CORE Assessment Module
Module Overview
Content Area
Title
Grade Level
Problem Type
Common Core
State
Standards
SBAC
Assessment
Claims
Task
Overview
Module
Components
English Language Arts
“Hope, Despair and Memory”
Grade 9
Constructed 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.
RI 9.6 Determine an author’s point of view or purpose in a text and analyze how
an author uses rhetoric to advance that point of view or purpose.
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.
*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 an informative/explanatory
text.
1) Directions to Teacher
2) Close Reading Questions Bank
3) Text Passage
4) Graphic Organizer
5) Constructed Response Questions
6) Writing Tasks—Structure A and Structure B
*Standard addressed but not explicitly assessed.
Module Overview
Page 1
“Hope, Despair and Memory”
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.
Teacher Preparation: Students should have prior practice with identifying and analyzing how
rhetorical devices such as imagery, allusion, diction (word choice), organization, and syntax
affect author’s meaning and tone. Students should have some background knowledge of World
War II and the Holocaust (e.g., the time period, persecution of the Jewish people, concentration
camps). You may also make use of the “Close Reading Questions” (included).
Text: Wiesel, Elie. “Hope, Despair and Memory.” In Nobel Lectures in Peace 1981–1990.
Singapore: World Scientific, 1997. (1986)
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 20 minutes)
Give students the passage “Hope, Despair and Memory” and read the text out loud. Then
instruct students to read the text silently to themselves, underlining/highlighting any
statements, words, and/or phrases that they have questions on or that they believe could
be relevant to their understanding of the text.
2. Note-taking:
(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.
ELA Grade 9: Directions to Teacher
Page 2
3. Speaking/Listening Questions:
(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.
• What are Wiesel’s central ideas?
• Identify the tone(s) of the text, and make a list of words from Wiesel’s speech to
support your findings.
• Provide examples of other rhetorical devices (e.g., imagery, diction) Wiesel uses in
his speech. Discuss how these devices impact the tone and meaning of the text.
4. Constructed Response Items:
(Approximately 20–25 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 Meaning (RI 9.4) – What does Wiesel mean by “transcends my person”? Why
does he use this phrase?
b. Key Details (RI 9.1, RI 9.6) – Why does Wiesel refer to himself in the third person in
paragraphs four and five? Why does Wiesel use sentence fragments in those
paragraphs to describe his experience? How does the imagery in these paragraphs
convey the experience of a child?
c. Central Ideas (RI 9.2) – Explain what the speaker means when he says, “. . . if we
forget, we are guilty, we are accomplices.” When Wiesel refers to “we,” whom does
he mean? Why does he switch from the first person singular (“I”) to the first person
plural (“we”)?
d. Central Ideas (RI 9.2) – Explain Wiesel’s perspective of neutrality and silence in
paragraph seven. What does Wiesel advocate in this paragraph and why?
e. Reasoning/Evaluation (RI 9.6) – What words or phrases are repeated in this speech?
Why are these particular words or phrases repeated, and how do they affect the tone?
ELA Grade 9: Directions to Teacher
Page 3
Day 3
Performance Task (Writing Prompt)
(Approximately 50 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
Analyze how Elie Wiesel develops the central ideas in his speech. Remember to:
• Determine and explain Wiesel’s central idea in this speech.
• Explain how rhetorical devices such as imagery, allusion, diction (word choice),
organization, and syntax shape the tone and central idea.
• 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
Analyze how Elie Wiesel develops the central ideas in his speech. Using evidence from the text,
explain how rhetorical devices, such as tone, imagery, allusion, diction (word choice),
organization, and syntax, convey his meaning and tone.
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
“Hope, Despair and Memory”
Close Reading Question Bank
1. Why are Wiesel’s family and friends not there to see him accept this high honor?
Why does Wiesel refer to their “presence”? What does that word imply?
2. Why is Wiesel questioning why he has the right to accept the honor?
3. What is another word for “perished”? Why did the speaker choose this word?
4. Why can no one interpret the “mutilated dreams” of the dead?
5. Why/to whom is Wiesel giving credit?
6. What is the shift in the focus from “my” to the Jewish people? Why?
7. Why does the speaker say “yesterday or eternities”?
8. What is the Kingdom of Night? Why is it capitalized?
9. What is the effect of repeating “I remember. . .”?
10. What biblical idea seems to be presented with “altar” and “sacrifice”?
11. What do the boy’s questions imply about his state of mind? What can be inferred about
the crimes? How does the boy feel about the world’s silence?
