Multiple Choice - EMC Publishing

Transcription

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Assessment Resource, Level III
Care has been taken to verify the accuracy of information presented in this book. However, the
authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat
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book, and make no warranty, expressed or implied, with respect to its content.
Trademarks: Some of the product names and company names included in this book have
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affiliation, association, or connection with, or sponsorship or endorsement by, such owners.
ISBN 978–0-82193–110–3
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: educate@emcp.com
Web site: www.emcp.com
All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without prior written permission from the publisher. Teachers using
Mirrors & Windows: Connecting with Literature, Level III may photocopy complete pages in
sufficient quantities for classroom use only and not for resale.
Printed in the United States of America
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CONTENTS
Introduction
vii
About the Formative Surveys
1
Formative Survey 1
Formative Survey 2
3
11
Lesson Tests
21
About the Lesson Tests
21
Unit 1: Fiction
Charles
The Treasure of Lemon Brown
A Mother in Mannville
The Journey
The Drummer Boy of Shiloh/Echoes of Shiloh
Gary Keillor/O Captain! My Captain!
Checkouts/Oranges
Last Night
Raymond’s Run
Flowers for Algernon
23
23
26
29
32
35
38
41
44
47
50
Unit 2: Fiction
The Tell-Tale Heart
Born Worker
Sweet Potato Pie
Miss Butterfly
The Ransom of Red Chief
Men on the Moon/Working on the Moon
The Medicine Bag/The Old Grandfather and His Little Grandson
Moon/The Story of Iqbal Masih
Luke Baldwin’s Vow
Lose Now, Pay Later
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53
56
59
62
65
68
71
74
77
80
Unit 3: Nonfiction
Mrs. Flowers
Ishi in Two Worlds/Yana People to Receive Ishi’s Brain
Good Housekeeping
Soul of a Citizen: Living with Conviction in a Cynical Time/
I Was Born at the Wrong Time
Epiphany: The Third Gift
The Struggle to Be an All-American Girl
Proclamation of the Indians of Alcatraz
Harriet Tubman: Conductor on the Underground Railroad/
Our Struggle Is Against All Forms of Racism
If You Could Be My Friend/Jerusalem
The Autobiography of Malcolm X
Appearances Are Destructive
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83
86
89
© EMC Publishing, LLC
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Assessment Guide
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101
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107
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iv
Unit 4: Nonfiction
A Tale of Two Rocks
Scale of Geologic Time/On the Relativity of Time
Indian Cattle/Counting Coup on a Wounded Buffalo
Murder and More Mushroom Mayhem/Too Soon a Woman
How to Use a Compass/Orienteering: The Thinking Sport
Obi-Wan Kenobi: Jedi Knight/Industrial Light & Magic,
Part 1: History
Chac
London Underground Map
116
116
119
122
125
128
Unit 5: Poetry
Night Clouds
Dreams/A Dream Deferred
The Naming of Cats
Pretty Words
The New Colossus/Immigrant Kids
The Other Pioneers
Ceremony
If I can stop one Heart from breaking/He ate and drank the
precious words
Legacies/I Ask My Mother to Sing
your little voice Over the wires came leaping
Lyric 17
140
140
142
144
146
148
150
152
Unit 6: Poetry
Southbound on the Freeway
Southern Mansion
Bats/The Bat
The Choice
Ode to My Socks/Oda a los calcetines
Casey at the Bat
Paul Revere’s Ride/Paul Revere and the World He Lived In
Grandma Ling/My Mother Juggling Bean Bags
Exile
Birdfoot’s Grampa/The Time We Climbed Snake Mountain
The Cremation of Sam McGee
Nikki-Rosa
162
162
164
166
168
170
172
174
177
179
181
183
185
Unit 7: Drama
The Dying Detective
The Diary of Anne Frank, Act I/Anne Frank: The Diary
of a Young Girl
The Diary of Anne Frank, Act II/All But My Life
Sorry, Right Number
187
187
Unit 8: Folk Literature
Legend of the Feathered Serpent
Pecos Bill
Coyote Steals the Sun and Moon
Where the Girl Rescued Her Brother
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199
202
205
208
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154
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The People Could Fly/Swing Low, Sweet Chariot
Blackbeard’s Last Fight
Barbara Frietchie
John Henry Blues/Annie Christmas
Paul Bunyan of the North Woods/The Ole Feller Recollects
How Joe Fournier Became Paul Bunyan
The Souls in Purgatory
Gatored Community
Rip Van Winkle
María Sabida
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214
217
220
223
226
229
232
235
Unit Exams
239
About the Unit Exams
Unit 1 Exam
Unit 2 Exam
Unit 3 Exam
Unit 4 Exam
Unit 5 Exam
Unit 6 Exam
Unit 7 Exam
Unit 8 Exam
239
241
245
249
253
257
261
265
269
Reading Fluency Assessments
273
About the Reading Fluency Assessments
273
Unit 1: Fiction
Passage 1: from A Mother in Mannville
Passage 2: from Checkouts
281
282
Unit 2: Fiction
Passage 3: from The Medicine Bag
Passage 4: from Luke Baldwin’s Vow
283
284
Unit 3: Nonfiction
Passage 5: from Epiphany: The Third Gift
Passage 6: from The Autobiography of Malcolm X
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286
Unit 4: Nonfiction
Passage 7: from Orienteering: The Thinking Sport
Passage 8: from Chac
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288
Unit 5: Poetry
Passage 9: from Understanding Sound Devices
Passage 10: from Immigrant Kids
289
290
Unit 6: Poetry
Passage 11: from Understanding Meaning in Poetry
Passage 12: from Paul Revere and the World He Lived In
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vi
Unit 7: Drama
Passage 13: from Introduction to Drama
Passage 14: from All But My Life
293
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Passage 15: from Pecos Bill
Passage 16: from Annie Christmas
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Alternative Assessment Options
297
ANSWER KEY
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INTRODUCTION
Assessment is the process of gathering and analyzing information, using a variety
of sources and measures, with the goal of determining what students know and can
do. On a basic level, assessment can be thought of as spanning a continuum from
informal to formal. Informal assessment includes logs and checklists for teachers
and self-assessment rubrics for students. Formal assessment includes quizzes, tests,
and exams.
Assessment can be further categorized into these three types:
• Diagnostic assessment is used before instruction on particular skills or
content to determine a student’s level of competence or mastery and to help
determine appropriate instruction or placement.
• Formative assessment is used during instruction to monitor the student’s
progress and adapt instruction accordingly. This is the ongoing monitoring
of student understanding that occurs on a regular basis in the classroom.
Formative assessment is also used to provide ongoing feedback to the
student and parents.
• Summative assessment is used at the end of a unit, course, or time period
to determine the student’s achievement and competence. Summative
assessment data also provide the basis for assigning grades and for
documenting reports and other analyses.
This Assessment Guide offers a comprehensive package of assessment tools:
• Formative Surveys. Two Formative Surveys measure students’ basic reading
and writing skills. One survey may be administered at the beginning of the
course to establish a student’s baseline and help you identify appropriate
teaching materials for that student. The second survey may be used later in
the course to determine the student’s progress.
• Lesson Tests. Generally, a lesson consists of an individual selection that has
its own Before Reading and After Reading pages in the Student Edition, or
of two or more selections that share a Before Reading and an After Reading
page. Lesson Tests are provided for every lesson in the textbook.
• Unit Exams. The Unit Exams include questions for the most commonly
taught canon selections in the unit, plus questions about the literary
elements and genre covered in the unit.
• Reading Fluency Assessments. For each unit, you will find two Reading
Fluency Assessments. These instruments present passages selected from
that unit in the textbook. Each passage may be read aloud multiple times for
practice and to track progress.
• Alternative Assessment Options. A variety of alternatives to formal,
prescribed testing are discussed in the final section of this guide. Suggestions
for modifying assessments to help English language learners and developing
readers are also included in this section.
Questions from the Lesson Tests and Unit Exams may be combined to create
an end-of-course exam. Answers to the Formative Surveys, Lesson Tests, and Unit
Exams are provided in the Answer Key at the back of this book.
Throughout the Mirrors & Windows: Connecting with Literature program, you
will find many more opportunities for assessment. The Meeting the Standards unit
resource guides provide a selection quiz for almost every selection in the Student
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Edition. The selection quizzes measure recall and comprehension and can be used
to help both teachers and students check for basic understanding of the readings.
In the Speaking & Listening Workshops and Writing Workshops at the end of
each unit in the Student Edition, students are encouraged to assess their own work
using rubrics. Formal assessment is offered in Test Practice Workshops, which ask
students to apply specific test-taking skills in reading, writing, revising, and editing.
Additional test practice is provided by the Reading Assessment quizzes in the high
school books.
The Exceeding the Standards and Differentiating Instruction lessons offer
a variety of informal assessments, including rubrics, checklists, projects,
presentations, and self-quizzes. Formal assessment is presented in the Exceeding
the Standards: Test Practice supplement. This book includes a test-taking skills
study guide plus practice tests in a variety of standardized forms, including ACT
and SAT.
ExamView ® Assessment Suite CD
The Lesson Tests and Unit Exams in this book were created from question banks
that are provided on the ExamView® Assessment Suite CD. The tests themselves
are also included on the ExamView® CD. The ExamView® question banks may be
customized to fit your own needs.
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About the Formative Surveys
The two Formative Surveys in this Assessment Guide can help you quickly identify
the skill level of a student, determine how to help that student improve in areas
of weakness, and measure the student’s progress. Each survey contains thirty
questions, some that are connected to specific reading and writing passages and
others that cover reading and writing skills in general.
Formative Survey 1 should be administered at the start of the course to give
you a baseline for each student. Formative Survey 2 may be administered partway
through the course to help you realign instruction, or at the end of the course to
provide a summative measure of progress. The Answer Sheet that follows this
introduction is designed to be used for both surveys.
Each survey question is rated Easy, Medium, or Difficult. The Answer Key
at the end of this Assessment Guide lists the difficulty rating, as well as the correct
answer and the Bloom’s taxonomy level.
The difficulty ratings of the survey questions match up with the difficulty
ratings of the selections in the Mirrors & Windows: Connecting with Literature
Student Edition and of lessons in the program’s Meeting the Standards Unit
Resource Books:
• Each selection in the textbook is rated Easy, Moderate, or Challenging. The
selection ratings are listed in the Scope & Sequence Guides preceding the
units in the Annotated Teacher’s Edition. The ratings are also listed at the
beginning of the Lesson Plans in the Program Planning Guide.
• Many of the lessons in the Meeting the Standards Unit Resource Books are
rated Easy, Medium, or Difficult. The lesson ratings are supplied in the
Correlation to Formative Survey Results that follows the introduction to
each Meeting the Standards book.
You can use a student’s score on a Formative Survey to identify selections and
supplementary materials that will best help that student succeed in this course. As a
general guideline:
If the student
scores . . .
Assign selections
that are rated . . .
Assign Meeting the
Standards lessons
that are rated . . .
21 to 30 points
Moderate to
Challenging
Medium to
Difficult
Exceeding the Standards and
Differentiated Instruction for
Advanced Students
11 to 20 points
Easy to Moderate
Easy to Medium
Exceeding the Standards
10 or fewer
points
Easy
Easy
Differentiated Instruction
for English Language
Learners and Differentiated
Instruction for Developing
Readers
Assign lessons from these
program resources . . .
To further customize instruction, factor in the difficulty levels and Bloom’s
taxonomy ratings of the questions answered correctly by a student. For example, if
a student correctly answers a variety of Moderate and Difficult questions involving
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analysis and synthesis but does not correctly answer any questions involving
evaluation, look for selections that are rated Moderate and for supplementary
materials that teach and reinforce evaluation skills.
Keep in mind that students benefit from practice and reinforcement of newly
learned skills. Consider spiraling your instruction so that you challenge students
with higher-level selections and activities as they become more comfortable with
particular skills and concepts.
Name: __________________________________________________
Formative Survey Answer Sheet
Formative Survey 1
Date: ___________________
1.
A
B
C
D
11.
A
B
C
D
21.
A
B
C
D
2.
A
B
C
D
12.
A
B
C
D
22.
A
B
C
D
3.
A
B
C
D
13.
A
B
C
D
23.
A
B
C
D
4.
A
B
C
D
14.
A
B
C
D
24.
A
B
C
D
5.
A
B
C
D
15.
A
B
C
D
25.
A
B
C
D
6.
A
B
C
D
16.
A
B
C
D
26.
A
B
C
D
7.
A
B
C
D
17.
A
B
C
D
27.
A
B
C
D
8.
A
B
C
D
18.
A
B
C
D
28.
A
B
C
D
9.
A
B
C
D
19.
A
B
C
D
29.
A
B
C
D
10.
A
B
C
D
20.
A
B
C
D
30.
A
B
C
D
Formative Survey 2
Date: ___________________
1.
A
B
C
D
11.
A
B
C
D
21.
A
B
C
D
2.
A
B
C
D
12.
A
B
C
D
22.
A
B
C
D
3.
A
B
C
D
13.
A
B
C
D
23.
A
B
C
D
4.
A
B
C
D
14.
A
B
C
D
24.
A
B
C
D
5.
A
B
C
D
15.
A
B
C
D
25.
A
B
C
D
6.
A
B
C
D
16.
A
B
C
D
26.
A
B
C
D
7.
A
B
C
D
17.
A
B
C
D
27.
A
B
C
D
8.
A
B
C
D
18.
A
B
C
D
28.
A
B
C
D
9.
A
B
C
D
19.
A
B
C
D
29.
A
B
C
D
10.
A
B
C
D
20.
A
B
C
D
30.
A
B
C
D
2
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Assessment Guide
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Name: ____________________________________________________ Date: __________________
Grade 8, Formative Survey 1
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Reading Passage 1
Liang and Bao
1
Liang was standing in the hallway when she saw her younger brother, Bao,
coming out of the earth science classroom. He didn’t see her at first, and when
he did, he looked embarrassed that she knew that he had stayed late to get extra
help. Although they rarely talked about it, Liang knew Bao was having trouble
understanding earth science, and the final was in a few days. Liang also knew how
much it meant to him to do well on the test, but science was difficult for Bao.
2
Liang thought about her brother a lot. He was good at English and especially
at writing. He loved to write stories about things that were happening and then
have them printed in the school newspaper. He was the youngest person on the
newspaper staff, and that was quite an honor. No one was sure why Bao was so
talented in English—certainly his mother and father had no idea—but for as
long as he could remember, he wanted to be a journalist. He hoped someday to
be a foreign correspondent, traveling to faraway places and covering exciting
stories. Liang remembered Bao as a child frequently reading and writing things,
even before she was interested in doing so.
3
But now, Liang was worried about Bao and how he was doing in earth
science. She had never had a problem with any kind of science course. She
excelled at chemistry, which she was taking this term, and hoped one day to
be a science teacher. She was three years older than Bao, and she felt much
more secure than he did because she had more experience. She had had her
problems in school but worked hard and mastered difficult subjects like
English. While writing was second nature to Bao, Liang had to work hard at
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it, but she was able, through revising and revising, to create a thoughtful and
sound paper when she needed to do so.
4
Even though they sometimes disagreed about things, Liang and Bao
were very close. They enjoyed the same movies and music, and they were
both excellent runners. But there was something that kept Bao from feeling
comfortable about asking his sister for help. He was very proud, and he felt he
should be able to do everything on his own, just like Liang.
5
Liang was sure that if she helped him review the material, he would be able
to master it. She knew she was a teacher at heart, and she felt frustrated that he
didn’t want her to help him in spite of the many times she offered. She decided
that she had to figure out a way to make Bao want her to help him. Later
that day, Liang and Bao were walking home together, and Liang decided to
approach her brother in a new way.
6
“Bao, I have a paper due by the end of the week, and I wondered if you
could take a look at what I’ve written so far and give me some advice.”
7
Bao was surprised because he had never heard his sister ask him for help
at doing anything—more often she was asking him if he needed help. He
had always thought that Liang was independent and able to do anything she
wanted. Bao was pleased that she would call on him since it made him feel
important, a new role for him.
8
“Sure, I’ll look at what you have done so far when we get home. What’s
your topic?” he asked.
9
“It’s a report on Herman Melville, the American writer,” she answered,
“You know he wrote Moby Dick, about the search for the white whale.”
10
Moby Dick was one of Bao’s favorite novels, and Liang knew that. She also
knew that Bao knew a lot about Herman Melville, so she thought he might
like the opportunity to help Liang with her paper. She was right. Bao said he
would read through her first draft when they got home. He was excited by the
prospect of Liang needing his help.
11
Later he read Liang’s draft and realized that it was very good, but he
thought he should make some recommendations anyway. He asked himself
why his sister would ask for help when she didn’t really need any.
12
Bao found Liang in the kitchen, reading a book. He turned to her and said,
“I think your paper is very good, but if you made an outline of what you want
to say, and then make some other little changes, it would be even better.” Bao
started to bubble over with other kinds of suggestions, and then he stopped
and looked more closely at what Liang was reading. “I’ve always loved earth
science,” Liang said to Bao. “I just wanted to review some of the material—I’ve
forgotten a lot since I took it in my freshman year, and if I want to be a science
teacher, I should keep reviewing all aspects of science.”
13
Bao smiled to himself as he began to realize what Liang was trying to do.
His sister’s motives were a bit transparent, but he thought, if she wants to help
me that much, I guess I should let her.
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14
“Would you mind if I reviewed the material with you too? I’m a little
confused about some of the things that we are required to know,” he asked his
sister, who smiled and nodded yes.
15
16
“Pull up a chair,” she said.
Several days later, the final exam was over, and Bao was pleased with his
grade. He went to his sister and thanked her. “You went to a lot of trouble for
me. Thanks. It means a lot,” he told her.
_____ 1. What is the MAIN difference between Liang and Bao?
A. Liang is a better athlete than Bao.
B. Bao has more ambitious goals than Liang.
C. Bao enjoys music, while Liang prefers movies.
D. Liang does well in science, while Bao excels in English.
_____ 2. Which is the MAIN reason why Bao thanks Liang at the end of the story?
A. He realizes that he can communicate with Liang.
B. He is grateful for the opportunity to revise her paper.
C. He is appreciative of the science review Liang provided.
D. He determines that he is skilled at writing newspaper stories.
_____ 3. What is one theme of the passage?
A. People appreciate help when it is offered in a considerate way.
B. Competition can bring harm to the strongest relationships.
C. The harder one works, the greater the reward.
D. It is always better to admit one’s mistakes.
_____
4.
A.
B.
C.
D.
What is the MAIN conflict in the story?
Bao needs Liang’s book to study.
Liang tries to write an essay without Bao’s help.
Bao and Liang need to find the time to work together.
Liang wants to find a way to help Bao study.
_____
5.
A.
B.
C.
D.
Which statement BEST describes a lesson of the story?
Giving help to another might also open you to receiving help.
Receiving help from another might open you to giving help too.
Giving help is sometimes much more costly than we think.
Receiving help is sometimes much more costly than we think.
_____
6. What is the main reason Liang asked Bao to look over her paper on
Herman Melville?
A. Bao had always excelled at writing.
B. Moby Dick was one of Bao’s favorite novels.
C. Bao was the youngest person on the newspaper staff.
D. Liang thought it might lead Bao to ask her for help with his science.
_____
7. Paragraphs 14 through 16 are important to this story mainly
because they
A. provide a resolution to the story.
B. emphasize a lesson learned by a character.
C. explain the motivation of a character.
D. describe the setting of the story.
Assessment Guide
LEVEL III, UNIT 1
5
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Reading Passage 2
Song of the Pineapple
Oh, so many miles, across the deep blue sea
Where the waves roll in, foaming ivory
Past the soft sandy beach, and the sleepy palm tree
My brother picks the pine just to share with me.
5 De pine like dis is de fruit o’ kings
De pine like dis wit’ de golden rings
He hacks off the top, like one leafy green crown
Then he slices off the sides, all that prickly brown
And he cuts out the core, makes one juicy sound
10 Then he slices it all up, just like they do in town.
De pine like dis is de fruit o’ kings
The fruit so sweet, dripping down my face
The rings I eat, leave one sticky-sticky trace
15 My big brother’s off to work, he’s got to keep up the pace
Picking plenty of good pine for the can-fruit place.
_____ 8. All of these descriptions of the pineapple contribute to an image of
wealth EXCEPT
A. de fruit o’ kings.
C. one leafy green crown.
B. de golden rings.
D. all that prickly brown.
_____ 9. In Stanza 1, the word “sleepy” MOST LIKELY means that the palm tree
A. looks best at night.
C. is cut down.
B. has a curved shape.
D. is motionless.
_____ 10. The simile “like one leafy green crown” in the second four-line stanza is
MOST LIKELY intended to show
A. that all parts of the pineapple are used.
B. that the narrator is part of a royal family.
C. what part of the pineapple is the most valuable.
D. what the narrator imagines part of the pineapple to be.
_____ 11. Which of these lines uses sensory details to capture both the taste and
feel of eating the pineapple?
A. Then he slices off the sides, all that prickly brown
B. And he cuts out the core, makes one juicy sound
C. The fruit so sweet, dripping down my face
D. The rings I eat, leave one sticky-sticky trace
_____ 12. Read the sentence from line 7 below.
He hacks off the top, like one leafy green crown.
In what way is this an appropriate comparison?
A. Pineapple tops resemble the shape of a crown.
B. Pineapple cores resemble the color of a crown.
C. Pineapple rings resemble the value of a crown.
D. Pineapple sides resemble the texture of a crown.
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_____ 13. The tone of the poem supports the story because it suggests that
A. hard work is its own reward.
B. simple things bring pleasure.
C. only you can please yourself.
D. there is no way to avoid work.
_____ 14. Read the lines from the poem.
The dialect in the lines is intended to help the reader
A. identify with the young narrator.
B. compare the two characters’ ways of speaking.
C. “hear” the spoken language of a particular region.
D. understand where the word “pineapple” comes from.
Reading Questions
_____ 15. Read the sentence.
She tried not to resent her friend’s critical remarks about her new clothes.
Which dictionary definition BEST explains the verb to resent as used in the sentence?
A. to feel annoyance
B. to share or give freely
C. to return in disgrace
D. to keep secret
The lack of rain in some places has led to an acute shortage of water.
Use this dictionary entry to answer the following question.
acute, adj.
1. very keen or quick
2. sharp, as pain, etc.
3. urgent or critical
4. high in pitch
Which dictionary entry gives the BEST meaning of acute as it is used in
the sentence?
A. very keen or quick
B. sharp, as pain, etc.
C. urgent or critical
D. high in pitch
_____ 17. Read the sentence below.
As the jury member heard the last of the evidence, she felt that she now
had absolute proof that the defendant was guilty.
What does the word absolute mean in this sentence?
A. late
B. worrisome
C. definite
D. possible
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_____ 18. Read the sentence below.
Above us, one giant marshmallow after another floated by, gradually
gathering on the horizon.
This sentence uses a metaphor to describe
A. a dream.
C. clouds.
B. a storm.
D. candy.
The teacher found the ________ child searching through the desk drawer.
Which word should be used in the blank to create a positive connotation
about the child?
A. curious
C. nosy
B. meddlesome
D. snooping
_____ 20. In which sentence is the word production used to mean “an activity
that is needlessly complicated”?
A. Iowa and Illinois are two states known for the production of corn.
B. Last summer, Maya’s mother took her to a production of
Shakespeare’s Hamlet.
C. The factory’s production increased when people realized the value of its products.
D. Some people make a production out of even the smallest tasks.
Writing Passage
The following is a rough draft of a student’s letter. It contains errors.
A Letter to Sixth Graders
Dear Future Sixth Graders,
(1) Recently, I completed eighth grade. (2) As I look forward to beginning high school
next Fall, I cannot help reflecting on my years at Clark Middle School. (3) I recognize how
much I have changed since I walked into this school as a sixth grader almost two years ago.
(4) Middle school truly has improved my life; I urge you to apreciate middle school as you
experience it. (5) Middle school has given me my first taste of freedom—from changing
classes throughout the day to using a locker to store my books and school supplies. (6) At
first, those challenges seemed exciting and a little scary at the same time. (7) Now that I am
gratuating from the eighth grade, I realize how valuable those challenges to maturity were
and how they will lead me to new challenges in high school.
(8) Although assignments in high school will be most difficulter and time-consuming,
they also will be an important preparation for adult responsibilities after high school.
(9) When I began middle school, a career and adulthood were the last things on my mind.
(10) I was more interested in playing softball, basketball games, hanging out with friends,
and music. (11) Now that I am beginning high school, I know I will take my studies more
seriously. (12) Adulthood seems much closer.
(13) In four years, I will get my high school diploma. (14) When I am older, I will always
have the fond memories of my middle school and high school years. (15) I will be especially
grateful to the teachers. (16) They dedicated their time and energy to help me improve.
(17) In more ways than one, they helped me prepare for the world of work. (18) My teachers
taught me to pay attention to directions, to be on time, and respecting others.
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(19) Soon you will be in my place, eagerly looking ahead to high school, and yet feeling
sentimental about closing the door on an important part of your life; your years in middle
school. (20) The years will go by in a flash. (21) The experiences you have in middle school
will serve you well as you enter high school.
Sincerely,
Marisol Alvarez
_____ 21. Read these two sentences from Paragraph 3 of the letter.
I will be especially grateful to the teachers. They dedicated their time and
energy to help me improve.
What is the BEST way to combine the sentences?
A. I will be especially grateful to the teachers; first, they dedicated their
time and energy to help me improve.
B. I will be especially grateful to the teachers, dedicating their time and
energy to help me improve.
C. I will be especially grateful to the teachers who dedicated their time
and energy to help me improve.
D. I will be especially grateful to the teachers; therefore, they dedicated
their time and energy to help me improve.
_____ 22. Which sentence could BEST be added at the beginning of Paragraph 4
to attract the attention of the reader?
A. Make the most of your middle school experience.
B. One of my favorite teachers was Ms. Tanaka.
C. I learned the most in my science class.
D. One benefit of middle school is being able to choose your elective classes.
_____ 23. Which sentence BEST serves as the thesis?
A. Middle school is far less difficult than high school.
B. Many students find middle school classes challenging.
C. By working earnestly, students at any level can succeed at school.
D. Middle school experiences help to prepare students for high school.
_____ 24. Which sentence should be deleted because it presents a detail that is
unimportant to the letter?
A. Sentence 6
C. Sentence 15
B. Sentence 11
D. Sentence 21
_____ 25. Read the sentence below from Marisol’s letter.
(19) My teachers taught me pay attention to directions, to be on time,
and respecting others.
Which revision below improves the word choice of the sentence?
A. I was taught by my teachers to pay attention, be on time, and
respectful of others.
B. My teachers taught me paying attention, be on time, and be
respectful of others.
C. I was taught to pay attention, be on time, and to respect others by
my teachers.
D. My teachers taught me to pay attention, to be on time, and to respect others.
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_____ 26. Which sentence should be added between Sentences 11 and 12 to show
the connection between ideas in the letter?
A. I anticipate being even busier in high school.
B. I feel like I’m ready to be successful in high school.
C. I am ready for any new challenges that come my way.
D. I look forward to those new challenges and harder classes.
Writing Questions
_____ 27. All of the following are written using proper grammar EXCEPT
A. The pool in our area will close for winter cleaning when school
starts.
B. Our neighbors have temporarily moved out of their house while it
is being renovated.
C. Our grandparents drives many miles to come see our theatrical production.
D. The mail carrier in our neighborhood often stops and gives the
animals a treat.
_____ 28. Which sentence demonstrates the correct use of adjectives and
adverbs?
A. Which of these two brands of toothpaste do you like best?
B. Though they are both excellent candidates, one is definitely the
most qualified.
C. Of the two winners, Julia is happiest.
D. Which of the two race cars is the faster?
_____ 29. Which sentence contains a pronoun error?
A. To she, it seemed an impossible occurence.
B. They walked to their class together.
C. We realized it was getting late.
D. Do not bother them; they are busy.
_____ 30. Read the sentences.
Some people write their first drafts using pen and paper. Others write
using a computer.
Which of the following is the BEST way to combine sentences?
A. Some people write their first drafts using pen and paper, others
write using a computer.
B. Some people write their first drafts using pen and paper and others
C. Some people write their first drafts using pen and paper; others
D. Some people write their first drafts using pen and paper: others
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Grade 8, Formative Survey 2
Multiple Choice
Reading Passage 1
1
“Fishing?! Why fishing?!” Nicholas had just been informed of the plans
for Saturday morning. “All you do is sit there with a pole in your hand! What
about something interesting like water-skiing or swimming?”
2
But Uncles Andrew and William had bass boats, and several other uncles
and cousins sounded their approval, so Nicholas’ voice was a lonely one in the
wilderness. He was, apparently, going to have to live with a Saturday morning
fishing outing, unless he desired to stay back by himself and do nothing. From
his perspective, fishing was like doing nothing, but at least it allowed him to do
nothing with someone else, so he agreed, and his cousin Zachary loaned him
some gear.
3
Saturday was the next morning, and the uncles and cousins all rose early,
dressed, and headed out while the grass was wet and the moon was in the
west. They divided up, with Uncle Andrew taking three in his boat and Uncle
William taking Zachary and Nicholas in his small, silver-metal, flat-bottomed
boat with an outboard motor attached to the rear. It was a simple boat, and
with three people, a crowded one. Uncle William revved up the engine, and
the boat slowly backed away, purring as it plodded over a glassy surface that
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reflected the moon’s faint light. Nicholas looked overhead at the stars, then
across the lake where the dark, distant shore was silhouetted* against the
night sky. In a few short minutes, Uncle William was declaring that they
had arrived at Willow Cove and that this was where they would fish first. He
pulled out a small plastic container filled with dirt and night crawlers, and
Zachary took one and showed Nicholas how to bait his hook. “Now you try
it,” Zachary said.
4
Nicholas wrestled with the squirming worm, dropping it several times,
but he eventually baited his hook, and Zachary helped him cast it with a plop
into the water. Uncle William took out a large container and three white
plastic cups, poured steaming cocoa into each cup, and passed the cups
around.
5
In the meantime the surroundings had been changing. The sky had
changed from black to navy to gray until fingers of fire flew across the clouds.
The birds had begun their morning songs with a choir a thousand strong, and
a slight breeze blew out of the west, tickling their faces.
6
Nicholas sat there in a boat in Willow Cove with a pole in his hand. The
air was chilled, but the cocoa slid down hot. He simply soaked in the sights.
The lake was still and silent, and to the right, Nicholas glimpsed a fish that
had jumped and left a ring in the water. He watched the ring grow and almost
saw it disappear, but his attention was diverted by something else. From
somewhere, he heard the sound of honking. It grew louder and louder until,
finally, right over the trees surrounding the cove came a flock of geese. They
landed in the open water fifty yards off, splashing, swimming, strutting,
honking, and playing like a busload of children at a rest stop. The fishermen
laughed and pointed and commented on the large brown goose flapping its
wings and the trio of geese chasing one another about, but in time the geese
took off and were gone.
7
Suddenly Nicholas’s pole jerked forward, and he was reminded, “Oh yes,
I’m fishing.” He grabbed his pole and could see it bend out by the tip. Zachary
and Uncle William advised him to try to reel the fish in slowly, so he began to
turn the crank little by little. He could feel the fish pulling one way and then
there was slack, and Zachary said, “Reel in the slack,” so he did until there was
more pulling. The fish fought, and Nicholas was sure the line would break, but
it held, and five minutes later they were scooping a large fish out of the water.
8
9
“You like trout, Nicholas?” Uncle William asked.
Nicholas loved trout, but he had never had it so fresh as he would have
it that night, breaded and fried piping hot with a pile of fried potatoes and
onions. Nicholas did not know if he would catch anything else. He did
know, however, that he wanted to get his line back into the water. He caught
two more trout before the morning was up, and never during that time did
swimming or water-skiing cross his mind.
*silhouetted: drawing a consistent outline of something
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_____ 1. If the selection were to continue, Nicholas would MOST LIKELY
A. return home.
B. keep on fishing.
C. find a new place to swim.
D. persuade his family to water-ski.
_____ 2. While fishing Nicholas realizes that
A. his uncle fishes well.
B. baiting a hook is very easy.
C. his surroundings are beautiful.
D. the metal boat is very comfortable.
_____ 3. Which two words BEST describe Nicholas at the end of the story?
A. tired and hungry
B. bored and sleepy
C. appreciative and satisfied
D. anxious and distracted
_____ 4. Why does Nicholas agree to go along with his family’s plans?
A. He would rather give in than remain alone.
B. He thinks fishing sounds like fun.
C. He is happy to have a chance to see the lake.
D. He hopes to be able to steer the boat.
_____ 5. Which event is the climax of the selection?
A. The family tells Nicholas about their plans.
B. Nicholas catches a fish with his line.
C. Zachary puts bait on his fishing pole.
D. The family eats dinner by the campfire.
_____ 6. What is Zachary’s role in the selection?
A. to help and guide Nicholas
B. to compete with Nicholas
C. to set a good example for Nicholas
D. to persuade Nicholas to try something new
_____ 7. Read this sentence from the selection.
Nicholas had just been informed of the plans for Saturday morning.
What does this sentence imply?
A. Nicholas does not have a say in the plans.
B. Nicholas expresses his opinion of the plans.
C. Nicholas does not want to go along with the plans.
D. Nicholas receives complete details about the plans.
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Reading Passages 2 and 3
from Three Days to See
by Helen Keller
1
I have often thought it would be a blessing if each human being were
stricken blind and deaf for a few days at some time during his early adult life.
Darkness would make him more appreciative of sight; silence would teach him
the joys of sound.
2
Now and then I have tested my seeing friends to discover what they see.
Recently I asked a friend, who had just returned from a long walk in the
woods, what she had observed. “Nothing in particular,” she replied.
3
How was it possible, I asked myself, to walk for an hour through the woods
and see nothing worthy of note? I who cannot see find hundreds of things to
interest me through mere touch. I feel the delicate symmetry* of a leaf. I pass
my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy
bark of a pine. In spring I touch the branches of trees hopefully in search of a
bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, if
I am very fortunate, I place my hand gently on a small tree and feel the happy
quiver of a bird in full song.
4
At times my heart cries out with longing to see all these things. If I can get
so much pleasure from mere touch, how much more beauty must be revealed
by sight. And I have imagined what I should most like to see if I were given the
use of my eyes, say, for just three days.
5
On the first day, I should want to see the people whose kindness and
companionship have made my life worth living. I do not know what it is to see
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into the heart of a friend through that “window of the soul,” the eye. I can only
“see” through my fingertips the outline of a face. I can detect laughter, sorrow,
and many other emotions. I know my friends from the feel of their faces.
6
How much easier, how much more satisfying it is for you who can see
to grasp quickly the essential qualities of another person by watching the
subtleties of expression, the quiver of a muscle, the flutter of a hand. But does
it ever occur to you to use your sight to see into the inner nature of a friend?
Do not most of you seeing people grasp casually the outward features of a face
and let it go at that?
7
For instance, can you describe accurately the faces of five good friends? As an
experiment, I have questioned husbands about the color of their wives’ eyes, and
often they express embarrassed confusion and admit that they do not know.
8
Oh, the things that I should see if I had the power of sight for just three days!
*symmetry: arrangement
Public Domain
Wonder
5
10
15
20
25
How can it be, I wonder,
that I missed yesterday’s sunset—
its fervor* like a flame—
the one I heard so much about,
the one that now is gone?
What was I doing
when that rose bloomed
outside my window,
the one now faded
with but a hint of red?
What faraway room
had I slipped into,
what darkness swirled about me
that day you tried to be
my friend? And how was it
I did not see?
On what far hill of quandary,**
in what forgotten land,
did I hide my sense of wonder,
did I lose the very moment:
the present turned to past?
Truth it is and wonder
that every minute there’s a gem,
that even in the daylight,
with sun enough to see,
we miss the very splendor
of what it means to be.
*fervor: intense heat
**quandary: a state of uncertainty
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_____ 8. Both “Three Days to See” and “Wonder” share what common theme?
A. People often do not fully appreciate life.
B. The individual is dependent on society.
C. Good deeds are rewarded.
D. People are strengthened by the hard times in life.
_____ 9. Which point of view do both the author of “Three Days to See” and the
author of “Wonder” use?
A. omniscient
B. first person
C. third person
D. objective
_____ 10. Which title would BEST serve for both the passage “Three Days to See”
and the poem “Wonder”?
A. Feeling Shame
B. The Eyes
C. The Sad Truth
D. Observing the World
_____ 11. Which tone is used in both works?
A. prideful
B. hopeful
C. mournful
D. helpful
_____ 12. What is a secondary theme found in BOTH the passage and the poem?
A. Listen to the birds.
B. Seize every opportunity.
C. Enjoy new experiences.
D. Learn to connect with nature.
_____ 13. The authors of both selections help the reader understand their ideas
by—
A. expressing humor
B. describing landscapes
C. pausing to reflect
D. admiring true friendships
_____ 14. Read the lines from “Wonder.”
we miss the very splendor
of what it means to be.
Which sentence from “Three Days to See” BEST supports these lines?
A. “At times my heart cries out with longing to see all these things.”
B. “Now and then I have tested my seeing friends to discover what
they see.”
C. “Do not most of you seeing people grasp casually the outward
features of a face and let it go at that?”
D. “How was it possible, I asked myself, to walk for an hour through
the woods and see nothing worthy of note?”
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Reading Questions
Nothing can subdue my excitement about the vacation holidays.
The BEST dictionary definition for the word subdue is
A. to bring under control.
B. to move to a higher level.
C. to bend easily and smoothly.
D. to bring about.
After the excellent concert, everyone sat in profound silence.
Which word is closest in meaning to the underlined word in the
sentence?
A. quiet
B. remote
C. complete
D. brief
_____ 17. In which sentence is the word running used to mean “managing” or
“directing”?
A. After running the company for twenty years, Joe is finally ready to
retire.
B. Running the 40-yard dash was easy for Theresa because she had
been practicing every day.
C. The car stopped running half way through the trip.
D. Timothy’s friends were concerned about him because he had been
running a fever for four days.
_____ 18. Read this thesaurus entry and the sentence below.
diversion (n): a) a variation b) an amusement c) a distraction d) an action
After a long day at work, there was no diversion Mr. Arapos enjoyed quite so much as
a good book and a tall soda.
Which thesaurus entry BEST fits the underlined word as used in the
sentence?
A. a variation
B. an amusement
C. a distraction
D. an action
Henry scribbled a note to his mother before leaving.
The underlined word gives the connotation that
A. Henry was tired.
B. It was a long note.
C. Henry wrote it quickly.
D. The note was important.
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Her eyes were as blue as the sky on a clear August day.
What figure of speech is used in the sentence?
A. personification
B. simile
C. onomatopoeia
D. hyperbole
Writing Passage
The following is a rough draft of a student’s report. It contains errors.
Leilani Markow
English
Mr. Quintana
February 23, 2002
Joel Barlow’s Famous Poem
(1) The story behind Joel Barlow’s famous poem “Hasty Pudding” is a unique
one. (2) Following the American Revolution, Joel Barlow a lawyer and founder of
a weekly political and literary newspaper called American Mercury became one
of our nation’s first well-known poets. (3) A man of many interests, he traveled
extensively throughout Europe, became friends with many important political
figures of the American and French Revolutions, and even served as a Diplomat for
the United States. (4) He wrote a lot of political essays as well as poems praising the
United States. (5) Most of his poetry was written in an epic style—serious works
focusing on important political and historical topics. (6) Some of his poems took
years for him to revise and complete. (7) Even then, they received little attenshun or
admiration.
(8) Barlow, ironically, achieved lasting fame not for his long epic poems but for
“Hasty Pudding” a poem he wrote in a very short time (Morris 58). In 1793, Barlow
was living in Chambery, in rural France. (9) While dining in a small French inn,
feeling homesick, the one dish that Barlow thought of represented to him the
United States. (10) That dish hasty pudding was a simple treat made by adding
yellow cornmeal to boiling water and stirring quickly until it thickened. (11) (In
some parts of the United States, it is called “mush,” and when it is made with white
cornmeal, it is known as “grits.”) (12) Barlow was pleasantly surprised when the
innkeeper stuck a hot bowl of the pudding on the table in front of him.
(13) Barlow immediately began to write, placing at the top of the page the title,
“Hasty Pudding.” (14) Hasty pudding was more than just food; for Barlow, it
symbolized the greatness of America. (15) In his poem, Barlow wrote about the
fertility of the American soil, the planting of the corn, and about the performance
of the square dances that followed the successful corn harvest (Perkins 34).
(16) Barlow then turned his attention to the pudding on the table in front of
him. (17) He put butter on top, sprinkled the pudding with sugar, poured a small
amount of milk around the sides, smiled, and began to eat. (18) It truly was an
inspiring treat!
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Works Cited
Morison, Samuel Eliot. The Growth of the American Republic. 7th Ed. New York:
Oxford University Press, 1980.
Morris, Richard B., Ed. Encyclopedia of American History. New York: Harper &
Row, 1976.
Perkins, George and Barbara. The American Tradition in Literature, Vol. I. 9th Ed.
Boston: McGraw-Hill, 1999.
_____ 21. Read the sentence from Paragraph 3 of the report.
In his poem, Barlow wrote about the fertility of the American soil,
the planting of the corn, and about the performance of the square
dances that followed the successful corn harvest (Perkins 34).
What is the BEST way to rewrite the underlined part of the sentence
using parallelism?
A. and performing square dances
B. and the performance of the square dances
C. and about performing square dances
D. and about performance of square dances
_____ 22. What information could be added to paragraph 1 to support the topic?
A. facts about John Barlow’s childhood
B. titles of other poems written by John Barlow
C. names of schools John Barlow attended
D. lists of John Barlow’s hobbies
_____ 23. Which sentence could BEST provide a transition between Paragraphs 1 and 2?
A. The amount of time spent writing a poem, however, does not
always relate to its popularity.
B. Barlow’s early works are impressive when one considers the period
in which he lived.
C. Few poets achieved such critical success as Barlow did.
D. Barlow often wrote poetry based on his activities and interests.
_____ 24. Which sentence could BEST be added at the beginning of Paragraph 3
to attract the attention of the reader?
A. Barlow picked up his spoon and ate.
B. Barlow reached for his pen instead of a spoon.
C. Poets often choose to eat in unusual places.
D. Hasty pudding can be prepared quickly.
_____ 25. Which sentence from the report BEST uses descriptive language to
create vivid images?
A. Most of his poetry was written in an epic style—serious works
focusing on important political and historical topics.
B. In some parts of the United States, it is called “mush,” and when it
is made with white cornmeal, it is known as “grits.”
C. Hasty pudding was more than just food; for Barlow, it symbolized
the greatness of America.
D. He put butter on top, sprinkled the pudding with sugar, poured a
small amount of milk around the sides, smiled, and began to eat.
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�� 26. Which transition should be added to the beginning of paragraph 4 to
show the connection between ideas in paragraph 3?
A. On the other hand
B. Put another way
C. In other words
D. After a while
Writing Questions
�� 27. All of the following are written using proper grammar EXCEPT
A. The group of children ran laps around the gym to practice for the
upcoming game.
B. The group reach the top of the mountain and stopped to enjoy the
view.
C. The women sat in a circle and shared the quilts that were being
donated.
D. The animals at the shelter are in need of sheets and blankets to keep
them warm.
�� 28. Which sentence demonstrates the correct use of pronouns?
A. Everyone did their best on the assignment.
B. Tom told Jamal that he had won the contest.
C. When Gloria set the pitcher on the table, it broke.
D. The planning committee granted its permission to build.
�� 29. Read the paragraph.
The baby boy lay sleeping soundly in the crib. The doorbell rang and
the dogs barked, but the baby didn’t wake up. He slept through all the
noise and commotion. Finally the house became quiet again, and the
mother lay down to rest. Just then the baby started to cry.
Which of the following would be the BEST concluding sentence for the
paragraph?
A. The dogs barked often at things they saw outside or weird noises
that they heard.
B. The baby boy and his mother both were tired most of the time.
C. The baby could sleep through any noise but always seemed to wake
when it was quiet.
D. The mailman was at the door with a present for the baby boy and
his parents.
�� 30. Read the sentence.
Two students received reading awards.
Which sentence below uses prepositional phrases to BEST elaborate
the sentence above?
A. Two of the students who read received awards.
B. Two students received awards for reading with excellence.
C. Two students in Mr. Jackson’s class received awards for excellence
in reading.
D. Two of Mr. Jackson’s students received awards because they were
excellent readers.
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About the Lesson Tests
The Lesson Tests align with the lessons in the Mirrors & Windows: Connecting with
Literature Student Edition. In most cases, a lesson comprises the content provided
for a single literary selection, including the selection and its Before Reading and
After Reading sections. The Lesson Test for a single selection generally includes
twelve to twenty questions: eight to ten multiple choice, five to ten matching, and
one essay. Variations on this basic lesson format include the following:
• Shorter selections, such as poems, may have fewer items and often do not have
matching questions.
• If any type of Connection material is included with the selection, it is considered
part of the lesson. In the case of a Literature Connection, Primary Source
Connection, or Informational Text Connection, at least one question about that
piece is included in the Lesson Test.
• For a Comparing Literature or other grouping, all the grouped selections and
the accompanying Before and After Reading are treated as a single lesson.
Approximately equal numbers of multiple-choice questions about each selection
are provided in the Lesson Test. Matching questions are included for just one
of the selections, while the essay question addresses all the selections in the
grouping.
The title of each Lesson Test indicates what selection or selections it covers,
and subheads within the test identify groups of questions that relate to specific
selections. Approximately equal numbers of easy, medium, and difficult questions
are included in each Lesson Test. Each question has been assigned a value of one
point; you may weight different types of items as you see fit. The questions in the
test are also rated according to the six levels of Bloom’s taxonomy: knowledge,
comprehension, application, analysis, synthesis, and evaluation.
Completing a Lesson Test should take students approximately thirty minutes.
This estimate allows ten minutes for the multiple choice and matching questions
and twenty minutes for the essay. Depending on the level of detail expected in the
response to the essay question, you may allow students to refer to the text of the
selection while they complete this part of the test. Answers to the questions are
provided in the Answer Key at the end of the book.
Lesson Tests on the ExamView ® Assessment Suite CD
Each Lesson Test in this book includes a portion of the questions available in a bank
created for the selection or selections. The full question bank, along with the Lesson
Test as it is presented in this guide, is available on the ExamView® Assessment Suite
CD. The ExamView® question banks include details about the difficulty level and
Bloom’s taxonomy level of each question. You may use the ExamView® question
banks to compile your own tests, or you may edit the ExamView® Lesson Tests to
adapt them for your unique needs.
grade08_AG_03_lessontests.indd 21
Assessment Guide
LEVEL III, UNIT 1
21
3/27/2009 4:51:46 AM
3/12/2009 9:54:50 AM
Name: ____________________________________________________ Date: __________________
Charles, page 8
Lesson Test
Multiple Choice
for Charles
_____ 1. Laurie reports that Charles
A. hit the teacher.
B. likes to eat chalk.
C. stole his chocolate cake.
D. does not know how to color.
E. is the smallest child in the class.
_____ 2. Which word best completes the following sentence?
She looked haggard because she had not ________ for a long time.
A.
B.
C.
D.
E.
tried
slept
cried
worried
communicated
_____ 3. Which of the following is a synonym for the word lapses in the phrase
“He still has occasional lapses”?
A. desires
B. failures
C. requests
D. movements
E. conversations
_____ 4. The ending of this story
A. is a tragedy.
B. makes no sense.
C. contains a surprise.
D. is meant to be sad.
E. makes this a horror story.
_____ 5. Which aspect of this story is an important part of the plot?
A. The teacher gives Charles an apple for being good.
B. There is no boy named Charles in Laurie’s kindergarten class.
C. Laurie’s father accidentally knocks a bowl of flowers off the table.
D. Laurie’s father suggests that they invite Charles’s mother over for tea.
E. Laurie wears corduroy overalls with bibs until the day he starts
kindergarten.
Assessment Guide
LEVEL III, UNIT 1
23
3/12/2009 9:54:50 AM
_____ 6. In the beginning of the selection, the narrator’s attitude toward
Charles’s behavior could best be described as
A. angry but hopeful.
B. alarmed but forgiving.
C. amused but suspicious.
D. intrigued but saddened.
E. shocked but fascinated.
_____ 7. Laurie’s behavior at home could best be described as
A. funny.
B. troubling.
C. predictable.
D. appropriate.
E. understandable.
_____ 8. One clue that Laurie and Charles may be the same person is that
A. Laurie describes Charles as “bad.”
B. Laurie does toe-touches in school but Charles does not.
C. Laurie tells his parents that Charles hit a boy in the stomach.
D. Laurie comes home late on the days that Charles has to stay after
school.
