Lesson: Citing Textual Evidence

Lesson Topic: Cite evidence from a text to support a claim

Question 1:

Read the following passage. Which evidence from the text supports the claim that Leslie is not very active?

Leslie’s favorite spot is his bed. It’s a cozy queen-sized bed, which can be folded into a couch (though so
far there has never been an occasion which required the bed to be folded), layered with soft, warm quilts and
piled with numerous pillows in different sizes and colors. Leslie spends the entire day sprawled on the bed,
his eyes glued to the huge smart plasma TV mounted on the wall of his bedroom. Leslie’s grandparents can
never understand why it’s called the “smart” TV.

Leslie's bed can be folded into a couch but never has been.

Leslie's bed has numerous pillows in different sizes and colors.

Leslie has a plasma TV mounted on the wall of his bedroom.

Leslie spends the entire day sprawled on his bed.

Question 2:

Review the following passage. Which evidence from the text best supports the claim that Leslie's bed is
particularly comfortable?

Leslie’s favorite spot is his bed. It’s a cozy queen-sized bed, which can be folded into a couch (though so
far there has never been an occasion which required the bed to be folded), layered with soft, warm quilts and
piled with numerous pillows in different sizes and colors. Leslie spends the entire day sprawled on the bed,
his eyes glued to the huge smart plasma TV mounted on the wall of his bedroom. Leslie’s grandparents can
never understand why it’s called the “smart” TV.

Leslie's bed has soft warm quilts and numerous pillows.

Leslie's bed can be folded into a couch but never has been.

Leslie has a plasma TV mounted on the wall of his bedroom.

Leslie's grandparents do not understand his love of television.

Question 3:

Read the following passage. Which sentence from the text supports the claim that Leslie is only dragged from
his bed by necessity?
 With so much comfort available within the four walls of his bedroom, Leslie does not see the need to step
out of his room. As a matter of fact, the only reason Leslie budges from his bed is to answer the call of nature
which, as you know, could result in something pretty embarrassing if ignored for too long. And therefore,
when the calls come knocking, Leslie reluctantly drags his feet—at a pace slower than a tortoise—to the
bathroom, which is located just a few steps away from his bed. As soon as he has eased himself, Leslie
immediately returns to his favorite spot and resumes his three favorite activities: eating, sleeping, and
watching TV.

Leslie does not see the need to step out of his room.

The only reason Leslie budges from his bed is to answer the call of nature.

Leslie reluctantly drags his feet at a pace slower than a tortoise.

Leslie's three favorite activities are eating, sleeping, and watching TV.

Question 4:

Read the following passage. Which evidence supports the claim that Leslie has a sense of imagination?

You see, Leslie is the only child. Since he does not have siblings to play with, he spent most of his early
childhood watching cartoons and creating make-believe friends out of the cartoon characters. Due to the
large amount of time spent in front of the TV, Leslie was able to operate it independently by the time he was
three years old. His parents were, initially, impressed by their son’s inborn talent. After a while, their
admiration began to dwindle as they became conscious that their son is transforming into a “TV buff.” Leslie
refuses to go for outings or partake in any activities that will require him to spend time away from the TV.

He created make-believe friends out of cartoon characters.

He refuses to leave the TV for outings or activities.

His parents are no longer impressed by his talents.

He is an only child and has no siblings to play with.

Question 5:

Review the following passage. Which sentence provides evidence to support the claim that Leslie's parents
experienced a change of opinion about him?

You see, Leslie is the only child. Since he does not have siblings to play with, he spent most of his early
childhood watching cartoons and creating make-believe friends out of the cartoon characters. Due to the
large amount of time spent in front of the TV, Leslie was able to operate it independently by the time he was
three years old. His parents were, initially, impressed by their son’s inborn talent. After a while, their
admiration began to dwindle as they became conscious that their son is transforming into a “TV buff.” Leslie
refuses to go for outings or partake in any activities that will require him to spend time away from the TV.

Since he does not have siblings to play with, he spent most of his early childhood watching
cartoons and creating make-believe friends out of the cartoon characters.

Due to the large amount of time spent in front of the TV, Leslie was able to operate it
independently by the time he was three years old.

After a while, their admiration began to dwindle as they became conscious that their son is
transforming into a "TV buff."

Leslie refuses to go for outings or partake in any activities that will require him to spend
time away from the TV.
Lesson Topic: Make inferences about a text
Question 1:

Read the following passage. What can you infer about the citizens of Leslie's town?

The blackout sends a wave of panic throughout the small town. People start digging into storage boxes
and dusty attics, looking for candles and items that can be used to ignite fire. It is indeed a trying time for the
citizens of the small town. But no one is more affected than poor Leslie. He looks at the TV teary eyed. He
taps it once, he kicks it twice, but the screen remains blank.

The citizens enjoy setting fires and watching things burn.

The citizens are used to dealing with blackouts and know the correct procedures to use
when one occurs.

The citizens are dependent upon electricity in their daily lives and do not know how to live
without it.

The citizens are all concerned about Leslie and the fact that he is unable to turn on his
television as he normally would.

Question 2:

Read the following passage. What can you infer about the reason that Leslie stops eating?

After failing to turn on the TV, Leslie then resorts to his second favorite activity: sleeping. He sleeps on
and on, waking up only at intervals to eat food. His parents tiptoe around the house, afraid of waking him.
But, as you are aware, a person can only sleep for so long. Leslie starts awake the next morning, suddenly
aware that he no longer wants to sleep.
Leslie begins in earnest upon his third favorite activity. He eats breakfast, then second breakfast, and
then third breakfast. Then he stops. He stares sadly at his stomach.

Leslie is full; there is no more room in his stomach.

Leslie is still hungry, but there is no food left.

Leslie wants to go back to sleep again.

Leslie is afraid that his parents will notice him eating.

Question 3:

Read the following passage. What can you infer about the trees?
 Leslie stands up from the table and begins pacing. He has nothing left to do until the blackout ends, which
could be days! Bored, he notices that it is uncomfortably hot in the kitchen. He wanders into the living room,
but the air is no better. Without the air conditioner, his house keeps getting warmer during the day time. It is
the middle of summer and the sun streams in through the window. Leslie looks out the window and notices
that the trees seem to be dancing outside. They beckon to him.

The trees want Leslie to water them.

The trees are dying in the smoldering heat.

The trees are moving because of the wind.

The trees have learned to move on their own.

Question 4:

Read the following passage. What can you infer about the door to Leslie's home?

Leslie does the unexpected. His parents’ jaws nearly drop to the floor when they see their son making his
way towards the main entrance of their house. They stare wide-eyed as he walks up to the door. They hold
their breath as he puts his hand on the purple doorknob. And they nearly choke with tears when he pushes
the door open and puts his right foot out, stepping into the real world. “Our son has finally emerged from his
cocoon,” says Mrs. Andrew. Her husband just nods, too surprised to talk.

The door is painted an odd shade of purple.

The door is difficult to open and never used.

The door is a portal into another world where Leslie is a butterfly.

The door is never or almost never opened by Leslie.

Question 5:

Read the following passage. What can you infer about the reason for Leslie's tears?

Outside his house, Leslie is greeted by the glare of the sun. It is too much for Leslie, who cannot recall the
last time he was exposed to direct sunlight. He blocks his face with both his hands. His eyes become teary.
He wipes them with the long sleeves of his pajamas. Then he experiences something wonderful that makes
him take a few steps forward. A gust of wind blows on his face, cooling him immediately.
Leslie cries because he is overwhelmed by the awesome beauty of nature.

Leslie cries because he wants to be inside watching the TV.

Leslie cries because his eyes are not accustomed to strong, natural light.

Leslie cries because he is embarrassed to be outside in his pajamas.

Lesson Topic: Cite evidence from a text to support an inference
Question 1:

Which piece of evidence from the text supports the claim that Leslie is intimidated by Melissa's knowledge?

“Do you live here? I have never seen you before,” Melissa says.
Leslie blinks. “Yes, I live there—the purple house, No. 7, but I rarely come out,” he replies pointing to his
house.
“Oh! What a pity we did not meet earlier. I moved to this neighborhood eight months ago, and I rarely
have friends to play with,” Melissa responds. Suddenly, Leslie feels a flutter on his arm. He turns to see a
pretty thing with fluttering wings nestled on his arm.
“Butterfly! What a beautiful butterfly!” whispers Melissa excitedly.
“Is that what it is? Is this a butterfly?” asks Leslie, as he peers at the two dark circles on each of the
butterfly’s wings.
“Of course, silly! Don’t tell me you have never seen a butterfly before?” asks Melissa with a grin.
Leslie does not answer immediately. He has seen butterflies before, but not real ones, just the ones on
the TV screen. He could not possibly tell this to his new friend who seems to know so much about nature.
She may laugh at him.

Leslie is afraid to tell Melissa that he has never seen a real butterfly before because she
knows so much about nature that she may laugh at him.

Leslie is unable to identify the pretty thing with fluttering wings that lands on his arm while
he is in the midst of talking to Melissa.

Leslie rarely comes out of his house, so he has never met Melissa even though they live in
the same neighborhood.

Leslie studies the butterfly carefully, taking note of the two dark circles on each of the
butterfly's wings.

Question 2:

Which piece of evidence supports the claim that the woman who Leslie sees is Melissa's mother?

“Melissa! Melissa!” A woman, who looks like an exact replica of Melissa (except taller), is walking toward
them pushing a baby in a stroller. “Come on, Melissa! We need to get going.”
“Parents!” laughs Melissa as she turns to go. Leslie just watches as they walk to the end of the purple row
of houses, turn around the corner and disappear from his sight.
“But, wait!” shouts Leslie, a bit too late. No one could hear him now.
 The woman knows Melissa's name.

The woman is pushing a baby in a stroller.

Melissa refers to her when she says, "Parents!"

The woman looks like Melissa.

Question 3:

Which piece of evidence from the text supports the claim that Leslie's response to his father is
uncharacteristic?

“Leslie, we just heard a very good news,’ says Mr. Andrew as soon as he sees his son. “I just got a call
from the Electricity Board. The electricity will be restored tomorrow morning,” says Mr. Andrew with a shrill in
his voice.
“Oh!” mumbles Leslie, as he climbs the spiral staircase leading to his bedroom upstairs.
“Honey! Are you ok?” He hears his mother’s concerned voice, but he does not reply. Once he is inside his
room, he flings open the only window. The row of indigo houses greets him. Just as he is about to close the
window again, a butterfly flies in and sits on the window sill. Soon, three more butterflies join it. And as he
watches, he hears a weird sound— too-woot-too. An owl peeps at him from its hiding behind the flourishing
green leaves of the apple tree in their house compound. The tree is full of ripe apples.

Leslie hears a weird sound after he makes his reply.

Leslie's mother is concerned when she hears his answer.

Mr. Andrew has good news for Leslie about the electricity.

Leslie looks out the window when he gets to his room.

Question 4:

Which piece of evidence from the text supports the claim that Leslie is not happy to have the electricity back?

The following morning, just as Mr. Andrew said, the electricity is restored. Leslie can hear the sound of the
blender and microwave in the kitchen, the sound of the washing machine twirling in the bathroom, and the
sound of stereo blasting in the hall. He opens the window and sighs deeply, for the sound of the household
appliances has drowned out the sound of nature. He stares blankly, and then he smiles. He can just go
outside again.
Leslie reaches out of the window and grabs a juicy red apple from the tree nearby. He munches on it
happily as he observes the tiny ants at work on one of the tree branches.
 Leslie sighs deeply when he hears the appliances.

Leslie watches the tiny ants at work on the tree.

Leslie can hear many different kinds of machines.

Leslie reaches out of the window for an apple.

Question 5:

Which piece of evidence from the text supports the claim that Melissa enjoys spending time with Leslie?

Leslie's parents are delighted when he spends the entire day outside exploring nature and basking in the
warm sun. He begins to explore all the streets of the town. Guess what? When he reaches the first house on
the first row, his heart skips a beat. He sees Melissa playing with a small baby in front of the house. It’s her
house.
Everyday Leslie will walk all the way to Melissa’s house. The TV does not interest Leslie anymore. He has
found a much better way to spend his time. Even better, he has found a friend who laughs with him.

Leslie's parents are delighted when he explores.

Melissa is a friend who laughs with Leslie.

Melissa lives in the first house on the first row.

Television does not interest Leslie anymore.

Lesson: Themes
Lesson Topic: Understand the difference between theme and main idea
Question 1:

Friendship is a gift.
Is this a theme or main idea?

theme

main idea

Question 2:

peaceful solitude
Is this a theme or main idea?

theme

main idea

Question 3:

Does this describe a theme or main idea: the moral or lesson of a story?

theme

main idea

Question 4:

As excited as Caroline was for her first society party, she wasn’t ready to marry yet. She wanted to see
the wonders that the world had to offer. She wanted to make a difference. Her parents reminded her often
that her dreams were too much for a woman of her standing. When she told them that she wanted to be a
doctor and help sick children, her father laughed and told her that women could not hold such positions.
Caroline was disappointed to hear this news, but she was still determined to achieve her goal. She had heard
her father speak over the past few months of a revolution coming. She had read of revolutions and hoped
that this would change the options for women in England. After all, the turn of the century was coming. The
year 1900 held hope and promise.

-From Caroline's Dream by Carrie Covert

What is the theme of this passage?

hope and promise

 It is important to seek out one's own dreams rather than pleasing others.

Question 5:

“Why are you covering the forest, shadow? This is the beautiful White Forest and you are making it ugly.”
I stomped my foot on the forest floor.
The shadow stretched out its shadowy arms and stretched even further across the canopy of trees.
“Trees are green, not white. The sky is blue, not orange. I hate the White Forest,” the shadow roared.
The blast of noise sent Mr. Jack and me tumbling backward into a patch of wildflowers.
Something tickled my nose. I opened my eyes and came eye to eye with a silver winged fairy hovering
above me.
“Only you can send the dark shadow away, Sherry. It’s your picture,” the fairy sang in my ear.
I drew back my shoulders and faced the shadow. “Trees can be white. The sky can be orange and I want
you to leave!”
As quickly as I had entered the picture I was out again. My classroom was exactly the way I had left it.
Classmates were still busy painting and chattering to each other.
“You get so lost in your work when you paint,” my friend called with a smile. “I’ve been trying to talk to you
this whole time, and you kept ignoring me.” She came to stand over my shoulder to look at my painting.
“What do you think?” I asked.
Behind the white forest stood a majestic grey mountain, a long eared rabbit climbed the side of it, one
paw waving.

-From The Painting by Joy Kita

What is the main idea of this passage?

In art, we are free to be creative.

creative freedom
Lesson Topic: Compare stated and unstated theme
Question 1:

What is a theme?

a message

a lesson

a central idea

a moral

all of the above

Question 2:

How is the theme of a text sometimes communicated?

through the narrator's words

by examining what statement the author is making about life

directly

all of the above

Question 3:

Once upon a time, a Wolf resolved to disguise his appearance in order to secure food more easily.
Encased in the skin of a sheep, he pastured with the flock, deceiving the shepherd by his costume. In the
evening he was shut up by the shepherd in the fold; the gate was closed, and the entrance made thoroughly
secure. But the shepherd, returning to the fold during the night to obtain meat for the next day, mistakenly
caught up the Wolf instead of a sheep, and killed him instantly. Those who seek harm will find it.

-"The Wolf in Sheep's Clothing" by Aesop

Is the theme of this story a stated or an unstated theme?

unstated

stated

Question 4:

"He was shunned, spit at, and revered all at once. It was—unlike anything I’ve, and I’m sure you’ve, ever
 seen. It was a good story.”
Isaac listened and tried to look thoughtful and concerned, but in truth he was distracted. He hadn’t yet
eaten breakfast and he could feel his stomach growling.
“Minor cults were springing up around him. People flocked to his home and school for his blessing,” Bill
said imploringly.
“And did you, Bill, seek his blessing?” Isaac said.
“No,” Bill said softly. “And it’s the biggest regret of my life.”

-From "The Messiah of Moorestone" by Dan Gold

Is the theme of this text stated or unstated?

stated

unstated

Question 5:

Jupiter determined, it is said, to create a sovereign over the birds, and made a proclamation that on a
certain day they should all present themselves before him, when he would himself choose the most beautiful
among them to be king. The Jackdaw, knowing his own ugliness, searched through the woods and fields,
and collected the feathers which had fallen from the wings of his companions, and stuck them in all parts of
his body, hoping thereby to make himself the most beautiful of all. When the appointed day arrived and the
birds had assembled before Jupiter, the Jackdaw also made his appearance in his many feathered finery.
But when Jupiter proposed to make him king because of the beauty of his plumage, the birds indignantly
protested, and each plucked from him his own feathers, leaving the Jackdaw nothing but a Jackdaw.

-"The Vain Jackdaw" by Aesop

Is the theme of the story stated or unstated?

stated

unstated
Lesson Topic: Identify universal themes
Question 1:

Read the two texts below. As you read, consider if they have any themes in common, and if those themes
could be universal themes.

The Strength that Lies Within

The strength that lies within is greater than

The pressures from outside
The winds, the rains, the trials and fails
Will be forced to subside.
For what I have within is strong as steel and tough as nails.

The Magic Art of the Great Humbug

By L. Frank Baum

The Lion now walked to the Throne Room and knocked at the door.
"Come in," said Oz.
"I have come for my courage," announced the Lion, entering the room.
"Very well," answered the little man; "I will get it for you."
He went to a cupboard and, reaching up to a high shelf, took down a square green bottle, the contents of
which he poured into a green-gold dish, beautifully carved. Placing this before the Cowardly Lion, who sniffed
at it as if he did not like it, the Wizard said: "Drink."
"What is it?" asked the Lion.
"Well," answered Oz, "if it were inside of you, it would be courage. You know, of course, that courage is
always inside one; so that this really cannot be called courage until you have swallowed it. Therefore I advise
you to drink it as soon as possible."
The Lion hesitated no longer, but drank till the dish was empty.
"How do you feel now?" asked Oz.
"Full of courage," replied the Lion, who went joyfully back to his friends to tell them of his good fortune.
Oz, left to himself, smiled to think of his success in giving the Scarecrow and the Tin Woodman and the
Lion exactly what they thought they wanted. "How can I help being a humbug," he said, "when all these
people make me do things that everybody knows can't be done? It was easy to make the Scarecrow and the
Lion and the Woodman happy, because they imagined I could do anything.”
Question 2:

Which of the following is a universal theme?

Being a French citizen comes with freedom and joy.

Passing judgement too quickly can cause a person to miss out.

Working hard on the farm prepares children for working hard in life.

all of the above

Question 3:

Which of the following is a universal theme?

Children should be seen and not heard.

Thanksgiving is a time to appreciate family.

The fear of failure can be a great motivator.

all of the above

Question 4:

Which of the following is not a universal theme?

The joys of owning a dog are endless.

Life is difficult for America's poor.

Following Buddhist philosophy can be peaceful, but it also has challenges.

all of the above

Question 5:

Which of the following is not a universal theme?

A family's love for each other can be felt even from a distance.

The nurturing power of friendship can help overcome anything.

The heroism and bravery of French revolutionists still live on.

all of the above

Lesson Topic: Identify theme through character changes
Question 1:

How do character changes point to the theme of the text?

by showing the lesson characters learn

by showing the people the character knows

by showing the places characters travel to

all of the above

Question 2:

Read the story. Then, answer the questions that follow.

The Selfish Giant

By Oscar Wilde

Every day, as they were coming from school, the children used to go and play in the Giant’s garden. It was
a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars,
and there were twelve peach-trees that in the spring-time broke out into delicate blossoms of pink and pearl,
and in the autumn bore rich fruit.
One day the Giant came back. He had been to visit his friend the Cornish ogre, and had stayed with him for
seven years. When he arrived he saw the children playing in the garden. “What are you doing here?” he cried
in a very gruff voice, and the children ran away.“My own garden is my own garden,” said the Giant; “any one
can understand that, and I will allow nobody to play in it but myself.” So he built a high wall all round it, and put
up a notice-board: TRESPASSERS WILL BE PROSECUTED.
The poor children had now nowhere to play. They tried to play on the road, but the road was very dusty and
full of hard stones. They used to wander round the high wall when their lessons were over, and talk about the
beautiful garden inside. “How happy we were there,” they said.
Then the Spring came, and all over the country there were little blossoms and little birds. Only in the garden
of the Selfish Giant it was still winter. The birds did not care to sing in it as there were no children, and the trees
forgot to blossom. Once a beautiful flower put its head out from the grass, but when it saw the notice-board it
was so sorry for the children that it slipped back into the ground again, and went off to sleep. The only people
who were pleased were the Snow and the Frost. “Spring has forgotten this garden,” they cried, “so we will live
here all the year round.” The Snow covered up the grass with her great white cloak, and the Frost painted all
the trees silver.
“I cannot understand why the Spring is so late in coming,” said the Selfish Giant, as he sat at the window
and looked out at his cold white garden; “I hope there will be a change in the weather.” But the Spring never
 came, nor the Summer, Nor the Autumn.
One morning the Giant was lying awake in bed when he heard some lovely music. It sounded so sweet to
his ears that he thought it must be the King’s musicians passing by. It was really only a little bird singing outside
his window, but it seemed the most beautiful music in the world. Then the Hail stopped dancing, and the North
Wind ceased roaring.
“I believe the Spring has come at last,” said the Giant; and he looked out and saw a most wonderful sight.
The children had crept in through a little hole in the wall, and they were sitting in the branches of the trees. And
the trees were so glad to have the children back again that they had covered themselves with blossoms. The
birds were flying and twittering with delight, and the flowers were looking up through the green grass.
The Giant’s heart melted as he looked out. “How selfish I have been!” he said; “now I know why the Spring
would not come here. I will knock down the wall, and my garden shall be the children’s playground for ever and
ever.” So he crept downstairs and opened the front door quite softly, and went out into the garden.
“It is your garden now, little children,” said the Giant, and he took a great axe and knocked down the wall.
And when the people were going to market at twelve o’clock they found the Giant playing with the children in
the most beautiful garden they had ever seen.

Question 3:

How does the giant react when he first finds the children in his garden?

He ate the children.

He welcomed the children to his garden.

He helped one of the children to see a tree close up by picking him up.

He built a high wall and put up a sign warning trespassers to stay out.

Question 4:

What is the giant like at the beginning of the story?

He wants to share with others.

He is dangerous and violent.

He is lazy and won't tend his garden.

He only cares about himself.

Question 5:

What happens to the giant to change his perspective?

The giant's closest friend, whom he visited recently, passed away.

The children brought Spring back to the garden.

The giant left the garden for a very long time.

The king's musicians played the loveliest music he had ever heard.
Lesson Topic: Compare internal and external conflict
Question 1:

Read the excerpt below, paying attention to the conflict of the story.
Excerpt from
The Mad Scientist
by Joy Kita

Matt shook his head, thinking there must be cotton in his ears. He looked at his fellow guinea pigs who all
wore similar horrified expressions and knew he had heard correctly.
“What are we testing?” he asked.
The scientist laughed and rubbed his hands together. “If I tell you that, it will ruin the surprise, and I won’t
have genuine reactions for the camera.” They followed his finger and saw the small blinking camera in the
corner. “I have them installed everywhere, so I can catch every moment.”
“Our parents wouldn’t just leave us with a madman,” Maddie cried out. She now had a hold of Grace’s
hand.
The scientist looked down at the clipboard he was carrying.
“Maddie? Yes, well your parents didn’t leave you with a madman. They left you with a world renowned
behavioral scientist, studying the reactions and methods of gifted children in extreme emotional situations. I
might have left out the part of the robotic monsters, but that was a mere oversight.”
“You’ll have thirty seconds before number one is unleashed. I call him Extreme Bumble.” He left us staring
after him, completely unable to move or even react.
“This has to be a joke, right? Our parents wouldn’t have fallen for this.” Grace looked back and forth at us.
Before anyone could agree or disagree, there was a loud rumble. A cross between a motorcycle engine and
rabid dog came from the hallway.
“Hide,” Jay screamed.

Question 2:

Which is the conflict from the story you just read?

person versus self

person versus fate

person versus time

person versus society

person versus person

Question 3:
 Is the conflict in the story you just read an external conflict or an internal conflict?

internal

external

Question 4:

Pakak searched the horizon for the sea birds that might guide him in the right direction, but like every
other day he’d been lost, there were none.

Is the conflict in the passage an example of an external conflict or an internal conflict?

internal

external

Question 5:

Pakak tossed on his fur, trying to escape the memories that haunted him and followed him everywhere.
The White men had planned on selling him. He shuddered at the thought. Though he had long escaped their
clutches, still their faces would not leave his mind. He saw their cruel eyes every time he slept.

Is the conflict in the passage an example of an external conflict or an internal conflict?

external

internal
Lesson Topic: Identify theme by analyzing conflict
Question 1:

Read the excerpt below, paying close attention to the main conflict of the passage.

The Great Outdoors

By Joy Kita

Marybeth had never been camping before. Her parents were more of the hotel and breakfast-in-bed types.
They feared insects as much as they did bears. While others fought to protect the environment, they worked
against it: They both worked for the same corporation that made plastics and other environmental dangers.
When Marybeth came home from school and said she wanted to go on a camping trip with the outdoor
club, she expected them to laugh or flat out refuse to give her permission. She was right.
“You are not a part of the outdoor club, dear. You will end your membership immediately,” her mother had
said.
“We do not enjoy the outdoors,” her father insisted.
But Marybeth explained that Lisa, her best friend, was going. She also told them that she did not know if
she enjoyed the outdoors because she’d never experienced it before. Her parents reluctantly agreed. They
cautioned her to not become too invested in something as fickle as the environment.
“Plastics will outlast the jungle,” her dad told her with pride.
She asked if they wanted to come and chaperone, but they just laughed and helped her pack. Her parents
insisted she bring a kettle for hot chocolate and an air mattress. Marybeth told them that she would be sleeping
only on a blanket and that there would be no electricity.
“Camping is for barbarians,” her mother responded.
It took a lot of reassuring to convince her parents that Marybeth would not be taken captive by a wild bear.
She also had to explain that she wouldn’t contract a deadly disease from the fresh air. Finally her parents let
her leave the house.
When the fifteen passenger van pulled through the gates to the Canadian provincial park, all Marybeth
could see was the incredible spread of beautiful landscape. She knew this trip was worth the effort.

Question 2:

Which type of conflict is described in the passage?

person vs self

person vs nature

person vs society

person vs person
 person vs fate

Question 3:

Is this conflict internal or external?

internal

external

Question 4:

How is this conflict resolved?

Marybeth is allowed to go camping and decides the argument was worth it.

Marybeth is not allowed to go camping but decides the argument was worth it anyway.

Marybeth is allowed to go camping but quickly decides the argument was not worth it.

Marybeth is not allowed to go camping and decides the argument was not worth it.

Question 5:

Which statement best describes the theme of this story?

Some things are worth the price.

Nothing is worth causing family discord.

We must learn from the past.

Confidence can only come from the inside.

Lesson Topic: Identify directly communicated themes in poetry
Question 1:

If I can stop one heart from breaking,

I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.

-From "Part One: Life" by Emily Dickinson

What theme is communicated by the underlined portion of the poem?

A broken heart is the best part of life.

A broken heart is the worst part of life.

Doing good for others makes life worthwhile.

Life is lived in vain if the heart never hurts.

Question 2:

Sea-violins are playing on the sands;

Curved bows of blue and white are flying over the pebbles,
See them attack the chords—dark basses, glinting trebles.
Dimly and faint they croon, blue violins.
Suffer without regret, they seem to cry,
Though dark your suffering is, it may be music,
Waves of blue heat that wash midsummer sky;
Sea-violins that play along the sands.

-"Blue Water" by John Gould Fletcher

Read the poem above. Which line contains a message or advice?

Sea-violins are playing on the sands;

Curved bows of blue and white are flying over the pebbles,
 See them attack the chords—dark basses, glinting trebles.
Dimly and faint they croon, blue violins.

Suffer without regret, they seem to cry,

Though dark your suffering is, it may be music,

Waves of blue heat that wash midsummer sky;

Sea-violins that play along the sands."

Question 3:

Sea-violins are playing on the sands;

Curved bows of blue and white are flying over the pebbles,
See them attack the chords—dark basses, glinting trebles.
Dimly and faint they croon, blue violins.
Suffer without regret, they seem to cry,
Though dark your suffering is, it may be music,
Waves of blue heat that wash midsummer sky;
Sea-violins that play along the sands.

-"Blue Water" by John Gould Fletcher

What is the stated theme of this passage?

Hardship can also be a blessing.

The miracles of nature can ease even the deepest of wounds.

Suffering is best done in silence.

Suffering only causes regret.

Question 4:

A nightingale, that all day long, had cheered the village with his song,

Began to feel, as well he might, the keen demands of appetite;

When, looking eagerly around, he spied far off, upon the ground,

A something shining in the dark, and knew the glow-worm by his spark;

The worm, aware of his intent, addressed him thus, right eloquent:

“’Twas your desire, same as mine, that stirred you to sing and me to shine;

That you with music, I with light, might beautify and cheer the night.”
 The songster heard his short oration, and warbling out his approbation,

Released him, as my story tells, and found a supper somewhere else.

-From "The Nightingale and the Glowworm" by William Cowper

Read the poem above. Which passage most likely references the theme of the poem?

A nightingale, that all day long, had cheered the village with his song, Began to feel, as well he

might, the keen demands of appetite;

When, looking eagerly around, He spied far off, upon the ground, A something shining in the dark,

and knew the glow-worm by his spark;

“’Twas your desire, same as mine, that stirred you to sing and me to shine; That you with music, I

with light, might beautify and cheer the night.”

The songster heard his short oration, and warbling out his approbation, Released him, as my story

tells, and found a supper somewhere else.

Question 5:

A nightingale, that all day long, had cheered the village with his song,
Began to feel, as well he might, the keen demands of appetite;
When, looking eagerly around, he spied far off, upon the ground,
A something shining in the dark, and knew the glow-worm by his spark;
The worm, aware of his intent, addressed him thus, right eloquent:
“’Twas your desire, same as mine, that stirred you to sing and me to shine;
That you with music, I with light, might beautify and cheer the night.”
The songster heard his short oration, and warbling out his approbation,
Released him, as my story tells, and found a supper somewhere else.

-From "The Nightingale and the Glowworm" by William Cowper

What is the theme of this poem?

Everything in nature has its own role to play.

Friendship is stronger than hunger.

Survival is difficult.
The world is an unfriendly place.
Lesson Topic: Identify the theme of a poem using tone, figurative language, imagery and
symbolism
Question 1:

In Flanders fields the poppies blow

Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago

We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

-From "In Flanders Fields" by John McCrae

Read the poem above. What literary element does the poet use to convey the theme?

