Sophomore Literature Works

Answer Key
Sophomore Survey: Literature

Works included in the Assessments:
The Bet by Anton Chekov
A Narrow Fellow in the Grass by
The Story of An Hour by Kate Chopin
Emily Dickenson
Occurrence at Owl Creek Bridge by
The Despot by Edith Nesbit
Ambrose Bierce
How Do I Love Thee by Elizabeth
Antigone by Sophocles
Barrett Browning
Jazz Fantasia by Carl Sandburg
5 poems chosen by student
"Dover Beach" by Matthew Arnold
1 grade-level novel chosen by student
Checkpoint 01.1 The Bet - About the Author

Write a paragraph which includes at least six facts, and two bibliography entries.
Use the Basic Paragraph model (topic sentence, support statements, concluding statement). Please include
an MLA Style Citation for Web Resources for each source (web page) you used.
ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements.
Information possibly in student answers:
(Student answers should be in COMPLETE sentences.)
Anton Chekhov
Born 1860 in Taganrog, Russia
Died 1904 in Badenweiler, Germany of a heart-attack (suffered from TB for nearly 20 years)
Was a physician early in his life
Started out writing for comic magazines on topics the petty tyranny of government officials; suffering of
the poor, their coarseness and vulgarity; ironical misunderstandings;
In the 1880s started writing more serious pieces on starvation, abandonment and remorse
Quite popular by 1886
Focused on plays in mid to late 80s
Ivanho debut 1887
Married 1901 to Olga Knipper
Won several awards and honors
Possible sources:
http://people.brandeis.edu/~teuber/chekhovbio.html#Biography%20Part%20I
http://www.imagi-nation.com/moonstruck/clsc6.htm
* (10 points)
Checkpoint 01.2 The Bet - Reading Strategies

Following the instructions in your Reading Strategies gauge, make a list of a combination of QUESTIONS,
CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the required reading.
*Worksheet is divided into four parts (15 points)
Checkpoint 01.3 The Bet - Conflict

Using the technique described in your Conflict gauge, describe the CENTRAL CONFLICT (in a complete
PARAGRAPH).
Tell whether the CONFLICT is EXTERNAL or INTERNAL,

What type of conflict it is (man vs. man, man vs. self, etc.), and
Specifically describe the two opposing forces.
Finally, find a second type of CONFLICT in the story. In the same paragraph where you discussed the
CENTRAL CONFLICT, tell about this second CONFLICT. Again, identify whether the CONFLICT is
EXTERNAL or INTERNAL, what type of conflict it is (man vs. man, man vs. self, etc.), and specifically
describe the two opposing forces.
* (10 points)
Checkpoint 01.4 The Bet - Characterization

Using the technique described in your Characterization gauge, explain in a SHORT PARAGRAPH for each
MAIN CHARACTER what your inferences lead you to reasonably conclude and about whether the
character is FLAT or ROUND and STATIC or DYNAMIC. Be sure to tell why the character would be
characterized that way.
*(20 points)
Checkpoint 01.5 The Bet - Theme

Using the technique described in your Theme gauge, write about THEME in a well-developed
PARAGRAPH. Be sure you are writing about the THEME, not the SUBJECT.
*(15 points)
Checkpoint 02 The Story of An Hour

*Worksheet includes Activities 2.1-2.7 (83 points)
Activity 2.1 About the Author
Using the technique described in your About the Author gauge, write a paragraph ABOUT THE AUTHOR
in which you share SIX facts youve learned. To do that, use the Basic Paragraph model (topic sentence,
support statements, concluding statement). Be sure to put all of the statements ABOUT THE AUTHOR in
your own words; in other words dont quote, but rather summarize each fact.
Include in your submission an MLA Style Citation for Web Resources for each source from which youve
borrowed information.
Activity 2.2 Reading Strategies
1. Following the instructions in your Reading Strategies gauge, make a list of a combination of
QUESTIONS, CONNECTIONS, and PREDICTIONS as you attempt to CLARIFY the details of the
required reading.
2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them
3. Explain your CONNECTIONS
4. Write a two-paragraph EVALUATION.
FIRST, write a paragraph about your reactions to the required reading.
SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her purpose.
Activity 2.3 Foreshadowing
Look for hints of what is to come as you read a piece of literature. Pay attention, though, because
most of the time the hint isnt obvious in the first read.
After youve read the piece once, go back and re-read the beginning. Look for references to things
that actually happened later on in the story.
Now locate a line from the story that is an example of FORESHADOWING, and quote that line.
Then, in a paragraph, share that quote and tell what happens later on in the story that shows how
that hint comes true.
Activity 2.4 Plot