E. Laurie whispers to his father the bad word that Charles told the girl
to say.
_____ 9. Although this story ends with a twist,
A. it ultimately is not very realistic.
B. there is really no conflict in the story.
C. there is a sense of menace throughout the story.
D. the author does plant clues throughout the story.
E. the ending contains a sense of hope for the future.
Read the following passage. Then answer the question(s) below.
My husband came to the door with me that evening as I set out for
the PTA meeting. “Invite her over for a cup of tea after the meeting,” he
said. “I want to get a look at her.”
“If only she’s there,” I said prayerfully.
“She’ll be there,” my husband said. “I don’t see how they could hold
a PTA meeting without Charles’s mother.”
At the meeting I sat restlessly, scanning each comfortable matronly
face, trying to determine which one hid the secret of Charles. None of
them looked to me haggard enough. No one stood up in the meeting
and apologized for the way her son had been acting. No one mentioned
Charles.
_____ 10. In this passage, the narrator reveals her belief that Charles’s mother is
A. proud of her son.
B. a woman without any friends.
C. aware of what a difficult child she has.
D. too embarrassed to speak to the teacher.
E. on friendly terms with the other mothers.
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LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:50 AM
Name: ____________________________________________________ Date: __________________
Matching
for Charles
Choose the best definition for each of the following words.
A. incredulously
B. cynically
C. simultaneously
D. matronly
E. insolently
F. elaborately
_____ 11. involving many details
_____ 12. relating to motherhood
_____ 13. at the same time
_____ 14. with doubt or disbelief
_____ 15. insultingly
_____ 16. with disbelief about another person’s honesty
Essay
for Charles
17. Irony is the difference between appearance and reality—in other words, what
seems to be and what really is. One example of irony is called irony of situation,
in which an event occurs that violates the expectations of the characters, the
readers, or the audience. In a short essay, explain why the ending of “Charles”
is an example of irony of situation. Support your response with evidence from
the text.
Assessment Guide
LEVEL III, UNIT 1
25
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Treasure of Lemon Brown, page 19
Lesson Test
Multiple Choice
for The Treasure of Lemon Brown
_____ 1. Lemon Brown’s nickname is
A. Sour Lemons.
B. Lemon Blues.
C. Old Lemon Brown.
D. Wild Lemon Brown.
E. Sweet Lemon Brown.
_____ 2. According to the selection, which word best completes the following
sentence?
It was the ominous music that __________ me.
A.
B.
C.
D.
E.
bored
scared
soothed
delighted
embarrassed
_____ 3. Which of the following definitions for the word stoop best fits its
meaning in the phrase “I sat on the stoop”?
A. to condescend
B. a small porch or set of steps
C. the action of swooping down
D. the hunting technique of a bird
E. an inclination of the top half of the body
_____ 4. The Cultural Connection suggests that Lemon Brown comes from
A. Macon, Georgia.
B. Monroe, Louisiana.
C. Harlem, New York.
D. the Mississippi Delta.
E. Birmingham, Alabama.
_____ 5. It is reasonable to conclude that Lemon Brown
A. is ready to die.
B. knows Greg’s father.
C. is wanted by the police.
D. does not have much money.
E. is friends with everyone in the neighborhood.
26
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. Lemon Brown knows
A. why Greg has come.
B. how to live in the past.
C. exactly what his priorities are.
D. how much longer he has to live.
E. nothing about being a good parent.
_____ 7. It is unlikely that the men who come after Lemon Brown would
A. hurt him.
B. stick together.
C. look for trouble.
D. value his treasure.
E. be scared of anything.
_____ 8. Lemon Brown seems to have no
A. pride.
B. regrets.
C. courage.
D. memory.
E. principles.
_____ 9. Which of the following sentences best describes Greg’s feelings toward
his father at the beginning of the selection?
A. He respects his father’s views.
B. He has rejected his father’s love.
C. He understands his father’s past.
D. He questions his father’s values.
E. He admires his father’s strength.
His father’s words, like the distant thunder that now echoed
through the streets of Harlem, still rumbled softly in his ears.
It was beginning to cool. Gusts of wind made bits of paper dance
between the parked cars. There was a flash of nearby lightning, and
soon large drops of rain splashed onto his jeans. He stood to go
upstairs, thought of the lecture that probably awaited him if he did
anything except shut himself in his room with his math book, and
started walking down the street instead.
_____ 10. The author has constructed this passage in such a way as to suggest that
Greg is not just walking down the street, but is also walking
A. in a daze.
B. in a hurry.
C. toward the past.
D. toward his future.
E. away from his father.
Assessment Guide
LEVEL III, UNIT 1
27
3/12/2009 9:54:51 AM
Matching
Choose the best description of each of the following words.
A. harmonica
B. pipe
C. flashlight
D. razor
E. string
_____ 11. what Lemon Brown gave his son
_____ 12. the men leave this behind when they flee
_____ 13. what Lemon Brown uses to attach his treasure to his leg
_____ 14. Lemon Brown says he has one but Greg doesn’t see it
_____ 15. what the man uses to threaten Lemon Brown
Essay
16. Suspense is a feeling of expectation, anxiousness, or curiosity created by
questions raised in the mind of a reader or viewer. What part or parts of the
selection create the most suspense? Support your opinion with evidence from
the selection.
28
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
A Mother in Mannville, page 33
Lesson Test
Multiple Choice
for A Mother in Mannville
_____ 1. Jerry first comes to the narrator’s cabin to
A. chop wood.
B. fix the roof.
C. walk her dog.
D. wash windows.
E. bring her supper.
_____ 2. In return for his work, the narrator gives Jerry
A. food.
B. a dog.
C. skates.
D. money.
E. clothes.
_____ 3. When the narrator goes across the state on a trip, her return to the
cabin is delayed by
A. ice.
B. fog.
C. snow.
D. sickness.
E. car trouble.
_____ 4. The historical context of this story helps make it believable that
A. the narrator is a writer.
B. Jerry is a boy of integrity.
C. the author is about to travel to Mexico.
D. a twelve-year-old boy is living in an orphanage.
E. Jerry has a mother who lives in a town not far away.
_____ 5. The narrator puts
A. Jerry’s future at risk.
B. her life at risk for Jerry.
C. Jerry’s honesty to a test.
D. her life on hold for Jerry.
E. her needs above Jerry’s needs.
Assessment Guide
LEVEL III, UNIT 1
29
3/12/2009 9:54:51 AM
_____ 6. The narrator becomes attached to Jerry because
A. she is lonely.
B. her dog likes him.
C. she loves all children.
D. he seems to meet her standards.
E. she has a special place in her heart for orphans.
_____ 7. One reason the ending comes as a surprise is that the author has led the
reader to believe Jerry is
A. lonely.
B. honest.
C. troubled.
D. secretive.
E. a teenager.
_____ 8. Jerry’s account of his mother brings him
A. great power.
B. intense sadness.
C. deep uneasiness.
D. fleeting happiness.
E. increased popularity.
_____ 9. What Jerry wants most of all is
A. love.
B. praise.
C. money.
D. freedom.
E. responsibility.
I was filled with a passionate resentment that any woman should go
away and leave her son. A fresh anger added itself. A son like this
one—The orphanage was a wholesome place, the executives were kind,
good people, the food was more than adequate, the boys were healthy,
a ragged shirt was no hardship, nor the doing of clean labor. Granted,
perhaps, that the boy felt no lack, what blood fed the bowels of a
woman who did not yearn over this child’s lean body that had come in
parturition out of her own? At four he would have looked the same as
now. Nothing, I thought, nothing in life could change those eyes. His
quality must be apparent to an idiot, a fool.
_____ 10. This passage suggests that the narrator believes
A. orphanages are terrible places for children.
B. children change dramatically as they grow up.
C. children who wind up at orphanages are lucky.
D. some children are of higher quality than others.
E. motherless children do not stand a chance in life.
30
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Matching
A.
B.
C.
D.
E.
subterfuge
malaria
kindling
boiler
thistledown
F.
G.
H.
I.
J.
vermillion
anomalous
predicated
inadequate
impelled
_____ 11. based on given facts
_____ 12. vivid reddish orange
_____ 13. dishonesty
_____ 14. urged or driven
_____ 15. thin pieces of wood used to start a fire
_____ 16. serious disease
_____ 17. abnormal or irregular
_____ 18. furnace
_____ 19. feathery seedlings from a thistle plant
_____ 20. lacking in quality
Essay
21. Irony of situation occurs when an event goes against the expectations of one
of the characters. In “A Mother in Mannville,” what happens to go against the
narrator’s expectations? What effect does this have? In a paragraph, explain
how irony of situation is used in this selection.
Assessment Guide
LEVEL III, UNIT 1
31
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Journey, page 46
Lesson Test
Multiple Choice
for The Journey
_____ 1. Raoul first saw the girl in the dark red dress
A. in Rosalie’s lodge.
B. while looking out the train window.
C. while saying goodbye to his mother.
D. as he boarded the train for the first time.
E. the day his father started walking toward Oklahoma.
He had a sallow ___________.
A.
B.
C.
D.
E.
job
voice
appetite
approach
complexion
_____ 3. Which of the following is an antonym for the word meager in the
phrase “my meager possessions”?
A. new
B. modest
C. beloved
D. abundant
E. embarrassing
_____ 4. Raoul’s train journey lasted
A. a couple of hours.
B. a few hours.
C. one day.
D. several days.
E. several weeks.
_____ 5. According to information contained in the Cultural Connection, the
spirits that Aunt Rosalie calls are there to
A. help her and Raoul.
B. fight evil.
C. test Raoul.
D. bring peace.
E. prepare a celebration.
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LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. Even if Raoul had not been sick, he probably would have found the
train journey
A. easy.
B. boring.
C. daunting.
D. liberating.
E. comforting.
_____ 7. This story indicates that a difficult experience can
A. destroy a child.
B. change a person.
C. make people laugh.
D. create new friendships.
E. bring families together.
_____ 8. Which of the following expressions best fits with this story?
A. One good deed deserves another.
B. It is better to give than to receive.
C. Absence makes the heart grow fonder.
D. That which does not kill you makes you stronger.
E. The devil you know is better than the devil you don’t know.
The planning began that day. We had very little money, but with what
we had and could borrow from Papa’s many friends there was just
enough for a child’s ticket to the little town in Oklahoma where Rosalie
lived. I couldn’t be left alone in a foreign country so Papa decided
simply to walk. “I’ll take the main highway north to the old Papago
trails that go across the desert. They’ll also take me across the border
undetected. Then I’ll head east and north to Oklahoma.”
_____ 9. From this passage, it appears that the narrator’s father is
A. unwilling to trust white men.
B. not the decision-maker in the family.
C. well intentioned but easily intimidated.
D. curiously unconcerned about his son’s welfare.
E. well known and well liked in his neighborhood.
_____ 10. Based on this passage, Papa could best be described as
A. a weak man and loving father.
B. a selfish man and dedicated father.
C. a resourceful man and dedicated father.
D. an intolerant man and demanding father.
E. an impractical man and extravagant father.
Assessment Guide
LEVEL III, UNIT 1
33
3/12/2009 9:54:51 AM
Matching
for The Journey
A. barrio
B. nausea
C. tuberculosis
D. coma
E. delirium
_____ 11. city neighborhood
_____ 12. temporary mental condition marked by confusion and wild talk
_____ 13. long and very deep state of unconsciousness
_____ 14. infectious disease that affects the lungs
_____ 15. feeling that one is about to vomit
Essay
for The Journey
16. Point of view is the vantage point, or perspective, from which the story is told.
In a brief essay, describe the story’s point of view and hypothesize as to why
the author chose this particular point of view for this story. Include examples
from the story to support your theory.
34
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Drummer Boy of Shiloh/Echoes of Shiloh, page 54
Lesson Test
Multiple Choice
for The Drummer Boy of Shiloh / Echoes of Shiloh
_____ 1. When the general walks over to him, Joby is
A. crying.
B. singing.
C. praying.
D. sleeping.
E. laughing.
_____ 2. The general tells Joby that the drummer boy is
A. never a target.
B. the symbol of peace.
C. the heart of the army.
D. the father of the troops.
E. every soldier’s adopted son.
_____ 3. In “Echoes of Shiloh,” Shelby Foote indicates that casualties at Shiloh
came to roughly
A. 4 percent.
B. 14 percent.
C. 24 percent.
D. 34 percent.
E. 44 percent.
_____ 4. Which of the following is a synonym for the word mutely in the phrase
“the boy nodded mutely”?
A. sadly
B. silently
C. slightly
D. formally
E. vigorously
_____ 5. Which of the following descriptions from the story is not an example of
Bradbury’s use of sensory details?
A. Joby feeling like “no more than a toy himself”
B. Joby seeing the “great lunar face” of the drum
C. Joby hearing “a vast wind come up, that gently stirred the air”
D. Joby hearing a “little rat-tat” as the general’s fingernails brush his
drum
Assessment Guide
LEVEL III, UNIT 1
35
3/12/2009 9:54:51 AM
E. The general smelling of “salt sweat, ginger tobacco, horse and boot
leather, and the earth he walked on”
_____ 6. Although the boy’s predicament does not change, the general makes
the boy feel
A. pride in his role.
B. certain he will survive.
C. death is nothing to fear.
D. confident his side will win.
E. someone is looking out for him.
_____ 7. In describing Joby’s role in the upcoming battle, the general is telling him
A. his plans for success.
B. why war is a glorious undertaking.
C. a secret he has never shared before.
D. what he thinks the boy needs to hear.
E. what he tells every soldier before battle.
_____ 8. This story suggests that the reality of an impending battle
A. causes leaders to second-guess themselves.
B. is more terrifying than the abstract concept of war.
C. leads soldiers to come together into a close-knit family.
D. provides a chance for young men to sort out their priorities.
E. wipes out the doubts and fears that many new soldiers experience.
There wasn’t a man-boy on this ground tonight did not have a
shield he cast, riveted or carved himself on his way to his first attack,
compounded of remote but nonetheless firm and fiery family devotion,
flag-blown patriotism and cocksure immortality strengthened by the
touchstone of very real gunpowder, ramrod, minnieball and flint. But
without these last the boy felt his family move yet farther off away in
the dark, as if one of those great prairie-burning trains had chanted
them away never to return, leaving him with this drum which was
worse than a toy in the game to be played tomorrow or some day much
too soon.
_____ 9. Which of the following is not part of what Joby is feeling in this
passage?
A. fear
B. regret
C. betrayal
D. self-pity
E. homesickness
_____ 10. In this passage, the lack of a gun makes Joby feel
A. smug.
B. peaceful.
C. vulnerable.
D. unpatriotic.
E. less responsible.
36
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Matching
for The Drummer Boy of Shiloh/Echoes of Shiloh
Choose the best definition or description for each of the following words.
A.
B.
C.
D.
Grant
Waterloo
Longfellow
cavalry
E. halloo
F. helter-skelter
G. minnnieball
_____ 11. in haste and confusion
_____ 12. cone-shaped rifle bullet
_____ 13. troops mounted on horses
_____ 14. commander of the Union armies
_____ 15. shout or hunting call
_____ 16. battle where French leader Napoleon was defeated
_____ 17. celebrated American poet
Essay
for The Drummer Boy of Shiloh
18. A description is a picture in words that usually includes sensory details—
words and phrases that describe how things look, sound, smell, taste, or feel.
Consider the use of sensory details in the “The Drummer Boy of Shiloh.” In a
brief essay, describe the sensory details used within the selection and explain
how these details contribute to the story.
Assessment Guide
LEVEL III, UNIT 1
37
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Gary Keillor/O Captain, My Captain, page 63
Lesson Test
Multiple Choice
for Gary Keillor/O Captain! My Captain!
_____ 1. The phrase “You are enterprising—take advantage of it”
A. is Dede Peterson’s motto.
B. inspires Keillor to go to Colorado.
C. is what Keillor finds in a fortune cookie.
D. is spoken repeatedly by Miss Rasmussen.
E. is the theme for the high school talent show.
Although he was __________, he was confident that he would prevail.
A.
B.
C.
D.
E.
excited
sad
eager
arrogant
inexperienced
_____ 3. The expression “burned my toast” most likely means
A. surprised me.
B. punished me.
C. made me angry.
D. cost me friendships.
E. ruined my reputation.
_____ 4. Gary recites “O Captain” in his English class
A. before going to Colorado.
B. after he performs it in the talent show.
C. before he is entered in the talent show.
D. after he performs it at Elaine Eggert’s party.
E. after Bill Swenson performs in the talent show.
_____ 5. Walt Whitman’s poem “O Captain! My Captain!” reveals Whitman’s
A. sense of humor.
B. personal ambitions.
C. mentoring of Lincoln.
D. admiration for Lincoln.
E. pro-Confederate sympathies.
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LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. At the end of his performance, Bill Swenson feels
A. jealous.
B. relaxed.
C. relieved.
D. humiliated.
E. triumphant.
_____ 7. This story suggests that teenagers are quick to
A. ridicule others.
B. forgive and forget.
C. appreciate literature.
D. reject popular culture.
E. overlook people’s flaws.
_____ 8. This story uses humor to reveal
A. the author’s values.
B. how hard it is to be a teenager.
C. the unique character of Minnesotans.
D. why luck plays such a big role in life.
E. the importance of entertainment in people’s lives.
No one in our family sang or performed for entertainment, only for
the glory of God and only in groups, never solo. We were Christian
people; we did not go in for show. But I was an intense young man.
Intensity was my guiding principle. And when I thought about joining
that monastery after Natalie Wood rejected me and spending my life in
the woodshop making sturdy chairs and tables, I thought that perhaps
I ought to get in the talent show at New Tryon High first, get a whiff of
show business before I give my life to God.
_____ 9. In this passage, the author makes it clear that entering the talent
show is
A. a big mistake that he would regret.
B. part of his plan to become famous.
C. out of character for his upbringing.
D. something he does under protest.
E. something his family expects him to do.
_____ 10. In this passage, Keillor is not poking fun at which of the following?
A. music and talent competitions
B. his family and upbringing
C. his own intensity
D. his future with Natalie Wood
E. his intention to join a monastery
Assessment Guide
LEVEL III, UNIT 1
39
3/12/2009 9:54:51 AM
Matching
for Gary Keillor
Choose the best description for each of the following.
A. Vaya con Dios
B. Bali Hai
C. O Captain
D. All Shook Up
E. Climb Every Mountain
F. Favourites of English Poetry
_____ 11. Bill Swenson’s lip-synching hit
_____ 12. performed last year by guys with coconuts on their chests
_____ 13. Keillor does a funny version of this in the show
_____ 14. Miss Rasmussen once made the class listen to a recording of this for
one hour
_____ 15. what Bill Swenson performs as an encore
_____ 16. the choir sings this as the final performance in the talent show
Essay
for Gary Keillor
17. A theme is a central message or perception about life that is revealed through a
literary work. In a short essay, identify the main theme of the selection and use
evidence from the selection to support your opinion.
40
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Checkouts/Oranges, page 78
Lesson Test
Multiple Choice
for Checkouts/Oranges
_____ 1. In “Checkouts,” the bag boy drops a
A. carton of milk.
B. chocolate cake.
C. bag of groceries.
D. jar of mayonnaise.
E. case of spaghetti sauce.
_____ 2. According to “Checkouts,” which of the following is an antonym for
the word tedious in the phrase “the job is often tedious”?
A. easy
B. boring
C. exciting
D. difficult
E. exhausting
_____ 3. In “Oranges,” the meeting between the boy and the girl takes place in
A. October.
B. November.
C. December.
D. January.
E. February.
_____ 4. According to “Oranges,” which word best completes the following sentence?
She put on rouge to improve her _________.
A.
B.
C.
D.
E.
looks
health
posture
appetite
memory
_____ 5. In “Checkouts,” the girl’s decision to keep her love of grocery shopping
a secret from her parents is motivated by her
A. need to earn money.
B. desire to appear helpful.
C. anger at having been moved to Cincinnati.
D. sense that her parents would not understand.
E. fear that they would stop allowing her this pleasure.
Assessment Guide
LEVEL III, UNIT 1
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3/12/2009 9:54:51 AM
_____ 6. In “Checkouts,” the girl and the bag boy view their first encounter
A. as hilarious.
B. with shame.
C. as a disaster.
D. as a triumph.
E. very differently.
_____ 7. The attraction the girl and the bag boy feel for each other in
“Checkouts”
A. is just an illusion.
B. wipes out all their problems.
C. increases their sense of alienation from the world.
D. serves each of their needs for a brief span of time.
E. changes the way each of them thinks about themselves.
_____ 8. In “Oranges,” the narrator’s rising confidence is demonstrated by
A. his reference to the girl as “my girl.”
B. his silence as he puts his nickel on the counter.
C. the fact that the girl’s porch light is always on.
D. his decision to put oranges in his jacket pocket.
E. the cold he feels as he walks to the girl’s house.
_____ 9. The reference to fire at the end of “Oranges” is a fitting one because
A. oranges are a special treat in the winter.
B. fire is often used by people at mealtimes.
C. the narrator’s dreams are going up in flames.
D. oranges come from lands that are warm like fire.
E. the narrator’s feelings are as strong and intense as fire.
Read the following passage from “Oranges.” Then answer the question(s) below.
I took the nickel from
My pocket, then an orange,
And set them quietly on
The counter. When I looked up,
The lady’s eyes met mine,
And held them, knowing
Very well what it was all
About.
_____ 10. The saleslady in this passage could best be described as
A. kind.
B. nosy.
C. stern.
D. grateful.
E. preoccupied.
42
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Matching
for Checkouts
A. solitary
B. deftly
C. intuition
D. lapse
E. meditation
F. brazen
_____ 11. in a quick and skillful manner
_____ 12. bold and showing disregard for rules
_____ 13. feeling about something that can’t be logically explained
_____ 14. pass into a specified state or condition
_____ 15. being alone or isolated
_____ 16. act of relaxing one’s mind and body
Essay
17. Imagery is language that appeals to the senses of sound, sight, touch, taste,
and smell. In a paragraph, identify the imagery used within the two selections
and argue which author uses imagery the best. Support your opinion with
examples from the texts.
Assessment Guide
LEVEL III, UNIT 1
43
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Last Night, page 86
Lesson Test
Multiple Choice
for Last Night
_____ 1. You Thin finds Manager Lady
A. in her car.
B. in her bed.
C. on the floor.
D. in the hallway.
E. on the fire escape.
I was ___________ because her breathing was erratic.
A.
B.
C.
D.
E.
charged
worried
relieved
charmed
consoled
_____ 3. Which of the following is a synonym for the word sensation in the
phrase “a sensation in her belly”?
A. noise
B. curse
C. feeling
D. problem
E. intrusion
_____ 4. You Thin is happy when he finds that Manager Lady’s hands are warm
because that means
A. she is still alive.
B. she is not frightened.
C. the apartment is not cold.
D. she does not have a temperature.
E. good luck according to a Chinese proverb.
_____ 5. In the square the next day,
A. nothing is the same.
B. life goes on as usual.
C. everyone misses Manager Lady.
D. no one believes Hang Fong’s story.
E. people look at Hang Fong differently.
44
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. To Hang Fong’s co-workers, the story about Manager Lady
A. bodes ill.
B. is eerily familiar.
C. is of mild, passing interest.
D. has long-term consequences.
E. seems surprisingly humorous.
_____ 7. In this story, the notion that sick people should be surrounded by
family
A. is outdated.
B. makes no sense.
C. can be destructive.
D. transcends individual cultures.
E. is belittled in some communities.
_____ 8. This story suggests that people
A. believe most risks should be avoided.
B. have trouble assessing risks and benefits.
C. generally take more risks as they get older.
D. are willing to take risks to help those in need.
E. are usually unaware of the risks they are taking.
Hang Fong slaps the wall with her open palm; the sound is flat and
dull. She presses palm and cheek into the wall, and shouts, “Manager,
Manager, are you all right? Nothing’s wrong, is there?”
“SSHHH!!!” You Thin yanks her away. “Don’t talk loud like that,
she don’t know what you say, maybe she thinks you yell at her.”
You Thin is out of bed, pacing. Hang Fong sits; she pulls her
sweater closer around her neck. The sleeves hang limply at her sides.
_____ 9. In this passage, Hang Fong appears to be
A. angry with You Thin.
B. confused by You Thin.
C. smarter than You Thin.
D. stronger than You Thin.
E. submissive to You Thin.
_____ 10. This passage suggests that You Thin is used to
A. handling many problems at once.
B. being given the benefit of the doubt.
C. making decisions by building consensus.
D. worrying about how he appears to others.
E. seeking his wife’s advice for solving problems.
Assessment Guide
LEVEL III, UNIT 1
45
3/12/2009 9:54:51 AM
Matching
for Last Night
Choose the best definition or description for each of the following.
A.
B.
C.
D.
Chinatown
garment shop
Italy
vase
E.
F.
G.
H.
Oasis club
plank
Portsmouth Square
fire hydrant
_____ 11. what You Thin uses to get to Manager Lady’s fire escape
_____ 12. where You Thin spends his days
_____ 13. where Hang Fong works
_____ 14. where Manager Lady comes from
_____ 15. where Fae Myenne Ng grew up
_____ 16. what You Thin gives Manager Lady in exchange for a pot
_____ 17. where Ah-Boy works
_____ 18. You Thin rests against this on his way to fetch Ah-Boy
Essay
for Last Night
19. A theme is a central message or perception about life that is revealed through
a literary work. Write a brief essay that describes the theme of “Last Night.”
Support your essay with examples from the selection.
46
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Raymond’s Run, page 96
Lesson Test
Multiple Choice
for Raymond’s Run
_____ 1. This story is set in
A. Harlem.
B. Chicago.
C. Baltimore.
D. Los Angeles.
E. Dodge City.
_____ 2. The narrator thinks Raymond could be a great
A. actor.
B. father.
C. coach.
D. runner.
E. protector.
She _________ her glockenspiel.
A.
B.
C.
D.
E.
drove
raced
played
walked
challenged
_____ 4. Mr. Pearson would like the narrator to
A. bow out of the race.
B. let Gretchen win the race.
C. keep Raymond out of sight.
D. become friends with Gretchen.
E. participate in the May Pole dancing.
_____ 5. The tone of the writing in this story helps establish the main character as
A. tough and bold.
B. gentle and likable.
C. quirky and troubled.
D. bitter and controlling.
E. dreamy and imaginative.
Assessment Guide
LEVEL III, UNIT 1
47
3/12/2009 9:54:51 AM
_____ 6. Hazel Elizabeth Deborah Parker and Gretchen P. Lewis have the same
A. secret fear.
B. family situation.
C. group of friends.
D. competitive spirit.
E. hopes and dreams.
_____ 7. According to the narrator, Cynthia Procter is more interested in
A. having fun than in working hard.
B. cultivating an image than in being honest.
C. pursuing her goals than in winning approval.
D. becoming famous than in developing a talent.
E. making friends than in succeeding academically.
_____ 8. The narrator has little tolerance for
A. family.
B. success.
C. followers.
D. education.
E. hard work.
_____ 9. This story suggests that confidence in oneself
A. is hard to cultivate.
B. is a positive attribute.
C. leads to disappointment.
D. clouds a person’s judgment.
E. interferes with real friendships.
“I always win cause I’m the best,” I say straight at Gretchen who is, as
far as I’m concerned, the only one talking in this ventriloquist-dummy
routine. Gretchen smiles, but it’s not a smile, and I’m thinking that
girls never really smile at each other because they don’t know how and
don’t want to know how and there’s probably no one to teach us how,
cause grown-up girls don’t know either.
_____ 10. According to the narrator, when girls act friendly toward each other
they are usually being
A. rude.
B. courteous.
C. loyal.
D. hopeful.
E. insincere.
48
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Matching
for Raymond’s Run
Based on the events of the story, choose the best description for each of the following
actions.
A. drive a stagecoach
B. wear white dresses
C. sit in a swing
D. lie in the grass
E. win the thirty-yard dash
F. come in second in the fifty-yard dash
_____ 11. what Raphael Perez does
_____ 12. what the narrator has Raymond do before the race
_____ 13. what the narrator likes to do just before a race
_____ 14. what Gretchen does on May Day
_____ 15. what girls do in the May Pole dance
_____ 16. what Raymond pretends to do
Essay
for Raymond’s Run
17. Tone is a writer’s or speaker’s attitude toward the subject or the reader. In this
story, through Squeaky and her informal style, the author is able to express
feelings about family relationships, competition, friendships, and certain
personality traits. In a few paragraphs, identify the tone Toni Cade Bambara
takes toward one of these subjects. How is the tone delivered—seriously or
humorously? Explain. Use examples from the text to support your opinion.
Assessment Guide
LEVEL III, UNIT 1
49
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Flowers for Algernon, page 104
Lesson Test
Multiple Choice
for Flowers for Algernon
_____ 1. The operation performed on Charlie is designed to
A. prolong his life.
B. alter his emotions.
C. triple his intelligence.
D. reduce his need for sleep.
E. double the weight of his brain.
_____ 2. One sign that Algernon is regressing comes when he
A. bites Charlie.
B. stops sleeping.
C. tries to run away.
D. won’t look at Charlie.
E. begins to chew his tail.
_____ 3. At the end of this story, Charlie
A. dies.
B. leaves New York.
C. can no longer walk.
D. does not know who he is.
E. puts flowers on Algernon’s grave.
_____ 4. The “amazeds” that Charlie works on are really
A. maps.
B. mazes.
C. prayers.
D. math problems.
E. word problems.
_____ 5. Which of these sentences from the story contains an example of
sensory details?
A. “Shes a wonderful woman whenever someone is sick.”
B. “Only a short time ago, I learned that people laughed at me.”
C. “He never shaved much and he used to scratch my face when he
hugged me.”
D. “I have been given a lab of my own and permission to go ahead with
the research.”
E. “Contrary to my earlier impressions of him, I realize that Dr.
Nemur is not at all a genius.”
50
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. Miss Kinnian wants
A. Charlie to fail.
B. to use Charlie.
C. to become famous.
D. the best for Charlie.
E. Charlie to leave her alone.
_____ 7. This story suggests that there is not necessarily a correlation between
A. loss of hope and loss of happiness.
B. degeneration of the brain and loss of intelligence.
C. reduced mental capacity and reduced literacy skills.
D. increased intellectual ability and increased social skills.
E. impaired motor function and less physical coordination.
_____ 8. In this story, there is a correlation between super-high intelligence and
A. happiness.
B. alienation.
C. fulfillment.
D. motivation.
E. superstition.
_____ 9. This story suggests that intelligence
A. nourishes the soul.
B. is rarely appreciated.
C. cuts across social classes.
D. is both a blessing and a curse.
E. has nothing to do with imagination.
June 10 Deterioration progressing. I have become absent-minded.
Algernon died two days ago. Dissection shows my predictions were
right. His brain had decreased in weight and there was a general
smoothing out of cerebral convolutions as well as a deepening and
broadening of brain fissures.
I guess the same thing is or will soon be happening to me. Now that
it’s definite, I don’t want it to happen.
I put Algernon’s body in a cheese box and buried him in the
backyard. I cried.
_____ 10. This entry shows that
A. Charlie now regrets his initial decision to participate in the
experiment.
B. it is difficult to justify any type of scientific experiment on a human
being.
C. it is unlikely Charlie is accurately reporting the progression of his
condition.
D. despite his attempt to remain clinical and dispassionate, Charlie is
feeling intense emotions.
E. Charlie’s observations will allow scientists to fine-tune the
operation before using it on other patients.
Assessment Guide
LEVEL III, UNIT 1
51
3/12/2009 9:54:51 AM
Matching
Choose the best description for each of the following words.
A.
B.
C.
D.
shame
hope
anger
pride
E.
F.
G.
H.
fear
confusion
love
sadness
_____ 11. what Charlie feels the first time he beats Algernon in a race
_____ 12. what Charlie feels when he sees people making fun of the dishwasher
_____ 13. what Charlie feels toward Miss Kinnian
_____ 14. what Charlie feels just before the operation
_____ 15. what Charlie feels when he realizes what it means to “pull a Charlie
Gordon”
_____ 16. what Charlie feels when he realizes he is getting too smart for Miss
Kinnian
_____ 17. what Charlie loses when he realizes his fate will be the same as
Algernon’s
_____ 18. what Charlie feels when he first learns about the petition at the box
factory
Essay
19. Point of view is the vantage point, or perspective, from which the story is
told—in other words, who is telling the story. Consider the point of view
of “Flowers for Algernon” and write a brief essay in which you examine the
author’s purpose for using this particular perspective. Discuss how this point
of view helps or hinders the overall selection.
52
LEVEL III, UNIT 1
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Tell-Tale Heart, page 145
Lesson Test
Multiple Choice
for The Tell-Tale Heart
_____ 1. The police officers come to investigate because a neighbor reports
A. seeing a light.
B. hearing a scream.
C. missing a lantern.
D. smelling a foul odor.
E. having an eerie feeling.
He didn’t __________ the man’s sagacity.
A.
B.
C.
D.
E.
steal
move
finish
doubt
complete
_____ 3. Which of the following is an antonym for the word stealthily in the
phrase “you cannot imagine how stealthily I moved”?
A. loudly
B. gently
C. slowly
D. secretly
E. joyfully
_____ 4. The police officers do not hear the beating heart because
A. they have no imagination.
B. they are not listening carefully.
C. the narrator is talking too loudly.
D. the heart is old, weak, and badly damaged.
E. the noise exists only in the narrator’s mind.
_____ 5. Which of the following sentences would be consistent with the point of
view from which this story is told?
A. The old man screamed when he was awakened by a noise in his room.
B. I had to dispose of the body quietly so the neighbors would hear nothing.
C. You smile to yourself with satisfaction when you have completed your evil deed.
D. The most bizarre detail can motivate a person to violence once madness takes over.
E. When he told the officers he had killed the old man, they looked at each other
in shock
Assessment Guide
LEVEL III, UNIT 2
53
3/12/2009 9:54:51 AM
_____ 6. In committing the murder, the narrator shows great
A. tolerance.
B. compassion.
C. determination.
D. indecisiveness.
E. embarrassment.
_____ 7. One way Poe reveals the narrator’s madness is by telling the reader
A. of the arrival of the police.
B. the narrator’s motivation for the crime.
C. how soundly the old man usually sleeps.
D. the time of night the narrator commits the crime.
E. of the narrator’s realization that he must hide the body.
_____ 8. This story suggest that someone who has gone mad
A. is completely trustworthy.
B. can be unexpectedly violent.
C. often gets away with murder.
D. makes a convenient scapegoat.
E. can’t make and carry out plans.
_____ 9. This story is intended to
A. educate the reader.
B. ridicule the reader.
C. unnerve the reader.
D. frustrate the reader.
E. reassure the reader.
Now this is the point. You fancy me mad. Madmen know nothing.
But you should have seen me. You should have seen how wisely I
proceeded—with what caution—with what foresight—with what
dissimulation I went to work! I was never kinder to the old man than
during the whole week before I killed him. And every night, about
midnight, I turned the latch of his door and opened it—oh, so gently!
And then, when I had made an opening sufficient for my head, I put in
a dark lantern, all closed, closed, so that no light shone out, and then I
thrust in my head.
_____ 10. This passage reveals the narrator’s belief that madmen are not capable of
A. plotting a crime as carefully as he does.
B. relaying events as coherently as he does.
C. describing a scene as accurately as he does.
D. experiencing emotions as acutely as he does.
E. explaining their motivations as convincingly as he does.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Matching
A.
B.
C.
D.
smug
groan
nervous
bell
E. terrified
F. chairs
G. smiles
_____ 11. what the old man feels when the narrator’s lantern shines on him
_____ 12. what the narrator offers the policemen
_____ 13. what the narrator does when the policemen first appear
_____ 14. what the narrator hears at 4 a.m.
_____ 15. what the narrator tells the reader he is
_____ 16. what the old man does before the narrator attacks him
_____ 17. what the narrator feels after hiding the body beneath the floor boards.
Essay
18. A narrator is a character or speaker who tells a story. A reliable narrator gives
a trustworthy account of events, while an unreliable narrator cannot be trusted
because he or she comments on and offers opinions about events. Consider the
narrator of “The Tell-Tale Heart.” In a brief essay, argue whether the narrator
can be described as reliable or unreliable. Use examples from the selection to
support your argument.
Assessment Guide
LEVEL III, UNIT 2
55
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Born Worker, page 154
Lesson Test
Multiple Choice
for Born Worker
_____ 1. José notices that Arnie is wearing a new
A. jacket.
B. sweater.
C. gold chain.
D. baseball cap.
E. pair of high-tops.
_____ 2. José agrees to a __________ split.
A. forty-sixty
B. fifty-fifty
C. sixty-forty
D. sixty-thirty
E. seventy-thirty
_____ 3. When Mr. Clemens gets hurt, José calls
A. 911.
B. Arnie.
C. his father.
D. Mrs. Clemens.
E. the Interstate Insurance company.
Most people genuflect when they __________ the church.
A.
B.
C.
D.
E.
enter
paint
curse
describe
photograph
_____ 5. Which of the following is the central topic from which a theme to this
story can best be developed?
A. the value of work
B. life in junior high school
C. the bond between cousins
D. caring for a swimming pool
E. developing business contacts
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. One similarity between José and Arnie is their
A. view of themselves.
B. desire to make money.
C. approach to customers.
D. willingness to work hard.
E. belief that charm trumps effort.
_____ 7. Arnie is trying to
A. use José.
B. teach José.
C. imitate José.
D. befriend José.
E. intimidate José.
_____ 8. Which of the following sentences is not consistent with José’s beliefs?
A. There is honor in hard work.
B. A job worth doing is worth doing well.
C. It is important to take pride in your work.
D. There is no shame in doing physical labor.
E. A smart worker knows how to cut corners.
_____ 9. José believes that actions
A. are often deceiving.
B. speak louder than words.
C. are no match for wisdom.
D. should never be taken seriously.
E. don’t reveal a person’s character.
“Life is hard,” his father repeated from the time José could first make
out the meaning of words until he was stroking his fingers against the
grain of his sandpaper beard.
His mother was an example to José. She would raise her hands,
showing her fingers pierced from the sewing machines. She bled on her
machine, bled because there was money to make, a child to raise, and a
roof to stay under.
_____ 10. This passage indicates José’s parents do not try to
A. live good lives.
B. set a good example for José.
C. influence their son’s values.
D. shield their son from the realities of life.
E. teach José that hard physical labor is to be expected.
Assessment Guide
LEVEL III, UNIT 2
57
3/12/2009 9:54:51 AM
Matching
for Born Worker
Choose the best description for each of the following items.
A.
B.
C.
D.
hearing aid
telephone pole
poodle
bleach bottle
E. Kleenex
F. false teeth
G. ice cubes
_____ 11. what Arnie holds while José works
_____ 12. José’s father sees many of these in his job
_____ 13. what José gets from the house after Mr. Clemens’s accident
_____ 14. José says he uses this because he is not like Arnie
_____ 15. what José puts in his shirt pocket while rescuing Mr. Clemens
_____ 16. what Mr. Clemens drops in the swimming pool
_____ 17. this is on the lounge chair with Mr. Clemens when the firemen arrive
Essay
for Born Worker
18. Consider the differences and similiarities between José and Arnie. In a
paragraph, use examples from the selection to describe how each boy
approaches his future. Predict who you think will succeed and why.
58
LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Sweet Potato Pie, page 168
Lesson Test
Multiple Choice
for Sweet Potato Pie
_____ 1. Every week throughout his childhood, the narrator and his family went to
A. church.
B. New York.
C. a soup kitchen.
D. the landlord’s house.
E. the second-hand store.
_____ 2. On the day he graduated from high school, Buddy
A. ran away.
B. gave a speech.
C. moved in with Jamie.
D. borrowed Charley’s suit.
E. visited his mother’s grave.
I watched her saunter down the _________.
A.
B.
C.
D.
E.
job
boat
street
guests
glass of milk
_____ 4. When Buddy says he was placed between his parents in church because he
was “the youngest and therefore the most likely to err,” he means he was
the most likely to
A. complain.
B. misbehave.
C. wander away.
D. get in trouble with the law.
E. rebel against the family values.
_____ 5. To build her characterization of Charley, Collier includes several descriptions of his
A. eyes.
B. feet.
C. smile.
D. voice.
E. hands.
Assessment Guide
LEVEL III, UNIT 2
59
3/12/2009 9:54:51 AM
_____ 6. Buddy’s family members consider his success to be
A. modest.
B. unexpected.
C. their success.
D. embarrassing.
E. the result of luck.
_____ 7. Growing up, Buddy is closer to Lil and Charley than to his parents
because
A. his parents favor their older children.
B. his parents were quite old when Buddy was born.
C. Charley and Lil love him more than his parents do.
D. his parents work such long hours they are rarely around.
E. Lil and Charley have a better understanding of Buddy’s hopes and
dreams.
_____ 8. This story suggests that people will
A. never recapture childhood dreams.
B. often block out their most painful memories.
C. willingly make sacrifices for those they love.
D. try hard to leave unhappy childhoods behind them.
E. always feel uncomfortable around highly educated individuals.
_____ 9. In this family, hardships and inequalities and are trumped by
A. love.
B. work.
C. distance.
D. bitterness.
E. forgiveness.
I didn’t tell Charley I would be at a professional meeting in New York
and would surely visit, he and Bea would have spent days in fixing up,
and I would have had to be company. No, I would drop in on them,
take them by surprise before they had a chance to stiffen up. I was eager
to see them—it had been so long. Yesterday and this morning were
taken up with meetings in the posh Fifth Avenue hotel—a place we
could not have dreamed in our boyhood.
_____ 10. This passage shows Buddy’s awareness of
A. how deeply indebted he is to Charley.
B. how much smarter he is than Charley.
C. how lonely his daily life is without Charley in it.
D. how strong an obligation he has to visit Charley.
E. how easily a gulf could open between him and Charley.
60
LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Matching
A.
B.
C.
D.
E.
brown paper bag
professor
cafeteria worker
Harlem
crumpled dollar bills
F.
G.
H.
I.
taxi driver
wet dishrag
Baltimore
sharecropper
_____ 11. Charley uses this to help stop Buddy’s stuttering
_____ 12. Bea puts the sweet potato pie into this
_____ 13. where Alberta moves
_____ 14. what Buddy and Charley’s father was
_____ 15. what Buddy becomes
_____ 16. Bea’s job
_____ 17. Charley’s job
_____ 18. Charley and Bea live here
_____ 19. what Buddy’s family members give him when he graduates high school
Essay
20. Point of view is the vantage point, or perspective, from which the story is
told—in other words, who is telling the story. In a brief essay, describe the
point of view that the author chose for “Sweet Potato Pie,” and then explain
how this perspective affects the story. How might the story be different if it was
told from another character’s perspective?
Assessment Guide
LEVEL III, UNIT 2
61
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
Miss Butterfly, page 180
Lesson Test
Multiple Choice
for Miss Butterfly
_____ 1. The author of this story spent time
A. as a street performer.
B. in an internment camp.
C. teaching Japanese history.
D. playing in an American band.
E. working as a Japanese folk dancer.
_____ 2. When Hamada-san arrives, Saiki-san is
A. dozing in his chair.
B. studying English grammar.
C. reading an American novel.
D. listening to Japanese music.
E. reading a Japanese newspaper.
_____ 3. The second dance the girls perform is the
A. parasol dance.
B. butterfly dance.
C. dance of Autumn.
D. dance of the slippers.
E. cherry blossom dance.
_____ 4. The girls perform the Japanese dances
A. against their will.
B. without enthusiasm.
C. to please Hamada-san.
D. because their father orders it.
E. out of respect for their heritage.
_____ 5. Using your prior knowledge, you can assume that
A. Hamada-san and Saiki-san both have many family members back
in Japan.
B. Sachi and Yuki have never been allowed to go to an American
dance before.
C. in the future Saiki-san will not ask his daughters to perform
traditional Japanese dances.
D. Saiki-san does not understand why his friend is so insistent on
seeing Japanese folk dances.
E. the music at the dance will be very different from the music played
in Saiki-san’s living room.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
_____ 6. The Cultural Connection suggests that Hamada-san wants the girls to
wear kimonos while they dance because
A. it makes him feel young again.
B. they look more professional that way.
C. that is what Japanese dancers would wear.
D. he wants them to remember their life in Japan.
E. he is hoping they will decide to skip the American dance.
_____ 7. After the girls change into their evening gowns, Hamada-san’s mood
could best be described as
A. content.
B. irritated.
C. reverent.
D. optimistic.
E. melancholy.
_____ 8. Saiki-san is much more
A. nostalgic for life in Japan than is Hamada-san.
B. uncertain about the future than is Hamada-san.
C. demanding of Sachi and Yuki than is Hamada-san.
D. unnerved by the arrival of the girls’ dates than is Hamada-san.
E. accepting of Sachi and Yuki’s American outlook than is
Hamada-san.
_____ 9. Sachi’s worries about being late for her date is just one of the ways this
story highlights the
A. passing of time.
B. need for self-control.
C. promise of the future.
D. impatience of women.
E. development of romance.
_____ 10. This story suggests that it is extremely difficult to
A. ask a favor.
B. break old habits.
C. respect your elders.
D. leave your homeland.
E. remain true to yourself.
Assessment Guide
LEVEL III, UNIT 2
63
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Matching
for Miss Butterfly
Choose the best definition or description for each of the following terms.
A.
B.
C.
D.
parasol
-san
Nisei
Fujiyama
E. admiration
F. -chan
G. taiko
_____ 11. a dormant volcano
_____ 12. added to a name when addressing familiar children
_____ 13. Japanese drum
_____ 14. light umbrella that provides shade
_____ 15. added to a name when addressing someone respectfully
_____ 16. American-born child of parents who come from Japan
_____ 17. feeling of approval and deep respect
Essay
for Miss Butterfly
18. Tone is the emotional attitude toward the reader or toward the subject implied
by a literary work. Write a paragraph that describes the tone of the selection.
Use examples from the selection to support your opinion.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Ransom of Red Chief, page 188
Lesson Test
Multiple Choice
for The Ransom of Red Chief
_____ 1. Initially, Bill and Sam hope the kidnapping will bring them
A. five hundred dollars.
B. one thousand dollars.
C. fifteen hundred dollars.
D. two thousand dollars.
E. twenty five hundred dollars.
_____ 2. When Bill invites the boy to have a bag of candy and a ride in their
buggy, the boy
A. screams for his father.
B. grabs Bill by the ankle.
C. pretends he is a wild bear.
D. throws a piece of brick at Bill.
E. announces that it is his birthday.
_____ 3. Which of the following is a synonym for the word renegade in the
phrase “I suppose you think I’m a renegade”?
A. loser
B. rebel
C. leader
D. coward
E. peacemaker
_____ 4. When the narrator refers to the “joint capital” he and Bill have, he means
A. a boss.
B. their home.
C. their money.
D. a medical condition.
E. a network of friends.
_____ 5. Because Bill and Sam can’t stand to have the boy around any longer,
they finally
A. let him pretend he is an Indian.
B. agree to Dorset’s demand for two hundred and fifty dollars.
C. move into a mountain cave two miles from Summit.
D. come up with a scheme for collecting the ransom money.
E. send a ransom note to Dorset explaining how he can get his boy back.
Assessment Guide
LEVEL III, UNIT 2
65
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_____ 6. Which of the following bothers Bill the most?
A. the boy’s curiosity
B. the boy’s treatment of him
C. the boy’s lack of homesickness
D. the boy’s attitude toward money
E. the boy’s attitude toward Indians
_____ 7. Bill and Sam’s description of themselves as “desperate” proves accurate
in that they become desperate
A. to get money.
B. not to get caught.
C. to be rid of the boy.
D. to meet the boy’s father.
E. to establish their reputation.
_____ 8. During his time with the boy, Bill’s mood quickly goes from
A. resigned to joyful.
B. reckless to hopeful.
C. confident to dismayed.
D. complacent to indignant.
E. pessimistic to optimistic.
_____ 9. This story offers an example of
A. likable criminals.
B. a senseless crime.
C. a victimless crime.
D. a cliffhanger ending.
E. unsympathetic protagonists.
But I glanced at Bill, and hesitated. He had the most appealing look in
his eyes I ever saw on the face of a dumb or a talking brute.
“Sam,” says he, “what’s two hundred and fifty dollars, after all?
We’ve got the money. One more night of this kid will send me to a bed
in Bedlam. Besides being a thorough gentleman, I think Mr. Dorset is a
spendthrift for making us such a liberal offer. You ain’t going to let the
chance go, are you?”
_____ 10. In this passage, Bill is appealing to Sam’s
A. pride.
B. greed.
C. generosity.
D. compassion.
E. common sense.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Matching
A.
B.
C.
D.