I. tone

II. sensory imagery

III. figurative language

I and II

I and III

Question 2:

In Flanders fields the poppies blow

Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago

We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.
 -From "In Flanders Fields" by John McCrae

What is the theme of the poem?

Life is beautiful but brief.

Guns cause nothing but pain.

Death is a noble end.

War is justified if it brings peace.

Question 3:

The little cares that fretted me,

I lost them yesterday
Among the fields above the seas,
Among the winds at play;
Among the lowing of the herds,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what might happen,—
I cast them all away
Among the clover-scented grass,
Among the new-mown hay;
Among the husking of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born
Among the grass and sod.

-From "Out in the Fields" by Elizabeth Barrett Browning

Read the poem above. What tone does the poet create?

fearful

peaceful
 energetic

passionate

Question 4:

The little cares that fretted me,

I lost them yesterday
Among the fields above the seas,
Among the winds at play;
Among the lowing of the herds,
The rustling of the trees,
Among the singing of the birds,
The humming of the bees.
The foolish fears of what might happen,—
I cast them all away
Among the clover-scented grass,
Among the new-mown hay;
Among the husking of the corn,
Where drowsy poppies nod,
Where ill thoughts die and good are born
Among the grass and sod.

-From "Out in the Fields" by Elizabeth Barrett Browning

What is the theme of this poem?

A few minutes alone with nature can restore peace and rid anxious thoughts.

There is no running from one's problems; they must be confronted directly.

The foolish fears of life are suddenly real when left alone with nature.

Hard work can help one forget the foolish cares of life.

Question 5:

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.
He danced along the dingy days,
And this bequest of wings
Was but a book. What liberty
A loosened spirit brings!

-From XXI by Emily Dickinson

Read the poem above. What figurative language does the poet use?

She compares dancing to being able to fly.

She compares reading a book to being able to fly.

He compares reading a book to cleaning.

She compares dancing to cleaning.

Lesson Topic: Identify theme through situational irony
Question 1:

Read the poem below, taking note of what the characters want, what happens to the characters, and what the
characters get instead.

Adapted from
Kate Ketchem
By Phoebe Cary

Kate Ketchem on a winter's night

Went to a party dressed in white.
Her chignon in a net of gold,
Was about as large as they ever sold.
Gayly she went, because her pap
Was supposed to be a rich old chap.

Tom Fudge came slowly through the throng,

With chestnut hair, worn pretty long.
He saw Kate Ketchem in the crowd,
And knowing her slightly, stopped and bowed;
Then asked her to give him a single flower,
Saying he'd think it a priceless dower.

Out from those with which she was decked,

She took the poorest she could select.
And blushed as she gave it, looking down
To call attention to her gown.
"Thanks," said Fudge, and he thought how dear
Flowers must be at that time of year.

Kate Ketchem smiled, and said, "You bet.

I'll catch that Fudge and his money yet.
He's rich enough to keep me in clothes,
And I think I could manage him as I chose.
He could aid my father as well as not,
And buy my brother a splendid yacht.
My mother for money should never fret,
And all it cried for the baby should get;
And after that, with what he could spare,
I'd make a show at a charity fair."

Tom Fudge looked back as he crossed the sill,

And saw Kate Ketchem standing still.
"A girl more suited to my mind
It isn't an easy thing to find;
And every thing that she has to wear
Proves her as rich as she is fair.
Would she were mine, and I to-day
Had the old man's cash my debts to pay!
No creditors with a long account,
No tradesmen wanting 'that little amount';
But all my debts paid up with care
By a father-in-law with gold to spare!

So Tom married Kate for her father's dues

An she married him for his wealth too,
But as to paying his debts, do you know,
The father couldn't see it so;
And at hints for help, Kate's hazel eyes
Looked out in their innocent surprise.
And when Tom thought of the way he had wed
He longed for a single life instead,
And closed his eyes in a sulky mood,
Regretting the days of his bachelorhood;
And said, in a sort of reckless vein,
"I'd like to see her catch me again,
If I were free, as on that night
When I saw Kate Ketchem dressed in white!"

She wedded him to be rich and gay;

But husband and children didn't pay,
He wasn't the prize she hoped to draw,
And wouldn't live with his mother-in-law.
 And oft when she had to coax and pout
In order to get him to take her out,
She thought how very attentive and bright
He seemed at the party that winter's night;
Of his laugh, as soft as a breeze of the south,
('Twas now on the other side of his mouth);
How he praised her dress and gems in his talk,
As he took a careful account of stock.

Sometimes she hated the very walls—

Hated her friends, her dinners, and calls;
Till her weak affection, to hatred turned,
Like a dying tallow-candle burned.
And for him who sat there, her peace to mar,
Smoking his everlasting cigar—
He wasn't the man she thought she saw,
And grief was duty, and hate was law.
So she took up her burden with a groan,
Saying only, "I might have known!"

Alas for Kate! and alas for Fudge!

Though I do not owe them any grudge;
And alas for any who find to their shame
That two can play at their little game!

Question 2:

What do Kate and Tom want at the beginning of the story?

Tom wants to find love, but Kate wants to find wealth.

They each want to find love.

Kate wants to find love, but Tom wants to find wealth.

They each want to meet someone who is wealthy.

Question 3:

What do Kate and Tom do?

They marry each other, each thinking that the other is wealthy.
 They meet other people, whom they truly love, and marry them.

They fall in love and marry each other, later falling out of love.

They marry each other, eventually falling truly in love.

Question 4:

What do Kate and Tom get instead?

a life of poverty that is full of love

a miserable life away from each other

a miserable life without the wealth they hoped for

a life of wealth and privilege

Question 5:

What is the theme of "Kate Ketchem"?

Vanity only leads to loneliness and longing.

Those who use others will be used themselves.

Marrying for love does not guarantee happiness.

Being careless with possessions will cause you to end up with none.
Lesson: Summaries
Lesson Topic: Identify key ideas using the 5 Ws and an H
Question 1:

Read this excerpt from Stories the Iroquois Tell Their Children by Mabel Powers, paying close attention to the
characters, setting, and events.

The Boy, the Bear, and the Eagle

One day, many moons ago, when animals and men understood each other, a little Native American boy
was left in the woods. An old mother bear found the little boy and felt sorry for him. She took him home to her
nice wigwam in the hollow of a big tree. Though she had two cubs of her own, she took the little papoose,
hugged him close, and fed him as her own. The boy grew strong. He was very happy with his family, and
played with his cub brothers from sunrise to sunset.
One day, Mother Bear watched her three children as they wrestled joyfully in the forest leaves. But on this
day, Mother Bear’s heart was heavy. She had heard that the big bear hunters were coming. Their dogs were
never known to miss a bear tree. Mother Bear thought she might be able to save herself and her cubs. But
what would become of the boy? She loved him too much to let the bear hunters kill him.
Just then the porcupine, the Chief of the animals, passed by the bear tree. Mother Bear saw him. She put
her head out the bear-tree window and called to him.
He sat, listening to Mother Bear’s story of her fears for the boy. When she had finished, Chief Porcupine
said he would call a council of the animals. As soon as the Chief raised his big voice, even the animals away on
the longest trails heard. They ran at once and gathered under the council tree. Chief Porcupine told them
about the fears of Mother Bear, and of the danger to the boy. “Now,” said the Chief, “which one of you will take
the boy and save him from the bear hunters?”
But some of the animals were jealous of man. The beaver, the fox, the wolf, the panther, the raccoon, and
the deer felt that he was becoming too powerful and had secretly planned to do away with him. So when Chief
asked who would take the boy and care for him, each of these animals volunteered.
Mother Bear sat by and listened as each offered to care for the boy. At last she spoke. To the beaver she
said, “You cannot take the boy; you will drown him.” To the fox she said, “You cannot take him; you would
teach him to cheat and steal. Neither can the wolf or the panther have him, for they are counting on having
something good to eat. You, deer, lost your upper teeth from biting humans. And you, raccoon, I cannot trust,
for you would coax him to climb so high that he would fall and die. None of you can have the boy.”
Now a great bird that lived in the sky flew to the council tree. When Mother Bear had spoken, this wise old
eagle flew down, and said, “Give the boy to me, Mother Bear. No bird is so swift and strong as the eagle. On
my great wings I will bear him far away from the bear hunters and take him to the wigwam of a friend, where a
little boy is wanted.”
 Mother Bear looked into the eagle’s keen eyes. She saw that he could see far. Then she said, “Take him,
eagle, I trust him to you. I know you will protect the boy.” The eagle spread wide his great wings. Mother Bear
placed the boy on his back, and away they soared, far from the council woods. The eagle left the boy, as he
had promised, at the door of a wigwam where a little boy was wanted. This was the first American to be saved
by an American eagle.
The boy grew to be a noble chief and a great hunter. But never was he known to cut down a bear tree, or to
kill a bear, or an eagle for that matter. However, many were the beaver, fox, wolf, panther, and deerskins that
hung in his lodge.

Question 2:

Read this story, paying close attention to the characters, setting, and events.

The Wonderful Pump

By L. Frank Baum

Not many years ago there lived on a stony, barren New England farm a man and his wife. They were sober,
honest people, working hard from early morning until dark to enable them to secure a scanty living from their
poor land.
Their house, a small, one-storied building, stood upon the side of a steep hill, and the stones lay so thickly
about it that scarcely anything green could grow from the ground. At the foot of the hill, a quarter of a mile from
the house by the winding path, was a small brook, and the woman was obliged to go there for water and to
carry it up the hill to the house. This was a tedious task, and with the other hard work that fell to her had made
her gaunt and bent and lean.
Yet she never complained, but meekly and faithfully performed her duties, doing the housework, carrying
the water and helping her husband hoe the scanty crop that grew upon the best part of their land.
One day, as she walked down the path to the brook, her big shoes scattering the pebbles right and left, she
noticed a large beetle lying upon its back and struggling hard with its little legs to turn over, that its feet might
again touch the ground. But this it could not accomplish; so the woman, who had a kind heart, reached down
and gently turned the beetle with her finger. At once it scampered from the path and she went on to the brook.
The next day, as she came for water, she was surprised to see the beetle again lying upon its back and
struggling helplessly to turn. Once more the woman stopped and set him upon his feet; and then, as she
stooped over the tiny creature, she heard a small voice say: "Oh, thank you! Thank you so much for saving
me!"
Half frightened at hearing a beetle speak in her own language, the woman started back and exclaimed: "Oo
wee! Surely you can't talk like humans!"
Then, recovering from her alarm, she again bent over the beetle, who answered her: "Why shouldn't I talk,
if I have anything to say?
 "'Cause you're a bug," replied the woman.
"That is true; and you saved my life—saved me from my enemies, the sparrows. And this is the second time
you have come to my assistance, so I owe you a debt of gratitude. Bugs value their lives as much as human
beings, and I am a more important creature than you, in your ignorance, may suppose. But, tell me, why do
you come each day to the brook?"
"For water," she answered, staring stupidly down at the talking beetle.
"Isn't it hard work?" the creature inquired.
"Yes; but there's no water on the hill," said she.
"Then dig a well and put a pump in it," replied the beetle.
She shook her head. "My man tried it once; but there was no water," she said, sadly.
"Try it again," commanded the beetle; "and in return for your kindness to me I will make this promise: if you
do not get water from the well you will get that which is more precious to you. I must go now. Do not forget. Dig
a well."
And then, without pausing to say good-by, it ran swiftly away and was lost among the stones.
The woman returned to the house much perplexed by what the beetle had said, and when her husband
came in from his work she told him the whole story.
The poor man thought deeply for a time, and then declared: "Wife, there may be truth in what the bug told
you. There must be magic in the world yet, if a beetle can speak; and if there is such a thing as magic we may
get water from the well. The pump I bought to use in the well which proved to be dry is now lying in the barn,
and the only expense in following the talking bug's advice will be the labor of digging the hole. Labor I am used
to; so I will dig the well."
The next day he set about it, and dug so far down in the ground that he could hardly reach the top to climb
out again; but not a drop of water was found.
"Perhaps you did not dig deep enough," his wife said, when he told her of his failure.
So the following day he made a long ladder, which he put into the hole; and then he dug, and dug, and dug,
until the top of the ladder barely reached the top of the hole. But still there was no water.
When the woman next went to the brook with her pail she saw the beetle sitting upon a stone beside her
path. So she stopped and said: "My husband has dug the well; but there is no water."
"Did he put the pump in the well?" asked the beetle.
"No," she answered.
"Then do as I commanded; put in the pump, and if you do not get water I promise you something still more
precious."
Saying which, the beetle swiftly slid from the stone and disappeared. The woman went back to the house
and told her husband what the bug had said.
"Well," replied the simple fellow, "there can be no harm in trying."
So he got the pump from the barn and placed it in the well, and then he took hold of the handle and began
to pump, while his wife stood by to watch what would happen.
 No water came, but after a few moments a gold piece dropped from the spout of the pump, and then
another, and another, until several handfuls of gold lay in a little heap upon the ground.
The man stopped pumping then and ran to help his wife gather the gold pieces into her apron; but their
hands trembled so greatly through excitement and joy that they could scarcely pick up the sparkling coins.
At last she gathered them close to her bosom and together they ran to the house, where they emptied the
precious gold upon the table and counted the pieces.
All were stamped with the design of the United States mint and were worth five dollars each. Some were
worn and somewhat discolored from use, while others seemed bright and new, as if they had not been much
handled. When the value of the pieces was added together they were found to be worth three hundred dollars.
So they at once took a number of the gold pieces and went to the town to purchase provisions and clothing
and many things of which they had long stood in need; but so proud were they of their newly acquired wealth
that they took no pains to conceal it. They wanted everyone to know they had money, and so it was no wonder
that when some of the wicked men in the village saw the gold they longed to possess it themselves.
"If they spend this money so freely," whispered one to another, "there must be a great store of gold at their
home."
"That is true," was the answer. "Let us hasten there before they return and ransack the house."
So they left the village and hurried away to the farm on the hill, where they broke down the door and turned
everything topsy turvy until they had discovered the gold in the wood-box and the teapot. It did not take them
long to make this into bundles, which they slung upon their backs and carried off, and it was probably because
they were in a great hurry that they did not stop to put the house in order again.
Presently the good woman and her husband came up the hill from the village with their arms full of bundles
and followed by a crowd of small boys who had been hired to help carry the purchases. Then followed others,
youngsters and country louts, attracted by the wealth and prodigality of the pair, who, from simple curiosity,
trailed along behind like the tail of a comet and helped swell the concourse into a triumphal procession. Last of
all came Guggins, the shopkeeper, carrying with much tenderness a new silk dress which was to be paid for
when they reached the house, all the money they had taken to the village having been lavishly expended.
The farmer, who had formerly been a modest man, was now so swelled with pride that he tipped the rim of
his hat over his left ear and smoked a big cigar that was fast making him ill. His wife strutted along beside him
like a peacock, enjoying to the full the homage and respect her wealth had won from those who formerly
deigned not to notice her, and glancing from time to time at the admiring procession in the rear.
But, alas for their newborn pride! When they reached the farmhouse they found the door broken in, the
furniture strewn in all directions and their treasure stolen to the very last gold piece.
The crowd grinned and made slighting remarks of a personal nature, and Guggins, the shopkeeper,
demanded in a loud voice the money for the silk dress he had brought.
Then the woman whispered to her husband to run and pump some more gold while she kept the crowd
quiet, and he obeyed quickly. But after a few moments he returned with a white face to tell her the pump was
 dry, and not a gold piece could now be coaxed from the spout.
The procession marched back to the village laughing and jeering at the farmer and his wife, who had
pretended to be so rich; and some of the boys were naughty enough to throw stones at the house from the top
of the hill. Mr. Guggins carried away his dress after severely scolding the woman for deceiving him, and when
the couple at last found themselves alone their pride had turned to humiliation and their joy to bitter grief.
Just before sundown the woman dried her eyes and, having resumed her ordinary attire, went to the brook
for water. When she came to the flat stone she saw the King Beetle sitting upon it.
"The well is dry!" she cried out, angrily.
"Yes," answered the beetle, calmly, "you have pumped from it all the gold my people could find."
"But we are now ruined," said the woman, sitting down in the path beginning to weep; "for robbers have
stolen from us every penny we possessed."
"I'm sorry," returned the beetle; "but it is your own fault. Had you not made so great a show of your wealth
no one would have suspected you possessed a treasure, or thought to rob you. As it is, you have merely lost
the gold which others have lost before you. It will probably be lost many times more before the world comes to
an end."
"But what are we to do now?" she asked.
"What did you do before I gave you the money?"
"We worked from morning 'til night," said she.
"Then work still remains for you," remarked the beetle, composedly; "no one will ever try to rob you of that,
you may be sure!" And he slid from the stone and disappeared for the last time.
This story should teach us to accept good fortune with humble hearts and to use it with moderation. For,
had the farmer and his wife resisted the temptation to display their wealth ostentatiously, they might have
retained it to this very day.

Question 3:

Who is the protagonist of the story?

the beetle

the beetle's people

the townspeople

the farmer and his wife

Question 4:

What is the central conflict of the story?

The beetle is lying on its back, but the farmer's wife saves him.
 The farmer and his wife did not have enough money for the silk dress, and had to return
to the house to get more gold.

The farmer and his wife want more gold, but the beetle has no more.

There is supposed to be gold in the pump, but the farmer and his wife do not dig deep
enough.

Question 5:

How does the setting impact the story?

The farmer and his wife are rich because of their fertile land.

The farmer and his wife are lazy because of their abundant land.

The farmer and his wife are poor because of their barren land.

The farmer and his wife are hard-working because of their abundant land.
Lesson Topic: Differentiate between key ideas and supporting details
Question 1:

Read the excerpt from The Emerald City of Oz by Frank L. Baum. Then answer the questions that follow.

How Uncle Henry Got Into Trouble

Dorothy Gale lived on a farm in Kansas with her Aunt Em and her Uncle Henry. It was not a big farm, nor a
very good one, because sometimes the rain did not come when the crops needed it, and then everything
withered and dried up. Once a cyclone had carried away Uncle Henry's house, so that he was obliged to build
another; and as he was a poor man he had to mortgage his farm to get the money to pay for the new house.
Then his health became bad and he was too feeble to work. The doctor ordered him to take a sea voyage and
he went to Australia and took Dorothy with him. That cost a lot of money, too.
Uncle Henry grew poorer every year, and the crops raised on the farm only bought food for the family.
Therefore the mortgage could not be paid. At last the banker who had loaned him the money said that if he did
not pay on a certain day, his farm would be taken away from him.
This worried Uncle Henry a good deal, for without the farm he would have no way to earn a living. He was a
good man, and worked in the field as hard as he could; and Aunt Em did all the housework, with Dorothy's
help. Yet they did not seem to get along.
This little girl, Dorothy, was like dozens of little girls you know. She was loving and usually sweet-tempered,
and had a round rosy face and earnest eyes. Life was a serious thing to Dorothy, and a wonderful thing, too,
for she had encountered more strange adventures in her short life than many other girls of her age.
Aunt Em once said she thought the fairies must have marked Dorothy at her birth, because she had
wandered into strange places and had always been protected by some unseen power. As for Uncle Henry, he
thought his little niece merely a dreamer, as her dead mother had been, for he could not quite believe all the
curious stories Dorothy told them of the Land of Oz, which she had several times visited. He did not think that
she tried to deceive her uncle and aunt, but he imagined that she had dreamed all of those astonishing
adventures, and that the dreams had been so real to her that she had come to believe them true.
Whatever the explanation might be, it was certain that Dorothy had been absent from her Kansas home for
several long periods, always disappearing unexpectedly, yet always coming back safe and sound, with
amazing tales of where she had been and the unusual people she had met. Her uncle and aunt listened to her
stories eagerly and in spite of their doubts began to feel that the little girl had gained a lot of experience and
wisdom that were unaccountable in this age, when fairies are supposed no longer to exist.
Most of Dorothy's stories were about the Land of Oz, with its beautiful Emerald City and a lovely girl Ruler
named Ozma, who was the most faithful friend of the little Kansas girl. When Dorothy told about the riches of
this fairy country Uncle Henry would sigh, for he knew that a single one of the great emeralds that were so
common there would pay all his debts and leave his farm free. But Dorothy never brought any jewels home
with her, so their poverty became greater every year.
When the banker told Uncle Henry that he must pay the money in thirty days or leave the farm, the poor
man was in despair, as he knew he could not possibly get the money. So he told his wife, Aunt Em, of his
trouble, and she first cried a little and then said that they must be brave and do the best they could, and go
away somewhere and try to earn an honest living. But they were getting old and feeble and she feared that
they could not take care of Dorothy as well as they had formerly done. Probably the little girl would also be
obliged to go to work.
They did not tell their niece the sad news for several days, not wishing to make her unhappy; but one
morning the little girl found Aunt Em softly crying while Uncle Henry tried to comfort her. Then Dorothy asked
them to tell her what was the matter.
"We must give up the farm, my dear," replied her uncle sadly, "and wander away into the world to work for
our living."
The girl listened quite seriously, for she had not known before how desperately poor they were.
"We don't mind for ourselves," said her aunt, stroking the little girl's head tenderly; "but we love you as if you
were our own child, and we are heart-broken to think that you must also endure poverty, and work for a living
before you have grown big and strong."
"What could I do to earn money?" asked Dorothy.
"You might do housework for someone, dear, you are so handy; or perhaps you could be a nurse-maid to
little children. I'm sure I don't know exactly what you CAN do to earn money, but if your uncle and I are able to
support you we will do it willingly, and send you to school. We fear, though, that we shall have much trouble in
earning a living for ourselves. No one wants to employ old people who are broken down in health, as we are."
Dorothy smiled. "Wouldn't it be funny," she said, "for me to do housework in Kansas, when I'm a Princess in
the Land of Oz?"
"A Princess!" they both exclaimed, astonished.
"Yes; Ozma made me a Princess some time ago, and she has often begged me to come and live always in
the Emerald City," said the child.
Her uncle and aunt looked at her in amazement. Then the man said: "Do you suppose you could manage to
return to your fairyland, my dear?"
"Oh yes," replied Dorothy; "I could do that easily."
"How?" asked Aunt Em.
"Ozma sees me every day at four o'clock, in her Magic Picture. She can see me wherever I am, no matter
what I am doing. And at that time, if I make a certain secret sign, she will send for me by means of the Magic
Belt, which I once captured from the Nome King. Then, in the wink of an eye, I shall be with Ozma in her
palace."
The elder people remained silent for some time after Dorothy had spoken. Finally, Aunt Em said, with
another sigh of regret: "If that is the case, Dorothy, perhaps you'd better go and live in the Emerald City. It will
break our hearts to lose you from our lives, but you will be so much better off with your fairy friends that it
seems wisest and best for you to go."
"I'm not so sure about that," remarked Uncle Henry, shaking his gray head doubtfully. "These things all
seem real to Dorothy, I know; but I'm afraid our little girl won't find her fairyland just what she had dreamed it to
be. It would make me very unhappy to think that she was wandering among strangers who might be unkind to
her."
Dorothy laughed merrily at this speech, and then she became very sober again, for she could see how all
this trouble was worrying her aunt and uncle, and knew that unless she found a way to help them their future
lives would be quite miserable and unhappy. She knew that she COULD help them. She had thought of a way
already. Yet she did not tell them at once what it was, because she must ask Ozma's consent before she would
be able to carry out her plans.
So she only said: "If you will promise not to worry a bit about me, I'll go to the Land of Oz this very
afternoon. And I'll make a promise, too; that you shall both see me again before the day comes when you must
leave this farm."
"The day isn't far away, now," her uncle sadly replied. "I did not tell you of our trouble until I was obliged to,
dear Dorothy, so the evil time is near at hand. But if you are quite sure your fairy friends will give you a home, it
will be best for you to go to them, as your aunt says."
That was why Dorothy went to her little room in the attic that afternoon, taking with her a small dog named
Toto. The dog had curly black hair and big brown eyes and loved Dorothy very dearly.
The child had kissed her uncle and aunt affectionately before she went upstairs, and now she looked
around her little room rather wistfully, gazing at the simple trinkets and worn calico and gingham dresses, as if
they were old friends. She was tempted at first to make a bundle of them, yet she knew very well that they
would be of no use to her in her future life.
She sat down upon a broken-backed chair—the only one the room contained—and holding Toto in her
arms waited patiently until the clock struck four.
Then she made the secret signal that had been agreed upon between her and Ozma.
Uncle Henry and Aunt Em waited downstairs. They were uneasy and a good deal excited, for this is a
practical humdrum world, and it seemed to them quite impossible that their little niece could vanish from her
home and travel instantly to fairyland.
So they watched the stairs, which seemed to be the only way that Dorothy could get out of the farmhouse,
and they watched them a long time. They heard the clock strike four but there was no sound from above.
Half-past four came, and now they were too impatient to wait any longer. Softly, they crept up the stairs to
the door of the little girl's room.
"Dorothy! Dorothy!" they called.
There was no answer. They opened the door and looked in.
The room was empty.
Question 2:

Which is a supporting detail of the passage?

Dorothy was a young girl who lived on a farm in Kansas with her aunt and uncle.

Dorothy was like dozens of girls her age. She had a round rosy face and earnest eyes.

It was not a big farm, nor a very good one, because sometimes the rain did not come
when the crops needed it, and then everything withered and dried up.

Uncle Henry grew poorer every year, and the crops raised on the farm only bought food
for the family. Therefore the mortgage could not be paid.

At last the banker who had loaned him the money said that if he did not pay on a certain
day, his farm would be taken away from him.

Question 3:

Which is a supporting detail of the passage?

Uncle Henry knows he will not have enough money to keep the farm.

Aunt Em and Uncle Henry are worried that they will not be able to support Dorothy.

Aunt Em mentions that Dorothy could do housework, or be a nurse-maid to little children.

Aunt Em tells Dorothy that she may want to go to her magical fairyland to live.

Dorothy tells her aunt and uncle that she will go to Oz that afternoon to ask Ozma about it.

Question 4:

Which is a key idea of the passage?

Dorothy says that she captured the magic belt from the Nome King.

Aunt Em and Uncle Henry remain silent for some time after Dorothy speaks.

Dorothy tells her aunt and uncle that she will go to the Land of Oz that very afternoon.

Dorothy laughs merrily at Uncle Henry's speech, and then she becomes serious again.

Question 5:

Which is a key idea of the passage?

Dorothy's small dog, Toto, has curly black hair and big brown eyes.
Dorothy kisses her uncle and aunt affectionately before going upstairs.

Dorothy looks around her room, gazing at the simple trinkets and worn calico and
gingham dresses.

Aunt Em and Uncle Henry check Dorothy's room at 4:30, and it is empty.
Lesson Topic: Write an effective summary
Question 1:

We’ll be summarizing this text together. As you read this excerpt from The Emerald City of Oz by L. Frank
Baum, pay attention to the key ideas and the theme so that you are prepared to summarize the text.

How Aunt Em Conquered the Lion

Dorothy, a young girl from Kansas, has just brought her aunt and uncle to the magical land of Oz for the
first time.

"I'll stay here, and you can go for a walk," said Dorothy. "You'll be perfec'ly safe anywhere, and may do
whatever you want to. When you get tired, go back to the palace and find your rooms, and I'll come to you
before luncheon is ready."
So Uncle Henry and Aunt Em started out alone to explore the grounds, and Dorothy knew that they couldn't
get lost, because all the palace grounds were enclosed by a high wall of green marble set with emeralds.
It was a rare treat to these simple folk, who had lived in the country all their lives and known little enjoyment
of any sort, to wear beautiful clothes and live in a palace and be treated with respect and consideration by all
around them. They were very happy indeed as they strolled up the shady walks and looked upon the gorgeous
flowers and shrubs, feeling that their new home was more beautiful than any tongue could describe.
Suddenly, as they turned a corner and walked through a gap in a high hedge, they came face to face with
an enormous Lion, which crouched upon the green lawn and seemed surprised by their appearance.
They stopped short, Uncle Henry trembling with horror and Aunt Em too terrified to scream. Next moment
the poor woman clasped her husband around the neck and cried: "Save me, Henry, save me!"
"Can't even save myself, Em," he returned, in a husky voice, "for the animile looks as if it could eat both of
us an' lick its chops for more! If I only had a gun. . ."
"Haven't you, Henry? Haven't you?" she asked anxiously.
"Nary gun, Em. So let's die as brave an' graceful as we can. I knew our luck couldn't last!"
"I won't die. I won't be eaten by a lion!" wailed Aunt Em, glaring upon the huge beast. Then a thought struck
her, and she whispered, "Henry, I've heard as savage beastses can be conquered by the human eye. I'll eye
that lion out o' countenance an' save our lives."
"Try it, Em," he returned, also in a whisper. "Look at him as you do at me when I'm late to dinner."
Aunt Em turned upon the Lion a determined countenance and a wild dilated eye. She glared at the
immense beast steadily, and the Lion, who had been quietly blinking at them, began to appear uneasy and
disturbed.
"Is anything the matter, ma'am?" he asked, in a mild voice.
At this speech from the terrible beast, Aunt Em and Uncle Henry both were startled, and then Uncle Henry
 remembered that this must be the Lion they had seen in Ozma's Throne Room.
"Hold on, Em!" he exclaimed. "Quit the eagle eye conquest an' take courage. I guess this is the same
Cowardly Lion Dorothy has told us about."
"Oh, is it?" she cried, much relieved.
"When he spoke, I got the idea; and when he looked so 'shamed like, I was sure of it," Uncle Henry
continued.
Aunt Em regarded the animal with new interest. "Are you the Cowardly Lion?" she inquired. "Are you
Dorothy's friend?"
"Yes'm," answered the Lion, meekly. "Dorothy and I are old chums and are very fond of each other. I'm the
King of Beasts, you know, and the Hungry Tiger and I serve Princess Ozma as her body guards."
"To be sure," said Aunt Em, nodding. "But the King of Beasts shouldn't be cowardly."
"I've heard that said before," remarked the Lion, yawning till he showed two great rows of sharp white teeth;
"but that does not keep me from being frightened whenever I go into battle."
"What do you do, run?" asked Uncle Henry.
"No; that would be foolish, for the enemy would run after me," declared the Lion. "So I tremble with fear and
pitch in as hard as I can; and so far I have always won my fight."
"Ah, I begin to understand," said Uncle Henry.
"Were you scared when I looked at you just now?" inquired Aunt Em.
"Terribly scared, madam," answered the Lion, "for at first I thought you were going to have a fit. Then I
noticed you were trying to overcome me by the power of your eye, and your glance was so fierce and
penetrating that I shook with fear."
This greatly pleased the lady, and she said quite cheerfully: "Well, I won't hurt you, so don't be scared any
more. I just wanted to see what the human eye was good for."
"The human eye is a fearful weapon," remarked the Lion, scratching his nose softly with his paw to hide a
smile. "Had I not known you were Dorothy's friends, I might have torn you both into shreds in order to escape
your terrible gaze."
Aunt Em shuddered at hearing this, and Uncle Henry said hastily: "I'm glad you knew us. Good morning, Mr.
Lion; we'll hope to see you again—by and by—some time in the future."
"Good morning," replied the Lion, squatting down upon the lawn again. "You are likely to see a good deal of
me, if you live in the Land of Oz."