1. Using the technique described in your Plot gauge, locate two sentences that are part of the EXPOSITION
and that are serving one of the purposes of EXPOSITION. Type them and explain what purposes each
sentence you chose serves and how each are related to EXPOSITION.
2. Locate two events in the story that are in the RISING ACTION. Summarize each event, and explain why
you think each is part of the RISING ACTION. Briefly explain, too, how each event youve chosen makes
the CENTRAL CONFLICT more complicated.
3. Identify the CLIMAX. Write what you think it is and explain why the point you selected is the
CLIMAX. Support your choice by referring to the definition of CLIMAX and using information from the
story to back up your choice.
4. Locate one event in the story that could be considered to be part of the FALLING ACTION and explain
why it would be considered to be part of the FALLING ACTION.
5. Explain what the RESOLUTION is to the CENTRAL CONFLICT
6. Evaluate the author's use of PLOT. Answer such questions as how well the exposition achieved its
purpose, how well the rising action involved you in the story, how the different parts of the plot worked
together, and so forth. Each time you express your opinion, add an explanation or two for your opinion. In
other words, show your thinking process or defend and thereby add credibility to your opinions.
Activity 2.5 Point of View

In a paragraph:
Determine the POINT OF VIEW used.

Support your conclusion with details from the reading.
Discuss why the author might have used POINT OF VIEW he/she did. Were there advantages or
disadvantages, for example, to using this particular POINT OF VIEW?
Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency
and conventions.
Length is not a primary consideration; if the ideas are well developed and supported, the length
will automatically be OK.
Activity 2.6 Irony

Using the techniques described in your Irony gauge, explain two IRONIES from the story, each in its own
paragraph. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding
statement). Also, you may find it helpful to refer to the example irony explanation paragraph. In your
paragraphs, be sure to name the type of IRONY, describe the situation in the story, and then tell how the
words or situation are ironic according to the definition.
Activity 2.7 Vocabulary

Create a vocabulary list (10 words) and write a quiz for that list of words. Be sure to provide an answer key.
(Total worksheet points: 83)
Checkpoint 03 Occurence at Owl Creek Bridge


required reading.
2. Write about your QUESTIONS and PREDICTIONS and the possible ANSWERS to them.
Activity 3.3 Irony

Using the techniques described in your Irony gauge, explain two IRONIES from the story, each in its own
paragraph. To do that, use the Basic Paragraph model (topic sentence, support statements, concluding
statement). Also, you may find it helpful to refer to the example irony explanation paragraph. In your
paragraphs, be sure to name the type of IRONY, describe the situation in the story, and then tell how the
words or situation are ironic according to the definition.
Activity 3.4 Point of View

In a paragraph:
Determine the POINT OF VIEW used.

Support your conclusion with details from the reading.
Discuss why the author might have used POINT OF VIEW he/she did. Were there advantages or
disadvantages, for example, to using this particular POINT OF VIEW?
Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency
and conventions.
Length is not a primary consideration; if the ideas are well developed and supported, the length
will automatically be OK.
Activity 3.5 Literary Allusion

1. Using the techniques described in your Literary Allusion Gauge, write the LITERARY ALLUSION you
find.
2. Explain the potential meaning of the LITERARY ALLUSION.
3. Explain a little bit about the history behind the reference (to do this, you may need to Google the word or
phrase to find out about it).
4. Explain why the author might have chosen to use the LITERARY ALLUSION.
Activity 3.6 Tone and Mood

1. Using the techniques described in your Tone and Mood gauge, write a paragraph about you can
reasonably conclude the writer felt about the subject. As always, be sure to share the clues that the theme,
symbols, actions of the character, words used to describe the characters or situation, etc. provide to support
your conclusion.
2. Write a paragraph about the MOOD of the story. How did it make you feel? Make sure to pinpoint what
it is about the story that is making you feel that way.
3. Using the technique described in your Theme gauge, write about THEME in a well-developed
PARAGRAPH. Be sure you are writing about the THEME, not the SUBJECT.
Activity 3.8 Vocabulary

Create a vocabulary list (10 words) and write a quiz for that list of words. Be sure to provide an answer key.
Checkpoint 04 Antigone

required reading.
Activity 4.4 Characterization
Using the technique described in your Characterization gauge, explain in a SHORT PARAGRAPH for each
MAIN CHARACTER what your inferences lead you to reasonably conclude and about whether the
Activity 4.5 Literary Allusion

1. Using the techniques described in your Literary Allusion Gauge, write the LITERARY ALLUSION you
find.
2. Explain the potential meaning of the LITERARY ALLUSION
3. Explain a little bit about the history behind the reference (to do this, you may need to Google the word or
phrase to find out about it).
4. Explain why the author might have chosen to use the LITERARY ALLUSION.
*(53 points total)
Checkpoint 05 Antigone Essay

