The Crow-Child
by Mary Mapes Dodge
Midway between a certain blue lake and a deep forest there once stood a cottage, called by its owner “The Rookery.”
The forest shut out the sunlight and scowled upon the ground, breaking with shadows every ray that fell, until only a few little pieces lay scattered about. But the broad lake invited all the rays to come and rest upon her, so that sometimes she shone from shore to shore, and the sun winked and blinked above her, as though dazzled by his own reflection. The cottage, which was very small, had sunny windows and dark windows. Only from the roof could you see the mountains beyond, where the light crept up in the morning and down in the evening, turning all the brooks into living silver as it passed.
But something brighter than sunshine used often to look from the cottage into the forest, and something even more gloomy than shadows often glowered from its windows upon the sunny lake. One was the face of little Ruky Lynn; and the other was his sister’s when she felt angry or ill-tempered.
They were orphans, Cora and Ruky, living alone in the cottage with an old uncle. Cora—or “Cor,” as Ruky called her—was nearly sixteen years old, but her brother had seen the forest turn yellow only four times. She was, therefore, almost mother and sister in one. The little fellow was her companion night and day. Together they ate and slept, and—when Cora was not at work in the cottage—together they rambled in the wood, or floated in their little skiff upon the lake.
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Question
Use the story to answer the question.
In 3–5 sentences, draw conclusions about how the author’s use of sensory language affects the mood or tone of the story. Use examples from the text to support your answer.
(4 points)
Short Answer Rubric (4 points)
Points Awarded Criteria
4
The answer is very clear.
The answer is fully supported by details.
There may be a few errors in grammar, usage, or mechanics. Errors do not interfere with meaning.
3
The answer is mostly clear.
The answer is supported by mostly relevant details.
There are a few errors in grammar, usage, or mechanics. Errors do not interfere with meaning.
2
The answer is somewhat clear.
Details are weak or not related.
There are some errors in grammar, usage, and mechanics. Errors interfere with meaning.
1
The answer is not clear.
There are few or no supporting details.
There are many errors in grammar, usage, and mechanics. Errors interfere with meaning.
0 The question is not answered.
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