Old Hank, the Trapper E. Poplar Grove
King Herod
F. Ebenezer
the Scout
G. Red Chief
Snake-eye
_____ 11. the boy’s father
_____ 12. Sam goes here hoping to hear news of the kidnapping
_____ 13. Bill’s role in one of the boy’s games
_____ 14. the boy pretends to be this on his first night with Bill and Sam
_____ 15. when the boy plays this role, Bill must pretend to be a horse
_____ 16. what the boy calls Sam
_____ 17. decreed that all baby boys in Bethlehem be killed
Essay
18. Irony is the difference between appearance and reality—in other words, what
seems to be and what really is. One type of irony is irony of situation, in which
an event occurs that violates the expecations of the characters, the reader, or
the audience. Write an essay explaining how the writer uses irony of situation
to tell the story of “The Ransom of Red Chief.” Use examples from the story to
support your essay.
Assessment Guide
LEVEL III, UNIT 2
67
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Name: ____________________________________________________ Date: __________________
Men on the Moon/Working on the Moon, page 200
Lesson Test
Multiple Choice
for Men on the Moon/Working on the Moon
_____ 1. Joselita is Amarosho’s
A. aunt.
B. sister.
C. mother.
D. daughter.
E. grandmother.
_____ 2. Aldrin says the best way to move on the surface of the moon is to
A. kangaroo hop.
B. gallop like a horse.
C. walk on your hands.
D. put one foot in front of the other.
E. use a combination of gymnastic moves.
_____ 3. Which of the following is a synonym for the word guidance in the
phrase “we look in your direction for guidance”?
A. advice
B. loyalty
C. resolve
D. approval
E. education
_____ 4. Unlike Edwin Aldrin, Jr., Simon Ortiz
A. supports the space program.
B. has never been to the moon.
C. often dreams about the moon.
D. does not enjoy writing about the moon.
E. has no knowledge of the space program.
_____ 5. One way the author builds the character of Faustin is by
A. showing what he says.
B. describing how he dresses.
C. describing his daily routine.
D. describing his physical features.
E. telling what others say about him.
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Assessment Guide
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_____ 6. In “Working on the Moon,” Edwin Aldrin, Jr.’s description of the
moon could best be described as
A. fearful.
B. lyrical.
C. irrational.
D. inspirational.
E. informational.
_____ 7. The benefits of sending men to the moon
A. are evident to everyone.
B. are nothing but illusions.
C. unite different generations.
D. depend on your point of view.
E. are best grasped by young people.
_____ 8. In this story, the newest generation is shown
A. clinging to a traditional way of life.
B. fearing both the past and the future.
C. rejecting the values of past generations.
D. respecting both tradition and technology.
E. longing for an increased emphasis on technology.
_____ 9. This story suggests that different people have different notions of
A. work and play.
B. wisdom and folly.
C. honesty and deceit.
D. courage and cowardice.
E. friendship and betrayal.
The men are looking for knowledge, Amarosho told him.
Faustin wondered if the men had run out of places to look for
knowledge on the earth. Do they know if they’ll find knowledge? he
asked.
They have some information already. They’ve gone before and
come back. They’re going again.
Did they bring any back?
They brought back some rocks.
Rocks. Faustin laughed quietly. The scientist men went to search
for knowledge on the moon and they brought back rocks.
_____ 10. In this passage, Faustin’s laugh comes from a mixture of
A. fear and loathing
B. hope and excitement.
C. happiness and relief.
D. amusement and scorn.
E. confusion and dismay.
Assessment Guide
LEVEL III, UNIT 2
69
3/12/2009 9:54:51 AM
Matching
for Men on the Moon/Working on the Moon
Choose the best description of each of the following items.
A.
B.
C.
D.
Apache Red
Apollo
Neil Armstrong
gunpowder
E. coyote
F. fire
G. water
_____ 11. what Aldrin says lunar material smells like
_____ 12. Faustin once watched a crew of Mericano drilling for this
_____ 13. Amarosho tells Faustin this makes the rocket fly
_____ 14. name of the spaceship Faustin watches
_____ 15. walked on the moon with Aldrin
_____ 16. talks to Flintwing Boy in Faustin’s dream
_____ 17. a wrestler on TV
Essay
for Men on the Moon
18. In a brief essay, describe the methods of characterization used in describing
Faustin. Describe which method you believe is the most informative and why.
70
LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:51 AM
Name: ____________________________________________________ Date: __________________
The Medicine Bag/The Old Grandfather
and His Little Grandson, page 211
Lesson Test
Multiple Choice
for The Medicine Bag/The Old Grandfather and His Little Grandson
_____ 1. The old man in “The Old Grandfather and His Little Grandson” cannot
A. eat.
B. cry.
C. walk.
D. think.
E. swallow.
_____ 2. Which of the following is an antonym for the word scolded in the
phrase “his daughter-in-law scolded him,” from “The Old Grandfather
and His Little Grandson”?
A. hated
B. praised
C. ignored
D. groomed
E. followed
_____ 3. In “The Medicine Bag,” when Joe Iron Shell arrives at Martin’s house,
he is wearing
A. a red satin shirt.
B. a ceremonial robe.
C. a blue wool shawl.
D. a full Sioux headdress.
E. sneakers with no laces.
_____ 4. Speaking of his friends, the narrator in “The Medicine Bag” says, “. . . I
knew it wasn’t Grandpa that I was afraid they’d laugh at.” Who does
Martin think they will laugh at?
A. each other
B. Martin’s father
C. Martin himself
D. Martin’s mother
E. Martin’s little sister
Assessment Guide
LEVEL III, UNIT 2
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_____ 5. In both “The Old Grandfather and His Little Grandson” and “The
Medicine Bag,” dialogue is used to
A. confuse the reader.
B. explain motivations.
C. suggest alternatives.
D. generalize and summarize.
E. emphasize that the story is fiction.
Medicine Bag,” the theme involves the
A. importance of self-respect.
B. role of wealth in family life.
C. changing definitions of family.
D. relationship between generations.
E. differences between males and females.
_____ 7. The Cultural Connection within “The Medicine Bag” suggests that old
Sioux warriors are a source of ___________ for their descendants.
A. pride
B. anger
C. shame
D. wealth
E. confusion
_____ 8. In “The Old Grandfather and His Little Grandson,” Misha’s actions
help his parents realize that
A. Misha loves his grandfather.
B. they, too, will be old someday.
C. they can’t afford to waste wood.
D. it takes skill to make bowls out of wood.
E. there is much the grandfather can teach them.
_____ 9. Before Joe Iron Shell comes to visit in “The Medicine Bag,” Martin has
no
A. inkling that he is a Sioux.
B. desire to be a part of white America.
C. feelings of affection for his grandfather.
D. real understanding of his grandfather’s life.
E. doubt that his friends will be impressed by his grandfather.
_____ 10. By the end of “The Medicine Bag,” the medicine bag has become
A. a symbol of freedom.
B. very important to Martin.
C. a painful reminder of the past.
D. Joe Iron Shell’s one contribution to Martin’s life.
E. a source of conflict between Martin and his mother.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:52 AM
Matching
for The Old Grandfather and His Little Grandson
A. wooden bucket
B. corner
C. table
D. tears
E. bits of food
F. teeth
_____ 11. this sometimes falls from the grandfather’s mouth
_____ 12. where the grandfather is eating at the beginning of the story
_____ 13. the grandfather has none of these left
_____ 14. what comes to the peasant and his wife when Misha explains what he is
doing
_____ 15. where the grandfather is eating at the end of the story
_____ 16. what Misha attempts to make
Essay
17. In an essay, identify the themes of “The Medicine Bag” and “The Old
Grandfather and His Little Grandson.” Analyze how these themes are related.
Assessment Guide
LEVEL III, UNIT 2
73
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Name: ____________________________________________________ Date: __________________
Moon/The Story of Iqbal Masih, page 238
Lesson Test
Multiple Choice
for Moon/The Story of Iqbal Masih
_____ 1. Ashraf’s favorite musical group is
A. Khan.
B. the Police.
C. the Beatles.
D. Led Zeppelin.
E. the Crusaders.
_____ 2. Ashraf asks Moon if he can
A. ride Moon’s bike.
B. play Moon’s drums.
C. sleep in Moon’s room.
D. record a song for Moon.
E. show Moon a picture of his mother.
_____ 3. Which of the following is an antonym for the word brusque in the
phrase “his son’s brusque interruption of the conversation”?
A. sad
B. polite
C. sudden
D. constant
E. unnecessary
_____ 4. Ashraf’s family sold him to the factory owners because
A. he was hard to control.
B. they have no sense of family.
C. they couldn’t afford to take care of him.
D. the local police would arrest them if they refused.
E. they were offered great riches in exchange for Ashraf.
_____ 5. “The Story of Iqbal Masih” indicates that
A. Ashraf’s situation is unique.
B. child laborers in Pakistan are miserable.
C. Pakistani children do not value education.
D. most factory workers have a bright future.
E. factory owners in Pakistan serve as father figures to young children.
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_____ 6. “The Story of Iqbal Masih” suggests that a child
A. is never taken seriously.
B. cannot see the future clearly.
C. can make a difference in the world.
D. is the only one who can stop injustice.
E. cannot be expected to know the difference between right and
wrong.
_____ 7. “Moon” suggests that music
A. can solve global problems.
B. breeds a false sense of power.
C. can help bridge cultural differences.
D. exaggerates differences between people.
E. is irrelevant to those in desperate conditions.
_____ 8. Compared to children in countries such as Pakistan, the majority of
American children
A. value education.
B. grow up quickly.
C. have an easy life.
D. appreciate music.
E. are badly treated.
Read the following passage from “Moon.” Then answer the question(s) below.
“First, he wishes to ask why you wear a ring in your ear.”
“Why I wear the earring? I just do, that’s all.”
“Ashraf says he does not understand your answer.”
“It makes me feel different. You know, not like everybody else.”
“He asks why you dye your long hair blue.”
“I saw it in a magazine.”
“He says if you saw it in a magazine and are doing what others do,
how does it make you different?”
Moon felt heat rising in his face. “No one else in my school does it.”
_____ 9. In this passage, Ashraf demonstrates his ability to be
A. loyal.
B. logical.
C. persuasive.
D. sympathetic.
E. lighthearted.
_____ 10. Moon’s final answer in this passage reveals his
A. intense hostility.
B. global perspective.
C. lack of enthusiasm.
D. simple frame of reference.
E. openness to different points of view.
Assessment Guide
LEVEL III, UNIT 2
75
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Matching
for Moon
A.
B.
C.
D.
E.
Moon’s hair
recording studio
count slowly
a tape recording
a truck
F.
G.
H.
I.
carpets
insects
squirrels
give speeches
_____ 11. Ashraf asks to touch this
_____ 12. Moon’s guidance counselor tells him to do this when he is angry
_____ 13. For years Ashraf was forced to make this
_____ 14. Ashraf tells Moon these were in the walls of the factory where he
worked
_____ 15. These get in the walls of Moon’s house
_____ 16. Ashraf does this in America
_____ 17. Moon brings this to school for the memorial service
_____ 18. Ashraf is killed by this
_____ 19. Moon wants this
Essay
for Moon
20. In a brief essay, determine whether Moon is a flat character or a round
character. Use evidence from the story to support your opinion.
76
LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:52 AM
Name: ____________________________________________________ Date: __________________
Luke Baldwin’s Vow, page 244
Lesson Test
Multiple Choice
for Luke Baldwin’s Vow
_____ 1. Luke comes to live with Uncle Henry because
A. Luke’s father dies.
B. Luke needs to learn a trade.
C. Uncle Henry needs Luke’s help.
D. Luke can’t bear to be away from Dan.
E. Aunt Helen does not think Luke’s father takes good care of him.
_____ 2. Mr. Kemp says he will pay Luke
A. seven cents a day.
B. seventy-five cents a day.
C. seventy-five cents a week.
D. seven dollars and fifty cents a day.
E. seven dollars and fifty cents a week.
_____ 3. Which of the following is a synonym for the word furtively in the
phrase “go slinking furtively around the bend”?
A. happily
B. proudly
C. sneakily
D. furiously
E. magically
_____ 4. Uncle Henry wants Dan killed because
A. Dan is getting in his way.
B. Dan reminds him of old age and death.
C. he wants to put the dog out of its suffering.
D. the dog no longer performs any tangible service.
E. he believes Luke deserves a younger, friskier dog.
_____ 5. Which of the following does Uncle Henry try not to be?
A. fair
B. firm
C. rational
D. reasonable
E. extravagant
Assessment Guide
LEVEL III, UNIT 2
77
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_____ 6. The end of the story suggests that Luke’s father wanted Luke to
A. dislike Uncle Henry.
B. idolize Uncle Henry.
C. adopt Uncle Henry’s values.
D. understand the way Uncle Henry thinks.
E. remember how indebted Luke is to Uncle Henry.
_____ 7. In this story, the character who best understands the value of love is
A. Luke.
B. Sam Carter.
C. Aunt Helen.
D. Uncle Henry.
E. Luke’s father.
_____ 8. This story suggests that there are times when you should
A. follow your heart.
B. defer to your elders.
C. hide your true intentions.
D. join forces with your enemies.
E. prepare yourself for the worst.
Aunt Helen, catching her husband’s eye, put her finger on her lips,
warning him not to go on talking in front of the boy. “An old dog like
that often wanders off into the brush and sort of picks a place to die
when the time comes. Isn’t that so, Henry?”
“Oh sure,” he agreed quickly. “In fact, when Dan didn’t show up
yesterday, I was sure that was what had happened.” Then he yawned
and seemed to forget about the dog.
But Luke was frightened, for he knew what his uncle was like.
_____ 9. In this passage, Aunt Helen’s goal is to
A. keep Henry from getting angry with Luke.
B. convince Uncle Henry to let Dan die a natural death.
C. explain how animals know when their death is imminent.
D. suggest a cover story that Henry can use when he gets rid of Dan.
E. change the topic of conversation so that Uncle Henry forgets about
killing the dog.
_____ 10. In this passage, Aunt Helen could best be described as
A. shrewd.
B. persistent.
C. irreverent.
D. insensitive.
E. empathetic.
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LEVEL III, UNIT 2
Assessment Guide
3/12/2009 9:54:52 AM
Matching
A. cigars
B. bike
C. sawmill
D. money
E. pirate ship
F. lake
_____ 11. Luke follows Uncle Henry around here
_____ 12. where Sam Carter plans to kill Dan
_____ 13. Uncle Henry buys this for Luke when he first comes to live with them
_____ 14. Luke likes to pretend the old rowboat is this
_____ 15. Uncle Henry wants Luke to go into town to get this
_____ 16. Luke gives this to Uncle Henry in order to keep Dan
Essay
17. Luke learns several lessons in the course of this story. One thing he learns
is summed up in the vow he makes at the end of the story. In a paragraph,
explain what Luke’s vow is and what events lead him to make that vow.
Assessment Guide
LEVEL III, UNIT 2
79
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Name: ____________________________________________________ Date: __________________
Lose Now, Pay Later, page 254
Lesson Test
Multiple Choice
for Lose Now, Pay Later
_____ 1. The first swoodie that Deb and her friend sample is
A. salty-spicy-sweet.
B. vanilla-chocolate-strawberry.
C. coconut-almond marshmallow.
D. peanut-butter-cinnamon-pineapple.
E. candy-cane Christmas.
_____ 2. By the end of the story, Deb and her friend have many blue marks on their
A. necks.
B. wrists.
C. ankles.
D. earlobes.
E. stomachs.
He is easy to ___________ because he is so gullible.
A.
B.
C.
D.
E.
fool
follow
believe
promote
photograph
_____ 4. In this story, the word calshow is a
A. word used only in California.
B. word introduced to Earthlings by aliens.
C. refers to a special shower that helps people lose weight
D. term that refers to the amount of calcium in a person’s body.
E. made-up word combining “calories” and “show.”
_____ 5. Using your prior knowledge about how people gain and lose weight,
you can assume that
A. the laws of science are different in 2041.
B. weight loss is easier than most people realize.
C. there is some supernatural force at work in Deb’s community.
D. scientists in this story have found a simple new approach to weight loss.
E. when some people in Deb’s community lose weight, others must
gain weight.
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LEVEL III, UNIT 2
Assessment Guide
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_____ 6. One clue that something isn’t quite right is the fact that
A. swoodies is a made-up word.
B. people gain weight after eating swoodies.
C. people like both the swoodies and the slimmers.
D. the Health Brigade Corp does not object to the slimmers.
E. no one knows who runs the swoodie store.
_____ 7. The title of this story indicates that
A. Trevor might be right.
B. it costs money to lose weight.
C. it is hard to maintain weight loss.
D. weight loss can cause depression.
E. many things can be bought on credit.
_____ 8. Which of the following expressions best summarizes Trevor’s belief?
A. Better late than never.
B. Nothing in life is free.
C. No news is good news.
D. A leopard cannot change its spots.
E. Good things come to those who wait.
_____ 9. This story suggests that popularity is
A. a goal that traps many people.
B. not something that lasts very long.
C. a byproduct of excellence in a free market economy.
D. not a reliable measure of something’s ultimate worth.
E. shunned by those who know they can never achieve it.
“I don’t care how the slimmers work,” Trinja says happily. “Now I can
eat swoodies all day long if I want, and I never gain an ounce. That’s all
I care about.”
Everybody feels that way, I guess. We’re too happy to want to upset
anything by asking questions. Maybe that’s why you don’t hear about
the swoodies or slimmers on the fax or the bodivision or read about
them anywhere. Nobody understands them well enough to sound very
intelligent about them. But people all over Earth are beginning to use
them.
_____ 10. This passage indicates that when people want to believe in something,
they often
A. seek the advice of experts.
B. suspend critical judgment.
C. demand that others follow suit.
D. rely on the media to support them.
E. encourage thoughtful public debate.
Assessment Guide
LEVEL III, UNIT 2
81
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Matching
A.
B.
C.
D.
pinprick
fuel
yen
mall
E.
F.
G.
H.
Trinja
turban
coffin
soft-serve ice cream
_____ 11. Deb’s friend
_____ 12. what you must get for every ten pounds taken off in the slimmer
_____ 13. Trevor says the aliens may use people’s fat for this
_____ 14. what the slimmer reminds Deb of the first time she goes in it
_____ 15. this is what a swoodie looks like
_____ 16. where the narrator first sees swoodies
_____ 17. the currency needed for the slimmer
_____ 18. the woman who runs the slimmer has one of these
Essay
19. Consider Trevor’s theory. What other explanation might there be for the
swoodies and slimmers? If Trevor’s theory is correct, what is in store for
the people of Earth? What does the title “Lose Now, Pay Later” mean? In a
paragraph, explain Trevor’s theory and why it does or does not make sense.
What outcome do you predict? Why?
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Assessment Guide
3/12/2009 9:54:52 AM
Name: ____________________________________________________ Date: __________________
Mrs. Flowers, page 281
Lesson Test
Multiple Choice
for Mrs. Flowers
_____ 1. Marguerite’s mother calls Mrs. Flowers
A. Sister.
B. Daisy.
C. Ma’am.
D. Mother.
E. Teacher.
_____ 2. Mrs. Flowers serves Marguerite
A. cake and ice water.
B. brownies and milk.
C. muffins and ice tea.
D. cookies and lemonade.
E. biscuits and chocolate milk.
The man’s options were ___________ by his illiteracy.
A.
B.
C.
D.
E.
limited
extended
improved
discovered
compounded
_____ 4. When the author talks about exchanging the “Southern bitter
wormwood for a cup of mead with Beowulf,” she is talking about
A. emerging from extended sickness and recovering good health.
B. surviving grinding poverty and going on to become rice and
famous.
C. forgetting the grim realities of her life and escaping into the world
of books.
D. leaving the innocence of childhood and entering the complex world
of adults.
E. graduating from her inferior public school and moving on to a
prestigious college.
Assessment Guide
LEVEL III, UNIT 3
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_____ 5. Which of the following could not be used to describe the tone of this selection?
A. loving
B. spiteful
C. reverent
D. reflective
E. reminiscent
_____ 6. Marguerite feels her mother is
A. as sensitive as Mrs. Flowers.
B. not as honest as Mrs. Flowers.
C. not as refined as Mrs. Flowers.
D. more subtle than Mrs. Flowers.
E. more loving than Mrs. Flowers.
_____ 7. By the time Maya Angelou wrote this autobiography, she knew her
childhood image of Mrs. Flowers was
A. irrelevant.
B. overly idealistic.
C. unreasonably harsh.
D. one that has stood the test of time.
E. based on deceit and misinformation.
_____ 8. In this selection, Angelou suggests that it is hard for children to
A. obey their parents.
B. criticize their parents.
C. be away from their parents.
D. witness their parents’ defeats.
E. view their parents objectively.
_____ 9. This selection suggests that it is important for young people to be
A. employed.
B. comforted.
C. supervised.
D. encouraged.
E. reprimanded.
She appealed to me because she was like people I had never met
personally. Like women in English novels who walked the moors
(whatever they were) with their loyal dogs racing at a respectful
distance. Like the women who sat in front of roaring fireplaces,
drinking tea incessantly from silver trays full of scones and crumpets.
Women who walked over the “heath” and read morocco-bound books
and had two last names divided by a hyphen. It would be safe to say
that she made me proud to be Negro, just by being herself.
_____ 10. In this passage, Angelou indicates that Mrs. Flowers served as
A. a positive role model.
B. a tough disciplinarian.
C. a reminder of women’s potential.
D. a pioneer among African Americans.
E. an incentive to become rich and successful.
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LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Matching
for Mrs. Flowers
A.
B.
C.
D.
E.
refined
voile
sacreligious
chifforobe
essence
F.
G.
H.
I.
aura
infuse
taut
benign
_____ 11. light cotton fabric
_____ 12. cause something to penetrate
_____ 13. tense, tight
_____ 14. clothes closet
_____ 15. having very good manners
_____ 16. showing disrespect for something holy
_____ 17. distinctive atmosphere coming from something
_____ 18. harmless
_____ 19. the most important quality of something
Essay
for Mrs. Flowers
20. A theme is a central message or perception about life that is revealed through a
literary work. In a paragraph, state the theme of the selection “Mrs. Flowers.”
Provide examples from the selection to support your statement.
Assessment Guide
LEVEL III, UNIT 3
85
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Name: ____________________________________________________ Date: __________________
Ishi in Two Worlds/Yana People to Receive Ishi’s Brain, page 290
Lesson Test
Multiple Choice
for Ishi in Two Worlds/Yana People to Receive Ishi’s Brain
_____ 1. Where is Ishi originally kept?
A. jail
B. a church
C. a corral
D. a hospital
E. a butcher
_____ 2. Batwi was
A. Ishi’s dog.
B. an old Yana.
C. Ishi’s real name.
D. the name of Ishi’s village.
E. a traditional Yana celebration.
_____ 3. Which of the following is a synonym for the word unwonted in the
phrase “he took the unwonted measure of keeping them out by force”?
A. unusual
B. standard
C. effective
D. aggressive
E. recommended
_____ 4. The article “Yana People to Receive Ishi’s Brain” indicates that the
Smithsonian Institution
A. is fearful of bad publicity.
B. wants to do the right thing.
C. does not care what happens to Ishi’s remains.
D. consistently acts out of financial considerations.
E. is disappointed to lose control of Ishi’s remains.
_____ 5. A biography of ____________ would have contained many parallels to
Ishi’s biography.
A. Conway
B. Robert Fri
C. J. B. Webber
D. Professor Waterman
E. the woman from San Nicolas Island
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_____ 6. Ishi was sent to live at the San Francisco museum because experts
wanted to
A. protect him and study him.
B. soothe him and entertain him.
C. challenge him and reform him.
D. stimulate him and educate him.
E. reward him and apologize to him.
_____ 7. The Science Connection about the National Museum of the American
Indian Act of 1989 shows that some scientists may be
A. wistful.
B. cynical.
C. fanciful.
D. insensitive.
E. incredulous.
_____ 8. When members of the public flocked to the jail to look at Ishi, they
showed
A. a sincere desire to help Ishi.
B. a lack of curiosity about Ishi.
C. considerable hostility toward Ishi.
D. an outpouring of concern for Ishi.
E. little consideration for Ishi’s feelings.
_____ 9. This selection suggests that communication between people
A. is rarely rewarding.
B. is never taken for granted.
C. fulfills a basic human need.
D. doesn’t exist across cultures.
E. causes more problems than it solves.
Waterman sat down beside Ishi, and with his phonetically transcribed
list of Northern and Central Yana words before him, began to read
from it, repeating each word, pronouncing it as well as he knew how.
Ishi was attentive but unresponding until, discouragingly far down the
list, Waterman said siwini which means yellow pine, at the same time
tapping the pine framework of the cot on which they sat. Recognition
lighted up the Indian’s face. Waterman said the magic word again; Ishi
repeated it after him, correcting his pronunciation, and for the next
moments the two of them banged at the wood of the cot, telling each
other over and over, siwini, siwini!
_____ 10. This passage recounts
A. an exciting breakthrough in communication.
B. a relatively insignificant moment in Ishi’s life.
C. reasons why Native Americans did not trust white Americans.
D. a frustrating encounter between representatives of two cultures.
E. the difficulty of communicating with someone who has different
values.
Assessment Guide
LEVEL III, UNIT 3
87
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Matching
A.
B.
C.
D.
E.
aboriginal
barrage
tentative
septum
hysteria
F.
G.
H.
I.
J.
adjacent
repatriation
fugitive
lurid
emaciate
_____ 11. membrane between nostrils
_____ 12. sensational
_____ 13. outbreak of wild, uncontrolled excitement
_____ 14. someone who has fled from danger or repression
_____ 15. native
_____ 16. uncertain
_____ 17. returning to homeland
_____ 18. become exceedingly thin
_____ 19. adjoining
_____ 20. heavy attack
Essay
for Ishi in Two Worlds
by a literary work. Determine the tone of “Ishi in Two Worlds” and describe
instances within the selection that support your view.
88
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Name: ____________________________________________________ Date: __________________
Good Housekeeping, page 302
Lesson Test
Multiple Choice
for Good Housekeeping
_____ 1. The Mitchells enter the narrator’s life because her ___________ is
marrying a Mitchell.
A. niece
B. sister
C. cousin
D. mother
E. brother
_____ 2. One thing Mama refuses to get rid of is
A. rotten sheets.
B. an old umbrella.
C. a broken walking stick.
D. a stack of old magazines.
E. a box of old photographs.
_____ 3. Which of the following is a synonym for the word lethal in the phrase
“an experiment with lethal herbs”?
A. exotic
B. deadly
C. fragrant
D. expensive
E. endangered
_____ 4. When Louise asks where all the priceless heirlooms are, she reveals that
she
A. is in desperate need of money.
B. cares deeply about her mother’s feelings.
C. thinks her mother is hiding things from her.
D. does not value the things her mother has kept.
E. does not care about the monetary value of things.
_____ 5. The narrator and her sister are
A. mired in self-doubt.
B. worried about appearances.
C. oblivious to each other’s needs.
D. preoccupied with moral dilemmas.
E. uncertain about social conventions.
Assessment Guide
LEVEL III, UNIT 3
89
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_____ 6. One clue that Mama has a different perspective than her daughters
comes when she says
A. a solitary wasp is a rare thing.
B. the cooking can be done on Thursday.
C. the cleaned house is reminiscent of a morgue.
D. she wants to invite the bride’s family to Thanksgiving.
E. she wants to serve Aunt Thelma’s sweet potato crunch.
_____ 7. The mother’s experience in this story suggests that “being yourself”
A. costs you money.
B. makes you happy.
C. gets you into trouble.
D. leaves you vulnerable.
E. causes you to stagnate.
_____ 8. This story suggests that the concept of “good housekeeping”
A. is outdated.
B. often leads to family quarrels.
C. has a unique meaning in Georgia.
D. means different things to different people.
E. applies to those who keep neat, clean homes.
By midafternoon we began to feel that we were making progress. We
could see out the windows, and we had several rooms actually in order.
We had found our brother’s long-lost snakeskin collection and the
shoes our great-aunt Bertie had worn at her wedding; a dusty aquarium
containing the skeletons of two fish; and under a tangle of dried
rooster-spur peppers and old sneakers, a rat trap with an exquisitely
preserved rat skeleton, the tiny bright-white neck bones delicately
pinched. “Just like Pompeii,” Mama marveled.
_____ 9. In this passage, Mama’s reaction to the rat skeleton
A. takes the narrator by surprise.
B. is consistent with her character.
C. indicates that she likes to exaggerate.
D. is the same reaction any sane person would have.
E. shows that she knows how to irritate her daughters.
_____ 10. Based on this passage, the family home before the cleaning could best
be described as
A. gloomy.
B. inviting.
C. pretentious.
D. intimidating.
E. disorganized.
90
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Matching
A. stuffed turkey
B. WD-40
C. English peas
D. Lost Franklinia of John Bartram
E. an old mechanical milking machine
F. sweet potato soufflé
_____ 11. the narrator and her sister throw this out
_____ 12. what Mama says the typewriter needs
_____ 13. Mama won’t let her daughters throw this out
_____ 14. a small flowering tree
_____ 15. what Mama gathers up on Thanksgiving morning
_____ 16. Louise makes this for Thanksgiving
Essay
17. A description is a picture in words. Descriptive writing is used to portray a
character, an object, or a scene. In a paragraph, describe Mrs. White in as
much detail as you can. Use your description to explain why Bailey feels the
way she does about her mother.
Assessment Guide
LEVEL III, UNIT 3
91
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Name: ____________________________________________________ Date: __________________
Soul of a Citizen: Living With Conviction in a Cynical Time/
I Was Born at the Wrong Time, page 312
Lesson Test
Multiple Choice
for Soul of a Citizen: Living With Conviction in a Cynical Time/I Was Born
at the Wrong Time
_____ 1. Wei Jingshen helped inspire
A. a Waylon Jennings song.
B. a bus boycott in Montgomery, Alabama.
C. the Tiananmen Square protest in China.
D. humane improvements at the Beijing Zoo.
E. a protest against chemical waste in Niagara Falls.
_____ 2. Loeb does not believe that those who work for social change
A. can be happy.
B. must be saints.
C. should be honest.
D. will ever succeed.
E. welcome outsiders.
_____ 3. In a debate at Florida State University, Will Campbell called capital punishment
A. tacky.
B. heroic.
C. absurd.
D. a disease.
E. half-baked.
The ___________ was incremental, so it was hard to see.
A.
B.
C.
D.
E.
food
crowd
change
wildlife
position
_____ 5. Loeb tries to persuade readers in part by appealing to their sense of
A. fear.
B. duty.
C. guilt.
D. humor.
E. wonder.
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_____ 6. “I Was Born at the Wrong Time” suggests that participating in a cause
you believe in
A. is mostly drudgery and hard work.
B. often leaves people bitterly disappointed.
C. makes it difficult to readjust to ordinary life.
D. can be a powerful and memorable experience.
E. does not mean the next generation will be better off.
_____ 7. Loeb includes the anecdote about Will Campbell’s debate in order to
A. illustrate a point.
B. change the subject.
C. provide comic relief.
D. show the need for compromise.
E. establish Campbell’s credibility.
_____ 8. In his essay, Loeb tries to __________ people’s reasons for not getting
involved in worthy causes.
A. solicit, but then ignore,
B. scorn, but then highlight,
C. discover, but then minimize,
D. acknowledge, but then refute,
E. summarize, but then detail,
_____ 9. Which of the following statements does Loeb’s essay support?
A. Money is the main cause of problems and wrongdoing.
B. Don’t rush into something until you know how to do it.
C. A dishonest person can have a bad influence on a group.
D. You never know what you can accomplish until you try.
E. Some unfortunate events must be accepted as inevitable.
Pete Knutson is one of my oldest friends. During 25 years as a
commercial fisherman in Washington and Alaska, he has been forced
to respond to the steady degradation of salmon spawning grounds. He
could have accepted this as fate and focused on getting a maximum
share of the dwindling fish populations. Instead, he gradually built
an alliance between Washington fishermen, environmentalists, and
Native American tribes, and persuaded them to demand that habitat be
preserved and restored.
_____ 10. This passage suggests that acting purely in one’s own self-interest is
A. a worthy goal.
B. impossible to do.
C. difficult for most people.
D. not always the best way to proceed.
E. something you must train yourself to do.
Assessment Guide
LEVEL III, UNIT 3
93
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Matching
for Soul of a Citizen: Living With Conviction in a Cynical Time
A.
B.
C.
D.
E.
proliferation
immutable
surreal
ambiguity
implication
F.
G.
H.
I.
J.
degradation
eloquence
innate
refuge
magnitude
_____ 11. something indicated indirectly
_____ 12. existing naturally
_____ 13. growth or increase
_____ 14. lowering of rank or state
_____ 15. shelter or protection from danger
_____ 16. uncertainty
_____ 17. great size or importance
_____ 18. difficult to accept as reality
_____ 19. graceful, persuasive power
_____ 20. never changing
Essay
for Soul of a Citizen: Living With Conviction in a Cynical Time
21. The following short quotations are scattered throughout Loeb’s essay:
CHANGE Happens—Slowly
Not for SAINTS—Only
LEADERS Are Born—And Made, Too
EXPERIMENTS in Truth—Leave Room for Error
In a short essay, identify the meaning of each phrase. Finally, choose one of
these quotes and explain why Loeb included it in his essay and how it supports
his main point. Cite evidence from the selection to support your essay.
94
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Name: ____________________________________________________ Date: __________________
Epiphany: The Third Gift, page 325
Lesson Test
Multiple Choice
for Epiphany: The Third Gift
_____ 1. One dream Corpi had was to become a
A. chef.
B. doctor.
C. mother.
D. circus performer.
E. newspaper reporter.
The actor’s _________ was impeccable.
A.
B.
C.
D.
E.
class
name
wallet
timing
aspiration
_____ 3. Which of the following is an antonym for the word reprimand in the
phrase “she led me to the house without a reprimand”?
A. reward
B. silence
C. demand
D. companion
E. comparison
_____ 4. Corpi’s father played with the doll’s house in order to
A. illustrate that traditional notions of male and female roles were outdated.
B. show Corpi how much fun it could be.
C. spend some quality time with his daughter.
D. help Corpi appreciate its exceptional craftsmanship.
E. distract Corpi from her interest in medicine and astronomy.
_____ 5. One way the author establishes setting is by including
A. Spanish phrases.
B. the cost of food items.
C. references to technology.
D. details about the weather.
E. descriptions of hairstyles.
Assessment Guide
LEVEL III, UNIT 3
95
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_____ 6. Corpi did not set out to
A. find happiness.
B. live a good life.
C. defy her parents.
D. be true to herself.
E. fulfill her potential.
_____ 7. This memoir indicates that in Corpi’s family’s eyes,
A. reading was a waste of time.
B. political activity was dangerous.
C. being a tomboy was unacceptable.
D. being poor was a mark of distinction.
E. there was no such thing as a scholar athlete.
_____ 8. One of Corpi’s Epiphany presents did help shape her future, but from
her parents’ point of view
A. it cost too much money.
B. it was the wrong present.
C. she later took a wrong turn.
D. the presents also spoiled their daughter.
E. it wasn’t enough to counterbalance her other interests.
_____ 9. This memoir suggests that parents
A. know what is best for their children.
B. cannot dictate their children’s passions.
C. would sacrifice anything for their children.
D. should be consistent when punishing their children.
E. have no right to try to influence their children’s values.
To my surprise, on this occasion my mother wasn’t following the
script. Dumbfounded, she kept on staring at the doll, then she
glanced at me. I swallowed hard. At that moment, I realized I had just
accomplished the impossible: I had rendered my mother speechless!
I also sensed for the first time in my seven years that I had done
something terribly, terribly wrong—perhaps even unforgivable.
Making me carry the doll in my arms, my mother led me back to
the house, still without a reprimand. But I was sure that I would be
paying for my transgression by nightfall when my father came home.
_____ 10. In this passage, the author uses italics to
A. add emphasis to the words.
B. show surprising plot twists.
C. indicate when someone is shouting.
D. indicate that a foreign language is being used.
E. show that a conversation is taking place inside a character’s head.
96
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Matching
A.
B.
C.
D.
E.
She
cornea transplant
The Arabian Nights
vines
astronaut
F.
G.
H.
I.
author
a divorce
red tissue paper
cancer
_____ 11. what Corpi becomes
_____ 12. Corpi uses this to secure her doll in the tree
_____ 13. one thing Corpi dreams of becoming
_____ 14. what Corpi gets in California
_____ 15. one of Corpi’s Epiphany presents is wrapped in this
_____ 16. what kills Corpi’s father
_____ 17. the name of the book Corpi gets as an Epiphany present
_____ 18. the name Corpi uses for her doll
_____ 19. why Corpi’s father has trouble reading
Essay
20. An epiphany is a moment of sudden insight in which the nature of a person,
thing, or situation is revealed. In a brief essay, describe the epiphany that Corpi
experiences at the end of the selection and explain what purpose it serves.
Assessment Guide
LEVEL III, UNIT 3
97
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Name: ____________________________________________________ Date: __________________
The Struggle to Be an All-American Girl, page 335
Lesson Test
Multiple Choice
for The Struggle to Be an All-American Girl
_____ 1. The narrator goes to Chinese school with her
A. brother.
B. big sister.
C. neighbor.
D. twin sister.
E. best friend.
_____ 2. The narrator’s mother speaks
A. only Chinese.
B. perfect English.
C. pidgin English.
D. three languages.
E. in sign language.
He ________ stoically throughout the ordeal.
A.
B.
C.
D.
E.
stood
sobbed
laughed
pleaded
mimicked
_____ 4. Which of the following is a synonym for the word kowtow in the
phrase “everyone would kowtow”?
A. cry
B. leap
C. bow
D. pray
E. shuffle
_____ 5. One conflict in this story revolves around Elizabeth Wong’s
A. name.
B. clothing.
C. choice of reading material.
D. visits to the principal’s office.
E. attendance at Chinese school.
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_____ 6. In taking notes about this story, it would be important to note that
A. the narrator admires American things.
B. the flag of China is red, white and blue.
C. Chinese class is held in an empty auditorium.
D. Chinese school is seven blocks from the narrator’s house.
E. the narrator’s brother sometimes “trips over his own tongue.”
_____ 7. This essay suggests that assimilating into American culture
A. is impossible.
B. destroys lives.
C. is easier for boys.
D. leads to increased self-esteem.
E. can be a bittersweet experience.
_____ 8. At the age of ten, the narrator thought
A. her future was dim.
B. her elders were very wise.
C. she knew what was important.
D. she would never reach adulthood.
E. she was the luckiest girl in the world.
_____ 9. This essay indicates that a person’s perspective
A. cannot be explained.
B. changes with maturity.
C. should be multicultural.
D. defines his or her worth.
E. determine his or her fate.
We all sat in little chairs in an empty auditorium. The room smelled
like Chinese medicine, an imported faraway mustiness. Like ancient
mothballs or dirty closets. I hated that smell. I favored crisp new scents.
Like the soft French perfume that my American teacher wore in public
school.
There was a stage far to the right, flanked by an American flag and
the flag of the Nationalist Republic of China, which was also red, white
and blue but not as pretty.
_____ 10. This passage contains many
A. themes.
B. sensory details.
C. points of view.
D. appeals to logic.
E. examples of dialogue.
Assessment Guide
LEVEL III, UNIT 3
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Matching
A. Chinatown
B. Hartford Courant
C. Mars
D. Nancy Drew
E. Ruth
F. America
_____ 11. the narrator’s favorite book heroine
_____ 12. its flag stood on the stage at the Chinese school
_____ 13. the narrator knows all its satellites
_____ 14. the part of Los Angeles where the narrator lives
_____ 15. the narrator’s mother
_____ 16. Wong’s one-time employer
Essay
17. Characterization is the act of creating or describing a character. Writers create
characters using three major techniques: showing what characters say, do, or
think; showing what other characters say or think about them; and describing
what physical features, dress, and personalities the characters display. Briefly
describe two or three examples of characterization used within the selection
and note which technique of characterization is used for each.
100
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:54:52 AM
Name: ____________________________________________________ Date: __________________
Proclamation of the Indians of Alcatraz, page 341
Lesson Test
Multiple Choice
for Proclamation of the Indians of Alcatraz
_____ 1. When Native Americans took over Alcatraz Island, it contained a
A. defunct copper mine.
B. closed federal prison.
C. federal office complex.
D. Native American museum.
E. deserted Indian Reservation.
_____ 2. In the Proclamation, Native Americans offer to purchase Alcatraz
Island for
A. sixteen hundred dollars.
B. forty-seven cents per acre.
C. oil and mineral rights on Indian Reservations.
D. twenty-four dollars in glass beads and red cloth.
E. the amount of money it cost to build the Golden Gate Bridge.
He ________ for game from morning ‘til night.
A.
B.
C.
D.
E.
hunted
twisted
lobbied
reported
bellowed
_____ 4. Which of the following is a synonym for the word isolated in the phrase
“it is isolated from modern facilities”?
A. masked
B. molded
C. derived
D. gathered
E. separated
_____ 5. The History Connection indicates that in the early to mid-1970s the
American Indian Movement was
A. an unfair employer.
B. an organized movement.
C. a corrupt organization.
D. an environmental movement.
E. a disorganized network of activists.
Assessment Guide
LEVEL III, UNIT 3
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_____ 6. The authors of this Proclamation believe that white men
A. are their brothers.
B. do not understand logic.
C. never meant to hurt them.
D. have treated them unfairly.
E. have no reason to trust them.
_____ 7. The authors of this Proclamation are
A. seeking compromise.
B. advocates of violence.
C. naïve about political matters.
D. proud to be Native Americans.
E. afraid of the “Great White Father.”
_____ 8. The authors of this Proclamation do not expect
A. any publicity for their cause.
B. to leave Alcatraz Island alive.
C. Native Americans to support them.
D. anyone to understand their true objectives.
E. the U.S. government to agree to their plan.
_____ 9. This Proclamation uses
A. education as a tool.
B. kindness as a guide.
C. religion as an excuse.
D. humor to relieve tension.
E. sarcasm to make a point.
We will give to the inhabitants of this island a portion of that land for
their own, to be held in trust by the American Indian Affairs and by the
bureau of Caucasian Affairs to hold in perpetuity, for as long as the sun
shall rise and the rivers go down to the sea. We will further guide the
inhabitants in the proper way of living. We will offer them our religion,
our education, our life-ways, in order to help them achieve our level
of civilization and thus raise them and all their white brothers up from
their savage and unhappy state.
_____ 10. The tone of this passage could best be described as
A. upbeat.
B. sarcastic.
C. hopeful.
D. persuasive.
E. mournful.
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Assessment Guide
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Matching
A. honorable
B. adequate
C. mineral rights
D. right of discovery
E. perpetuity
_____ 11. deserving honor and respect
_____ 12. this was used by whites to claim land inhabited by non-Christians
_____ 13. good enough
_____ 14. condition of lasting for eternity
_____ 15. this allows someone to benefit from mining land
Essay
16. Satire is humorous writing or speech intended to point out errors, falsehoods,
foibles, or failings. It is written for the purpose of reforming human behavior
or human institutions. In a brief essay, determine what elements of the
selection are satirical and why. Explain what purpose these elements serve.
Assessment Guide
LEVEL III, UNIT 3
103
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Name: ____________________________________________________ Date: __________________
Harriet Tubman: Conductor on the Underground Railroad/
Our Struggle Is Against All Forms of Racism, page 347
Lesson Test
Multiple Choice
for Harriet Tubman: Conductor on the Underground Railroad/
Our Struggle Is Against All Forms of Racism
_____ 1. As described in “Harriet Tubman,” one of the runaways Tubman
led to freedom in December 1851 was
A. Moses.
B. her father.
C. her brother.
D. Thomas Sims.
E. Thomas Garrett.
_____ 2. According to “Harriet Tubman,” before the Fugitive Slave Law,
runaway slaves were
A. safe in Philadelphia.
B. able to buy their freedom.
C. unwilling to follow Tubman.
D. forced to go all the way to Canada.
E. not pursued beyond their masters’ land.
_____ 3. One of the problems Nelson Mandela says his people still suffer
from is
A. gas shortages.
B. low self-esteem.
C. insensitive teachers.
D. trigger-happy police.
E. limited access to world news.
_____ 4. Which of the following is a synonym for the word solidarity in the
phrase “the unceasing solidarity of millions”?
A. unity
B. silence
C. solitude
D. demands
E. movement
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_____ 5. Both the biography of Harriet Tubman and Nelson Mandela’s words in
“Our Struggle Is Against All Forms of Racism” could be described as
A. whimsical.
B. cautionary.
C. sentimental.
D. inspirational.
E. philosophical.
_____ 6. The biography on Harriet Tubman indicates that being a leader
involves
A. never trusting anyone.
B. refusing to acknowledge risks.
C. accepting a great deal of responsibility.
D. sharing the rewards that come with victory.
E. allowing others to make whatever decisions they choose.
_____ 7. Based on his speech, it is evident that Nelson Mandela would welcome
A. a return to the past.
B. less media scrutiny.
C. anyone into his movement.
D. a chance to step away from the struggle.
E. financial support more than emotional support.
_____ 8. In his speech, Nelson Mandela indicates that the American Civil Rights
movement
A. taught him what mistakes to avoid.
B. did not meet his definition of success.
C. has served as a model for him and his comrades.
D. has less credibility than the Mass Democratic Movement.
E. faced vastly different obstacles than he and his comrades face.
Read the following passage from “Harriet Tubman: Conductor on the Underground
Railroad.” Then answer the question(s) below.
Sometimes one or the other would vaguely remember having heard
a whippoorwill call somewhere in the woods, close by, late at night.
Though it was the wrong season for whippoorwills.
Sometimes the masters thought they had heard the cry of the hoot
owl, repeated, and would remember having thought that the intervals
between the low moaning cry were wrong, that it had been repeated
four times in succession instead of three. There was never anything
more than that to suggest that all was not well in the quarter. Yet, when
morning came, they invariably discovered that a group of the finest
slaves had taken to their heels.
_____ 9. This passage indicates that both Tubman and the slaves she helped
were
A. capable of great subtlety.
B. not planning very far in advance.
C. highly trained in the art of escaping.
D. relying on birds to dictate their actions.
E. moving too fast to cover their tracks carefully.
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Read the following passage from the selection from “Our Struggle is Against All Forms
of Racism.” Then answer the question(s) below.
It is with great joy that I speak to you this evening. My only regret is
that I am not able to embrace each and every one of you.
Whilst my comrades and I were in prison, we followed closely
your own struggle against the injustices of racist discrimination and
economic inequality. We were and are aware of the resistance of the
people of Harlem and continue to be inspired by your indomitable
fighting spirit.
_____ 10. This passage indicates that those who suffer injustices take comfort in knowing
A. they are not alone.
B. nothing lasts forever.
C. history will remember.
D. the world is not a perfect place.
E. beauty is in the eye of the beholder.
Matching
for Harriet Tubman: Conductor of the Underground Railroad
A.
B.
C.
D.
ashcake
new shoes
bandanna
a song
E. password
F. fire
G. North Star
_____ 11. it was too risky for the runaways to make this
_____ 12. what runaways packed for food
_____ 13. this guided runaway slaves
_____ 14. what runaways used to carry their food in
_____ 15. what Tubman used to get member of the Underground Railroad to
open their doors to her
_____ 16. what Tubman said one Quaker man would give the runaways
_____ 17. what Tubman used to announce her arrival to slaves
Essay
for Harriet Tubman: Conductor on the Underground Railroad/Our Struggle
Is Against All Forms of Racism
18. The underground railroad shared similar prinicples with the Civil Rights
Movements in Harlem and South Africa. Describe what Nelson Mandela
might have included in his speech had he been able to address Harriet Tubman
and those who helped with the underground railroad.
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Name: ____________________________________________________ Date: __________________
If You Could Be My Friend/Jerusalem, page 359
Lesson Test
Multiple Choice
for If You Could Be My Friend/Jerusalem
_____ 1. Galit is knitting a
A. present for Mervet.
B. scarf for her father.
C. Palestinian bracelet.
D. blanket to give to a soldier.
E. sweater for her grandmother.
_____ 2. Mervet’s family helped a
A. lost Israeli.
B. wounded man.
C. Sephardic Jew.
D. Palestinian girls’ school.
E. Moroccan factory owner.
He sought vengeance on the man who __________ him.
A.
B.
C.
D.
E.
helped
calmed
noticed
inspired
betrayed
_____ 4. Which of the following is an antonym for the word amicably in the
phrase “it has been amicably resolved”?
