Chat with us, powered by LiveChat Assignment 4 |

Summative Assessment- Using the blueprint you created in Unit 3, construct a summative assessment that you would give your students after you have fully taught your chosen standard. This test must be an appropriate length to fully assess your students’ mastery of your chosen standard. It should contain questions of at least three (3) varying levels of rigor and contain multiple question types. You should have a student copy that is ready for the student to complete and a teacher copy that contains an answer key and identifies what level of rigor each question represents. As you construct your assessment, you may realize that you need to add additional questions or increase/decrease rigor levels. If this happens, be sure to adjust your blueprint. 


RL. 6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

This is the only standard that is being assessed.

The minimum amount of questions is 25.

Unit Plan Topic, Competencies and Unwrapping the Standards

Next Step – Test Blueprint

Here is my unwrapped standard:



DOK level

Closely read, analyze and annotate

Text for evidence of the meanings



Words used in text



Phrases used in text


Close read, analyze and annotate

Text for evidence of the impact



word choice on meaning



word choice on tone






Words based on context


Phrases based on context


Figurative Meaning



Words based on context



Phrases based on context



Connotative Meaning



Words based on context



Phrases based on context






Words with similar denotative meanings that carry different connotations



Phrases with similar denotative meanings that carry different connotations



Analysis of Meaning


Cite evidence

Words of how an author’s word choice impacts the meaning


Cite evidence

Phrase of how an author’s word choice impacts the meaning


Connotative Figurative Literal Meaning Technical Tone

1. The author’s attitude towards a topic is called the ____________________.

2. A word or expression that signifies how a word makes the reader feel in addition to the primary meaning is called its ____________________ meaning.

3. Reading is the process of looking at a series of written symbols and getting ____________________ from them.

4. ____________________ is taking words in their usual or most basic sense.

5. The ____________________ meaning of words are used in specific area like science or social studies.

6. When you describe something by comparing one thing to another, it is called ____________________ language.

Directions: On the line to the left of each example in Column A, write the alphabet of the type of figurative language from Column B that matches each example.

Column A

Column B

7. ____ Her long hair was a flowing golden river.

8. ____ This candy cane is in mint condition.

9. ____ Sally says Sara surfs in the summer.

10. ____ I have a million things to do today.

11. ____ Her dress was as bright as the sun.

12. ____ You hit the nail on the head.

13. ____ The bridge collapsed with a tremendous boom!

14. ____ The lightening danced across the sky._

A. Alliteration

B. Hyperbole

C. Idiom

D. Metaphor

E. Onomatopoeia

F. Personification

G. Pun

H. Simile

Directions: Read the poem and answer questions 15 – 20.

what love isn’t

By Yrsa Daley-Ward


Yrsa Daley-Ward is a spoken word poet, self-published author, and actress of Jamaican and Nigerian

heritage. In this poem, Ward uses figurative language to explore what love is and is not. As you read, take note of how the poet uses figurative language to describe love and the effect it has on the overall theme.

1 It is not a five star stay. It is not

compliments and it is never ever


It is solid. Not sweet but always

5 nutritious

always herb, always salt. Sometimes


It is now


Sample 2

Directions: Read the passage below and answer the questions 1 – 9. Use complete sentences for questions that require a response.

from “The Fun of It”
by Amelia Earhart 


When I left New York, I intended to follow up on medical research—that, at least, still greatly appealed to me in the field of medicine. But somehow, I did not get into the swing of the western universities before aviation caught me. The interest aroused in me in Toronto led me to all the air circuses in the vicinity. And, by dragging my father around and prompting him to make inquiries, I became more and more interested.


One day he and I were among the spectators at a meet at Long Beach.


“Dad, please ask that officer how long it takes to fly,” I said, pointing out a doggy young man in uniform.


“Apparently it differs with different people,” my good parent reported after some investigation, “though the average seems to be from five to ten hours.”


“Please find out how much lessons cost,” I continued.


“The answer to that is a thousand dollars. But why do you want to know?”


I wasn’t really sure. Anyway, such were the secondhand conversations I had with the patient pilots of those days. And, somehow or other, I felt in my bones that a hop would come soon.