Question 2:

How should you determine the order of the events in the summary?

Start with the most important events.

Follow the same order as the original passage.

Provide the events first, then share your opinions about the text.
 Start with the least important events and lead up to the most important.

Question 3:

Which summary best exemplifies the proper structure of a summary?

Summary 1
At the end of the story, the children are safe, but at the beginning of the story, they are in great danger.
Before they even get to the gingerbread house, they have to go through the woods. They leave a trail of
crumbs to get home, but the birds eat them, just as the witch threatens to eat them later. The children
manage to trick the witch and escape. They are not eaten up by the witch because they are able to help one
another as they plan their escape. What a ridiculous story!

Summary 2
In this fairytale, the author shows how children can learn to rely on each other without the help of adults.
Two children are about to be abandoned in the woods by their parents. Warned ahead of time about the plot
to abandon them, the children try to leave a trail of breadcrumbs to find their way home. Birds eat the
crumbs, and the children are lost. They wander towards a gingerbread house, which turns out to be the
home of a witch who preys on children. The children manage to trick the witch and escape from disaster by
helping each other.

Summary 1

Summary 2

Question 4:

Read the following excerpt from The Patchwork Girl of Oz by L. Frank Baum, noting the key ideas of the text.

Chapter 1: Ojo and Unc Nunkie

"Where's the butter, Unc Nunkie?" asked Ojo.

Unc looked out of the window and stroked his long beard. Then he turned to the Munchkin boy and shook
his head.
"Isn't," said he.
"Isn't any butter? That's too bad, Unc. Where's the jam then?" inquired Ojo, standing on a stool so he could
look through all the shelves of the cupboard. But Unc Nunkie shook his head again.
"Gone," he said.
"No jam, either? And no cake—no jelly—no apples—nothing but bread?"
 "All," said Unc, again stroking his beard as he gazed from the window.
The little boy brought the stool and sat beside his uncle, munching the dry bread slowly while seeming deep
in thought.
"Nothing grows in our yard but the bread tree," he mused, "and there are only two more loaves on that tree;
and they're not ripe yet. Tell me, Unc; why are we so poor?"
The old Munchkin turned and looked at Ojo. He had kindly eyes, but he hadn't smiled or laughed in so long
that the boy had forgotten that Unc Nunkie could look any other way than solemn. And Unc never spoke any
more words than he was obliged to, so his little nephew, who lived alone with him, had learned to understand a
great deal from one word.
"Why are we so poor, Unc?" repeated the boy.
"Not," said the old Munchkin.
"I think we are," declared Ojo. "What have we got?"
"House," said Unc Nunkie.
"I know; but everyone in the Land of Oz has a place to live. What else, Unc?"
"Bread."
"I'm eating the last loaf that's ripe. There; I've put aside your share, Unc. It's on the table, so you can eat it
when you get hungry. But when that is gone, what shall we eat, Unc?"
The old man shifted in his chair but merely shook his head.
"Of course," said Ojo, who was obliged to talk because his uncle would not, "no one starves in the Land of
Oz, either. There is plenty for everyone, you know; only, if it isn't just where you happen to be, you must go
where it is."
The aged Munchkin wriggled again and stared at his small nephew as if disturbed by his argument.
"By tomorrow morning," the boy went on, "we must go where there is something to eat, or we shall grow
very hungry and become very unhappy."
"Where?" asked Unc.
"Where shall we go? I don't know, I'm sure," replied Ojo. "But you must know, Unc. You must have traveled,
in your time, because you're so old. I don't remember it, because ever since I could remember anything we've
lived right here in this lonesome, round house, with a little garden back of it and the thick woods all around. All
I've ever seen of the great Land of Oz, Unc dear, is the view of that mountain over at the south, where they say
the Hammerheads live—who won't let anybody go by them—and that mountain at the north, where they say
nobody lives."
"One," declared Unc, correcting him.
"Oh, yes; one family lives there, I've heard. That's the Crooked Magician, who is named Dr. Pipt, and his
wife Margolotte. One year you told me about them; I think it took you a whole year, Unc, to say as much as I've
just said about the Crooked Magician and his wife. They live high up on the mountain, and the good Munchkin
Country, where the fruits and flowers grow, is just the other side. It's funny you and I should live here all alone,
in the middle of the forest, isn't it?"
 "Yes," said Unc.
"Then let's go away and visit the Munchkin Country and its jolly, good-natured people. I'd love to get a sight
of something besides woods, Unc Nunkie."
"Too little," said Unc.
"Why, I'm not so little as I used to be," answered the boy earnestly. "I think I can walk as far and as fast
through the woods as you can, Unc. And now that nothing grows in our back yard that is good to eat, we must
go where there is food."
Unc Nunkie made no reply for a time. Then he shut down the window and turned his chair to face the room,
for the sun was sinking behind the tree-tops and it was growing cool.
By and by Ojo lighted the fire and the logs blazed freely in the broad fireplace. The two sat in the firelight a
long time—the old, white-bearded Munchkin and the little boy. Both were thinking. When it grew quite dark
outside, Ojo said:
"Eat your bread, Unc, and then we will go to bed."
But Unc Nunkie did not eat the bread; neither did he go directly to bed. Long after his little nephew was
sound asleep in the corner of the room, the old man sat by the fire, thinking.

Question 5:

Which of these events should not be included in the summary?

Ojo tells his uncle that they must go search for food.

Ojo and his uncle discuss whether anyone lives close by.

Ojo discovers that most his uncle's food is gone.

Ojo asks Unc Nunkie for butter.

Lesson Topic: Write an objective summary
Question 1:

When Sara entered the school-room the next morning, everybody looked at her with wide, interested
eyes. By that time every pupil—from Lavinia Herbert, who was nearly thirteen and felt quite grown up, to
Lottie Legh, who was only just four and the baby of the school—had heard a great deal about her. They
knew very certainly that she was Miss Minchin’s show pupil and was considered a credit to the establishment.
One or two of them had even caught a glimpse of her French maid, Mariette, who had arrived the evening
before. Lavinia had managed to pass Sara’s room when the door was open, and had seen Mariette opening
a box which had arrived late from some shop.
“It was full of petticoats with lace frills on them—frills and frills,” she whispered to her friend Jessie as she
bent over her geography. “I saw her shaking them out. I heard Miss Minchin say to Miss Amelia that her
clothes were so grand that they were ridiculous for a child. My mamma says that children should be dressed
simply. She has got one of those petticoats on now. I saw it when she sat down.”
“She has silk stockings on!” whispered Jessie, bending over her geography also. “And what little feet! I
never saw such little feet.”
“Oh,” sniffed Lavinia, spitefully, “that is the way her slippers are made. My mamma says that even big feet
can be made to look small if you have a clever shoemaker. I don’t think she is pretty at all. Her eyes are such
a queer color.”
“She isn’t pretty as other pretty people are,” said Jessie, stealing a glance across the room; “but she
makes you want to look at her again. She has tremendously long eyelashes, but her eyes are almost green.”

-From A Little Princess by Frances Hodgson Burnett

Read the passage above. Which of these statements objectively summarizes the passage?

This detailed scene features the wonderful Sara Crewe and the awful Lavinia Herbert, who
may become nicer later.

In this chapter, Sara begins her first day at a new school, and the other students are
curious about her.

In this chapter, a horrible girl begins her first day at a new school.

This story centers around the important theme of never giving up.

none of the above

Question 2:

Which of the following statements is objective?

 The squire is the most evil villain in the story.

The story is set in a dangerous desert where survival is difficult.

This amazing story features a heroine bent on destroying all injustice in the world.

The author unnecessarily describes the man's fears in great detail.

Question 3:

Which of the following statements is an opinion?

The horse and his rider arrived in the town in the dead of night.

This book takes its readers on a wild adventure over land and sea.

The main character, a donkey, has a problem with talking too much.

The story begins in a field in the middle of Wisconsin.

Question 4:

Confederacy of Dunces by John Kennedy Toole is set in New Orleans in the 1960s. The plot centers on
Ignatius Reilly, who is overweight, antisocial and flatulent. Reilly has many adventures and misadventures as
he enters the work force.

Read the passage above. Are there any opinions or biases in this summary?

yes

no

Question 5:

This book tells the frightening story of two children who are about to be abandoned in the woods by their
parents. Warned ahead of time about the plot to abandon them, the children try to leave a trail of
breadcrumbs to find their way home. Birds eat the crumbs, and the children are lost. They wander towards a
gingerbread house, which turns out to be the home of a witch who preys on children. The children manage to
trick the witch and escape from disaster by helping each other. This shows how children can learn to rely on
each other without the help of adults.

Read the summary above. Which statement is an opinion?

This book tells the frightening story of two children who are about to be abandoned in the
woods by their parents.

Warned ahead of time about the plot to abandon them, the children try to leave a trail of
breadcrumbs to find their way home.

Birds eat the crumbs, and the children are lost.

The children manage to trick the witch and escape from disaster by helping each other.

This shows how children can learn to rely on each other without the help of adults.
Lesson: Plot Episodes and Changes in Character
Lesson Topic: Recognize episodes or scenes in a story's plot
Question 1:

Read the excerpt.

The tempest had raged for six days, and on the seventh seemed to increase. The ship had been so far
driven from its course that no one on board knew where we were. Everyone was exhausted with fatigue and
watching. The shattered vessel began to leak in many places, the oaths of the sailors were changed to
prayers, and each thought only how to save his own life. "Children," I said to my terrified boys who were
clinging round me, "We shall not be separated." My excellent wife dried her tears, and from that moment
became more tranquil.
We knelt down to pray, and we rose from our knees, strengthened to bear the afflictions that hung over
us. Suddenly we heard amid the roaring of the waves the cry of, "Land! Land!" At that moment the ship
struck on a rock; the concussion threw us down. We heard a loud cracking, as if the vessel was parting
asunder; we felt that we were aground, and heard the captain cry, in a tone of despair, "We are lost! Launch
the boats!" These words were a dagger to my heart, and the lamentations of my children were louder than
ever. I then recollected myself, and said, "Courage, my darlings, we are still above water, and the land is
near."

-Adapted from The Swiss Family Robinson by Johann David Wyss

What is the purpose of this episode?

to establish the ship as the setting of the remainder of the book

to introduce one of the conflicts in the plot

to provide background information about sailing

to characterize the captain of the ship

Question 2:

What is the purpose of this excerpted episode?

I remember the first time I saw Hank. That particular Sunday, I was over at my grandparents' house for
the day. My parents had some errand to run and I was annoyed at being stuck with little to do. Mid-morning, I
thought I heard a creaking step on the front porch and peered out the window. A hunched and white-headed
man had settled into the porch swing. He balanced a small wooden case on his knee and rocked slowly.
 I went to tell my grandparents that their porch had a new resident, but before I could get a word out, my
grandfather checked his wristwatch and said, "Hank ought to be here." Evidently, Hank and my grandfather
had kept up a regular Sunday chess match for twenty years.

to provide an action scene

to establish the setting

to introduce a character

to introduce a conflict

Question 3:

Which scene would likely come first in the story?

As I flew through the air, my hands reached, seeking the bar before my eyes could even
see it. Jeremy was right: I needed to start trusting my hands more than my eyes, or this
was going to be a short career.

By the time the train pulled up to the station, the circus's kitchen wagons were already in
place, preparing for the arrival of the rest of the performers and crew.

"Wait 'til you see this, kid," Jeremy, one of the acrobats, said. As we walked up to the site
we'd call home for the next two days, everything and everyone was already moving at full
speed.

My act was up next. My heart started thudding more violently than it ever had before. I
stood behind the curtain that hid the messy off-stage area from the audience and waited
to step into the glittering pageantry of the arena.

Question 4:

Read the story and answer the questions that follow.

Elephant Thief
by Kimberly Myers

Dolly was the circus's main attraction. Before I stole her. Hours before the real show began, she'd patiently
give rides to each person lined up outside the big top. And then once inside, she was the star. She was the
biggest elephant we had and also the oldest and gentlest. I'd been her handler since she had come to the act.
Now, how I came to the act—well, that's a different story than the one I set out to tell, but I suppose my
story is inextricably linked with Dolly's. To tell you the truth, I was a runaway. I left home (if you can call it that)
when I was fifteen, and I never looked back. I started out helping feed the animals and clean their cages, but I
gradually started to help train them. Serge was the elephant keeper at the time, and once you got past his
rough exterior, he was willing to share what he knew.
The first day that I helped him with the elephants, I was terrified. I'd always loved watching them from afar,
but watching them and standing next to their several tons of mass were two very different things.
"Girl, stop cowering and do what I'm telling you!" Serge called from across the ring.
"Okay," I replied in a trembling voice. Angus, the bull elephant I was standing next to, looked down sideways
at me out of one of his huge eyes, and I could have sworn that the air he blew out of his trunk was a snort of
disgust.
As the days with Serge and the elephants went on, I slowly became more confident. Instead of shrinking
away, I made my body position and words solid and deliberate, and—to my surprise—the elephants
responded. With a single word and gesture, I could ask an animal that stood over ten feet at the shoulder to
kneel down and allow me to climb behind his ears.
The day I met Dolly, the air was laced with the first chill of the year. Serge stood off to the side as I walked
over to our newest addition.
"She's had a tough time of it, it seems, but she's a sweetheart," Serge said.
"What do you mean?" I asked. I was now in front of Dolly, and I stretched my hand out for her to probe my
palm with the delicate end of her trunk. She didn't move toward me at all; instead, she seemed to flinch away.
"She spent ten years as the only elephant for another circus. They ran her into the ground," Serge replied.
I picked up a handful of alfalfa hay and held it out. I was almost ready to let my hand drop when Dolly's
trunk twitched. Cautiously, she extended her trunk and took the hay. Once it was safely in her grasp, she
quickly stuffed it in her mouth and began chewing contentedly. From that first day, Dolly and I began to
develop an understanding.
Everything changed a few years later when Serge got hurt. If you heard about an elephant trainer getting
hurt, you'd think that he was trampled, dropped, rammed, or something like that, but Serge just fell one day.
We were making our morning rounds. One second, he was by my side, and the next, he was at my feet.
"Serge! Are you alright?"
"I'm fine. Be useful and help me up," he said gruffly.
I pulled him to his feet and we continued walking, but his grimace and limp didn't leave him the rest of his
time with the circus. He'd slipped in a puddle of water, nothing dramatic, nothing violent, but it was enough to
send him into retirement.
The morning he left, Serge pulled me off to the side and said, "I don't know this new head trainer they're
bringing on. Promise me that you'll look after our elephants, Nadia." The notes of urgency and tenderness in
his voice made my own throat tighten with tears.
"I promise," I said.
I met the new trainer, Karl, the next day. By the time I got there, he'd already started with Dolly.
"We are going to get this elephant doing headstands by the next stop," he called, not even bothering with
 introductions.
I could tell that Dolly was trying to follow his commands, but Karl was quick and rough and she had no idea
what the tiny stool placed in front of her was for. Pretty soon, Karl was jabbing her toward it with the sharp prod
Serge and I had only kept on-hand in case an elephant ever became aggressive.
"I thought they said you were smart!" Karl finally yelled as he jabbed Dolly hard enough to draw blood. She
trumpeted in pain and tossed her huge head.
Before I knew that my legs were moving, I slipped between the boards of the fence and was trying to rip the
prod from Karl's hand.
"Do you forget who you're working for?" Karl roared.
I ended up with a black eye and a warning not to come back until I remembered my place. Later that night, I
crept to Dolly's stall and dressed the wounds in her rough skin. I pressed my forehead to her shoulder and
silently swore to fix this.
The owner didn't want to hear anything I said. He'd bought into the idea of a flashy new trick that would
bring the audiences into the big top in droves. I was on my own, and the plan began to stretch out in my mind.
The night of our escape, the moon was just a sliver in the clear sky, and it didn't reflect much light. All the
better. The box truck was due into camp at 1 a.m. I'd timed it so that the circus was due to move the next day.
Everyone would be in such a hurry to get to the next town that they wouldn't be able to waste much time
looking for us. I left my earnings from the season and a letter to the owner on my cot. I hoped it would be
enough to take care of Karl.
The truck creaked softly as it pulled up and Dolly stirred beside me. "Let's go, girl," I said. She stepped into
the straw-bedded truck without hesitation and we were off. I held my breath until we hit the town limits. With
each mile that we put between us and the circus, we moved another closer to our new home.
The hint of morning light was just beginning to soften the inky blackness when we pulled up to the
preserve's gates. The acres and acres of land spread out before us like an unfurling promise. Dolly would live
here for the rest of her life, never having to perform another useless trick for applause. I would live here too,
continuing to watch over my gentle friend.
I ran away to the circus when I was fifteen, but it took meeting Dolly to get me to run away from the circus.

Question 5:

Which list contains the main episodes in the story's plot and places them in the correct order?

1. Nadia begins working with the circus elephants.

2. Nadia develops a bond with Dolly.
3. Serge leaves the circus and a cruel new trainer arrives.
4. Nadia steals Dolly.
5. Dolly goes to live at a preserve.
1. Dolly becomes the star of the circus.
2. Nadia runs away to the circus.
3. Serge leaves the circus and a cruel new trainer arrives.
4. Nadia steals Dolly.
5. Dolly goes to live at a preserve.

1. Nadia runs away to the circus.

2. Nadia meets the cruel new elephant trainer.
3. Nadia steals Dolly.
4. Dolly goes to live at a preserve.

1. Nadia runs away from home.

2. Nadia meets Serge.
3. Nadia steals Dolly.
4. Dolly goes to live at a preserve.
Lesson Topic: Understand plot structure
Question 1:

Read the excerpt. How can you tell that the plot is moving toward a resolution?

Question 2:

Read the passage and select the event that would most likely follow the action that occurs in the passage.

"Doctor Keene!" he called. "Oh, Doctor Keene!"

The doctor heard him, faced around, and stood waiting, a curious expression settling on his harsh,
medicinal face as Mr. Button drew near.
"What happened?" demanded Mr. Button, as he came up in a gasping rush.
"What was it? How is she? A boy? Who is it? What—"
"Talk sense!" said Doctor Keene sharply, He appeared somewhat irritated.
"Is the child born?" begged Mr. Button.
Doctor Keene frowned. "Why, yes, I suppose so—after a fashion." Again he threw a curious glance at Mr.
Button.
"Is my wife all right?"
"Yes."
"Is it a boy or a girl?"
"Here now!" cried Doctor Keene in a perfect passion of irritation. "I'll ask you to go and see for yourself.
Outrageous!" He snapped the last word out in almost one syllable, then he turned away muttering, "Do you
imagine a case like this will help my professional reputation? One more would ruin me—ruin anybody."
"What's the matter?" demanded Mr. Button appalled. "Triplets?"
"No, not triplets!" answered the doctor cuttingly. "What's more, you can go and see for yourself. And get
another doctor. I brought you into the world, young man, and I've been physician to your family for forty
years, but I'm through with you! I don't want to see you or any of your relatives ever again! Good-bye!"

-From "The Curious Case of Benjamin Button" by F. Scott Fitzgerald

Mr. Button will follow the doctor home and demand that he explain what is going on.

The doctor will regain his composure and apologize to Mr. Button.

Mr. Button will go into the hospital to discover that there is something strange about his
baby.

Mr. Button will go into the hospital and discover that his wife insulted the doctor.
Question 3:

Which of the following statements is true?

The falling action moves the plot toward a solution to the problem.

The resolution occurs at the beginning of the story.

The exposition is the part of the story with the highest level of action.

The rising action has more tension than the climax.

Question 4:

Read the story and answer the questions that follow.

"The Ascent"
by Kimberly Myers

My sister's visit to Colorado was almost over, and it had been less than spectacular—much less, actually.
As we sat on the couch with rain rushing down the window panes, I thought back to the phone conversation
we'd had just before she arrived. There had been so much talk about adventure and so little actual adventure
now that she was here. Why does this week have to be the one rainy week we've had this summer? I thought
as Danielle flipped the channel on the television.
"So, what should we do today?" I asked brightly.
"I don't know, what can we do in this mess that we haven't already done?" Danielle replied, the brightness
noticeably missing from her voice. "We've already gone to the movies, gone out to eat more than I have in the
past six months before this, exhausted your supply of DVDs, caught up on what's new with each other....I'm not
sure what else there is," she continued.
"Well, maybe the weather will be better tomorrow before you have to go home," I said.
"Even if it is, imagine how muddy it's going to be."
"I know, I was just trying to be optimistic," I said flatly.
The afternoon wore on. We took a drive in the rain just to get out of the house, but the view was much the
same as it was inside: water on glass.
The next morning, I woke up with a peculiar feeling. What was different? I listened hard, but something
familiar was missing. The rain!
"Danielle, it isn't raining! It isn't raining!"
"Really? Not at all?" Danielle asked hopefully. Now that we were actually faced with a rainless day, she
sounded much more upbeat than she had when we were just speaking in the hypothetical.
An hour later, we'd strapped on hiking boots and backpacks loaded down with enough water and food to
 sustain us outside for the rest of the day.
As we started up the trail at the foot of the mountain, Danielle turned to me and smiled, "This is going to be
great." Less than five minutes later, she face planted in a huge mud puddle.
"Oh! Are you okay?" I asked quickly.
From her hands and knees, she looked up at me with mud almost completely obscuring her face. "Oh, I'm
fantastic," she spat out (not without a little mud). With that, I couldn't help bursting out laughing. Danielle looked
at me with a scowl at first but then cracked a half-hearted smile. "Just you wait. You're next," she warned.
It turns out she was right. I made it about halfway up the trail before wiping out, but despite that, I wasn't
quite as good humored about it as my sister had been.
"Ugh, how much longer do we have to deal with this?" I grumbled.
The rest of the climb was done in relative silence, just putting one boot in front of the other and trying not to
fall. Eventually, the pines began to thin out and I caught sight of patches of blue sky above us.
"The summit is just a little farther now," I said.
"Hm, just up those huge rocks, it looks like," Danielle countered.
Once again, we stopped talking and put our minds and feet to the path ahead. Minutes later, I lurched into a
small clearing that marked the summit of the mountain. Danielle was just ahead of me and had already made
her way over to the far edge. I walked over, and she didn't seem to register my approach for a moment. Then
she turned around suddenly, and her mud-streaked face was washed clear of all traces of annoyance or
fatigue.
"Marissa, this is gorgeous," she said.
I looked out over the view and sighed deeply. The sun was warming the soil, rocks, and trees that had been
drenched for the past week, and steam was rising from the slope. Birds chirped energetically, searching for
insects in the soft dirt, and I was struck by how blue the sky seemed after days of cloud cover.
"It really is," I agreed.
We sat and ate our lunch on a wide flat rock at the top of the mountain. Even after the food was gone and
our bags were repacked, we sat basking in the sun and the lightness of our moods.
"I'm sorry this wasn't the best vacation, Danielle, but I'm really happy that you made it out," I said.
"I am too, Marissa. The weather hasn't been great, but any time with you, even if it's raining, is better than
time without you. I'm sorry for being grumpy. I just wanted to be doing stuff like this every day."
"I know, and I did, too. Today has been so much fun."
"Are you ready to start down?" she asked.
"Don't you mean ready to slide down?" I said.
"Whoever is muddiest at the bottom wins," Danielle joked.
We got to our feet, took one last look out over the expansive scenery, and started home.

Question 5:

Why is a story about climbing a mountain potentially fitting, or well-suited, for a discussion of plot structure?
The events in any story about climbing a mountain will always correspond to the
exposition, rising action, climax, falling action, and resolution of plot structure.

Stories about climbing a mountain are traditionally used when teaching plot structure.

A plot structure diagram has approximately the same shape as a mountain.

A story about climbing a mountain is sure to have lots of action, which is a necessary plot
element.
Lesson Topic: Understand direct and indirect characterization
Question 1:

Which sentence from the passage is an example of indirect characterization?

The professor was the sort of man who seemed to come alive only on the stage of his profession: in the
classroom. When walking quickly across campus, he seemed to shrink within himself and become visibly
smaller, trying to avoid encounters with colleagues and students alike.
Inside the lecture hall, though, he seemed larger, more sure of himself, and eager to engage in debate
and discussion. The professor's students often left class impressed with his insight and asking themselves,
Why haven't I thought about it that way before?

Inside the lecture hall, though, he seemed larger, more sure of himself, and eager to
engage in debate and discussion.

The professor was the sort of man who seemed to come alive only on the stage of his
profession: in the classroom.

When walking quickly across campus, he seemed to shrink within himself and become
visibly smaller, trying to avoid encounters with colleagues and students alike.

The professor's students often left class impressed with his insight and asking themselves,
Why haven't I thought about it that way before?

Question 2:

Which sentence is an example of direct characterization?

Jeremy sat and thought about his friends. "Alice would be a good person to ask. She's
always full of ideas," he thought.

"Alice, but you're so creative and imaginative! Won't you finish the project?" Magda asked.

"I have trouble concentrating on the real world. I prefer to imagine a world of my own,"
Alice confessed.

Alice had quite a wild imagination and was prone to getting lost in her daydreams.

Question 3:

Which sentence from this passage is an example of indirect characterization?

The writer paced back and forth in her study, lost in thought. I should probably go downstairs and meet
our guests, but I just have to work out how to make the nurse a sympathetic character, she mused. As it is
 now, the reader is never going to identify with him. She often spent her free time like this. She called it
problem pacing.
Downstairs, her husband, Raul, opened the door and welcomed two of their friends into the living room.
"Is Diana ready yet?" Tom asked.
"I'll go up and check. You know how she is though, she's probably typing away at her computer," Raul
said.

The writer paced back and forth in her study, lost in thought.

"You know how she is though, she's probably typing away at her computer," Raul said.

I should probably go downstairs and meet our guests, but I just have to work out how to
make the nurse a sympathetic character, she mused.

all of the above

Question 4:

Read the excerpt and answer the questions that follow.

An Excerpt from "The Box of Robbers"

by L. Frank Baum

The doll's house had been moved, but after a search Martha found it away over in a corner near the big
chimney.
She drew it out and noticed that behind it was a black wooden chest which Uncle Walter had sent over from
Italy years and years ago—before Martha was born, in fact. Mamma had told her about it one day; how there
was no key to it, because Uncle Walter wished it to remain unopened until he returned home; and how this
wandering uncle, who was a mighty hunter, had gone into Africa to hunt elephants and had never been heard
from afterwards.
The little girl looked at the chest curiously, now that it had by accident attracted her attention.
It was quite big—bigger even than mamma's traveling trunk—and was studded all over with tarnished
brass-headed nails. It was heavy, too, for when Martha tried to lift one end of it she found she could not stir it a
bit. But there was a place in the side of the cover for a key. She stooped to examine the lock, and saw that it
would take a rather big key to open it.
Then, as you may suspect, the little girl longed to open Uncle Walter's big box and see what was in it. For
we are all curious, and little girls are just as curious as the rest of us.
I don't b'lieve Uncle Walter'll ever come back, she thought. Papa said once that some elephant must have
killed him. If I only had a key— She stopped and clapped her little hands together gaily as she remembered a
big basket of keys on the shelf in the linen closet. They were of all sorts and sizes; perhaps one of them would
 unlock the mysterious chest!

Question 5:

Based on the excerpt, what characteristics describe Martha?

Check all that are true.

obedient

cautious

independent

careless

curious
Lesson Topic: Identify internal and external conflicts
Question 1:

Which of the following are examples of external conflicts?

Check all that are true.

Manuel considers whether he should go out with friends or do homework.

Paul struggles to overcome his fear of public speaking.

Clark is forced to rebuild his home after an earthquake.

Jasmine speaks before city council in an effort to get a ruling changed.

Allison and Merilee argue about whose turn it is to do the dishes.

Question 2:

Read the passage and select the statements that are true.

Vela stood on the narrow ledge and pressed her body as close to the rock wall as she could. Of course
the fastest way to get help has to involve heights, she thought. The wind whipped her hair into her face, and
the momentary blindness did nothing to help steady her racing heart. She carefully took off her backpack and
set it on the ground. She didn't want anything throwing off her balance. No, it would just be her and her fear
of heights out there on the ledge.

Vela faces an internal and an external conflict.

Vela faces an internal conflict.

Vela faces neither an internal nor an external conflict; she faces an environmental conflict.

Vela faces an external conflict.

Question 3:

Is the conflict in the passage internal or external?

He was a mongoose, rather like a little cat in his fur and his tail, but quite like a weasel in his head and his
habits. His eyes and the end of his restless nose were pink. He could scratch himself anywhere he pleased
with any leg, front or back, that he chose to use. He could fluff up his tail till it looked like a bottle brush, and
his war cry as he scuttled through the long grass was: “Rikk-tikk-tikki-tikki-tchk!”
One day, a high summer flood washed him out of the burrow where he lived with his father and mother,
 and carried him, kicking and clucking, down a roadside ditch. He found a little wisp of grass floating there,
and clung to it till he lost his senses. When he revived, he was lying in the hot sun on the middle of a garden
path, very draggled indeed, and a small boy was saying, “Here’s a dead mongoose. Let’s have a funeral.”

- Adapted from "Rikki-Tikki-Tavi" by Rudyard Kipling

internal

external

Question 4:

Read the passage. Is Rikki-tikki's uncertainty about how to confront the cobra an internal or external conflict?

Rikki-tikki tingled all over with rage and hatred at this, and then Nag’s head came through the sluice, and
his five feet of cold body followed it. Angry as he was, Rikki-tikki was very frightened as he saw the size of the
big cobra. Nag coiled himself up, raised his head, and looked into the bathroom in the dark, and Rikki could
see his eyes glitter. “Now, if I kill him here, Nagaina will know; and if I fight him on the open floor, the odds
are in his favor. What am I to do?” said Rikki-tikki-tavi.

- Adapted from "Rikki-tikki-tavi" by Rudyard Kipling

external

internal

Question 5:

What conflicts does Rikki-tikki experience in this passage?

Rikki-tikki sat quietly and considered his options for attack in his mind for some time. The wrong choice
would likely mean his death. “It must be the head," he said at last; “the head above the hood. And, when I am
once there, I must not let go.”
Then he jumped. The head was lying a little clear of the water jar, under the curve of it; and, as his teeth
met, Rikki braced his back against the bulge of the red earthenware to hold down the head. This gave him
just one second’s purchase, and he made the most of it. Then he was battered to and fro as a rat is shaken
by a dog–to and fro on the floor, up and down, and around in great circles, but his eyes were red and he held
on as the body cart-whipped over the floor, upsetting the tin dipper and the soap dish and the flesh brush,
and banged against the tin side of the bath. As he held he closed his jaws tighter and tighter, for he made
sure he would be banged to death, and, for the honor of his family, he preferred to be found with his teeth
 locked.