A. finally
B. bitterly
C. quickly
D. happily
E. partially
_____ 5. Which change to the setting would most greatly affect the girls’ letters?
A. making it a different time of year
B. changing the year from 1989 to 1990
C. changing Galit’s home from Israel to Russia
D. changing which Israeli neighborhood Galit lives in
E. changing which Palestinian refugee camp Mervet lives in
Assessment Guide
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_____ 6. The poem “Jerusalem” in the Literature Connection expresses a desire
for
A. faith.
B. peace.
C. power.
D. revenge.
E. excellence.
_____ 7. It appears that Litsa Boudalika’s goal is to
A. promote the Israeli cause.
B. promote the Palestinian cause.
C. save the lives of two young girls.
D. condemn both the Israelis and the Palestinians.
E. reveal the human side of the Palestinian-Israeli conflict.
_____ 8. This selection encourages the reader to think about the nature of
A. brothers and sisters.
B. doctors and patients.
C. friends and enemies.
D. students and teachers.
E. consumers and suppliers.
_____ 9. This selection shows that war affects both
A. television and radio.
B. soldiers and civilians.
C. weddings and funerals.
D. the living and the dead.
E. cartoons and documentaries.
When I was five I thought we lived in Zakariya. I was afraid of the
soldiers, and, I admit, I was more afraid than Manaal. I didn’t dare go
out into the street. Now I give stones to the chababs, and the army is
just part of normal life. I almost never play anymore. I spend my time
reading or I plant flowers. Knitting is not at all my thing. You are surely
better at it than I am. There is one thing I want to learn how to do—to
make a Palestinian bracelet.
_____ 10. This passage suggests that
A. humans can adapt to almost anything, including war.
B. children enjoy the excitement of having soldiers in their midst.
C. it is human nature to protect children from the harsh realities of
life.
D. the next generation will have no desire to continue the Arab-Israeli
conflict.
E. children who grow up amidst violence have difficulty functioning
in daily life.
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Matching
for If You Could Be My Friend
A.
B.
C.
D.
intifada
draw
Old City
throw stones
E.
F.
G.
H.
plant flowers
Egypt
Purim
distribute political pamphlets
_____ 11. what Galit likes to do
_____ 12. what Palestinians do around Israeli military vehicles
_____ 13. signed a peace treaty with Israel
_____ 14. Galit’s grandfather goes here on errands
_____ 15. what Mervet likes to do
_____ 16. Jewish holiday
_____ 17. Palestinians wear a “kaffiyeh” when they do this
_____ 18. Palestinian revolt
Essay
for If You Could Be My Friend
19. Point of view is the vantage point, or perspective, from which a story is
told—in other words, who is telling the story. Mervet and Galit live during a
time of great conflict. In a brief essay, compare each girl’s perspective on the
conflict and describe how specific incidents affect the two girls differently.
Assessment Guide
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109
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Name: ____________________________________________________ Date: __________________
The Autobiography of Malcolm X, page 372
Lesson Test
Multiple Choice
for The Autobiography of Malcolm X
_____ 1. One thing Malcolm X worked on in prison was his
A. accent.
B. manners.
C. mannerisms.
D. penmanship.
E. speaking voice.
_____ 2. In 1965, Malcolm X
A. was sent to prison.
B. was assassinated.
C. became a senator.
D. read his first book.
E. began studying Chinese.
_____ 3. Which definition of the word impression best fits its usage in the
sentence “people think I went to school far beyond the eighth grade,
but this impression is not accurate”?
A. a humorous imitation
B. a mental image or notion
C. an initial or single coating
D. an effect of alteration or improvement
E. a mark produced on a surface by pressure
_____ 4. Which of the following is a synonym for the word feigned in the phrase
“I jumped into bed and feigned sleep”?
A. sought
B. resisted
C. accepted
D. pretended
E. welcomed
_____ 5. The conflict in this literary work centers around Malcolm X’s struggle to
A. educate himself.
B. develop self-respect.
C. overcome racial prejudices.
D. overcome his prison background.
E. earn the respect of other prisoners.
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_____ 6. In learning to read, Malcolm X showed
A. little ambition.
B. intense shyness.
C. great determination.
D. remarkable pessimism.
E. immense disillusionment.
_____ 7. One question this selection leaves unanswered is the question of
A. how much time Malcolm X spent in prison.
B. why Malcolm X wanted to learn to read.
C. why Malcolm X wanted to learn to write.
D. how Malcolm X connected reading and writing.
E. whether Malcolm X succeeded in his quest to become more literate.
_____ 8. Malcolm X’s autobiography indicates that
A. books can change your life.
B. prison is a demoralizing place.
C. prison changes people’s priorities.
D. books are no substitute for freedom.
E. books are more reliable than friends.
_____ 9. Malcolm X’s autobiography emphasizes the importance of
A. silence.
B. guards.
C. family.
D. respect.
E. literacy.
Read the following passage. Then answer the two question(s) below.
Anyone who has read a great deal can imagine the new worlds that
opened. Let me tell you something: from then until I left that prison,
in every free moment I had, if I was not reading in the library, I was
reading on my bunk. You couldn’t have gotten me out of books with a
wedge. Between Mr. Muhammad’s teachings, my correspondence, my
visitors—usually Ella and Reginald—and my reading of books, months
passed without my even thinking about being imprisoned. In fact, up
to then, I never had been so truly free in my life.
_____ 10. In this passage, Malcolm X’s tone could best be described as
A. earnest.
B. skeptical.
C. belligerent.
D. disparaging.
E. melancholy.
Assessment Guide
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Matching
A.
B.
C.
D.
Bimbi
Alex Haley
Parkhurst
Harvard
E. Elijah Muhammad
F. Norfolk
G. Ella and Reginald
_____ 11. Malcolm X wanted to be able to write to him
_____ 12. helped Malcolm X write his autobiography
_____ 13. Malcolm X was envious of his stock of knowledge
_____ 14. professors came from here to teach prison classes
_____ 15. the prison colony where Malcolm X learned to read and write
_____ 16. came to visit Malcolm X in prison
_____ 17. donated thousands of books to prison
Essay
by a literary work. In a brief paragraph, describe the overall tone of this exerpt
from “The Autobiography of Malcolm X.” Use examples from the selection to
support your statement.
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Name: ____________________________________________________ Date: __________________
Appearances Are Destructive, page 376
Lesson Test
Multiple Choice
for Appearances Are Destructive
_____ 1. When Mathabane’s sisters arrived in America, he
A. enrolled them in a public school.
B. insisted they wear matching outfits.
C. made them wear their old school uniforms.
D. spent a fortune buying them clothing and jewelry.
E. asked his parents to provide them with the latest fashions.
Shangri-la is a ___________ place.
A.
B.
C.
D.
E.
boring
corrupt
fictional
terrifying
profitable
_____ 3. Which of the following is a synonym for the word meretricious in the
sentence “[P]arents without the money to waste on such meretricious
extravagances are considered uncaring and cruel”?
A. worthy
B. important
C. creative
D. forgivable
E. superficial
_____ 4. Mathabane believes that school uniforms
A. impede progress.
B. demoralize students.
C. restrict civil liberties.
D. eliminate distractions.
E. trivialize accomplishments.
_____ 5. According to Mathabane, one effect of school dress codes is
A. a higher dropout rate.
B. more effective schools.
C. more affordable schools.
D. more emphasis on personal hygiene.
E. elimination of security guards in schools.
Assessment Guide
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_____ 6. In this essay, Mathabane does not explore the
A. power of peer pressure.
B. drawbacks of school uniforms.
C. connection between wealth and fashion.
D. popular culture’s emphasis on brand names.
E. use of uniforms in non-educational settings.
_____ 7. Mark Mathabane considers his sisters’ experience to be
A. his fault.
B. excusable.
C. an isolated issue.
D. an example of a larger problem.
E. the result of cultural misunderstandings.
_____ 8. Which of the following statements would Mark Mathabane most likely
agree with?
A. School uniforms eliminate the allure of drugs and street gangs.
B. American public schools need to realize that clothes are irrelevant.
C. Teachers have the responsibility and the power to change students’
values.
D. The learning environment in American public schools needs to be
improved.
E. American public schools cannot survive without curtailing personal
freedom.
Teachers have shared their frustrations with me at being unable to
teach those students willing to learn because classes are frequently
disrupted by other students ogling themselves in mirrors, painting
their fingernails, combing their hair, shining their gigantic shoes or
comparing designer labels on jackets, caps and jewelry.
The fiercest competition among students is often not over
academic achievements, but over who dresses most expensively.
And many students now measure parental love by how willing their
mothers and fathers are to pamper them with money for the latest fads
in clothes, sneakers and jewelry.
_____ 9. In this passage, Mathabane’s values are revealed by word choices such as
A. “clothes,” “caps,” and “jewelry.”
B. “ogling,” “gigantic,” and “pamper.”
C. “frustrations,” “competition,” and “money.”
D. “expensively,” “frequently,” and “fiercest.”
E. “disrupted,” “comparing,” and “competition.”
_____ 10. In this passage, Mathabane indicates that students’ emphasis on
outward appearance has an adverse effect on
A. adults as well as children.
B. playgrounds as well as classrooms.
C. leisure time as well as classroom discipline.
D. school attendance as well as school facilities.
E. the national economy as well as the local economy.
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Matching
A. paint their fingernails D. wear uniforms
B. send sexual messages E. measure parental love
C. focus on learning
F. sell drugs
_____ 11. skimpy clothes do this
_____ 12. sports teams do this
_____ 13. children do this by how much money their parents give them for fancy
clothes
_____ 14. children do this in order to get money for fancy clothes
_____ 15. students disrupt class by doing this
_____ 16. dress codes help students do this
Essay
17. Irony is the difference between appearance and reality. Irony of situation is is
when an event occurs that violates one’s expectations. In a paragraph, describe
the irony of situation that occurred for Mathabane when he enrolled his sisters
in an American public school.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
A Tale of Two Rocks, page 396
Lesson Test
Multiple Choice
for A Tale of Two Rocks
_____ 1. Chicxulub is
A. a dinosaur.
B. a huge crater.
C. a special kind of rock.
D. a Mexican oil company.
E. the creator of the asteroid theory.
_____ 2. Glen Penfield flew over parts of the Gulf of Mexico and the Yucátan
Peninsula to test the
A. altitude.
B. magnetic field of rocks on the Gulf floor.
C. gravitational pull.
D. atmospheric pressure.
E. temperature variation above and below the surface.
She wanted to know how much ____________ had elapsed.
A.
B.
C.
D.
E.
help
time
food
work
money
_____ 4. Which of the following is a synonym for the word obliterated in the
phrase “it could have obliterated the crater”?
A. erased
B. marked
C. widened
D. followed
E. improved
_____ 5. Which of the following details is helpful in supporting the article’s main idea?
A. The surface of the sun is 10,000°F.
B. Haiti is only 300 miles from the Yucátan Peninsula.
C. Dinosaurs became extinct about 65 million years ago.
D. Geologist Walter Alvarez is the son of physicist Luis Alvarez.
E. The National Museum of Natural History is located in Washington, D.C.
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_____ 6. In this article, the author
A. tries to make a complex subject accessible to the general public.
B. shows how even simple facts can be misunderstood by the general
public.
C. tries to impress the general public with her knowledge of complex
subjects.
D. illustrates the need for the general public to begin studying more
complex subjects.
E. highlights the reasons why complex subjects are not understood by
the general public.
_____ 7. This article suggests that scientific theory
A. is a boring subject.
B. can never be proved.
C. rests on the qualifications of its supporters.
D. cannot be judged by its initial popularity.
E. must be disproved quickly if its opponents are to maintain their
credibility.
_____ 8. This selection indicates that scientific breakthroughs are often a
combination of
A. dreams and daring.
B. arrogance and humility.
C. research and chance.
D. imagination and desperation.
E. persistence and romanticism.
The asteroid (or comet—scientists aren’t sure which) weighed as
much as one trillion tons and traveled at up to 35 miles per second—
the record for a jet is only a little more than half a mile per second.
Plunging several miles into the earth’s crust after crashing into a
shallow sea, it blasted billions of tons of sand, rock, dust and seabed
through the atmosphere and all around the world. It vaporized, ejected,
melted or pulverized the rock beneath it, creating a crater more than
120 miles in diameter.
_____ 9. Which of the following statements is supported by this passage?
A. The earth is not a safe place to live.
B. Scientists often let their imaginations run wild.
C. The earth’s history is one of slow, almost imperceptible, change.
D. Scientists know a lot about the past but they don’t know everything.
E. Scientists have not spent much time investigating the earth’s
history.
_____ 10. The event detailed in this passage could best be described as
A. cynical.
B. comical.
C. dramatic.
D. gruesome.
E. disillusioning.
Assessment Guide
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Matching
A.
B.
C.
D.
E.
wrested
wreaked
cache
composition
derive
F.
G.
H.
I.
J.
commerce
symmetry
extraterrestrial
anomalous
vaporized
_____ 11. business or trade
_____ 12. destroyed beyond recognition
_____ 13. get from a source
_____ 14. caused
_____ 15. dug
_____ 16. inconsistent
_____ 17. mixture containing many parts or materials
_____ 18. from outside Earth and its atmosphere
_____ 19. collection of items stored in a safe place
_____ 20. equal on both sides
Essay
21. A scientific report presents the scientific process used to test a theory. This
process involves asking a question, presenting a hypothesis, listing steps in an
experiment, and finally, drawing conclusions from the experiment’s results
to support or discredit the hypothesis. Using the information provided in
this selection, write a scientific report that captures how the scientific process
was used to prove that the dinosaurs’ extinction was hastened by an asteroid
striking the earth.
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Name: ____________________________________________________ Date: __________________
Scale of Geologic Time/On the Relativity of Time, page 407
Lesson Test
Multiple Choice
for Scale of Geologic Time/On the Relativity of Time
_____ 1. The word Paleozoic comes from Greek roots meaning
A. “early hours.”
B. “ancient life.”
C. “young Earth.”
D. “dawn of time.”
E. “slow appearance of animals.”
_____ 2. According to the Science Connection, Richard Owen used the term
dinosaur to describe three species of ancient reptiles found in England.
This term is from Greek words meaning
A. “giant teeth.”
B. “terrible lizard.”
C. “thunder lizard.”
D. “large reptile.”
E. “ancient beast.”
The river grew turbulent as a result of the __________.
A.
B.
C.
D.
E.
picnic
storm
drought
pollution
fishermen
_____ 4. Fossils are
A. not helpful in discovering the history of the Earth.
B. found only in Asia and Africa.
C. the hardened remains of plants and animals.
D. unimportant to scientists.
E. the remains of lost civilizations.
_____ 5. One way this chart uses visual elements to help clarify information is by
A. listing names in capital letters.
B. not using a pronunciation guide.
C. leaving some of the spaces blank.
D. using white as a contrasting color.
E. using different colors for different eras.
Assessment Guide
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_____ 6. The “Scale of Geologic Time” indicates that
A. eras are getting shorter.
B. the earth has stopped changing.
C. changes on the earth are relative.
D. the earth has changed significantly over time.
E. there are fewer changes in the current era than in past eras.
_____ 7. The Science Connection suggests that some scientific discoveries
A. are unreliable.
B. should be renamed.
C. have proven worthless.
D. are not easily interpreted.
E. cause rifts in the scientific community.
_____ 8. In “On the Relativity of Time,” Minim and Chronos have
A. no common sense.
B. impaired judgment.
C. sensory deprivation.
D. similar historical contexts.
E. different frames of reference.
_____ 9. In the context of geologic time, one person’s life
A. is unchanging.
B. bears scrutiny.
C. is insignificant.
D. lasts many generations.
E. can represent an entire era.
Read the following passage from “On the Relativity of Time.” Then answer the
question(s) below.
The Earth is a thick fluid that moves constantly in a series of waves
or hills. Valleys are dangerous with wicked writhing streams that tear
into the land. Most of the surface of this heaving Earth is covered with
a turbulent green stuff, which may persist some minutes and then
disappear completely, only to flash back again for an instant the next
second. A few minutes ago, the world was covered briefly with a white
fluff, but this too faded away.
_____ 10. The author uses _____________ to help bring this passage to life.
A. research
B. diagrams
C. description
D. persuasion
E. characterization
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Matching
A. Mesozoic
B. Quaternary
C. paleontology
D. ice age
E. Cambrian
_____ 11. the oldest named geologic period
_____ 12. period of intense cold when ice covered much of the Earth
_____ 13. the current geologic period
_____ 14. science that studies ancient forms of life
_____ 15. geologic period when dinosaurs existed
Essay
character, an object, or a scene. Descriptions include sensory details—words
and phrases that describe how things look, sound, smell, taste, or feel.
Consider the descriptions used in the article “On the Relativity of Time.” In
a paragraph, explain what types of sensory details are used and what purpose
this level of description has within the article.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
Indian Cattle/Counting Coup on a Wounded Buffalo, page 414
Lesson Test
Multiple Choice
for Indian Cattle / Counting Coup on a Wounded Buffalo
_____ 1. In “Counting Coup on a Wounded Buffalo,” the narrator manages to
A. grab the bull by its horns.
B. leave a mark on the bull’s flank.
C. strike the bull on the root of its tail.
D. stick his hand into the bull’s wound.
E. count the number of scars on the bull’s back.
We ___________ the migration of animals.
A.
B.
C.
D.
E.
fed
studied
pierced
touched
concluded
_____ 3. Which of the following is a synonym for the word bewildered in the
phrase “the bewildered animals”?
A. tame
B. chosen
C. hungry
D. confused
E. bewitched
_____ 4. The term “Indian cattle” refers to
A. the Crows.
B. horses.
C. buffalo.
D. hunting.
E. lack of leadership.
_____ 5. One purpose of Chief Plenty-Coup’s memoir is to
A. inform.
B. persuade.
C. condemn.
D. challenge.
E. contradict.
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_____ 6. The Cultural Context portion of “Build Background” indicates that
some United States officials
A. admired the Plains Indians’ use of buffalo.
B. did not grasp the importance of buffalo to the Plains Indians.
C. took advantage of the Plains Indians’ dependence on buffalo.
D. encouraged the Plains Indians to become more dependent on
buffalo.
E. tried valiantly to wean Plains Indians off their dependence on
buffalo.
_____ 7. “Indian Cattle” suggests that the Plains Indians
A. welcomed change.
B. were distrustful of nature.
C. only reluctantly relied on nature.
D. were slow to adopt new technology.
E. were well adapted to their environment.
_____ 8. Both “Indian Cattle” and “Counting Coup on a Wounded Buffalo”
indicate that the culture of the Plains Indians
A. would have been nonexistent without horses.
B. was hampered by their dependence on buffalo.
C. was separate from their dependence on buffalo.
D. would have been very different without buffalo.
E. changed radically with the introduction of horses.
_____ 9. The rhythm of the Plains Indians’ lives was dictated by
A. ambition.
B. their religious beliefs.
C. the size of their families.
D. the proximity of rival tribes.
E. the movements of their primary food source.
Small hunting bands which had spent the winter in separate shelters
came together as a tribe. Teepees were set up, and in the days which
followed, as scouts scattered to find the buffalo herd, there would be
games and songs.
When the herd was sighted, a camp was selected, and the entire
group moved to it in an orderly fashion. There was great excitement
on the day of the hunt, as the men put their gear in order and the
women and girls prepared for their chores—the skinning, cooking, and
stripping of the meat for drying.
_____ 10. This passage shows how the Plains Indians relied on
A. intuition.
B. cooperation.
C. strong leadership.
D. historical knowledge.
E. European technology.
Assessment Guide
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Matching
for Indian Cattle
Choose the best definition or description for each of the following words.
A.
B.
C.
D.
E.
pemmican
corrals
moccasins
parfleche
buffalo tongue
F.
G.
H.
I.
buffalo horns
underclothes
travois
buffalo stomachs
_____ 11. used as spoons and cups
_____ 12. made from the skin of buffalo calves
_____ 13. used to trap buffalo
_____ 14. made with the winter hides of buffalo
_____ 15. mixture of buffalo fat and dried buffalo meat
_____ 16. vehicle made from two trailing poles bearing a net or platform
_____ 17. a buffalo skin packet used to hold strips of dried meat
_____ 18. made into a bag for carrying food or water
_____ 19. served as a sacred food
Essay
for Indian Cattle/Counting Coup on a Wounded Buffalo
by a literary work. In an paragraph, describe the tone that is used in “Indian
Cattle” and determine if this tone helps or hinders the purpose of the text.
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Name: ____________________________________________________ Date: __________________
Murder and More Mushroom Mayhem/Too Soon a Woman, page 423
Lesson Test
Multiple Choice
for Murder and More Mushroom Mayhem/Too Soon a Woman
_____ 1. According to “Murder and More Mushroom Mayhem,” each year in
the United States the number of people severely poisoned from eating
wild mushrooms is about
A. three.
B. twelve.
C. twenty-five.
D. one hundred.
E. five hundred.
_____ 2. Which word from “Murder and More Mushroom Mayhem” best
completes the following sentence?
I tried to emulate the _________.
A.
B.
C.
D.
E.
animal
beggar
contact
teacher
mushroom
_____ 3. In “Too Soon a Woman,” when Pa returns, he brings with him
A. a packhorse and some food.
B. dry wood for a fire.
C. a basket of wild mushrooms.
D. the children’s new stepmother.
E. two rifles and a fuel for the stove.
_____ 4. Which of the following is an antonym for the word grudging in the
phrase “they were our grudging guests”?
A. clean
B. eager
C. grumpy
D. ungrateful
E. unexpected
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_____ 5. Both “Murder and More Mushroom Mayhem” and “Too Soon a
Woman” touch on how
A. tempting it can be to eat mushrooms.
B. little scientists know about the way poison works.
C. people in different countries view mushrooms differently.
D. much time it takes poisonous mushrooms to affect a victim.
E. mushrooms blend wonderfully with many other ingredients.
_____ 6. One sensory detail about mushrooms that is mentioned in both
“Murder and More Mushroom Mayhem” and “Too Soon a Woman” is
A. the shape of wild mushrooms.
B. the color of certain mushrooms.
C. the texture of a mushroom’s stem.
D. how much certain mushrooms weigh.
E. the smell of freshly-picked mushrooms.
_____ 7. “Murder and More Mushroom Mayhem” suggests that science
A. has created taboos against mushrooms.
B. poses a greater threat than wild mushrooms.
C. has created several myths about mushrooms.
D. has yet to unlock all the mysteries of mushrooms.
E. has debunked the myth that mushrooms are deadly.
_____ 8. According to “Murder and More Mushroom Mayhem,” when it comes
to eating mushrooms, which is the best motto to live by?
A. More is better.
B. Ignorance is bliss.
C. Waste not, want not.
D. I’ll try anything once.
E. Look before you leap.
_____ 9. Which of the following statements is suggested by “Too Soon a
Woman”?
A. In order to survive, it is sometimes necessary to take great risks.
B. You cannot love others until you have been loved.
C. The desire to be loved is stronger than the desire to succeed.
D. In fighting an enemy, you sometimes hurt innocent bystanders.
E. There is no substitute for family.
Read the following passage from “Too Soon A Woman.” Then answer the question(s)
below.
She said in a low voice, “I don’t know how it will be if it’s poison. Just
do the best you can with the girls. Because your pa will come back, you
know . . . .You better go to bed, I’m going to sit up.”
And so would you sit up. If it might be your last night on earth
and the pain of death might seize you at any moment, you would sit
up by the smoky fire, wide-awake, remembering whatever you had to
remember, savoring life.
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_____ 10. In this passage from “Too Soon a Woman,” why does the narrator
speak directly to the reader?
A. to clarify the plot
B. to relieve the tension
C. to add a touch of irony to the story
D. to make the situation seem more believable
E. to help the reader imagine what Mary is going through
Matching
for Murder and More Mushroom Mayhem
A.
B.
C.
D.
Agrippina
mycology
Mithridates VI
Laetiporus sulphureus
E.
F.
G.
H.
Centers for Disease Control
Elio Schaechter
specimen
G. Floersheim
_____ 11. agency of the federal government
_____ 12. injected mice with small amounts of poison from mushrooms
_____ 13. the study of fungi
_____ 14. used mushrooms to poison her husband
_____ 15. commonly known as the chicken mushroom
_____ 16. author of “Murder and More Mushroom Mayhem”
_____ 17. tried to become resistant to poisons by taking more and more of them
_____ 18. item which is part of a scientific grouping
Essay
for Murder and More Mushroom Mayhem / Too Soon a Woman
by a literary work. Identify the tone of both “Murder and More Mushroom
Mayhem” and “Too Soon a Woman.” Support your opinion with examples
from the text.
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Name: ____________________________________________________ Date: __________________
How to Use a Compass/Orienteering: The Thinking Sport, page 433
Lesson Test
Multiple Choice
for How to Use a Compass/Orienteering: The Thinking Sport
_____ 1. The part of the compass that you can turn with your hand is called the
A. terrain guide.
B. compass housing.
C. directional needle.
D. magnetic attraction.
E. topographical needle.
_____ 2. When using a compass, you should keep it
A. flat in your hand.
B. pointed at the sun.
C. around your neck.
D. away from the sun.
E. perpendicular to the ground.
_____ 3. Which of the following is an antonym for the word sufficient in the
phrase “the technique is sufficient”?
A. subtle
B. primitive
C. charming
D. inadequate
E. impressive
_____ 4. Looking for the position of the sun in the sky can
A. make it more difficult to orient yourself.
B. solve the problem of magnetic deviation.
C. alter your focus and cause you to get lost.
D. help you avoid basic mistakes in reading the compass..
E. only help you if you have neither a map nor a compass.
_____ 5. The author’s purpose in “How to Use a Compass” is to
A. reveal the reader’s assumptions.
B. teach the reader something practical.
C. offer the reader philosophical advice.
D. create a long-term bond with the reader.
E. sympathize with the reader’s difficulties.
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_____ 6. One question “How to Use a Compass” answers is
A. how compasses were invented.
B. what to do if your compass breaks.
C. whether compasses are affected by the weather.
D. why you shouldn’t stare at the compass as you are moving.
E. the role of the earth’s magnetic north pole in compass-reading.
_____ 7. David LaRochelle, author of “Orienteering: The Thinking Sport,”
would probably not agree with which assertion from “How to Use a
Compass”?
A. Orienteers just want to run fast.
B. You shouldn’t stare down at the compass.
C. At noon, the sun is roughly in the south if you are in the northern
hemisphere.
D. If you are taking a long hike in unfamiliar terrain, you should
always carry a good map.
E. It is in the interaction between a map and a compass that the
compass becomes really valuable.
_____ 8. This selection indicates that reading a compass is not
A. instinctive.
B. a useful skill.
C. done by orienteers.
D. as important as it used to be.
E. something to take too seriously.
_____ 9. This selection suggests that if you know how to use a compass, you
A. are part of an elite group.
B. can always find your way.
C. should not take up orienteering.
D. should try navigating by the stars.
E. do not need to worry about the weather.
Now, time to be careful! It is extremely important that the red, north
part of the compass needle points at north in the compass housing.
If south points at north, you would walk off in the exact opposite
direction of what you want! And it’s a very common mistake among
beginners. So always take a second look to make sure you did it right!
_____ 10. In this passage, the author uses exclamation points to
A. create a subdued tone.
B. indicate his frustration.
C. communicate disbelief.
D. emphasize his warnings.
E. add levity to the presentation.
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Matching
for How to Use a Compass
Choose the best definition for each of the following terms.
A. terrain
B. tutorial
C. azimuth
D. magnetic deviation
E. magnetic declination
_____ 11. angle between true north and magnetic north at a particular place
_____ 12. landscape
_____ 13. magnetic pull that causes the compass needle to move in the wrong
direction
_____ 14. arc of the horizon all around a person, measured in 360 degrees
_____ 15. instruction in how to do something
Essay
for How to Use a Compass/Orienteering: The Thinking Sport
16. After studying “How to Use a Compass,” how well could you use a compass
to find a direction? If you wanted to travel southwest, what steps would you
follow in using a compass to do so? What would you need to remember to
avoid? What would help you stay on track? In a paragraph, explain how you
would use a compass to travel southwest. First, outline the steps. Second, tell
what you should do to stay on track and what you should be careful to avoid.
Be as precise and concise as possible.
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Name: ____________________________________________________ Date: __________________
Obi-Wan Kenobi: Jedi Knight/Industrial Light & Magic, Part 1:
History, page 440
Lesson Test
Multiple Choice
for Obi-Wan Kenobi: Jedi Knight/Industrial Light & Magic, Part 1: History
_____ 1. The creator of Star Wars was
A. Steven Spielberg
B. George Lucas.
C. George Méliès.
D. Stanley Kubrick.
E. Dr. David West Reynolds.
_____ 2. According to this visual dictionary, the hyperdrive generator can be
A. damaged.
B. made invisible.
C. turned into a lightsaber.
D. cooled with an aqua breather.
E. used to fight off Jedi Knights.
_____ 3. Which of the following is a synonym for the word transgression in the
phrase “it was a serious transgression”?
A. fight
B. reversal
C. violation
D. technology
E. announcement
_____ 4. According to the Informational Text Connection, George Lucas’s
Industrial Light & Magic
A. was created long before Star Wars was conceived.
B. did not anticipate going out of business so quickly.
C. would not have come into existence if not for Star Wars.
D. was able to recycle much of the equipment used in 2001: A Space Odyssey.
E. allowed moviemakers and special effects experts to collaborate for
the first time ever.
_____ 5. A visual dictionary is particularly helpful when
A. a movie plot is being discussed.
B. only one item is being presented.
C. the items being presented have special names.
D. the items being presented are new or unfamiliar.
E. the reader is expected to use his or her imagination.
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_____ 6. “Industrial Light & Magic, Part 1: History” indicates that a successful
special effects company must be
A. famous and powerful.
B. small and inexpensive.
C. original and adaptive.
D. cautious and conservative.
E. generous and cooperative.
_____ 7. The Cultural Connection indicates that great myths
A. often use children as pawns.
B. help fulfill the needs of children.
C. are not accessible to children.
D. address children’s fears about death.
E. help children transition out of childhood.
_____ 8. “Obi-Wan Kenobi: Jedi Knight” indicates that Obi-Wan Kenobi’s
world is
A. chaotic.
B. peaceful.
C. complex.
D. simple.
E. unsophisticated.
Lightsabers follow a common design. Optional elements, like blade
power and length modulators, are small and unobtrusive. Accordingly,
Jedi lightsabers appear similar at first glance. A closer inspection,
however, reveals that lightsabers rarely look exactly alike. All are handbuilt by the initiates themselves, making design details a matter of
individual choice. Most Padawan apprentices build their lightsabers to
resemble those of their teachers as a mark of respect.
_____ 9. From this passage, it is reasonable to conclude that lightsabers
A. can be difficult to control.
B. are quick and easy to make.
C. are an important weapon for Jedi Knights.
D. are often disguised as other objects.
E. are not the most important weapon Jedi Knights have.
_____ 10. This passage indicates that a Jedi Knight’s lightsaber offers him
A. a chance for financial investment.
B. some small measure of individuality.
C. complete freedom from worldly cares.
D. an opportunity to interact with family.
E. welcome relief from the demands of his profession.
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Matching
for Obi-Wan Kenobi: Jedi Knight
A. aqua breather
B. tunic
C. Qui-Gon
D. duel
E. Anakin
F. utility pouches
_____ 11. this can be conducted with lightsabers
_____ 12. where Jedi carry food and energy capsules
_____ 13. allows the Jedi to breathe underwater
_____ 14. the type of shirt a Jedi wears
_____ 15. Obi-Wan Kenobi’s teacher
_____ 16. Obi-Wan Kenobi’s apprentice
Essay
17. A fantasy is a literary work that contains highly unrealistic elements. Included
in fantasy are stories that resemble fairy tales, involve the supernatural, or have
imaginary characters and settings. Science fiction is highly imaginative fiction
containing fantastic elements based on scientific principles, discoveries, or
laws. Based on these definitions, argue whether the world of Star Wars and
Obi-Wan Kenobi is a work of science fiction or fantasy. Use details from the
selection to support your opinion.
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Name: ____________________________________________________ Date: __________________
Chac, page 448
Lesson Test
Multiple Choice
for Chac
_____ 1. The jaguar in Rabinowitz’s trap is
A. a sick male.
B. an old female.
C. an adult male.
D. a pregnant female.
E. a very young male.
She was careful not to __________ into the ravine.
A.
B.
C.
D.
E.
fall
drift
relax
whisper
struggle
_____ 3. The Maya people know
A. where to find jaguars.
B. what sounds a jaguar makes.
C. how many years a jaguar lives.
D. why jaguars sleep on the ground.
E. that jaguars meant humans no harm.
_____ 4. Ignacio
A. likes Rabinowitz.
B. tries to trick Rabinowitz.
C. understands Rabinowitz.
D. shares Rabinowitz’s goals.
E. disapproves of Rabinowitz’s project.
_____ 5. Using your prior knowledge, you would expect the jaguars in this story
to be
A. timid.
B. loyal.
C. lovable.
D. untamed.
E. deceitful.
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_____ 6. The Maya in this article kill jaguars and other wild cats because they
A. don’t care about the environment.
B. believe it is the proper thing to do.
C. think this is the only way to make money.
D. want outsiders like Rabinowitz to go away.
E. don’t know the difference between right and wrong.
_____ 7. The Maya in this article use poor grammar because
A. they are not very smart.
B. they resent Rabinowitz.
C. they do not like Rabinowitz.
D. they are not fluent in English.
E. Rabinowitz encourages them to do so.
_____ 8. This selection indicates that the work of a wildlife conservationist can
be
A. hampered by political infighting.
B. embraced by children more easily than by adults.
C. used to justify a whole range of bad policies.
D. understood only by people with specialized training.
E. complicated by the attitudes and traditions of local people.
I got out of the truck and grabbed my three-foot-long jab pole with a
syringe attached to one end. Ideally, all I had to do was walk up to the
trap and inject the cat.
I walked through the forest to within twelve feet of the trap, then
got on my hands and knees and started to crawl the rest of the distance.
The jaguar, a large male, was not so easily fooled, and I saw two eyes
peering at me through the cohune leaves as I reached the side of the
trap. I was sweating profusely and took several deep breaths to calm
myself while looking at the angry eyes peeking through the leaves.
_____ 9. In this passage, sweating and taking deep breaths are signs of
A. rage.
B. resentment.
C. exhaustion.
D. nervousness.
E. unhappiness.
_____ 10. In this passage, the author is struggling to
A. keep a secret.
B. pay attention.
C. show empathy.
D. make a decision.
E. remain professional.
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Matching
for Chac
A.
B.
C.
D.
calabash
ocelot
canines
circumference
E. antibiotic
F. milpa
G. manakins
_____ 11. substance that kills harmful bacteria
_____ 12. type of bird
_____ 13. cone-shaped pointed teeth
_____ 14. type of gourd
_____ 15. distance around something
_____ 16. a kind of American wildcat
_____ 17. small, temporary field
Essay
for Chac
18. Both Alan Rabinowitz and the Maya value the big cats. What is the attitude of
the Maya people toward the big cats? What do they value about the cats? What
does Rabinowitz value about the cats? How do Rabinowitz and the Maya treat
the cats differently? Why? In a short essay, compare how the Maya view the
big cats with how Rabinowitz views the cats. Do you agree with one view more
than the other?
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Name: ____________________________________________________ Date: __________________
London Underground Map, page 456
Lesson Test
Multiple Choice
for London Underground Map
_____ 1. The London Underground opened in
A. 1863.
B. 1883.
C. 1903.
D. 1923.
E. 1933.
_____ 2. Which of the following definitions of the word operations best fits its
meaning in the sentence “the London Underground began operations
on January 10th”?
A. military actions
B. the act of functioning
C. mathematical processes
D. a business or unit within a company
E. medical procedures involving incisions
_____ 3. Which of the following is a synonym for the word transit in the phrase
“transit maps around the world”?
A. public
B. temporary
C. transitional
D. architectural
E. transportation
_____ 4. In the Reference box at the bottom of the map, “RLY” most likely
stands for
A. really.
B. railway.
C. right lobby.
D. round lower yard.
E. rural London yard.
_____ 5. This visual media would be harder to understand if
A. it was larger.
B. it was in black and white.
C. it included a compass rose.
D. some lower case letters were used.
E. the stations were shown as circles instead of diamonds and squares.
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_____ 6. Because this map is not to scale, it is impossible to
A. choose a route wisely.
B. tell which way is north.
C. tell how far apart any two stations are.
D. figure out how to get from place to place.
E. tell how many stops there are between any two stations.
_____ 7. This selection indicates that art
A. can be useful.
B. leads to wealth.
C. cannot be taught.
D. transcends cultures.
E. contains political undertones.
_____ 8. What is the purpose of this map of the London Underground?
A. to keep up the morale of subway employees
B. to raise money for London’s subway system
C. to prevent passengers from getting lost or disoriented
D. to help visitors to London find the best value for their money
E. to funnel customers to the stores and businesses above each station
In 1931 Harry Beck (1903–1974), a draftsman employed by the London
Underground, used his free time to create a diagram mapping the
entire system. His diagram presented the same basic information
(such as the order of stations) as existing Underground maps. Beck’s
innovation was to ignore geographic factors (such as accurate distance
between stations) in favor of ease of use. Initially rejected by the
London Underground Publicity Office, Beck’s map was eventually
accepted. His basic idea has been copied for transit maps around the
world.
_____ 9. Judging from this passage, Harry Beck could best be described as
A. meek.
B. quirky.
C. friendly.
D. creative.
E. stubborn.
_____ 10. This passage suggests that
A. there really is no such thing as a new idea.
B. to be useful, a map must include geographic factors.
C. every innovation has certain unavoidable drawbacks.
D. employees should be given more free time to use as they see fit.
E. people don’t always recognize a good idea the first time they see it.
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Matching
A. Tube
C. geographic factors
B. London Underground D. Harry Beck
_____ 11. world’s first uban passenger-carrying subway system
_____ 12. name of the draftsman who created the diagram
_____ 13. ignored in the making of the map
_____ 14. nickname for London’s subway system
Essay
15. Consider the benefits of looking at a visual guide versus a reading written
explanation of the London Underground. Or, consider having the option of
a visual map versus a list of directions. Which, in your opinion is the most
beneficial? Explain your reasoning.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
Night Clouds, page 478
Lesson Test
Multiple Choice
for Night Clouds
_____ 1. Who or what is the speaker talking to in this poem?
A. the rising sun
B. the stars in the sky
C. the clouds around the moon
D. the earth below the moon
E. the ocean at night
_____ 2. To what are night clouds compared?
A. white rabbits
B. white mares
C. white clouds
D. white silk
E. white ghosts
_____ 3. Which of the following is a synonym for the word remote as it is used
in the phrase, “the green procelain doors of the remote Heavens”?
A. peaceful
B. distant
C. lazy
D. quiet
E. imaginary
_____ 4. Imagery creates pictures in the mind by appealing to the senses of sight,
sound, touch, taste, and smell. Which sense does the poem appeal to most?
A. sight
B. sound
C. touch
D. taste
E. smell
_____ 5. What might the speaker mean by the line “Or the tiger sun will leap
upon you and destroy you”?
A. The sun is a warrior dressed like a tiger.
B. The sun has the ability to destroy the moon.
C. Daylight can ruin a perfectly good evening.
D. A tiger would eat a horse if given the chance.
E. The sun’s rays are stronger than the moon’s rays.
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_____ 6. Alliteration is the repetition of initial consonant sounds. Which of the
following lines is an example of alliteration?
A. “Fly, Mares!”
B. “Strain your utmost,”
C. “With one lick of his vermilion tongue.”
D. “Scatter the milky dust of stars,”
E. None of the above
_____ 7. Personification is a figure of speech in which an animal, a thing, a force
of nature, or an idea is described as if it were human or is given human
characteristics. Which of the following lines from the poem contains an
example of personification?
A. “The white mares of the moon rush along the sky”
B. “Beating their golden hoofs upon the glass Heavens;”
C. “Fly, Mares!”
D. “Scatter the milky dust of stars,”
_____ 8. Consider the line, “pawing at the green porcelain doors of the remote
Heavens.”
What feeling might the speaker be attempting to describe with this line?
A. sadness
B. rage
C. confusion
D. happiness
E. longing
Essay
for Night Clouds
9. Identify a few metaphors used within the poem. Then, in a short paragraph,
argue which is the most interesting comparison. Use examples from the text to
support your response.
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Name: ____________________________________________________ Date: __________________
Dreams/A Dream Deferred, page 481
Lesson Test
Multiple Choice
for Dreams/A Dream Deferred
_____ 1. What is a synonym for deferred, as used in the phrase “a dream
deferred”?
A. erased
B. praised
C. destroyed
D. delayed
E. created
_____ 2. According to “Dreams,” if a dream dies, what does life become?
A. a broken-winged bird
B. a barren field
C. an uprooted tree
D. a piece of shattered glass
E. a dull landscape
_____ 3. Which of the following statements does the speaker make in the poem?
A. “Keep believing”
B. “Hold onto the past”
C. “Hold fast to dreams”
D. “Look to the future”
E. “Don’t give up”
_____ 4. The speaker wants readers to
A. continue pursuing their dreams.
B. acknowledge that not all dreams come true.
C. forget their dreams.
D. pursue a practical career.
_____ 5. Which of the following phrases from “A Dream Deferred” is an
example of a simile?
A. “What happens to a dream deferred?”
B. “Does it stink like rotten meat?”
C. “Maybe it just sags”
D. “Or does it explode?”
E. “Does it dry up”
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_____ 6. Which of the following lines from “Dreams” is an example of a
metaphor?
A. “Hold fast to dreams”
B. “Frozen with snow”
C. “For if dreams die”
D. “Life is a barren field”
_____ 7. According to the speaker in “Dreams,” dreams are capable of
A. causing heartache and pain.
B. providing comfort and security.
C. giving a person false hopes.
D. harming a person or idea.
E. providing freedom and growth.
_____ 8. In “A Dream Deferred,” what might the speaker mean by asking if a
dream deferred “festers like a sore”?
A. that deferred dreams can be pleasant
B. that deferred dreams can be ignored
C. that deferred dreams can be easy to live with
D. that deferred dreams can cause death
E. that deferred dreams can be harmful
Essay
9. Tone is the emotional attitude toward the reader or toward the subject that is
implied by a literary work. Examples of different tones include familiar, ironic,
and playful. Identify the tone of each poem, and support your response with
evidence from the text.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
The Naming of Cats, page 488
Lesson Test
Multiple Choice
for The Naming of Cats
_____ 1. According to the poem, how many names should a cat have?
A. one
B. two
C. three
D. four
E. as many as it likes
_____ 2. What is the first type of name a cat should have?
A. a serious, intelligent name
B. a peculiar, more dignified name
C. a name only the cat knows
D. a silly, unconventional name
E. a sensible, everday name
_____ 3. What is a synonym for the word inscrutable as it is used in the phrase
“Deep and inscrutable singular Name”?
A. factual
B. serious
C. clear
D. mysterious
E. bleak
_____ 4. What type of rhyme scheme is used in this poem?
A. aabb
B. abab
C. abcabc
D. abba
E. aabba
_____ 5. A writer’s purpose is his or her aim, or goal. From the following list,
select what appears to be the main purpose of “The Naming of Cats.”
A. to inform or explain
B. to portray a person, place, or object
C. to persuade the reader
D. to tell a story
E. to express thoughts or ideas
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_____ 6. What does the speaker mean by saying that a cat needs a “peculiar”
name in order to “keep his tail perpendicular”?
A. Cats physically cannot keep their tails up without peculiar names.
B. Cats with peculiar names feel a sense of pride.
C. Cats without peculiar names are weaker.
D. Cats without peculiar names are teased by other cats.
E. Cats with peculiar names are more proper and rigid.
But above and beyond there’s still one name left over,
And that is a name that you never will guess;
The name that no human research can discover—
But THE CAT HIMSELF KNOWS, and will never confess.
_____ 7. What is humorous about this passage?
A. The fact that cats don’t talk, and therefore, cannot confess.
B. The idea that humans might research the names of cats.
C. That there is one name left over.
D. All of the above.
E. Both A and B.
_____ 8. What might be the purpose of capitalizing the words in this passage?
A. to emphasize a joke
B. to shock the reader
C. to confuse the reader
D. to support the rules of cat names
E. to point out a cat’s intelligence
Essay
by a literary work. In a paragraph, describe the tone of this poem and support
your reasoning with evidence from the text.
Assessment Guide
LEVEL III, UNIT 5
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Name: ____________________________________________________ Date: __________________
Pretty Words, page 493
Lesson Test
Multiple Choice
for Pretty Words
_____ 1. What is the poem describing?
A. animals
B. words
C. people
D. poems
E. poets
_____ 2. What type of words does the speaker like?
A. pretty, docile words
B. smooth words
C. bright words
D. warm, lazy words
E. All of the above
_____ 3. Which of the following is a synonym for the word luminous in the
phrase “he held a key of luminous metal”?
A. spotted
B. strong
C. bright
D. rusty
E. broken
_____ 4. The poem implies that white cattle under trees are
A. warm and lazy.
B. calm and cool.
C. angry and sweaty.
D. cold and tired.
E. pretty and docile.
_____ 5. Which of the following words best completes the sentence?
The docile __________ creature the tourist.
A.
B.
C.
D.
E.
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calmed
avoided
attacked
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_____ 6. Which of the following lines is not an example of alliteration?
A. “Poets make pets of pretty, docile words:”
B. “Like midsummer moths, and honied words like bees,”
C. “Which circle slowly with a silken swish,”
D. “And tender ones, like downy-feathered birds:”
E. “Words shy and dappled, deep-eyed deer in herds,”
_____ 7. Which of the following contains an example of onomatopoeia?
A. “Which cirlce slowly with a silken swish,”
B. “Come to my hand, and playful if I wish,”
C. “Blue Persian kittens, fed on cream and curds.”
D. “I love words opalescent, cool, and pearly,”
E. “Gilded and sticky, with a little sting.”
_____ 8. A writer’s purpose is his or her aim, or goal. Which of the following
best describes the author’s purpose in this poem?
B. to portray a person, place, object, or event
C. to convince people to accept a position
D. to express thoughts or ideas
E. to tell a story
Essay
for Pretty Words
9. Mood, or atmosphere, is the emotion created in the reader by part or all of a
literary work. In a paragraph, identify the mood of the poem and support your
opinion with examples from the text.
Assessment Guide
LEVEL III, UNIT 5
147
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Name: ____________________________________________________ Date: __________________
The New Colossus/Immigrant Kids, page 498
Lesson Test
Multiple Choice
for The New Colossus/Immigrant Kids
_____ 1. Who or what is the main subject of the poem?
A. immigrants
B. a Greek giant
C. the Statue of Liberty
D. ancient lands
E. a young woman
_____ 2. According to “Immigrant Kids,” who did immigrants most fear after
they arrived on Ellis Island?
A. fellow immigrants
B. the second doctor
C. the registration clerk
D. the tax man
E. police officers
_____ 3. Which phrase best completes the following sentence?
The conquering army __________.
A.
B.
C.
D.
E.
ran in fear.
laid down their weapons.
was easily defeated.
asked for mercy.
took no prisoners.
_____ 4. What is the rhyme scheme of “The New Colossus”?
A. aabbcc
B. abbaabba ababab
C. aabba
D. abccab abba
E. aabcbca
_____ 5. The author of “The New Colossus” constrasts the subject of the poem
with the image of
A. a brazen giant.
B. a helpful mother.
C. a sleeping giant.
D. hopeful immigrants.
E. a rising sea.
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_____ 6. Alliteration is the repetition of intial consonant sounds. Which of the
following lines contains an example of alliteration?
A. “Keep, ancient lands, your storied pomp!”
B. “A mighty woman with a torch, whose flame”
C. “Here at our sea-washed, sunset gates shall stand”
D. “Mother of Exiles. From her beacon-hand”
E. “The air-bridged harbor that twin-cities frame.”
_____ 7. An image is a picture formed in the mind of a reader. Which of the
following best describes the image that is created in describing the
“Mother of Exiles”?
A. an angry commander
B. a selfish mother
C. a calm parent
D. a sweet defender
E. a strong woman
_____ 8. A writer’s purpose is his or her aim, or goal. Evaluate the poem and
select which of the following best describes the writer’s purpose.
A. to convince people to accept a position
B. to inform or explain
C. to convince people to respond in a certain way
D. to portray a person, place, object, or event
E. to tell a story
Essay
for The New Colossus
9. An ode is a poem to honor or praise someone or something. In a short essay,
determine whether or not this poem could be considered an ode. Support your
response with logical reasoning and examples from the text.
