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The Red Badge of Courage The Red Badge of Courage Stephen Crane Assessment Manual THE EMC MASTERPIECE SERIES Access Editions SERIES EDITOR Laurie Skiba EMC/P aradigm Publishing St. Paul, Minnesota Staff Credits: For EMC/Paradigm Publishing , St. Paul, Minnesota Laurie Skiba Paul Spencer Editor Art and Photo Researcher Lori Coleman Shannon Taylor Associate Editor Copy Editor Brenda Owens Kristin Melendez Associate Editor Copy Editor Jennifer J. Anderson Sara Hyry Assistant Editor Contributing Writer Gia Garbinsky Christina Kolb Assistant Editor Contributing Writer For SYP Design & Production, Inc. Wenham, Massachusetts Sara Day Charles Bent Partner Partner ISBN 0-8219-1982-2 Copyright © 2000 by EMC Corporation All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmit - ted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise with - out permission from the publisher. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 www.emcp.com E-mail: [email protected] Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 XXX 05 04 03 02 01 00 Table of Contents Notes to the Teacher . 2 ACCESS EDITION ANSWER KEY Answers for Chapters 1–3 . 6 Answers for Chapters 4–7 . 9 Answers for Chapters 8–10 . 12 Answers for Chapters 11–15 . 15 Answers for Chapters 16–20 . 18 Answers for Chapters 21–24 . 20 GRAPHIC ORGANIZERS Graphic Organizers . 24 Graphic Organizers Answer Key . 28 VOCABULARY AND LITERARY TERMS REVIEW Vocabulary Review, Chapters 1–10 . 32 Vocabulary Review, Chapters 11–24 . 34 Vocabulary Worksheet, Chapters 1–10 . 36 Vocabulary Worksheet, Chapters 11–24 . 37 Cumulative Vocabulary Exam . 38 Literary Terms Review . 39 Literary Terms Worksheet . 40 Vocabulary and Literary Terms Answer Key . 41 EXAM MASTER Exam . 43 Exam Answer Key . 50 EVALUATION FORMS n o i t Evaluation Form, Writing Process . 54 a r o Evaluation Form, Writing Plan . 55 p r o Evaluation Form, Writing Summary . 56 C C Evaluation Form, Compositions/Reports . 57 M E Evaluation Form, Analytic Scale . 58 0 0 0 Evaluation Form, Holistic Response . 59 2 © Evaluation Form, Writing: Revising and Proofreading Checklists . 60 Evaluation Form, Discussion . 61 Evaluation Form, Project . 62 ASSESSMENT MANUAL / THE RED BADGE OF COURAGE 1 Notes to the Teacher About The EMC Masterpiece Series Access Editions The EMC Masterpiece Series Access Editions have been designed to make great works of literature accessible to all levels of students. Each Access Edition contains a complete literary masterpiece as well as a unique integrated study apparatus crafted to guide the student page by page through the entire work. This feature does away with the inconvenience of switching between a literary work and a study guide, since both are included in each Access Edition. Each EMC Masterpiece Series Access Edition contains the following materials: • The complete literary work • A historical introduction including an explanation of literary or philosophical trends relevant to the work • A biographical introduction with a time line of the author’s life • Art, including explanatory illustrations, maps, genealogies, and plot diagrams, as appropriate to the text • Study apparatus for each chapter or section, including Guided Reading Questions; Words for Everyday Use entries for point-of-use vocabulary development; footnotes; Responding to the Selection questions; Investigate, Inquire, and Imagine questions (including Recall, Interpret, and higher level thinking questions to ensure that your stu - dents conduct a close and accessible reading of the text); and Understanding Literature questions • Source materials used by the author of the work (where appropriate) • A list of topics for creative writing, critical writing, and research projects • A glossary of Words for Everyday Use • A handbook of literary terms mournfully down. Smoke drifted lazily from a multitude of quaint chimneys. “It’s a lie! that’s all it is—a thunderin’ lie!” said another private loudly. His smooth face was flushed, and his hands were thrust sulkily into his trousers’ pockets. He took the matter as an affront to him. “I don’t believe the derned old army’s ever going to move. We’re set. I’ve got ready to move eight times in the last two weeks, and we ain’t moved yet.” The tall soldier felt called upon to defend the truth of a rumor he himself had introduced. He and the loud one came near to fighting over it. A corporal began to swear before the assemblage. He had just put a costly board floor in his house, he said. During the early spring he had refrained from adding extensively to the comfort of his environment because he had felt that the army might start on the march at any moment. Of late, how - ever, he had been impressed 9 that they were in a