- Adapted from "Rikki-tikki-tavi" by Rudyard Kipling

Check all that are true.

an internal conflict between attacking or not attacking

an external conflict with a dog

an external conflict with the cobra

an internal conflict over how to attack

Lesson Topic: Differentiate between static/dynamic and flat/round characters
Question 1:

Which part of the passage supports the conclusion that the King is a dynamic character?

The King sought out the farmer who had been branded and sold as a slave, and reclaimed him from his
evil life with the Ruffler's gang, and put him in the way of a comfortable livelihood.
He also took that old lawyer out of prison and remitted his fine. He provided good homes for the
daughters of the two Baptist women whom he saw burned at the stake, and roundly punished the official who
laid the undeserved stripes upon Miles Hendon's back.
He saved from the gallows the boy who had captured the stray falcon, and also the woman who had
stolen a remnant of cloth from a weaver; but he was too late to save the man who had been convicted of
killing a deer in the royal forest.
He showed favor to the justice who had pitied him when he was supposed to have stolen a pig, and he
had the gratification of seeing him grow in the public esteem and become a great and honored man.
As long as the King lived he was fond of telling the story of his adventures. He no longer sat in his gilded
chambers with little thought for the common people outside, but told the stories of their struggles and their
virtues, and reigned as their ally.

-Adapted from The Prince and the Pauper by Mark Twain

He no longer sat in his gilded chambers with little thought for the common people outside,
but told the stories of their struggles and their virtues, and reigned as their ally.

As long as the King lived he was fond of telling the story of his adventures.

He saved from the gallows the boy who had captured the stray falcon.

The King sought out the farmer who had been branded and sold as a slave, and
reclaimed him from his evil life with the Ruffler's gang, and put him in the way of a
comfortable livelihood.

Question 2:

Which part of the passage supports the conclusion that Wilson is a dynamic character?

Until now, Wilson had been content to fade into the background and let the others command the front line
of conversation and direction on the backpacking trip, but he looked around and no one was talking or
moving. They all just stood looking down at Nick's obviously broken leg, their faces white and pulled tight
away from wide eyes.
 Wilson jumped into action. "Mallory, go try to find a branch that we can use as a makeshift crutch. James,
I'm going to need your belt and a straight piece of wood to use as a splint. We can make it back down to the
ranger's station, but we're all going to have to take turns helping to support Nick as we go."
The group continued to stand as if in a trance. "Now! Let's move," Wilson snapped.

"Now! Let's move," Wilson snapped.

The group continued to stand as if in a trance.

Until now, Wilson had been content to fade into the background.

But he looked around and no one was talking or moving.

Question 3:

Read the passage. If you were told that Uncle Henry is a flat and static character, what information would you
expect the rest of the story to provide about him?

Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em,
who was the farmer's wife. Uncle Henry never laughed. He worked hard from morning till night and did not
know what joy was. He was gray from his long beard to his rough boots, and he looked stern and solemn,
and rarely spoke.

-From The Wonderful Wizard of Oz by L. Frank Baum

how he changes from the beginning of the story to the end

an explanation of how he became so serious

a portion of the story told from his narrative perspective

none of the above

Question 4:

What is the best comparison of the glass-blower and the butler based on this passage?

The next morning, as he read his newspaper, he noticed an article stating that the beautiful Miss Mydas,
the richest young lady in town, was very ill, and the doctors had given up hope of her recovery.
The glass-blower, although miserably poor, hardworking, and homely of feature, was a man of ideas. He
suddenly recollected his precious medicine, and determined to use it to better advantage than relieving his
own ills. He dressed himself in his best clothes, brushed his hair and combed his whiskers, washed his hands
 and tied his necktie, blackened his hoes and sponged his vest, and then put the vial of magic cure-all in his
pocket. Next he locked his door, went downstairs, and walked through the streets to the grand mansion
where the wealthy Miss Mydas resided.
The butler opened the door and said, "No soap, no chromos, no vegetables, no hair oil, no books, no
baking powder. My young lady is dying and we're well supplied for the funeral."
The glass-blower was grieved at being taken for a peddler. "My friend," he began proudly, but the butler
interrupted him, saying:
"No tombstones, either; there's a family graveyard and the monument's built."
"The graveyard won't be needed if you will permit me to speak," said the glass-blower.
"No doctors, sir. They've given up my young lady, and she's given up the doctors," continued the butler,
calmly.
"I'm no doctor," said the glass-blower.
"Nor are the others. But what is your errand?"
"I called to cure your young lady by means of a magical compound."
"Step in, please, and take a seat in the hall. I'll speak to the housekeeper," said the butler, more politely.

-From "The Glass Dog" by L. Frank Baum

Check all that are true.

The glass-blower is a flat character.

The glass-blower is a round character.

The butler is a flat character.

The butler is a round character.

Question 5:

Which story summary contains a static protagonist, or main character?

Summary 1

A young girl reluctantly travels to live in China with her family. She makes friends and learns about the
Chinese culture, but she ultimately returns to the United States with little change in her view of the world and
decides that she has no future plans to travel abroad.

Summary 2

A teacher is counting the days until the school year is over and he can retire. He fulfills his responsibilities
but not much more until one of his students inspires him to turn a class project into a community service
project. The experience gives new meaning to the class and to his job.

Summary 3

A girl on the high school soccer team never starts or plays very much, but she supports the team throughout
the regular season and as they make it to the state championship. In the state final, the starter in her position
is injured and she has to play. She takes on a new role of leadership to help guide her team to victory.

Summary 4

A boy who has just graduated from college is disappointed when a family emergency requires him to
move back to his hometown for an uncertain period of time. As he reconnects with family and friends, he
develops an appreciation for the town and decides to stay and look for a job rather than leave.

Summary 1

Summary 2

Summary 3

Summary 4
Lesson Topic: Analyze changes within a character
Question 1:

The main character in a story finds it difficult to trust others and keeps mostly to himself. Which of the following
experiences would be most likely to cause a change in this character?

A con artist tricks him and he loses a lot of money.

A passerby saves him from a group of men trying to rob him.

He begins painting and finds that people want to buy his work.

He manages to make it to a new city on his own.

Question 2:

The main character in a story has a preexisting fear of heights. Which of the following experiences would be
most likely to cause a change in this character?

He became stuck at the top of a tall slide as a child and fell off, causing a fear of heights
as he aged.

He reads about the experiences of other people who also have a fear of heights in order
to try to better understand his own fear.

His friends want him to go zip lining with them, so they try to convince him how much fun
he will have if he gets over his fear.

He sees a small child who is stuck in a tree and very afraid, so he gets a ladder and climbs
up into the tree to help the child.

Question 3:

In a novel, the protagonist is a young boy who has never been outside of his small town. Throughout the
course of the plot, he goes on a great adventure that takes him around the world.

Based on this brief summary, which of the following statements would you expect to be true?

Check all that are true.

The boy is a static character.

The experience narrows the boy's perspective.

The novel describes several characters that influence the boy.

 The experience widens the boy's perspective.

Question 4:

Read the passage. What is the reason for the change that occurs in Mariana's character?

Mariana lifted the violin to her shoulder and tentatively picked up the bow. The first few notes were
hesitant and raspy, and she tried to block out the circle of her friends who were watching her.
She closed her eyes, and at first a memory floated into her mind. She was ten years old and had rushed
downstairs to show her parents and older brother the new song that she'd learned on the violin. Before she
could begin, her brother reached for the instrument and said, "Let me see that." Then, he took the violin and
played a piece that brought tears of happiness to her mother's eyes. By the time that he was done, everyone
had forgotten about Mariana's song and she slowly climbed the stairs back to her room.
She pushed the memory from her mind and concentrated on the feel of the strings. With each stroke
across them, she gained confidence.
When she finished playing, Mariana opened her eyes to see her friends smiling and applauding.
"That was wonderful!" one of them said.
"Really? You're not just saying that?" Mariana asked. Her nervousness melted away and she felt a new
confidence swelling in her chest.

Overcoming an obstacle

Failing to overcome an obstacle

Meeting a character that changes her perspective

none of the above

Question 5:

The following excerpt has two passages from the same story. The first passage is from the beginning of the
plot, and the second passage is from the end. In the story, a cyclone transports a young girl named Dorothy
from her aunt and uncle's quiet farm in Kansas to the strange and exciting land of Oz.

Read the excerpt and answer the questions that follow.

An Excerpt Adapted from The Wonderful Wizard of Oz

by Frank L. Baum

Passage 1
 Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em,
who was the farmer's wife. Their house was small, for the lumber to build it had to be carried by wagon many
miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking
cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em
had a big bed in one corner, and Dorothy a little bed in another corner.
When Dorothy stood in the doorway and looked around, she could see nothing but the great gray prairie on
every side. Not a tree nor a house broke the broad sweep of flat country that reached to the edge of the sky in
all directions. The sun had baked the plowed land into a gray mass, with little cracks running through it. Even
the grass was not green, for the sun had burned the tops of the long blades until they were the same gray
color to be seen everywhere. Once the house had been painted, but the sun blistered the paint and the rains
washed it away, and now the house was as dull and gray as everything else.
When Aunt Em came there to live she was a young, pretty wife. The sun and wind had changed her, too.
They had taken the sparkle from her eyes and left them a sober gray; they had taken the red from her cheeks
and lips, and they were gray also. She was thin and gaunt, and never smiled now. When Dorothy, who was an
orphan, first came to her, Aunt Em had been so startled by the child's laughter that she would scream and
press her hand upon her heart whenever Dorothy's merry voice reached her ears; and she still looked at the
little girl with wonder that she could find anything to laugh at.
Uncle Henry never laughed. He worked hard from morning till night and did not know what joy was. He was
gray also, from his long beard to his rough boots, and he looked stern and solemn, and rarely spoke.
It was Toto that made Dorothy laugh, and saved her from growing as gray as her other surroundings. Toto
was not gray; he was a little black dog, with long silky hair and small black eyes that twinkled merrily on either
side of his funny, wee nose. Toto played all day long, and Dorothy played with him, and loved him dearly.

Passage 2
When they were all quite presentable they followed the soldier girl into a big room where the Witch Glinda
sat upon a throne of rubies.
"What can I do for you, my child?" she asked.
Dorothy told the Witch all her story: how the cyclone had brought her to the Land of Oz, how she had found her
companions, and of the wonderful adventures they had met with.
"My greatest wish now," she added, "is to get back to Kansas, for Aunt Em will surely think something
dreadful has happened to me, and that will make her put on mourning; and unless the crops are better this
year than they were last, I am sure Uncle Henry cannot afford it."
Glinda leaned forward and kissed the sweet, upturned face of the loving little girl.
"Bless your dear heart," she said, "I am sure I can tell you of a way to get back to Kansas. Your Silver
Shoes will carry you over the desert," replied Glinda. "If you had known their power you could have gone back
to your Aunt Em the very first day you came to this country."
"But then I should not have had my wonderful brains!" cried the Scarecrow. "I might have passed my whole
life in the farmer's cornfield."
"And I should not have had my lovely heart," said the Tin Woodman. "I might have stood and rusted in the
forest till the end of the world."
"And I should have lived a coward forever," declared the Lion, "and no beast in all the forest would have
had a good word to say to me."
"This is all true," said Dorothy, "and I am glad I was of use to these good friends. But now that each of them
has had what he most desired, and each is happy in having a kingdom to rule besides, I think I should like to
go back to Kansas."
She threw her arms around the Lion's neck and kissed him, patting his big head tenderly. Then she kissed
the Tin Woodman, who was weeping in a way most dangerous to his joints. But she hugged the soft, stuffed
body of the Scarecrow in her arms instead of kissing his painted face, and found she was crying herself at this
sorrowful parting from her loving comrades.
Lesson Topic: Make plot predictions using textual details
Question 1:

Read the excerpt.

There was an awkward pause. Gordon lay very still, his hands clenched by his side.
"I'm all in," he continued, his voice trembling. "I'm half crazy, Phil. If I hadn't known you were coming East,
I don't know what I would have done. I want you to lend me three hundred dollars."
Dean's hands, which had been patting his bare ankles, were suddenly quiet—and the curious uncertainty
playing between the two became taut and strained.
After a second Gordon continued:
"I've bled the family until I'm ashamed to ask for another nickel."
Still Dean made no answer.
Dean made an expression of distaste.
"You ought to have been more careful."
"I know," admitted Gordon wearily.
"You've got to look at things as they are. If you haven't got money you've got to work and stay away from
distractions."
"That's easy for you to say," began Gordon, his eyes narrowing.
"You've got all the money in the world."
"I most certainly have not. My family keep darn close tab on what I spend. Just because I have a little
leeway I have to be extra careful not to abuse it."
He raised the blind and let in a further flood of sunshine.
"I never heard you talk just this way before. You seem to be sort of bankrupt—morally as well as
financially."
"Don't they usually go together?"
Dean shook his head impatiently.
"There's a regular aura about you that I don't understand. It's a sort of evil."
"It's an air of worry and poverty and sleepless nights," said Gordon, rather defiantly.
"I don't know."
"Oh, I admit I'm depressing. I depress myself. But, my God, Phil, a week's rest and a new suit and some
ready money and I'd be like—like I was. Phil, I can draw like a streak, and you know it. But half the time I
haven't had the money to buy decent drawing materials—and I can't draw when I'm tired and discouraged
and all in. With a little ready money I can take a few weeks off and get started."
"How do I know you wouldn't use it on something foolish?"
"Why rub it in?" said Gordon, quietly.
"I'm not rubbing it in. I hate to see you this way."
 "Will you lend me the money, Phil?"
"I can't decide right off. That's a lot of money and it'll be darn inconvenient for me."
"It'll be all over for me if you can't—I know I'm whining, and it's all my own fault but—that doesn't change
it."
"When could you pay it back?"
This was encouraging. Gordon considered. It was probably wisest to be frank.
"Of course, I could promise to send it back next month, but—I'd better say three months. Just as soon as I
start to sell drawings."
"How do I know you'll sell any drawings?"
A new hardness in Dean's voice sent a faint chill of doubt over Gordon. Was it possible that he wouldn't
get the money?
"I supposed you had a little confidence in me."
"I did have—but when I see you like this I begin to wonder."
"Do you suppose if I wasn't at the end of my rope I'd come to you like this? Do you think I'm enjoying it?"
He broke off and bit his lip, feeling that he had better subdue the rising anger in his voice. After all, he was
the suppliant.
"You seem to manage it pretty easily," said Dean angrily. "You put me in the position where, if I don't lend
it to you, I'm a sucker—oh, yes, you do. And let me tell you it's no easy thing for me to get hold of three
hundred dollars."
He left his chair and began to dress, choosing his clothes carefully. Gordon stretched out his arms and
clenched the edges of the bed, fighting back a desire to cry out. His head was splitting and whirring, his
mouth was dry and bitter and he could feel the fever in his blood resolving itself into innumerable regular
counts like a slow dripping from a roof.
"Had breakfast?" he demanded.
"No; I don't eat it any more."
"Well, we'll go out and have some. You don't have anything else to do. We'll decide about that money
later. I'm sick of the subject. I came East to have a good time.
"I'd have a lot to do if I had a little money," said Gordon pointedly.
Dean took a five-dollar bill from his wallet and tossed it over to Gordon, who folded it carefully and put it in
his pocket. There was an added spot of color in his cheeks, an added glow that was not fever. For an instant
before they turned to go out their eyes met and in that instant each found something that made him lower his
own glance quickly. For in that instant they quite suddenly and definitely hated each other.

-Adapted from "May Day" by F. Scott Fitzgerald

Based on the rising action in this passage, which of the following will most likely occur next in the plot?
 Gordon asks his family for the $300.

Gordon struggles to sell enough drawings to repay Dean.

Dean immediately gives Gordon the $300.

Gordon and Dean argue about the $300.

Question 2:

Read the passage. What are the two choices that the main character is deciding between?

"James, it's time that you start thinking about what you want to study when you go to college," James's
father said in a serious tone.
"I know, Dad, I'm really looking forward to college, and I think I want to study art because—"
"Art? What are you going to do with that after you graduate? Why can't you study something practical like
business, like I did?" his father said, cutting him off.
"I don't know, Dad. I've thought about business too since that's your suggestion. But I've been
researching some of the career paths that would be open to me as an art major and there are more than you
might think," James said.
"You might as well not even go to college if you're just going to be drawing and painting, James."
"Well, let me tell you about what I've found out so far," James replied.

Check all that are true.

researching career paths

studying business

not going to college

studying art

Question 3:

Read the plot summary. What is the least likely event to occur next in the plot?

The protagonist is a doctor who has worked in the emergency room for twenty years. She initially became
a doctor because she wanted to help people on a daily basis. For many years, she has dealt primarily with
traumas coming into the hospital. She is driving home from work when she witnesses a car accident just in
front of her.
 The main character stops to see if she can help anyone who is injured.

The main character stops and waits with the drivers until help arrives.

The main character stops to see if she can help but realizes that she needs to call for
assistance.

The main character thinks that everyone is probably alright and continues driving home.

Question 4:

Read the passage and answer the questions that follow.

An Excerpt Adapted from "Plan for Saratoga"

by Kelly Weaver

"We are going to be very busy tomorrow," George said, grinning at Samuel.
"More fighting?" Samuel asked.
"It's war; there's always more fighting," George said. "I heard we're building defenses tomorrow. A new
officer is helping General Gates with a plan to keep the British from attacking Albany."
The next morning after breakfast, the soldiers formed ranks and marched to the bank of the Hudson River
to be introduced to the new officer and receive their orders. Colonel Thaddeus Kosciusko spoke with a strange
accent, but gave orders like a commander. Soon, the soldiers were put into groups. Two groups would build
fortifications near the river by making walls out of logs and piling dirt in front of them, while the other group
would move cannons to the heights above the river and build more defensive walls. The idea was to gain the
advantage by positioning artillery behind these fortifications and to prevent the British from being able to sail
down the river to Albany.
Samuel hoped the colonel's plan would be successful, or else the British would sail down the river to Albany
and attack.
Thomas continued complaining, "We're doing all of this work and we don't know if it will even stop the British
from coming through."
"I've heard this colonel is good at what he does. We should at least give his fortifications a try," George
replied. "What we've been doing hasn't worked very well, so maybe this is the strategy we need."
"Seems like a lot of hard work just to have to retreat again." Thomas scowled.
George chuckled. "Maybe we won't this time."
They didn't stop working until all of the sunlight was gone from the sky. Samuel fell into his tent and went to
sleep right away. They still had more work to do before the British arrived, and more of the men complained
the longer they labored on the plan to stop the British and build Colonel Kosciusko's defenses. He heard
Thomas and some of the other men standing outside talking about the reinforcements they had toiled all day to
 build, and the work they would have to do for days to come.
"It's folly! The redoubts and walls are too close together. We'll be flanked and surrounded in no time!"
"We're wasting our time with this. The British army could be here any day, and we've done all this work for
nothing! We will have to retreat again!"

Question 5:

Based on the exposition and rising action in this passage, what central plot conflict do you think will develop?

The colonial troops will be ordered to abandon the fortifications and move to a new
location.

Samuel will be killed in battle.

The British will arrive and the colonists' fortifications will be tested.

Samuel and Thomas will argue about the colonel's strategy.

Lesson: Affixes and Roots
Lesson Topic: Use prefixes to interpret new words
Question 1:

Choose the best definition for the word autograph.

the beginning of a graph

very small writing

statistics about cars

a person's own signature

Question 2:

Choose the best definition for the word microcomputer.

an extremely small computer

a monitor with a tiny battery

a machine that turns on by itself

any device that connects to the Internet

Question 3:

Choose the best definition for the word unify.

to believe in oneself

to separate into small groups

to argue before hearing the facts

to become one or a single unit

Question 4:

Choose the best definition for the word illiterate.

before class begins

bookish

not able to read

reading to oneself
Question 5:

Choose the best definition for the word foreshadow.

to figure out after the fact

to show or hint at beforehand

to shade a figure in a drawing

to darken or make less bright

Lesson Topic: Use suffixes to interpret new words
Question 1:

Choose the best definition for the word radicalism.

the state of being very different or extraordinary

a person who holds radical beliefs

the belief that radical changes are needed

a collection of new scientific theories

Question 2:

Choose the best definition for the word adulthood.

a person who is an adult

a belief in one's own maturity

the state of being an adult

an event without any grown-ups

Question 3:

Choose the best definition for the word herbicide.

a drink made from special herbs

a spice used in Italian cuisine

a poison that kills weeds

a vast field of grains

Question 4:

Choose the best definition for the word humanitarian.

any place where people inhabit

all the people on Earth

the study of human beings

a person who helps the needy

Question 5:
Choose the best definition for the word careless.

overly critical or demanding

the belief that people should care for one another

a person who cares a lot

without enough attention or thought

Lesson Topic: Identify words with similar roots
Question 1:

Choose the words that share a root.

Check all that are true.

telegram

grammatical

teal

grammar

mathematics

Question 2:

Choose the words that share a root.

Check all that are true.

aviary

lightning

literary

literature

writing

Question 3:

Choose the words that share a root.

Check all that are true.

biological

nascent

omniscient

intelligence

omnivore

Question 4:
 Choose the words that share a root.

Check all that are true.

metonymy

astrology

asteroid

gymnastics

astronomy

Question 5:

Choose the words that share a root.

Check all that are true.

muscular

cardiac

carnival

cardiovascular

cardiologist
Lesson Topic: Infer a word's meaning from Greek and Latin roots
Question 1:

What does the root vac mean?

earth

life

star

speak

empty

Question 2:

Choose the best definition for the word astrophysicist.

a theory about the origin of life

food that comes from land in eastern Europe

a brain surgeon

a person who studies the physics of stars

Question 3:

Choose the best definition for the word mediterranean.

plant life that grows on the coast

a village in the south of France

completely surrounded by land

an average-sized star

Question 4:

Choose the best definition for the word dictate.

to speak so that the words can be written down

to look up the definition of a word

to limit the freedoms of citizens

 to invade land owned by another country

Question 5:

Choose the best definition for the word evacuate.

to speak with a clear voice

to become a star

to leave empty

to fertilize a tract of land

Lesson: Context Clues and Signal Words
Lesson Topic: Use definitions to determine a word's meaning
Question 1:

Identify the word that signals a definition in the sentence below.

Drinking plenty of water is vital, or necessary for life.

plenty

water

or

for

life

Question 2:

Read the sentence below. Then choose the best definition for the word barren.

The tree was barren, which meant that it was unable to produce fruit.

unable to produce fruit

empty

burnt to ashes

containing many seeds

Question 3:

Read the sentence below. Then choose the best definition for the word genre.

The book store has more genres, or categories of art, than I originally thought.

a category of art

originally thought

sturdy, blue pants

 French drinks made from coffee

Question 4:

Read the sentence below. Then choose the best definition for the United Nations.

Established in 1945, the United Nations is an organization that promotes international cooperation.

an organization promoting international cooperation

established in 1945

a continent that contains many nations

a treaty that finally ended World War II

Question 5:

Read the passage below. Then choose the best definition for Red Coats.

There was a nail in Samuel's shoe that poked his foot every time he took a step. He didn't complain
because he was marching with the Continental Army toward the Hudson River on their way to fight the Red
Coats, or British soldiers. He tried not to limp too much, but it hurt. They marched all day while they had
good light and it was not until after supper that Samuel could look for George to fix his foot.

-From Plan for Saratoga by Kelly Weaver

British soldiers

the Continental Army

a person who fixes shoes

a thick piece of clothing

Lesson Topic: Use examples to determine a word's meaning
Question 1:

Which word or phrase signals an example in the sentence below?

The restaurant specializes in cooking with poultry such as chickens and turkeys.

restaurant

in

poultry

such as

chickens and turkeys

Question 2:

Identify the example and its group in the sentence below.

The restaurant specializes in cooking with poultry such as chickens and turkeys.

Check all that are true.

restaurant

cooking

poultry

such as

chickens and turkeys

Question 3:

Read the sentence below. Then choose the best definition for the word poultry.

The restaurant specializes in cooking with poultry such as chickens and turkeys.

a seasonal menu

birds raised for food

 a habitat for forest animals

a traditional dish eaten during holidays

Question 4:

Read the sentence below. Then choose the best definition for the word migration.

The biologist studied migration such as birds flying south for the winter.

a particularly painful headache

another name for penguins

a program for becoming a veternarian

the act of moving from one place to another

Question 5:

Read the sentence below. Then choose the best definition for the word predicament.

On his first day, the new waiter tried to avoid any possible predicament—for example, forgetting a
customer's order or dropping a tray of food.

a list of tasks to be performed

a fine restaurant

an embarrassing or uncomfortable situation

a Thai dish made with curry

Lesson Topic: Use cause and effect to determine a word's meaning
Question 1:

Identify the word or phrase that signals cause and effect in the sentence below.

The chef added more peppers to the dish in order to make it spicier.

chef

added

more peppers

in order to

make it spicier

Question 2:

Read the sentence below. Then identify what causes the dish to be spicier.

The chef added more peppers to the dish in order to make it spicier.

adding more peppers

being a chef

learning how to cook

in order to

Question 3:

Read the sentence below. Then choose the best definition for the word disinfectant.

The janitor wiped the sinks with a disinfectant so that nobody would get sick.

a person who studies diseases

a bathroom

material used to kill germs

an uninteresting subject
Question 4:
Read the sentence below. Then choose the best definition for the word ambition.

Mr. Lee knew that Harold had ambition because Harold worked hard at every football practice.

a protein shake

a strong desire to achieve something

a sport played with balls and bats

laziness

Question 5:

Read the sentence below. Then choose the best definition for the word blunder.

The editor carefully reread the article in order to catch any blunders before it was published.

careless errors

a machine that prints newspapers

a tool to bind papers together

a ball used in sports

Lesson Topic: Use comparison and contrast to determine a word's meaning
Question 1:

Identify the word that signals a comparison in the sentence below.

I like to eat pizza in the same way most people eat tacos.

eat

same

most

people

tacos

Question 2:

Read the sentence below. Then choose the best definition for the word calligraphy.

My aunt's calligraphy is similar to a painter's brushstrokes on a canvas.

a person related to one's parents

an artistic way of writing letters and words

a practical and simple way to type messages

postage for envelopes and packages

Question 3:

Read the sentence below. Then choose the best definition for the word antihero.

Unlike the hero, an antihero does not always do good.

a character lacking all the traits of a hero

an author who writes complicated plots

a long quest for valuable treasure

a generous and kind person

Question 4:
Read the sentence below. Then choose the best definition for the word remote.

The military base was remote, like a lonely deserted island.

distant or far away

a speck of dust

related to jets or airplanes

using electronic parts

Question 5:

Read the sentence below. Then choose the best definition for the word remorse.

Larry felt remorse for picking on his sister, but Jared felt no guilt.

a clean conscience

deep regret

kindness

an older sibling
Lesson: Denotations and Connotations
Lesson Topic: Use a dictionary to find the denotation of a word
Question 1:

Use an online dictionary to find the denotation of the underlined word.

Mapinguari glared at the giant snake. He flipped his short front legs at the huge black flies buzzing and
whining around him. His spindly hind legs were crossed in front of him, and warm Amazon rain dripped from
the trees onto his head and shoulders. He looked – and felt – like a giant, slimy, green hairball.

near the back of something

preceding

a female red deer

behind

Question 2:

Use an online dictionary to find the denotation of the underlined word.

Although millions of species currently reside on Earth, there was a time when many more plants and
animals were present. Extinction has caused the demise of many creatures throughout history, including the
dinosaurs. And it’s not just the dinosaurs. Experts commonly reference five historic mass extinction events.
Scientists say that these extinctions were brought about by natural disasters and earthly processes.

to pass down an inheritance

to grow

the end of life

revival

Question 3:

Use an online dictionary to find the denotation of the underlined word.

Extinction doesn’t have to be deliberate. As humans go about their daily lives, we carelessly create
pollution that acts like slow poison for animals. Pesticides and other chemical runoff ruin animals’ water
supply. Material waste, like plastic bags and cigarette lighters, kills more than 100,000 sea mammals every
 year.

to debate

to think carefully about something before making a decision

done on purpose

spontaneous

Question 4:

Use an online dictionary to find the denotation of the underlined word.

The bus sighed heavily as it leaned toward the curb. A handful of passengers exited and dispersed. One
man dragged his bicycle off the back of the bus, while a woman ran down the road waving at the bus driver
to wait for her.

to gather together

to evaporate

to flee

to go in different directions

Question 5:

Use an online dictionary to find the denotation of the underlined word.

As the sun ascended, the ruby-red light of early morning seeped into the editing room of WKES. Bill had
fallen asleep in his chair and was snoring softly. His head bobbed with the rhythm of his breathing. He had
left the tapes running and the cold default blue of the monitor clashed with the warm light streaming in
through the window.

to plunge

to go up

to slope upward

to move to a more powerful position in a company

Lesson Topic: Use a glossary or footnotes in a text to find the denotation of a word
Question 1:

According to the glossary, what is the denotation of tamper?

feeling a great or intense anger

open

involving or causing violent shakes

to interfere with something in a harmful way

Question 2:

According to the glossary, what is the denotation of ajar?

covered in dirt or filth

open
 a complete or total emptiness

involving or causing violent shakes

to call someone over

Question 3:

According to the glossary, what is the denotation of void?

to capture the attention of someone by fascinating them

a complete or total emptiness

to call someone over

to interfere with something in a harmful way

Question 4:

Read the following passage. Use the footnotes to understand unknown or confusing words or phrases.

The Red Shoes

By Hans Christian Andersen

At the church door stood an old crippled soldier leaning on a crutch; he had a wonderfully long beard, more
red than white, and he bowed down to the ground and asked the old lady whether he might wipe her shoes.
Then Karen put out her little foot, too.