Assessment Guide
LEVEL III, UNIT 5
149
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Name: ____________________________________________________ Date: __________________
The Other Pioneers, page 505
Lesson Test
Multiple Choice
for The Other Pioneers
_____ 1. One can assume that the speaker of the poem is
A. older than the pioneers.
B. unable to understand the pioneers.
C. of Irish or Saxon descent.
D. a Native American.
E. a descendant of the pioneers.
_____ 2. According to the poem, what did the pioneers do?
A. discovered gold in the hills
B. plowed the land and built the towns
C. moved west and became cowboys
D. discovered America
E. hunted deer and raised chickens
_____ 3. Which river did the pioneers cross?
A. the Fuerte River
B. the Rio Grande
C. the Hudson River
D. the Mississippi River
E. the Mayo River
_____ 4. Why might the speaker repeat the phrase “from the earth”?
A. to show that the pioneers were dedicated to the earth
B. to show that the pioneers valued nature above all else
C. to show that the pioneers struggled to survive
D. to show that the pioneers built what they had from very little
E. to show that the pioneers were part of the landscape
_____ 5. What is the author’s purpose in this poem?
A. to reflect
B. to tell a story
C. to portray a person or place
D. to inform
E. to persuade
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Of those who moved across the Rio Grande
Toward the hiss of Texas snake and Indian yell.
_____ 6. What do the lines in this passage reveal about the pioneer’s journey?
A. The journey was easier than anyone expected.
B. The Rio Grande contained many dangers..
C. The pioneers faced many obstacles during their journey.
D. The pioneers were traveling to a comfortable and welcoming land.
E. The pioneers were leaving behind a dangerous home.
_____ 7. Based on this passage, readers can infer that the pioneers came from
A. Mexico.
B. Canada.
C. Ireland.
D. Texas.
E. Europe.
Essay
literary work. Identify the mood of the poem and support your response with
evidence from the text, such as word choices and imagery.
Assessment Guide
LEVEL III, UNIT 5
151
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Name: ____________________________________________________ Date: __________________
Ceremony, page 509
Lesson Test
Multiple Choice
for Ceremony
_____ 1. Where does the speaker keep his stories?
A. in his belly
B. in his mind
C. in his hands
D. in his bag
E. in his home
_____ 2. This poem includes which of the following?
A. a song
B. a question
C. a summary
D. a warning
E. an apology
_____ 3. According to the poem, stories are needed to “fight off”
A. attacking animals.
B. the cold climate.
C. boredom.
D. invading peoples.
E. illness and death.
_____ 4. According to the poem, what do stories provide for the listener?
A. entertainment
B. knowledge
C. bravery
D. comfort
E. trickery
_____ 5. In this poem, stories could be a metaphor for what?
A. education
B. history
C. cultural knowledge
D. life
E. All of the above
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_____ 6. A conflict is a struggle between two forces in a literary work. The
conflict in this poem is the struggle to
A. defend one’s home.
B. ward off starvation.
C. protect and assist strangers.
D. maintain traditions.
E. adapt to the outside world.
_____ 7. Mood, or atmosphere, is the emotion created in the reader by part or
all of a literary work. Which of the following words best describes the
mood of this poem?
A. lonely
B. silly
C. happy
D. proud
E. angry
_____ 8. A writer’s purpose is his or her aim, or goal. Which of the following
best describes the writer’s purpose in creating “Ceremony”?
A. to inform
B. to express thoughts or ideas
C. to portray a person, place, or event
D. to persuade
E. to tell a story
Essay
for Ceremony
9. Consider who the speaker means by “they” in the following lines:
So they try to destroy the stories
let the stories be confused or forgotten.
They would like that
They would be happy
Because we would be defenseless then.
Write an essay that discusses who “they” are (or could be) and why this
passage is significant. Why would the speaker be defenseless without stories?
Support your essay with logical reasoning and evidence from the selection.
Assessment Guide
LEVEL III, UNIT 5
153
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Name: ____________________________________________________ Date: __________________
If I can stop one Heart from breaking/He ate and drank
the precious words, page 512
Lesson Test
Multiple Choice
for If I can stop one Heart from breaking/He ate and drank the precious words
_____ 1. What would the speaker of “If I can stop one Heart from breaking”
help into its nest again?
A. a fainting robin
B. a baby bird
C. a bird’s egg
D. a small rabbit
E. an injured eagle
_____ 2. In the poem “He ate and drank the precious words,” what does the
subject of the poem forget?
A. that he has no food
B. that he is young
C. that he is sad
D. that he cannot dance
E. that he is poor
_____ 3. Which of the following is a synonym for the word bequest, as used in
the phrase “and this bequest of wings was but a book”?
A. gathering
B. growth
C. gift
D. grief
E. gladness
_____ 4. Which of the following words best completes this sentence?
We all wanted the __________ to be robust.
A.
B.
C.
D.
E.
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_____ 5. What is the speaker’s main goal in “If I can stop one Heart from
breaking”?
A. to ease his or her own pain
B. to ease the pain of others
C. to avoid heartache
D. to protect birds
E. to live alone
_____ 6. Which of the following words best describes the speaker in “If I can
stop one Heart from breaking”?
A. happy
B. bored
C. silly
D. careless
E. serious
Read the following passage from “He ate and drank the precious words.” Then answer
the question(s) below.
He ate and drank the precious words,
His spirit grew robust;
He knew no more that he was poor,
Nor that his frame was dust.
_____ 7. What might the speaker mean by these lines?
A. People can read too much.
B. Reading can be a powerful experience.
C. Learning can be harmful to one’s mental health.
D. Old age is inevitable.
E. It is unhealthy to act younger than your age.
_____ 8. Which of the following expressions best states the main idea of these
lines?
A. Don’t judge a book by its cover.
B. The grass is always greener on the other side of the hill.
C. Look before you leap.
D. A mind is a terrible thing to waste.
E. Act your age.
Essay
9. In a short essay, explain what “He ate and drank the precious words” suggests
about the relationship between people and literature. Use evidence from the
poem to support your response.
Assessment Guide
LEVEL III, UNIT 5
155
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Name: ____________________________________________________ Date: __________________
Legacies/I Ask my Mother to Sing, page 516
Lesson Test
Multiple Choice
for Legacies / I Ask My Mother to Sing
_____ 1. In “Legacies,” what does the grandmother ask the little girl to learn?
A. how to make lemonade
B. how to wrap a present
C. how to sing a song
D. how to bake a cake
E. how to make rolls
_____ 2. In “I Ask My Mother to Sing,” who sings the song?
A. the speaker’s father
B. the speaker’s two children
C. the speaker’s mother and grandmother
D. the speaker’s mother and daughter
E. the speaker’s mother and sister
_____ 3. In “I Ask My Mother to Sing,” what event is described in the song?
A. a hike in the mountains
B. a stroll through the woods
C. a drive in the country
D. a rained-out picnic
E. a day at the beach
_____ 4. Which of the following is a synonym for the word sway in the phrase
“he would plan his accordion and sway like a boat,” from “I Ask My
Mother to Sing”?
A. rock
B. straighten
C. curve
D. float
E. sail
_____ 5. Which of the following words best describes the tone of “Legacies”?
A. regretful
B. somber
C. angry
D. pleasant
E. defiant
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_____ 6. Which of the following words best describes the tone of “I Ask My
Mother to Sing”?
A. nervous
B. lazy
C. somber
D. lighthearted
E. cautious
_____ 7. “Legacies” and “I Ask My Mother to Sing” are similar in that they both
contain references to
A. past lives.
B. tradition.
C. China.
D. food.
E. songs.
_____ 8. “Legacies” and “I Ask My Mother to Sing” are similar in that they both
describe
A. a moment between family members.
B. a child becoming independent.
C. a moment of self-loathing.
D. a family’s memory.
E. an understanding between people.
_____ 9. Which of the following statements best explains the reason that the
grandmother and her granddaughter don’t make rolls together in
“Legacies”?
A. The little girl does not want to come in from the playground.
B. The grandmother is proud of her recipes.
C. The little girl is annoyed with her grandmother.
D. The little girl does not want her grandmother to die.
E. The grandmother is angry at her granddaughter.
_____ 10. Which of the following expressions best summarizes the theme of the
poem “I Ask My Mother to Sing”?
A. All’s well that ends well.
B. Home is where the heart is.
C. Time flies when you’re having fun.
D. Every rose has its thorns.
E. Rain will make the flowers grow.
Essay
for Legacies / I Ask My Mother to Sing
11. In a paragraph, explain the title of the poem “Legacies.” What legacy or
legacies does the poem tell us about? Argue whether or not this would also be
an appropriate title for “I Ask My Mother to Sing” and support your argument
with evidence from both poems.
Assessment Guide
LEVEL III, UNIT 5
157
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Name: ____________________________________________________ Date: __________________
your little voice Over the wires came leaping, page 523
Lesson Test
Multiple Choice
for your little voice Over the wires came leaping
_____ 1. The poem is about the speaker receiving a
A. letter.
B. birthday present.
C. phone call.
D. visitor.
E. parking ticket.
_____ 2. What comes leaping over the wires?
A. “your little voice”
B. “merry flowers”
C. “floating hands”
D. a “Humorous moon”
E. “high-heeled flames”
_____ 3. Which of the following is an antonym for the word impertinent?
A. polite
B. rude
C. cross
D. silly
E. joyful
_____ 4. The speaker could best be described as
A. outraged.
B. irritated.
C. concerned.
D. lonely.
E. overwhelmed.
_____ 5. Alliteration is the repetition of initial consonant sounds. Though
alliteration usually refers to sounds at the beginning of words, it can
also be used to refer to sounds within words. Which of the following is
an example of alliteration?
A. “Over the wires came leaping”
B. “How i was crazy how i cried when i heard”
C. “courtesied before my eyes”
D. “floating hands were laid upon me”
E. “and tide and death”
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_____ 6. Onomatopoeia is the use of words or phrases that sound like the
things to which they refer. Which of the following is an example of
onomatopoeia?
A. “stars and the Humorous / moon”
B. “and i felt suddenly / dizzy”
C. “with the pale important / stars”
D. “floating hands were laid upon me”
E. “or twinkling over to my side”
_____ 7. Which image within the poem seems out of place?
A. “impertinently exquisite faces”
B. “wee skipping high-heeled flames”
C. “jostling and shouting of merry flowers”
D. “over time / and tide and death”
E. “delicious dancing”
_____ 8. How does the saying “Absence makes the heart grow fonder” relate to
this poem?
A. The speaker is able to stop time.
B. The speaker is excited to hear from an old friend.
C. The speaker is so happy, he or she is unaware of the passage of time.
D. The speaker cannot forget the past.
E. The speaker can only remember all of the bad memories.
Essay
for your little voice Over the wires came leaping
9. Consider the shape and structure of the poem. In a paragraph, describe the
structure and explain why the writer might have chosen this approach. Finally,
argue whether or not the structure helped or hindered your enjoyment of the
poem.
Assessment Guide
LEVEL III, UNIT 5
159
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Name: ____________________________________________________ Date: __________________
Lyric 17, page 525
Lesson Test
Multiple Choice
for Lyric 17
_____ 1. According to the speaker, a poem should kneel like a
A. knight.
B. rose.
C. bird.
D. child.
E. tree.
_____ 2. According to the speaker, what would he or she prefer to “hover . . .
smiling from the poem’s cover”?
A. Nature.
B. Truth.
C. Love.
D. Life.
E. God.
_____ 3. Which of the following is the definition of the word luminance?
A. visible light
B. clear surface
C. ocean wave
D. bright feathers
E. shadow
_____ 4. A rhyme scheme is the pattern of end rhymes in a poem designated by
assigning a different letter of the alphabet to each rhyme. Think back
and select the rhyme scheme used in this poem.
A. abba
B. abcabc
C. aabbcc
D. aaabbb
E. ababcc
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_____ 5. Figurative language is writing or speech meant to be understood
imaginatively instead of literally. Many writers, especially poets, use
figurative language to help readers see things in new ways. Which of
the following is an example of figurative language?
A. “It must be brightness moving”
B. “And hold secret a bird’s flowering.”
C. “It must be slender as a bell,”
D. “And it must hold fire as well.”
E. All of the above
_____ 6. Which image relies on the reader’s sense of sound?
A. “a bird’s flowering”
B. “it must hold fire”
C. “a brightness moving”
D. “musical as a sea-gull”
E. “luminance of dove and deer”
_____ 7. A writer’s purpose is his or her aim, or goal. Which of the following is
most likely the purpose of “Lyric 17”?
B. to tell a story
C. to portray a person, object, or event
D. to persuade the reader
_____ 8. What might be the author’s main reason for including so many
examples of what a poem “must be”?
A. to confuse the reader
B. to illustrate the diversity of poetry
C. to include as many images as possible
D. to describe poetry in a simple manner
E. to encourage the reader to read prose
Essay
for Lyric 17
9. The speaker in this poem has certain expectations of poetry. In a short essay,
explain what you believe poetry should be. Do you feel the same about the
lyrics of a song? Support your opinions with logical reasoning.
Assessment Guide
LEVEL III, UNIT 5
161
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Name: ____________________________________________________ Date: __________________
Southbound on the Freeway, page 543
Lesson Test
Multiple Choice
for Southbound on the Freeway
_____ 1. Where did the tourist park?
A. in a tree
B. in the ground
C. at a gas station
D. in the air
E. on the street
_____ 2. What is synonym for the word transparent as it is used in the sentence,
“The room was built with transparent walls”?
A. cloudy
B. clear
C. colorful
D. crisp
E. carpeted
_____ 3. The reader can assume that the “five-eyed creature” is actually a
A. motorcycle.
B. semi-trailer.
C. ice cream truck.
D. human.
E. police car.
_____ 4. What might the speaker be describing with the lines “measuring tapes,
dark / with white lines”?
A. a skunk
B. a measuring rod
C. a freeway
D. a driveway
E. a landing strip
_____ 5. What can the reader assume about the speaker?
A. the speaker is not from the planet being described
B. the speaker is intelligent
C. the speaker has visited other planets before
D. the speaker is not trying to contact the creatures
E. the speaker means no harm
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_____ 6. Who or what might the speaker be describing with the phrase “soft
shapes”?
A. humans
B. aliens
C. guts
D. organs
E. brains
_____ 7. What fact about the author, May Swenson, contributes the most to
understanding this particular poem?
A. She was an American poet, teacher, and editor.
B. Her family spoke Swedish at home.
C. She grew up billingual.
D. “Southbound on the Freeway” was first published in 1963.
E. Swenson’s poetry is known for its wordplay.
Essay
8. Irony is the difference between appearance and reality—in other words,
what seems to be and what really is. In an essay, explain what is ironic about
“Southbound on the Freeway.” Support your essay with examples from the
poem.
Assessment Guide
LEVEL III, UNIT 6
163
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Name: ____________________________________________________ Date: __________________
Southern Mansion, page 548
Lesson Test
Multiple Choice
for Southern Mansion
_____ 1. What are standing “still as death” in this poem?
A. roses
B. ladies
C. poplars
D. ghosts
E. cotton
_____ 2. Who meets “their ladies” beneath the shade?
A. bondmen
B. ghosts
C. the speaker
D. the reader
_____ 3. Based on the poem, one can assume that the ladies described by the
speaker are
A. servants.
B. ghosts.
C. current guests.
D. caretakers.
E. lazy.
_____ 4. Which of the following is a synonym for shade as it is used in the
phrase “two by two beneath the shade”?
A. ignorance
B. sunlight
C. poplars
D. clouds
E. darkness
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_____ 5. Which of the following best describes the relationship the speaker has
to the events that he or she describes?
A. The speaker is part of the present and the events are from the
future.
B. The speaker and the events are both from the past.
C. The speaker is from the future and the events are part of the
present.
D. The speaker is part of the present and the events are part of the past
and present.
_____ 6. Tone is the speaker’s attitude toward the poem’s subject. Which of the
following words best describes the tone of this poem?
A. joyful
B. lonely
C. peaceful
D. melancholy
E. angry
_____ 7. The first line of this poem is the same as the last line. Why might the
author have chosen to do this?
A. to signal the beginning of a new stanza
B. to signal the start of a new idea
C. to deemphasize an image
D. to confuse the reader
E. to place emphasis on an image
_____ 8. Consider the imagery of the music heard from the house and the chains
heard in the cotton fields. Why might the author have included these
contrasting images so close together?
A. to point out how different the lives of the bondmen in the fields
were from the people in the mansion
B. to point out the huge amount of work that went into running a
farm in those days
C. to point out how happy everyone was at the mansion and in the
field
D. to point out how irritating the mansion’s music was to the
bondmen in the fields
E. to point out the different types of music that can be found at a
southern mansion
Essay
9. In a short essay, analyze the symbolism of the the line “Chains of bondmen
dragging on the ground.” What does this image symbolize? Why is it
significant for this poem? Support your response with evidence from the
selection and logical reasoning.
Assessment Guide
LEVEL III, UNIT 6
165
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Name: ____________________________________________________ Date: __________________
Bats/The Bat, page 551
Lesson Test
Multiple Choice
for Bats/The Bat
_____ 1. What does the bat carry as she flies?
A. a pocket
B. moths and gnats
C. her baby
D. water from the pond
E. moonlight and starlight
_____ 2. What “goes out” and “echoes back”?
A. the other bats
B. moths and gnats
C. the moon
D. her sharp cries
E. her baby
_____ 3. According to the Science Connection, what is the name of a bat’s
special ability?
A. call location
B. repeat motion
C. resonation
D. reverbration
E. echolocation
_____ 4. Which word best describes the mood, or atmosphere, of the poem “The
Bat”?
A. nervous
B. angry
C. somber
D. happy
E. lonely
_____ 5. Which of the following best summarizes the line “And then the mother
dances through the night”?
A. The mother bat goes through her everyday routine.
B. The baby bat is rocked gently to sleep by its mother’s wings.
C. The mother bat hunts for only a little while.
D. The mother bat is an active flier, even with her baby.
E. The mother bat and her baby are very social animals.
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Read the following passage from “Bats.” Then answer the question(s) below.
His mother makes a pocket of her tail
And catches him. He clings to her long fur
By his thumbs and toes and teeth.
And then the mother dances through the night
Doubling and looping, soaring, somersaulting—
Her baby hangs on underneath.
_____ 6. Which of the lines in this passage best describes the relationship
between the mother bat and her baby?
A. line 1
B. line 2
C. line 4
D. line 4 and 5
E. lines 1 and 2
_____ 7. The main feeling in this passage is one of
A. heartache.
B. excitement.
C. worry.
D. anger.
E. laziness.
Essay
for Bats
8. Write a short essay that describes the relationship of the baby bat and his
mother in the poem “Bats.” What expectations do they each have? Compare
and contrast this relationship with a human mother–child relationship.
Assessment Guide
LEVEL III, UNIT 6
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Name: ____________________________________________________ Date: __________________
The Choice, page 557
Lesson Test
Multiple Choice
for The Choice
_____ 1. What would the first man have given the speaker?
A. rolling lands
B. pearls
C. rare laces
D. dresses
E. All of the above
_____ 2. What did the second man have to offer the speaker?
A. a smile
B. a lilting song
C. caring eyes
D. a big heart
E. All of the above
_____ 3. According to the poem, what does the word smoldering mean?
A. burning with no flame
B. burning with flame and smoke
C. burning with ashes
D. burning with only flame
E. burning with matches
_____ 4. Which of the following words is an antonym for the word sheen as it is
used in the phrase “dresses that glimmered with frosty sheen”?
A. polish
B. dullness
C. ache
D. glare
E. twinge
_____ 5. To whom is the speaker of this poem speaking?
A. the reader
B. herself
C. her friend
D. the first suitor
E. the second suitor
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_____ 6. What can the reader assume about the second suitor’s personality
based on the line “You—you’d only a lilting song. / Only a melody,
happy and high,”?
A. The second suitor is a musician and a troublemaker.
B. The second suitor is charming and happy.
C. The second suitor is serious.
D. The second suitor is intelligent and thoughtful.
E. The second suitor is kind and calm.
_____ 7. Irony is the difference between appearance and reality—in other words,
what seems to be versus what really is. One type of irony is irony of
situation, in which an event occurs that violates the expectations of the
characters or the reader. What is ironic about this poem?
A. The speaker chooses to be with the man that makes her the
happiest.
B. The speaker is pursued by two suitors.
C. The first man offers the speaker land and jewels, while the other has
nothing.
D. The speaker regrets choosing the man who makes her the happiest.
E. The speaker is attracted to a charming, strong man.
_____ 8. With which of the following statements would the speaker agree?
A. Absence makes the heart grow fonder.
B. Misery loves company.
C. Your heart can cloud your judgement.
D. True love conquers all.
E. All you need is love.
Essay
for The Choice
9. Characterization is the act of creating or describing a character. Writers
create characters by using three major techniques: showing what characters
say, do, or think; showing what other characters say or think about them;
and describing what physical features, dress, and personalities the characters
display. In a paragraph or two, describe what “The Choice” reveals about
each character in the poem, including the speaker. Identify the author’s main
technique of characterization and support your response with examples from
the selection.
Assessment Guide
LEVEL III, UNIT 6
169
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Name: ____________________________________________________ Date: __________________
Ode to My Socks/Oda a los calcetines, page 560
Lesson Test
Multiple Choice
for Ode to My Socks/Oda a los calcetines
_____ 1. The speaker compares the socks to all of the following except
A. fish.
B. sharks.
C. firemen.
D. fire.
E. rabbits.
_____ 2. An internal conflict is described as a character’s struggle against some
element within himself or herself. What internal conflict does the
speaker face in this poem?
A. whether or not to ask for another pair
B. whether or not to sell the socks
C. whether or not to ruin the socks
D. whether or not to thank the giver
E. whether or not to wear the socks
_____ 3. Which of the words below is a synonym for the word decrepit in the
sentence “The decrepit boat was tied to the dock”?
A. worn
B. dirty
C. new
D. dangerous
E. large
I was ________ with remorse.
A.
B.
C.
D.
E.
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caught
filled
happy
awake
curious
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Assessment Guide
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_____ 5. Which of the following best describes the author’s purpose in writing
this poem?
A. to entertain
B. to inform
C. to describe
D. to tell a story
E. to persuade
_____ 6. Which of the following lines from the poem is an example of a
metaphor?
A. “two socks as soft / as rabbits.”
B. “like two decrepit / firemen . . .”
C. “my feet / were honored”
D. “knitted / with threads of / twilight”
E. “as learned men / collect / sacred texts,”
_____ 7. Which of the following lines from the poem is an example of a simile?
A. “my feet were / two fish . . .”
B. “as schoolboys / keep / fireflies,”
C. “and what is good is doubly / good”
D. “I resisted / the mad impulse”
E. “two long sharks / sea-blue . . .”
_____ 8. “Violent socks,” is a phrase used by the speaker in the poem. The word
“violent” might actually be describing
A. the intense color of the socks.
B. the texture of the socks.
C. the personality of the socks.
D. how the socks make the speaker feel.
E. how the socks react to his or her feet.
Essay
for Ode to My Socks/Oda a los calcetines
9. Tone is the emotional attitude toward the reader or toward the subject that
is implied by a literary work. Identify the tone of the poem and support your
view with examples from the text.
Assessment Guide
LEVEL III, UNIT 6
171
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Name: ____________________________________________________ Date: __________________
Casey at the Bat, page 566
Lesson Test
Multiple Choice
for Casey at the Bat
_____ 1. Who settles the crowd when they object to a call?
A. Jimmy Blake
B. Casey
C. Flynn
D. the umpire
E. the pitcher
_____ 2. What is implied by the line “And Blake, the much despised, tore the
cover off the ball”?
A. Blake ruined the game ball.
B. Blake struck out.
C. Blake was a good pitcher.
D. Blake had a great hit.
E. Blake barely hit the ball.
_____ 3. The reader can assume that Casey didn’t swing at the first two pitches
because
A. he believed he would hit the final pitch.
B. he didn’t think they were strikes.
C. they weren’t his favorite type of pitch.
D. he wanted to wait for a pitch he preferred.
E. All of the above
_____ 4. What does Casey say when the first pitch passes him?
A. “That ain’t my style.”
B. “That ain’t a strike.”
C. “That’s one fast ball!”
D. “You call that a pitch?”
_____ 5. A conflict is a struggle between two forces in a literary work. What is
the central conflict of this poem?
A. The umpire calls too many strikes.
B. Flynn is not a good player.
C. Mudville’s team is losing.
D. The cover is torn from the ball.
E. Casey is allowed to bat.
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_____ 6. Which of the factors below adds the most suspense to the poem?
A. The Mudville team is down by two runs and has two players on
base.
B. It seems unlikely that Casey will have a chance to bat.
C. There is an ease in Casey’s manner as he steps up to the plate.
D. Flynn and Blake precede Casey in the lineup.
E. A straggling few get up to go in deep despair.
_____ 7. Mood, or atmosphere, is the emotion created in the reader by part of
all of a literary work. Which of the following groups of emotions (in
chronological order) best describes how the poem’s mood changes
from start to finish?
A. excitement, misery, anger
B. anger, despair, excitement
C. disbelief, fear, joy
D. hopelessness, excitement, shock
E. sadness, fear, anger
_____ 8. Hyperbole is an overstatement, or exaggeration, used for dramatic
effect. Which of the following is an example of hyberbole?
A. “The outlook wasn’t bright for the Mudville nine that day;”
B. “A sickly silence fell upon the patrons of the game.”
C. “There was Jimmmy safe on second, and Flynn a-hugging third.”
D. “He stilled the rising tumult; he bade the game go on;”
E. “It bounded from the mountaintop, and rattled in the dell;”
_____ 9. Which of the following expressions best describes the poem’s main
idea?
A. No guts, no glory.
B. Pride comes before the fall.
C. It’s no use crying over spilled milk.
D. Don’t stop believing.
E. It’s now or never.
Essay
10. Characterization is the act of creating or describing a character. Writers create
characters using three major techniques: showing what characters say, do, or
think; showing what other characters say or think about them; and describing
what physical features, dress, and characteristics the characters display. How is
Casey described? Based on this description, argue whether Casey is a positive
or negative character. Is he a “good” person? Is Casey a showoff or a genuinely
“good sport”? Support your opinion with evidence from the story and logical
reasoning.
Assessment Guide
LEVEL III, UNIT 6
173
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Name: ____________________________________________________ Date: __________________
Paul Revere’s Ride/Paul Revere and the World He Lived In, page 571
Lesson Test
Multiple Choice
for Paul Revere’s Ride / Paul Revere and the World He Lived In
_____ 1. According to the History Connection, prior to his midnight ride, Paul
Revere was well known as a prominent
A. musician.
B. politician.
C. cobbler.
D. silversmith.
E. doctor.
_____ 2. According to “Paul Revere’s Ride,” what did two lamps in the church tower indicate?
A. that the British were coming by sea
B. that the British had not arrived yet
C. that the British were coming by land
D. that the British were retreating
E. that the British had surrendered
_____ 3. What does the word defiance mean, as used in the sentence “After the
proclamation was delivered, the crowd showed signs of defiance”?
A. disbelief
B. rebellion
C. support
D. exhaustion
E. defeat
_____ 4. Which phrase best completes the following sentence?
The mood in the house was very somber after the dog ________________.
A.
B.
C.
D.
E.
174
ran away
had puppies
ate its dinner
arrived
protected the family
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Assessment Guide
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_____ 5. Who is Paul Revere expecting?
A. farmers and townspeople
B. American colonists
C. British troops
D. Spanish ships
E. German tanks
_____ 6. According to the Informational Text Connection, “Paul Revere and the
World He Lived In,” Paul Revere’s ride
A. affected many aspects of American history and culture.
B. was filled with many obstacles.
C. was casual and unhurried.
D. continues to baffle historians.
E. was pointless and unnecessary.
_____ 7. The climax is the high point of interest and suspense in a literary work.
Which of the following lines from the poem best represents its climax?
A. “He heard the bleating of the flock,”
B. “On the opposite shore walked Paul Revere.”
C. “You know the rest. In the books you have read,”
D. “A second lamp in the belfry burns!”
E. “Beneath, in the churchyard, lay the dead,”
_____ 8. A motivation is a force that moves a character to think, feel, or behave
in a certain way. What is Paul Revere’s motivation for his actions in
“Paul Revere’s Ride”?
A. pride
B. greed
C. courage
D. fear
E. anger
Read the following passage from “Paul Revere’s Ride.” Then answer the question(s) below.
A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a spark
Struck out by a steed flying fearless and fleet:
That was all! And yet, through the gloom and the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his flight,
Kindled the land into flame with its heat.
_____ 9. A symbol is anything that stands for or represents both itself and
something else. What is the spark in this passage most likely meant to
symbolize?
A. the approaching armies
B. Paul Revere’s warning
C. the panic of the townspeople
D. the courage of the enemy
E. a fire that would destroy the towns
Assessment Guide
LEVEL III, UNIT 6
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_____ 10. A description is a picture in words and includes sensory details—words
that describe how things look, sound, smell, taste, or feel. What type of
sensory detail is most prominent in this passage?
A. sight
B. sound
C. smell
D. taste
E. feel
Essay
for Paul Revere’s Ride / Paul Revere and the World He Lived In
11. Based on the details in “Paul Revere’s Ride,” how would you describe Revere?
What personality traits are suggested by his actions? How does he seem to feel
about the British? What is his attitude toward his job? How can you tell? In a
paragraph or two, describe Revere in as much detail as you can. Use evidence
from the poem to support your description.
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Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
Grandma Ling/My Mother Juggling Bean Bags, page 582
Lesson Test
Multiple Choice
for Grandma Ling/My Mother Juggling Bean Bags
_____ 1. Based on the poem “Grandma Ling,” a reader might conclude that the speaker
A. knows little about her culture.
B. does not want to learn Chinese.
C. is uninterested in her grandmother.
D. has a mother who is also Chinese.
E. speaks most languages, but not Chinese.
_____ 2. What does the speaker hear before her grandma comes into view?
A. her grandmother’s car
B. her grandmother’s greeting
C. her grandmother humming
D. her grandmother’s slippered feet
E. her grandmother whistling
_____ 3. In “My Mother Juggling Bean Bags,” the speaker warns that he or she
may stop writing poetry and
A. move to Japan.
B. join the circus.
C. juggle oranges.
D. chase her children.
E. chase her grandchildren.
_____ 4. The speaker’s main goal in “Grandma Ling” is to
A. understand her father.
B. dig to China.
C. move on from the past.
D. communicate in Chinese.
E. connect with her heritage.
_____ 5. Imagery is language that creates pictures in the mind by appealing
to the senses of sight, sound, touch, taste, and smell. Which of the
following lines from “Grandma Ling” is not an example of imagery?
A. “Not strong enough to dig that hole,”
B. “the aqua paper-covered door slid open”
C. “She smiled, stretched her arms”
D. “square forehead, high cheeks, and wide-set eyes;”
E. “She spoke a tongue I knew no word of,”
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_____ 6. Which of the following words best describes the mood, or atmosphere,
of the poem “Grandma Ling”?
A. joyful
B. angry
C. sad
D. ashamed
E. thankful
_____ 7. A hyperbole is an overstatement, or exaggeration, used for dramatic
effect. Which of the following lines could be considered a hyperbole?
A. “Not strong enough to dig that hole,”
B. “I waited twenty years,”
C. “She smiled, stretched her arms”
D. “She spoke a tongue I knew no word of,”
E. “and I was sad I could not understand,”
_____ 8. A writer’s purpose is his or her aim or goal. Which of the following was
most likely the writer’s purpose in writing “Grandma Ling”?
B. to express thoughts or ideas
C. to portray a place or object
D. to convince people to accept a position
E. to persuade an audience
_____ 9. Which of the following might be a reason why the writer of “Grandma
Ling” wrote the poem in free verse?
A. to work with regular rhythm and rhyme
B. to emphasize the narrative more than the format
C. to make the meaning of the poem unclear
D. to emphasize the rhyme scheme
E. to create a free-flowing, non-linear poem
Essay
for Grandma Ling / My Mother Juggling Bean Bags
10. A theme is a central message or perception about life that is revealed through
a literary work. In a paragraph or two, identify the theme of the poem and
support your view with evidence from the selection.
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3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
Exile, page 587
Lesson Test
Multiple Choice
for Exile
_____ 1. What has the speaker left behind?
A. her family
B. her home
C. her pets
D. her memories
E. her dresses
_____ 2. What did the speaker and her friends dream about?
A. yellow and white Sunday dresses
B. moving to the United States
C. expensive clothes and shoes
D. husbands, houses, and orchards
E. horses and vast fields to ride in
_____ 3. What “clings” to the speaker?
A. her past
B. postage stamps
C. salt
D. her family
E. nets
_____ 4. Which of the following lines contains a simile?
A. “. . . I would trade / my living blood for one last look”
B. “And the plaza lined with palms / where my friends and I
strolled . . .”
C. “There was no angel to warn me / of the dangers of looking back.”
D. “dragging their catch in nets glittering / like pirate gold, to the
shore.”
E. “Nothing remains of that world, I hear, / but the skeletons of
houses . . .”
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_____ 5. What do the following lines from the poem most likely mean?
so that every word I write hears
the mark like a cancelled postage stamp
of my birthplace.
A.
B.
C.
D.
E.
The speaker cannot avoid thoughts of her old home.
The speaker’s work avoids alluding to her birthplace.
The speaker’s past finds its way into her everyday life.
The speaker can no longer send letters home.
The speaker has been able to ignore her past.
_____ 6. Consider the following lines from the poem: “at the house where
each window held / a face framed as in a family album.” Which of the
following statements is the closest in meaning?
A. The house was crowded and hot.
B. Many family members lived in the house.
C. The house contained many family albums.
D. It was hard to live in the house.
E. People spent their time looking out the windows.
_____ 7. The tone of a literary work is the emotional attitude toward the reader
or toward the subject that it implies. Examples of tone include familiar,
ironic, and playful. Which of the following words best describes the
tone of “Exile”?
A. joyful
B. angry
C. careful
D. fearful
E. sorrowful
_____ 8. Which statement echoes the speaker’s beliefs in this poem?
A. Nothing stays the same.
B. Money changes everything.
C. All you need is love.
D. The only way forward is up.
E. You can always go back.
Essay
for Exile
9. An allusion is a reference to a well-known person, event, object, or work from
history or literature. Identify an allusion in this poem. In a paragraph, explain
how this particular allusion relates to the poem and whether or not you believe
it is a valuable addition.
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Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
Birdfoot’s Grampa/The Time We Climbed Snake Mountain, page 590
Lesson Test
Multiple Choice
for Birdfoot’s Grampa/The Time We Climbed Snake Mountain
_____ 1. In “Birdfoot’s Grampa,” what does the old man gather into his hands?
A. small toads
B. painted turtles
C. raindrops
D. starfish
E. flowers
_____ 2. According to “Birdfoot’s Grampa,” what does the line “live drops of
rain” refer to?
A. the old man getting out out of the car
B. the speaker waiting in the car
C. the roadside grass
D. the rain in the headlights
E. the leaping toads
_____ 3. According to “The Time We Climbed Snake Mountain,” to whom does
the mountain belong?
A. all people
B. all living creatures
C. the yellow spotted snake
D. the diving hawk
E. the sun
_____ 4. Which of the following words best describes the mood, or atmosphere,
of “The Time We Climbed Snake Mountain”?
A. frightened
B. restless
C. childish
D. somber
E. joyful
_____ 5. Unlike “The Time We Climbed Snake Mountain,” “Birdfoot’s Grampa”
takes place
A. on a mountain.
B. in the rain.
C. indoors.
D. on a farm.
E. in the forest.
Assessment Guide
LEVEL III, UNIT 6
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_____ 6. Both “The Time We Climbed Snake Mountain” and “Birdfoot’s
Grampa,” contain statements that
A. describe human nature.
B. are made by grandparents.
C. are useless in the city.
D. pay respect to nature.
E. ignore the rights of humans.
_____ 7. Which of the following expressions best describes the central message
of both poems?
A. Live hard or die trying.
B. Every rose has its thorns.
C. Give peace a chance.
D. Live and let live.
E. Be prepared.
_____ 8. Why are the last two lines in “Birdfoot’s Grampa” significant?
A. They offer a explanation for the old man’s actions.
B. They imply that toads have lives to live, just like humans.
C. They explain the message of the poem.
D. They challenge the speaker’s beliefs.
E. All of the above
Essay
9. Consider the statements “they have places to go to too” (from “Birdfoot’s
Grampa”) and “The mountain is his” (from “The Time We Climbed Snake
Mountain”). What do these statements mean? Do you agree with these
statements? In a short essay, explain the meaning of these statements and
decide whether or not you agree. Support your opinion with logical reasoning.
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Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
The Cremation of Sam McGee, page 594
Lesson Test
Multiple Choice
for The Cremation of Sam McGee
_____ 1. What is Sam McGee’s request?
A. that he be given his own dogsled
B. that the captain sing at his funeral
C. that he be sent back to Tennessee
D. that they stop to build a fire
E. that he be cremated when he dies
_____ 2. Where are the men traveling in this poem?
A. Tennessee
B. the Arctic
C. Minnesota
D. the Wild West
E. the Dakotas
_____ 3. What does “cash in” mean to Sam McGee?
A. to gamble
B. to get paid
C. to die
D. to sleep
E. to fight
_____ 4. Where does the captain cremate the body of Sam McGee?
A. in a hole
B. in a building
C. in a town
D. in a ship
E. in a cave
_____ 5. A conflict is a struggle between two forces in a literary work. An
internal conflict occurs when the main character struggles against some
element within himself or herself. What is the internal conflict within
this poem?
A. The speaker struggles with fulfilling a promise he made.
B. The speaker struggles with obeying the law.
C. The speaker struggles against the elements.
D. The speaker struggles with the ghost of Sam McGee.
E. The speaker struggles with the sorrow of losing Sam McGee.
Assessment Guide
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_____ 6. A hyperbole is an overstatement, or exaggeration, used for dramatic
effect. Which of the following lines from the poem contains a
hyperbole?
A. “And he wore a smile you could see a mile . . .”
B. “I was sick with dread . . .”
C. “ . . . and the huskies howled, and the wind began to blow.”
D. “It was icy cold, but the hot sweat rolled down my cheeks . . .”
E. “ . . . and I hurried, horror driven.”
Which of the following lines best represents the climax of the poem?
A. “He was always cold, but the land of gold seemed to hold him like a
spell;”
B. “He turned to me, and ‘Cap,’ says he, ‘I’ll cash in this trip, I guess;’ ”
C. “And before nightfall a corpse was all that was left of Sam McGee.”
D. “ ‘I guess he’s cooked, and it’s time I looked’ . . . then the door I
opened wide.”
E. “I do not know how long in the snow I wrestled with grisly fear;”
in a certain way. Which word best describes the motivation of the
speaker to cremate Sam McGee?
A. anger
B. fear
C. greed
D. kindness
E. honor
_____ 9. Which group of words best illustrates the mood, or atmosphere, of this
poem?
A. cotton blooms, warm, calm
B. stabbed, icy, dread
C. brains, brawn, dancing
D. woe, homeless, loathe
E. hateful, raved, scowled
Essay
10. Robert Service lived for a time in the Yukon, and several of his poems are set
in cold winter landscapes. What images of winter cold are included in “The
Cremation of Sam McGee”? Are they positive or negative? In a paragraph,
describe some of the images of winter and how these images affect the mood of
the the poem.
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Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
Nikki-Rosa, page 598
Lesson Test
Multiple Choice
for Nikki-Rosa
_____ 1. The speaker of the poem doesn’t want to be
A. famous.
B. misrepresented.
C. ignored.
D. poor.
E. inconsiderate.
_____ 2. How would the speaker describe his or her childhood?
A. lonely
B. easy
C. hard
D. unhappy
E. happy
_____ 3. According to the speaker, how might a white person describe the
speaker’s childhood?
A. lonely
B. easy
C. hard
D. unhappy
E. happy
_____ 4. What was the speaker’s main concern growing up?
A. that the family was poor
B. that her parent’s would fight a lot
C. that her father had to sell his stocks
D. that her father drank alcohol
E. that everyone was together
_____ 5. A writer’s purpose is his or her aim, or goal. What appears to be Nikki
Giovanni’s purpose in writing “Nikki-Rosa”?
B. to portray an event or person
C. to convince people to accept a position
D. to express thoughts or ideas
E. to tell a story
Assessment Guide
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185
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childhood rememberances are always a drag
if you’re Black
you always remember things like living in Woodlawn
with no inside toilet
and if you become famous or something
they never talk about how happy you were to have
your mother
all to yourself and
_____ 6. Who might the speaker mean by “they” in this passage?
A. biographers
B. the press
C. fans
D. the media
E. All of the above
_____ 7. What statement best summarizes this passage?
A. Move forward.
B. People tend to forget the bad things.
C. Everyone loves a sad story.
D. Never look back.
E. Only the strong succeed.
Essay
for Nikki-Rosa
8. Identify the main idea, or central message, of the poem. What is the speaker
trying to explain to the reader? Support your response with evidence from
the text.
186
LEVEL III, UNIT 6
Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
The Dying Detective, page 619
Lesson Test
Multiple Choice
for The Dying Detective
_____ 1. Holmes suggests that he might be suffering from
A. Coals of Fire.
B. Culverton Fever.
C. Chinese Grudge Syndrome.
D. Black Formosa Corruption.
E. Deadly Scotland Belladonna.
_____ 2. Watson mentions that on his way to summon Smith, he met
A. Penrose Fisher.
B. Sir Jasper Meek.
C. Inspector Morton.
D. Michael Hardwick.
E. Professor Moriarty.
_____ 3. Holmes makes his lips look dry and crusty by using
A. chalk.
B. oysters.
C. mirrors.
D. beeswax.
E. biscuit crumbs.
_____ 4. Holmes’s comments about oysters are designed to convince
A. Mrs. Hudson to leave the room.
B. Smith that Holmes really is sick.
C. Watson that Smith is a murderer.
D. Watson that the sickness is making Holmes crazy.
E. Watson that Holmes is in full command of his senses.
_____ 5. It is reasonable to conclude that Sherlock Holmes is
A. a good actor.
B. a kind person.
C. a wealthy man.
D. not in good health.
E. haunted by memories.
Assessment Guide
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187
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_____ 6. The Cultural Connection shows that Arthur Conan Doyle’s readers
A. were not easily fooled.
B. had a good sense of humor.
C. changed their allegiances easily.
D. resented the amount of money he made.
E. felt deeply attached to Sherlock Holmes.
_____ 7. This selection suggests that a detective drama
A. should be spontaneous.
B. does not rely on dialogue.
C. does not need a coherent plot.
D. must be carefully planned out.
E. should contain at least two possible villains.
_____ 8. What does this selection suggest about dramatized detective stories?
A. Death scenes are short.
B. Small details have meaning.
C. The dialogue is not important.
D. There is a great deal of physical action.
E. The audience knows more than the characters.
HOLMES. If you will stay where you are, I will talk to you. If you will
not, you can get out.
WATSON. Holmes! [Recovering.] Holmes, you aren’t yourself. You’re
sick and as helpless as a child. Whether you like it or not, I’m going to
examine you and treat you.
HOLMES. [Sneering.] If I’m to be forced to have a doctor, let him at
least be someone I’ve some confidence in.
WATSON. Oh! You . . . After all these years, Holmes, you haven’t . . .
confidence in me?
HOLMES. In your friendship, Watson—yes. But facts are facts. As a
medical man you’re a mere general practitioner, of limited experience
and mediocre qualifications.
_____ 9. In this passage, Holmes could best be described as
A. vain.
B. rude.
C. petty.
D. jealous.
E. confused.
_____ 10. Which of the following statements is supported by this passage?
A. Doctors sometimes deal with difficult patients.
B. A doctor’s fee should be clearly stated at the outset.
C. Patients can have more insights into disease than do doctors.
D. The best doctor is one who has a personal relationship with the patient.
E. A doctor should not make a diagnosis without consulting his colleagues.
188
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Assessment Guide
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Matching
A. rouge
B. ivory box
C. bed
D. inheritance
E. pulse
F. food
_____ 11. Watson hides behind this when Smith visits
_____ 12. Smith killed Victor Savage in order to get this
_____ 13. Holmes doesn’t want Watson to check this
_____ 14. this makes Holmes’s cheeks look flushed
_____ 15. Holmes has not had this in three days
_____ 16. Smith sent this to Holmes in an attempt to kill him
Essay
character, an object, or a scene. Descriptions include sensory details—words
and phrases that describe how things look, sound, smell, taste, or feel. In a
paragraph, explain how descriptive wirting is used to portray Sherlock Holmes
in “The Dying Detective.” Also note the sensory details used in the description.
Assessment Guide
LEVEL III, UNIT 7
189
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Name: ____________________________________________________ Date: __________________
The Diary of Anne Frank, Act I/Anne Frank: The Diary
of a Young Girl, page 640
Lesson Test
Multiple Choice
for The Diary of Anne Frank, Act I/Anne Frank: The Diary of a Young Girl
_____ 1. From eight in the morning until six at night, no one in the hiding place
is allowed to
A. eat food.
B. rest.
C. study.
D. stand up.
E. wear shoes.
_____ 2. When Dussel arrives, he shares a room with
A. Anne.
B. Peter.
C. Margot.
D. Mr. Frank.
E. Mr. Van Daan.
_____ 3. Which of the following is an antonym for the word sparsely in the
phrase “the rooms are sparsely furnished”?
A. completely
B. newly
C. poorly
D. tastefully
E. expensively
_____ 4. Mr. Frank brings a box of movie star photos into hiding with him because
A. he knows it will please Anne.
B. Anne pleads with him to do so.
C. he mistakes it for a box of food.
D. he wants to remember his old life.
E. he wants to leave nothing behind at home.
_____ 5. The “Meet the Authors” box suggests that Goodrich and Hackett
A. suffered greatly during World War II.
B. worked hard to make this play true to life.
C. were surprised by the success of this play.
D. found it easy to adapt Anne Frank’s diary to the stage.
E. struggled to comprehend what Anne Frank wrote in her diary.
190
LEVEL III, UNIT 7
Assessment Guide
3/12/2009 9:54:54 AM
_____ 6. “Anne Frank: The Diary of a Young Girl,” shows that Anne Frank
A. was an outgoing and fun-loving girl.
B. was never a popular or respected girl.
C. worked hard to understand herself and others.
D. had no idea what was happening in the outside world.
E. had less trouble accepting the limitations of hiding than the rest of
her family had.
_____ 7. Mr. Frank agrees to let Dussel move in with them because
A. Dussel is someone he knows.
B. he believes it is the right thing to do.
C. he is afraid to stand up to Mr. Kraler.
D. the group needs someone with medical training.
E. he hopes a new person will defuse tension in the group.
_____ 8. The fact that this drama is based on real life makes it
A. quickly outdated.
B. a bit less exciting.
C. difficult to follow.
D. even more compelling.
E. unnecessarily complicated.
_____ 9. This drama highlights what life is like for people who are
A. racked by guilt.
B. governed by cowardice.
C. living under great stress.
D. afraid to trust each other.
E. attempting to reshape their values.
ANNE. . . . I’m going to be remarkable! I’m going to Paris . . .
MR. VAN DAAN. [Scoffingly.] Paris!
ANNE. . . . to study music and art.
MR. VAN DAAN. Yeah! Yeah!
ANNE: I’m going to be a famous dancer or singer . . . or something
wonderful.
She makes a wide gesture, spilling the glass of milk on the fur coat in
MRS. VAN DAAN’S lap. MARGOT rushes quickly over with a towel.
ANNE tries to brush the milk off with her skirt.
MRS. VAN DAAN. Now look what you’ve done . . . you clumsy little
fool! My beautiful fur coat my father gave me . . .
ANNE. I’m so sorry.
MRS. VAN DAAN. What do you care? It isn’t yours . . . So go on, ruin it!
Do you know what that coat cost? Do you? And now look at it! Look at it!
Assessment Guide
LEVEL III, UNIT 7
191
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ANNE. I’m very, very sorry.
MRS. VAN DAAN. I could kill you for this. I could just kill you!
_____ 10. This passage shows that Anne is
A. a troublemaker.
B. not a good listener.
C. unwilling to cooperate.
D. fearful about the future.
E. hanging on to her dreams.
Matching
for The Diary of Anne Frank, Act I
A.
B.
C.
D.
E.
Mauthausen
Gestapo
Jopie
Mazeltov
Dutch
F.
G.
H.
I.
Pim
Mouschi
Kitty
Allies
_____ 11. what people of Holland are called
_____ 12. Anne’s best friend
_____ 13. military forces from countries opposing Hitler
_____ 14. Anne’s nickname for her father
_____ 15. what Anne calls her diary
_____ 16. Nazi secret police
_____ 17. means “good luck” in the Yiddish
_____ 18. the name of Peter’s cat
_____ 19. site of a Nazi concentration camp in Austria
Essay
20. The conditions under which a literary work occurs make up its context.
Context is closely related to setting but focuses more on the environment
of the time and place. Two common types of context include historical and
cultural. Using what you have learned from the selection and what you know
about World War II, write an essay that explains why the context of this play is
important. What elements are added because of the context?