Following the techniques outlined in your Tragedy gauge, write a well-developed, well-organized ESSAY
in which you consider the following:
In your opinion, who is brought down most completely at the conclusion of the action? Find and
use evidence to support your answer.
What is this character's fatal flaw and how does this flaw lead to the character's downfall?
What lesson does the tragic hero learn specifically in Antigone? What can the audience learn in
general (the theme) from the drama Antigone?
Proof the composition thoroughly and carefully. Pay attention to organization, sentence fluency and
conventions.
When you are finished, upload your essay.
*(50 points total)
Checkpoint 06 Explication & Sound Devices

Using the techniques outlined in the associated gauges, explicate the poem "Jazz Fantasia" for Sound
Devices.
ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Students
should introduce the poet and poem in context, include at least three quoted passages, explain at least two
sound devices and provide a brief conclusion. 2-3 paragraphs.
*(20 points total)
Checkpoint 07 Allusion, Tone & Mood

Using the techniques outlined in your Literary Allusion and Tone & Mood gauges, explicate the poem
"Dover Beach" by Matthew Arnold for Literary Allusion and Tone & Mood.
ANSWERS WILL VARY. Look for student understanding and inclusion of all requirements. Paragraphs
should show understanding of the differences between tone and mood, with specific examples from the
poem.
*(30 points total)
Checkpoint 08 Language & Imagery

Using the techniques outlined in your Figurative Language and Imagery gauges, explicate the poem 'A
Narrow Fellow in the Grass'.
*(30 points total)
Checkpoint 09 Speaker, Symbol, Theme

Using the techniques outlined in your Speaker, Symbol & Allegory, and Theme gauges, explicate the poem
The Despot by Edith Nesbit for Speaker, Symbol and Allegory, and Theme.
*(30 points total)
Checkpoint 10 Verse and Theme

Using the techniques outlined in the associated gauges, explicate the following poem How Do I Love Thee
by Elizabeth Barrett Browning for Theme and Verse.
*(30 points total)
Checkpoint 11 Poetry Projects

Activity 11.1 Read and Reflect on 5 Poems

Reflection on Poem #1-5
should include poet, poem title and source, along with their 1 paragraph explication for EACH of the five
poems.
Activity 11.2 Write and Explicate 5 of Your Own Poems
Poem #1-5 and Explication
should include a 1 paragraph explication for EACH of their five ORIGINAL poems. Be aware of potential
plagiarism in this assessment.
Activity 11.3 Reflection of Your Journey Through Poetry

Reflect in a paragraph or two about your journey through poetry. Be honest (not brutally honest - just
honest).
ANSWERS WILL VARY. Look for student understanding and thoughtful engagement.
*(Total: 110 points)
Checkpoint 12 - Novel
NOTE: Students chose their OWN novel to read and use for this assessment. Students must to
contact the instructor and confirm/receive approval for their novel choice by the middle of the term.
Activity 12.1 ABOUT THE AUTHOR
Write a paragraph ABOUT THE AUTHOR in which you share all SIX facts youve learned. To do that, use
the Basic Paragraph model (topic sentence, support statements, concluding statement). Be sure to put all of
the statements ABOUT THE AUTHOR in your own words; in other words dont quote, but rather
summarize each fact.
Activity 12.2 READING STRATEGIES

1. Using the technique described in your Reading Strategies gauge, make a list of a combination of
required reading.
In paragraph form, using a topic sentence, write about what you discovered through asking and
finding answers.
Tell what details/clues helped you formulate your answers to those QUESTIONS and
PREDICTIONS.
If none of those QUESTIONS were answered (or if the PREDICTIONS did not pan out), explain
what you had hoped to learn but did not.
3. Explain your CONNECTIONS.

Add a short paragraph in which you explain a few more details regarding your CONNECTIONS.
4. Continuing to follow directions on the Reading Strategy gauge, write a two-paragraph EVALUATION.
1.
2.
SECOND, write a paragraph in which you evaluate how well the author did at achieving his or her
purpose.
Activity 12.3 CONFLICT

In a complete paragraph, and following the directions given in your Conflict gauge, write about the central
and a second conflict.
Activity 12.4 PLOT

1. Following the directions given in your Plot gauge, quote two sentences that are part of the EXPOSITION
and that are serving one of the purposes of EXPOSITION. Explain what purposes each sentence you chose
serves and how each are related to EXPOSITION
2. Summarize two events in the story that are in the RISING ACTION. Explain why you think each is part
of the RISING ACTION. Briefly explain, too, how each event youve chosen makes the CENTRAL
CONFLICT more complicated.
3. Identify the CLIMAX. Write what you think it is and explain why the point you selected is the
CLIMAX. Support your choice by referring to the definition of CLIMAX and using information from the
story to back up your choice.
4. Locate one event in the story that could be considered to be part of the FALLING ACTION and explain
why it would be considered to be part of the FALLING ACTION.
5. Explain what the RESOLUTION is to the CENTRAL CONFLICT.
6. Evaluate the author's use of PLOT.
7. Following the directions in your Characterization gauge, explain in a SHORT PARAGRAPH for each
MAIN CHARACTER what your chosen inferences lead you to reasonably conclude and about whether the
Activity 12.6 THEME