"Dear me, what pretty dancing shoes!" exclaimed the soldier. "Sit fast,1 when you dance," said he,
addressing the shoes, and slapping the soles with his hand.
The old lady gave the soldier some money and then went with Karen into the church.
 And all the people inside looked at Karen's red shoes, and all the figures gazed at them;2 when Karen knelt
before the altar and put the golden goblet to her mouth, she thought only of the red shoes. It seemed to her as
though they were swimming about in the goblet, and she forgot to sing the psalm, forgot to say the "Lord's

Prayer."3
Now everyone came out of church, and the old lady stepped into her carriage. But just as Karen was lifting
up her foot to get in too, the old soldier exclaimed, "Dear me, what pretty dancing shoes!" and Karen could not
help it, she was obliged to dance a few steps; and when she had once begun, her legs continued to dance. It
seemed as if the shoes had got power over them. She danced round the church corner, for she could not stop;
the coachman had to run after her and seize her. He lifted her into the carriage, but her feet continued to
dance, so that she kicked the good old lady violently. At last they took off her shoes, and her legs were at rest.
At home, the shoes were put into the cupboard, but Karen could not help but look at them.
Now the old lady fell ill, and it was said that she would not rise from her bed again. She had to be nursed
and waited upon, and this was no one's duty more than Karen's. But there was a grand ball in the town, and
Karen was invited. She looked at the red shoes, saying to herself that there was no sin in doing that; she put

the red shoes on, thinking there was no harm in that either; and then she went to the ball, and commenced4 to
dance.
But when she wanted to go to the right, the shoes danced to the left, and when she wanted to dance up the
room, the shoes danced down the room, down the stairs through the street, and out through the gates of the

town. She danced, and was obliged5 to dance, far out into the dark wood. Suddenly something shone up

among the trees, and she believed it was the moon, for it was a face.6 But it was the old soldier with the red
beard; he sat there nodding his head and exclaimed, "Dear me, what pretty dancing shoes!"
She was frightened, and tried to throw the red shoes away, but they stuck fast. She tore off her stockings,
but the shoes had grown fast to her feet.
She danced and was obliged to go on dancing over field and meadow, in rain and sunshine, by night and by
day—but by night it was most horrible.

1 stay in place

2 statues of saints and other holy people, which are in the church

3 "The Lord's Prayer" is one of the most common and important Christian prayers. If Karen cannot remember

the words, then she can only think of the red shoes.
4 began

5 was forced to

6 a reference to the "Man in the Moon"

Question 5:

The denotation of commenced is

was forced to

stay in place

began

a reference to the "Man in the Moon"

Lesson Topic: Differentiate between connotations and denotations
Question 1:

Connotations are always positive.

true

false

Question 2:

Read the description about the word cheap. Is the description a denotation or connotation?

cheap: penny-pinching, ungenerous, stingy

denotation

connotation

Question 3:

Read the description about the word salvage. Is the description a denotation or connotation?

salvage: something saved from a wreck

denotation

connotation

Question 4:

Read the description about the word mutt. Is the description a denotation or connotation?

mutt: an ugly dog, mongrel, inferior

denotation

connotation

Question 5:

Read the description about the word determined. Is the description a denotation or connotation?

determined: having a strong feeling that you are going to do something and not let anyone or anything stop
you
denotation

connotation
Lesson Topic: Determine the connotation of a word
Question 1:

Read the passage. Choose the best connotation for the word optimist.

I admire Julie because she is such an optimist. Even when things are going horribly wrong, she has a
positive attitude.

negative

positive

neutral

Question 2:

Read the passage. Choose the best connotation for the word condense.

Ryan's story was getting quite long, so the teacher asked him to condense it. He was happy to give a brief
summary.

negative

positive

neutral

Question 3:

Read the passage. Choose the best connotation for the word superior.

Ella always acts superior to everyone else. She is so snotty and stuck-up. No one wants to be around her.

negative

positive

neutral

Question 4:

Read the passage. Choose the best connotation for the word knack.
 Winnie is a very talented soccer player. She really has a knack for the sport.

negative

positive

neutral

Question 5:

Read the passage. Choose the best connotation for the word ingenious.

My dad has created an ingenious invention: a chair with a built-in refrigerator. I love it because it's so easy to
grab a snack without leaving your chair. It's so cool!

negative

positive

neutral
Lesson: Figurative Language
Lesson Topic: Differentiate between similes and metaphors
Question 1:

Which sentence uses a simile?

The distant stars were glimmering jewels in the sky.

The distant stars glimmered like jewels in the sky.

Question 2:

Which sentence uses a metaphor?

Words are like weapons with which we wound.

Words are the weapons with which we wound.

Question 3:

Which sentence uses a simile?

The chili pepper was like a bomb exploding in Linda's mouth.

The chili pepper was a bomb exploding in Linda's mouth.

Question 4:

Which sentence uses a metaphor?

Her dream was as fragile as a seed.

Her dream was a fragile seed.

Question 5:

Which sentence uses a simile?

Joey is a pig when he's hungry.

Joey is like a pig when he's hungry.

Lesson Topic: Interpret the meaning of a simile
Question 1:

Identify the simile in the passage below.

When I was old enough, I did all the cooking in the house. I love my dad, but he is a disaster in the
kitchen. His burgers taste like rubber. He could find a way to burn water.

He could find a way to burn water.

I love my dad, but he is a disaster in the kitchen.

When I was old enough, I did all the cooking in the house.

His burgers taste like rubber.

Question 2:

Which two things are being compared in the simile below?

His burgers taste like rubber.

Check all that are true.

rubber

His

burgers

taste

like

Question 3:

What do the underlined context clues tell you about the passage?

When I was old enough, I did all the cooking in the house. I love my dad, but he is a disaster in the
kitchen. His burgers taste like rubber. He could find a way to burn water.

A natural disaster happened in the kitchen.

Water can burn.

 The narrator's dad cannot cook well.

The narrator enjoys cooking.

Question 4:

Read the passage below. Choose the best definition for the underlined simile.

The woman's hair spread across the sand like ink spilled on white paper. Her thick, long hair was dark
and beautiful. She usually kept it braided and tucked into her cap, but she let it down at the beach.

The woman's hair was silky and blonde, like sand.

The woman's hair was long and black.

The woman's hair was drawn with ink.

The woman spilled ink on the sand.

Question 5:

Read the passage below. Choose the best definition for the underlined simile.

The leaves fluttered and twirled like ballerinas on a stage. A soft wind blew them gently from the tree
branches. Each bright leaf landed gracefully on the ground.

The ballerinas are wearing tutus made of leaves.

The leaves are moving lightly and gently.

The leaves are falling because winter is coming.

The leaves are falling fast and hard.

Lesson Topic: Determine the meanings of metaphors
Question 1:

Identify the metaphor in the passage below.

Like a poison, carbon dioxide is bad for the environment. Also, humans need to breathe oxygen. Trees
and other plants use carbon dioxide and release oxygen. They’re reducing pollution. Amazingly, plants are
air filters.

Like a poison, carbon dioxide is bad for the environment.

Trees and other plants use carbon dioxide and release oxygen.

Also, humans need to breathe oxygen.

Amazingly, plants are air filters.

Question 2:

Which two things are being compared in the metaphor?

Amazingly, plants are air filters.

Check all that are true.

plants

Amazingly

air filters

are

Question 3:

What do the underlined context clues tell you about the passage below?

Like a poison, carbon dioxide is bad for the environment. Also, humans need to breathe oxygen. Trees and
other plants use carbon dioxide and release oxygen. They’re reducing pollution. Amazingly, plants are air
filters.

Plants reduce pollution in the air.

Trees don't need oxygen.

 Oxygen does not pollute the environment.

Carbon dioxide is bad for plants.

Question 4:

Read the passage below. Choose the best meaning for the underlined metaphor.

The young lawyer is a lion in the courtroom. His voice sounds like a roar when he reads his argument. He
paces fearlessly in front of the judge and jury. All the other lawyers in the town are scared of him.

The lawyer is loud and annoying.

The lawyer is bold and scary.

The lawyer is tall and muscular.

The lawyer is a judge and a jury member.

Question 5:

Read the passage below. Choose the best meaning for the underlined metaphor.

I was swimming in the river when a dark beast approached. I noticed his teeth first. They were white
daggers glimmering in the water. I didn't want to be anywhere near those long, sharp teeth, so I swam as
fast as I could towards the shore.

The swimmer is holding a knife.

There are sharp knives in the water.

The teeth are sharp.

The teeth belong to a shark.

Lesson: Structure of Prose
Lesson Topic: Define prose
Question 1:

Which of the following are characteristics of prose?

short lines that rhyme

sentences and paragraphs

rhythm and meter

all of the above

Question 2:

Is this an example of prose?

This little Lamb was brought to Nell

The day its old ewe mother died,
And, now it knows and loves her well,
It will not go from Nelly's side.

yes

no

Question 3:

Which of these is an example of prose?

Each day, we are told,

A most wonderful Hen
Laid an egg made of gold
For this meanest of men.

Legend said that the old man owned a magical hen. Every morning, the hen laid an egg.
But unlike ordinary eggs, this hen's eggs were made of gold.

Question 4:

Which of these is an example of prose?

The fox was known to play tricks on the hunters in the area. No matter how many times
they went looking for him, he always managed to get away.
 "Ha-ha!" said the Fox. "And now you see
You should not listen to flattery.
Vanity, Sir, is a horrid vice—
I'm sure the lesson is worth the price."

Question 5:

Is this an example of prose?

Henry sighed and looked out the window. It was a beautiful day, but he was stuck inside, sick with the flu. He
wanted to go out and play with his friends, but he knew that he was not feeling up to it.

yes

no
Lesson Topic: Recognize common organizational structures in prose
Question 1:

An author is writing a book about a team of explorers and their adventures. She writes a passage about their
trip to an underwater cave and another about their travels in the ruins of an ancient city. Which option would be
the best way to organize these two passages?

two sentences

two paragraphs

two sections

two chapters

Question 2:

Contents
1. The Gold-Hunters
2. At Juneau
3. Up the Lynn Canal
4. The Avalanche
5. Through Chilkoot Pass
6. A Significant Discovery
7. The Plotters
8. On Lake Bennet

Based on these chapter titles, which type of book do you think this is?

science fiction

mystery

romance

adventure

Question 3:

Contents
1. The Gold-Hunters
2. At Juneau
3. Up the Lynn Canal
 4. The Avalanche
5. Through Chilkoot Pass
6. A Significant Discovery
7. The Plotters
8. On Lake Bennet

Based on the title of chapter 6, what is it most likely about?

The protagonists find something important.

The protagonists run into a major setback.

The protagonists get lost in the wilderness.

The protagonists embark on a new adventure.

Question 4:

Which paragraph is more likely to be at the beginning of a chapter?

Passage 1
As the sun ascended, the ruby-red light of early morning seeped into the editing room of WKES. Bill had
fallen asleep in his chair and was snoring softly. His head bobbed with the rhythm of his breathing. He had
left the tapes running and
the dense default blue of the monitor clashed with the warm light streaming in through the window. Footsteps
sounded down the hall; the morning crew was filing in. Isaac, an old friend and colleague, spotted Bill
sleeping and knocked on the door.

Passage 2
The bell had rung and she would be late. The third time this week, which meant detention. But as she
trudged into school she couldn’t help but feel a lightness, a warmth in her chest like nothing she had ever felt
before. She smiled shyly and thought of Johnny Templeton.

Passage 1

Passage 2

Question 5:

Why might an author choose to use a section break?

to move from one location to another

to move forward in time

to shift focus from one character to another

all of the above

Lesson Topic: Identify transitions within a text
Question 1:

Robin was always a healthy eater. She loved fruits and vegetables, and she rarely ate candy. Her sister,
however, was a different story entirely. Gabrielle always refused the broccoli their parents served at dinner.

Which word or phrase shows us that the passage is transitioning?

Her sister

at dinner

however

parents served

Question 2:

At the library, Kevin wandered the fiction aisles for half an hour, selecting dozens of new books to read. Next,
he walked to the nonfiction section to find a book for his history paper.

Which word or phrase shows us that the passage is transitioning?

nonfiction section

At the library

Next

half an hour

Question 3:

Read all of the answer choices below. If they were rearranged into a story, which section would come last?

The sunlight lingered a little longer in the center of the stream.

Then the red changed to pink.

Finally, the whole surface of the river was somber gray, flowing between two lines of black
forest.

The pink, in its turn, faded.

Question 4:

Read all of the answer choices below. If they were rearranged into a story, which section would come first?
 Willet steered the canoe through the open water between the tall reeds.

Then he slowed it down with his paddle, and the prow touched the bank gently.

Meanwhile, Robert and Tayoga packed up their gear and prepared to disembark.

At last, the three stepped out and drew the canoe with great care upon the shore.

Question 5:

Read all of the answer choices below. If they were rearranged into a story, which section would come last?

Then she did several other odd jobs.

At that point, everything was in an absolutely immaculate condition.

First she swept the kitchen and filled kettles at the pump.

As a result, Miss Heald declared that she was ready.

Lesson Topic: Analyze the plot arc of a story
Question 1:

Which description best explains the role of the resolution in the overall plot arc?

"Loose ends" are tied up.

At the very end of the story, all questions raised in the story should be answered.

At the beginning of a story, the author introduces us to the main characters and tells us
the setting.

Shortly after a story begins, the main character will encounter some sort of problem.

The story reaches a turning point. Usually, this is the most exciting part of a story.

Question 2:

Which description best explains the role of the rising action in the overall plot arc?

At the beginning of a story, the author introduces us to the main characters and tells us
the setting.

At the very end of the story, all questions raised in the story should be answered.

The story reaches a turning point. Usually, this is the most exciting part of a story.

"Loose ends" are tied up.

Shortly after a story begins, the main character will encounter some sort of problem.

Question 3:

Which section of the plot arc is indicated below?

climax

resolution

exposition
 rising action

falling action

Question 4:

Which sentence from the story is most likely part of the exposition?

Mary was a student at Kramer Middle School. She was one of the best students in the whole school, and
she always got good grades. But when she started sixth grade, she started having trouble in one of her
classes. It was Spanish. For some reason, she just didn't get it.
As the date of the big Spanish unit test approached, she knew that she needed to prepare herself. For
two weeks, she set a little time aside after school to review her notes, and she made sure to ask questions in
class when she was confused. On the day of the test, she was nervous, but she also felt prepared. With the
test in front of her, she set to work, conjugating verbs and carefully reading passages.
After school, she ran up to her Spanish teacher, eager to know her score. Her teacher smiled and
announced, "Mary, you got an A+! Great work!"
Mary was delighted, and she felt so proud of her hard work. For the rest of the year, she worked hard in
Spanish to ensure that she would never fall behind again. It was a difficult class, but she soon learned to love
it.

With the test in front of her, she set to work, conjugating verbs and carefully reading
passages.

As the date of the big Spanish unit test approached, she knew that she needed to prepare
herself.

Her teacher smiled and announced, "Mary, you got an A+! Great work!"

Mary was a student at Kramer Middle School.

Question 5:

Which sentence from the story is most likely part of the climax?

Mary was a student at Kramer Middle School. She was one of the best students in the whole school, and
she always got good grades. But when she started sixth grade, she started having trouble in one of her
classes. It was Spanish. For some reason, she just didn't get it.
As the date of the big Spanish unit test approached, she knew that she needed to prepare herself. For
two weeks, she set a little time aside after school to review her notes, and she made sure to ask questions in
class when she was confused. On the day of the test, she was nervous, but she also felt prepared. With the
test in front of her, she set to work, conjugating verbs and carefully reading passages.
After school, she ran up to her Spanish teacher, eager to know her score. Her teacher smiled and
announced, "Mary, you got an A+! Great work!"
Mary was delighted, and she felt so proud of her hard work. For the rest of the year, she worked hard in
Spanish to ensure that she would never fall behind again. It was a difficult class, but she soon learned to love
it.

She was one of the best students in the whole school, and she always got good grades.

For the rest of the year, she worked hard in Spanish to ensure that she would never fall
behind again.

With the test in front of her, she set to work, conjugating verbs and carefully reading
passages.

As the date of the big Spanish unit test approached, she knew that she needed to prepare
herself.
Lesson Topic: Understand how each chapter contributes to plot
Question 1:

Glossary

Exposition: The author introduces us to the main characters and the setting.
Rising Action: The main character encounters a problem.
Climax: The climax is the turning point in a story. Usually, it is the most exciting part.
Falling Action: During the falling action, “loose ends” are tied up.
Resolution: This is the very end of the story, when everything has been resolved.

Protagonist: The protagonist is the main character in a story.

Antagonist: The antagonist is a character who works against the protagonist.

Question 2:

Read the chapter titles below. Which chapter is most likely the climax?

Chapter 1: The Lonely Knight

Chapter 2: A New Quest

Chapter 3: Competition

Chapter 4: The Decisive Battle

Chapter 5: Harmony Restored

Question 3:

What do you think is the main topic of Chapter 2?

Chapter 1: The Lonely Knight

Chapter 2: A New Quest
Chapter 3: Competition
Chapter 4: The Decisive Battle
Chapter 5: Harmony Restored

The protagonist falls in love.

The protagonist defeats his or her enemy.

The protagonist begins some sort of adventure.

 The protagonist encounters a setback.

Question 4:

Read the chapter summaries in the answer choices below. Which one would best represent the resolution?

The wealthy art collector rewards Liz and Patrick for their work. The city gives the
detective team an award for their positive contribution to the community.

Liz is a private detective working in Toronto. She is well known for solving cases quickly
and efficiently with the help of her trusty sidekick, a beagle named Patrick.

Using his powerful sense of smell, Patrick tracks down the culprit's location while Liz calls
in the police.

Liz finds that the stolen painting has been sold to a local art gallery. Using the store's
records, she uncovers the building where the thief lives.

Liz and Patrick take on a new case, involving a famous painting stolen from a wealthy art
collector. The pair begin investigating the crime and collecting clues.

Question 5:

Read the chapter summaries in the answer choices below. Which one would probably come first?

Darius is a sixth grader. He is very interested in science and enjoys stargazing in his free
time.

One night, while staring out his window, Darius notices a strange light glowing in the sky.
The light grows larger as it comes closer. He discovers that it is a flying saucer.

Darius wakes up and realizes that it was all a dream.

Being a curious young man, Darius runs outside to get a better look. When a tractor beam
appears, he readily boards the ship.

Darius is excited to meet the alien crew, but quickly realizes that they plan to kidnap him
and take him back to their home planet. Darius begins a desperate escape attempt,
ultimately throwing himself out of the ship's emergency escape hatch.
Lesson Topic: Understand how theme is developed over many chapters
Question 1:

Why do authors develop themes across multiple chapters?

to show how characters grow and change in response to challenges

to make books longer and more challenging to read

to show how different characters respond to different conflicts

none of the above

Question 2:

Based on these chapter titles, which theme below best matches this story?

Chapter 1: The Perfect Sneakers

Chapter 2: Swiping the Sneakers
Chapter 3: Feeling Guilty
Chapter 4: Confession
Chapter 5: A Fitting Sentence

man versus nature

good and evil

seize the day

crime does not pay

Question 3:

Based on these chapter titles, how do chapters 3 and 4 most likely contribute to the theme?

Chapter 1: The Perfect Sneakers

Chapter 2: Swiping the Sneakers
Chapter 3: Feeling Guilty
Chapter 4: Confession
Chapter 5: A Fitting Sentence

They provide a resolution to the story.

They present a problem or obstacle for the protagonist.

 They introduce the protagonist and the setting.

They show us how the protagonist responds to a challenge.

They show how the protagonist changes during the story.

Question 4:

Based on these chapter titles, which theme below best matches this story?

Chapter 1: Diane and Ezra

Chapter 2: A Hike in the Mountains
Chapter 3: Wildfire!
Chapter 4: Flight
Chapter 5: Safe and Sound

friendship and loyalty

death as a part of life

man versus nature

coming of age

Question 5:

Based on these chapter titles, how does chapter 1 most likely contribute to the theme?

Chapter 1: Diane and Ezra

Chapter 2: A Hike in the Mountains
Chapter 3: Wildfire!
Chapter 4: Flight
Chapter 5: Safe and Sound

It introduces the protagonists and the setting.

It presents a problem or obstacle for the protagonists.

It shows how the protagonists change during the story.

It provides a resolution to the story.

It shows us how the protagonists respond to a challenge.

Lesson Topic: Identify key sentences
Question 1:

Read the passage below.

When they awoke in the morning, the sun was just beginning to rise over the lake. After admiring the
scenery for a moment, they both agreed that it was time to move on. While Jenny packed up the tent,
Lindsey went to refill their canteens at the lake. But as she started on her way, something caught her eye:
not ten feet from their tent was a set of unfamiliar tracks. Someone—or something—had passed through
their campsite during the night.

Which sentence is most likely a key sentence?

Someone—or something—had passed through their campsite during the night.

After admiring the scenery for a moment, they both agreed that it was time to move on.

While Jenny packed up the tent, Lindsey went to refill their canteens at the lake.

When they awoke in the morning, the sun was just beginning to rise over the lake.

Question 2:

Read the passage below. Which sentence is most likely a key sentence for this passage?

Having already lunched heartily, Tommy contented himself with ordering a Welsh rarebit and a cup of
coffee. Whittington ordered a substantial lunch for himself and his companion; then, as the waitress
withdrew, he moved his chair a little closer to the table and began to talk earnestly in a low voice. The other
man joined in. Listen as he would, Tommy could only catch a word here and there; but the gist of it seemed
to be some directions or orders which the big man was impressing on his companion, and with which the
latter seemed from time to time to disagree. Whittington addressed the other as Boris.
Tommy caught the word "Ireland" several times, also "propaganda," but of Jane Finn there was no
mention.

-Adapted from The Secret Adversary by Agatha Christie

Whittington ordered a substantial lunch for himself and his companion.

Having already lunched heartily, Tommy contented himself with ordering a Welsh rarebit
and a cup of coffee.
 Tommy caught the word "Ireland" several times, also "propaganda," but of Jane Finn
there was no mention.

Whittington addressed the other as Boris.

Question 3:

Read the passage below. Which sentence is most likely a key sentence for this passage?

Tommy drew a deep breath. The man Boris was coming along the platform towards him. Tommy allowed
him to pass and then took up the chase once more.
From Waterloo Boris took the tube as far as Piccadilly Circus. Then he walked up Shaftesbury Avenue,
finally turning off into the maze of mean streets round Soho. Tommy followed him at a judicious distance.
They reached at length a small dilapidated square.

-Adapted from The Secret Adversary by Agatha Christie

They reached at length a small dilapidated square.

The man Boris was coming along the platform towards him.

From Waterloo Boris took the tube as far as Piccadilly Circus.

Tommy drew a deep breath.

Question 4:

Read the passage below. Which sentence is most likely a key sentence for this passage?

Tuppence was ushered into a room on the right of the long passage. A woman was standing by the
fireplace. She was no longer in her first youth, and the beauty she undeniably possessed was hardened and
coarsened. In her youth she must have been dazzling. Her pale gold hair, owing a slight assistance to art,
was coiled low on her neck, her eyes, of a piercing electric blue, seemed to possess a faculty of boring into
the very soul of the person she was looking at. Her exquisite figure was enhanced by a wonderful gown of
indigo charmeuse. And yet, despite her swaying grace, and the almost ethereal beauty of her face, you felt
instinctively the presence of something hard and menacing, a kind of metallic strength that found expression
in the tones of her voice and in that gimlet-like quality of her eyes.
For the first time Tuppence felt afraid. She had not feared Whittington, but this woman was different.

-Adapted from The Secret Adversary by Agatha Christie

 A woman was standing by the fireplace.

And yet, despite her swaying grace, and the almost ethereal beauty of her face, you felt
instinctively the presence of something hard and menacing, a kind of metallic strength that
found expression in the tones of her voice and in that gimlet-like quality of her eyes.

Her pale gold hair, owing a slight assistance to art, was coiled low on her neck, her eyes,
of a piercing electric blue, seemed to possess a faculty of boring into the very soul of the
person she was looking at.

Tuppence was ushered into a room on the right of the long passage.

Question 5:

Read the passage below. Which sentence is most likely a key sentence for this passage?

At the top of the stairs Tommy halted to consider his next move. In front of him ran a narrow passage,
with doors opening on either side of it. From the one nearest him on the left came a low murmur of voices. It
was this room which he had been directed to enter. But what held his glance fascinated was a small recess
immediately on his right, half concealed by a torn velvet curtain. It was directly opposite the left-handed door
and, owing to its angle, it also commanded a good view of the upper part of the staircase. As a hiding-place
for one or, at a pinch, two men, it was ideal, being about two feet deep and three feet wide.

-Adapted from The Secret Adversary by Agatha Christie

At the top of the stairs Tommy halted to consider his next move.

From the one nearest him on the left came a low murmur of voices.

But what held his glance fascinated was a small recess immediately on his right, half
concealed by a torn velvet curtain.

It was this room which he had been directed to enter.

Lesson: Organizational Styles in Prose
Lesson Topic: Identify chronological organization
Question 1:

Which of the following statements about chronological order are true?

Check all that are true.

This structure is commonly used in novels and short stories.

This structure is the only appropriate organization for poetry.

This structure organizes events in the order of their importance.

This structure organizes events in the order that they occur.

Question 2:

A novel tells the story of two friends who take a road trip across the country, visiting interesting cities and
having adventures along the way.

Based on this information, is this story likely to use chronological organization?

yes

no

Question 3:

A novel tells the story of a teenager who is packing up his bedroom to move to a new town. As he picks up
significant belongings, he thinks back to memories he had with them during his childhood.

Based on this information, is this story likely to use chronological organization?

yes

no

Question 4:

An author is writing a story about a volcanic eruption on a tropical island. She wants to show how several
different characters had different reactions to the event and what they each did to survive.

Based on this information, would a chronological organization work well for this story?
 yes

no

Question 5:

Read the answer choices below. If they were arranged chronologically, which one would come first?

On Tuesday morning, the roads were still too icy, so yet another snowday was declared.

The next morning, Elise was delighted to learn that her school had declared a snowday.

On Sunday night, a blizzard roared through town and blanketed the roads in several
inches of snow.

Elise started to wonder if she would ever return to school again.

Lesson Topic: Identify frame stories
Question 1:

A novel tells the story of a young woman who returns home after studying abroad in Argentina. Upon arriving
at her parents' house, she shares a variety of funny stories about her trip with her family. Based on this
information, would this book work well as a frame story?

yes

no

Question 2:

A novel tells the story of a boy who discovers a strange map and follows it to find a spectacular treasure.
Based on this information, would this book work well as a frame story?

yes

no

Question 3:

A novel tells the story of a family who gather for Thanksgiving. After dinner, they sit together around the
fireplace while the grandmother tells them a story about her first Thanksgiving in America. Based on this
information, which organizational structure would work best for this book?

frame story

chronological organization

cause-and-effect organization

all of the above

Question 4:

A novel tells the story of a boy who decides to run for student council. It explains how he gets the idea, how he
campaigns, and how he eventually wins. Based on this information, which organizational structure would work
best for this book?

frame story

chronological organization

cause-and-effect organization

all of the above

Question 5:

Read the answer choices below. If they were arranged as a frame story, which option would come first?

On the day of her retirement, Jessica thought back to her first day on the job.

She hadn't known anyone at the office.

She was terrified that she would make a mistake.

But right away, everyone had made her feel welcome.

Lesson Topic: Identify flashbacks
Question 1:

An author is writing a story about a hockey team that wins a local championship. In the final scene at the
championship, the star player thinks back to all the hours he spent training before scoring the winning goal.
Based on this information, would this scene likely contain a flashback?

yes

no

Question 2:

An author is writing a story about a family of dinosaurs. In one scene, the dinosaurs run and hide in a cave to
escape from a Tyrannosaurus rex. Based on this information, would this scene likely contain a flashback?

yes

no

Question 3:

An author is writing a story about a woman and her dog. As the dog gets older, the woman fondly remembers
the day when she first brought it home as a puppy. Based on this information, would this story likely contain
flashbacks?

yes

no

Question 4:

Read the answer choices below. If they were arranged in the style of a flashback, which option would come
first?

Just before the play began, Kenny waited nervously backstage.

"Pretend the audience isn't even there," Mr. Oliver told the class.

"Imagine that it's just another rehearsal and have fun."

He remembered his acting teacher's words of advice.

Question 5:

What is the difference between a flashback and a frame story?

A frame story is a scene that moves readers backward in time to a previous moment. A
flashback is a story structure composed of a base story with smaller stories within it.

A flashback is used in prose and a frame story is used in drama.

A frame story is used in prose and a flashback is used in drama.

A flashback is a scene that moves readers backward in time to a previous moment. A

frame story is a story structure composed of a base story with smaller stories within it.
Lesson: Structure of Drama
Lesson Topic: Identify the parts of a script
Question 1:

Which of the following is an example of a drama?

a play

a textbook

a novel

a poem

Question 2:

What is the setting in this play?

Act I, Scene I

early in the morning at school

on the school bus in the afternoon

early in the morning in Kate's bedroom

Question 3:
Who is speaking in the blue portion of the script?

Mother

Kate's teacher

Kate

the bed
Question 4:

Which part of the script is in blue?

title

cast of characters

dialogue

setting
Question 5:

What is the setting of this play?

a pasture last spring

the lamb's pen

the wolf's dining room

a brook in the woods

Lesson Topic: Differentiate between scenes and acts in drama
Question 1:

Which is the correct organization for a script?

Act I
Scene 2
Scene 3
Act IV
Scene 5
Scene 6

Scene I
Act 1
Act 2
Scene 2
Act 1
Act 2

Act I
Scene 1
Scene 2
Act II
Scene 1
Scene 2
Scene 3

Question 2:

A woman travels back in time to visit a variety of different moments from her past.

Is this summary more likely to represent an act or a scene?

scene

act

Question 3:

Two elderly men engage in a rousing game of chess in the park.

Is this summary more likely to represent an act or a scene?

 act

scene

Question 4:

Which is longer, an act or a scene?

scene

neither

act

Question 5:

A school play tells the story of a a boy who builds a spaceship and travels to different planets within the galaxy.

Why would this play need to be broken into more than one scene?

The setting changes.

The dialogue changes.

All plays must have an intermission.

The actors change.

Lesson Topic: Understand the importance of dialogue in drama
Question 1:

Read the play excerpt below.

NATALIE: Calm down, Harry. We just need to make a plan.

HARRY: There's no time for plans! The aliens will reach Earth at any moment, and surely they will destroy
our planet when they realize how defenseless we are! We're doomed!

NATALIE: Let's talk to Professor Jenkins. I'm sure he'll know what to do.

What information does the dialogue reveal?

Check all that are true.

the title of the play

major events in the plot

the characters' emotions

the act and scene

Question 2:

ANYA: Always the same... [Puts her hair straight] I've lost all my hairpins... [She staggers as she walks.]
DUNYASHA: I don't know what to think about it. He loves me, he loves me so much!

ANYA: [Looks into her room; in a gentle voice] My room, my windows, as if I'd never gone away. I'm at home!
Tomorrow morning I'll get up and have a run in the garden... Oh, if I could only get to sleep! I didn't sleep the
whole journey, I was so bothered.

Based on Anya’s dialogue, what do we know about how she is feeling?

she is in love

she is bored

she is confused
 she is exhausted

Question 3:

ANYA: Always the same... [Puts her hair straight] I've lost all my hairpins... [She staggers as she walks.]
DUNYASHA: I don't know what to think about it. He loves me, he loves me so much!

ANYA: [Looks into her room; in a gentle voice] My room, my windows, as if I'd never gone away. I'm at home!
Tomorrow morning I'll get up and have a run in the garden... Oh, if I could only get to sleep! I didn't sleep the
whole journey, I was so bothered.