192
LEVEL III, UNIT 7
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3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
The Diary of Anne Frank, Act II/All But My Life, page 685
Lesson Test
Multiple Choice
for The Diary of Anne Frank, Act II/All But My Life
_____ 1. What does Mrs. Frank catch Mr. Van Daan stealing?
A. rice
B. cake
C. sugar
D. bread
E. money
_____ 2. When Peter and Anne want to be alone, they go
A. up onto the roof.
B. into Peter’s room.
C. into the bathroom.
D. down the stairwell.
E. into Mr. and Mrs. Van Daan’s room.
He spoke with such foreboding that we all became __________.
A.
B.
C.
D.
E.
sleepy
unified
nervous
pacified
angry
_____ 4. At the end of Scene 4,
A. thieves barge into the hiding place.
B. the Nazis discover Anne and her family.
C. the owner of the building evicts Anne and her family.
D. angry workers attack the Franks, Van Daans, and Dussel.
E. a desperate group of armed Jews takes over the hiding place.
_____ 5. The climax in this selection comes when
A. Nazis raid the hiding place.
B. Mrs. Frank attacks Mr. Van Daan.
C. Peter kisses Anne for the first time.
D. Mr. Frank finishes reading Anne’s diary.
E. Miep brings news that the invasion has begun.
Assessment Guide
LEVEL III, UNIT 7
193
3/12/2009 9:54:54 AM
_____ 6. The Primary Source Connection from “All But My Life” shows that
even the most intense conditions did not
A. bother young people.
B. alter people’s behavior.
C. cause anyone to give up.
D. extinguish all friendships.
E. prevent people from having fun.
_____ 7. The last line of the play, “She puts me to shame,” shows that Mr. Frank is
A. humbled by Anne’s goodness.
B. unable to remember Anne clearly.
C. unwilling to admit that Anne is dead.
D. aware that Anne’s diary reflects her immaturity.
E. embarrassed by the details revealed in Anne’s diary.
_____ 8. This play shows the
A. bloody nature of war.
B. consequences of laziness.
C. best and the worst of the human spirit.
D. vast difference between children and adults.
E. irrelevance of religion during times of crisis.
DUSSEL: [Going to MRS. FRANK.] I don’t lose track of the days! I
know exactly what day it is! It’s Friday, the fourth of August. Friday,
and not a man at work. [He rushes back to MR. FRANK, pleading
with him, almost in tears.] I tell you Mr. Kraler’s dead. That’s the only
explanation. He’s dead and they’ve closed down the building, and
Miep’s trying to tell us!
MR. FRANK: She’d never telephone us.
DUSSEL: [Frantic.] Mr. Frank, answer that!
MR. FRANK: No.
MR. VAN DAAN: Just pick it up and listen. You don’t have to speak.
Just listen and see if it’s Miep.
DUSSEL: [Speaking at the same time.] For God’s sake . . . I ask you.
MR. FRANK: No. I’ve told you, no. I’ll do nothing that might let
anyone know we’re in the building.
_____ 9. In this passage, Mr. Frank’s inaction could be described as
A. betrayal.
B. strength.
C. weakness.
D. indecision.
E. forgetfulness.
194
LEVEL III, UNIT 7
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3/12/2009 9:54:54 AM
_____ 10. In this passage, Dussel could best be described as
A. selfish.
B. ruthless.
C. forceful.
D. arrogant.
E. panic-stricken.
Matching
for The Diary of Anne Frank, Act II
A.
B.
C.
D.
Auschwitz
ulcers
coat
Belsen
E.
F.
G.
H.
cigarettes
photographs
Normandy
cognac
_____ 11. Anne offers to give some of hers to Peter
_____ 12. the concentration camp where the Germans take Anne
_____ 13. Mr. Van Daan asks Miep to get more for him
_____ 14. the concentration camp Mr. Frank is sent to
_____ 15. where the Allied troops landed in on D-Day
_____ 16. Mr. Van Daan insists that Mrs. Van Daan sell hers
_____ 17. what Mr. Frank gives Mr. Van Daan when he hears about the Invasion
_____ 18. why Mr. Kraler is in the hospital
Essay
for The Diary of Anne Frank, Act II
19. Suspense is a feeling of expectation, anxiousness, or curiosity created by
questions raised in the mind of a reader or viewer. Write a paragraph that
describes what parts of “The Diary of Anne Frank, Act II” are suspenseful and
explain how that suspense is created.
Assessment Guide
LEVEL III, UNIT 7
195
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Name: ____________________________________________________ Date: __________________
Sorry, Right Number, page 714
Lesson Test
Multiple Choice
for Sorry, Right Number
_____ 1. At the beginning of this drama, Katie is talking on the phone with her
A. aunt.
B. sister.
C. agent.
D. friend.
E. mother.
_____ 2. The operator tells Bill that Dawn’s phone
A. is busy.
B. is not working.
C. is off the hook.
D. won’t stop ringing.
E. isn’t loud enough.
_____ 3. When Polly gets married, Bill has been dead for
A. one year.
B. two years.
C. three years.
D. five years.
E. ten years.
_____ 4. When Bill says, “Bad to buy trouble before you know it’s on sale,” he
means you
A. never know when a problem is going to arise.
B. pay dearly when you allow a problem to fester.
C. can ease your burden by sharing your troubles with others.
D. can save yourself a lot of trouble by anticipating problems.
E. shouldn’t get upset until you are certain that there is a problem.
_____ 5. One important detail in this drama is the fact that
A. Justin is eighteen months old.
B. the operator has read Spider Doom.
C. Polly is at a prep school called Bolton.
D. Katie believes the voice belongs to someone in her family.
E. Katie’s mom has recently been in La Boutique.
196
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_____ 6. The trip to Dawn’s house could best be described as
A. an evil impulse.
B. a harmless romp.
C. a wild goose chase.
D. an ill-advised journey.
E. an example of meddling.
_____ 7. The close-ups and extreme close-ups in this drama seem likely to create
A. a feeling of hope.
B. a sense of freedom.
C. a break in the action.
D. a feeling of suspense.
E. a sense of time passing.
_____ 8. This screenplay is designed to leave the audience feeling
A. annoyed.
B. unsettled.
C. defeated.
D. optimistic.
E. melancholy.
KATIE. I was so positive it was Polly . . . .
BILL. Because you’ve been worried about her getting her feet under her
at the new school . . . but judging from the stuff she told you tonight,
I’d say she’s doing just fine in that department. Wouldn’t you?
KATIE. Yes . . . I guess I would.
BILL. Let it go, hon.
KATIE. [Looks at him closely.] I hate to see you looking so tired. Hurry
up and have an idea, you.
_____ 9. In this passage, Bill is being
A. irrational.
B. impatient.
C. reassuring.
D. complimentary.
E. condescending.
_____ 10. This passage contains a clue which indicates that
A. Polly is unhappy.
B. Bill may not be healthy.
C. Katie underestimates Bill.
D. Katie’s marriage is not a happy one.
E. Polly has been worried about her mother.
Assessment Guide
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197
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Matching
A.
B.
C.
D.
Booga-Booga
Night of the Beast
The Wedding March
Justin
E.
F.
G.
H.
Ghost Kiss
Hank
Weiderman
Stephen King
_____ 11. author of “Sorry, Right Number”
_____ 12. this is played at Polly’s wedding
_____ 13. Bill and Katie’s last name
_____ 14. what Jeff wants to watch on TV
_____ 15. Katie’s new husband
_____ 16. what Jeff says to try to scare Bill
_____ 17. the phone operator likes this book
_____ 18. Dawn’s young son
Essay
literary work. The writer can evoke an emotional response in the reader by
working carefully with descriptive language and sensory details. In a brief
essay, describe the mood of “Sorry, Right Number” using examples from the
selection to support your view.
198
LEVEL III, UNIT 7
Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
The Legend of the Feathered Serpent, page 747
Lesson Test
Multiple Choice
for Legend of the Feathered Serpent
_____ 1. According to legend, Quetzalcóatl is due to return in the year
A. One Reed.
B. One Serpent.
C. One Yucátan.
D. One Feathered.
E. One Stone.
_____ 2. Moctezuma presented the invaders with gifts of
A. food and fuel.
B. cloth and gems.
C. swords and spears.
D. feathers and snakeskins.
E. black and white marbles.
_____ 3. After the villagers take back the statue of Xochipilli, they
A. burn it.
B. bury it.
C. destroy it.
D. cleanse it.
E. display it.
A.
B.
C.
D.
E.
We all believe the perpetrator belongs in a _________.
movie
prison
vehicle
museum
business
_____ 5. One aspect of this legend that is probably not true is the notion that
A. Moctezuma lived in a beautiful palace.
B. a feathered serpent once ruled the Aztec people.
C. the Aztec people worshipped a god of flowers and the arts.
D. the invaders rode four-legged beasts never before seen by the
Aztecs.
E. the invaders tortured and imprisoned Aztec men and women who
opposed them.
Assessment Guide
LEVEL III, UNIT 8
199
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_____ 6. Itauqui could best be described as
A. noble.
B. desperate.
C. sneaky.
D. misguided.
E. superstitious.
_____ 7. Itauqui dies with a smile on his face because
A. he believes in life after death.
B. he has accomplished his goal.
C. he does not realize he is dying.
D. he knows his suffering is almost over.
E. for the Aztec people, a smile indicates pain.
_____ 8. Which of these mottos best fits the attitude of the foreign invaders?
A. Power corrupts.
B. Might makes right.
C. You can’t win them all.
D. Rules are made to be broken.
E. We will win the hearts and minds of the people.
_____ 9. When the strangers arrive from the east,
A. the Aztecs’ fears come true.
B. the Aztecs show their adaptability.
C. the Aztecs must confront their past.
D. the Aztecs’ horizons are broadened.
E. the Aztecs lose faith in their old gods.
After the men fell asleep Itauqui whispered to his friends, “There is
no time to waste.” They swiftly sneaked through the shadows. Like
night ghosts they began to pull with all their might on the ropes still
attached to their god. And while the greedy men slept, the worshippers
of Xochipilli slowly dragged its body back toward the village. For many
hours all pushed and pulled. Their hands blistered and bled from the
coarse ropes, but no one grumbled or complained.
_____ 10. This passage demonstrates the
A. uselessness of resistance.
B. power of cooperation.
C. tragedy of false hope.
D. limitations of leadership.
E. effectiveness of bullying.
200
LEVEL III, UNIT 8
Assessment Guide
3/12/2009 9:54:54 AM
Matching
A. forefathers
B. omens
C. quetzals
D. maces
E. prophecies
F. mortals
_____ 11. predictions of things to come
_____ 12. clubs
_____ 13. ancestors
_____ 14. signs that something important or frightening is about to happen
_____ 15. human beings
_____ 16. birds with brilliant green feathers and red breasts
Essay
17. A conflict is a struggle between two forces in a literary work. A plot introduces
a conflict, develops it, and eventually resolves it. In an external conflict, the
main character struggles against another character, against the forces of
nature, against society, or against fate. The conflict in “Legend of the Feathered
Serpent” is an example of external conflict. In a paragraph, explain the
interactions between the bearded men’s soldiers and the Aztec people. Explain
why the two groups treated each other as they did, and use examples from the
legend to support your point.
Assessment Guide
LEVEL III, UNIT 8
201
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Name: ____________________________________________________ Date: __________________
Pecos Bill, page 760
Lesson Test
Multiple Choice
for Pecos Bill
_____ 1. Bill is separated from his family when
A. a cyclone hits.
B. a bear carries him off.
C. he runs after a coyote.
D. he falls out of their wagon.
E. a rattlesnake scares them off.
_____ 2. Pecos Bill and Slue-Foot Sue adopt
A. a baby bear.
B. a lonesome cowboy.
C. three Gila monsters.
D. a batch of baby coyotes.
E. a herd of wild mustangs.
He wanted to ________ to his homestead.
A.
B.
C.
D.
E.
talk
defer
return
lecture
concede
_____ 4. When Bill sings of “punchin’ cows,” he means
A. feeding cattle.
B. herding cattle.
C. attacking cattle.
D. having fistfights.
E. stealing animals.
202
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_____ 5. One exaggeration in this story comes when the author says that Bill
A. is born in Texas.
B. becomes a cowboy.
C. learns to talk in three days.
D. Bill marries Slue-Foot Sue.
E. names his horse Widow-Maker.
_____ 6. The purpose of this selection is to
A. inform.
B. instruct.
C. educate.
D. convince.
E. entertain.
_____ 7. The author implies that Pecos Bill could have been happy
A. working in an office.
B. living as a vegetarian.
C. staying single his whole life.
D. living with coyotes his whole life.
E. living in the dry stream bed his whole life.
_____ 8. Bill has a special relationship with
A. God.
B. birds.
C. animals.
D. soldiers.
E. foreigners.
_____ 9. For the most part, Bill used his talents and strengths
A. in secret.
B. to help people.
C. to make money.
D. in self-defense.
E. to make mischief.
_____ 10. This selection shows that people like their heroes to be
A. bold.
B. quiet.
C. humble.
D. cautious.
E. nameless.
Assessment Guide
LEVEL III, UNIT 8
203
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Matching
for Pecos Bill
A.
B.
C.
D.
E.
bushy tail
catfish
six-shooter
Rio Grande
lightning bolt
F.
G.
H.
I.
deer meat
rattlesnake
slingshot
Death Valley
_____ 11. where Bill first sees Slue-Foot Sue
_____ 12. Bill uses this to catch up to the wild mustang
_____ 13. Bill uses this to climb onto the cyclone
_____ 14. what the mother coyote gives to Bill
_____ 15. Bill creates this when he falls off the cyclone
_____ 16. lack of this convinces Bill he is human
_____ 17. Bill invents this
_____ 18. Bill uses this to make a lasso
_____ 19. what Slue-Foot Sue is riding when Bill first sees her
Essay
for Pecos Bill
20. The oral tradition is the passing of a work, an idea, or a custom by word of
mouth from generation to generation. Common works found in the oral
traditions of peoples around the world include folk tales, fables, fairy tales, tall
tales, nursery rhymes, proverbs, riddles, and ballads. In a brief essay, explain
why the story of Pecos Bill might be part of the oral tradition. What purpose
would these tales have served for people in the Old West and the generations
that followed?
204
LEVEL III, UNIT 8
Assessment Guide
3/12/2009 9:54:54 AM
Name: ____________________________________________________ Date: __________________
Coyote Steals the Sun and Moon, page 773
Lesson Test
Multiple Choice
for Coyote Steals the Sun and Moon
_____ 1. While looking for the sun and moon, Coyote and Eagle
A. argue which is the bravest.
B. become Kachinas.
C. become good friends.
D. find two large boxes.
E. almost drown in a river.
_____ 2. Coyote asks Eagle ________ times if he can carry the box.
A. four
B. five
C. six
D. seven
E. eight
_____ 3. Inside the large box, Coyote finds
A. the sun.
B. the moon.
C. the sun and moon.
D. neither the sun or the moon.
E. the sun, the moon, and the stars.
People are generally _________ of a sacred object.
A.
B.
C.
D.
E.
jealous
terrified
ignorant
disdainful
respectful
Assessment Guide
LEVEL III, UNIT 8
205
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_____ 5. In this selection, the myth being told offers an explanation for
A. rain.
B. stars.
C. winter.
D. summer.
E. sunlight.
_____ 6. Coyote wants to hunt with Eagle because he
A. wants to help Eagle.
B. hopes to become like Eagle.
C. knows Eagle is a good hunter.
D. hopes to win Eagle’s friendship.
E. wants help stealing the sun and moon.
_____ 7. Coyote is both
A. generous and wise.
B. noble and dignified.
C. honest and insecure.
D. curious and persistent.
E. playful and responsible.
_____ 8. The people in the village show Eagle and Coyote
A. loyalty.
B. hospitality.
C. indifference.
D. great cruelty.
E. deep compassion.
_____ 9. The title of this selection is meant to be
A. scary.
B. silly.
C. descriptive.
D. misleading.
E. judgmental.
_____ 10. What hard lesson could Eagle learn from his experience?
A. Indecision can be costly.
B. You should never talk to strangers.
C. There are many different paths to success.
D. If you want something done right, do it yourself.
E. Don’t put off until tomorrow what you can do today.
206
LEVEL III, UNIT 8
Assessment Guide
3/12/2009 9:54:54 AM
Matching
A. pueblo
B. Kachinas
C. moon
D. bugs
E. rabbits
_____ 11. Eagle catches many of these
_____ 12. traditional community of certain people in the Southwest
_____ 13. what Coyote catches after he joins Eagle
_____ 14. who initially has the sun and moon
_____ 15. escaped from the box first
Essay
16. A motivation is a force that moves a character to think, feel, or behave in
a certain way. In a brief paragraph, identify the motivations of Coyote in
“Coyote Steals the Sun and Moon.” At the end of your paragraph, state how
these motivations help to illustrate Coyote’s character.
Assessment Guide
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207
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Name: ____________________________________________________ Date: __________________
Where the Girl Rescued Her Brother, page 778
Lesson Test
Multiple Choice
for Where the Girl Rescued Her Brother
_____ 1. Before leading his men into battle, Crazy Horse cried,
A. “It is a good day to die.”
B. “Let us show no mercy.”
C. “Proud, true, and together.”
D. “Let the end come quickly.”
E. “Make no room in your heart for fear.”
_____ 2. Black Coyote’s pony
A. ran away.
B. was killed.
C. belonged to the Oglala.
D. was captured by white soldiers.
E. saved Buffalo Calf Road Woman’s life.
We would never __________ our ally.
A.
B.
C.
D.
E.
call
attack
embrace
compliment
acknowledge
_____ 4. Which of the following is a synonym for the word retreated in the
phrase “the group of men retreated”?
A. divided
B. recalled
C. withdrew
D. attacked
E. reappeared
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_____ 5. In this selection, the flashback ties in to the larger theme of
A. war.
B. death.
C. hunger.
D. hunting.
E. bravery.
_____ 6. In the Cheyenne culture, women
A. had no power.
B. were unhappy.
C. played an important role.
D. were the primary hunters.
E. made the important decisions.
_____ 7. The information presented in the History Connection indicates that
this story
A. has no historical basis.
B. is set during a real historical event.
C. has been adapted from an ancient legend.
D. was not as dramatic in real life as it appears here.
E. exists in one form or another in cultures throughout the world.
_____ 8. There is no indication in this selection that the Cheyenne value
A. wealth.
B. beauty.
C. family.
D. courage.
E. truthfulness.
_____ 9. From this selection, it is reasonable to conclude that the white soldiers
are not accustomed to seeing
A. unarmed women.
B. women ride horses.
C. women on the battlefield.
D. a brother accepting help from his sister.
E. sisters who are devoted to their brothers.
_____ 10. This selection suggests that a heroic act
A. often ends in tragedy.
B. is futile during times of war.
C. outlives the person who performs it.
D. is open to many different interpretations.
E. can only be appreciated by people who witness it.
Assessment Guide
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209
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Matching
A.
B.
C.
D.
the Gray Fox
a bear
veho
Black Coyote
E. Battle of Rosebud Creek
F. Joseph Bruchac
G. Lakota
_____ 11. white people
_____ 12. one of the authors of this selection
_____ 13. General George Crook
_____ 14. Buffalo Calf Road Woman’s husband
_____ 15. wanders into camp
_____ 16. allies of the Cheyenne
_____ 17. what white people call Where the Girl Rescued Her Brother
Essay
18. A legend is a story that is passed down through generations and is often based
on real events or characters from the past. In a brief essay describe how the
Cheyenne are portrayed in this selection. What does this story reveal about the
customs and values of the Cheyenne people? Use examples from the selection
to support your point.
210
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Name: ____________________________________________________ Date: __________________
The People Could Fly / Swing Low, Sweet Chariot, page 786
Lesson Test
Multiple Choice
for The People Could Fly/Swing Low, Sweet Chariot
_____ 1. The Driver cracks his whip across
A. Toby’s feet.
B. Toby’s face.
C. Sarah’s head.
D. Sarah’s baby.
E. the Overseer’s back.
_____ 2. The slaves who could not fly
A. helped Toby escape.
B. did not believe Toby.
C. tried to take Toby’s wings.
D. hoped Toby would be punished.
E. wanted Toby to take them with him.
The stolen goods were seized by the _________.
A.
B.
C.
D.
E.
judge
land
police
doctors
children
_____ 4. Which of the following is an antonym for the word scorned in the
phrase “She trembled to be worked so hard and scorned”?
A. noticed
B. imitated
C. punished
D. advanced
E. respected
_____ 5. Which of the following sentences contains an example of dialect?
A. Sarah flew over the fences.
B. “I heard him say the magic words.”
C. “Now, before it’s too late,” panted Sarah.
D. The Overseer rode after her, hollerin.
E. The Driver got his whip ready to curl around old Toby and tie him up.
Assessment Guide
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211
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_____ 6. In the song highlighted by the Literature Connection, “home” is
A. a state of mind.
B. a mixed blessing.
C. a symbol of defeat.
D. a disappointing place.
E. an idealized destination.
_____ 7. In this folk tale, flying is portrayed as
A. ordinary.
B. selfish.
C. liberating.
D. dangerous.
E. regrettable.
_____ 8. The emergence of this selection in pre-Civil War days suggests that
A. even the most downtrodden dream of a better life.
B. more and more slaves were learning to read.
C. many slaves studied black magic.
D. overseers and masters lived in fear of slave rebellions.
E. the slave community had good relations with white people.
_____ 9. This selection could best be called
A. grim realism.
B. a modern drama.
C. an escape fantasy.
D. persuasive account.
E. an historical depiction.
The slaves labored in the fields from sunup to sundown. The owner of
the slaves callin himself their Master. Say he was a hard lump of clay.
A hard, glinty coal. A hard rock pile, wouldn’t be moved. His Overseer
on horseback pointed out the slaves who were slowin down. So the one
called Driver cracked his whip over the slow ones to make them move
faster. That whip was a slice-open cut of pain. So they did move faster.
Had to.
_____ 10. This passage makes it clear that the Master
A. tries to be fair.
B. lacks compassion.
C. wants people to like him.
D. is unaware of his slaves’ suffering.
E. is uncomfortable in the role of slave owner.
212
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Matching
A. a crying baby
B. magic words
C. the driver
D. wings
E. whip
_____ 11. what some people left behind in Africa
_____ 12. what the driver uses
_____ 13. what Toby uses to help Sarah fly
_____ 14. what gets Sarah in trouble
_____ 15. takes directions from the Overseer
Essay
for The People Could Fly / Swing Low, Sweet Chariot
cultural. Using your prior knowledge, describe the context of this selection. In
an essay, hypothesize how this African-American folk tale would have been
received when it was first created. Explain to whom it would be written and
who might disapprove of its message.
Assessment Guide
LEVEL III, UNIT 8
213
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Name: ____________________________________________________ Date: __________________
Blackbeard’s Last Fight, page 793
Lesson Test
Multiple Choice
for Blackbeard’s Last Fight
_____ 1. The author of this selection has a long-standing interest in
A. the history of swords.
B. North Carolina history.
C. the history of army officers
D. the history of Spanish pirates.
E. the history of elected officials.
_____ 2. Robert Maynard was sent to fight Blackbeard by
A. Edward Teach.
B. the governor of Virginia.
C. Blackbeard’s thirteenth wife.
D. the governor of North Carolina.
E. the governor of South Carolina.
_____ 3. According to this legend, Blackbeard’s head wanted to
A. find its body.
B. learn to swim.
C. join Maynard’s men.
D. take over Maynard’s body.
E. keep fighting without its body.
They rode on the sloop all the way into the _________.
A.
B.
C.
D.
E.
214
house
desert
jungle
harbor
mountains
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_____ 5. In this selection, the character of Blackbeard is revealed mostly by
A. what he does.
B. what he says.
C. how he moves.
D. what he thinks.
E. how he dresses.
_____ 6. From this selection, it is reasonable to conclude that Blackbeard
A. only stole treasure from the rich.
B. stole more treasure than he needed.
C. was the only criminal alive at this time.
D. hoped to share his treasure with his family.
E. had no idea the value of the treasure he stole.
_____ 7. Blackbeard went out of his way to
A. look fierce.
B. help his crew.
C. entertain people.
D. learn new things.
E. find Robert Maynard.
_____ 8. What would have been good advice for Blackbeard in 1717?
A. Quit while you’re ahead.
B. Go after what you want.
C. Never run away from a fight.
D. Be careful what you wish for.
E. Always do what you have always done.
_____ 9. The least believable part of this legend is the notion that
A. Blackbeard was born in England.
B. Blackbeard’s head spoke after it was cut from his body.
C. Robert Maynard put a bullet through Blackbeard’s body.
D. Blackbeard gave some of his treasure to Governor Evans.
E. Over the course of his life, Blackbeard had thirteen wives.
_____ 10. Most people would find Blackbeard to be
A. a tough but fair character.
B. a bold but menacing character.
C. an unsavory but harmless character.
D. a colorful but inconsistent character.
E. an admirable but self-contained character.
Assessment Guide
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Matching
A. lieutenant
B. Adventure
C. England
D. Ocracoke
E. man-o-war
F. Walser
_____ 11. where Blackbeard was born
_____ 12. Robert Maynard’s rank
_____ 13. the author of this selection
_____ 14. the name of Blackbeard’s ship
_____ 15. a Navy ship
_____ 16. where Maynard met Blackbeard
Essay
17. A legend is a story that is passed down through generations and is often
based on real events or characters from the past. Unlike myths, legends are
usually considered to be historical; however, they may contain elements that
are fantastic or unverifiable. In a brief essay, explain why legends sometimes
blend fact and fiction and explain the blend within “Blackbeard’s Last Fight.”
Finally, using this selection as an example, explain how legends are important
to history.
216
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Name: ____________________________________________________ Date: __________________
Barbara Frietchie, page 798
Lesson Test
Multiple Choice
for Barbara Frietchie
_____ 1. John Greenleaf Whittier opposed
A. slavery.
B. the Union.
C. women’s rights.
D. public education.
E. Barbara Frietchie
_____ 2. John Greeleaf Whittier was part of a group called the
A. Bedside Poets.
B. Fireside Poets.
C. Firehouse Poets.
D. Automatic Poets.
E. Autocratic Poets.
Seeing he was famished, I offered him some _________.
A.
B.
C.
D.
E.
food
money
privacy
blankets
company
_____ 4. Which of the following is an antonym for the word clustered in the
phrase “the clustered spires of Frederick”?
A. new
B. shiny
C. forlorn
D. cramped
E. dispersed
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_____ 5. The conflict in this selection does not involve
A. war.
B. treachery.
C. patriotism.
D. symbolism.
E. confrontation.
_____ 6. The opening images in this poem are
A. sad and depressing.
B. empty and fearsome.
C. peaceful and serene.
D. stiff and exaggerated.
E. lighthearted and cynical.
_____ 7. The Cultural Connection shows that people have always found John
Greenleaf Whittier’s poems to be
A. accessible.
B. encouraging.
C. challenging.
D. controversial.
E. underestimated.
_____ 8. “Barbara Frietchie” suggests that Stonewall Jackson was
A. a crude man.
B. a wicked man.
C. a vindictive man.
D. an honorable man.
E. an indecisive man.
_____ 9. “Barbara Frietchie” implies that Stonewall Jackson
A. was an effective but heartless commander.
B. believed in making friends wherever he went.
C. was once a personal friend of Barbara Frietchie.
D. had trouble controlling some of the rebel soldiers.
E. felt conflicted for waging war against the United States.
_____ 10. This poem highlights
A. the emotional impact of war.
B. an individual act of heroism.
C. the increasing power of women.
D. the nature of war in the 19th century.
E. the difference between soldiers and civilians.
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Matching
A. host
B. horde
C. tread
D. stir
E. rent
_____ 11. footsteps
_____ 12. ripped
_____ 13. large crowd
_____ 14. wake or rise
_____ 15. person who entertains guests
Essay
cultural. In a brief paragraph, explain the context of “Barbara Frietchie” and
explain why knowing the context is important in understanding this narrative
poem.
Assessment Guide
LEVEL III, UNIT 8
219
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Name: ____________________________________________________ Date: __________________
John Henry Blues/Annie Christmas, page 804
Lesson Test
Multiple Choice
for John Henry Blues/Annie Christmas
_____ 1. In “Annie Christmas,” Annie rescues survivors from the Natchez Belle during a
A. deadly tornado.
B. fierce hurricane.
C. terrible blizzard.
D. cold rainy night.
E. brutally hot day.
To _________ the invaders, they put up a barricade.
A.
B.
C.
D.
E.
arm
alert
block
identify
encourage
_____ 3. In “John Henry Blues,” the woman in the blue dress says she has been
A. true to John Henry.
B. saved by John Henry.
C. tricked by John Henry.
D. rooting against John Henry.
E. a lifelong friend of John Henry.
_____ 4. Which definition of the word shaker best fits its meaning in the
narrative poem “John Henry Blues”?
A. a member of a Christian sect
B. a person who holds a stream drill
C. a person who wields power and influence
D. a container in which something can be shaken
E. one who impels, encourages, or supervises action
_____ 5. Unlike the protagonist in “John Henry Blues,” the protagonist in
“Annie Christmas” faces discrimination because of
A. age.
B. size.
C. race.
D. gender.
E. a physical disability.
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_____ 6. Which of the following actions from “Annie Christmas” is clearly a talltale exaggeration?
A. Annie is given a hero’s welcome in New Orleans.
B. Annie buys a red dress with matching red feathers.
C. Annie pulled a flatboat through the river with a frayed rope.
D. Annie’s body is put on a boat and is carried out to sea.
E. Annie loads bales of cotton on a busy New Orleans dock.
_____ 7. Annie Christmas uses her special talents to
A. help people.
B. avoid people.
C. shame people.
D. delude people.
E. impress people.
_____ 8. This story of “Annie Christmas” suggests that
A. a kind deed can be the best revenge.
B. there is no substitute for the love of one’s family.
C. one can do great things when they use their natural talents.
D. it is unwise to invest too much of yourself in a single project.
E. heroes are simply people who happen to be in the right place at the
right time.
_____ 9. Given the prediction John Henry made as a young boy, his race with
the steam drill could be considered
A. a fluke.
B. comical.
C. a distraction.
D. conspiratorial.
E. fate.
Read the following passage from “John Henry Blues.” Then answer the question(s)
below.
John Henry had a lovely little woman,
Called her Polly Ann;
John Henry got sick and he had to go home,
But Polly broke steel like a man,
Polly broke steel like a man.
_____ 10. In this passage, Polly is portrayed as
A. a timid woman.
B. jealous and competitive.
C. unsympathetic to John Henry.
D. a worthy companion for John Henry.
E. overly concerned about John Henry’s health.
Assessment Guide
LEVEL III, UNIT 8
221
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Matching
for Annie Christmas
A.
B.
C.
D.
buoyant
supple
sisal
tendril
E.
F.
G.
H.
plume
delta
acclaimed
shoals
_____ 11. praised
_____ 12. capable of floating
_____ 13. feather
_____ 14. shallows in water or sandbanks
_____ 15. strong fiber used to make ropes
_____ 16. flexible
_____ 17. something that looks like the slender curling shoot of a climbing vine
_____ 18. place where a river empties into a larger body of water
Essay
for John Henry Blues / Annie Christmas
19. What characters or forces serve as the antagonists of these two selections?
Identify and compare how each antagonist affects the selection’s protagonist.
Use evidence from the texts to support your response.
222
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Name: ____________________________________________________ Date: __________________
Paul Bunyan of the North Woods/The Ole Feller Recollects How Joe
Fournier Became Paul Bunyan, page 814
Lesson Test
Multiple Choice
for Paul Bunyan of the North Woods/The Ole Feller Recollects How Joe
Fournier Became Paul Bunyan
_____ 1. One morning Paul Bunyan’s barn was
A. used as a cookstove.
B. on fire.
C. seen skating on a pond.
D. filled with icy river water.
E. found on the back of his ox.
_____ 2. According to the Informational Text Connection, the name “Bunyan”
comes from
A. Banjo In.
B. Bon Jean.
C. Bone Yam.
D. Run Young.
E. Bunny One.
She believed she had ________ an apparition.
A.
B.
C.
D.
E.
hit
seen
eaten
carried
purchased
_____ 4. The statement that Paul Bunyan “grew up in shanties, around the hot
stoves of winter, among socks and mittens drying” means
A. in his hometown people lived simple lives.
B. people told stories about him when they gathered together.
C. he spent his childhood in a northern climate.
D. he had fond memories of his childhood days.
E. as a child he was rarely completely warm and dry.
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_____ 5. One example of hyperbole in this selection is the statement that
A. there were no women on the Big Onion river.
B. the cookstove in the camp was used to make pancakes.
C. Paul logged on the Little Gimlet in Oregon one winter.
D. Paul’s ox grew two feet every time Paul looked at him.
E. people told tales about Paul Bunyan in the Big North Woods.
_____ 6. The Informational Text Connection
A. proves Paul Bunyan was really Joe Fournier.
B. presents a theory that Paul Bunyan was really Joe Fournier.
C. disputes the notion that Paul Bunyan was really Joe Fournier.
D. indicates Joe Fournier would have been a better hero than Paul
Bunyan.
E. suggests it doesn’t matter whether or not Paul Bunyan was really
Joe Fournier.
_____ 7. This selection could best be described as a
A. profile in courage.
B. tense, gripping tale.
C. quest for the impossible.
D. set of realistic reminiscences.
E. series of humorous anecdotes.
_____ 8. In this selection, readers are not expected to
A. be entertained by Paul or his antics.
B. understand the challenges Paul faces.
C. detect a lighthearted quality to the writing.
D. take the stories of Paul’s exploits seriously.
E. question the authenticity of the Paul Bunyan legend.
_____ 9. The Informational Text Connection suggests that tall tales
A. often contain a grain of truth.
B. obscure people’s real virtues.
C. have their origin in other cultures.
D. do not appeal to younger generations.
E. become less and less entertaining as time passes.
One year when it rained from St. Patrick’s Day till the Fourth of July,
Paul Bunyan got disgusted because his celebration on the Fourth was
spoiled. He dived into Lake Superior and swam to where a solid pillar
of water was coming down. He dived under this pillar, swam up into it
and climbed with powerful swimming strokes, was gone about an hour,
came splashing down, and as the rain stopped, he explained, “I turned
the thing off.”
_____ 10. In this selection, Paul is motivated primarily by
A. pride.
B. greed.
C. boredom.
D. empathy.
E. annoyance.
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Matching
for Paul Bunyan of the North Woods / The Ole Feller Recollects How Joe
A.
B.
C.
D.
white snow
Benny
bumblebees
sorghum
E.
F.
G.
H.
Seven Axmen
earthquake
pancakes
mosquitoes
_____ 11. caused by the dancing at the party Paul holds
_____ 12. what Paul’s ox eats
_____ 13. Paul gets two special ones from Australia
_____ 14. Paul gives a party for them
_____ 15. what Paul hauls over from China
_____ 16. Paul’s Little Blue Ox
_____ 17. two of these kill and eat one of Paul’s oxen
_____ 18. Paul brings this up from Louisiana
Essay
for Paul Bunyan of the North Woods / The Ole Feller Recollects How Joe
19. Consider who created Paul Bunyan, and why. What does examining the
anecdotes about the rain, the bee mosquitoes, the Little Gimlet camp, and
Benny suggest about the lifestyle and the challenges the loggers faced? In
a short essay, describe what you learned about life in logging camps from
reading “Paul Bunyan of the North Woods.” Why would a character like Paul
Bunyan be a welcome addition in such a world?
Assessment Guide
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225
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Name: ____________________________________________________ Date: __________________
The Souls in Purgatory, page 822
Lesson Test
Multiple Choice
for The Souls in Purgatory
_____ 1. What do the Souls in Purgatory request?
A. to make the girl immortal.
B. to be joined by the girl’s aunt
C. to live in the merchant’s house
D. an invitation to the girl’s wedding
E. to make the girl’s wedding dress
_____ 2. The girl tells her new husband that the ugly hags are
A. strangers to her.
B. aunts of her father.
C. the witches of Hell.
D. poor, homeless creatures.
E. friends from her childhood.
I was unable to _________ a reproach.
A.
B.
C.
D.
E.
buy
utter
reach
locate
destroy
_____ 4. The merchant orders his wife never to spin, embroider, or sew because
A. he wants her to be a lady of leisure.
B. he fears the wrath of the Souls in Purgatory.
C. he realizes she doesn’t enjoy these activities.
D. he doesn’t want her to become as disfigured as the hags.
E. the hags put a spell on him that makes him fear such activities.
_____ 5. The mood at the end of this story is
A. more tense than it is at the beginning.
B. lighter than it is at the beginning.
C. the same as it is in the beginning.
D. less ironic than it is in the beginning.
E. more ominous than it is at the beginning.
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_____ 6. The old woman brags about her niece to the merchant because she
wants
A. the merchant to marry the girl.
B. to trick the Souls in Purgatory.
C. the girl to develop more talents.
D. the girl to show more confidence.
E. to impress the Souls in Purgatory.
_____ 7. Before marrying the girl, the merchant wants to be sure she
A. loves him.
B. is worthy of him.
C. won’t betray him.
D. is a kindhearted person.
E. does not care about his money.
_____ 8. This folk tale implies that faith
A. will be rewarded.
B. requires sacrifice.
C. is impossible to sustain.
D. must not stand in the way of love.
E. becomes more important with age.
_____ 9. This folk tale reinforces the notion that
A. innocence deserves protection.
B. education is the key to success.
C. a marriage should be based on love.
D. misunderstandings can poison a relationship.
E. parents must allow their children some freedom.
As the girl grew older and very beautiful, the old woman began to
worry that when she died her niece would be left all alone in the world,
a world which her niece saw only through innocent eyes. The old lady
prayed daily to all the saints in heaven for their intercession to Our
Lord that He might send some good man who would fall in love with
her niece and marry her . . . then she could die in peace.
_____ 10. This passage reveals the old woman’s
A. madness.
B. cynicism.
C. weakness.
D. motivation.
E. incompetence.
Assessment Guide
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Matching
A. pray
D. burn
B. rejoice
E. drink brindes
C. spin
_____ 11. the merchant asks if the girl can do this
_____ 12. the old woman does this when the merchant asks to marry her niece
_____ 13. the young girl spends much of her time doing this
_____ 14. what everyone does at the wedding
_____ 15. the merchant tells his wife to do this to her embroidery frame
Essay
16. A moral is a lesson that relates to the principles of right and wrong and is
intended to be drawn from a story or other work of literature. In a paragraph,
describe what lesson or lessons can be drawn from this story. Support your
view with examples from the story.
228
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Name: ____________________________________________________ Date: __________________
Gatored Community, page 829
Lesson Test
Multiple Choice
for Gatored Community
_____ 1. On June 7, 1937, people at a Brooklyn subway station saw an alligator
A. eat a garbage can.
B. crush a garbage can.
C. come out of a garbage can.
D. playing with a garbage can.
E. force a man into a garbage can.
_____ 2. According to nature writer Diane Ackerman, alligators typically live at
temperatures between
A. 32 and 98 degrees.
B. 50 and 68 degrees.
C. 60 and 78 degrees.
D. 78 and 90 degrees.
E. 88 and 100 degrees.
I was________ by the infestation of ants.
A.
B.
C.
D.
E.
moved
initiated
relieved
appalled
comforted
_____ 4. The suggestion that union officials would ask for a pay increase because
of alligators in the sewer is intended to
A. poke fun at union officials.
B. imply that alligators are harmless.
C. remind readers of the danger alligators pose.
D. show the need for pay raises among sewer workers.
E. highlight the rising level of education needed to be a sewer worker.
_____ 5. Which of the following descriptions does not apply to the tone of this selection?
A. wry
B. amused
C. angry
D. confident
E. authoritative
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_____ 6. One counterargument to the assertion that alligators live in New York’s
sewer system is the fact that
A. some alligators grow to be six feet long.
B. organisms deadly to alligators are found in sewage.
C. The New York Times has reported various alligator sightings.
D. a 1963 novel by Thomas Pynchon features alligators in a sewer
system.
E. an alligator was found in part of the New York City water supply
system in 1982.
_____ 7. Judging from this selection, most people view alligators as
A. harmless.
B. a menace.
C. endangered.
D. commonplace.
E. highly intelligent.
_____ 8. One might assume that the boys who killed the alligator with a shovel
acted out of
A. greed.
B. peer pressure.
C. misplaced loyalties.
D. anger and frustration.
E. fear.
_____ 9. This selection highlights people’s tendency to
A. tolerate crime.
B. succumb to inertia.
C. believe what they hear.
D. romanticize the past.
E. deliberately mislead each other.
All these alligators found in and around New York City, but only one
turned up in a sewer. (Mind you, Westchester County looks like a fine
place to avoid if you’re not saurianly inclined—every second gator
story seemed to come from there.) Not surprising either, for alligators
thrive in Florida and it’s hard to believe creatures that accustomed to
a warm climate would survive in the NY sewer system. A New York
winter is hard on native New Yorkers; I wouldn’t think a colony of
gators would stand a chance in that cold.
_____ 10. In this passage, the author appeals to the reader’s
A. five senses.
B. common sense.
C. sense of fair play.
D. sense of good behavior.
E. sense of adventure.
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Matching
A.
B.
C.
D.
veritable
premises
bowels
cogent
E. reservoir
F. lagoon
G. dearth
_____ 11. artificial lake used as water supply
_____ 12. deep or remote parts
_____ 13. relevant
_____ 14. shallow pond near or connected to a large body of water
_____ 15. not false or imaginary
_____ 16. inadequate supply
_____ 17. grounds
Essay
18. A legend is a story that is passed down through generations and is often based
on real events. In a paragraph, explain why “Gatored Community” is an
example of a legend. Use the selection to support your explanation.
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Name: ____________________________________________________ Date: __________________
Rip Van Winkle, page 836
Lesson Test
Multiple Choice
for Rip Van Winkle
_____ 1. When Rip returns to his village, he learns that his wife has
A. died.
B. run away.
C. remarried.
D. divorced him.
E. lost her voice.
She was too scrupulous to _________.
A.
B.
C.
D.
E.
run
sing
cheat
advance
remember
_____ 3. Which of the following is an antonym for the word alacrity in the
phrase “his usual alacrity”?
A. skill
B. panic
C. happiness
D. reluctance
E. intolerance
_____ 4. Rip Van Winkle goes hunting in order to
A. prove his courage.
B. escape verbal abuse by his wife.
C. sharpen his skills as a marksman.
D. provide food for his growing family.
E. collect skins to sell to passing traders.
_____ 5. In this story, there is a cause and effect relationship between the
A. passage of time and the rusting of Rip’s gun.
B. sunshine and the voice calling “Rip Van Winkle!”
C. ghost stories Rip tells the village children and his desire to go hunting.
D. beverage Rip drinks in the mountains and the disappearance of his dog.
E. death of Nicholas Vedder and the appearance of the strange man in
the mountains.
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_____ 6. Rip Van Winkle’s wife can best be described as
A. harsh and bossy.
B. meek and retiring.
C. helpful and hard-working.
D. lonely and misunderstood.
E. ambitious and sarcastic.
_____ 7. Rip’s time in the mountains had the biggest change on his
A. personality.
B. appearance.
C. desire to work.
D. political views.
E. love for his wife.
_____ 8. Washington Irving includes the bracketed paragraphs and the “Note”
at the end in order to
B. add a sense of realism to the story.
C. offer an alternative explanation of events.
D. show his command of the English language.
E. signal readers not to take the story too seriously.
_____ 9. This selection paints a grim picture of
A. nature.
B. schools.
C. the law.
D. America.
E. marriage.
What seemed particularly odd to Rip was, that though these folks were
evidently amusing themselves, yet they maintained the gravest faces,
the most mysterious silence, and were, withal, the most melancholy
party of pleasure he had ever witnessed. Nothing interrupted the
stillness of the scene but the noise of the balls, which, whenever
they were rolled, echoed along the mountains like rumbling peals of
thunder.
_____ 10. This passage implies that lots of noise is
A. expected at a party.
B. necessary for communication.
C. something that Rip finds annoying.
D. an indication that something is wrong.
E. an unnatural element in the mountains.
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Matching
for Rip Van Winkle
A.
B.
C.
D.
Hendrick Hudson
E. Nicholas Vedder
Diedrich Knickerbocker F. Judith Gardenier
Wolf
G. Dame Van Winkle
Derrick Van Bummel
_____ 11. signals his opinions by the way he smokes his pipe
_____ 12. Rip’s wife
_____ 13. according to the author, the tale of Rip Van Winkle is found among
this man’s papers
_____ 14. the dapper little schoolmaster
_____ 15. Rip’s daughter
_____ 16. the explorer who is said to play nine-pins in the mountains
_____ 17. Rip’s dog
Essay
for Rip Van Winkle
by a literary work. In a paragraph, describe the tone of the selection and
include examples from the text to support your opinion.
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Name: ____________________________________________________ Date: __________________
María Sabida, page 850
Lesson Test
Multiple Choice
for María Sabida
_____ 1. María Sabida is the first woman ever to enter the
A. horse barn.
B. village chapel.
C. thieves’ house.
D. midwife’s attic.
E. tent on the balcony.
The warriors vanquished their ___________.
A.
B.
C.
D.
E.
money
horses
enemies
weapons
battlefield
_____ 3. Which of the following is a synonym for the word retribution in the
phrase “what men would do in retribution”?
A. jest
B. private
C. reverse
D. revenge
E. disguise
_____ 4. The chief ladrón thinks the honey is his wife’s
A. tears.
B. wine.
C. blood.
D. fortune.
E. weapon.
_____ 5. Before María Sabida comes along, the people in her village live
A. in fear.
B. recklessly.
C. peacefully.
D. in ignorance.
E. extravagant lives.
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_____ 6. Which of the following attributes does María not demonstrate?
A. beauty
B. wisdom
C. courage
D. humility
E. cleverness
_____ 7. María Sabida’s realization that the chief ladrón is “a man of flesh and
blood”
A. baffles her.
B. terrifies her.
C. saddens her.
D. unsettles her.
E. emboldens her.
_____ 8. María Sabida could best be described as
A. a heroic martyr.
B. a legendary hero.
C. a religious warrior.
D. a realistic character.
E. an accidental peacemaker.
_____ 9. This folk tale suggests that
A. evil cannot be defeated.
B. evil dwells in everyone.
C. evil-doers can be reformed.
D. there is no clear definition of evil.
E. women are incapable of evil deeds.
“Witch, witch, what have you done with my master’s stew!” yelled the
old man. “He will kill us both when he gets home and finds his dinner
spoiled.”
“Get, you filthy viejo.” María Sabida grabbed the old man’s beard
and pulled him to his feet. “Your master will have the best dinner of his
life if you follow my instructions.”
María Sabida then proceeded to make the most delicious asopao
the old man had ever tasted, but she would answer no questions about
herself, except to say that she was his master’s fiancée.
_____ 10. In this passage, the old man’s fury
A. irritates María.
B. perplexes María.
C. intimidates María.
D. softens María’s heart.
E. causes María to change her plans.
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Matching
for María Sabida
A.
B.
C.
D.
animal footprints
honey
musical instruments
a paddle
E.
F.
G.
H.
oregano
little arms and legs
a knife
cattle
_____ 11. what the gang of thieves bring to María Sabida’s house
_____ 12. what María Sabida sees sticking out of a pot at the thieves’ house
_____ 13. what the chief ladrón steals from the people of the village
_____ 14. the sleeping powder María Sabida uses tastes like this
_____ 15. María Sabida can follow these to a waterhole
_____ 16. what the chief ladrón uses to attack the doll’s body
_____ 17. what María Sabida takes from the pantry
_____ 18. what María Sabida uses to beat the chief ladrón
Essay
for María Sabida
19. A hero is a character whose actions are inspiring and courageous. In early
literature, a hero was often part divine and had remarkable abilities, such
as magical power, superhuman strength, or great courage. In a brief essay,
describe how María Sabida fits this definition of hero. Use examples from the
text to support your response.
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About the Unit Exams
The Unit Exams align with the units in the Mirrors & Windows: Connecting
with Literature Student Edition. Each Unit Exam includes twenty-five to thirty
questions: eight to twenty matching, twelve to twenty multiple choice, and two
essay. These various types of questions address the following content:
• The matching questions cover the literary elements discussed in the genre
introduction at the beginning of the unit and in additional discussions of the
genre within the unit.
• The multiple-choice questions pertain to three to five canon or widelytaught selections from within the unit. These questions are grouped by
selection; each group is labeled with the title of the work.
• The essay questions call for analyzing or discussing some aspect of the
genre in the context of selections from the unit. The student is instructed
to answer one question and is usually asked to support his or her response
using details from one or two of the selections he or she has read.
