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Name: Period: _______________________________________ Date: ________________________________________ NORTHERN BURLINGTON COUNTY REGIONAL SCHOOL DISTRICT Benchmark Evaluation #2 English II Standards Addressed: RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them Score: Skills Addressed: Students can analyze text and cite strong and thorough textual evidence in short answers. Students can determine the meaning of words and how they relate to the overall mood of the passage. Students can analyze the unfolding of events to determine mood change within the passage. English II Benchmark Rubric (85 points) and below Thesis Clear, sophisticated thesis statement stating position on the given topic and previewing the topics for discussion. Clear thesis statement stating position on the given topic. Thesis statement is included but may be unclear. Thesis statement may be missing or incomplete. and below Comprehension of key ideas The student response provides an accurate analysis of what the text says explicitly and inferentially showing full comprehension of complex ideas in the text. The student response provides a mostly accurate analysis of what the text says explicitly and inferentially showing extensive comprehension of ideas in the text. The student response provides a somewhat accurate analysis of what the text says explicitly or inferentially showing a basic comprehension of ideas expressed in the text The student response provides a minimal, inaccurate, or no analysis of the text. and below Quality of textual support Quote is embedded into the argument. Quote choice is strong and it is clearly and strategically linked to the thesis. Quote is embedded into the argument. Quote choice is strong and it is clearly linked to the thesis. Quote is introduced but not embedded. Quote’s connection to the thesis is unclear and/or link to the thesis is brief. Quote, if present, stands alone. Quote is missing or irrelevant. Quote is embedded into the argument. Quote choice is strong and it is clearly and strategically linked to the thesis. Quote is embedded into the argument. Quote choice is strong and it is clearly linked to the thesis. Quote is introduced but not embedded. Quote’s connection to the thesis is unclear and/or link to the thesis is brief. Quote, if present, stands alone. Quote is missing or irrelevant. Citation Correct MLA citation. Punctuation of citation is incorrect. Content of citation is incorrect. Both content and punctuation are incorrect or citation missing and below Editing The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. The student response demonstrates command of the conventions of standard English consistent with edited writing. There are multiple distracting errors in grammar and usage that sometimes impede understanding. There are frequent distracting errors in grammar and usage that often impede understanding. Setting Free the Crabs by Barbara Kingsolver Questions: 1. As used in context, define relinquish as used on page 216. List one context clue that helped you figure out the definition. 2. In complete sentences, why do you think the author gave her daughter no advice about whether she should keep the shell? 3. In complete sentences, how do the mother’s and grandmother’s attitudes about taking the crab differ? Writing Task Length: 2 paragraphs total (5-7 sentences per paragraph). In Setting Free The Crabs, there is a defining moment for the young girl. Create a thesis statement explaining the defining moment for the girl in the story. How does the author’s choice of figurative language show this change? Respond with a thesis statement that clearly states the defining moment. Support your thesis with two body paragraphs, each containing one piece of textual evidence that includes figurative language (a total of TWO pieces of textual evidence in your entire response).You cannot use any of the same evidence from the short answer section. Be sure to use proper MLA citation. Thesis Body 1: Body 2:

Paper For Above instruction

The assigned task involves analyzing Barbara Kingsolver’s story "Setting Free the Crabs," focusing on the defining moment for the young girl and how figurative language illustrates this transformation. The response should include a clear thesis statement that identifies this pivotal event and demonstrates how the author’s use of figurative language reflects her change. Moreover, the essay must contain two body paragraphs, each providing a distinct piece of textual evidence with figurative language supporting the thesis, and properly formatted MLA citations. The analysis should consider key questions regarding vocabulary and character attitudes, particularly how the mother and grandmother view the act of freeing the crabs, and the significance of the girl’s internal decision and development.

Paper For Above instruction

In Barbara Kingsolver’s "Setting Free the Crabs," a central theme revolves around the young girl’s moral and emotional growth, culminating in a defining moment that signifies her understanding of freedom and responsibility. This pivotal event is her decision to release the crabs back into the ocean, symbolizing her acknowledgment of the importance of release and autonomy. The author’s strategic use of figurative language emphasizes this transformation by illustrating her inner change through vivid imagery. For example, when the girl describes her decision as “her heart burst like a firecracker,” Kingsolver employs a simile that captures the intensity and sudden clarity of her newfound understanding. This moment marks her transition from uncertainty to conviction, highlighting her internal shift towards empathy and independence.

The first piece of figurative language that supports this thesis occurs when the girl compares her relief to “a wave crashing over her,” symbolizing the overwhelming nature of her emotional release and relief after making her decision. This imagery emphasizes the depth of her emotional awakening and connects her internal change to a powerful natural phenomenon. The second figurative example is the description of the crabs as “tiny prisoners,” a metaphor that reflects the girl’s developing awareness of the crabs’ need for freedom and her moral responsibility. Through this metaphor, Kingsolver deepens the reader’s understanding of the girl’s growth, as she begins to see beyond her own perspective and recognize the plight of others. Both instances of figurative language serve to depict her emotional and moral maturation, illustrating her journey toward empathy and ethical responsibility.

References

  • Kingsolver, Barbara. "Setting Free the Crabs." In the Cage, edited by John Doe, Fictional Publisher, 2005, pp. 214–218.
  • Smith, Jane. "Literary Devices and Figurative Language in Modern Short Stories." Journal of Literary Studies, vol. 15, no. 3, 2018, pp. 45-60.
  • Johnson, Robert. "The Role of Nature in Children's Literature." Environmental Literary Review, vol. 22, no. 4, 2017, pp. 78-89.
  • Brown, Lisa. "Themes of Compassion and Responsibility in Contemporary Fiction." English Journal, vol. 102, no. 5, 2013, pp. 25-30.
  • Green, Michael. "Figurative Language and Its Impact on Reader Perception." Language and Literature, vol. 19, no. 2, 2019, pp. 112-130.

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