Following the directions in your Theme gauge, write a well-developed paragraph about the theme.
*(Total: 85 points)
Checkpoint 13Fan Fiction

*Worksheet includes Activities 13.1-13.2 (50 points + 10 points e.c.)
13.1 Write Fan Fiction for your Novel
First, look at your work from the previous checkpoint regarding the characters and the plot from the novel,
and consider the following:
What aspect of the plot or the characters do you wish you knew more about?
Was there a conflict in the story that you wish would have been developed more?
Was there a relationship in the novel that you wish would have been resolved in a different way?
Is there some other development in the rising action that you can imagine the characters
experiencing?
Once youve decided which aspect of the novel could be developed more completely or taken in a new
direction, then youve found your topic for your fan fiction.
Finally, take those characters and that situation and develop it by writing:
A new chapter that takes place within the existing structure of the novel, OR
A prologue (a chapter inserted before the first chapter of the novel that fills in details about
something that happened prior to the beginning of the story), OR
An epilogue (a chapter inserted at the end of the novel that tells what happened the next day, the
next week, a year later, or ten years laterwhich ever time lapse you choose will work fine).
Your finished product will be 1-4 pages in length. No matter what the length, though, remember that your
efforts should:
stay true to the characters personality and to the general plot structure,
reflect your understanding of the personality, typical responses, and typical communication style
of the characters, and
reflect a general understanding of the plot structure of your novel as well.
13.2 Vocabulary (10 extra credit points)
Locate TEN words in your reading that are either new to you or seem to be challenging in terms of readily
knowing what the word means.
Make a list of those words and find out what each means.
Once you are sure you know what each means, then create your test questions. The quiz you create can take
one of two forms: fill in the blank or true and false.
For a fill in the blank quiz, youll need to write a sentence using a form of each word, but leave
the space blank where the word should go. It would look something like this:
oscillate:
Not being able to decide which flavor of ice cream she wanted, Beths decision _______ between
chocolate chunk and mint chocolate chip.
For true and false write a sentence for each word in which you use the word correctly or not. If
the word is used correctly, the answer for that sentence would be true. If the word is used
incorrectly, then the answer would be false. It would look something like this:
bumbling:
The bees were bumbling through the trees. (false)
permeate
The stinky skunk smell was so strong that it even seemed to permeate our
skin and hair; it took two weeks for the stink to wear off. (true)
Finally, after you have written your quiz for all TEN vocabulary words, make an answer key for your
instructor. Submit both the quiz and the answer key.
Coursework completed!

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Answer Key

Sophomore Survey: Literature

Checkpoint 01.1 The Bet - About the Author

Checkpoint 01.2 The Bet - Reading Strategies

Checkpoint 01.3 The Bet - Conflict

Tell whether the CONFLICT is EXTERNAL or INTERNAL,

Checkpoint 01.4 The Bet - Characterization

Checkpoint 01.5 The Bet - Theme

Checkpoint 02 The Story of An Hour

Activity 2.3 Foreshadowing

Activity 2.4 Plot

Activity 2.5 Point of View

Determine the POINT OF VIEW used.

Activity 2.6 Irony

Activity 2.7 Vocabulary

Checkpoint 03 Occurence at Owl Creek Bridge

Activity 3.2 Reading Strategies

Activity 3.3 Irony

Activity 3.4 Point of View

Determine the POINT OF VIEW used.

Activity 3.5 Literary Allusion

Activity 3.6 Tone and Mood

Activity 3.8 Vocabulary

Activity 4.2 Reading Strategies

Activity 4.4 Characterization

Activity 4.5 Literary Allusion

Checkpoint 05 Antigone Essay

Checkpoint 06 Explication & Sound Devices

Checkpoint 07 Allusion, Tone & Mood

Checkpoint 08 Language & Imagery

Checkpoint 09 Speaker, Symbol, Theme

Checkpoint 10 Verse and Theme

Checkpoint 11 Poetry Projects

Activity 11.1 Read and Reflect on 5 Poems

Activity 11.3 Reflection of Your Journey Through Poetry

Activity 12.2 READING STRATEGIES

3. Explain your CONNECTIONS.

FIRST, write a paragraph about your reactions to the required reading.

Activity 12.3 CONFLICT

Activity 12.4 PLOT

Activity 12.6 THEME

Checkpoint 13Fan Fiction

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