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
The Grapes of Wrath
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 9.4 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 9.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
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 task will be completed in two parts. The prewriting/planning in part
one will involve reading, annotation, note-taking, speaking and listening, and
constructed response questions. In part two, students will be asked to write
arguments to address a prompt, and they will support their
explanations/interpretations with evidence from the text.
1) Directions to Teacher
2) Annotated Reading
3) Graphic Organizer
4) Constructed Response Questions
5) Writing Task
*Standard addressed but not explicitly assessed.
Module Overview
Page 1
The Grapes of Wrath
Directions to Teacher
This Common Core-aligned ELA Performance Task can be given over two to three class periods,
depending on class schedules. The directions below outline the steps to follow for a three–class
period administration: approximately two 55-minute class periods for annotation, note-taking,
constructed response questions, and discussion; one class period for completing the final writing
prompt.
Teacher Preparation: Students must have practice with analyzing details, diction, and
characters in literary texts.
Text: Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967. (1939)
From Chapter 15
Materials:
Annotated Reading
Graphic Organizer
Constructed Response Questions
Writing Task
Lined paper for writing
Days 1–2
1. Reading:
Distribute to students the passage from The Grapes of Wrath, and have students read the
excerpt independently. Students may annotate their ideas and questions in the space
provided.
2. Note-taking:
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:
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.
ELA Grade 9: Directions to Teacher
Page 2
4. Constructed Response Items:
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) – List all three phrases in the excerpt that include the word
humility. What do the adjectives used to modify the word humility imply about the
man’s character? What is significant about the man’s humility?
b. Key Details (RI 9.2, RL 9.3) – Find and record both references to the word screen in
the excerpt. How is the screen significant to the relationship between the man and
Mae? What might be the significance of having a screen in this excerpt? Use
evidence from the text to support your explanation/interpretation.
c. Central Ideas (RL 9.3) – Examine the excerpt for details related to the words eyes,
seeing, and/or looking. How do these details reveal the characters’ attitudes? Use
evidence from the text to support your explanation/interpretation.
d. Reasoning/Evaluation (RI 9.1) – Examine Mae’s actions near the end of the excerpt,
and explain whether or not there has been a shift in her attitude toward the man and
the boys. What is the reason for this? Use evidence from the text to support your
explanation/interpretation of Mae’s actions.
5. Speaking/Listening Opportunity (optional):
After students independently answer the Constructed Response Questions, instruct them
to meet in pairs or groups of three to share ideas, ask questions, and add information to
their notes.
Day 3
Performance Task (Writing Prompt) W 7.2, W 7.4, W 7.9
Provide students with the writing prompt. Let them 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.
After carefully analyzing the details and diction in the excerpt from John Steinbeck’s The
Grapes of Wrath, write an essay in which you explain how Mae’s interactions with the other
characters reveal her complex attitude toward the man and his boys. Use evidence from the text
to support your explanation/interpretation.
• Determine and explain Mae’s attitude.
• Include concrete details (verbatim and/or paraphrased) from the text.
• Use appropriate transitions.
• Use precise language and vocabulary to make an argument for your
explanation/interpretation.
• Establish and maintain a formal style.
• Provide a concluding section that supports your argument.
ELA Grade 9: Directions to Teacher
Page 3
Student Name ______________________
The Grapes of Wrath
Annotated Reading
Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967.
From Chapter 15
Excerpt
Annotation
(My Ideas and Questions About the Text)
The man took off his dark, stained hat and stood with a curious
humility in front of the screen. “Could you see your way to sell us a
loaf of bread, ma’am?”
Mae said, “This ain’t a grocery store. We got bread to make
san’widges.”
“I know, ma’am.” His humility was insistent. “We need bread and
there ain’t nothin’ for quite a piece, they say.”
“‘F we sell bread we gonna run out.” Mae’s tone was faltering.
“We’re hungry,” the man said.
“Whyn’t you buy a san’widge? We got nice san’widges, hamburgs.”
“We’d sure admire to do that, ma’am. But we can’t. We got to make
a dime do all of us.” And he said embarrassedly, “We ain’t got but a
little.”
Mae said, “You can’t get no loaf a bread for a dime. We only got
fifteen-cent loafs.”
