, citing evidence for the
The response is fully sustained and consistently focused
writer’s claim that includes the effective use
within the purpose, audience, and task; and it has a clear
of sources, facts, and details. The response
claim and effective organizational structure creating
includes most of the following:
coherence and completeness. The response includes most
Smoothly integrated,
of the following:
thorough, and relevant evidence,
Strongly maintained claim with little
including precise references to sources or no loosely related material Effective use of a variety
Clearly addressed alternate or
of elaborative techniques to support the
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opposing claims* claim, demonstrating an understanding
Skillful use of a variety of transitional
of the topic and text strategies to clarify the relationships between and
Clear and effective
among ideas expression of ideas, using precise
Logical progression of ideas from
language beginning to end with a satisfying introduction and
Academic and domainconclusion specific vocabulary clearly appropriate
Appropriate style and tone
for the audience and purpose established and maintained Varied sentence structure,
demonstrating language facility The response is adequately sustained and generally
focused within the purpose, audience, and task; and it has The response provides adequate support,
citing evidence for the writer’s claim that
a clear claim and evident organizational structure with a
sense of completeness. The response includes most of the includes the use of sources, facts, and details.
The response includes most of the following:
following:
 Generally integrated and relevant
Maintained claim, though some
evidence from sources, though references
loosely related material may be present 3
may be general or imprecise
Adequate
Alternate or opposing claims included
use of some elaborative techniques
but may not be completely addressed* Adequate use of a variety of
 Adequate expression of ideas, employing
transitional strategies to clarify the relationships
a mix of precise and general language
between and among ideas  Domain-specific vocabulary generally
Adequate progression of ideas from
appropriate for the audience and
beginning to end with a sufficient introduction and
purpose
Some variation in sentence
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9-10th Grade Quarter 3 Summative Assessment
conclusion structure
Appropriate style and tone
established Score
Purpose, Focus, and Organization (4-point Rubric)
2
The response is somewhat sustained within the purpose,
audience, and task but may include loosely related or
extraneous material; and it may have a claim with an
inconsistent organizational structure. The response may
include the following:
Focused claim but insufficiently
sustained or unclear Insufficiently addressed alternate or
opposing claims* Inconsistent use of transitional
strategies with little variety Uneven progression of ideas from
beginning to end with an inadequate introduction or
conclusion 1
The response is related to the topic but may demonstrate
little or no awareness of the purpose, audience, and task;
and it may have no discernible claim and little or no
discernible organizational structure. The response may
include the following:
Absent, confusing, or ambiguous claim
Missing alternate or opposing claims*
Few or no transitional strategies Frequent extraneous ideas that
impede understanding Too brief to demonstrate knowledge
of focus or organization 0
Evidence and Elaboration (4-point Rubric)
The response provides uneven, cursory
support/evidence for the writer’s claim that
includes partial use of sources, facts, and
details. The response may include the
following:
Weakly integrated
evidence from sources; erratic or
irrelevant references or citations Repetitive or ineffective
use of elaborative techniques Imprecise or simplistic
expression of ideas Some use of inappropriate
domain-specific vocabulary Most sentences limited to
simple constructions The response provides minimal
support/evidence for the writer’s claim,
including little if any use of sources, facts, and
details. The response may include the
following:
Minimal, absent,
erroneous, or irrelevant evidence or
citations from the source material Expression of ideas that is
vague, unclear, or confusing Limited and often
inappropriate language or domainspecific vocabulary Sentences limited to
simple constructions Conventions of Standard English
(2-point Rubric)
The response demonstrates an
adequate command of basic
conventions. The response may
include the following:
Some minor
errors in usage but no
patterns of errors Adequate use
of punctuation,
capitalization, sentence
formation, and spelling The response demonstrates a
partial command of basic
conventions. The response may
include the following:
Various
errors in usage Inconsistent
use of correct punctuation,
capitalization, sentence
formation, and spelling The response demonstrates a
lack of command of conventions,
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9-10th Grade Quarter 3 Summative Assessment
with frequent and severe errors
often obscuring meaning.
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