12. Who is the “he” that is asking his father?
13. Only one sentence ends in a period. Why is it that sentence? What is the effect of asking
all of these questions in a series?
14. Why repeat “that I have tried. . .”?
15. How do “borders and sensitivities” become irrelevant?
16. What is the effect of the dashes in the last sentence?
17. Why use the phrase “center of the universe”? Why at this point in the speech?
18. How does the title of the speech reflect the structure of the speech?
19. What do “race, religion, or political views” have in common as reasons for persecution?
20. Who is the “him” in this sentence?
21. Which pronouns are being used in this paragraph? Why?
22. What is the specific purpose of this last paragraph?
23. Wiesel swears never to remain silent and offers several reasons why (Perhaps also have
students list or summarize his reasons).
ELA Grade 9: Close Reading Question Bank
Page 5
Student Name ______________________
“Hope, Despair, and Memory”
Text Passage
Wiesel, Elie. “Hope, Despair and Memory.” In Nobel Lectures in Peace 1981–1990.
Singapore: World Scientific, 1997. (1986)
It is with a profound sense of humility that I accept the honor—the highest there is—that you
have chosen to bestow upon me. I know your choice transcends my person.
Do I have the right to represent the multitudes who have perished? Do I have the right to accept
this great honor on their behalf? I do not. No one may speak for the dead, no one may interpret
their mutilated dreams and visions. And yet, I sense their presence. I always do—and at this
moment more than ever. The presence of my parents, that of my little sister. The presence of my
teachers, my friends, my companions . . .
This honor belongs to all the survivors and their children and, through us to the Jewish people
with whose destiny I have always identified.
I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered the
Kingdom of Night. I remember his bewilderment, I remember his anguish. It all happened so
fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of
our people and the future of mankind were meant to be sacrificed.
I remember he asked his father: “Can this be true? This is the twentieth century, not the Middle
Ages. Who would allow such crimes to be committed? How could the world remain silent?”
And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future, what
have you done with your life?” And I tell him that I have tried. That I have tried to keep memory
alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we
are accomplices.
And then I explain to him how naïve we were, that the world did know and remained silent. And
that is why I swore never to be silent whenever wherever human beings endure suffering and
humiliation. We must take sides. Neutrality helps the oppressor, never the victim. Silence
encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives
are endangered, when human dignity is in jeopardy, national borders and sensitivities become
irrelevant. Wherever men and women are persecuted because of their race, religion, or political
views, that place must—at that moment—become the center of the universe.
ELA Grade 9: “Hope, Despair and Memory”
Page 1
Student Name ______________________
“Hope, Despair and Memory”
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: “Hope, Despair and Memory”
Page 2
What are Wiesel’s
central ideas?
Identify the tone(s) of
the text, and make a
list of words from
Wiesel’s speech to
support your findings.
Provide examples of
other rhetorical
devices (e.g., imagery,
diction) Wiesel uses
in his speech.
Discuss how these
devices impact the
tone and meaning of
the text.
Additional notes or ideas about the text
Student Name ______________________
“Hope, Despair and Memory”
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.
1. What does Wiesel mean by “transcends my person”? Why does he say use this phrase?
2. Why does Wiesel refer to himself in third person in paragraphs four and five? Why does
Wiesel use sentence fragments in those paragraphs to describe his experience? How
does the imagery in these paragraphs convey the experience of a child?
3. Explain what the speaker means when he says, “… if we forget, we are guilty, we are
accomplices.” When Wiesel refers to “we,” whom does he mean? Why does he switch
from the first person singular (“I”) to the first person plural (“we”)?
4. Explain Wiesel’s perspective of neutrality and silence in paragraph seven. What does
Wiesel advocate in this paragraph and why?
5. What words or phrases are repeated in this speech? Why are these particular words or
phrases repeated, and how do they affect the tone?
ELA Grade 9: “Hope, Despair and Memory”
Page 3
A
Student Name ______________________
“Hope, Despair and Memory”
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
Analyze how Elie Wiesel develops the central ideas in his speech. Remember to:
• Determine and explain Wiesel’s central idea in this speech.
• Explain how rhetorical devices such as imagery, allusion, diction (word choice),
organization, and syntax shape the tone and central idea.
• 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: “Hope, Despair and Memory”
Page 4
B
Student Name ______________________
“Hope, Despair and Memory”
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
Analyze how Elie Wiesel develops the central ideas in his speech. Using evidence from the text,
explain how rhetorical devices, such as tone, imagery, allusion, diction (word choice),
organization, and syntax, convey his meaning and tone.
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: “Hope, Despair and Memory”
Page 5