sort of eter - nal camp. Many of the men engaged in a spirited debate. One out - lined in a peculiarly lucid manner all the plans of the com - manding general. He was opposed by men who advocated that there were other plans of campaign. They clamored at n o each other, numbers making futile bids for the popular i Guided Reading Questions guide t ® What is the name attention. Meanwhile, the soldier who had fetched the a students through the work by of the tall soldier who rumor bustled about with much importance. He was contin - r spreads the rumor o ually assailed by questions. p that the army is r raising important issues in key “What’s up, Jim?” going to move? o “Th’ army’s goin’ t’ move.” passages C “Ah, what yeh talkin’ about? How yeh know it is?” “Well, yeh kin b’lieve me er not, jest as yeh like. I don’t C 10 care a hang.” M There was much food for thought in the manner in E which he replied. He came near to convincing them by dis - 0 daining to produce proofs. They grew much excited over it. 0 0 ® What does one There was a youthful private who listened with eager Footnotes explain obscure refer - 2 “youthful private” do ears to the words of the tall soldier and to the varied com - ences, unusual usages, and terms on hearing the news? ments of his comrades. After receiving a fill of discussions © Why does he want to concerning marches and attacks, he went to his hut and meant to enter students’ passive be alone? vocabularies 9. had been impressed. Had been of the impression 10. care a hang. Care a bit Words for Everyday Use entries — Words lu•cid (l oo´səd) adj., clear to the under - dis • dain (dis da¯ n´) vt., refuse or abstain define and give pronunciations for For standing from because of scorn Everyday as • sail (ə sa¯ l´) vt., attack violently with difficult terms meant to enter stu - Use blows or words dents’ active vocabularies THE RED BADGE OF COURAGE W2 2 ASSESSMENT MANUAL / THE RED BADGE OF COURAGE Notes to the Teacher Respond to the Selection Respond to the Selection is a reader response activity designed to connect the What do you imagine war is like? If you were in Henry Fleming’s (the youth’s) position, how would you feel about the battle about to take place? students emotionally to the literature and allow them to relate the work to their own lives. Investigate, Inquire, and Imagine Recall: GATHERING FACTS Interpret: FINDING MEANING Investigate, Inquire, and Imagine takes stu - 1a. In Chapter 1, what dreams did ¦ 1b. Why does Henry view war dif - dents through the work step by step, building Henry Fleming (the youth) once ferently depending on if he is from their individual responses a complete inter - have about war? dreaming or awake? pretation of the work. 2a. In Chapter 1, what rumor does 2b. Why does Henry ask these two Jim Conklin (the tall soldier) spread? ¦ soldiers these questions? What simi - What worries does Henry have larities and differences between Jim Interpret questions evoke interpretations based about battle? and Wilson do their answers reveal? on evidence from the selection. 3a. In Chapter 3, when the regi - 3b. What do Henry’s thoughts ment finally marches toward a bat - ¦ about the commanders reveal about tle, what do Henry and the other his feelings toward the battle? Recall questions address comprehension of key soldiers encounter for the first time? facts from the selection. Analyze: TAKING THINGS APART Synthesize: BRINGING THINGS TOGETHER Synthesize questions ask readers to integrate, 4a. Identify Henry’s feelings about 4b. Based on what you have war, death, and his own potential in learned about Henry so far, predict restructure, predict, elaborate, and summarize. the upcoming battle. ¦ how Henry will react in the upcom - ing battle. Evaluate: MAKING JUDGMENTS Extend: CONNECTING IDEAS Analyze questions ask readers to classify, compare and contrast, and identify relationships between 5a. The saying, “Hindsight is always 5b. If you were Henry, what would 20/20,” means that if people were you say to Wilson before he turns ideas. given the opportunity to change away at the end of Chapter 3? past actions, knowing what they know now, they would often make Extend questions allow readers to try out their different, better choices. understanding in different situations. Understanding Literature Conflict and Protagonist. A conflict is a struggle between two people or things in Evaluate questions ask readers to appraise, a literary work. A conflict can be external , meaning that it takes place between a character and some outside force, such as another character, nature, or society. A assess, critique, and justify certain aspects of a conflict can also be internal , meaning that it takes place within a person.
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