CORE Assessment Module
Module Overview
Content Area
Title
Grade Level
Problem Type
ndards
SBAC
Assessment
Claims
Task
Overview
Module
Components
English Language Arts
“Gettysburg Address”
Grade 9
Construct Response, Performance Task
RI 9.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RI 9.2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
RI 9.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone.
RL 9.5 Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
W 9.2
Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
W 9.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W 9.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
*SL 9.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their won clearly and persuasively.
Claim 1: Students can read closely and analytically to comprehend a range of
increasingly complex literary and informational texts.
Claim 2: Students can produce effective and well-grounded writing for a range of
purposes and audiences.
This assessment will be completed in two parts. The prewriting/planning in part one
will involve reading, note-taking, speaking and listening, and constructed response
questions. In part two, students will be asked to draft a persuasive essay.
1) Directions to Teacher
2) Text Passage
3) Graphic Organizer
4) Constructed Response Questions
5) Writing Tasks—Structure A and Structure B
*Standard addressed but not explicitly assessed.
Module Overview
Page 1
“Gettysburg Address”
Directions to Teacher
This Common Core-aligned ELA Performance Task can be given over two to three days
depending on class schedules. The directions below outline the steps to follow for a two-day
administration. For a one-day administration, give students a 5–10 minute break before starting
the writing prompt.
Text: Lincoln, Abraham. “Gettysburg Address”. (1863)
Materials:
Text Passage
Graphic Organizer
Constructed Response Questions
Writing Tasks—Structure A or Structure B
Lined paper for writing
Days 1–2
1. Reading:
(Approximately 15 minutes)
Give students a copy of the “Gettysburg Address” and instruct them to read it silently.
After students have read the passage, you will read the text to the students out loud. Invite
students to annotate the text, highlighting and/or writing questions as you read.
2. Note-taking: RI 9.1, RI 9.2, RI 9.4, RI 9.5
(Approximately 15–20 minutes)
Hand out the Graphic Organizer, and ask students to reread the passage again (third read)
and complete the “My Thoughts” and My Evidence” sections as directed in the graphic
organizer. Encourage students to expand their thinking beyond the literal answer to the
question.
3. Speaking/Listening Questions: RI 9.1, RI 9.2, RI 9.4, RI 9.5, *SL 9.1
(Approximately 15–20 minutes)
In pairs or groups of three, give students time to discuss the following questions and add
information to the “My Thoughts Now” section of the graphic organizer.
• Identify in the text at least two of Lincoln’s purposes in the address. Cite specific
textual evidence to support each purpose.
• Identify the tone(s) of the text; make sure you include in your evidence the words
and/or phrases from the address to support your findings.
• Identify examples of parallel structure in the text. Briefly explain the impact this
structure has in the text.
ELA Grade 9: Directions to Teacher
Page 2
4. Constructed Response Items: RI 9.1, RI 9.2, RI 9.4, RI 9.5
(Approximately 15 minutes)
Hand out the Constructed Response Questions and ask students to individually write their
responses to the questions on a separate piece of lined paper.
A. Word Meanings
1. In the first paragraph, Lincoln uses the term “Four score and seven years ago.”
This is a reference to what point in American history? How does this term
establish the tone for the rest of the address?
2. Explain the term “proposition” as it is used in this address.
3. What is it to “die in vain,” and whom does this refer to?
4. What does the phrase “the last full measure of devotion” mean, and how does this
phrase shape the tone?
5. Look at the first sentence of the third paragraph. Define the term “hallow” and
explain why Lincoln cannot “hallow the ground.”
B. Key Details
1. How does the first sentence in the second paragraph connect to the first sentence
in the first paragraph?
2. What is the purpose of the parallel structure in paragraph two? In paragraph
three?
C. Central Ideas
1. How does the purpose of the speech shift from paragraph two to paragraph three?
2. To what do the phrases “unfinished work” and “great task remaining before us”
refer?
D. Reasoning/Evaluation
1. Explain how the absence of figurative language affects the emotional tone of the
address.
2. How does the parallel structure shape the tone and purpose of the address?
ELA Grade 9: Directions to Teacher
Page 3
Day 3
Performance Task (Writing Prompt) W 9.2, W 9.4, W 9.9
(Approximately 30 minutes)
Below are two versions of the same basic writing prompt. Note that “Structure A” has a bit more
scaffolding support than “Structure B.” You may choose to distribute either one of these
prompts. Once you have done so, let students know the amount of time they have to respond to
the prompt in writing. Encourage students to use their graphic organizer and/or constructed
response questions to inform their writing.
______________________________________________________________________
Performance Task A—Scaffold Structure
After reading the “Gettysburg Address,” determine one purpose of the address and analyze how
the tone and parallel structure of the text support that purpose. Provide evidence from the text to
support your analysis. Remember to:
• Determine one purpose of the “Gettysburg Address.”
• Identify the various tone(s) in the text, citing the diction (word choice) Lincoln used to
establish the tone(s).
• Identify the parallel structure, citing the syntax (sentence structure) and diction Lincoln
used in the structure.
• Synthesize your analysis to show how tone and parallel structure support the purpose
you identified in the text.
• Cite evidence from the text to support your analysis.
