Adapted Assessment Gr 12 U01 Rubric Level B
Curriculum and Assessment Writing Project: Grade 12
Unit 1 Assessment Level B
Grade 12
Unit 1 Adapted Assessment & Scoring Rubric
Unit standards:
 RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text.
 RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story
is set, how the action is ordered, how the characters are introduced and developed).
 RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze
the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.)
 RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a
story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Question 1
(standard)
Level 4
Exceeds the standard
Provide a brief objective
summary of Gary Soto’s “La
Bamba,” and then discuss
two themes, explaining how
they interact and build upon
each other.
All of Level 3 plus:
 Includes depth of
analysis and synthesis
of theme using
sophisticated language,
structure and style
Level 3
Meets the standard



Provides a
thorough, accurate,
objective summary
of the text
Provides two
themes with an
explanation of how
they interact
throughout the text
Describes how each
theme develops
over the course of
the text
Level 2
Approaches the standard




Provides an
accurate, objective
summary of the text
Identifies accurately
two central
ideas/themes
Provides unclear or
inaccurate
explanation of how
each theme is
developed OR only
provides ONE
explanation
Provides unclear
explanation of how
the themes connect
Level 1
Does not approach
standard
 Provides a
summary of the
text that is missing
key elements
and/or is not
objective
 Identifies no theme
or inaccurately
identifies one
theme
 Does not identify
how each theme is
developed
Adapted Assessment Gr 12 U01 Rubric Level B
to each other
1. Example of a 3
Two main themes interact with each other to produce the overall meaning of the story, “La Bamba” by Gary Soto. The themes of taking chances and
getting unexpected recognition work together. Manuel Gomez, one of seven children, is a fifth-grader who wants to stand out from the crowd.
Manuel’s internal conflict is shown when he wonders, “Why did I raise my hand? he asked himself, but in his heart he knew the answer. He yearned
for the limelight.” He clearly has a fear of public failure, but goes on with the talent show anyway and volunteers to lip-sync “La Bamba.” He even
accepts the challenge that his friend suggests and dances during his performance because “he wanted applause as loud as a thunderstorm, and to hear
his friends say, ‘Man, that was bad!’ And he wanted to impress the girls, especially Petra Lopez.” Even though he was afraid, Manuel took the
chance, and performed in front of the crowd despite his fears. This theme sets up the second theme of unexpected recognition. During rehearsal,
Manuel drops his record, but fortunately it doesn’t break. It does scratch it, however, in the climax of the story, the record sticks during his
performance so Manuel has to move his lips and dance to the same words “over and over again until Mr. Roybal took the record off.” The audience
breaks into wild applause and laughter as Manuel bows and runs offstage. He thought it was a disaster. “He had never been so embarrassed. He
would have to ask his parents to move the family out of town.” Later, Manuel is amazed to find out that everyone thinks he meant to be funny and
intentionally made the record stick and that the crowd really did love him. “When the entire cast lined up for a curtain call, Manuel received a burst
of applause that was so loud it shook the walls of the cafeteria.” He got many compliments and “as he mingled with the kids and parents, everyone
patted him on the shoulder.” Everyone was paying attention to him. “Funny. Crazy. Hilarious. These were the words people said to him.” Manuel got
the recognition he had hoped for, even though it was not the way he had planned.
Question 2
(standard)
Level 4
Exceeds the standard
Analyze how a character
All of Level 3 plus:
from “La Bamba” changes
 Includes depth of
over the course of the text
the character by
AND explain how the order
using sophisticated
of events contributed to the
language, structure
character’s development. Use
and style
ample textual evidence to
support your assertions.
Level 3
Meets the standard



Accurately
describes the
development of one
of the characters
Explains how the
character changes
over the course of
the text, providing
textual evident to
support assertions
Describe how the
order of events
impact character’s
development
Level 2
Approaches the standard



