v 2.0 BTK Curriculum Team © 2011 Mesa County Valley School District 51

Grade 10: Unit 3: Benchmark Assessment: SOAPSTone Analysis

Directions: In class, we have practiced using SOAPSTone for analysis of reading selections. For this benchmark assessment you, will complete a SOAPSTone analyses two texts: Abraham Lincoln’s “The Gettysburg Address” (collaboratively) and Walt Whitman’s “O Captain, My Captain!” (independently).

Completion of part 1 of this benchmark will take 2-3 class periods. Part 2 of the benchmark will also take 2-3 class periods. Part 2 may be completed immediately after Part 1 or may be given after additional practice and instruction with rhetorical analysis.

Part 1: For Abraham Lincoln’s “The Gettysburg Address” complete the following:

Your group will receive a SOAPSTone chart.

Teacher will explain SOAPSTone and answer any questions about the terms. Remember that there are numerous ways in which to define each category (don't just limit it to one, e.g., Martin Luther King in his "Letter to a Birmingham Jail" was writing not only as himself, but also as a clergyman, one of the oppressed, etc.).

Teacher will present background information on Abraham Lincoln and the speech. Take individual notes on speaker, occasion, and audience.

Teacher will read speech aloud as you follow along.

In a small group, discuss each of the facets of the SOAPSTone approach to analysis. By the end of discussion, your group should complete the chart for Abraham Lincoln.

Part 2: For Walt Whitman’s “O Captain, My Captain!” complete the following:

You will be given a SOAPSTone handout for responding to the poem.

Teacher will provide background information (see Unit Resources for this support) documents for the poem. Read and annotate these documents.

Read and annotate the poem.

Complete SOAPSTone analysis handout based on background information and the poem.

v 2.0 BTK Curriculum Team © 2011 Mesa County Valley School District 51

Grade 10: Unit 3: Benchmark Assessment SOAPSTone Chart: Lincoln

Category Abraham Lincoln’s “Gettysburg Address”

Speaker

Identifies and briefly discusses speaker’s

background (there may be multiple

speakers). Identifies bias if applicable.

Occasion

Identifies multiple layers of context. There

is a logical and discernible organization of

ideas, attitudes, and events that influence

the audience to think about issues in a

certain way.

Audience

Identifies primary and secondary

audiences. Specifies audience

background, such as age, gender,

profession, marital status, education,

religion, culture, ethnicity, socioeconomic

status, etc. Analyzes potential audience

attitudes toward subject and “speaker”.

Purpose

Identifies primary and secondary purposes

with respect to audience (s). States

purpose with “TO + VERB”.

Subject

Succinctly identifies the main idea in a few

words or phrases.

Tone

Analyzes how the tone reveals the

“speaker’s” attitude toward the subject.

Analyzes how the different aspects of the

text reinforce the tone. Analyzes the effect

of tone(s) on the audience.

v 2.0 BTK Curriculum Team © 2011 Mesa County Valley School District 51

Grade 10: Unit 3: Benchmark Assessment SOAPSTone Chart: Whitman Category Walt Whitman’s “O Captain, My Captain!”

Speaker

Identifies and briefly discusses speaker’s

background (there may be multiple

speakers). Identifies bias if applicable.

Occasion

Identifies multiple layers of context. There

is a logical and discernible organization of

ideas, attitudes, and events that influence

the audience to think about issues in a

certain way.

Audience

Identifies primary and secondary

audiences. Specifies audience

background, such as age, gender,

profession, marital status, education,

religion, culture, ethnicity, socioeconomic

status, etc. Analyzes potential audience

attitudes toward subject and “speaker”.

Purpose

Identifies primary and secondary purposes

with respect to audience (s). States

purpose with “TO + VERB”.

Subject

Succinctly identifies the main idea in a few

words or phrases.

Tone

Analyzes how the tone reveals the

“speaker’s” attitude toward the subject.

Analyzes how the different aspects of the

text reinforce the tone. Analyzes the effect

of tone(s) on the audience.