From behind her Al growled, “God Almighty, Mae, give ‘em
bread.”
“We’ll run out ‘fore the bread truck comes.”
“Run out then, goddamn it,” said Al. He looked sullenly down at the
potato salad he was mixing.
Mae shrugged her plump shoulders and looked to the truck drivers
to show them what she was up against.
She held the screen door open and the man came in, bringing a smell
of sweat with him. The boys edged behind him and they went
immediately to the candy case and stared in—not with craving or
with hope or even with desire, but just with a kind of wonder that
such things could be. They were alike in size and their faces were
alike. One scratched his dusty ankle with the toe nails of his other
foot. The other whispered some soft message and then they
straightened their arms so that their clenched fists in the overall
pockets showed through the thin blue cloth.
ELA Grade 9: The Grapes of Wrath
Page 1
Student Name ______________________
Mae opened a drawer and took out a long wax paper-wrapped loaf.
“This here is a fifteen-cent loaf.”
The man put his hat back on his head. He answered with inflexible
humility, “Won’t you—can’t you see your way to cut off ten cents’
worth?”
Al said snarlingly, “Goddamn it, Mae. Give ‘em the loaf.”
The man turned toward Al. “No, we want ta buy ten cents’ worth of
it. We got it figgered awful close, mister, to get to California.”
Mae said resignedly, “You can have this for ten cents.”
“That’d be robbin’ you, ma’am.”
“Go ahead—Al says to take it.” She pushed the wax papered loaf
across the counter. The man took a deep leather pouch from his rear
pocket, untied the strings, and spread it open. It was heavy with
silver and with greasy bills.
“May soun’ funny to be so tight,” he apologized. “We got a thousan’
miles to go, an’ we don’ know if we’ll make it.” He dug in the
pouch with a forefinger, located a dime, and pinched in for it. When
he put it down on the counter he had a penny with it. He was about
to drop the penny back into the pouch when his eye fell on the boys
frozen before the candy counter. He moved slowly down to them.
He pointed in the case at big long sticks of striped peppermint. “Is
them penny candy, ma’am?”
Mae moved down and looked in. “Which ones?”
“There, them stripy ones.”
The little boys raised their eyes to her face and they stopped
breathing; their mouths were partly opened, their half-naked bodies
were rigid.
“Oh—them. Well, no—them’s two for a penny.”
“Well, gimme two then, ma’am.” He placed the copper cent
carefully on the counter. The boys expelled their held breath softly.
Mae held the big sticks out.
ELA Grade 9: The Grapes of Wrath
Page 2
Student Name ______________________
The Grapes of Wrath
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
Additional notes or ideas about the text
ELA Grade 9: The Grapes of Wrath
Page 3
Student Name ______________________
The Grapes of Wrath
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. List all three phrases in the excerpt that include the word humility. What do the
adjectives used to modify the word humility imply about the man’s character? What is
significant about the man’s humility?
2. Find and record both references to the word screen in the excerpt. How is the screen
significant to the relationship between the man and Mae? What might be the significance
of having a screen in this excerpt? Use evidence from the text to support your
explanation/interpretation.
3. Examine the excerpt for details related to the words eyes, seeing, and/or looking. How
do these details reveal the characters’ attitudes? Use evidence from the text to support
your explanation/interpretation.
4. Examine Mae’s actions near the end of the excerpt, and explain whether or not there
has been a shift in her attitude toward the man and the boys. What is the reason for
this? Use evidence from the text to support your explanation/interpretation of Mae’s
actions.
ELA Grade 9: The Grapes of Wrath
Page 4
Student Name ______________________
The Grapes of Wrath
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 carefully analyzing the details and diction in the excerpt from John Steinbeck’s The
Grapes of Wrath, write an essay in which you explain how Mae’s interactions with the other
characters reveal her complex attitude toward the man and his boys. Use evidence from the text
to support your explanation/interpretation.
• Determine and explain Mae’s attitude.
• Include concrete details (verbatim and/or paraphrased) from the text.
• Use appropriate transitions.
• Use precise language and vocabulary to make an argument for your
explanation/interpretation.
• Establish and maintain a formal style.
• Provide a concluding section that supports your argument.
ELA Grade 9: The Grapes of Wrath
Page 5