Each Unit Exam should be considered a foundation on which to build a coursespecific test. By adding or substituting questions about other selections, you can
tailor the Unit Exam to fit the content of your course. Suggestions for doing so are
as follows:
• Follow the basic format of the Unit Exam, presenting the matching
questions first, the multiple-choice questions second, and the essay
questions last.
• Use all the matching questions provided in the Unit Exam. These questions
are included in the Unit Exam item bank on the ExamView® Assessment
Suite CD.
• Adapt the multiple-choice section by adding or substituting questions from
selections students have read. Additional multiple-choice questions are
available in the Lesson Test question banks on the ExamView® Assessment
Suite CD. (Also see the CD for details about the difficulty and Bloom’s
taxonomy level of each question.) Note that all the questions chosen for a
given selection will appear together in the Unit Exam and be labeled with the
title of the selection.
• Use the two essay questions included in the Unit Exam. Although the student
is asked to respond to only one question, both can be answered regardless of
which selections he or she has read. The essay questions are available in the
Unit Exam item bank on the ExamView® Assessment Suite CD.
• Provide a maximum of forty questions for a Unit Exam that is to be
completed within forty-five or fifty minutes’ time. This estimate allows
twenty-five to thirty minutes to complete the matching and multiple-choice
questions and twenty minutes to complete the essay question. Depending
on the level of detail expected in the response to the essay question, you may
allow students to refer to the text of the selection while they complete this
part of the test.
• Weight different types of questions as desired. As a default, each question in
the item bank has been assigned a value of one point.
For additional information on compiling tests using the ExamView® item banks, see
the directions with the ExamView® Assessment Suite CD.
grade08_AG_04_unitexams.indd 239
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Name: ____________________________________________________ Date: __________________
Unit 1 Exam
Matching
Match each of the following literary terms with the correct definition below.
A.
B.
C.
D.
E.
F.
G.
H.
I.
antagonist
character
characterization
chronological order
conflict
fiction
flashback
foreshadowing
mood
J.
K.
L.
M.
N.
O.
P.
Q.
motivation
novel
plot
point of view
protagonist
setting
short story
theme
_____ 1. the feeling or emotion created by a literary work
_____ 2. an interruption to the sequence of events in a story in which an event
that occurred earlier is described
_____ 3. an organizational plan in which events are presented in the order in
which they occur
_____ 4. a force that moves a character to think, feel, or behave in a certain way
_____ 5. the character playing the central role in a literary work
_____ 6. the central message or perception about life that is revealed through a
literary work
_____ 7. the time, place, and environment in which the events of a literary work
take place
_____ 8. the character in conflict with the central character in a literary work
_____ 9. a long work of fiction that often has involved plots, many characters,
and numerous settings
_____ 10. a struggle between two forces in a literary work
_____ 11. the act of creating or describing a character
_____ 12. any work of prose that tells an invented or imaginary story
_____ 13. an imaginary person or animal who takes part in the action of a literary
work
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_____ 14. the act of presenting hints to events that will occur later in a story
_____ 15. the series of events related to a central conflict, or struggle,
in a literary work
_____ 16. a brief work of fiction that usually presents a single plot, one or two
main characters, and one important setting
_____ 17. the vantage point, or perspective, from which a story is told
Multiple Choice
for Charles
_____ 18. The ending of this story
A. is a tragedy.
B. makes no sense.
C. contains a surprise.
D. is meant to be sad.
E. makes this a horror story.
_____ 19. Which aspect of this story is an important part of the plot?
A. The teacher gives Charles an apple for being good.
B. There is no boy named Charles in Laurie’s kindergarten class.
C. Laurie’s father accidentally knocks a bowl of flowers off the table.
D. Laurie’s father suggests that they invite Charles’s mother over for
tea.
E. Laurie wears corduroy overalls with bibs until the day he starts
kindergarten.
_____ 20. Laurie’s behavior at home could best be described as
A. funny.
B. troubling.
C. predictable.
D. appropriate.
E. understandable.
_____ 21. What happened to Lemon Brown’s son Jesse?
A. He was killed in prison.
B. He died in the war.
C. He was killed playing basketball.
D. He died on the streets.
E. He died in his father’s arms.
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_____ 22. A dynamic character in this story is
A. Greg.
B. Jesse Brown.
C. Greg’s father.
D. Lemon Brown.
E. the neighborhood thug.
_____ 23. Which of the following sentences best describes Greg’s feelings toward
his father at the beginning of the selection?
A. He respects his father’s views.
B. He has rejected his father’s love.
C. He understands his father’s past.
D. He questions his father’s values.
E. He admires his father’s strength.
_____ 24. In return for his work, the narrator gives Jerry
A. food.
B. a dog.
C. skates.
D. money.
E. clothes.
_____ 25. What Jerry wants most of all is
A. love.
B. praise.
C. money.
D. freedom.
E. responsibility.
for The Drummer Boy of Shiloh / Echoes of Shiloh
_____ 26. The general tells Joby that the drummer boy is
A. never a target.
B. the symbol of peace.
C. the heart of the army.
D. the father of the troops.
E. every soldier’s adopted son.
_____ 27. Which of the following descriptions from the story is not an example of
Bradbury’s use of sensory details?
A. Joby feeling like “no more than a toy himself”
B. Joby seeing the “great lunar face” of the drum
C. Joby hearing “a vast wind come up, that gently stirred the air”
D. Joby hearing a “little rat-tat” as the general’s fingernails brush his
drum
E. The general smelling of “salt sweat, ginger tobacco, horse and boot
leather, and the earth he walked on”
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_____ 28. This story shows that a great leader knows
A. the need for discipline.
B. the value of competition.
C. the importance of honesty.
D. secrets for advancing the cause.
E. how to inspire his or her troops.
for Gary Keillor/O Captain! My Captain!
_____ 29. Keillor’s rendition of “O Captain” at the talent show is
A. a disaster.
B. never heard.
C. a great success.
D. quietly received.
E. offensive to Miss Rasmussen.
_____ 30. Walt Whitman’s poem “O Captain! My Captain!” reveals Whitman’s
A. sense of humor.
B. personal ambitions.
C. mentoring of Lincoln.
D. admiration for Lincoln.
E. pro-Confederate sympathies.
_____ 31. This story suggests that teenagers are quick to
A. ridicule others.
B. forgive and forget.
C. appreciate literature.
D. reject popular culture.
E. overlook people’s flaws.
Essay
Answer one of the following questions.
32. In a paragraph, explain, in order, the five elements of plot. Then describe these
plot elements as they appear within one of the stories you read in class.
33. Write a paragraph in which you compare and contrast internal and external
conflict. Also provide examples of each type of conflict from stories you have
read in class.
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Name: ____________________________________________________ Date: __________________
Unit 2 Exam
Matching
A. first-person point
of view
B. implied theme
C. point of view
D. stated theme
E.
F.
G.
H.
I.
theme
third-person limited point of view
third-person omniscient point of view
third-person point of view
topic
_____ 1. the thoughts of all the characters are revealed
_____ 2. the central message or perception about life that is revealed through a
literary work
_____ 3. the subject of a literary work
_____ 4. the central message of a literary work must be inferred
_____ 5. the central message of a literary work is directly stated
_____ 6. the story is told by someone who participates in or witnesses the action
_____ 8. the story is told by someone who stands outside the action and
observes
_____ 9. the thoughts of only the narrator or a single character are revealed
Multiple Choice
_____ 10. The police officers come to investigate because a neighbor reports
A. seeing a light.
B. hearing a scream.
C. missing a lantern.
D. smelling a foul odor.
E. having an eerie feeling.
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_____ 11. Which of the following sentences would be consistent with the point of
view from which this story is told?
A. The old man screamed when he was awakened by a noise in his
room.
B. I had to dispose of the body quietly so the neighbors would hear
nothing.
C. You smile to yourself with satisfaction when you have completed
your evil deed.
D. The most bizarre detail can motivate a person to violence once
madness takes over.
E. When he told the officers he had killed the old man, they looked at
each other in shock
_____ 12. The old man in this story
A. is a madman.
B. is a violent man.
C. is a symbolic figure.
D. is an innocent victim.
E. is an unsympathetic character.
_____ 13. The police officers do not hear the beating heart because
A. they have no imagination.
B. they are not listening carefully.
C. the narrator is talking too loudly.
D. the heart is old, weak, and badly damaged.
E. the noise exists only in the narrator’s mind.
for Born Worker
_____ 14. When the firemen come, Arnie tries to
A. display his business sense.
B. blame José for the accident.
C. position himself as the hero.
D. explain the situation accurately.
E. give José the credit for saving Mr. Clemens.
_____ 15. Which of the following sentences is not consistent with José’s beliefs?
A. There is honor in hard work.
B. A job worth doing is worth doing well.
C. It is important to take pride in your work.
D. There is no shame in doing physical labor.
E. A smart worker knows how to cut corners.
_____ 16. One similarity between José and Arnie is their
A. view of themselves.
B. desire to make money.
C. approach to customers.
D. willingness to work hard.
E. belief that charm trumps effort.
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_____ 17. Arnie tries to
A. cheat Mr. Clemens.
B. avoid Mr. Clemens.
C. distract Mr. Clemens.
D. impress Mr. Clemens.
E. understand Mr. Clemens.
_____ 18. At daybreak on his first day in captivity, the boy tries to
A. run away.
B. scalp Bill.
C. box Bill’s ears.
D. burn Sam at the stake.
E. put a red-hot potato down Sam’s back.
_____ 19. Compared to the boy, Bill seems
A. very small.
B. quite meek.
C. physically weak.
D. terribly dangerous.
E. rather unpredictable.
_____ 20. Bill and Sam’s description of themselves as “desperate” proves accurate
in that they become desperate
A. to get money.
B. not to get caught.
C. to be rid of the boy.
D. to meet the boy’s father.
E. to establish their reputation.
_____ 21. The narrator’s sense of humor is evident in which of these sentences?
A. “I waited an hour and then concluded the thing was square.”
B. “We took him up to the cave, and I hitched the horse in the cedar
brake.”
C. “Behind him was the kid, stepping softly like a scout, with a broad
grin on his face.”
D. “There was a town down there, as flat as a flannel-cake, and called
Summit, of course.”
E. “About two miles from Summit was a little mountain, covered with
a dense cedar brake.”
_____ 22. In “The Medicine Bag,” Joe Iron Shell’s father worked as a
A. soldier.
B. teacher.
C. carpenter.
D. bus driver.
E. blacksmith.
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Medicine Bag,” dialogue is used to
B. explain motivations.
C. suggest alternatives.
D. generalize and summarize.
E. emphasize that the story is fiction.
_____ 24. “The Medicine Bag” suggests that part of growing up is learning to
A. set limits for yourself.
B. stand up for your beliefs.
C. accept defeat graciously.
D. appreciate your heritage.
E. say no to people you love.
_____ 25. “The Old Grandfather and His Little Grandson” is a reminder that
A. it is difficult to care for aging family members.
B. everyone deserves a second chance at happiness.
C. children don’t understand the pressures of being a parent.
D. everyone deserves to be treated with kindness and respect.
E. despite what some may say, it really isn’t possible to grow old
gracefully.
_____ 26. The old man in “The Old Grandfather and His Little Grandson” cannot
A. eat.
B. cry.
C. walk.
D. think.
E. swallow.
_____ 27. In “The Medicine Bag,” one of the things inside the medicine bag is
A. a bead.
B. a knife.
C. a pebble.
D. a photograph.
E. an arrowhead.
Essay
28. What point of view do you you prefer when you read a story? Why? Support
your answer using examples of this type of point of view from the stories you
have read in class.
29. Why might an author choose first-person point of view or third-person point
of view? What are the benefits and drawbacks of using each type of point of
view? Answer these questions in a paragraph. Use examples from the stories
you have read to support your response.
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Name: ____________________________________________________ Date: __________________
Unit 3 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
audience
autobiography
biography
essay
expository essay
memoir
nonfiction
H.
I.
J.
K.
L.
M.
N.
personal essay
persuasive essay
point of view
purpose
thesis
tone
voice
_____ 1. the story of a person’s life told by another person
_____ 2. a type of essay on a topic related to the life or interests of the writer
_____ 3. a type of essay in which the purpose is to inform or explain
_____ 5. the story of a person’s life told by that person
_____ 6. writing that is about real people, places, things, and events
_____ 7. the way a writer uses language to reflect his or her personality and
attitude toward the topic, form, and audience
_____ 8. the main idea supported in work of nonfiction
_____ 9. the writer’s attitude toward the subject or reader
_____ 10. a short nonfiction work that expresses a writer’s thoughts about a
single subject
_____ 11. the writer’s aim or goal
_____ 12. the person or group for whom the author is writing
_____ 13. a type of essay in which the purpose is to present an argument and
convince the reader
_____ 14. a type of autobiography that focuses on a certain period or incident in
someone’s life
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Multiple Choice
for Mrs. Flowers
_____ 15. Marguerite’s mother insists on showing Mrs. Flowers
A. the dirt under Marguerite’s nails.
B. the seams in Marguerite’s dress.
C. the bruises on Marguerite’s arms.
D. Marguerite’s collection of old books.
E. an essay Marguerite wrote about Mrs. Flowers.
_____ 16. When the author talks about exchanging the “Southern bitter
wormwood for a cup of mead with Beowulf,” she is talking about
A. emerging from extended sickness and recovering good health.
B. surviving grinding poverty and going on to become rice and
famous.
C. forgetting the grim realities of her life and escaping into the world
of books.
D. leaving the innocence of childhood and entering the complex world
of adults.
E. graduating from her inferior public school and moving on to a
prestigious college.
_____ 17. When Angelou describes “the unbalanced passion of the young,” she
implies that as an adult she is more
A. playful.
B. confident.
C. restrained.
D. judgmental.
E. authoritative.
_____ 18. This selection suggests that it is important for young people to be
A. employed.
B. comforted.
C. supervised.
D. encouraged.
E. reprimanded.
_____ 19. Batwi was
A. Ishi’s dog.
B. an old Yana.
C. Ishi’s real name.
D. the name of Ishi’s village.
E. a traditional Yana celebration.
250
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Assessment Guide
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_____ 20. Ishi was sent to live at the San Francisco museum because experts
wanted to
A. protect him and study him.
B. soothe him and entertain him.
C. challenge him and reform him.
D. stimulate him and educate him.
E. reward him and apologize to him.
_____ 21. When members of the public flocked to the jail to look at Ishi, they
showed
A. a sincere desire to help Ishi.
B. a lack of curiosity about Ishi.
C. considerable hostility toward Ishi.
D. an outpouring of concern for Ishi.
E. little consideration for Ishi’s feelings.
Waterman sat down beside Ishi, and with his phonetically transcribed
list of Northern and Central Yana words before him, began to read
from it, repeating each word, pronouncing it as well as he knew how.
Ishi was attentive but unresponding until, discouragingly far down the
list, Waterman said siwini which means yellow pine, at the same time
tapping the pine framework of the cot on which they sat. Recognition
lighted up the Indian’s face. Waterman said the magic word again; Ishi
repeated it after him, correcting his pronunciation, and for the next
moments the two of them banged at the wood of the cot, telling each
other over and over, siwini, siwini!
_____ 22. This passage recounts
A. an exciting breakthrough in communication.
B. a relatively insignificant moment in Ishi’s life.
C. reasons why Native Americans did not trust white Americans.
D. a frustrating encounter between representatives of two cultures.
E. the difficulty of communicating with someone who has different values.
for Soul of a Citizen: Living With Conviction in a Cynical Time/I Was Born
at the Wrong Time
_____ 23. Loeb does not believe that those who work for social change
A. can be happy.
B. must be saints.
C. should be honest.
D. will ever succeed.
E. welcome outsiders.
_____ 24. “I Was Born at the Wrong Time” suggests that participating in a cause
you believe in
A. is mostly drudgery and hard work.
B. often leaves people bitterly disappointed.
C. makes it difficult to readjust to ordinary life.
D. can be a powerful and memorable experience.
E. does not mean the next generation will be better off.
Assessment Guide
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251
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_____ 25. In his essay, Loeb tries to __________ people’s reasons for not getting
involved in worthy causes.
A. solicit, but then ignore,
B. scorn, but then highlight,
C. discover, but then minimize,
D. acknowledge, but then refute,
E. summarize, but then detail,
for Harriet Tubman: Conductor on the Underground Railroad/Our Struggle
Is Against All Forms of Racism
_____ 26. According to “Harriet Tubman,” before the Fugitive Slave Law,
runaway slaves were
A. safe in Philadelphia.
B. able to buy their freedom.
C. unwilling to follow Tubman.
D. forced to go all the way to Canada.
E. not pursued beyond their masters’ land.
_____ 27. Both the biography of Harriet Tubman and Nelson Mandela’s words in
“Our Struggle Is Against All Forms of Racism” could be described as
A. whimsical.
B. cautionary.
C. sentimental.
D. inspirational.
E. philosophical.
_____ 28. Based on his speech, it is evident that Nelson Mandela would welcome
A. a return to the past.
B. less media scrutiny.
C. anyone into his movement.
D. a chance to step away from the struggle.
E. financial support more than emotional support.
_____ 29. The biography on Harriet Tubman indicates that being a leader involves
A. never trusting anyone.
B. refusing to acknowledge risks.
C. accepting a great deal of responsibility.
D. sharing the rewards that come with victory.
E. allowing others to make whatever decisions they choose.
Essay
30. Write a paragraph about the three main types of essays: personal, persuasive,
and expository. Explain how they are alike and different. Support your
explanation using examples from the essays you read in this unit.
31. In a paragraph, explain why it is important for a writer to know about the
audience for whom he or she is writing. For instance, if you were writing your
autobiography, how might you write differently for an audience of children
versus an audience of adults?
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Name: ____________________________________________________ Date: __________________
Unit 4 Exam
Multiple Choice
_____ 1. The rocks created when asteroids hit the earth are called
A. quartz.
B. iridium.
C. breccias.
D. tsunamis.
E. Cretaceous.
_____ 2. Glen Penfield flew over parts of the Gulf of Mexico and the Yucátan
Peninsula to test the
A. altitude.
B. magnetic field of rocks on the Gulf floor.
C. gravitational pull.
D. atmospheric pressure.
E. temperature variation above and below the surface.
_____ 3. Which of the following details is helpful in supporting the article’s
main idea?
A. The surface of the sun is 10,000°F.
B. Haiti is only 300 miles from the Yucátan Peninsula.
C. Dinosaurs became extinct about 65 million years ago.
D. Geologist Walter Alvarez is the son of physicist Luis Alvarez.
E. The National Museum of Natural History is located in Washington,
D.C.
_____ 4. This selection indicates that scientific breakthroughs are often a
combination of
A. dreams and daring.
B. arrogance and humility.
C. research and chance.
D. imagination and desperation.
E. persistence and romanticism.
for Murder and More Mushroom Mayhem/Too Soon a Woman
_____ 5. In “Too Soon a Woman,” when Pa returns, he brings with him
A. a packhorse and some food.
B. dry wood for a fire.
C. a basket of wild mushrooms.
D. the children’s new stepmother.
E. two rifles and a fuel for the stove.
Assessment Guide
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_____ 6. Both “Murder and More Mushroom Mayhem” and “Too Soon a
Woman” touch on how
A. tempting it can be to eat mushrooms.
B. little scientists know about the way poison works.
C. people in different countries view mushrooms differently.
D. much time it takes poisonous mushrooms to affect a victim.
E. mushrooms blend wonderfully with many other ingredients.
_____ 7. “Murder and More Mushroom Mayhem” indicates that Pliny the Elder,
an ancient Roman scholar,
A. knew the dangers of mushrooms.
B. was able to prepare mushrooms safely.
C. was the first one to understand the dangers of mushrooms.
D. tried to warn the emperor about the dangers of mushrooms.
E. believed mushrooms could be used to get away with murder.
_____ 8. “Murder and More Mushroom Mayhem” suggests that science
A. has created taboos against mushrooms.
B. poses a greater threat than wild mushrooms.
C. has created several myths about mushrooms.
D. has yet to unlock all the mysteries of mushrooms.
E. has debunked the myth that mushrooms are deadly.
_____ 9. The creator of Star Wars was
A. Steven Spielberg
B. George Lucas.
C. George Méliès.
D. Stanley Kubrick.
E. Dr. David West Reynolds.
_____ 10. A visual dictionary is particularly helpful when
A. a movie plot is being discussed.
B. only one item is being presented.
C. the items being presented have special names.
D. the items being presented are new or unfamiliar.
E. the reader is expected to use his or her imagination.
_____ 11. “Industrial Light & Magic, Part 1: History” indicates that a successful
special effects company must be
A. famous and powerful.
B. small and inexpensive.
C. original and adaptive.
D. cautious and conservative.
E. generous and cooperative.
_____ 12. The gear carried by Jedi Knights indicates that these knights
A. rarely work alone.
B. are not to be trusted.
C. must be ready for anything.
D. often masquerade as their enemies.
E. are expected to work collaboratively.
254
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for Chac
_____ 13. What does Rabinowitz put around Chac’s neck?
A. a leash
B. a pedometer
C. a radio collar
D. a small camera
E. a piece of red rope
_____ 14. This story indicates that people from different cultures can
A. join together to fight a common enemy.
B. always find ways to understand each other.
C. have trouble understanding each other’s values.
D. easily blend together into a homogenous group.
E. have difficulty articulating why they distrust each other.
I got out of the truck and grabbed my three-foot-long jab pole with a
syringe attached to one end. Ideally, all I had to do was walk up to the
trap and inject the cat.
I walked through the forest to within twelve feet of the trap, then
got on my hands and knees and started to crawl the rest of the distance.
The jaguar, a large male, was not so easily fooled, and I saw two eyes
peering at me through the cohune leaves as I reached the side of the
trap. I was sweating profusely and took several deep breaths to calm
myself while looking at the angry eyes peeking through the leaves.
_____ 15. In this passage, sweating and taking deep breaths are signs of
A. rage.
B. resentment.
C. exhaustion.
D. nervousness.
E. unhappiness.
Matching
A.
B.
C.
D.
E.
F.
G.
chart
diagram
flow chart
how-to article
illustration
informational text
map
H.
I.
J.
K.
L.
M.
N.
news article
photograph
pie chart
science article
time line
visual media
web page
_____ 16. an image typically created by light acting on a sensitive material
_____ 17. a type of chart that shows the parts that make up the whole of
something
Assessment Guide
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_____ 18. the basic unit of the World Wide Web
_____ 19. a photograph, drawing, or diagram that makes a concept clearer by
providing a visual example
_____ 20. a visual representation of data that is intended to clarify or highlight
the information
_____ 21. a type of illustration that shows a concept or process and the
arrangement and relationships among its various parts
_____ 22. an informational text that offers information about a particular theory,
scientific observation, or discovery
_____ 23. an informational text that explains the steps in a process
_____ 24. a type of chart that shows the relative order of a series of events
_____ 25. a type of nonfiction whose basic purpose is to inform, rather than to
entertain or persuade
_____ 26. a photograph, drawing, or diagram that makes a concept clearer by
providing a visual example
_____ 27. pictorial and other graphic forms of communication
_____ 28. a type of chart that explains the steps of a process by using images
_____ 29. a visual representation of a geographic area that shows its significant
features
Essay
30. In a paragraph, explain how an informational text is alike and different from
other types of nonfiction, such as biographies, autobiographies, and essays.
Focus on the specific purpose for writing an informational text. Support your
explanation using examples from the informational texts you have read.
31. What is the purpose of visual media, such as photographs, illustrations,
maps, and so on? How are they used to convey information? When are visual
media more effective than written texts for conveying information? Write a
paragraph that answers these questions.
256
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Name: ____________________________________________________ Date: __________________
Unit 5 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
H.
I.
alliteration
figurative language
imagery
line
lyric poem
metaphor
meter
narrative poem
onomatopoeia
J.
K.
L.
M.
N.
O.
P.
Q.
poetry
rhyme
rhythm
simile
sound devices
speaker
stanza
symbol
_____ 1. a thing that stands for itself and something else
_____ 2. the regular rhythm of a poem
_____ 3. a single row of words in a poem
_____ 4. the repetition of sounds at the ends of words
_____ 5. anything written or spoken that is not meant to be taken literally
_____ 6. a type of poem that tells a story
_____ 7. a type of poem that expresses the emotions of the speaker
_____ 8. the repetition of consonant sounds at the beginnings of words
_____ 9. a group of lines in a poem
_____ 10. a figure of speech in which one thing is compared to another using the word like or as
_____ 11. the character who narrates, or speaks in, a poem
_____ 12. the patterns of beats, or stressed syllables, in a line of poetry
_____ 13. a figure of speech in which one thing is spoken or written about as if it were another
_____ 14. uses of language that appeal to the reader’s ear
_____ 15. a word or phrase that sounds like the thing it names
_____ 16. the mental pictures created in the reader’s mind
_____ 17. a genre of literature that uses carefully chosen and arranged words and often
has rhythm and rhyme
Assessment Guide
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Multiple Choice
for Night Clouds
_____ 18. To what are night clouds compared?
A. white rabbits
B. white mares
C. white clouds
D. white silk
E. white ghosts
_____ 19. Consider the line, “pawing at the green porcelain doors of the remote Heavens.”
What feeling might the speaker be attempting to describe with this line?
A. sadness
B. rage
C. confusion
D. happiness
E. longing
_____ 20. According to “Dreams,” if a dream dies, what does life become?
A. a broken-winged bird
B. a barren field
C. an uprooted tree
D. a piece of shattered glass
E. a dull landscape
_____ 21. Which of the following phrases from “A Dream Deferred” is an
example of a simile?
A. “What happens to a dream deferred?”
B. “Does it stink like rotten meat?”
C. “Maybe it just sags”
D. “Or does it explode?”
E. “Does it dry up”
_____ 22. Which of the following lines from “Dreams” is an example of a metaphor?
A. “Hold fast to dreams”
B. “Frozen with snow”
C. “For if dreams die”
D. “Life is a barren field”
_____ 23. In “A Dream Deferred,” what might the speaker mean by asking if a
dream deferred “festers like a sore”?
A. that deferred dreams can be pleasant
B. that deferred dreams can be ignored
C. that deferred dreams can be easy to live with
D. that deferred dreams can cause death
E. that deferred dreams can be harmful
258
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_____ 24. What is the first type of name a cat should have?
A. a serious, intelligent name
B. a peculiar, more dignified name
C. a name only the cat knows
D. a silly, unconventional name
E. a sensible, everday name
_____ 25. A writer’s purpose is his or her aim, or goal. From the following list,
select what appears to be the main purpose of “The Naming of Cats.”
B. to portray a person, place, or object
C. to persuade the reader
D. to tell a story
_____ 26. What does the speaker mean by saying that a cat needs a “peculiar”
name in order to “keep his tail perpendicular”?
A. Cats physically cannot keep their tails up without peculiar names.
B. Cats with peculiar names feel a sense of pride.
C. Cats without peculiar names are weaker.
D. Cats without peculiar names are teased by other cats.
E. Cats with peculiar names are more proper and rigid.
for The New Colossus/Immigrant Kids
_____ 27. According to “Immigrant Kids,” who did immigrants most fear after
they arrived on Ellis Island?
A. fellow immigrants
B. the second doctor
C. the registration clerk
D. the tax man
E. police officers
_____ 28. The author of “The New Colossus” constrasts the subject of the poem
with the image of
A. a brazen giant.
B. a helpful mother.
C. a sleeping giant.
D. hopeful immigrants.
E. a rising sea.
_____ 29. A writer’s purpose is his or her aim, or goal. Evaluate the poem and
select which of the following best describes the writer’s purpose.
A. to convince people to accept a position
B. to inform or explain
C. to convince people to respond in a certain way
D. to portray a person, place, object, or event
E. to tell a story
Assessment Guide
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_____ 30. Which of the following words best describes the speaker in “If I can
stop one Heart from breaking”?
A. happy
B. bored
C. silly
D. careless
E. serious
_____ 31. In the poem “He ate and drank the precious words,” what does the
subject of the poem forget?
A. that he has no food
B. that he is young
C. that he is sad
D. that he cannot dance
E. that he is poor
Essay
32. In a paragraph, explain what sound devices are and why poets use them. Give
examples of two different sound devices from poems you have read.
33. In a paragraph, compare and contrast lyric and narrative poetry. How are
they similar? How are they different? Use examples from one lyric and one
narrative poem to support your explanation.
260
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3/12/2009 9:54:59 AM
Name: ____________________________________________________ Date: __________________
Unit 6 Exam
Matching
A.
B.
C.
D.
E.
figurative language
free verse
mood
point of view
sound devices
F.
G.
H.
I.
J.
speaker
symbol
theme
tone
voice
_____ 1. the character who narrates, or speaks in, a poem
_____ 2. anything written or spoken that is not meant to be taken literally
_____ 3. the emotion created in the reader by a literary work
_____ 4. the central message or perception about life revealed through a literary
work
_____ 5. a thing that stands for itself and something else
_____ 7. the way a writer uses language to reflect his or her unique personality
and attitude toward topic, form, and audience
_____ 8. uses of language that appeal to the reader’s ear
_____ 9. a type of poetry that does not use consistent rhymes or rhythms
_____ 10. the writer or speaker’s attitude toward the subject or reader
Multiple Choice
_____ 11. The reader can assume that the “five-eyed creature” is actually a
A. motorcycle.
B. semi-trailer.
C. ice cream truck.
D. human.
E. police car.
Assessment Guide
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_____ 12. Who or what might the speaker be describing with the phrase “soft
shapes”?
A. humans
B. aliens
C. guts
D. organs
E. brains
_____ 13. What fact about the author, May Swenson, contributes the most to
understanding this particular poem?
A. She was an American poet, teacher, and editor.
B. Her family spoke Swedish at home.
C. She grew up billingual.
D. “Southbound on the Freeway” was first published in 1963.
E. Swenson’s poetry is known for its wordplay.
_____ 14. What can the reader assume about the speaker?
A. the speaker is not from the planet being described
B. the speaker is intelligent
C. the speaker has visited other planets before
D. the speaker is not trying to contact the creatures
E. the speaker means no harm
for Bats/The Bat
_____ 15. What does the bat carry as she flies?
A. a pocket
B. moths and gnats
C. her baby
D. water from the pond
E. moonlight and starlight
_____ 16. Which word best describes the mood, or atmosphere, of the poem
“The Bat”?
A. nervous
B. angry
C. somber
D. happy
E. lonely
_____ 17. According to the Science Connection, what is the name of a bat’s
special ability?
A. call location
B. repeat motion
C. resonation
D. reverbration
E. echolocation
262
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_____ 18. The reader can assume that Casey didn’t swing at the first two pitches
because
A. he believed he would hit the final pitch.
B. he didn’t think they were strikes.
C. they weren’t his favorite type of pitch.
D. he wanted to wait for a pitch he preferred.
E. All of the above
_____ 19. Which of the factors below adds the most suspense to the poem?
A. The Mudville team is down by two runs and has two players on
base.
B. It seems unlikely that Casey will have a chance to bat.
C. There is an ease in Casey’s manner as he steps up to the plate.
D. Flynn and Blake precede Casey in the lineup.
E. A straggling few get up to go in deep despair.
_____ 20. Which of the following expressions best describes the poem’s main
idea?
A. No guts, no glory.
B. Pride comes before the fall.
C. It’s no use crying over spilled milk.
D. Don’t stop believing.
E. It’s now or never.
_____ 21. What does Casey say when the first pitch passes him?
A. “That ain’t my style.”
B. “That ain’t a strike.”
C. “That’s one fast ball!”
D. “You call that a pitch?”
_____ 22. In “Birdfoot’s Grampa,” what does the old man gather into his hands?
A. small toads
B. painted turtles
C. raindrops
D. starfish
E. flowers
_____ 23. Both “The Time We Climbed Snake Mountain” and “Birdfoot’s
Grampa,” contain statements that
A. describe human nature.
B. are made by grandparents.
C. are useless in the city.
D. pay respect to nature.
E. ignore the rights of humans.
Assessment Guide
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_____ 24. Why are the last two lines in “Birdfoot’s Grampa” significant?
A. They offer a explanation for the old man’s actions.
B. They imply that toads have lives to live, just like humans.
C. They explain the message of the poem.
D. They challenge the speaker’s beliefs.
E. All of the above
_____ 25. Which of the following expressions best describes the central message
of both poems?
A. Live hard or die trying.
B. Every rose has its thorns.
C. Give peace a chance.
D. Live and let live.
E. Be prepared.
_____ 26. What does “cash in” mean to Sam McGee?
A. to gamble
B. to get paid
C. to die
D. to sleep
E. to fight
Which of the following lines best represents the climax of the poem?
A. “He was always cold, but the land of gold seemed to hold him like a spell;”
B. “He turned to me, and ‘Cap,’ says he, ‘I’ll cash in this trip, I guess;’ ”
C. “And before nightfall a corpse was all that was left of Sam McGee.”
D. “ ‘I guess he’s cooked, and it’s time I looked’ . . . then the door I opened wide.”
E. “I do not know how long in the snow I wrestled with grisly fear;”
in a certain way. Which word best describes the motivation of the
speaker to cremate Sam McGee?
A. anger
B. fear
C. greed
D. kindness
E. honor
Essay
29. In a paragraph, explain what symbols are and how they are used to create meaning
in poetry. Give two examples of symbols from poems you have read. What does
each symbol mean, and how is it used to create the theme of the poem?
30. Write a paragraph describing the role of the speaker in a poem. What is the
connection, if any, between the speaker and the author of a poem? Provide
examples of speakers from poems you have read in this unit.
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Assessment Guide
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Name: ____________________________________________________ Date: __________________
Unit 7 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
H.
act
antagonist
cast
comedy
dialogue
drama
Greek tragedy
monologue
I.
J.
K.
L.
M.
N.
O.
P.
play
plot
protagonist
scene
set
script
stage directions
straight drama
_____ 1. the scenery of a drama, including the lighting, props, and so on
_____ 2. a type of drama in which a heroic main character struggles—with the
gods, historically—and is ultimately brought down by a personal flaw
_____ 3. the most important or central character in a literary work
_____ 4. a type of drama that presents realistic characters and situations
_____ 5. a work of literature that is intended to be performed for an audience
_____ 6. the actual text of a drama, including the characters’ names and
information about the setting, dialogue, and stage directions
_____ 7. conversation between characters
_____ 8. a type of drama written for the stage
_____ 9. a short division of a play; several of these make up an act
_____ 10. the character who engages in conflict with the most important character
_____ 11. the series of events related to a central conflict, or struggle, in a literary work
_____ 12. information in the script that tells the actors how to speak, move, enter
and exit, and so on
_____ 13. all of the characters in the drama
_____ 14. a type of drama in which the plot involves a series of mishaps and
humorous situations
_____ 15. a division of a play that includes several scenes
_____ 16. a speech by one character
Assessment Guide
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Multiple Choice
_____ 17. Holmes suggests that he might be suffering from
A. Coals of Fire.
B. Culverton Fever.
C. Chinese Grudge Syndrome.
D. Black Formosa Corruption.
E. Deadly Scotland Belladonna.
_____ 18. Holmes’s comments about oysters are designed to convince
A. Mrs. Hudson to leave the room.
B. Smith that Holmes really is sick.
C. Watson that Smith is a murderer.
D. Watson that the sickness is making Holmes crazy.
E. Watson that Holmes is in full command of his senses.
_____ 19. An important stage direction in this drama is that
A. Smith rests his chin on his arms as he talks to Holmes.
B. Watson does not touch Holmes in the first two scenes.
C. Watson appears half-asleep as he sits and waits until six o’clock.
D. Watson takes off his coat and hat when he enters Holmes’s room.
E. Holmes and Watson raise their glasses and drink as the curtain
falls.
_____ 20. This selection indicates that in detective dramas,
A. no character has a minor role.
B. there is no need for outdoor scenes.
C. the plot doesn’t always make sense.
D. he main character is introduced first.
E. things are not always what they appear to be.
for The Diary of Anne Frank, Act I/Anne Frank: The Diary of a Young Girl
_____ 21. From eight in the morning until six at night, no one in the hiding place
is allowed to
A. eat food.
B. rest.
C. study.
D. stand up.
E. wear shoes.
_____ 22. The arrival of Dussel is part of the
A. climax.
B. resolution.
C. exposition.
D. rising action.
E. falling action.
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_____ 23. “Anne Frank: The Diary of a Young Girl,” shows that Anne Frank
A. was an outgoing and fun-loving girl.
B. was never a popular or respected girl.
C. worked hard to understand herself and others.
D. had no idea what was happening in the outside world.
E. had less trouble accepting the limitations of hiding than the rest of
her family had.
_____ 24. The fact that this drama is based on real life makes it
A. quickly outdated.
B. a bit less exciting.
C. difficult to follow.
D. even more compelling.
E. unnecessarily complicated.
for The Diary of Anne Frank, Act II/All But My Life
_____ 25. When Peter and Anne want to be alone, they go
A. up onto the roof.
B. into Peter’s room.
C. into the bathroom.
D. down the stairwell.
E. into Mr. and Mrs. Van Daan’s room.
_____ 26. The stage directions at the opening of Scene 2 refer to “the grown-ups.”
The fact that this term appears in quotation marks suggests that
A. the adults are not acting very grown up.
B. Anne considers herself a grown-up, too.
C. none of people in the hiding place are fully grown.
D. this is the way married couples think of themselves.
E. since they are all losing weight, no one is really “growing.”
_____ 27. The Primary Source Connection from “All But My Life” shows that
even the most intense conditions did not
A. bother young people.
B. alter people’s behavior.
C. cause anyone to give up.
D. extinguish all friendships.
E. prevent people from having fun.
_____ 28. The selection shows that, as Anne had hoped,
A. her words live on after her death.
B. her diary was shared with the public.
C. her parents held no grudges against her.
D. Miep and Mr. Kraler rescued her father.
E. the end came quickly for those she loved.
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_____ 29. The operator tells Bill that Dawn’s phone
A. is busy.
B. is not working.
C. is off the hook.
D. won’t stop ringing.
E. isn’t loud enough.
_____ 30. The close-ups and extreme close-ups in this drama seem likely to create
A. a feeling of hope.
B. a sense of freedom.
C. a break in the action.
D. a feeling of suspense.
E. a sense of time passing.
_____ 31. The scratches around Dawn’s front door lock serve to
A. heighten the tension.
B. turn suspicion toward Bill.
C. suggest the house is abandoned.
D. show what a wild life Dawn leads.
E. remind the audience that Dawn lives way out in the country.
Essay
32. In a paragraph, explain some of the differences between a play and a work
of fiction, such as a short story. What kinds of things does the playwright, or
author of the play, have to consider that other authors do not?
33. In a paragraph, explain what stage directions are and how they enhance both
the performance of a play and the experience of reading a script. How would
scripts be different if they did not include stage directions? Use examples from
the plays you have read in this unit to support your answer.
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Name: ____________________________________________________ Date: __________________
Unit 8 Exam
Matching
A.
B.
C.
D.
E.
ballad
creation myth
folk song
folk tale
hero myth
F.
G.
H.
I.
legend
myth
origin myth
tall tale
_____ 1. a type of folk literature that has structured stanzas, a refrain, and a
simple melody; it often expresses a group’s shared ideas or feelings
_____ 2. a type of myth that tells how the world and human beings came to exist
_____ 3. any type of story in the oral tradition; the story could have taken place
anywhere and at any time
_____ 4. a type of myth that explains objects and events in the natural world
_____ 5. a type of myth that tells of the deeds and adventures of a brave
character
_____ 6. a traditional story that is popularly thought of as historical but has not
been proven true
_____ 7. a lighthearted or humorous story with many exaggerated elements
_____ 8. a type of narrative song that is short and often contains repeated words
or phrases
_____ 9. a traditional story that usually presents supernatural events involving
gods and heroes
Multiple Choice
for Pecos Bill
_____ 10. Pecos Bill and Slue-Foot Sue adopt
A. a baby bear.
B. a lonesome cowboy.
C. three Gila monsters.
D. a batch of baby coyotes.
E. a herd of wild mustangs.
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_____ 11. Using your prior knowledge of animals, you can be pretty sure that Bill
did not really
A. round up cattle.
B. pick up a snake.
C. tame a mustang.
D. see an armadillo.
E. ride a mountain lion.
_____ 12. This legend helps reinforce the notion that a hero
A. has many enemies.
B. can solve any problem.
C. prefers animals to humans.
D. only emerges during times of crisis.
E. does not have ordinary human emotions.
_____ 13. Inside the large box, Coyote finds
A. the sun.
B. the moon.
C. the sun and moon.
D. neither the sun or the moon.
E. the sun, the moon, and the stars.
_____ 14. In this story, Coyote could best be called
A. stern.
B. mature.
C. alluring.
D. unreliable.
E. emotional.
_____ 15. What hard lesson could Eagle learn from his experience?
A. Indecision can be costly.
B. You should never talk to strangers.
C. There are many different paths to success.
D. If you want something done right, do it yourself.
E. Don’t put off until tomorrow what you can do today.
_____ 16. The slaves who could not fly
A. helped Toby escape.
B. did not believe Toby.
C. tried to take Toby’s wings.
D. hoped Toby would be punished.
E. wanted Toby to take them with him.
_____ 17. Which of the following sentences contains an example of dialect?
A. Sarah flew over the fences.
B. “I heard him say the magic words.”
C. “Now, before it’s too late,” panted Sarah.
D. The Overseer rode after her, hollerin.
E. The Driver got his whip ready to curl around old Toby and tie him up.
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_____ 18. In this folk tale, flying is portrayed as
A. ordinary.
B. selfish.
C. liberating.
D. dangerous.
E. regrettable.
_____ 19. The flag that Barbara Frietchie waves is a
A. Confederate flag.
B. United States flag.
C. white flag of surrender.
D. flag of the town of Frederick.
E. flag of the state of Maryland.
_____ 20. One detail that is important in understanding the main idea of
“Barbara Frietchie” is the fact that
A. Barbara Frietchie is now dead.
B. Barbara Frietchie was an old woman.
C. some of the rebel soldiers were walking.
D. the rebels came into town on a sunny day.
E. the fruit trees in the area produced apples and peaches.
_____ 21. “Barbara Frietchie” implies that Stonewall Jackson
A. was an effective but heartless commander.
B. believed in making friends wherever he went.
C. was once a personal friend of Barbara Frietchie.
D. had trouble controlling some of the rebel soldiers.
E. felt conflicted for waging war against the United States.
for John Henry Blues/Annie Christmas
_____ 22. In “Annie Christmas,” Big River’s Daughter is the name of Annie’s
A. boat.
B. canoe.
C. daughter.
D. fishing pole.
E. river dolphin.
_____ 23. In both “John Henry Blues” and “Annie Christmas,” the protagonist
A. has fame as his or her ultimate goal.
B. suffers humiliation for a worthy cause.
C. experiences one amazing success after another.
D. must accomplish his or her goal singlehandedly.
E. is unaware of the forces working against him or her.
_____ 24. John Henry demonstrates a strong
A. work ethic.
B. sense of curiosity.
C. belief in the future.
D. attachment to family.
E. desire for wealth.
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for Paul Bunyan of the North Woods/The Ole Feller Recollects How Joe
_____ 25. One morning Paul Bunyan’s barn was
A. used as a cookstove.
B. on fire.
C. seen skating on a pond.
D. filled with icy river water.
E. found on the back of his ox.
_____ 26. In this selection, it appears the author’s purpose is to
A. shock.
B. reflect.
C. inform.
D. entertain.
E. persuade.
_____ 27. This selection could best be described as a
A. profile in courage.
B. tense, gripping tale.
C. quest for the impossible.
D. set of realistic reminiscences.
E. series of humorous anecdotes.
Essay
28. In a paragraph, explain what purpose origin myths and creation myths might
serve in a culture. Why do people want to know how they and their world
came to be? Support your explanation using examples from myths you have
heard or read.
29. In a paragraph, explain how studying works in the oral tradition, such as
myths, folk tales, tall tales, folk songs, and legends, can help you understand
the culture that produced them. Use examples from your own culture to
support your explanation.
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About the Reading Fluency Assessments
Reading Fluency Assessments have been provided in response to increasing
interest in and demand for this type of information, even at the high school
level. The relationship between reading fluency and comprehension has been
well documented. Slow readers, in particular, are likely to have difficulty
comprehending text.
In this Assessment Guide, two passages are provided for each unit in the
Mirrors & Windows: Connecting with Literature program. Each passage contains
material from the corresponding unit in the Student Edition, whether it is from a
literary selection or instructional material. Each passage is considered moderate in
difficulty and is about two hundred words long. To ensure an accurate assessment
and progress report, students should not practice reading the passage before they
begin the assessment.
The guidelines below explain how to administer the assessments as well as
evaluate and score the student’s performance. The Detailed Reading Fluency
Rubric describes each of the categories that are used to measure students’ skill in
reading the passages.
The goal of reading fluency assessment is to encourage and chart student
progress. A master Reading Fluency Progress Graph is provided to help you
accomplish that goal. A copy of the graph can be used to chart an individual
student’s scores for multiple readings of the assessment passages.
Following each assessment, you can also document the types of errors a student
made in a Reading Fluency Error Chart. The student can then review the results
and practice to remedy the identified errors. A master Reading Fluency Error Chart
is supplied for this purpose.
Additional reading fluency materials can be found at mirrorsandwindows.com.
Conducting Reading Fluency Assessments
Materials Needed
• one copy of the passage for each student (for you to use in marking and scoring)
• one additional reading copy (for students to read during the test; laminate or
enclose in a plastic sleeve if possible)
• a stopwatch or other timing device
• a pencil or pen
• one Reading Fluency Progress Graph for each student
• one Reading Fluency Error Chart for each student and each passage
Administering the Test
1. Have the student sit at a desk or table, and place the reading copy of the
passage in front of him or her. You should sit across from the student but not
so near that your marking will be a distraction.
2. Explain to the student that he or she is going to read the text out loud for one
minute. You will tell him or her when to start and stop. Encourage the student to
read as quickly and carefully as he or she can. Review the format of the material,
which includes a text passage and a row of numbers to its right (see example later
in this introduction). Emphasize that the student should focus solely on the text.
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3. Ask the student if he or she understands what to do. Review the directions as
needed.
4. Tell the student to begin reading when he or she is ready. Start the timer when
he or she says the first word of the passage.
5. While the student reads, mark his or her errors on a copy of the passage
(see Marking Errors section below). Do not speak while the student is
reading unless he or she pauses for more than three seconds. If that
happens, advise him or her to skip the problematic word or phrase and
go on.
6. After one minute, tell the student to stop reading. Use double slash marks to
indicate the specific point in the text at which the student stops (again, see
Marking Errors guidelines).
Marking Errors
1. Document each student’s performance, as well as successive rounds of
testing, using the markup system described in steps 2–4 below. Doing so
is necessary to ensure accurate, efficient recording and valid and reliable
results.
2. Mark up a separate copy of the passage for each student. As the student reads,
mark these types of errors as indicated:
• Omissions: Circle each omitted word.
• Mispronunciations: Make an X through each mispronounced word.
• Additions: Insert a caret (^) at the point at which a word is added, and write
the added word above the line of text.
• Substitutions: Circle any word that is replaced by another word, and indicate
the substituted word by using a caret and writing the word above the line of
text.
• Repetitions: Underline any repeated word.
• Inappropriate pauses: Insert a slash (/) before each word at which a student
pauses inappropriately.
3. Write SC above any word that was omitted or mispronounced but then selfcorrected.
4. As noted above, use double slash marks (//) to mark the exact point where the
student stops reading.
Calculating Rate and Accuracy
After each reading, complete the calculations described here in the section below
the passage.
Words correct
1. Determine the total number of words the student read by noting the point at
which he or she stopped reading and adding the number of words completed
in that line to the number of words listed at the end of the previous line. Enter
this total on the line following “Words read.”
2. Count the number of errors the student made. Do not count selfcorrections as errors. Count a series of repeated words as one error.
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Otherwise, count each error individually. Enter this number on the line
following “Errors.”
3. Subtract the “Errors” figure from the “Words read” figure. Enter the “Words
correct” total in the space provided.
Words correct per minute
1. Most students will complete only a portion of the reading passage in one
minute, but some may complete the entire passage in less than one minute.
The calculation for determining the number of word correct per minute will
give you an accurate per-minute count whether the student reads the entire
passage or only a portion of. Begin by copying the “Words correct” total from
the previous calculation on to the line provided.
2. Write the number of seconds read on the line provided.
3. Complete the calculation by multiplying the “Words correct” figure by 60 and
dividing that amount by the “Seconds read” figure. Record the total on the line
provided.
Percentage words correct
1. Copy the “Words correct per minute” total from the previous calculation in
the line provided.