Based on the dialogue, what do we know about Anya's role in the plot of the play?

Anya has returned home after being away for a long time.

Anya is an old woman who has grown forgetful.

Anya is planning to get married soon.

Anya has returned from a long day at work.

Question 4:

ANYA: Always the same... [Puts her hair straight] I've lost all my hairpins... [She staggers as she walks.]
DUNYASHA: I don't know what to think about it. He loves me, he loves me so much!

ANYA: [Looks into her room; in a gentle voice] My room, my windows, as if I'd never gone away. I'm at home!
Tomorrow morning I'll get up and have a run in the garden... Oh, if I could only get to sleep! I didn't sleep the
whole journey, I was so bothered.

Based on the dialogue, what do we know about Dunyasha's relationship with Anya?

Dunyasha missed Anya while Anya was away from home.

Dunyasha is Anya's sister.

Dunyasha and Anya have been friends since they were little girls.

Dunyasha is too preoccupied with her own concerns to listen to Anya.

Question 5:

GAEV: I'll go on Tuesday. I'll talk with them about it again. So you see, we'll have three irons in the fire, and
we'll be safe. We'll pay up the interest. I'm certain. I swear on my honor, on anything you will, that the estate
will not be sold! [Excitedly] I swear on my happiness! Here's my hand. You may call me a dishonorable wretch
if I let it go to auction! I swear by all I am!
ANYA: [She is calm again and happy] How good and clever you are, uncle. [Embraces him] I'm happy now! I'm
happy! All's well!

Based on the dialogue, what do we know about how Anya is feeling?

She feels relieved.

She feels exhausted.

She feels dishonorable.

She feels frightened.

Lesson Topic: Understand stage directions in drama
Question 1:

Read the excerpt of a drama below. Based on the stage directions, what does Varya need to do?

[Enter VARYA, a bunch of keys on her belt.]

VARYA: Dunyasha, some coffee, quick. Mother wants some.

DUNYASHA: This minute. [Exit.]

-Adapted from The Cherry Orchard by Anton Chekhov

enter the stage

exit the stage

prepare coffee

drink coffee

Question 2:

Read the excerpt of a drama below. Based on the stage directions, what does Varya need to do?

VARYA: [Through her tears] I'd like to... [Shakes her fist.]

ANYA: [Embraces VARYA, softly] Varya, has he proposed to you? [VARYA shakes head] But he loves you...
Why don't you two make up your minds? Why do you keep on waiting?

-Adapted from The Cherry Orchard by Anton Chekhov

shake her head

cry

shake her fist

all of the above

Question 3:

Read the excerpt of a drama below. Based on the stage directions, what do we know about Varya's emotions?

VARYA: [Through her tears] I'd like to... [Shakes her fist.]

ANYA: [Embraces VARYA, softly] Varya, has he proposed to you? [VARYA shakes head] But he loves you...
Why don't you make up your minds? Why do you keep on waiting?

-Adapted from The Cherry Orchard by Anton Chekhov

She is very excited.

She is confused.

She is surprised.

She is very upset.

Question 4:

Read the excerpt of a drama below. Based on the stage directions, what do we know about how Yasha is
feeling?

DUNYASHA: [To YASHA] Still, it must be nice to live abroad.

YASHA: Yes, certainly. I cannot differ from you there. [Yawns.]

EPIKHODOV: That is perfectly natural. Abroad everything is in full complexity.

YASHA: That goes without saying.

-Adapted from The Cherry Orchard by Anton Chekhov

He is upset.

He is delighted.

He is tired.
 He is excited.

Question 5:

Read the excerpt of a drama below. Based on the stage directions, what might Gaev do while speaking his
lines?

LOPAKHIN: Up to now in the villages there were only the gentry and the labourers, and now the people who
live in villas have arrived. All towns now, even small ones, are surrounded by villas. And it's safe to say that in
twenty years' time the villa resident will be all over the place. At present he sits on his balcony and drinks tea,
but it may well come to pass that he'll begin to cultivate his patch of land, and then your cherry orchard will
be happy, rich, splendid...
GAEV: [Angry] What rot!

-Adapted from The Cherry Orchard by Anton Chekhov

shout

frown

glare at Lopakhin

all of the above

Lesson Topic: Differentiate between dialogue and stage directions in a drama
Question 1:

Read the drama excerpt below. Should the actor playing Ben read the blue portion aloud or simply act it out?

BEN: She does nothin' all day long now but sit and sew—and then she cries to herself without makin' no
noise. I've seen her.
THE STEWARD: Aye, I could hear her through the door a while back.

BEN [tiptoes over to the door and listens]: She's cryin' now.

-Adapted from Ile by Eugene O'Neill

read it aloud

act it out

Question 2:

Read the drama excerpt below. Should the actor playing the Mate read the blue portion aloud or simply act it
out?

KEENEY [impatiently]: Speak your say, Mr. Slocum.

MATE [unconsciously lowering his voice]: I'm afeard there'll be trouble with the hands by the look o'
things. They'll likely turn ugly, every blessed one o' them, if you don't put back. The two years they signed up
for is up to-day.

KEENEY: And d'you think you're tellin' me somethin' new, Mr. Slocum? I've felt it in the air this long time past.
D'you think I've not seen their ugly looks and the grudgin' way they worked?

-Adapted from Ile by Eugene O'Neill

read it aloud

act it out

Question 3:

Read the drama excerpt below. Should the actor playing Mrs. Keeney read the blue portion aloud or simply act
it out?
 KEENEY: It's too cold, Annie. You'd best stay below today. There's nothing to look at on deck—but ice.
MRS. KEENEY: I know—ice, ice, ice! But there's nothing to see down here but these walls.

[She makes a gesture of loathing.]

KEENEY: You can play the organ, Annie.

MRS. KEENEY [dully]: I hate the organ. It puts me in mind of home.

-Adapted from Ile by Eugene O'Neill

read it aloud

act it out

Question 4:

Read the drama excerpt below. Should the actor playing Keeney read the blue portion aloud or simply act it
out?

KEENEY: Annie!
MRS. KEENEY [dully]: Yes, David.

KEENEY: Me and Mr. Slocum has business to talk about—ship's business.

MRS. KEENEY: Very well, David.

-Adapted from Ile by Eugene O'Neill

read it aloud

act it out

Question 5:

Read the drama excerpt below. Should the actor playing Joe read the blue portion aloud or simply act it out?
KEENEY [furiously]: Tell 'em to go to—[checks himself and continues grimly] Tell 'em to come. I'll see 'em.
JOE: Aye, aye, sir.

[He goes out.]

-Adapted from Ile by Eugene O'Neill

read it aloud

act it out
Lesson Topic: Identify settings and setting descriptions
Question 1:

Read the play excerpt below.

A Night on the Town

Francine Oglethorpe
Simon Oglethorpe
Taxi Driver

Act I, scene i

SCENE: The Oglethorpe's Manhattan apartment. Tastefully decorated with modern furniture. SIMON is
seated in an armchair in the center of the stage. FRANCINE enters wearing an elegant evening gown.

FRANCINE: Are you going to get ready? The opera starts in an hour and I don't want to be late.

SIMON: Of course, of course. Let me finish this article first.

What is the setting of this scene?

a modern apartment

a city street

a taxi cab

a performance hall

Question 2:

Read the drama excerpt below. What is the setting of this play?

TIDES
By George Middleton
CHARACTERS
WILLIAM WHITE, a famous Internationalist
HILDA, his wife
WALLACE, their son
 SCENE: At the Whites'; spring, 1917. A simply furnished study. The walls are lined with bookshelves,
indicating, by their improvised quality, that they have been increased as occasion demanded. On these are
stacked, in addition to the books themselves, many files of papers, magazines, and "reports." The large
work-table, upon which rests a double student lamp and a telephone, is conspicuous. A leather couch with
pillows is opposite, pointing toward a doorway which leads into the living room. There is also a doorway in
back, which apparently opens on the hallway beyond. The room is comfortable in spite of its general
disorder: it is essentially the workshop of a busy man of public affairs. The strong sunlight of a spring day
comes in through the window, flooding the table.

a library in the afternoon

the seashore in the morning

the Whites' home in the spring of 1917

a park on a sunny day

Question 3:

Read the drama excerpt below. Based on the description provided, what additional information do you know
about the play?

TIDES
By George Middleton
CHARACTERS
WILLIAM WHITE, a famous Internationalist
HILDA, his wife
WALLACE, their son

SCENE: At the Whites'; spring, 1917. A simply furnished study. The walls are lined with bookshelves,
indicating, by their improvised quality, that they have been increased as occasion demanded. On these are
stacked, in addition to the books themselves, many files of papers, magazines, and "reports." The large
work-table, upon which rests a double student lamp and a telephone, is conspicuous. A leather couch with
pillows is opposite, pointing toward a doorway which leads into the living room. There is also a doorway in
back, which apparently opens on the hallway beyond. The room is comfortable in spite of its general
disorder: it is essentially the workshop of a busy man of public affairs. The strong sunlight of a spring day
comes in through the window, flooding the table.
 Hilda is an avid reader, but she is not very organized.

Wallace is a college student.

When the play begins, William, Hilda, and Wallace are onstage.

William White is very busy.

Question 4:

Read the drama excerpt below. What is the setting of this play?

RIDERS TO THE SEA

By J.M. Synge

CHARACTERS
MAURYA, an old woman
BARTLEY, her son
CATHLEEN, her daughter
NORA, a younger daughter

SCENE: An island off the West of Ireland. Cottage kitchen, with nets, oilskins, spinning-wheel, some new
boards standing by the wall, etc. CATHLEEN, a girl of about twenty, finishes kneading cake, and puts it down
in the pot-oven by the fire; then wipes her hands, and begins to spin at the wheel. NORA, a young girl, puts
her head in at the door.

NORA [in a low voice]: Where is she?

a tropical island near the Bahamas

a horse ranch near the ocean

a cozy bakery

a cottage kitchen on an island near Ireland

Question 5:

Read the drama excerpt below. Based on the description provided, what additional information do you know
about the play?
 RIDERS TO THE SEA
By J.M. Synge
CHARACTERS
MAURYA, an old woman
BARTLEY, her son
CATHLEEN, her daughter
NORA, a younger daughter

SCENE: An island off the West of Ireland. Cottage kitchen, with nets, oilskins, spinning-wheel, some new
boards standing by the wall, etc. CATHLEEN, a girl of about twenty, finishes kneading cake, and puts it down
in the pot-oven by the fire; then wipes her hands, and begins to spin at the wheel. NORA, a young girl, puts
her head in at the door.

NORA [in a low voice]: Where is she?

Nora is Cathleen's daughter.

Cathleen is a seamstress.

Cathleen and Nora are in the first scene of the play.

none of the above

Lesson Topic: Analyze plot structure in drama
Question 1:

You are reading a play that has three acts. Where would you most likely find the resolution?

Act I

Act II

Act III

all of the above

Question 2:

Read the play below. As you read, consider how each scene contributes to the overall plot structure.

The Trouble with Tofu

Characters
Margaret, a sixth grader
Angela, her new friend
Mr. and Mrs. Wilson, Angela's parents

Scene 1
[Margaret and Angela are eating lunch in the school cafeteria.]

Angela: How do you like school so far?

Margaret: I was a little nervous on my first day, but everyone has been really nice. I think I’m going to like it
here.

Angela: Do you want to come over to my house for a sleepover on Friday? I can introduce you to some of the
kids in my neighborhood.

Margaret: Yeah, that would be fun! I can’t wait!

Scene 2
[Friday afternoon. Margaret and Angela arrive at Angela’s house and set down their backpacks in the kitchen.]
Angela: Do you want a granola bar for a snack? We’ll probably have dinner in a few hours.

Margaret: [taking the granola bar] Thanks! These are my favorite!

Angela: I think we’re having tofu for dinner tonight. Mmmmm! It’s my favorite!

Margaret: [nervously] What’s that? It sounds kind of… weird.

Angela: [excitedly] It’s made from soybeans, and it’s really good. I promise!

Margaret: [worried, but trying to hide it] Oh, okay. I’m sure it will be great.

Angela: Come on, let me show you my pet turtle!

[The girls run off stage.]

Scene 3
[Later that evening, Margaret and the Wilson family sit down to dinner. Margaret picks at her food, afraid to try
the new dish. The Wilsons laugh as Mr. Wilson makes a joke.]

Mrs. Wilson: Margaret, is something wrong? You haven’t eaten anything.

Margaret: [shyly] It’s just that… I’ve never eaten tofu before. My family doesn’t eat food like this. We usually
have spaghetti and meatballs on Friday. My dad is a really good cook.

Angela: Don’t be afraid. Just give it a try!

[Margaret takes a hesitant bite, chews, and swallows. She pauses.]

Margaret: Actually, yeah, that is kind of good.

[She takes a bigger bite.]

Mmmm. This is really good!

 Mr. Wilson: See, tofu’s not so terrible after all!

Scene 4
[The next morning. Margaret has packed up her things and is about to go home.]

Angela: I’m so glad you came over. We should do this again sometime!

Margaret: Maybe next weekend you can come to my house!

Angela: Yeah, that sounds great.

[Margaret heads to the door, stops, and turns around.]

Margaret: Wait, one more thing. Can I get that recipe from your parents?

Question 3:

Which scene from this play contains the climax?

Scene 1

Scene 2

Scene 3

Scene 4

Question 4:

Which scene from this play contains the exposition?

Scene 1

Scene 2

Scene 3

Scene 4
Question 5:

Which scene from this play contains the resolution?

Scene 1

Scene 2

Scene 3

Scene 4
Lesson Topic: Analyze theme development in drama
Question 1:

A play has four acts. Where will the playwright most likely develop the theme of the play?

Act I

Act II

Act III

Act IV

all of the above

Question 2:

Read the play below. As you read, consider how the playwright develops a theme throughout the play.

Wilbert and the Wallet

Characters
Wilbert, a sixth grader
Antonio, his best friend
Melinda, an elderly woman

Scene 1
[Wilbert lies listlessly on the couch in his living room.]

Wilbert: I’m so bored. I wish I had something to do. My bicycle is broken and I’ve already beaten all my video
games.

[The phone rings. Wilbert jumps up and answers it.]

Hey, Antonio! [pause] Yeah, for sure. I’ll be right over.

Scene 2
[Wilbert is walking down the street on the way to his friend’s house. In the middle of the stage, he suddenly
stops to pick something up off the ground.]
Wilbert: What’s this? It’s a wallet.

[He opens the wallet and examines it.]

Wow, there’s a lot of money in here! Imagine what I could buy with all this!

[He looks up and down the street to see if there is anyone else nearby.]

Well, I guess I should take it with me. It looks like whoever dropped it is long gone.

Scene 3
[Moments later, in Antonio’s kitchen.]

Wilbert: I’m not sure what to do. I mean, I know I should do the right thing and return the wallet. But there’s a
ton of money in it.

Antonio: You have to find the owner and give it back. They might really need it.

Wilbert: Yeah, but I could really use that money right now. And how would I find them anyway?

Antonio: I know what to do!

[Antonio picks up a phone book.]

Antonio: See, by using the name on the driver’s license, we can easily find her in the phone book.

[He peers closely at the phone book.]

Right here! Melinda Klein.

[He picks up the phone, dials it, and hands it to Wilbert, who takes the phone apprehensively.]

Wilbert: Hello? [with more conviction] Hello, Mrs. Klein?

[Pause.]
 I believe I found your wallet earlier today. You must have dropped it.

[Pause. He smiles, embarrassed.]

Yes, of course. Would you like us to bring it over?

[Pause.]

Okay, see you soon.

Antonio: How did it go?

Wilbert: She seemed so relieved. It sounded like she had been crying earlier.

Antonio: We should probably get going then.

Wilbert: Yeah, let’s go.

[The boys exit the stage.]

Scene 4
[Outside Melinda Klein’s home. The woman waves goodbye to the two boys.]

Melinda: Thank you so much, boys! I don’t know what I would have done without you!

[She closes the door.]

Wilbert: You know what, Antonio? I think you were right. I’m glad I listened to you.

Antonio: I told you so!

[The two laugh and continue on their way.]

Question 3:

Which statement below best represents the theme of this play?

 It's important to do the right thing even though it's not always easy.

Always listen to your friends' advice.

Helping others always leads to a reward.

Be careful with your belongings because you might lose them.

Question 4:

Which piece of dialogue best reveals the theme?

I believe I found your wallet earlier today. You must have dropped it.

Well, I guess I should take it with me. It looks like whoever dropped it is long gone.

I'm not sure what to do. I mean, I know I should do the right thing and return the wallet.
But there's a ton of money in it.

Wow, there's a lot of money in here! Imagine what I could buy with all this!

Question 5:

How does Scene 2 contribute to the theme of the play?

In Scene 2, Wilbert comes to a realization.

In Scene 2, Wilbert struggles with a moral dilemma.

In Scene 2, Wilbert responds to a challenge.

In Scene 2, the playwright uses the setting to develop the theme.

Lesson: Structure of Poetry
Lesson Topic: Identify stanzas and lines within a poem
Question 1:

Read the poem below.

Softly in the gloaming

Flitting through the vale,
Fairy folk are roaming
Over hill and dale.

Pixies in the hollow,

Elves upon the height,
Let us follow, follow
Through the paling light.

Follow, all unbidden,

To the grassy glade
Wrapped around and hidden
In the forest shade.

Hark the elfin tinkle

Of their little lutes!
Mark the golden twinkle
Of their fairy flutes!

See them dancing, dancing,

While the silver moon
Tips their swiftly glancing
Little silver shoes!

Tripping, tripping lightly,

Where their footprints fall,
Look! the grass is brightly
Growing green and tall!

Springing close, unbroken,

 In a fairy ring,
For tomorrow's token
Of their frolicking!

-"Fairy Rings" by Evaleen Stein

Which of the following statements about this poem are true?

Check all that are true.

Each stanza in this poem has four lines.

This poem has seven stanzas.

This poem has 28 stanzas.

This poem has four stanzas.

Question 2:

Read the selection below. Is this an example of prose or poetry?

It was many and many a year ago, In a kingdom by the sea,

That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.

-From "Annabel Lee" by Edgar Allan Poe

prose

poetry

Question 3:

Read the poem excerpt below. Is the portion in blue a stanza or a line?

The sun was shining on the sea,

Shining with all his might:
He did his very best to make
The billows smooth and bright—
 And this was odd, because it was
The middle of the night.

The moon was shining sulkily,

Because she thought the sun
Had got no business to be there
After the day was done—
"It's very rude of him," she said,
"To come and spoil the fun!"

-From "The Walrus and the Carpenter" by Lewis Carroll

stanza

line

Question 4:

Read the poem excerpt below. Is the portion in blue a stanza or a line?

Like to the clear in highest sphere

Where all imperial glory shines,
Of selfsame color is her hair
Whether unfolded, or in twines:
Heigh ho, fair Rosaline!
Her eyes are sapphires set in snow,
Resembling heaven by every wink;
The Gods do fear whenas they glow,
And I do tremble when I think
Heigh ho, would she were mine!

-From "Rosaline" by Thomas Lodge

stanza

line
Question 5:
Read the poem below. How many stanzas does it contain?

How like a winter hath my absence been

From Thee, the pleasure of the fleeting year!
What freezings have I felt, what dark days seen,
What old December's bareness everywhere!

And yet this time removed was summer's time:

The teeming autumn, big with rich increase,
Bearing the wanton burden of the prime
Like widow'd wombs after their lords' decease:

Yet this abundant issue seem'd to me

But hope of orphans, and unfather'd fruit;
For summer and his pleasures wait on thee,
And, thou away, the very birds are mute;

Or if they sing, 'tis with so dull a cheer,

That leaves look pale, dreading the winter's near.

-"Sonnet 97" by William Shakespeare

three

four

twelve

fourteen
Lesson Topic: Differentiate between internal and end rhyme
Question 1:

Read the poem below. Does it contain end rhymes or internal rhymes?

I shot an arrow into the air,

It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow it in its flight.

I breathed a song into the air,

It fell to earth, I knew not where;
For who has sight so keen and strong
That it can follow the flight of song?

Long, long afterward, in an oak

I found the arrow, still unbroke;
And the song, from beginning to end,
I found again in the heart of a friend.

-"The Arrow and the Song" by Henry W. Longfellow

end rhymes

internal rhymes

both

Question 2:

Read the poem excerpt below. Does it contain end rhymes or internal rhymes?

Jenny and Me were engaged, you see,

On the eve of the Fancy Ball;
So a kiss or two was nothing to you
Or any one else at all.

-From "Pink Dominoes" by Rudyard Kipling

 end rhymes

internal rhymes

both

Question 3:

Read the poem excerpt below. Does it contain end rhymes or internal rhymes?

The stately homes of England!

How beautiful they stand,
Amidst their tall ancestral trees,
O'er all the pleasant land!
The deer across their greensward bound
Through shade and sunny gleam,
And the swan glides past them with the sound
Of some rejoicing stream.

-From "The Homes of England" by Felicia Hemans

end rhymes

internal rhymes

both

Question 4:

Read the poem excerpt below. Does it contain end rhymes or internal rhymes?

In mist or cloud, on mast or shroud,

It perched for vespers nine;
Whiles all the night, through fog-smoke white...

-From "The Rime of the Ancient Mariner" by Samuel Taylor Coleridge

end rhymes

internal rhymes

both
Question 5:

Read the poem excerpt below. Does it contain end rhymes or internal rhymes?

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping.

-From "The Raven" by Edgar Allan Poe

end rhymes

internal rhymes

both
Lesson Topic: Identify a poem’s rhyme scheme
Question 1:

Read the poem excerpt below. Which rhyme scheme best describes it?

O why should the spirit of mortal be proud?

Like a fast-flitting meteor, a fast-flying cloud,
A flash of the lightning, a break of the wave,
He passes from life to his rest in the grave.

-From "Mortality" by William Knox

ABAB

ABCD

AABB

ABCB

Question 2:

Read the poem excerpt below. Which rhyme scheme best describes it?

Bright shone the lists, blue bent the skies,

And the knights still hurried amain
To the tournament under the ladies' eyes,
Where the jousters were Heart and Brain.

-From "The Tournament" by Sidney Lanier

ABCD

ABCB

AABB

ABAB

Question 3:

Read the poem excerpt below. Which rhyme scheme best describes it?
 Says Hubert, "Look, how fast it pours!
I'm sure we can't go out of doors
While it is raining thus;
So let us in the nursery stay.

-From “Playing at Omnibus” by Anonymous

ABCB

ABCD

AABC

ABAB

Question 4:

Read the poem excerpt below. Which rhyme scheme best describes it?

When cats run home and light is come,

And dew is cold upon the ground,
And the far-off stream is dumb,
And the whirring sail goes round,
And the whirring sail goes round;
Alone and warming his five wits,
The white owl in the belfry sits.

-From “The Owl” by Alfred Tennyson

ABABABA

AABBCC

ABABBCC

ABCABC

Question 5:

Read the poem excerpt below. Which rhyme scheme best describes it?

"I'll tell you how the leaves came down,"

The great Tree to his children said:
"You're getting sleepy, Yellow and Brown,
Yes, very sleepy, little Red.
It is quite time to go to bed."

-From “How the Leaves Came Down” by Susan Coolidge

ABABA

ABABB

ABCAB

ABAAB
Lesson Topic: Identify and describe meter within a poem
Question 1:

Read the poem excerpt below. How many syllables are in the first line?

My heart leaps up when I behold

A rainbow in the sky;
So was it when my life began,
So is it now I am a man,
So be it when I shall grow old,
Or let me die!

-From "The Rainbow" by William Wordsworth

six

seven

eight

ten

Question 2:

Read the poem excerpt below. How many syllables are in the second line?

My heart leaps up when I behold

A rainbow in the sky;
So was it when my life began,
So is it now I am a man,
So be it when I shall grow old,
Or let me die!

-From "The Rainbow" by William Wordsworth

four

five

six
 seven

Question 3:

Read the poem excerpt below. How many syllables are in each line?

Blow, blow, thou winter wind,

Thou are not so unkind
As man's ingratitude;
Thy tooth is not so keen
Because thou are not seen,
Although thy breath be rude.

-From "Ingratitude" by William Shakespeare

five

six

ten

twelve

Question 4:

Read the poem excerpt below. How many syllables are in the third line?

The splendour falls on castle walls

And snowy summits old in story:
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying,
Blow, bugle; answer, echoes, dying, dying, dying.

-From "The Princess" by Alfred Lord Tennyson

five

six

seven
 eight

Question 5:

Read the poem excerpt below. How many syllables are in the fifth line?

The splendour falls on castle walls

And snowy summits old in story:
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow, bugle, blow, set the wild echoes flying,
Blow, bugle; answer, echoes, dying, dying, dying.

-From "The Princess" by Alfred Lord Tennyson

seven

eight

ten

eleven
Lesson Topic: Differentiate between lyric poetry and narrative poetry
Question 1:

Is this stanza more likely to represent lyric or narrative poetry?

The Walrus and the Carpenter

Were walking close at hand;
They wept like anything to see
Such quantities of sand:
"If this were only cleared away,"
They said, "it WOULD be grand!"

-From "The Walrus and the Carpenter" by Louis Carroll

lyric poetry

narrative poetry

Question 2:

Is this stanza more likely to represent lyric or narrative poetry?

Pansies, Lilies, Kingcups, Daisies,

Let them live upon their praises;
Long as there's a sun that sets
Primroses will have their glory;
Long as there are Violets,
They will have a place in story:
There's a flower that shall be mine,
'Tis the little Celandine.

-From "To the Small Celadine" by William Wordsworth

lyric poetry

narrative poetry

Question 3:

Is this stanza more likely to represent lyric or narrative poetry?

Shall I compare thee to a summer's day?

Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
 And summer's lease hath all too short a date.

-From “Sonnet 18” by William Shakespeare

lyric poetry

narrative poetry

Question 4:

Is this stanza more likely to represent lyric or narrative poetry?

And the silken sad uncertain rustling of each purple curtain

Thrilled me—filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
"'Tis some visitor entreating entrance at my chamber door
Some late visitor entreating entrance at my chamber door;—
This it is, and nothing more."

-From “The Raven” by Edgar Allan Poe

lyric poetry

narrative poetry

Question 5:

Is this stanza more likely to represent lyric or narrative poetry?

Once there was a little boy,

With curly hair and pleasant eye—
A boy who always told the truth,
And never, never told a lie.

-From “The Boy Who Never Told a Lie” by Anonymous

lyric poetry

narrative poetry
Lesson Topic: Analyze plot in narrative poetry
Question 1:

Read the poem below.

Two friends once were walking in sociable chat,

When a purse one espied on the ground;
"Oh, see!" said he, (thank my fortune for that,)
"What a large sum of money I've found!"

"Nay, do not say I" said his friend, "for you know
'Tis but friendship to share it with me;"
"I share it with you," said the other. "How so?
He who found it the owner should be."

"Be it so," said his friend, "but what sound do I hear?

'Stop thief!' one is calling to you;
He comes with a constable close in the rear!"
Said the other, "Oh, what shall we do?"

"Nay, do not say we," said his friend, "for you know
You claimed the sole right to the prize!
And since all the money was taken by you,
With you the dishonesty lies."

-"The Travellers and the Purse" by Marmaduke Park

Which part of the plot is represented by the stanza in blue?

exposition

rising action

climax

falling action

resolution
Question 2:
A poem has five stanzas. In which stanza would you most likely find the exposition?

one

two

three

four

five

Question 3:

Read the poem below. Which part of the plot is represented by the section in blue?

The Grasshopper, singing

All summer long,
Now found winter stinging,
And ceased in his song.
Not a morsel or crumb in his cupboard—
So he shivered, and ceased in his song.

Miss Ant was his neighbor;

To her he went:
"O, you're rich from labor,
And I've not a cent.
Lend me food, and I vow I'll return it,
Though at present I have not a cent."

The Ant's not a lender,

I must confess.
Her heart's far from tender
To one in distress.
So she said: "Pray, how passed you the summer,
That in winter you come to distress?"

"I sang through the summer,"

Grasshopper said.
"But now I am glummer
 Because I've no bread."
"So you sang!" sneered the Ant. "That relieves me.
Now it's winter--go dance for your bread!"

-"The Grasshopper and the Ant" by Jean de La Fontaine

exposition

rising action

climax

falling action

resolution

Question 4:

Read the poem below. Which part of the plot is represented by the section in blue?

The Grasshopper, singing

All summer long,
Now found winter stinging,
And ceased in his song.
Not a morsel or crumb in his cupboard—
So he shivered, and ceased in his song.

Miss Ant was his neighbor;

To her he went:
"O, you're rich from labor,
And I've not a cent.
Lend me food, and I vow I'll return it,
Though at present I have not a cent."

The Ant's not a lender,

I must confess.
Her heart's far from tender
To one in distress.
So she said: "Pray, how passed you the summer,
That in winter you come to distress?"
 "I sang through the summer,"
Grasshopper said.
"But now I am glummer
Because I've no bread."
"So you sang!" sneered the Ant. "That relieves me.
Now it's winter--go dance for your bread!

-"The Grasshopper and the Ant" by Jean de La Fontaine

exposition

rising action

climax

falling action

resolution

Question 5:

Read the poem below. Which part of the plot is represented by the stanza in blue?

Said a hare to a tortoise, "Good sir, what a while

You have been only crossing the way;
Why I really believe that to go half a mile,
You must travel two nights and a day."

"I am very contented," the creature replied,

"Though I walk but a tortoise's pace,
But if you think proper the point to decide,
We will run half a mile in a race."

"Very good," said the hare; said the tortoise, "Proceed,

And the fox shall decide who has won,"
Then the hare started off with incredible speed;
But the tortoise walk'd leisurely on.

"Come tortoise, friend tortoise, walk on," said the hare,

"Well, I shall stay here for my dinner;
Why, 'twill take you a month, at that rate, to get there,
Then how can you hope to be winner?"

But the tortoise could hear not a word that she said
For he was far distant behind;
So the hare felt secured while at leisure she fed,
And took a sound nap when she dined.

So at last this slow walker came up with the hare,

And there fast asleep did he spy her;
And he cunningly crept with such caution and care,
That she woke not, although he pass'd by her.

"Well now," thought the hare, when she open'd her eyes,
"For the race,—and I soon shall have done it;"
But who can describe her chagrin and surprise,
When she found that the tortoise had won it!

-"The Hare and the Tortoise" by Marmaduke Park

exposition

rising action

climax

falling action

resolution
Lesson Topic: Analyze setting in narrative poems
Question 1:

Read the poem below.

Out walking in the frozen swamp one gray day, 1

I paused and said, 'I will turn back from here.

No, I will go on farther—and we shall see.'
The hard snow held me, save where now and then

One foot went through. The view was all in lines 5

Straight up and down of tall slim trees

Too much alike to mark or name a place by
So as to say for certain I was here
Or somewhere else: I was just far from home.

