Unit Test Key: Fahrenheit 451 by Ray Bradbury

Part I: Multiple Choice(20 points total, each question is worth 2 points)

  1. d
  2. b
  3. c
  4. a
  5. c
  6. a
  7. b
  8. b
  9. d
  10. b

Part II: Identifications(20 points total, each question is worth 5 points)

5: The student uses clear, varied, and descriptive language as well as appropriate examples to correctly describe the significance of the character in the text as a whole.

4: The student uses clear language and appropriate examples to correctly describe the significance of the character in the text as a whole.

3: The student uses clear language to correctly describe the significance of the character in the text as a whole, but does not include specific examples.

2: The student correctly describes the significance of the character in the text as a whole, but does not use clear language or specific examples.

1: The student describes a significance of the character, but the description is not holistic, does not use clear language, and does not include specific examples.

0: The student does not correctly describe the significance of the character and does not use clear language or specific examples.

Part III: Passage Significance(30 points total)

Each question is worth 10 points total, 2 points for each of the following elements:

___ Provides the context for the passage

___ Summarizes the main point the passage is trying to get across

___ Explains the significance of the passage in terms of its context and the novel as a whole

___ Writes clear, varied sentences

___ Organizes ideas in a logical sequence

Part IV: Essay(30 points total)

Possible Examples:

- Mildred’s addiction to T.V.

- Clarisse

- Mechanical Hound

- The rules

- Beatty’s “Suicide”

- Montag kills Beatty

- Montag steals books

- Train scene in which Montag tries to read but is too distracted

- Seeks out Faber

Rubric:

0-1 / 2-3 / 4-5
Thesis / The student has a thesis but it does not take a strong stand on the question nor does it contain three points. / The student has a thesis with three points, but does not take a strong stand on the question. / The student has a strong, well-written thesis which takes a stand on the question and includes three points to support that stand.
Examples (x 2) / The student does not include three different examples to support the essay’s thesis. / The student includes three examples which loosely connect with the essay’s thesis, do not represent a broad range of the novel, and/or are not well developed or explained. / The student includes, explains and develops three different examples ranging from causes for Montag’s actions to the effects of his actions which strongly support the essay’s thesis.
Clear, varied sentences / The student struggles to write clear, varied sentences. / The student’s sentences are mostly clear and there is some variation in sentence structure. / The student masters the use of clear, varied sentences to prove the thesis of the essay.
Logical sequence / The student does not arrange the ideas of the essay in any logical sequence. / The student struggles to arrange the ideas of the essay in a logical sequence which detracts from the persuasiveness of the essay. / The student arranges the ideas of the essay in a logical sequence which aids in the persuasiveness of the essay.
Strong word choice and vivid description / The student consistently makes poor word choices and fails to provide adequate descriptions which cause the essay to be incomprehensible. / The student uses a mix of strong and weak word choices and/or struggles to provide adequate descriptions which cause the essay to be difficult to understand. / The student makes excellent word choices and descriptions which cause the essay to be easily understood.