2. Copy the “Words read” total from the first calculation on the line
provided.
3. Divide the “Words correct per minute” figure by the “Words read” figure,
multiply by 100, and enter the total on the line provided.
Identifying Fluency Levels
1. In the fluency rubric at the bottom of the Reading Fluency Assessment page,
circle the percentage of words read correctly.
2. To score the student’s expression, circle the amount of text that was read with
appropriate expression and intonation. Consider the number of errors the
student made, and review the expression indicators in the Reading Fluency
Rubric at the end of this introduction.
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Example
Words per line
14
26
37
50
63
78
93
108
120
134
147
160
174
189
200
204
208
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Understanding Reading Fluency
Each of the following descriptions includes a criterion about expression and
intonation (also called prosody). This is a subjective quality of oral reading and thus
not measured by a test of rate and accuracy. You should take note if a student reads
quickly and accurately but with little or inappropriate expression or intonation, and
then weigh that factor in determining the student’s level of fluency. Research has
generally found that a high level of expression corresponds with high scores in rate
and accuracy. All three qualities contribute to reading comprehension.
Detailed Reading Fluency Rubric
Level 4 (Fluent)
Rate and
Accuracy
97–100%
Reads primarily in larger, meaningful phrase groups
Reads with some regressions, repetitions, and deviations but self-corrects promptly and
accurately
Reads at rate that is consistent and conversational
Expression
Reads all or almost all text with appropriate expression and vocal emphasis
Reads all or almost all text with appropriate inflection and rises and drops in voice tone
Reads all or almost all punctuation marks accurately
Level 3 (Fluent)
Rate and
Accuracy
94–96%
Reads primarily in three- or four-word phrases but may include some smaller groupings
Reads with some regressions, repetitions, and deviations and sometimes has difficulty
self-correcting
Reads at rate that is generally, but not always, consistent and conversational
Expression
Reads most text with appropriate expression and vocal emphasis
Reads most text with appropriate inflection and rises and drops in voice tone
Reads most punctuation marks accurately
Level 2 (Nonfluent)
Rate and
Accuracy
90–93%
Reads primarily in two-word phrases but may include some word-by-word reading
Reads with regular regressions, repetitions, and deviations and pauses at length while selfcorrecting
Reads at rate that varies significantly, owing to frequent pauses
Expression
Reads little text with appropriate expression and vocal emphasis
Reads little text with appropriate inflection and rises and drops in voice tone
Reads few punctuation marks accurately
Level 1 (Nonfluent)
Rate and
Accuracy
< 90%
Reads primarily word by word
Struggles with many or most words and is often unable to self-correct
Reads at rate that is slow and labored
Expression
Reads no or almost no text with appropriate expression and vocal emphasis
Reads no or almost no text with appropriate inflection and rises and drops in voice
Reads no or almost no punctuation marks accurately
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Graphing Reading Fluency Progress
Reading fluency progress is determined by multiple readings of the same passage.
The Reading Fluency Progress Graph that directly follows this introduction allows
you to chart student progress on any number of readings.
First Reading: For the first reading of each passage, mark a blue dot in the row
below the passage number to show the percentage of words read correctly.
Second Reading: For the second reading of each passage, mark a red dot in the
row below the passage number to show the percentage of words read correctly.
Subsequent Readings: Use a different color to record and graph the percentage
of words read correctly in each subsequent reading.
To graph progress, draw a blue line connecting the blue dots from the first
readings of the passages. Then draw a red line connecting the red dots from the
second readings of the passages. Continue drawing lines to connect the different
color dots for each subsequent reading.
Helping Students Improve Their Reading Fluency
Reading fluency improves most quickly when students can see the types of errors
they are making and focus on those errors as they practice. Use the Reading
Fluency Error Chart at the end of this introduction to record the types of errors a
student makes. The chart provides space for recording errors during four readings
of the passage. This allows students to assess improvement in specific skill areas.
Fill out the chart by listing the words missed under each error category. Use
these guidelines:
1. If the student self-corrected an error, do not count it.
2. For inappropriate pauses, list the word or phrase that immediately follows the
pause.
3. For substitutions, list both the word missed and the word substituted, and
circle the word missed.
4. For additions, include the entire phrase into which the word was inserted, and
circle the word that was added.
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Nonfluent
Fluent
Fluency Level
1
2
3
4
< 90
90
91
92
93
94
95
96
97
98
99
100
Percentage
Correct
1
2
3
4
5
6
7
8
9
10
11
Reading Fluency Assessment Passages
Reading Fluency Progress Graph
12
13
14
15
16
Reading Fluency Error Chart
Reading Fluency Assessment, Passage _____
Reading
Omissions
Mispronunciations
Additions
Substitutions
Repetitions
Inappropriate Pauses
First
Second
Third
Fourth
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Name: ____________________________________________________ Date: __________________
from A Mother in Mannville, page 33
Reading Fluency Assessment, Passage 1
When you are ready, begin reading the passage aloud. Read as clearly and smoothly
as possible. Continue reading until your teacher says “Stop.”
Words per line
At daylight I was half-wakened by the sound of chopping.
10
Again it was so even in texture that I went back to sleep. When I left
26
my bed in the cool morning, the boy had come and gone, and a stack
41
of kindling was neat against the cabin wall. He came again after
53
school in the afternoon and worked until time to return to the
65
orphanage. His name was Jerry; he was twelve years old, and he had
78
been at the orphanage since he was four. I could picture him at four,
92
with the same grave gray-blue eyes and the same—independence?
102
No, the word that comes to me is “integrity.”
111
122
The word means something very special to me, and the quality
for which I use it is a rare one. My father had it—there is another of
139
whom I am almost sure—but almost no man of my acquaintance
151
possesses it with the clarity, the purity, the simplicity of a mountain
163
stream. But the boy Jerry had it. It is bedded on courage, but it is
178
more than brave. It is honest, but it is more than honesty.
190
Words correct = Words read _____ − Errors _____ = _____
Words correct per minute = 60 × Words correct _____ ÷ Seconds read _____ = _____
Percentage words correct = Words correct per minute _____ ÷ Words read _____ × 100 = _____%
Fluent
Fluency Level
Nonfluent
4
3
2
1
Rate and Accuracy (Percentage of words correct per minute)
97%–100%
94–96%
90%–93%
< 90%
Expression (Amount of text read with appropriate expression
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from Checkouts, page 78
Words per line
He was nervous—first day on the job—and along had come
12
this fascinating girl, standing in the checkout line with the unfocused
23
stare one often sees in young children, her face turned enough away
35
that he might take several full looks at her as he packed sturdy bags
49
full of food and the goods of modern life. She interested him because
62
her hair was red and thick, and in it she had placed a huge orange
77
bow, nearly the size of a small hat. That was enough to distract him,
91
and when finally it was her groceries he was packing, she looked at
104
him and smiled and he could respond only by busting her jar of
117
mayonnaise on the floor, shards of glass and oozing cream decorating
128
the area around his feet.
133
She loved him at exactly that moment, and if he’d known this
145
perhaps he wouldn’t have fallen into the brown depression he fell
156
into, which lasted the rest of his shift. He believed he must have
169
looked a fool in her eyes, and he envied the sureness of everyone
182
around him. . . . He wanted a second chance. Another chance to be
196
confident and say witty things to her as he threw tin cans into
209
her bags.
211
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from The Medicine Bag, page 211
Words per line
I never thought that Grandpa would be lonely after our visits,
11
and none of us noticed how old and weak he had become. But
24
Grandpa knew and so he came to us. He had ridden on buses for two
39
and a half days. When he arrived in the city, tired and stiff from
53
sitting for so long, he set out, walking, to find us.
64
He had stopped to rest on the steps of some building
75
downtown and a policeman found him. The cop, according to
85
Grandpa, was a good man who took him to the bus stop and waited
99
until the bus came and told the driver to let Grandpa out at Bell View
114
Drive. After Grandpa got off the bus, he started walking again. But
126
he couldn’t see the house numbers on the other side when he walked
139
on the sidewalk, so he walked in the middle of the street. That’s
152
when all the little kids and dogs followed him.
161
I knew everybody felt as bad as I did. Yet I was proud of this
176
86-year-old man, who had never been away from the reservation,
186
having the courage to travel so far alone.
194
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from Luke Baldwin’s Vow, page 244
Words per line
Sometimes Uncle Henry would stop and explain to Luke
9
something about a piece of timber. “Always try and learn the
20
essential facts, son,” he would say. “If you’ve got the facts, you
33
know what’s useful and what isn’t useful, and no one can fool you.”
45
He showed Luke that nothing of value was ever wasted around
56
the mill. Luke used to listen, and wonder if there was another man in
70
the world who knew so well what was needed and what ought to be
84
thrown away. Uncle Henry had known at once that Luke needed a
96
bicycle to ride to his school, which was two miles away in town, and
110
he bought him a good one. He knew that Luke needed good,
122
serviceable clothes. He also knew exactly how much Aunt Helen
132
needed to run the house, the price of everything, and how much a
145
woman should be paid for doing the family washing. In the evenings
157
Luke used to sit in the living room watching his uncle making
169
notations in a black notebook which he always carried in his vest
181
pocket, and he knew that he was assessing the value of the smallest
194
transaction that had taken place during the day.
202
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from Epiphany: The Third Gift, page 325
Words per line
Ever since I was four years old, women insisted on giving
11
me dolls. By age seven I had an assortment of them, made of
24
papier-mâché, clay, and cloth. Using my older cousin’s torn silky
34
stockings, my grandmother had also made a few of them for me. And
47
one of my mother’s friends had brought me a porcelain “little lady”
59
from Mexico City. . . .
65
As a child I didn’t understand why everyone around me
75
insisted on giving me dolls, especially since I had made it clear that I
89
really didn’t like to play with them. I much more enjoyed climbing
101
trees and running around with the boys—my older brother, a cousin,
113
and their friends. I loved playing marbles, spinning tops until they
124
hummed. Playing walk-the-high-wire on a narrow brick fence or, in
134
Tarzan-like fashion, swinging on long vines from the rubber tree to
145
the fence thrilled me no end. But most of all I preferred reading.
158
During recess and after school, I would go into the area in the
171
principal’s office that doubled as the school library. There I would
182
look at the illustrations and read over and over the few natural
194
sciences and biology books on the table. At home, after doing my
206
homework, I would avidly consume any text lying around.
215
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from The Autobiography of Malcolm X, page 372
Words per line
14
I saw that the best thing I could do was get hold of a
dictionary—to study, to learn some words. I was lucky enough to
26
reason also that I should try to improve my penmanship. It was sad. I
40
couldn’t even write in a straight line. It was both ideas together that
53
moved me to request a dictionary along with some tablets and pencils
65
from the Norfolk Prison Colony school.
71
80
I spent two days just riffling uncertainly through the
dictionary’s pages. I’d never realized so many words existed! I didn’t
91
know which words I needed to learn. Finally, just to start some kind
104
of action, I began copying.
109
118
In my slow, painstaking, ragged handwriting, I copied into
my tablet everything printed on that first page, down to the
129
punctuation marks.
131
145
I believe it took me a day. Then, aloud, I read back, to myself,
everything I’d written on the tablet. Over and over, aloud, to myself,
157
I read my own handwriting.
162
172
I woke up the next morning, thinking about those words—
immensely proud to realize that not only had I written so much at one
186
time, but I’d written words that I never knew were in the world.
199
Moreover, with a little effort, I also could remember what many of
211
these words meant.
214
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
286
LEVEL III, UNIT 3
Assessment Guide
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Orienteering: The Thinking Sport, page 437
Words per line
Nature hike, treasure hunt, cross-country track race—the
8
sport of orienteering is a little of each. Using a compass and a
21
highly detailed topographical map, participants visit a series of
30
checkpoints called controls. These controls, marked by orange and
39
white flags, are placed throughout the site of the event, which is
51
usually a park or forest.
56
Everyone is welcome at an O-meet (short for orienteering
65
event). You’ll find participants ranging from young children to
74
senior citizens, first-timers to seasoned athletes. The only special
83
equipment needed is a compass, which can usually be borrowed or
94
rented at the site. Suitable clothing includes a long-sleeved shirt and
105
long pants to prevent scratches from branches, and a pair of
116
comfortable outdoor shoes.
119
When you arrive at a meet you’ll find plenty of people to help
132
you get started. After paying a registration fee (usually only a few
144
dollars) you’ll be asked to select the course you’d like to try. Each
157
O-meet offers a variety of courses, varying in length and difficulty.
168
The easiest is typically only a few kilometers (1 or 2 miles) in length
182
with easy-to-find controls placed along well-marked trails. The more
191
challenging courses may be 10 or more kilometers with controls in
202
out-of-the-way locations.
204
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL III, UNIT 4
287
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Chac, page 448
Words per line
During the first four days, no jaguars came near the trap. I
12
started to worry. On the fifth day I pulled up in front of the trap as
28
usual, and looked out the passenger window to check on the pig. I
41
found myself staring once again into the eyes of a jaguar.
52
64
It had rained hard during the night and the cat was covered
with mud. When he saw me, he roared and lunged at the door of
78
the trap, paws against the bars, claws extended. Mud splashed
88
through the open window and into my face as I fell back against the
102
steering wheel.
104
117
The trap works! was my first thought as I threw the truck into
reverse and backed quickly out of sight of the jaguar. I raced back to
131
camp to get the drugging equipment and to find Cirillo. “It works!” I
144
yelled out loud. “The project will work!” I sent a passing Indian boy
157
to get Cirillo while I loaded the truck. He returned to tell me that
171
Cirillo had gone off to his milpa. I’d have to work with the jaguar
185
alone. I was frightened and excited.
191
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
288
LEVEL III, UNIT 4
Assessment Guide
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Understanding Sound Devices, page 486
Words per line
Rhyme is the repetition of sounds at the ends of words. For
12
example, the word games at the end of the second line in the excerpt
26
from “The Naming of Cats” rhymes with the word names in the
38
fourth line. Because these words appear at the ends of their lines, the
51
rhyme is referred to as an end rhyme. When a poem has a consistent
65
pattern of end rhymes, it is said to have a rhyme scheme.
77
At times, a word in the middle of a line rhymes with either
90
a word at the end of a line or with a word in the middle of another
107
line. This is called internal rhyme. Also, rhymes are not always
118
completely exact. Sometimes words are used that only partially
127
rhyme. If a rhyme is close but not exact, it is called a slant or
142
half rhyme.
144
155
The pattern of stressed and unstressed syllables in a line of
poetry is its rhythm. Stressed syllables are referred to as beats. A
167
regular and predictable pattern of stressed and unstressed syllables is
177
called meter. Reading a poem aloud can help you better hear its
189
rhythm and determine whether or not it is written in meter.
200
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL III, UNIT 5
289
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Immigrant Kids, page 501
Words per line
In the years around the turn of the century, immigration to
11
America reached an all-time high. Between 1880 and 1920, 23
21
million immigrants arrived in the United States. They came mainly
31
from the countries of Europe, especially from impoverished towns
40
and villages in southern and eastern Europe. The only thing they had
52
in common was a fervent belief that in America, life would be better.
65
Most of these immigrants were poor. Somehow they managed
74
to scrape together enough money to pay for their passage to America.
86
Many immigrant families arrived penniless. Others had to make the
96
journey in stages. Often the father came first, found work, and sent
108
for his family later.
112
Immigrants usually crossed the Atlantic as steerage passengers.
120
Reached by steep, slippery stairways, the steerage lay deep down
130
in the hold of the ship. It was occupied by passengers paying the
143
lowest fare.
145
Men, women, and children were packed into dark,
153
foul-smelling compartments. They slept in narrow bunks stacked
161
three high. They had no showers, no lounges, and no dining rooms.
173
Food served from huge kettles was dished into dinner pails provided
184
by the steamship company. Because steerage conditions were
192
crowded and uncomfortable, passengers spent as much time as
201
possible up on deck.
205
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
290
LEVEL III, UNIT 5
Assessment Guide
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Understanding Meaning in Poetry, page 542
Words per line
In Arna Bontemps’s poem “Southern Mansion,” a plantation
8
in the South is described as having ghosts of former slaves walking
20
among the cotton fields. Why do you think Bontemps describes the
31
plantation this way?
34
In short stories and novels, the voice that describes the
44
characters, setting, and plot is called the narrator. In poetry, the
55
voice that narrates the poem is referred to as the speaker. The
67
speaker sometimes participates in the action of the poem, using the
78
first-person point of view. Other times, as in “Southern Mansion,”
88
the speaker narrates from the outside, using the third-person point
98
of view.
100
The speaker’s voice can be very much like the poet’s voice,
111
expressing beliefs or describing experiences similar to those of the
121
poet. However, never assume that a poem’s speaker is the same as
133
the poet. Often, the speaker is a fictional character. A speaker can be
146
a person, an animal, an object, or even an idea.
156
165
A poem’s speaker sometimes explicitly states the theme, or
central idea, of the poem. Generally, you must infer the theme by
177
examining the tone, mood, description, and use of figurative
186
language.
187
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL III, UNIT 6
291
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Paul Revere and the World He Lived In, page 578
Words per line
It was eleven o’clock. Only an hour before, [Paul Revere] had
11
stood in Joseph Warren’s parlor knowing that the time had come.
22
Then, by the bright cold moonlight everyone noticed that night, he
33
swung to the saddle. . . . He eventually rode about twelve miles to get
48
to Lexington and Concord was six miles farther on. Probably he
59
would set a pace which he believed would last him through. With the
72
hundreds of miles he had ridden the last few years, he would be able
86
to judge well. Nor would he wish to fling himself headlong into any
99
trap set for him by that advance guard of officers Devens had warned
112
him of, with a jaded mount. For such an emergency his horse must
125
have an extra spurt of speed left in him. . . .
137
So away, down the moonlit road, goes Paul Revere and the
148
Larkin horse, galloping into history, art, editorials, folklore, poetry;
157
the beat of those hooves never to be forgotten. The man, his bold,
170
dark face bent, his hands light on the reins, his body giving to the
184
flowing rhythm beneath him, becoming, as it were, something greater
194
than himself.
196
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
292
LEVEL III, UNIT 6
Assessment Guide
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Introduction to Drama, page 616
Words per line
10
The art of performance has existed since the beginnings of
human history. Modern theater can trace its roots back to prehistoric
21
dance rituals, Native American healing ceremonies, African
28
storytellers, and the dramatic productions of the ancient Greeks, to
38
name a few. A drama is a piece of literature that is written to be
53
performed for an audience.
57
70
A play is a type of drama written for the stage. The playwright
envisions how the story will unfold and includes in the work
81
specifics such as actors’ locations on stage and details about props
92
and sets. Unlike in fiction, the completed written work is not the final
105
step. A director uses the written script, in collaboration with actors, to
117
make the story come alive on stage.
124
Dramas are not always performed on stage. When you go to
135
the movie theater or watch a sitcom on television, you are watching a
148
different kind of drama. Screenplays and television scripts are dramas
158
written to be acted out on film and later shown to an audience on
172
screen. Like plays, screenplays and TV scripts include stage
181
directions that dictate how an actor should speak and move. They
192
also include directions as to how a scene should be filmed.
203
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL III, UNIT 7
293
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from All But My Life, page 708
Words per line
Christmas passed. There was no Christmas spirit that year.
9
The new year came—the year of 1945.
17
In January the sirens blew almost daily. Less and less
27
production was entered into the books. At noon one day the
38
electricity went off. The supervisors stood talking excitedly. The SS
48
women took us back to camp. Something drastic had happened.
58
Perhaps the war was over.
63
That night we were ordered to take all our belongings and go
75
into the dining hall. The door to our sleeping quarters was barricaded.
87
After being given food we huddled together, waiting.
95
It was snowing heavily. After a time we heard the courtyard
106
gates burst open. Every heart beat faster in expectation. There were
117
shrieks and screams and cries outside. We could hear running feet
128
and shouting from the other side of the barricaded doors. Those of us
141
who sat next to the doors started calling to the newcomers in our
154
sleeping quarters.
156
They were Jewish girls. They had come from another camp
166
and had been walking for five days. Now we were to join them. . . . I
183
was certain that we would meet freedom somewhere in the open, and
195
that we would meet it soon.
201
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
294
LEVEL III, UNIT 7
Assessment Guide
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Pecos Bill, page 760
Words per line
12
Pecos Bill’s father was one of the first settlers in the West.
There was lots of room in Texas, with so much sky that it seemed as
27
if there couldn’t be any sky left over for the rest of the United States.
42
There weren’t many people, and it was lonesome country, especially
52
on nights when the wind came galloping over the land, rattling the
64
bear grass and the yucca plants and carrying the tangy smell of
76
greasewood. However, Bill didn’t feel lonely often, with all the
86
raccoons, badgers, and jack rabbits he had for friends. Once he made
98
the mistake of trying to pet a skunk. The skunk sprayed Bill with its
112
strong scent. Bill’s mother had to hang Bill on the clothesline for a
125
week to let the smell blow off him.
133
145
Bill was a little over one year old when another family of
pioneers moved into the country. The new family settled about fifty
156
miles from where Bill’s folks had built their homestead.
165
173
“The country’s getting too crowded,” said Bill’s father.
179
“We’ve got to move farther west.”
So the family scrambled back into their big wagon and set out,
191
the oxen puffing and snorting as they pulled the wagon toward the
203
Pecos River.
205
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL III, UNIT 8
295
3/12/2009 9:55:03 AM
Name: ____________________________________________________ Date: __________________
from Annie Christmas, page 808
Words per line
12
Big rains hammer the delta at various times of the year. They
threaten to fill the river past its banks and flood the lowlands where
25
the crops are. That is why men were building a barricade to support
38
the riverbank when Annie Christmas came by. Racing against time to
49
beat the flood, the men called on her to help. Annie joined right in,
63
working round the clock and long past it, finally sending the men on
76
to other emergency work. She finished the barricade by herself in the
88
nick of time to save the lowlands. When she was done, she went into
102
town and bought herself a beautiful red velvet dress, some say scarlet
114
satin, with matching red plumes which she placed in her shining
125
black hair. She gathered her friends around her and they went on a
138
journey in a flatboat up the river, stopping in every town along the
151
way and having a good time. By and by her friends made friends in
165
the towns where they stopped and stayed behind, leaving Annie
175
Christmas all alone pulling her flatboat along on a rope. It just shows
188
you how strong she was, pulling against that river. No one else could
201
do that.
203
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
296
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Alternative Assessment Options
As an alternative to testing, teachers can assess students’ learning by evaluating the
work they do. So-called alternative assessment involves reviewing the performances
students deliver and the products they create. From many educators’ perspectives,
evaluating what students do in regular assignments and classroom activities
provides a more well rounded and thus more accurate assessment of achievement
than is possible with testing. For this reason, alternative assessment is often referred
to as authentic assessment or performance-based assessment.
Common types of performances that students might deliver in an English or
language arts class include oral presentations, multimedia presentations, process
(how-to) demonstrations, oral fluency readings, and interpretive readings.
Students’ participation in interviews, debates, conferences, and dramatizations also
provides opportunities to evaluate their performances.
The products students commonly create in English and language arts classes
are samples of writing and various media. Media samples can include audio
and video recordings, drawings and photographs, models, and computer-based
products. Written samples can range from entries in logs or journals to formal
essays, reports, and research papers. Evaluating a collection of a student’s work in
a writing portfolio is a popular means of assessment across all grade levels. (See the
Using Writing Portfolios section of this introduction.)
Authentic assessment of either a performance or a product involves three
components:
1. a set of directions or guidelines that outline the criteria for successful
completion of the performance or product
2. the actual performance or product
3. a scoring instrument that reflects the criteria stated in the directions or
guidelines
Using the same criteria in both the directions and the scoring instrument is
one of the keys to using alternative assessment effectively. Doing so ensures that
students know the primary qualities or steps of the work they are going to do and
that their work will be evaluated using the same qualities or steps. In addition, using
the same criteria in both steps makes assessment of a large variety and quantity of
student work more manageable for teachers.
Types of Assessment Instruments
The following types of scoring instruments are well suited to evaluating student
work in English and the language arts:
1. A checklist is a set of criteria for an assignment that are evaluated on a yes/
no basis. The simple nature of a checklist makes it useful for evaluating work
in a straightforward, efficient manner. The major limitation of checklists
is that they do not provide the ability to rate the quality or frequency of a
performance criterion.
2. A rating scale is a continuum that identifies a range of student performance
or achievement using numbers (1, 2, 3, 4), words (weak, satisfactory, good,
excellent), or some combination of the two. A series of rating scales can be
grade08_AG_06_alternativeassessment.indd 297
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used to evaluate student work along several criteria, or a single scale can be
used to assign one general rating to the work. The use of a scale allows the
teacher to indicate the degree or quality of performance or achievement, not
just its presence or absence.
3. A rubric is a set of criteria or guidelines for successful completion of student
work. It is usually specific to a type of assignment, such as writing a research
paper, and identifies levels of achievement using a simple rating scale. A rubric
can provide a more thorough or specific means of assessment than a simple
rating scale or checklist can.
All three of these scoring instruments can be created and used successfully by
students and teachers.
Assessing Student Writing
Assessment of student writing is a development tool that allows the teacher and
student to work together to monitor the student’s progress toward achieving his or
her goals. There are various approaches to writing assessment, but two common
methods are analytic evaluation and holistic evaluation.
An analytic evaluation begins with identifying several specific features or
qualities that are desired in the writing assignment at hand. These features or
qualities are then used as the criteria against which the student’s work is evaluated.
When point values are assigned to the criteria, a summative evaluation of the
writing can be obtained by adding up these scores.
The primary benefit of analytic evaluation is that it shows students what their
strengths are and also where they should focus their efforts for improvement. The
focus on a limited set of features means that students receive specific guidance
rather than an overwhelming level of commentary. This benefits both successful
and struggling writers. Analytic evaluation is a valuable means of formative
assessment, as it can be used effectively to monitor students’ progress toward
specific goals. Analytic evaluation can also be used to measure overall achievement
in a particular form of writing or at the end of the unit or term.
Holistic evaluation calls for an overall judgment of the student’s work. A set
of general analytic criteria are created, assigned point values, and then used to
evaluate writing and produce a summative score. In this type of evaluation, the
criteria are not specific to the type of assignment.
The primary benefit of holistic evaluation is that the teacher and students
become familiar with the analytic criteria because they are used repeatedly. This can
save the teacher time in evaluating the students’ writing. The drawback, however,
is that students tend to get the same general feedback across repeated assignments.
This makes it difficult to use holistic evaluation to monitor students’ progress; it is
more useful as a measure of overall achievement.
Grading Writing Assignments
While some teachers prefer to grade every writing assignment, others feel that
grading a few assignments chosen by the teacher and student to reflect the student’s
best work provides a more realistic assessment of the student’s capabilities. If you
choose the latter option, you may want to provide credit for completion of the
assignments that are not graded.
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Marking Student Papers
Receiving a paper they have written covered with corrections in red ink can be
discouraging for students. Furthermore, extensive marking of student papers is
time-consuming for teachers. A more practical and positive approach is to mark
three or four successes and one or two consistent problems on each paper. It is also
beneficial to allow students and their peers to do mark their own papers and then
review these evaluations in conferences. This can be done in conjunction with the
completion of evaluation forms and/or analytic scales.
Using Writing Portfolios
Writing portfolios are folders in which students store their drafts and finished
pieces of writing. Using portfolios is an excellent way for you and your students to
assess their progress over time. Portfolios show students’ capabilities and progress
better than any test or single writing assignment can.
You may ask your students to keep comprehensive portfolios that contain all
the writing they do for class along with Writing Summary Forms and/or evaluation
forms for each piece of writing. Alternatively, you may ask your students to keep
selected portfolios that contain the pieces of writing they choose as their best work.
For their selected portfolios, students should be encouraged to choose pieces that
show the skills they have developed and the various types of writing they have done
(informative, persuasive, literary, etc.).
When students place works in their portfolios, make sure they attach their
notes and drafts behind these works so you will be able to see at a glance how each
piece of writing was developed. Also have students attach any evaluation forms they
have used.
From time to time, you will want to do a comprehensive evaluation of the
students’ portfolios. It is a good idea to create two forms or checklists for this
evaluation—one for the student to fill out, and one for you to fill out. Once
both evaluations are complete, you can have a conference with each student to
discuss his or her progress, provide praise for work well done, and make plans for
improvement in the future.
Adapting Assessment for English Language Learners
and Developing Readers
Teachers should adapt assessment instruments to accommodate students with
less-developed language skills so that they are still able to demonstrate their
understanding of the content. Suggestions for adapting assessment include the
following:
1. Range: Reduce the number of test items students are expected to complete.
2. Difficulty: Simplify the problem, task, or process of assessment, while still
evaluating the targeted objectives.
3. Support: Adjust the level of support provided during assessment as much as
possible while still evaluating the targeted objectives. Possibilities include
having an aide or peer explain difficult test items.
4. Time: Allow students additional time to take a test or complete a project, or
break down a task into steps or parts.
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5. Product: Provide alternatives for the product of assessment, such as permitting
the student to given an oral or translated response instead of a written one.
Criteria of Effective Assessment Instruments
When you choose or create an assessment tool, start by identifying what you
wish to measure and then look for the best instrument with which to take that
measurement. The usefulness of any assessment instrument rests on these three
characteristics:
1. Validity is the extent to which an assessment instrument measures what it
is intended to measure. Of particular importance in education is content
validity, or the extent to which an assessment instrument correlates with the
instructional objectives. High content validity means that there is a good fit
between the instructional objectives and the test items. This is the only type of
validity that can be analyzed in teacher-made tests.
2. Reliability is the extent to which an assessment instrument produces consistent
results across repeated trials. High test reliability means that a given student
will score similarly on the same or on an equivalent test in successive attempts
conducted within a short timeframe.
3. Practicality is the extent to which an assessment device can be reasonably
administered in terms of the time needed to administer and score the test and
then record and analyze the results. For instance, a subjective test, in which
students write responses to questions, will be more time consuming to grade
than an objective test, in which students respond to multiple-choice, true/false,
and matching items. However, an objective test will generally be more time
consuming to create than a subjective test.
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Answer Key
Formative Surveys
ANS = Correct answer
OBJ = Bloom’s taxonomy level
PTS = Point value
DIF = Degree of difficulty
for Formative Survey 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
D
C
A
D
A
D
A
D
B
D
C
A
B
C
A
C
C
C
A
D
C
A
D
A
D
D
C
D
A
C
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
Easy
Medium
Medium
Medium
Medium
Medium
Medium
Easy
Medium
Medium
Medium
Medium
Difficult
Difficult
Easy
Medium
Medium
Medium
Medium
Difficult
Medium
Medium
Medium
Medium
Difficult
Difficult
Easy
Medium
Medium
Difficult
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
Evaluation
Comprehension
Analysis
Comprehension
Synthesis
Analysis
Evaluation
Analysis
Analysis
Analysis
Analysis
Evaluation
Analysis
Analysis
Knowledge
Comprehension
Comprehension
Comprehension
Evaluation
Analysis
Knowledge
Analysis
Comprehension
Analysis
Evaluation
Synthesis
Application
Knowledge
Application
Application
1
1
1
DIF:
DIF:
DIF:
Easy
Medium
Medium
OBJ:
OBJ:
OBJ:
Comprehension
Synthesis
Analysis
for Formative Survey 2
1.
2.
3.
ANS: B
ANS: C
ANS: C
grade08_AG_07_answerkey.indd 301
PTS:
PTS:
PTS:
Assessment Guide
LEVEL III
301
3/27/2009 4:51:56 AM
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
A
B
A
A
A
B
D
C
B
C
D
A
C
A
B
C
B
B
B
A
B
D
B
B
D
C
C
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Difficult
Difficult
Easy
Medium
Medium
Medium
Medium
Difficult
Easy
Easy
Medium
Medium
Difficult
Difficult
Easy
Medium
Medium
Difficult
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
Analysis
Analysis
Analysis
Analysis
Analysis
Analysis
Evaluation
Analysis
Evaluation
Synthesis
Analysis
Knowledge
Comprehension
Analysis
Comprehension
Evaluation
Application
Analysis
Analysis
Comprehension
Comprehension
Analysis
Synthesis
Application
Knowledge
Analysis
Analysis
Lesson Tests
* = Responses will vary.
Unit 1: Fiction
for The Treasure
of Lemon Brown
for Charles
1.
2.
3.
4.
5.
6.
7.
8.
9.
302
A
B
B
C
B
E
B
D
D
10.
11.
12.
13.
14.
15.
16.
17.
LEVEL III
C
F
D
C
A
E
B
*
1.
2.
3.
4.
5.
6.
7.
8.
E
B
B
D
D
C
D
B
9.
10.
11.
12.
13.
14.
15.
16.
D
E
A
C
E
D
B
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
A
D
B
E
E
D
B
D
A
D
H
Assessment Guide
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
F
A
J
C
B
G
D
E
I
*
3/27/2009 4:51:57 AM
for The Journey
1.
2.
3.
4.
5.
6.
7.
8.
B
E
D
D
A
C
B
D
for Last Night
9.
10.
11.
12.
13.
14.
15.
16.
E
C
A
E
D
C
B
*
for The Drummer Boy
of Shiloh/Echoes of Shiloh
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
C
C
B
A
A
D
B
C
10.
11.
12.
13.
14.
15.
16.
17.
18.
C
F
G
D
A
E
B
C
*
for Gary Keillor/O Captain!
My Captain!
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
E
C
C
D
D
A
B
C
10.
11.
12.
13.
14.
15.
16.
17.
A
D
B
C
F
A
E
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
C
C
A
D
E
D
A
E
10.
11.
12.
13.
14.
15.
16.
17.
A
B
F
C
D
A
E
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
B
C
A
B
C
D
D
E
D
11.
12.
13.
14.
15.
16.
17.
18.
19.
F
G
B
C
A
D
E
H
*
for Raymond’s Run
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
D
C
B
A
D
B
C
B
10.
11.
12.
13.
14.
15.
16.
17.
E
E
C
D
F
B
A
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
A
B
B
C
D
D
B
D
D
11.
12.
13.
14.
15.
16.
17.
18.
19.
D
C
G
E
A
H
B
F
*
Unit 2: Fiction
1.
2.
3.
4.
5.
Assessment Guide
B
D
A
E
B
6.
7.
8.
9.
10.
C
B
B
C
A
11.
12.
13.
14.
E
F
G
D
15.
16.
17.
18.
C
B
A
*
for Born Worker
1.
2.
3.
4.
5.
6.
7.
8.
E
E
A
A
A
B
A
E
9. B
10.
11.
12.
13.
14.
15.
16.
17.
D
D
B
G
E
F
A
C
18. *
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
B
C
B
E
C
D
C
A
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
G
A
H
I
B
C
F
D
E
*
for Miss Butterfly
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
E
A
C
E
C
E
E
A
10.
11.
12.
13.
14.
15.
16.
17.
18.
D
D
F
G
A
B
C
E
*
1. D
2. D
3. B
4. C
LEVEL III
303
3/27/2009 4:51:58 AM
5.
6.
7.
8.
9.
10.
11.
B
B
C
C
A
D
F
12.
13.
14.
15.
16.
17.
18.
E
A
G
C
D
B
*
for Men on the Moon
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
D
A
B
A
E
D
D
B
10.
11.
12.
13.
14.
15.
16.
17.
18.
D
D
G
F
B
C
E
A
*
for The Medicine Bag/
The Old Grandfather
and His Little Grandson
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
B
A
C
B
D
A
B
D
10.
11.
12.
13.
14.
15.
16.
17.
B
E
B
F
D
C
A
*
for Moon/The Story
of Iqbal Masih
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
304
C
B
B
C
B
C
C
C
B
D
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
LEVEL III
A
C
F
G
H
I
D
E
B
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
C
C
D
E
D
A
A
D
10.
11.
12.
13.
14.
15.
16.
17.
A
C
F
B
E
A
D
*
Unit 3: Nonfiction
for Mrs. Flowers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
D
A
C
B
C
B
E
D
A
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B
G
H
D
A
C
F
I
E
*
for Ishi in Two Worlds/
Yana People to Receive
Ishi’s Brain
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
A
B
A
B
E
A
D
E
C
A
D
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
I
E
H
A
C
G
J
F
B
*
1. C
2. E
3. B
4. D
5. B
6. C
7.
8.
9.
10.
11.
12.
B
D
B
E
E
B
13.
14.
15.
16.
17.
A
D
C
F
*
for Soul of a Citizen:
Living With Conviction
in a Cynical Time/I Was
Born at the Wrong Time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C
B
A
C
B
D
A
D
D
D
E
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
H
A
F
I
D
J
C
G
B
*
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
F
D
E
G
H
I
C
A
B
*
for Epiphany:
The Third Gift
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
D
A
B
A
C
C
B
B
A
for The Struggle to Be
an All-American Girl
1.
2.
3.
4.
5.
6.
A
C
A
C
E
A
Assessment Guide
7.
8.
9.
10.
11.
12.
E
C
B
B
D
F
3/27/2009 4:51:58 AM
13. C
14. A
15. E
16. B
17. *
for The Autobiography
of Malcolm X
for Proclamation of the
Indians of Alcatraz
1.
2.
3.
4.
5.
6.
7.
8.
B
D
A
E
B
D
D
E
9.
10.
11.
12.
13.
14.
15.
16.
E
B
A
D
B
E
C
*
for Harriet Tubman:
Conductor on the
Underground Railroad/
Our Struggle Is Against
All Forms of Racism
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
A
D
A
D
C
C
C
A
10.
11.
12.
13.
14.
15.
16.
17.
18.
A
F
A
G
C
E
B
D
*
for If You Could Be My Friend/
Jerusalem
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
B
E
B
C
B
E
C
B
A
11.
12.
13.
14.
15.
16.
17.
18.
19.
B
D
F
C
E
G
H
A
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
B
B
D
A
C
A
A
E
10.
11.
12.
13.
14.
15.
16.
17.
18.
A
E
B
A
D
F
G
C
*
for Appearances are
Destructive
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
C
E
D
B
B
D
D
B
10.
11.
12.
13.
14.
15.
16.
17.
A
B
D
E
F
A
C
*
Unit 4: Nonfiction
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
B
B
B
A
C
A
D
C
D
C
F
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
J
E
B
A
I
D
H
C
G
*
for Scale of Geologic Time/
On the Relativity of Time
1. B
2. B
3. B
Assessment Guide
4. C
5. E
6. D
7.
8.
9.
10.
11.
D
E
C
C
E
12.
13.
14.
15.
16.
D
B
C
A
*
for Indian Cattle/Counting
Coup on a Wounded Buffalo
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
B
D
C
A
C
E
D
E
B
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
F
G
B
C
A
H
D
I
E
*
for Murder and More
Mushroom Mayhem/
Too Soon a Woman
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
D
A
B
A
D
D
E
A
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
E
H
B
A
D
F
C
G
*
for How to Use a Compass/
Orienteering: The Thinking
Sport
1.
2.
3.
4.
5.
6.
7.
8.
B
A
D
D
B
E
A
A
9.
10.
11.
12.
13.
14.
15.
16.
B
D
E
A
D
C
B
*
LEVEL III
305
3/27/2009 4:51:58 AM
for Obi-Wan Kenobi: Jedi
Knight/Industrial Light &
Magic, Part 1: History
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
A
C
C
D
C
B
C
C
10.
11.
12.
13.
14.
15.
16.
17.
B
D
F
A
B
C
E
*
1.
2.
3.
4.
5.
D
A
C
A
B
6.
7.
8.
9.
D
E
E
*
1.
2.
3.
4.
5.
C
E
D
B
A
6.
7.
8.
9.
B
E
A
*
6.
7.
8.
9.
D
A
D
*
for Chac
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
A
B
A
D
B
D
E
D
10.
11.
12.
13.
14.
15.
16.
17.
18.
E
E
G
C
A
D
B
F
*
1.
2.
3.
4.
5.
6.
7.
8.
A
B
E
B
B
C
A
C
9.
10.
11.
12.
13.
14.
15.
D
E
B
D
C
A
*
for Pretty Words
1.
2.
3.
4.
5.
B
E
C
A
B
for The New Colossus/
Immigrant Kids
1.
2.
3.
4.
5.
C
B
E
B
A
6.
7.
8.
9.
C
E
D
*
1.
2.
5.
6.
E
B
A
C
3.
4.
7.
8.
B
D
A
*
Unit 5: Poetry
for Night Clouds
1.
2.
3.
4.
5.
306
C
B
B
A
E
6.
7.
8.
9.
LEVEL III
D
E
E
*
A
D
E
B
E
1.
2.
3.
4.
5.
A
E
C
C
B
6.
7.
8.
9.
E
B
D
*
for Legacies/I Ask My
Mother to Sing
1.
2.
3.
4.
5.
6.
E
C
D
A
A
C
7.
8.
9.
10.
11.
B
A
D
B
*
for your little voice Over
the wires came leaping
1.
2.
3.
4.
5.
C
A
A
E
B
6.
7.
8.
9.
E
D
B
*
6.
7.
8.
9.
D
E
B
*
for Lyric 17
1.
2.
3.
4.
5.
B
E
A
C
E
Unit 6: Poetry
for Southbound on
the Freeway
for Ceremony
1.
2.
3.
4.
5.
for If I can stop one
Heart from breaking/
He ate and drank the
precious words
6.
7.
8.
9.
D
D
B
*
1.
2.
3.
4.
D
B
E
C
Assessment Guide
5.
6.
7.
8.
A
A
E
*
3/27/2009 4:51:59 AM
1.
2.
3.
4.
5.
C
B
B
E
D
6.
7.
8.
9.
D
E
A
*
for Grandma Ling/My Mother
Juggling Bean Bags
1.
2.
3.
4.
5.
A
D
C
E
A
6.
7.
8.
9.
10.
E
D
B
B
*
6.
7.
8.
9.
B
E
A
*
for Bats/The Bat
1.
2.
3.
4.
C
D
E
A
5.
6.
7.
8.
D
E
B
*
6.
7.
8.
9.
B
D
C
*
for The Choice
1.
2.
3.
4.
5.
E
B
A
B
E
for Ode to My Socks/
Oda a los calcetines
1.
2.
3.
4.
5.
C
E
A
B
C
6.
7.
8.
9.
D
B
A
*
1.
2.
3.
4.
5.
B
D
E
A
C
6.
7.
8.
9.
10.
A
D
E
B
*
for Paul Revere’s Ride/
Paul Revere and the
World He Lived In
1.
2.
3.
4.
5.
6.
D
A
B
A
C
A
7.
8.
9.
10.
11.
D
C
B
A
*
for Exile
1.
2.
3.
4.
5.
B
D
A
D
C
for Birdfoot’s Grampa/
The Time We Climbed
Snake Mountain
1.
2.
3.
4.
5.
A
E
C
E
B
6.
7.
8.
9.
D
D
E
*
for The Cremation
of Sam McGee
1.
2.
3.
4.
5.
E
B
C
D
A
6.
7.
8.
9.
10.
A
D
E
B
*
5.
6.
7.
8.
D
E
C
*
for Nikki-Rosa
1.
2.
3.
4.
B
E
C
E
Unit 7: Drama
1.
2.
3.
4.
Assessment Guide
D
C
D
D
5.
6.
7.
8.
A
E
D
B
9.
10.
11.
12.
13.
B
A
C
D
E
14.
15.
16.
17.
A
F
B
*
for The Diary of Anne
Frank, Act I/Anne Frank:
Diary of a Young Girl
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E
A
A
A
B
C
B
D
C
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
E
C
I
F
H
B
D
G
A
*
for The Diary of Anne
Frank, Act II/Anne Frank:
Diary of a Young Girl
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
B
C
B
A
D
A
C
B
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
F
D
E
A
G
C
H
B
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
C
D
E
D
C
D
B
C
B
11.
12.
13.
14.
15.
16.
17.
18.
19.
H
C
G
E
F
A
B
D
*
LEVEL III
307
3/27/2009 4:51:59 AM
for Legend of the
Feathered Serpent
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
B
B
B
B
A
B
B
A
10.
11.
12.
13.
14.
15.
16.
17.
B
E
D
A
B
F
C
*
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
D
H
E
F
I
A
C
G
B
*
for Pecos Bill
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
D
C
B
C
E
D
C
B
A
for Coyote Steals the Sun
and Moon
1. D
2.
3.
4.
5.
6.
7.
8.
9. C
A
C
E
C
C
D
B
10.
11.
12.
13.
14.
15.
16.
D
E
A
D
B
C
*
for Where the Girl Rescued
Her Brother
1.
2.
3.
4.
5.
308
A
B
B
C
E
6.
7.
8.
9.
10.
LEVEL III
C
B
A
C
C
11.
12.
13.
14.
C
F
A
D
15.
16.
17.
18.
B
G
E
*
for The People Could Fly /
Swing Low, Sweet Chariot
1.
2.
3.
4.
5.
6.
7.
8.
D
E
C
E
D
E
C
A
9.
10.
11.
12.
13.
14.
15.
16.
C
B
D
E
B
A
C
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
B
A
D
A
B
A
A
B
10.
11.
12.
13.
14.
15.
16.
17.
B
C
A
F
B
E
D
*
1.
2.
3.
4.
5.
6.
7.
8.
A
B
A
E
B
C
A
D
9.
10.
11.
12.
13.
14.
15.
16.
E
B
C
E
B
D
A
*
for John Henry Blues/
Annie Christmas
1.
2.
3.
4.
D
C
A
B
5.
6.
7.
8.
D
C
A
C
9.
10.
11.
12.
13.
14.
E
D
G
A
E
H
15.
16.
17.
18.
19.
C
B
D
F
*
for Paul Bunyan of the
North Woods/The Ole Feller
Recollects How Joe Fournier
Became Paul Bunyan
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E
B
B
B
D
B
E
D
A
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
F
G
C
E
A
B
H
D
*
1.
2.
3.
4.
5.
6.
7.
8.
D
B
B
D
B
A
B
A
9.
10.
11.
12.
13.
14.
15.
16.
A
D
C
B
A
E
D
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
D
D
A
C
B
B
E
C
Assessment Guide
10.
11.
12.
13.
14.
15.
16.
17.
18.
B
E
C
D
F
A
G
B
*
3/27/2009 4:51:59 AM
for Rip Van Winkle
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
C
D
B
A
A
B
B
E
10.
11.
12.
13.
14.
15.
16.
17.
18.
for María Sabida
A
E
G
B
D
F
A
C
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
C
D
C
A
D
E
B
C
A
11.
12.
13.
14.
15.
16.
17.
18.
19.
C
F
H
E
A
G
B
D
*
15.
16.
17.
18.
19.
20.
21.
22.
E
B
D
B
B
C
D
E
23.
24.
25.
26.
27.
28.
29.
B
D
D
C
C
*
*
Unit Exams
* = Responses will vary.
for Unit 1 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
I
G
D
J
N
Q
O
A
K
E
C
F
B
H
L
P
M
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
C
B
B
B
A
D
D
A
C
A
E
C
D
A
*
*
for Unit 2 Exam
1.
2.
3.
4.
5.
6.
7.
G
E
I
B
D
A
C
8.
9.
10.
11.
12.
13.
14.
H
F
B
B
D
E
C
for Unit 3 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Assessment Guide
C
H
E
J
B
G
N
L
M
D
K
A
I
F
B
C
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
C
D
B
A
E
A
B
D
D
A
D
C
C
*
*
for Unit 4 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
C
B
C
C
A
A
A
D
B
D
C
C
C
C
D
I
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
J
N
E
A
B
K
D
L
F
E
M
C
G
*
*
for Unit 5 Exam
1.
2.
3.
4.
5.
6.
7.
Q
G
D
K
B
H
E
8.
9.
10.
11.
12.
13.
14.
A
P
M
O
L
F
N
LEVEL III
309
3/27/2009 4:51:59 AM
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
I
C
J
B
E
A
B
D
E
E
25.
26.
27.
28.
29.
30.
31.
32.
33.
A
B
B
A
D
E
E
*
*
for Unit 6 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
310
F
A
C
H
G
D
J
E
B
10.
11.
12.
13.
14.
15.
16.
17.
18.
LEVEL III
I
E
A
E
A
C
A
E
E
19.
20.
21.
22.
23.
24.
A
B
A
A
D
E
25.
26.
27.
28.
29.
30.
D
C
D
E
*
*
for Unit 8 Exam
D
A
H
D
D
B
E
E
D
C
D
B
A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
for Unit 7 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
M
G
K
P
F
N
E
I
L
B
J
O
C
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
D
A
C
D
C
B
D
H
E
F
I
A
G
D
E
B
C
D
D
Assessment Guide
31. A
32. *
33. *
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
E
D
C
B
B
E
A
D
A
E
D
E
*
*
3/27/2009 4:51:59 AM

Multiple Choice - EMC Publishing

Transcription

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