The field where I first went up is a residential suburb of Los Angeles. Then it was simply an open space on Wilshire Boulevard, surrounded by oil wells. The pilot of the airplane has since become famous as one of the greatest exponents1 of speed in the world. His name is Frank Hawks, and he holds more records for fast flying than anyone else.


As soon as we left the ground, I knew I myself had to fly. Miles away I saw the ocean, and the Hollywood Hills seemed to peep over the edge of the cockpit as if they were already friends.


“I think I’d like to learn to fly,” I told the family casually that evening, knowing full well I’d die if I didn’t.


“Not a bad idea,” my father said just as casually. “When do you start?” It would nee


** Teacher’s Copy **

English Language Arts
Packet 4

Grade 6

Standard 2: Students will read, write, listen, and
speak for literary response and expression &
Standard 3: Students will read, write, listen, and
speak for critical analysis and evaluation.

Page 2

1. Which sentence serves as an example of alliteration?

A) The buzz of the alarm sounded in our ears.
B) The lone dove sang during the early morning hours.
C) The thorns on the thistles poked through the gloves.
D) There is a small brown moth flying outside.
ID Answer Points DifficultyBlooms BiserialP-Value
ETSHR-i-188231 C 1 Medium Understanding n/a n/a

Looking for a Rainbow

1 Rain crashed against the brick wall of the library and pounded on the window behind me. Absorbed in a book, I

heard the rain subside and felt late afternoon sunlight warm the back of my neck. I finished my chapter.

2 Half an hour later I was slogging through puddles toward a faded yellow two-story house set back into the woods.

My cousins Sara, Jason, and Kendra stood in the doorway to greet me.

3 “Did you see the rainbow?” Kendra asked.

4 “It stretched all the way down to the horizon at both ends,” Jason said.

5 “The brightest colors you can imagine,” Sara added.

6 “No, I didn’t see the rainbow,” I said. I hadn’t seen a rainbow in at least two years. I love rainbows but usually only

hear about them after they disappear.

7 Seeing the disappointment on my face, Jason beckoned me into the house and said, “Don’t worry. We’ll show you a

rainbow tomorrow.”

8 “What do you mean? You can’t store a rainbow away in a jar,” I objected.

9 “Wait and see. Come back tomorrow a little earlier than you did today.”

10 I took off my muddy shoes and set them by the door. “That makes no sense. The forecast doesn’t even say rain


11 “You just have to look in the right place,” Sara said with a twinkle. “We’ll show you where to look.”

Page 3

12 “A rainbow isn’t in a place,” I replied.

13 “Of course it is. Everything is in a place,” argued Sara.

14 “That’s not true. Strength and honesty and bedtime stories and songs you’ve known all your life—lots of things

aren’t in a place.” I crossed my arms in front of my chest and waited for her response.

15 “You can’t see those things. Everything you can see is in a place. A rainbow is in the sky, isn’t it?”

16 I knew she was teasing me, but I couldn’t find the flaw in her


A Canoe’s Night Music

Our paddles clang the metal sides

Turning the canoe into kettle drums

Until we rest our arms and glide

And note how canoe and water hum.


The sheet music we follow is the moon

That shines our path on the lake.

We listen to our booming tune,

The music a canoe makes.

The moon strikes the other shore.


We aim our prow1 for that silver spot,

Paddling so hard with wooden oars

That we make the water shout.

Clangs, splashes, and shouts—our chorus

The rhythm of canoe and water—our band


The finale waits on the shore before us

As we land in rasping sand.

Another light draws our feet

A campfire crackles in a crowd,

But still in our hearts we hear the beat


Of our canoe’s music thrumming loud.

Our friends clap for our performance

We played our instrument with no flaws

These friends have been our audience,

And we bow to their applause.

1prow: a projecting forward part, a boat’s hull

1. In the poem above, why do the author compares a canoeing to a band performance because (DOK 3)

A. A canoe is far comparable a barrel.

B. Both are actions done with a regular beat.

C. The music ended by equally is different.

D. Both have spectators in reality.

2. What is the overall tone of the poem? (DOK 2)

A. Depressed

B. Nervous

C. Funny

D. Adventurous

3. The poet’s choice of wor

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