Mr. Vance's Classes

                                       Cold Sassy Tree

Reading Assignments

 # Chapters Period 3

 Period 6

 Period 7 Worksheet
 1   
 1-7 9/59/5 9/5  Cold Sassy Questions 1-7
 2 8-15 9/10 9/10 9/11  Cold Sassy Questions 8-15
 3 16-20 9/16 9/16 9/16   Cold Sassy Questions 16-20 
 4 21-26 9/23 9/22 9/23  Cold Sassy Questions 21-26
 5 27-33 9/30 9/30 9/29    Cold Sassy Questions 27-33
 6 34-40 10/7 10/7

 10/7

   Cold Sassy Questions 34-40
 7 41-46 10/14 10/15 10/14  Cold Sassy Questions 41-46
 8 47-50 10/17 10/17 10/17  Cold Sassy Questions 47-50

 COLD SASSY TREE TEST 

     Period 3    10/22

     Period 6    10/22

     Period 7    10/22 

 

Cold Sassy Tree Unit Test

There are two parts to this test:

A.  Multiple Choice - This will be a series of multiple-choice questions designed to test your knowledge of the book.

B.  Short Essay -

Cold Sassy Tree

Unit Test

Essay Section

 

Respond to two of the following five writing prompts.  Limit your answer to one well-written paragraph for each prompt.  You must use specific details and examples from the novel to support your answer.  Each paragraph must have a topic sentence, at least three ( probably more) related sentences that support your topic sentence, and a concluding sentence.  Do not be repetitious.  Make your point and then stop.

 

To score these paragraphs, I will use the rubric on the back of this page.

 

1.    Explain why Lightfoot could never be (and will never be) Will’s girlfriend, no matter how much they cared for each other.

 

2.    Discuss two possible reasons for why Rucker made the blanket of roses for Mattie Lou’s funeral.  Support your ideas with references to the reading.

 

3.    How was Rucker’s behavior in his marriage to Mattie Lou different from his marriage to Miss Love Simpson?

 

4.    Cold Sassy Tree ends with Will listing the objects he saved from his childhood.  They include:  a piece of sassafras tree root, a newspaper write-up about when he was run over by the train, a photograph of Miss Love, Will, and Rucker in the Pierce, his Ag College diploma, and the buckeye that Lightfoot gave him.  Explain the importance of each of these items.  In other words, what does each of these items represent to Will?  How do these items relate to the story he just told?

 

5.    Read the following quote:

 

“I loved you since the day I layed eyes on you you just as pretty now as then….its I aint good for nuthin.  Which you know.  Its got so jus getin out of bed ever mornin is to much….now you can have some pese…I hope god will forgive me…”

 

This response must be in the form  of a paragraph in which you answer the following questions:

 

A.   Who is speaking?

B.   Under what conditions were these words used?

C.   What do we learn about this character through this passage?  Why does he or she hope for God’s forgiveness?

D.   Will refers to this character as “brave”.  Do you agree or disagree with him?  Explain your answer.

 

 


 

 

 

 

 

 

Score of 93 – 100 / Exceptional Mastery

An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay

  • effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position
  • is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
  • exhibits skillful use of language, using a varied, accurate, and apt vocabulary
  • demonstrates meaningful variety in sentence structure
  • is free of most errors in grammar, usage, and mechanics

Score of 85 – 92 / Reasonable and Consistent Mastery

An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality. A typical essay

  • effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position
  • is well organized and focused, demonstrating coherence and progression of ideas
  • exhibits facility in the use of language, using appropriate vocabulary
  • demonstrates variety in sentence structure
  • is generally free of most errors in grammar, usage, and mechanics

Score of 78 – 84 / Adequate Mastery

An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay

  • develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position
  • is generally organized and focused, demonstrating some coherence and progression of ideas
  • exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
  • demonstrates some variety in sentence structure
  • has some errors in grammar, usage, and mechanics

Score of 70 – 77 / Developing

An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:

  • develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position
  • is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
  • displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
  • lacks variety or demonstrates problems in sentence structure
  • contains an accumulation of errors in grammar, usage, and mechanics

Score of 61 – 69 / Little Mastery

An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:

  • develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position
  • is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
  • displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
  • demonstrates frequent problems in sentence structure
  • errors in grammar, and mechanics so serious that meaning is obscured

Score of 0 -60 69 / Little or No Mastery

An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:

  • develops no viable point of view on the issue, or provides little or no evidence to support its position
  • is disorganized or unfocused, resulting in a disjointed or incoherent essay
  • displays fundamental errors in vocabulary
  • demonstrates severe flaws in sentence structure
  • contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning