Collection 3
Performance Task A
After completion of Collection Three from the your literature textbook, you will be expected to create an
annotated bib using the sources read, shared, and discussed in class to create an
were writing specifically to highlight those who fought to end slavery.
annotated bib as if you
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
RI.8.6 - Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
RI.8.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts
disagree on matters of fact or interpretation.
W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration.
W.8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
W.8.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Works Cited
Bradbury, Ray. “The Drummer Boy of Shiloh.” Collections. Ed. Kylene Beers, et al. MA: Houghton Mifflin and
Harcourt, 2015. 167-172. Print.
Douglass, Frederick. “Narrative of the Life of Frederick Douglass, an American Slave.” Collections. Ed. Kylene
Beers, et al. MA: Houghton Mifflin and Harcourt, 2015. 143-147. Print.
Eames, Bill. “Jackdaw Photo Collection PC -104.” New York: Jackdaw Publications, 1999.
Freedman, Russell. “My Friend Douglass.” Close Reader. Ed. Kylene Beers, et al. FLA: Houghton Mifflin and
Harcourt, 2015. 43-47. Print.
Groom, Winston. “Why Shiloh Matters.” New York Times. 6 April 2012. Web. 2 November 2014.
Petry, Ann. “Harriet Tubman: Conductor on the Underground Railroad.” Collections. Ed. Kylene Beers, et al. MA:
Houghton Mifflin and Harcourt, 2015. 151-162. Print.
Swanson, James L. “Bloody Times” The funeral of Abraham Lincoln and the Manhunt for Jefferson Davis.”
Collections. Ed. Kylene Beers, et al. MA: Houghton Mifflin and Harcourt, 2015. 177-194. Print.
Types of Source Materials
There are two major types of source material used by researchers: primary and secondary sources.
Primary sources are first-hand accounts about a person or event. They include letters, diaries,
speeches, interviews, newspaper articles from the time, and many other types of documents.
Secondary sources are usually published books or articles in which the author presents a personal
interpretation of a topic, based on primary sources. Most library books are secondary sources, as
are encyclopedias. Secondary sources are important because they put people and events in an
historical context and show how opinions about historical events have changed over time.
You must use both primary and secondary sources to create your NHD project.
Annotated Bibliography
An annotated bibliography is required for all categories. It should contain all sources that
provided usable information or new perspectives in preparing your entry. You will look at many
more sources than you actually use. You should list only those sources that contributed to the
development of your entry. Sources of visual materials and oral interviews must be included. The
annotations for each source must explain how the source was used and how it helped you
understand your topic.
For example:
Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened
to the students each day. This first-hand account was very important to my paper because
it made me more aware of the feelings of the people involved.
An annotation normally should be about 2-4 sentences long. Lengthy annotations are usually unnecessary
and inappropriate, and might be considered an effort to "pad" the bibliography.
Be sure to explain how these sources would help you in a
research presentation that was intended to highlight those who
fought to end slavery.
Performance Task B: Literary Analysis of Ray Bradbury’s “The Drummer Boy of Shiloh”
CC 8W-1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Ray Bradbury’s “The Drummer Boy of Shiloh” invites readers to experience the night before a
Civil War battle through the eyes of a young boy. In this activity, you will conduct research (or
review your previous research) to learn how the historic details of the Battle of Shiloh are
relevant to the story.
A successful literary analysis includes the following:



Evidence citation from text(s) that strongly support ideas.
Organization that is appropriate for purpose and audience.
Relevant ideas that are reflected throughout content of essay.
Remember to consider the following symbols we discussed in class which include the following: peach
blossoms, drums, the drummer boy, the church called Shiloh, and/or the General.
Bradbury, Ray. “The Drummer Boy of Shiloh.” Collections. Ed. Kylene Beers, et al. MA: Houghton
Mifflin and Harcourt, 2015. 167-172. Print.
Here is a sample introduction that follows the ANT process.
Rat-tap-tapping drums set steps and paces of soldiers. During the Civil War, the drummer boy
was among the many youths who marched and fought in some of the bloodiest conflicts including the
Battle of Shiloh. Although Ray Bradbury’s story, “The Drummer Boy of Shiloh” is historical fiction, its
events reflect the possible realities of fears on the eve of this historic blood bath that included so many
losses of Confederate and Union youths. A vulnerable drummer boy encounters a fatherly general who
confesses his fears before instructing the drummer of the significance of his role in the war. Three
significant symbols which capture the high cost of war include the following: peach blossoms, drums,
and the drummer boy.
MLA Formatted Critical Literary Analysis Essay
Name __________________
Date ________ Class___________
CATEGORY
Introduction
Organization
(
10%
Sequencing
Organization
(
10%
Support for Topic
Ideas)
(
50%
Conclusion
Ideas)
(
10%
MLA Format
Conventions)
(
10%
GUMPS
(grammar, usage,
mechanics, punctuation,
& spelling)
Conventions)
(
10%
4
3
2
1
The introduction begins
with an attention-getter,
)
includes author and title
of work, briefly
summarizes work, and
contains a thesis.
The introduction contains
most of the essential
introductory requirements,
but may not be clear or
effective.
The introduction states
the main topic, but does
not adequately preview
the structure of the paper
nor is it particularly
inviting to the reader.
There is no clear
introduction of the main
topic or structure of the
paper.
Topic sentences connect
to thesis. Details are
)
placed in a logical order
and the way they are
presented effectively
keeps the interest of the
reader.
Details are placed in a
logical order, but the way in
which they are presented or
introduced sometimes
makes the writing less
interesting or confusing.
Some details are not in a
logical or expected order,
and this distracts the
reader.
Many details are not in a
logical or expected order.
There is little sense that
the writing is organized.
Most paragraphs contain
sufficient examples and
have enough relevant
quoted passages. Citations
may have a glitch.
Supporting details and
information are relevant,
but several key issues or
are unsupported.
Supporting details and
information are typically
unclear or not related to
the topic.
The conclusion is strong The conclusion is
and leaves the reader with recognizable and ties up
a feeling that they
almost all the loose ends.
understand what the
writer is "getting at."
The conclusion is
recognizable, but does
not tie up several loose
ends.
There is no clear
conclusion, the paper just
ends.
Header, heading,
MLA format omission
citations, page numbers, and/or page citations
and Works Cited are
missing.
included using proper
format, size, and spacing.
No contractions or first
person pronouns.
MLA format is
improperly followed
and/or improper citation
or Works Cited.
Numerous mistakes and
MLA mishaps, which
distract from the paper’s
form and effectiveness.
Writer makes no errors in
grammar, spelling , that
distract the reader from
the content.
Writer makes 3-4 errors
in grammar or spelling
that distract the reader
from the content.
Writer makes more than 4
errors in grammar or
spelling that distract the
reader from the content.
Each paragraph is well
supported with relevant
quoted passages, one
from the essay and one
from the story. Each is
properly cited.
Writer makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.