Be Sure To:
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
______________________________________________________________________
Performance Task B
After reading the “Gettysburg Address,” determine one purpose of the address and analyze how
the tone and parallel structure of the text support that purpose. Provide evidence from the text to
support your analysis.
Be Sure To:
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
ELA Grade 9: Directions to Teacher
Page 4
Student Name ______________________
“Gettysburg Address”
Text Passage
Lincoln, Abraham. “Gettysburg Address” (1863)
Fourscore and seven years ago, our fathers brought forth upon this continent a new nation,
conceived in liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived
and so dedicated, can long endure. We are met on a great battlefield of that war. We are met to
dedicate a portion of it as the final resting-place of those who here gave their lives that that
nation might live. It is altogether fitting and proper that we should do this.
But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground.
The brave men, living and dead, who struggled here, have consecrated it far above our power to
add or detract. The world will little note, nor long remember, what we say here, but it can never
forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished
work that they have thus far so nobly carried on. It is, rather for us to be here dedicated to the
great task remaining before us, that from these honored dead we take increased devotion to that
cause for which they here gave the last full measure of devotion; that we here highly resolve that
these dead shall not have died in vain; that this nation, under God, shall have a new birth of
freedom, and that Government of the people, by the people and for the people, shall not perish
from the earth.
ELA Grade 9: “Gettysburg Address”
Page 1
Student Name ______________________
“Gettysburg Address”
Graphic Organizer
Directions: Read the questions below. Reread the passage and write answers to the questions
in the “My Thoughts” section. In the “My Evidence” column, list the evidence from the text to
support your thoughts. You will then be given time to talk to a classmate and share ideas. Then
complete the “My Thoughts Now” section based on your conversation.
Questions
My Thoughts
My Evidence
My Thoughts Now
ELA Grade 9: “Gettysburg Address”
Page 2
Identify in the text at
least two of Lincoln’s
purposes in the
address. Cite specific
textual evidence to
support each
purpose.
Identify the tone(s) of
the text; make sure
you include in your
evidence the words
and/or phrases from
the address to
support your findings.
Identify examples of
parallel structure in
the text. Briefly
explain the impact
this structure has in
the text.
Additional notes or ideas about the text
Student Name ______________________
“Gettysburg Address”
Constructed Response Questions
Directions:
Answer the questions below on a separate sheet of lined paper. You may use this sheet
to make any notes or draft your response, but only your complete answers on a separate
sheet of paper will be scored. You may refer to the reading passage and your graphic
organizer to help you answer the questions.
A. Word Meanings:
1. In the first paragraph, Lincoln uses the term “Four score and seven years ago.” This is
a reference to what point in American history? How does this term establish the tone
for the rest of the address?
2. Explain the term “proposition” as it is used in this address.
3. What is it to “die in vain,” and whom does this refer to?
4. What does the phrase “the last full measure of devotion” refer to, and how does this
phrase shape the tone?
5. Look at the first sentence of the third paragraph. Define the term “hallow” and explain
why Lincoln cannot “hallow the ground.”
B. Key Details:
1. How does the first sentence in the second paragraph connect to the first sentence in
the first paragraph?
2. What is the purpose of the parallel structure in paragraph two? In paragraph three?
C. Central Ideas:
1. How does the purpose of the speech shift from paragraph two to paragraph three?
2. To what do the phrases “unfinished work” and “great task remaining before us” refer?
D. Reasoning/Evaluation:
1. Explain how the absence of figurative language affects the emotional tone of the
address.
2. How does the parallel structure shape the tone and purpose of the address?
ELA Grade 9: “Gettysburg Address”
Page 3
Student Name ______________________
“Gettysburg Address”
Writing Task
Directions:
Please respond to the prompt below in writing. You may use your graphic organizer
and/or constructed response questions to inform your writing. You may take notes on
this paper, but you should write your entire response on the lined paper provided by
your teacher.
Writing Prompt
After reading the “Gettysburg Address,” determine one purpose of the address and analyze how
the tone and parallel structure of the text support that purpose. Provide evidence from the text to
support your analysis. Remember to:
• Determine one purpose of the “Gettysburg Address.”
• Identify the various tone(s) in the text, citing the diction (word choice) Lincoln used to
establish the tone(s).
• Identify the parallel structure, citing the syntax (sentence structure) and diction Lincoln
used in the structure.
• Synthesize your analysis to show how tone and parallel structure support the purpose
you identified in the text.
• Cite evidence from the text to support your analysis
Be Sure To:
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
ELA Grade 9: “Gettysburg Address”
Page 4
Student Name ______________________
“Gettysburg Address”
Writing Task
Directions:
Please respond to the prompt below in writing. You may use your graphic organizer
and/or constructed response questions to inform your writing. You may take notes on
this paper, but you should write your entire response on the lined paper provided by
your teacher.
Writing Prompt
After reading the “Gettysburg Address,” determine one purpose of the address and analyze how
the tone and parallel structure of the text support that purpose. Provide evidence from the text to
support your analysis.
Be Sure To:
• Include relevant facts, definitions, concrete details, quotes, or other information
• Use appropriate transitions
• Use precise language and vocabulary to inform or explain your topic
• Establish and maintain a formal style
• Provide a concluding section that follows form and supports your explanation
ELA Grade 9: “Gettysburg Address”
Page 5