Provides a limited
description of the
development of the
character
Superficially
describes how the
character changes
over time with very
limited textual
support
Briefly references
the order of events,
but does not
describe their impact
on the character
Level 1
Does not approach
standard
 Inaccurately traces
the development of
the character
 Provides a limited
analysis of how
the character
changes
 No explanation of
how the order of
events contributed
to the character’s
development
 Insufficient textual
evidence
referenced
Adapted Assessment Gr 12 U01 Rubric Level B
2. Example of a 3
In the short story “La Bamba,” Gary Soto develops the character of Manual, through the course of events in the story. The story takes place over a
few days that center around sign ups, rehearsals, and a final performance at a school talent show. As the narrator, Manuel’s confidence comes and
goes through the order of events. In the beginning, the narrator felt “amazed” that he had volunteered, wondering to himself, “Why did I raise my
hand?” He realized that he wanted the applause, and to impress his peers, and asked his friend, Benny, for advice. “After Manuel finished, Benny
said it looked all right, but he suggested Manuel dance while he sang.” Manuel thought about it, and even though he begins the story nervous, he
“decided it was a good idea.” As the days leading up to the performance passed, his confidence grew. As he watched the talent show rehearsal, he
thought, “his mother and father would be proud, and his brothers and sisters would be jealous and pout. It would be a night to remember.” Although
he had struggled with doubt, he fell asleep the night before “confident that nothing would go wrong.” But when the scratched record began to skip
during his performance, and Manuel was forced to sing the same line “Para bailar la bamba” over and over, he “couldn’t believe his bad luck.”
When the audience laughed, he lost confidence and “had never been so embarrassed.” He felt his earlier fears had come true, and he “stood alone,
trying hard to hold back the tears.” His character changes when the cast lined up for a curtain call and “Manuel received a burst of applause” which
left him feeling confused, but “beyond caring.” Although it wasn’t how he intended, he had gotten the attention and applause he had been looking for
in the beginning. The chronological order of these events moves Manuel from fear to confidence to embarrassment to satisfaction.
Question 3
(standard)
Analyze the impact of Soto’s
specific word choices on
meaning and tone.
Level 4
Exceeds the standard
Level 3
Meets the standard
All of Level 3 plus:
Analysis:
 Analysis of impact
 States meaning and
of specific words
tone discusses
on meaning is
specific word
sophisticated, deep
choices, and their
and/or wide ranging
impact on meaning
and tone
Level 2
Approaches the standard
Analysis:
 Implies rather than
states meaning and
tone discusses word
choices in a general
or broad sense,
versus specifically
implies impact of
word choices on
meaning and tone
Level 1
Does not approach
standard
Analysis:
 Fails to imply or
state meaning and
tone does not
discuss word
choice presents a
confused or
incorrect sense of
the impact of word
choice on meaning
and tone
Adapted Assessment Gr 12 U01 Rubric Level B
3. Example of a 3:
Soto’s word choices create meaning and tone in the short story “La Bamba.” The author uses word choice as a way to show the main character’s
feelings. Manuel is a young boy living in a Mexican neighborhood who, “looked like a lot of kids in his neighborhood: black hair, brown face, and
skinny legs scuffed from summer play neighborhood.” Soto includes this description to help make a mind picture of the narrator and to understand
the culture. This sets the tone and helps the reader understand the author’s perspective. The author also adds meaning to the story by including
references to the time period, including Ritchie Valens’s “La Bamba”, Michael Jackson’s dancing, the song “Like a Virgin,” and the karate kid. As
the story continues Soto develops tone by using words like, “Funny, Crazy, Hilarious” to describe the audience’s reaction to Manuel when he has to
repeat the words of the song because the record skips. This shows how Manuel gained the attention he was looking for, even though it was in a
different way than he had planned. Finally, Soto uses one word in the last sentence that adds the most meaning to the themes in the story. He says,
“Next year, when they asked for volunteers for the talent show, he wouldn’t raise his hand. Probably.” The word ‘probably’ tells the reader that
Manuel still feels the fears he felt in the beginning of the story, but since he manages to get the attention he had wanted, he would consider making
the same choices, and possibly the same mistakes as long as the outcome was also the same.
Question 4
(standard)
Briefly discuss Soto’s
specific structural choices in
“La Bamba.” Provide two
specific examples showing
how the structure contributes
to the meaning and aesthetic
value of the story.
Level 4
Exceeds the standard
All of Level 3 plus:
 In depth detailed
analysis of style
that contributes to
an enhanced
understanding of
both the meaning
and aesthetic
impact of the text
Level 3
Meets the standard


Analyze the
structure of the text
including:
the beginning and
end of the story,
and the resolution
of
Discuss how the
author’s choices
contribute to the
aesthetic impact on
the reader using
specific textual
references.
Level 2
Approaches the standard


Identifies some of
the key elements
of the structure of
the text including:
the beginning and
end of the story.
Discuss how the
aesthetic impact is
created through
personal response
with general
reference to the
text
Level 1
Does not approach standard




Identifies one of the
key elements of the
structure of the text
including:
the beginning or end
of the story or plot
Makes little or no
reference to the
resolution to the
story
Little or no attempt
is made to discuss
specific choices that
impact the text
Discusses how the
aesthetic impact is
created through a
personal and or
superficial response
with no or little
reference to the text
Adapted Assessment Gr 12 U01 Rubric Level B
4. Example of a 3:
The story “La Bamba” by Gary Soto is told in chronological order over the course of a few days that lead up to a school talent show. It begins with
the main character discussing his feelings of fear around volunteering to perform in the show, as he wonders, “Why did I raise my hand?” The author
then includes his family’s reaction and excitement around the performance when, “the next morning his father and mother beamed at him. They were
proud that he was going to be in the talent show.” This is followed by the day of rehearsal, and includes the way he feels while watching others
perform, especially how this increases his confidence as he “fell asleep confident that nothing would go wrong.” The story uses words that give time
clues to help the reader understand how characters’ feelings change over the course of a few days. Some of these include, “that morning, that night,
the next morning, tonight, next,” and “after.” The action rises with the performance, and the problems that come with the skipping record, followed
by the reaction of the audience as one Manuel is happy with, but did not expect. It ends with a reflection by Manuel he wonders if he will do this
again next year, considering he did get what he wanted but not in the way he wanted it. In the end, he was “relieved that the day was over.” The day
by day telling of the story adds value by helping the readers understand the change and emotions of the main character over the course of these few
days.