A small bird flew before me. He was careful 10

To put a tree between us when he lighted,

And say no word to tell me who he was
Who was so foolish as to think what he thought.
He thought that I was after him for a feather—

The white one in his tail; like one who takes 15

Everything said as personal to himself.

One flight out sideways would have undeceived him.
And then there was a pile of wood for which
I forgot him and let his little fear

Carry him off the way I might have gone, 20

Without so much as wishing him good-night.

He went behind it to make his last stand.
It was a cord of maple, cut and split
And piled—and measured, four by four by eight.

And not another like it could I see. 25

No runner tracks in this year's snow looped near it.

And it was older sure than this year's cutting,
Or even last year's or the year's before.
The wood was gray and the bark warping off it

And the pile somewhat sunken. Clematis 30

Had wound strings round and round it like a bundle.

 What held it though on one side was a tree
Still growing, and on one a stake and prop,
These latter about to fall. I thought that only
Someone who lived in turning to fresh

tasks 35

Could so forget his handiwork on which

He spent himself, the labor of his ax,
And leave it there far from a useful fireplace
To warm the frozen swamp as best it could
With the slow smokeless burning of

decay. 40

-"The Wood-pile" by Robert Frost

Which lines give the best hints as to the setting of the poem?

lines 1-10

lines 11-20

lines 21-30

lines 31-40

Question 2:

Read the poem below. What is the setting of the poem?

I.
Bright shone the lists, blue bent the skies,
And the knights still hurried amain
To the tournament under the ladies' eyes,
Where the jousters were Heart and Brain.

II.
Flourished the trumpets, entered Heart,
A youth in crimson and gold;
Flourished again; Brain stood apart,
Steel-armoured, dark and cold.
 III.
Heart's palfrey caracoled gaily round,
Heart tra-li-ra'd merrily;
But Brain sat still, with never a sound,
So cynical-calm was he.

IV.
Heart's helmet-crest bore favours three
From his lady's white hand caught;
While Brain wore a plumeless casque; not he
Or favour gave or sought.

V.
The trumpet blew; Heart shot a glance
To catch his lady's eye.
But Brain gazed straight ahead, his lance
To aim more faithfully.

VI.
They charged, they struck; both fell, both bled;
Brain rose again, ungloved;
Heart, dying, smiled and faintly said,
"My love to my beloved."

-"The Tournament" by Sidney Lanier.

a jousting competition

a concert

a college sporting event

an academic competition

Question 3:

Read the poem below. During which time period does it most likely take place?
I.
Bright shone the lists, blue bent the skies,
And the knights still hurried amain
To the tournament under the ladies' eyes,
Where the jousters were Heart and Brain.

II.
Flourished the trumpets, entered Heart,
A youth in crimson and gold;
Flourished again; Brain stood apart,
Steel-armoured, dark and cold.

III.
Heart's palfrey caracoled gaily round,
Heart tra-li-ra'd merrily;
But Brain sat still, with never a sound,
So cynical-calm was he.

IV.
Heart's helmet-crest bore favours three
From his lady's white hand caught;
While Brain wore a plumeless casque; not he
Or favour gave or sought.

V.
The trumpet blew; Heart shot a glance
To catch his lady's eye.
But Brain gazed straight ahead, his lance
To aim more faithfully.

VI.
They charged, they struck; both fell, both bled;
Brain rose again, ungloved;
Heart, dying, smiled and faintly said,
"My love to my beloved."
 -"The Tournament" by Sidney Lanier.

present day

the distant future

medieval times

prehistoric times

Question 4:

Read the poem below. Why might the author choose this particular setting for this poem?

I.
Bright shone the lists, blue bent the skies,
And the knights still hurried amain
To the tournament under the ladies' eyes,
Where the jousters were Heart and Brain.

II.
Flourished the trumpets, entered Heart,
A youth in crimson and gold;
Flourished again; Brain stood apart,
Steel-armoured, dark and cold.

III.
Heart's palfrey caracoled gaily round,
Heart tra-li-ra'd merrily;
But Brain sat still, with never a sound,
So cynical-calm was he.

IV.
Heart's helmet-crest bore favours three
From his lady's white hand caught;
While Brain wore a plumeless casque; not he
Or favour gave or sought.

V.
 The trumpet blew; Heart shot a glance
To catch his lady's eye.
But Brain gazed straight ahead, his lance
To aim more faithfully.

VI.
They charged, they struck; both fell, both bled;
Brain rose again, ungloved;
Heart, dying, smiled and faintly said,
"My love to my beloved."

-"The Tournament" by Sidney Lanier.

to highlight the old-fashioned nature of courtship

to demonstrate the entertaining aspects of love

to showcase the theatrical aspects of jousting

to emphasize the conflict between Brain and Heart

Question 5:

Read the poem below. What is the setting of this poem?

Wild was the night, yet a wilder night

Hung round the soldier's pillow;
In his bosom there waged a fiercer fight
Than the fight on the wrathful billow.

A few fond mourners were kneeling by,

The few that his stern heart cherished;
They knew, by his glazed and unearthly eye,
That life had nearly perished.

They knew by his awful and kingly look,

By the order hastily spoken,
That he dreamed of days when the nations shook,
And the nations' hosts were broken.
He dreamed that the Frenchman's sword still slew,
And triumphed the Frenchman's eagle,
And the struggling Austrian fled anew,
Like the hare before the beagle.

Over Egypt's sands, over Alpine snows,

At the pyramids, at the mountain,
Where the wave of the lordly Danube flows,
And by the Italian fountain,

On the snowy cliffs where mountain streams

Dash by the Switzer's dwelling,
He led again, in his dying dreams,
His hosts, the proud earth quelling.

He died at the close of that darksome day,

A day that shall live in story;
In the rocky land they placed his clay,
"And left him alone with his glory."

-Adapted from “The Death of Napoleon” by Isaac McClellan.

a battle

the Alps in winter

a desert in Egypt

a soldier's deathbed
Lesson Topic: Analyze theme in narrative poems
Question 1:

Read the poem below.

Two friends once were walking in sociable chat,

When a purse one espied on the ground;
"Oh, see!" said he, (thank my fortune for that,)
"What a large sum of money I've found!"

"Nay, do not say I," said his friend, "for you know,
'Tis but friendship to share it with me;"
"I share it with you," said the other. "How so?
He who found it the owner should be."

"Be it so," said his friend, "but what sound do I hear?

'Stop thief!' one is calling to you;
He comes with a constable close in the rear!"
Said the other, "Oh, what shall we do?"

"Nay, do not say we," said his friend, "for you know
You claimed the sole right to the prize!
And since all the money was taken by you,
With you the dishonesty lies."

-"The Travellers and the Purse" by Marmaduke Park

How does the second stanza contribute to the theme of the poem?

The characters encounter a conflict.

The characters respond to a challenge.

The characters grow and change.

all of the above

Question 2:

Read the poem below. As you read, think about the ways in which the theme is developed throughout the
 poem.

"The Road Not Taken"

by Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I —
I took the one less traveled by,
And that has made all the difference.

Question 3:

Which of the following is most likely the theme of the poem?

the beauty of nature

change and acceptance

man's weakness

choices and indecision

Question 4:

How does the first stanza contribute to the theme of the poem?

The narrator encounters a conflict.

The narrator responds to a challenge.

The narrator grows and changes.

all of the above

Question 5:

How does the setting contribute to the theme of the poem?

The forest setting highlights the potential dangers of the narrator's decision.

The forest setting emphasizes the beauty of the natural world.

The similarity of the two paths makes the narrator's decision more complicated.

The striking differences between the two paths make the narrator's decision more
complicated.
Lesson: Point of View
Lesson Topic: Determine the identity of the narrator
Question 1:

Identify the narrator in the passage below.

Mike

Lisa

Will

Grandma Betsy

The narrator is not a character in this passage.

Question 2:

Identify the narrator in the passage below.

Mom
 Mr. Carl

Angela

Larry

The narrator is not a character in this passage.

Question 3:

Identify the narrator in the passage below.

Katie

Ben

Julie

Mrs. Wilson

The narrator is not a character in this passage.

Question 4:

Identify the narrator in the passage below.

 George

George's dad

George's robot

The narrator is not a character in this passage.

Question 5:

Identify the narrator in the passage below.

Mr. Henderson

Alex

Janice

Lucy

The narrator is not a character in this passage.

Lesson Topic: Identify first-person point of view
Question 1:

Read the passage below. Choose the section that best shows that the passage is written in the first-person.

the portal that would send me back to planet Earth

the monster (or whatever it was) came on

looking like fish in an aquarium that had been randomly set

its gaping, tooth filled mouth

Question 2:

Read the passage below. Choose the section that best shows that the passage is written in the first-person.

it was immediately evident that something was bothering him

 Marco was the heart of the school. He had founded dozens of clubs

When Marco burst into the room

The Fightin' Abe Lincolns! That was us. Marco wore stilts

Question 3:

Which sentence is written in first-person point of view?

While Dot and Cynthia played around on their phones, I was busy actually working on the
project.

The young child ran through the pigeon-filled plaza, causing the birds to take flight in fear.

Hera was so disgusted by her deformed son Hephaestus that she threw him off Mount
Olympus, home of the Greek gods.

You have no idea what surprises are in for you once you cross this magic threshold.

Question 4:

Which sentence is written in first-person point of view?

My sister and parents are all diehard football fans, but I hardly even know the rules of the
game.

Trains brought tons of coal to the massive power plant every week so that the city would
not have any black outs.

You named your dog, Ian, after the singer of an influential band from the late 1970s.

Llewellyn's family supported him as best they could when he was preparing for the final
exams to become a doctor.

Question 5:

Which sentence is written in first-person point of view?

The vibrant green shoots of grass were the first sign that spring was finally on its way.

While Kat ran around to see if the back door was unlocked, Marcy tried to get her broken
key out of the lock.

The defeated army waited in its camp, nursing both its physical and its psychological
wounds.
My car might be old, but it runs better than any car made today, because I make sure to
take good care of it.
Lesson Topic: Identify second-person point of view
Question 1:

Which of the following sentences is written in a second-person point of view?

They are exhausted at the end of the marathon.

She is studying to become a doctor.

We bake a cake for our mother's birthday.

When you reach his address, ring the doorbell.

Question 2:

Which of the following sentences is written in a second-person point of view?

You should eat a variety of fruits and vegetables every day.

They spent the weekend camping in the mountains.

He visited a tropical island during his vacation.

We need to study before our Spanish exam.

Question 3:

Which of the following sentences is written in a second-person point of view?

Mix three cups of flour and one cup of sugar.

This restaurant makes the best spaghetti.

The jigsaw puzzle was missing several pieces.

The lost dog wandered through the neighborhood.

Question 4:

Read the passage below. Which phrase provides a clue that the passage is written in the second-person point
of view?
 The animal disappears

You hear a strange noise

They said it was too hot

There are no buildings

Question 5:

Read the passage below. Which phrase provides a clue that the passage is written in the second-person point
of view?

the teacher passes out test booklets

It's a typical day

you return to class

Everyone is laughing
Lesson Topic: Identify third-person point of view
Question 1:

Which sentence below is written in the third-person point of view?

I was careful to sort my recycling before setting it out to be collected.

He hoped that school would be cancelled due to the weather.

You are walking through a dark and creepy castle.

I looked forward to earning my driver's license.

Question 2:

Which sentence below is written in the third-person point of view?

For daylight savings, I set all my clocks forward.

They warmed up by the campfire and unpacked their supplies.

We saved up our money to buy tickets for the concert.

You need to walk the dog at least twice per day.

Question 3:

Which sentence below is written in the third-person point of view?

Luis helped his grandmother wash the dishes.

Can you help me with the homework?

I can't decide which book to read next.

In my family, we usually eat dinner late in the evening.

Question 4:

Read the passage below. Choose the section that best shows that the passage is written in the third-person
point of view.

Sunday morning was

 Wearing at thick flannel robe

a pot of coffee

he could enjoy

Question 5:

Read the passage below. Choose the section that best shows that the passage is written in the third-person
point of view.

In only a few hours

the beach had become filled

The air was hot

they didn't think

Lesson Topic: Distinguish between third-person limited/omniscient points of view
Question 1:

Is the following passage written in the third-person limited or third-person omniscient?

third-person limited

third-person omniscient

Question 2:

Is the following passage written in the third-person limited or the third-person omniscient?

third-person limited

third-person omniscient

Question 3:

Which passage uses third-person limited point of view?

I hoped that she would come to the movies with us over the weekend. There was a new
horror movie that we all wanted to see.

I can always count on Mario to help me out with my chores. He's one of the most
dependable people I know.

Gerald hoped he would win the Student of the Week competition, but Carla was already
scheming to take home the prize.

Stacy scratched her cat behind his ears and wondered what he might be thinking.
Question 4:

Which passage uses third-person limited point of view?

We tried to unlock the door with the old skeleton key, but when we placed it in the keyhole,
it wouldn't turn.

Jason worried that his wife wouldn't like his new haircut, but she was too distracted by her
own thoughts to even notice it.

Although everyone at the party was too polite to mention it, they all noticed that the host
looked unwell.

When he blew out the candles on his birthday cake, Jake made a silent wish for a new
skateboard. He hoped his aunt had bought him one.

Question 5:

Which passage uses third-person omniscient point of view?

Matt made sure to bring extra pencils for the test. He figured that other students might
forget theirs.

Phillip thought he was being helpful when he gave Parker the answer, but Parker was
annoyed that he hadn't had a chance to solve the problem himself.

Barbara wasn't sure if her sister would like the present she bought for her, but she did her
best to find something thoughtful.

Connie walked into her boss's office nervously, wondering what the meeting would be
about.
Lesson Topic: Identify all points of view
Question 1:

Identify the point of view of the passage below.

first-person

second-person

third-person limited

third-person omniscient

Question 2:

Identify the point of view of the passage below.

first-person

second-person

third-person limited

third-person omniscient

Question 3:

Identify the point of view of the passage below.

 first-person

second-person

third-person limited

third-person omniscient

Question 4:

Identify the point of view of the passage below.

first-person

second-person

third-person limited

third-person omniscient

Question 5:

Identify the point of view of the passage below.

first-person

second-person

third-person limited

third-person omniscient
Lesson Topic: Determine the speaker
Question 1:

Who is the speaker in the highlighted portion of the passage below?

Eric

Jenna

Question 2:

Who is the speaker in the highlighted portion of the passage below?

the mother

Anna

the father

Caitlin

Question 3:

Who is the speaker in the highlighted portion of the passage below?

 Francis

Kenny

Henry

Claire

Question 4:

Who is the speaker in the highlighted portion of the passage below?

Sarah

Torey

Nancy

Ira

Question 5:

Who is the speaker in the highlighted portion of the passage below?

Keith

Andre

Luke

the sisters
Lesson: Authors and Narrator
Lesson Topic: Distinguish the author from the narrator
Question 1:

Read the excerpt.

"Draw down the blind, Jim," whispered my mother; "they might come and watch outside. And now," said
she when I had done so, "we have to get the key off THAT; and who's to touch it, I should like to know!" and
she gave a kind of sob as she said the words.
I went down on my knees at once. On the floor close to his hand there was a little round of paper,
blackened on the one side. I could not doubt that this was the BLACK SPOT; and taking it up, I found written
on the other side, in a very good, clear hand, this short message: "You have till ten tonight."
"He had till ten, Mother," said I; and just as I said it, our old clock began striking. This sudden noise
startled us shockingly; but the news was good, for it was only six.
"Now, Jim," she said, "that key."
I felt in his pockets, one after another. A few small coins, a thimble, and some thread and big needles, a
piece of pigtail tobacco bitten away at the end, his gully with the crooked handle, a pocket compass, and a
tinder box were all that they contained, and I began to despair.

-Treasure Island by Robert Louis Stevenson

Identify the narrator in the excerpt above.

Jim

Robert Louis Stevenson

third-person narrator

mother

Question 2:
Question 3:

Identify the author in the passage below.

Rikki-tikki-tavi

Darzee

Chuchundra

Rudyard Kipling
Question 4:

Identify the narrator in the passage below.

Anna Sewell

a third person narrator

a horse

It is impossible to tell.

Question 5:

Identify the narrator in the passage below.

Oscar

Jenna

Ryan

a third person narrator

Lesson Topic: Determine authorial bias
Question 1:

Read the passage below.

Pesticides should not be used on fields where children play. Children spend more time outdoors on grass,
playing fields, and play equipment where pesticides may be present. Children can be exposed to pesticides
through skin contact, inhalation, and ingestion. Young, developing systems are less able to excrete these
pollutants from their bodies compared to adults.

Which bias is the author most likely to have?

The author may be biased against the use of pesticides.

The author may be in favor of children spending more time outdoors.

The author may be biased in favor of using pesticides on fields where children play.

The author may be in favor of washing pesticides off play equipment.

The author does not appear to have any biases.

Question 2:

Read the author biography below. Which bias is the author most likely to have?

She may be biased in favor of Sports Weekly.

She may be biased against teams from Michigan.

She may be biased in favor of better funding for education.

She may be biased in favor of her college football team.

This author does not appear to have any biases.

Question 3:

Read the author biography below. Which bias is the author most likely to have?

He may be biased against British colonialism.

He may be biased in favor of setting stories in Great Britain.

He may be biased in favor of setting stories in India.

He may be biased against child protagonists.

He does not appear to have any biases.

Question 4:

Read the author biography below. Which bias is the author most likely to have?

He may be biased in favor of giving to charity.

He may be biased against helping the homeless.

He may be biased in favor of a law to promote small businesses.

He may be biased in favor of government housing assistance.

This author does not appear to have any biases.

Question 5:

Read the passage below. Which bias is the author most likely to have?

The author may be biased against hunting.

The author may be biased in favor of hunting.

The author may be biased in favor of the right to bear arms.

The author may be biased in favor of protecting the environment.

This author does not appear to have any biases.

Lesson Topic: Consider how authorial bias impacts writing
Question 1:

Read the author's biography below.

Sean Walker is a farmer in Western Massachusetts. Massachusetts has a short growing season due to
the extremes in temperature. July to September, when strawberries are plentiful, Sean sells his strawberries
fresh. In the cooler months, he cans and creates strawberry jam to sell at farmers markets throughout the
state.

Which passage would most likely be written by that author based on his bias?

I liked going to the grocery store with my grandmother. I always asked grandma to
purchase grape jam. She put just the right amount on my toast each morning. It was my
favorite thing to eat for breakfast each morning.

Liam hated the potent taste of strawberries. The little, pesky seeds always got stuck in his
teeth. Each time he tried one, he always got a mushy, squishy one. His tongue began to
repel strawberries.

Jamal's family enjoyed visiting New York's farmers market in the winter to try different
foods. His favorite item to purchase was fresh apple sauce.

I have the best summer job picking strawberries. I pick baskets and baskets full of the fruit
to be sold at the farmers market. If I get hungry while I'm working, I can just eat a few
strawberries to keep me going until lunch.

Question 2:

Read the author's biography below. Which passage would most likely be written by that author based on his
bias?

As Tommy and Jordan approached the end of the block, they were surprised by the
appearance of a large scruffy dog. The dog paced back and forth, warning them not to
enter his yard. Tommy and Jordan crossed the street and carefully avoided him.
 The old man lived alone in a run-down house on top of a steep hill. No one ever went to
visit him, and he rarely came to town. Occasionally, passersby would hear his dog
howling, but they never ventured closer. No one even knew the man's name.

When she saw the dog shivering in the cold, she knew that she couldn't ignore it. The kind
woman took in the helpless animal and fed it. Although she couldn't take care of him
herself, she could give him a place to stay for a few days as she looked for someone who
would be willing to adopt him.

Mr. Barge liked to keep his house nice and neat. He made all of his visitors take off their
shoes when they walked in the door, and he did not allow any horseplay. He completed all
of his chores thoroughly and on-schedule. This allowed Mr. Barge to enjoy a trouble-free
life without any messes.

Question 3:

Read the author's biography below. Which passage would most likely be written by that author based on her
bias?

When Rebecca got home from work, she was exhausted and hungry. She turned on the
radio and rummaged through the refrigerator to find something for dinner.

As I lay in bed sleeping that Sunday morning, a sudden noise woke me up. It was my
neighbor, blaring his classical music again.

When the music began, the boy was filled with joy and wonder. The notes lifted him up
and eased all of his worries.

The teacher informed the students that they would need to complete twenty multiplication
problems for homework that night in order to prepare for the test.

Question 4:

Read the author's biography below. Which passage would most likely be written by that author based on his
bias?
 Ryan set the groceries down on the table next to a stack of musty old books and a bowl of
fresh fruit.

The girl selected a slim book from the library shelf. She opened it eagerly, excited to
uncover the secrets it contained.

Our teacher recommended a few books to help with our reports, but I knew it would be
much easier to find information on the computer.

Next to the public library was a tiny diner where Pat liked to go on the weekend. They
served the best breakfast in town.

Question 5:

Read the author's biography below. Which passage would most likely be written by that author based on her
bias?

The girls had an awesome weekend, munching on potato chips and candy. They watched
movies nonstop, and only left the couch to grab more soda pop.

The old woman's cough was getting worse, so she decided to see a doctor. She hated
going to the doctor, but she knew that she needed to do it.

The jury featured a variety of people, including a businesswoman, a doctor, and an artist.
All of them were interested to learn what the case would be about.

After his morning bike ride, Jake was hungry, so he went to the kitchen for a snack. There,
he drank a glass of cold milk and ate a crisp green apple. He felt great.
Lesson: Developing the Narrator's Perspective
Lesson Topic: Determine the narrator's perspective
Question 1:

Read the passage below. Which word best describes the narrator's feelings toward the place that he visits?

joy

shock

fear

boredom

Question 2:

Read the passage below. What does the narrator think about the man?

He is disgusted by him.
 He is confused by him.

He is angered by him.

He is bored by him.

Question 3:

Read the passage below. Which phrase supports the claim that the narrator feels uncomfortable?

we waited

state of nervous tension

within a few feet of me

ray of light

Question 4:

Read the passage below. Which phrase supports the claim that the narrator is excited to discover new things?

isle was uninhabited

deadly enemy
 joy of exploration

the famous rattle

Question 5:

Read the passage below. Which phrase supports the claim that the narrator is concerned about the bull hurting
him?

watched the bull

just as I had dreaded

a thought came to the bull's eye

he started to climb the tree

Lesson Topic: Determine the protagonist's perspective
Question 1:

Read the passage below. What are the protagonist's feelings toward his failure to escape?

regret

fear

joy

indifference

Question 2:

Read the passage below. What does the king think about his huntsmen's work?

He is embarrassed.

He is hungry.

He is frightened.
 He is pleased.

Question 3:

Read the passage below. Which phrase supports the claim that Dorian feels proud of his portrait?

passed listlessly

motionless and in wonder

made no answer

recognized himself

Question 4:

Read the passage below. Which phrase supports the claim that Mary feels sad?

During the confusion

people were ill

in the nursery

cried and slept

Question 5:

Read the passage below. Which phrase supports the claim that Dorothy is afraid?

heart beat fast

dried branches and dead leaves

not at all good

deep growl
Lesson Topic: Determine how the author develops the narrator’s or protagonist’s perspective
Question 1:

Read the following short story. As you read, consider the perspectives and biases of the characters. Do they
change? If so, what causes them to change?

Sushi
By Peter Rhomberg

It was my first day at the new school, and I was about as nervous as I could be. My mom had to move a lot
for her work, so my dad and I ended up following her all over the world. On the one hand, it was cool that I was
usually the only person in my class to have seen the Louvre in Paris and Mt. Fuji in Japan. But on the other
hand, having to move every few months, and never being able to make friends was really difficult.
My teacher, an old man named Mr. Kropp, welcomed me warmly. He reminded me a lot of Santa Clause –
big, bearded, with a red face and a hearty laugh. Mr. Kropp asked me to introduce myself to the class.
“Hello. Um.” I paused as the eyes of my new classmates stared at me. How long would I even know these
people for? Could I even become friends with any of them? “Um, so my name’s Kendra. I just moved here from
Okinawa, Tokyo. But I was born in St. Louis. My favorite color is green, and my favorite food is sushi… I guess
that’s it.”
A kid in the back of the class with the largest afro I had ever seen raised his hand. “What’s sushi?”
“Raw fish.”
The entire class made a noise of disgust. Guess sushi wasn’t all that popular here. I always felt so awkward
talking about myself. I just bet that the kid who asked that question now thought I was a weirdo. There went my
chances to make friends. I had totally blown it in the first five minutes. That must be some kind of record.

The rest of the morning passed much as any other first day did. Mr. Kropp tried to make me feel
comfortable, but it’s always hard to start at a new school halfway through the school year. Everyone knows
each other, and you’re just an outsider.
At lunch, the kid who asked the sushi question and a couple of his friends sat down next to me. His hair was
even bigger than it was in class. “Hey, Fish-girl!” he said, but I couldn’t tell if he was being mean or friendly.
“I’m Jayson, this is Cara, and the dork in the glasses is Eric.”
“Hey, you’re the dork!” said Eric. None of them looked like dorks. None of them looked like anything special,
really. They looked like kids I had met at dozens of schools in the last few years. Moving around so much, you
realize that most people are the same.
“So, Fish-girl, mind if we sit down, eat lunch with you?” asked Jayson.
“Yeah, that’s fine. And my name is Kendra,” I mumbled.
A huge grin came over Jayson’s face. “Great!” Jayson sat next to me, and the other two sat across from us.
They had sandwiches, but my dad had packed me leftover soup from last night. As we ate, I could feel the
other three watching me.
Finally, Cara asked me, “So why would you ever eat raw fish? Isn’t it slimy and gross?”
I paused. I had never really thought about it. “I don’t know… I’ve moved around a lot with my family, so I
guess I’m used to eating whatever’s popular where we live. I just moved from Japan, and they love sushi there.
I guess I never thought it was strange, since everyone else was eating it. Now the time I tried escargot in
France, that was strange.” I giggled. “And gross.”
The other three just stared at me. Eric asked, “What’s ex-cargo?”
“Not ex-cargo, escargot. It’s the French word for…” I paused. If they were grossed out by sushi, I couldn’t
imagine their reactions when I told them. “… snail.”
“Ugh!”
“Gross!”
“Oh man, why would you eat THAT?”
I grinned. People always reacted the same way. But these three seemed genuinely interested in the
weirdness of the food. I hadn’t met very many kids who would have come up and sat down next to me on my
first day like this. And the fact that they weren’t running away when I mentioned eating cooked snails was very
unusual. I felt a glimmer of hope.

That night I had an idea.

“Hey, Dad? Can we make sushi for my lunch tomorrow? I met some kids at school who were interested in
trying some.”
My dad raised his eyebrow. He always did this when something interested him. He ran his head over his
shaved head. “Well, well, well. Made some friends already, have you? I’m proud of you! Took you long enough
at your last school!”
“Dad!”
He laughed. “Sure, we can make some sushi for you tomorrow. I’ll give Mom a call, and have her pick up
the seaweed from the store on the way home. Meanwhile, you’re cooking the rice.”
“Thanks, Dad.”

The next day at lunch, Jayson, Cara, and Eric sat with me again. This time, I was the last person to open
my lunchbox.
“What the heck are those?” asked Eric when he saw the tightly wrapped sushi rolls. My dad and I had taken
avocado, salmon, and rice and wrapped it tightly in a piece of dried seaweed. In a small bowl I had packed
some soy sauce, and in another bowl I had put a tiny piece of spicy green wasabi.
“This is… sushi. And I brought enough to share.”
I spent the rest of lunch convincing them to try a piece. I taught them how to dip it in the soy sauce and—if
they were brave—how to put the tiniest bit of wasabi on the top of the roll before they popped the sushi into
 their mouths.
“Wow,” said Cara as her eyes watered from the wasabi. “This spicy stuff is so hot it’s making the top of my
head cold!”
“But it’s actually really good. You know, for raw fish,” said Jayson right before he popped another roll into
his mouth.

As I walked home that afternoon, I realized something. My new friends had learned something important
about broadening their horizons. And I had learned it wasn’t that difficult to make new friends as it used to be. I
just needed to be myself.

Question 2:

Read the following short story. Then, use the story to answer five questions about the protagonist's
perspective.

