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
“I, Too, Sing America”
Grade 7
Constructed Response, Performance Task
RI 7.1 Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
RI 7.2 Determine a theme or central idea of a text and analyze their development
over the course of the text; provide an objective summary of the text.
RI 7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
RI 7.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RL 7.3 Analyze how particular elements of a story or drama interact.
RL 7.5 Analyze how a drama’s or poem’s form or structure (e.g. soliloquy,
sonnet) contributes to its meaning.
W 7.2
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
W 7.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W 7.9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
*SL 7.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
*SL 7.4 Present claims and findings, emphasizing salient points in a focused,
coherent manner with pertinent descriptions, facts, details, and examples;
use appropriate eye contact, adequate volume, and clear pronunciation.
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, note-taking, speaking and listening, and constructed
response questions. In part two, students will be asked to draft a Response to
Literature exposition/informative text.
1) Directions to Teacher
2) Text Passage
3) Annotated Reading
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
“I, Too, Sing America”
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: Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes.
New York: Knopf, 1994. (1925)
Materials:
Text Passage
Annotated Reading
Graphic Organizer
Constructed Response Questions
Writing Tasks —Structure A or Structure B
Lined paper for writing
Day 1
1. Reading: RI 7.10
(Approximately 10 minutes)
Give students the poem and instruct them to read it silently and annotate it to get the main
idea, using the following questions to aid in their initial comprehension.
• Who is the speaker?
• What do we know about the speaker?
• What is happening?
• Where is this happening?
• What will happen in the future?
2. Note-taking: RI 7.1, RI 7.2, RI 7.4, RL 7.3, RL 7.5
Hand out the Graphic Organizer, and ask students to reread the passage 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: *SL 7.1, *SL 7.4
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.
• Who do you think the “they” in line 3 might be, and what can you infer about the
relationship between the narrator and the persons referred to as “they”?
• What does the title mean? What does it mean to “sing” America? Why does Hughes
include the word “too”?
• What are the main ideas the poem explores?
• Share objective summaries of the poem.
ELA Grade 7: Directions to Teacher
Page 2
4. Constructed Response Items: RI 7.1, RI 7.2, RI 7.4, RL 7.5
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 7.4) – What are the literal and implied meanings of the word
“strong” in line 7? How do they affect the meaning of the text?
b. Key Details (RI 7.4, RL 7.5) – Where do shifts in mood or tone occur in the poem?
What impact do these shifts have on the reader?
c. Central Ideas (RI 7.2) – What is the relationship between the narrator and the
persons he refers to as “they,” and how does the relationship change in the narrator’s
mind over the course of the poem?
d. Reasoning/Evaluation (RI 7.4, RL 7.5) – Compare and contrast the first and last
lines of the poem. How does this change in word choice support the author’s
message?
Day 2
Performance Task (Writing Prompt) W 7.2, W 7.9
(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
After reading “I, Too, Sing America” by Langston Hughes, analyze how Hughes uses language
to develop the theme of the poem. Cite textual evidence to support your analysis of both the
explicit meaning of the poem, as well as what can be implied through paying close attention to
what the text says. Remember to:
• Introduce your topic or thesis statement clearly. (W 7.2a)
• Include how Hughes develops his main ideas over the course of the text.
(RI 7.2, W 7.2b)
• How word choice affects the meaning of the text. (RI 7.4, W 7.2b)
• Cite several pieces of evidence from the text to support your analysis. (RI 7.1, W 7.2b)
Be Sure To:
• Include relevant facts, definitions, concrete details, quotes, or other information
(W 7.2b)
• Use appropriate transitions (W 7.2c)
• Use precise language and vocabulary to inform or explain your topic (W 7.2d)
• Establish and maintain a formal style (W 7.2e)
• Provide a concluding section that follows form and supports your explanation (W 7.2f)
ELA Grade 7: Directions to Teacher
Page 3
______________________________________________________________________
Performance Task B
After reading “I, Too, Sing America” by Langston Hughes, analyze how Hughes uses language
to develop the theme of the poem. Cite textual evidence to support your analysis of both the
explicit meaning of the poem, as well as what can be implied through paying close attention to
what the text says.
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 7: Directions to Teacher
Page 4
“I, Too, Sing America”
Text Passage
Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes.
New York: Knopf, 1994. (1925)
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
Besides,
They’ll see how beautiful I am
And be ashamed—
I, too, am America.
ELA Grade 7: “I, Too, Sing America”
Page 1
Student Name ______________________
“I, Too, Sing America”
Annotated Reading
Hughes, Langston. “I, Too, Sing America.” In The Collected Poems of Langston Hughes.
New York: Knopf, 1994. (1925)
Directions: Read the poem “I, Too, Sing America” and write answers to the questions on the right.
Passage
Questions
I, too, sing America.
Who is the speaker?
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
What do we know about the speaker?
Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
“Eat in the kitchen,”
Then.
What is happening?
Besides,
They’ll see how beautiful I am
And be ashamed—
Where is this happening?
I, too, am America.
What will happen in the future?
ELA Grade 7: “I, Too, Sing America”
Page 2
Student Name ______________________
“I, Too, Sing America”
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
Who do you think the
“they” in line 3 might
be, and what can you
infer about the
relationship between
the narrator and the
persons referred to
as “they”?
What does the title
mean?
What does it mean to
“sing” America?
Why does Hughes
include the word
“too”?
What are the main
ideas the poem
explores?
Write an objective summary of the poem
ELA Grade 7: “I, Too, Sing America”
Page 3
Student Name ______________________
“I, Too, Sing America”
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 are the literal and implied meanings of the word “strong” in line 7? How do they
affect the meaning and tone of the text?
2. Where do shifts in mood or tone occur in the poem? What impact do these shifts have
on the reader?
3. What is the relationship between the narrator and the persons he refers to as “they,” and
how does the relationship change in the narrator’s mind over the course of the poem?
4. Compare and contrast the first and last lines of the poem. How does this change in word
choice support the author’s message?
ELA Grade 7: “I, Too, Sing America”
Page 4
A
Student Name ______________________
“I, Too, Sing America”
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 “I, Too, Sing America” by Langston Hughes, analyze how Hughes uses language
to develop the theme of the poem. Cite textual evidence to support your analysis of both the
explicit meaning of the poem, as well as what can be implied through paying close attention to
what the text says. Remember to:
• Introduce your topic or thesis statement clearly.
• Include how Hughes develops his main ideas over the course of the text.
• How word choice affects the meaning of the text.
• Cite several pieces of 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 7: “I, Too, Sing America”
Page 5
B
Student Name ______________________
“I, Too, Sing America”
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 “I, Too, Sing America” by Langston Hughes, analyze how Hughes uses language
to develop the theme of the poem. Cite textual evidence to support your analysis of both the
explicit meaning of the poem, as well as what can be implied through paying close attention to
what the text says.
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 7: “I, Too, Sing America”
Page 6