Melody in the Workhouse

By Peter Rhomberg

Melody awoke with a start as a whistle screeched in the distance. She sprang off the hard bed in her dark
room and dressed quickly. Within minutes she was with the other students as they stood in line in front of the
cafeteria. The sky was just beginning to brighten with the rosy glow of dawn.
Madame Flint walked slowly down the row of girls, inspecting them. Madame Flint did not tolerate bad
posture or uncleanliness among the orphans in her charge. Melody felt Madame Flint’s hard eyes scanning her
from her head (covered in a sensible hat) all the way down to her boots (which had been shined just last night).
The older woman nodded in satisfaction and said in a high, nasal voice, “You girls could look to Melody for
an example. Her dress is pressed, her shoes shined, and she stands straight, as a proper young lady should!”
While she smiled on the outside, Melody inwardly groaned. The only thing worse than a reprimand from
Madame Flint was praise. Now, the other girls would glare at her all day and make her life more difficult.
Another whistle blew, and the doors to the cafeteria opened. The girls marched in, grabbed a wooden bowl
and spoon, and formed a line in front of Mr. Gambon, the cook. He poured a generous helping of thin oatmeal
into each bowl and gave the girls an apple and a tin mug of coffee to complete their breakfast. Melody and the
other girls ate quickly and in silence, and Melody could already feel the eyes of the other girls on her back.
The third whistle of the day screamed, signaling that it was time to begin work. The girls stood and marched
down the hall to the workshop. Here, they spent 10 hours a day doing manual labor. Madame Flint said it paid
for their food, clothes, and lodging and gave them valuable skills. Melody thought it was just Madame Flint’s
way of making money off the orphans the government had put her in charge of.
Today, they were sewing buttons onto trousers. Each girl sat at a low stool around a central table. On each
stool were spools of thread, a collection of needles, and a thimble. On the table was the largest pile of pants
Melody had ever seen. She chose and cleared a stool, sat down, and began sewing.
Madame Flint came in every fifteen minutes to consult with Miss Krenshaw, the overseer, and to inspect the
girl’s work. She pulled completed pants from the bucket where they had been carefully placed and inspected
the buttons. Often, she would criticize one of the girl's work loud enough for the whole shop to hear.
When she came to Melody’s work, she gasped. “This is the best work I have seen yet, Melody. Keep up the
excellent work! You others, look at the quality and skill of Melody’s stitching. You could learn much from her
example!”
It was the second time that Madame Flint had publicly praised her, and Melody could feel the anger and
frustration coming from the other girls in the shop. Soon, she was noticing small things happening. The pile of
pants in front of her quickly became further away from her than anyone else. Her needles disappeared. The
buttons she got became worse and worse, until one broke in her hand.
Melody felt tears rise in her eyes but forced herself to keep working. She would not allow the other girls the
satisfaction of seeing her cry. Why was Madame Flint tormenting her so? The older woman knew that praise
was more dangerous that criticism to the young girls in her charge. Did the old woman really hate Melody that
much?
At lunch, Melody received a moldy piece of bread and half as much soup as the other girls. Finally fed up
with it all, she raised her hand.
“Miss Krenshaw?” she asked the overseer. “May I eat my lunch outdoors, please? It’s such a beautiful day,
and I would like to stretch my legs a bit.”
Miss Krenshaw gave Melody a disapproving look, but let her go anyway.
As soon as Melody left the workshop, she marched immediately to Madame Flint’s office. She was taking a
huge risk in confronting the old woman, but Melody felt that she had to find out why Madame Flint was
punishing her with praise.
Melody knocked tentatively on the old wooden door. Without bothering to open it, the old woman snapped,
“Yes? Who is it? What do you want? Well, come in!”
Melody hesitated for a fraction of a second, then slowly pushed the door open. Madame Flint was seated
behind a large desk covered with papers. She had a pair of reading glasses perched at the edge of her nose,
which she now looked over to stare at Melody.
“Ah, Melody. I thought you’d come here sooner or later. Well, what is it?”
“Madame… Madame Flint, please forgive me if I am out of line, but you must know that the girls you praise
have it harder than any of the others! And you have been praising and rewarding me all day. What have I done
to anger you? What can I do to make amends?”
A warm smile slowly broke out across Madame Flint’s usually stony face. “You certainly are much smarter
than the other girls. Braver, too, coming to see me like this. I knew I had picked the right person." Melody
stared at her in confusion. “You see, Melody, a few days ago a gentleman came looking for a governess to
care for his children. He told me that the right person would be intelligent and have a strong will. His children, it
seems, have driven away a handful of other governesses. So I had to make sure the girl I chose would be able
 to put up with naughty children. If you do not object, I will recommend you for the position.”
Melody’s head swam. A real job? Away from the orphanage? All the girls hoped for such an opportunity. If
they had not secured a real job by the time they were 21, they were forced out onto the streets to fend for
themselves. And if this man was rich enough to afford a governess, she could make a real living for herself.
She gave the older woman a little curtsey, as she had been taught to do. “Of course, Madame Flint. I’m
honored that you think I am ready for this! Thank you so much!”
The old woman nodded, her expression stern but not unkind. “Go get yourself freshened up, my dear. Your
new employer will be around later in the afternoon to interview you.”

Question 3:

What does the author use to show Melody's perspective?

Melody's inner thoughts

Melody's conversation with one of the other girls at the orphanage

Melody's description of her setting

Melody's conversation with Miss Krenshaw

Question 4:

What is Melody's perspective of Madame Flint at the beginning of story?

Melody does not fear Madame Flint.

Melody respects Madame Flint.

Melody thinks Madame Flint is looking out for her.

Melody thinks Madame Flint hates her.

Question 5:

What is Melody's perspective on Madame Flint at end of the story?

Melody realizes that Madame Flint doesn't know that the girls pick on those she praises.

Melody realizes that Madame Flint wants to kick her out.

Melody realizes that Madame Flint is trying to help her.

Melody realizes that Madame Flint thinks of her as a daughter.

Lesson: Textual, Auditory, and Visual Experiences
Lesson Topic: Compare and contrast reading a text and hearing the text read aloud
Question 1:

Read the excerpt and then listen to the excerpt as it is read aloud. Which of the following statements are true?

One morning, as Gregor Samsa was waking up from anxious dreams, he discovered that in bed he had
been changed into a monstrous verminous bug. He lay on his armor-hard back and saw, as he lifted his
head up a little, his brown, arched abdomen divided up into rigid bow-like sections. From this height the
blanket, just about ready to slide off completely, could hardly stay in place. His numerous legs, pitifully thin in
comparison to the rest of his circumference, flickered helplessly before his eyes.
“What’s happened to me?” he thought. It was no dream. His room, a proper room for a human being, only
somewhat too small, lay quietly between the four well-known walls. Above the table, on which an unpacked
collection of sample cloth goods was spread out—Samsa was a traveling salesman—hung the picture which
he had cut out of an illustrated magazine a little while ago and set in a pretty gilt frame. It was a picture of a
woman with a fur hat and a fur boa. She sat erect there, lifting up in the direction of the viewer a solid fur
muff into which her entire forearm had disappeared.
Gregor’s glance turned to the window. The dreary weather—the rain drops were falling audibly down on
the metal window ledge—made him quite melancholy. “Why don’t I keep sleeping for a little while longer and
forget all this foolishness,” he thought. But this was entirely impractical, for he was used to sleeping on his
right side, and in his present state he could not get himself into this position. No matter how hard he threw
himself onto his right side, he always rolled onto his back again. He must have tried it a hundred times,
closing his eyes so that he would not have to see the wriggling legs, and gave up only when he began to feel
a light, dull pain in his side which he had never felt before.

-From The Metamorphosis by Franz Kafka, translated by Ian Johnston

Click the sound icon to listen to the excerpt." +

ProblemCaption;

Check all that are true.

The rhythm and tone of voice that any person reading the passage silently to themselves
would imagine should be similar to those used by the reader in the audio recording.
 Hearing the passage read aloud provides the interpretation that is the closest possible to
the author's intention for the text.

Reading the passage silently provides the interpretation that is the closest possible to the
author's intention for the text.

Reading the passage silently provides greater freedom to imagine elements like tone,
mood, and tension.

The mental images that a person reading silently gets of Gregor Samsa and his
surroundings will not always be the same as the ones that he or she gets when listening.

Question 2:

Read this poem silently to yourself.

"Reflection at Sea"
by Thomas Moore

See how, beneath the moonbeam's smile,

Yon little billow heaves its breast,
And foams and sparkles for awhile,—
Then murmuring subsides to rest.

Thus man, the sport of bliss and care,

Rises on time's eventful sea:
And, having swelled a moment there,
Thus melts into eternity!

Question 3:

Read the poem silently and then answer the question that follows.
"The Lake Isle of Innisfree"
by W.B. Yeats

I will arise and go now, and go to Innisfree,

And a small cabin build there, of clay and wattles made:
Nine bean-rows will I have there, a hive for the honey-bee;
And live alone in the bee-loud glade.
And I shall have some peace there, for peace comes dropping slow,
Dropping from the veils of the morning to where the cricket sings;
 There midnight's all a glimmer, and noon a purple glow,
And evening full of the linnet's wings.

I will arise and go now, for always night and day

I hear lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart's core.

Question 4:

As you read silently, which elements of the poem contribute to your impression of the poem's mood and
meaning?

Check all that are true.

the tone of voice that you hear in your mind

the poem's word choice

the reader's tone of voice that you hear out loud

the images that you picture in your mind

the reader's rhythm that you hear out loud

Question 5:

Click the sound icon to listen to the poem as it is read aloud.

← Click this sound icon to hear the poem read aloud.

Lesson Topic: Compare and contrast reading a text and viewing a visual presentation of the
text
Question 1:

Read the passage and then watch the film version of the scene.

Johnny pulls the sedan into the graveyard and slowly brings it to a stop. He and his sister, Barbra, have
driven the three hours from Pittsburgh at their mother's request to place a memorial arrangement on their
father's grave. Johnny complains about the drive, saying that it's a waste of a Sunday and that he doesn't
even remember what his father looked like anymore. Trying to be optimistic, Barbra insists that placing the
arrangement will only take five minutes, and she gets out of the car to find the grave.
Despite her outwardly upbeat demeanor, Johnny notices that Barbra seems uncomfortable in the
graveyard. He teases her about her fear of ghosts or zombies, saying, "They're coming to get you, Barbra!"
Barbra brushes his teasing off, but as they walk across the grass, they see a strange man shuffling toward
them. Johnny lightheartedly exclaims, "Look, here comes one now!"
To both Johnny and Barbra's horror, the shuffling man then attacks Barbra. Johnny tries to fight off the
strange man, but he is thrown into a gravestone, leaving Barbra on her own to flee.

-Based on the 1968 film The Night of the Living Dead

Which of the following statements are true?

Check all that are true.

 The text passage provides a more detailed portrayal of the interaction between Johnny
and Barbra.

The film relies more heavily on dialogue than the text.

The text provides precise mental images, while the film encourages the viewer to use his
or her imagination.

The opening of the film scene has a more ominous mood than the opening of the text
passage.

The film's depiction of the strange man is closer to what the author intended than the
text's depiction.

Question 2:

Read the written version of the scene and answer the question that follows.

An Excerpt from the Screenplay for the Film

His Girl Friday

HILDY JOHNSON: Oh look, I don't know anything, really, and there's been an accident.

SHERIFF HARTWELL: Johnson, there's something very very peculiar going on here.

ANOTHER POLICE OFFICER: Now see here, Johnson...

WALTER BURNS: [interrupting] Just a moment, Hartwell. If you have any accusations to make, make them in
the proper manner. Otherwise, I'll have to ask you to get out.

SHERIFF HARTWELL: [astonished] Ask me to what?

WALTER BURNS: [pointing to the door] Get out.

SHERIFF HARWELL: Oh, you will, eh? [Turning to deputies] Now you keep that door closed and don't let
anyone in or out. Now we'll see about this.

OTHER POLICE OFFICERS: Come on Pinky, give 'em the third degree.

Make them talk and you've got Williams, Pinky!

 SHERIFF HARTWELL: Johnson, I'm going to the bottom of this. Are you going to talk or aren't you?

HILDY JOHNSON: Well, what do you want me to say?

SHERIFF HARTWELL: What do you know about Williams?

HILDY JOHNSON: What do you know about Williams?

SHERIFF HARTWELL: Now we're getting somewh— [realizing what she's said] All right boys, take her out of
here. I've got ways of making her talk.

HILDY JOHNSON: Oh, no you don't!

Question 3:

As you read silently, you have to imagine all of the following except

Walter Burns's gesture as he points to the door

why Sheriff Hartwell is questioning Hildy Johnson

the tone of voice that lines are delivered in

which characters are involved in the scene

Question 4:

Watch the clip from the film His Girl Friday and answer the question that follows.
Question 5:

Which elements of the performance in the movie clip help show the director's interpretation of the level of
tension and conflict in the scene?

Check all that are true.

the volume of the actors' voices

the actors' use of props

the costuming choices for the actors

the overlap of speech from multiple characters

Lesson Topic: Understand how description can be provided through dialogue in a play or film
Question 1:

Which of the following passages of narration from a written text best matches the information provided by the
dialogue in this script?

TOBIAS: Marla, does this look okay?

MARLA: [walking into room] I've already told you three times that it looks great!

TOBIAS: I know... it's just that this could be my—

MARLA: Big break. [smiling] I know.

Passage 1
Tobias looked in the mirror and straightened his tie again before calling to Marla to come
look. He couldn't help scrutinizing every detail, and he couldn't remember being more
nervous than he felt right now. This could be his big break; he knew it, and Marla knew it.

Passage 2
Tobias looked in the mirror and straightened his tie again. He was satisfied with how he
looked and felt confident. He called for Marla to come in and say goodbye. He just knew
this was going to be his big break. Marla believed it was going to be too.

Passage 3
Tobias looked in the mirror and nervously straightened his tie again. This audition was the
key to his future. He just knew it was going to be his big break in the movie industry. He
called to Marla for her to come take one more look.

Question 2:

Which of the following scripts of dialogue best matches the information provided by this passage of narration
from a written text?

Harold was something of an oddity around town; everyone knew who he was, but no one seemed to know
him very well. He was one of those people whom you would always see no matter where you went, and it
never seemed like he was on any particular mission.
 Script 1
FREIDA: Oh look, there's Harold again. I see him everywhere!
BILL: You know what? I do too. At the grocery store, the ball field, the movie theater... and
a bunch of other places, too.
FREIDA: What's his story, anyway?
BILL: Um, you'd think that I'd know since I see him all the time, wouldn't you? But I don't
think anyone knows much about Harold.
FREIDA: They can all point him out, though.

Script 2
FREIDA: Oh look, there's Harold again. I see him everywhere!
BILL: You know what? I do too. He's an interesting guy. You should talk with him
sometime.
FREIDA: Oh, you talk with him? What's his story, anyway?
BILL: Oh, he's got a long one. He's lived here for fifty years and knows the neighborhood
better than anyone.
FREIDA: He never seems like he's doing anything in particular; he's just always around.

Script 3
FREIDA: Oh look, there's Harold again. I see him everywhere!
BILL: Oh, really? I've never seen him before. Is he an old local?
FREIDA: Uh, I think so. I don't know a lot about him. I just know that I run into him in town
a lot. You've really never seen him?
BILL: No, I don't think so. I'm sure I'd recognize him if I had.

Question 3:

The passage of narration and the exchange of dialogue both tell you that Jim the mechanic has which of the
following traits?

Narration
Jim took over the repair shop ten years ago after his father retired. Before that, he could be found looking
over his dad's shoulder or under one of the cars while his dad manned the desk. Now that he ran everything,
he took the time to make sure that every customer was satisfied with the work that he did on their cars. He
always tried to explain different options for repairs and how each would affect the total price.
 Dialogue
CUSTOMER: Thanks for getting that repair done so quickly, Jim! I wouldn't have anyone else working on my
car.

JIM: Well, I appreciate you bringing it in here all these years, Dale. Now, I also checked your brakes while I
was at it and they're still looking good.

CUSTOMER: You always check everything, don't you, Jim. Thanks again!

Check all that are true.

experience

attention to detail

a family history in the business

control over the whole shop

Question 4:

Which of the stage directions in this script would show that Tony is annoyed?

TONY: [standing in front of the kitchen sink, staring at a large pile of dirty dishes] Zach!

[Zach enters from offstage and tosses a jacket on the chair]

ZACH: Yeah? What's up?

TONY: [sighs heavily, crosses his arms, and speaks in a tense voice] What's up? Well for one thing, the pile
of dishes that you said you'd do yesterday.

ZACH: [rolls his eyes and taps foot impatiently] I was really busy yesterday. I'll get to them later.

[standing in front of the kitchen sink, staring at a large pile of dirty dishes]

[Zach enters from offstage and tosses a jacket on the chair]

[rolls his eyes and taps foot impatiently]

[sighs heavily, crosses his arms, and speaks in a tense voice]

Question 5:

Which part of the passage would have to be adapted for the screen or stage through the use of dialogue in
order to avoid needing a narrator?

Roger gazed out the window at the landscape racing by. He hadn't been back to his hometown in ten
years. He shook himself out of his staring and looked at his watch. The train began to slow, and he gathered
his things together.

He shook himself out of his staring and looked at his watch.

The train began to slow, and he gathered his things together.

He hadn't been back to his hometown in ten years.

Roger gazed out the window at the landscape racing by.

Lesson Topic: Understand how description can be provided through visual elements
Question 1:

A thunderstorm could be simulated in a play with

painted backdrops

sound effects

lighting

all of the above

Question 2:

Watch this film clip. Which passage of written text does it best match?

Passage 1

The quiet town, nestled high between mountain peaks, was covered in the darkness of early evening.
Because of the chill air, few people were moving about, but a lone man crossed the square. When he
reached the sidewalk, he hesitated before walking past the window of the saloon, making sure not to be seen
by the man he was following, who had just entered the saloon.

Passage 2

The quiet town sat deep in a dense forest, surrounded by pine trees. The town was covered in the
brightness of mid-afternoon. Few people were moving about, but a lone man crossed the square. When he
 reached the sidewalk, he hesitated before walking past the window of the saloon, making sure not to be seen
by the man he was following, who had just entered the saloon.

Passage 3

The quiet town, nestled high between mountain peaks, was covered in the darkness of early evening.
Because of the chill air, few people were moving about, but a lone man crossed the square. When he
reached the sidewalk, he didn't hesitate and eagerly rushed to catch up with his friend who had just entered
the saloon.

Passage 1

Passage 2

Passage 3

Question 3:

How might an actor show that his or her character is impatient?

by speaking rapidly and in an urgent tone of voice

by tapping his or her foot while waiting

by checking the time repeatedly

all of the above

Question 4:

Imagine that the stage setting for a play includes a long table, and shelves lined with books, liquid-filled jars,
and test tubes. Even before any action occurs, you could infer that the room is probably a

kitchen

library

store

laboratory

Question 5:

What elements would help an onstage version of the scene convey the details in this passage?

The market was full of more activity than almost any place that Fernando had ever been. Vendors
 shouted to passersby, inviting them to come closer and examine whatever craft or food they were selling. It
was almost like a celebration, and Fernando was enjoying himself immensely.

Check all that are true.

having few actors involved in the scene

the facial expressions of the actor playing Fernando

the use of slow, calm music to establish the mood

incorporating bright colors into the set design

Lesson Topic: Recognize and analyze abridged visual versions of written texts
Question 1:

If you were making a film version of this story and needed to abridge the original written text, which of the
following elements would you cut?

Mr. Bennet was among the earliest of those who saw the mysterious and handsome new neighbor, Mr.
Bingley. He had always intended to visit him, though to the last always assuring his wife that he would not go;
and till the evening after the visit was paid, she had no knowledge of it. It was then disclosed in the following
manner. Observing his second daughter employed in trimming a hat, he suddenly addressed her with,
"I hope Mr. Bingley will like it, Lizzy."
"We are not in a way to know what Mr. Bingley likes," said her mother resentfully, "since we are not to visit
him."
"But you forget, mama," said Elizabeth, "that we shall meet him at the ball, and that Mrs. Long has
promised to introduce him."
"I do not believe Mrs. Long will do any such thing. She has two nieces of her own who may want to marry
him. She is a selfish, hypocritical woman, and I have no opinion of her."
"No more have I," said Mr. Bennet; "and I am glad to find that you do not depend on her serving you."
Mrs. Bennet decided not to make any reply; but unable to contain herself, began scolding one of her
daughters.
"Don't keep coughing so, Kitty, for heaven's sake! Have a little compassion on my nerves. You tear them
to pieces."
"Kitty has no discretion in her coughs," said her father; "she times them ill."
"I do not cough for my own amusement," replied Kitty fretfully.
"When is your next ball to be, Lizzy?" asked her father.
"Tomorrow."
"So it is," cried her mother, "and Mrs. Long does not come back soon enough; so, it will be impossible for
her to introduce him, for she will not know him herself."
"Then, my dear, you may have the advantage of your friend, and introduce Mr. Bingley to her, because I
have visited him," said Mr. Bennet
The astonishment of the ladies was just what Mr. Bennet wished.

-Adapted from Pride and Prejudice by Jane Austin

the dialogue about Kitty's cough

the character of Mrs. Bennet

 the astonishment of the ladies

all of the references to Mr. Bingly

Question 2:

Read the unabridged and then the abridged versions of the passage. What effect does abridging the text
have?

After Don Quixote returned bruised from his attempts to be a storybook knight, his niece asked him,
"Uncle, who mixes you up in these quarrels? Would it not be better to remain at peace in your own house
instead of roaming the world looking for better bread than ever came of wheat, never reflecting that many go
for wool and come back shorn?"
"Oh, niece of mine," replied Don Quixote, "how much astray art thou in thy reckoning: ere they shear me I
shall have plucked away and stripped off the beards of all who dare to touch only the tip of a hair of mine."
His niece did not answer his strange words because she saw that his anger was kindling.
In short, then, he remained at home fifteen days very quietly without showing any signs of a desire to take
up with his former delusions, and during this time he held lively discussions with his two gossips, the curate
and the barber, on the point he maintained, that knights-errant were what the world stood most in need of,
and that in him was to be accomplished the revival of knight-errantry. The curate sometimes contradicted
him, sometimes agreed with him, for if he had not observed this precaution he would have been unable to
bring him to reason.
Meanwhile Don Quixote worked upon a farm laborer, a neighbor of his, an honest man, but with very little
wit. In a word, he so talked him over, and with such persuasions and promises, that the poor clown made up
his mind to sally forth with him and serve him as a squire. Don Quixote, among other things, told him he
ought to be ready to go with him gladly, because any moment an adventure might occur that might win an
island in the twinkling of an eye and leave him governor of it. On these and the like promises, Sancho Panza
(for so the laborer was called) left wife and children and engaged himself as a squire to his neighbor.

-Adapted from Don Quixote by Miguel de Cervantes Saavedra

After trying to be a knight from a story book, Don Quixote remained quietly at home for fifteen days,
recovering from his bruises and showing no signs to his friends of repeating his adventures. But unknown to
them, he was in truth making further preparations, of which the most important was the finding of a squire.
It had occurred to him that as knights were formerly accompanied on their adventures by such a person,
he should also be similarly attended, now that the honor of knighthood had been conferred upon him; and
casting his eyes around, they fell on an honest but ignorant laborer named Sancho Panza.
 -Adapted from the abridged edition by W.M. Thackeray

In the abridged text, the author does not introduce Sancho Panza, Don Quixote's sidekick.

In the abridged text, Don Quixote remains at home for a much shorter time than he does
in the original text.

In the abridged text, the author details the exact kind of gossip that Don Quixote is part of
in the original text.

In the abridged text, the author does not spend time examining the effects of Don
Quixote's actions on those around him.

Question 3:

A book called Les Miserables by Victor Hugo is 365 chapters long. What would the most likely motivation be for
cutting Chapter 5 from a play or film version of the story?

Chapter 1: Monseigneur Myriel

Chapter 2: Myriel becomes Monseigneur Bienvenu
Chapter 3: A Hard Office for a Good Bishop
Chapter 4: Monseigneur Bienvenu's Robes
Chapter 5: Monseigneur Bienvenu as Depicted by His Sister
Chapter 6: The Bishop in the Presence of an Unknown Light
Chapter 7: The Solitude of Monseigneur Bienvenu

to shorten the story by keeping it as much as possible from one perspective

to change the story by taking out something that is unpleasant

to shorten the story by eliminating a main character entirely

to change the story by eliminating a reference to the main theme

Question 4:

Read the plot summary. If you wanted to place more emphasis on Huan's mountain adventure, what would you
cut from the play or film version of the text?

Huan could not wait to get out of school. He rushed through all of his work and got in trouble for packing
up early. When he was finally out, he ran to meet his older brother. This weekend was the first that he was
 allowed to go snowboarding with his brother in the mountains. His brother had been before, so he taught
Huan how to move around on the board. Huan felt awkward, but soon he was able to control the board. His
brother was too confident and did not see a rock in the snow. He fell and was unable to get up. Huan was
able to quickly get help. Back at the lodge, Huan reflected that he would never have been able to help his
brother if his brother had not helped him first.

the scene where Huan goes to get help

the scene where Huan's brother is hurt

the scene where Huan learns to snowboard

the scene where Huan is at school

Question 5:

Read the plot summary of an unabridged novel and the plot summary of an abridged film. What is the
difference between the two?

The Swiss Family Robinson is a novel by Johann David Wyss about a family that is marooned on an
island. The story opens with the family on a ship in a storm. The crew has taken the lifeboat and abandoned
them, so they are alone. The ship is wrecked on a reef of a tropical island. The family takes everything that
they can from the boat and goes to the island. They have to go back to get bigger parts of the boat to build a
home. The father and the boys explore the island. They are in danger from the elements and from wild
animals. The family builds many different things to make life easier for themselves. Finally, they find another
girl who is stuck on the island, hiding from pirates. People searching for the girl find the island, and the family
now has a choice about where they want to live.

The Swiss Family Robinson is a 1960 film about a family that is marooned on an island. The family is on a
boat chased by pirates into a storm. The crew abandons them and the family is shipwrecked on an island. As
the family tries to move their belongings off the boat, pirates shoot at them. The men and the boys explore
the island and rescue a girl from pirates. They create traps around their homes to prepare for pirates. The
pirates attack them, but a ship appears and saves them at the last moment.

In the unabridged story, the family faces many types of danger, but in the abridged story,
the focus is on one kind of danger.

In the unabridged story, the family is completely alone for the whole story, but in the
abridged story, the family meets many people.
In the unabridged story, the focus is on the family as a whole, but in the abridged story,
the focus is on each individual in the family.

In the unabridged story, the plot is sped up and exciting, but in the abridged story, the plot
is allowed to develop more fully and is complex.
Lesson Topic: Create a simulated storyboard for a visual production based on a written text
Question 1:

Read the excerpt and answer the questions that follow.

An Excerpt Adapted from Peter Pan

by J.M. Barrie

Wendy ran to John and Michael and shook them. "Wake up," she cried, "Peter Pan has come and he is to
teach us to fly."
John rubbed his eyes. "Then I shall get up," he said. Of course he was on the floor already. "Hallo," he said,
"I am up!"
Michael was up by this time also, but Peter suddenly signed silence. Their faces assumed the awful
craftiness of children listening for sounds from the grown-up world. All was still. Then everything was right. No,
stop! Everything was wrong. Nana, who had been barking distressfully all the evening, was quiet now. It was
her silence they had heard.
"Out with the light! Hide! Quick!" cried John, taking command for the only time throughout the whole
adventure. And thus when Liza, the housekeeper, entered, holding Nana, the nursery seemed quite its old self.
Liza thought the best way of getting Nana to stop barking and of getting a little quiet was to take her to the
nursery for a moment on a leash.
"There, you suspicious brute," she said. "They are perfectly safe, aren't they? Every one of the little angels
sound asleep in bed. Listen to their gentle breathing. No more of it, Nana," she said sternly, pulling her out of
the room. "I warn you if you bark again I shall go straight for master and missus and bring them home from the
party, and then, oh, won't you be in trouble."
She tied the unhappy dog up again, but do you think Nana ceased to bark? Bring master and missus home
from the party! Why, that was just what she wanted. Nana, seeing that no help would come from Liza, strained
and strained at the chain until at last she broke it. In another moment she had burst into the dining room of the
party down the street and flung up her paws to heaven, her most expressive way of making a communication.
Mr. and Mrs. Darling knew at once that something terrible was happening in their nursery, and without a
goodbye to their hostess they rushed into the street.
We now return to the nursery.
"It's all right," John announced, emerging from his hiding place. "I say, Peter, can you really fly?"
Instead of troubling to answer him Peter flew around the room, taking the mantelpiece on the way.
"How topping!" said John and Michael.
"How sweet!" cried Wendy.
It looked delightfully easy, and they tried it first from the floor and then from the beds, but they always went
down instead of up.
 "I say, how do you do it?" asked John, rubbing his knee. He was quite a practical boy.
"You just think lovely wonderful thoughts," Peter explained, "and they lift you up in the air."
He showed them again.
"You're so nippy at it," John said, "couldn't you do it very slowly once?"
Peter did it both slowly and quickly. "I've got it now, Wendy!" cried John, but soon he found he had not. Not
one of them could fly an inch.
Of course Peter had been trifling with them, for no one can fly unless fairy dust has been blown on him.
Fortunately, he had some, and he blew some on each of them, with the most superb results.
"Now just wiggle your shoulders this way," he said, "and let go."
They were all on their beds, and gallant Michael let go first. He did not quite mean to let go, but he did it,
and immediately he was borne across the room.
"I flewed!" he screamed while still in mid-air.
John let go and met Wendy near the bathroom.
"Oh, lovely!"
"Oh, ripping!"
"Look at me!"
"Look at me!"
"Look at me!"
They were not nearly so elegant as Peter, they could not help kicking a little, but up and down they went,
and round and round. Heavenly was Wendy's word.
"I say," cried John, "why shouldn't we all go out?"
Of course it was to this that Peter had been luring them.
Michael was ready: he wanted to see how long it took him to do a billion miles. But Wendy hesitated.
"Mermaids!" said Peter again.
"Oo!"
"And there are pirates."
"Pirates," cried John, seizing his Sunday hat, "let us go at once."
It was just at this moment that Mr. and Mrs. Darling ran into the middle of the street to look up at the
nursery window; and, yes, it was still shut, but the room was ablaze with light, and most heart-gripping sight of
all, they could see in shadow on the curtain three little figures in night attire circling round and round, not on the
floor but in the air.
Not three figures, four!
In a tremble they opened the street door. Mr. Darling would have rushed upstairs, but Mrs. Darling signed
him to go softly. She even tried to make her heart go softly.
Will they reach the nursery in time? If so, how delightful for them, and we shall all breathe a sigh of relief,
but there will be no story. On the other hand, if they are not in time, I solemnly promise that it will all come right
in the end.
 They would have reached the nursery in time had it not been that the little stars were watching them. Once
again the stars blew the window open, and that smallest star of all called out:
"Look out, Peter!"
Then Peter knew that there was not a moment to lose. "Come," he cried imperiously, and soared out at
once into the night, followed by John and Michael and Wendy.
Mr. and Mrs. Darling and Nana rushed into the nursery too late. The birds were flown.

Question 2:

Which series of events includes the main plot episodes included in the passage and arranges them in
chronological order?

Series 1

1. Mr. and Mrs. Darling leave for the party.

2. Peter Pan arrives in the nursery.
3. Peter flies around the room.
4. Liza and Nana look into the nursery.
5. The children learn to fly.
6. Nana retrieves Mr. and Mrs. Darling
7. The children fly away.
8. Mr. and Mrs. Darling enter an empty nursery.

Series 2

1. Wendy wakes John and Michael up to meet Peter.

2. The children hear Liza and Nana and hide.
3. Liza and Nana look into the nursery.
4. Nana retrieves Mr. and Mrs. Darling.
5. The children learn to fly.
6. Peter persuades the children to go to Neverland.
7. The children fly away.
8. Mr. and Mrs. Darling enter an empty nursery.

Series 3

1. The children hear Liza and Nana and hide.

2. Liza and Nana look into the nursery.
3. Peter arrives in the nursery.
4. Nana retrieves Mr. and Mrs. Darling.
 5. Peter persuades the children to go to Neverland.
6. The children learn to fly.
7. The children fly away.
8. Mr. and Mrs. Darling enter an empty nursery.

Series 1

Series 2

Series 3

Question 3:

Now that you've identified the major episodes in the excerpt, you can break each episode into smaller scenes
that you would put on separate panels of your storyboard.

Which breakdown of scenes would best show how Nana retrieves Mr. and Mrs. Darling?

Storyboard 1

1. Liza tying Nana back up

2. Nana struggling against her chain
3. The chain breaking and Nana running down the street
4. The inside of the party as Nana bursts in
5. Nana and Mr. and Mrs. Darling rushing out
6. Nana and Mr. and Mrs. Darling looking up at the nursery from the street

Storyboard 2

1. Liza tying Nana back up

2. Nana struggling against her chain
3. The chain breaking and Nana running down the street
4. The children learning how to fly with Peter
5. The children's decision to go to Neverland
6. Nana and Mr. and Mrs. Darling looking up at the nursery from the street

Storyboard 3

1. The inside of the party as Nana burst in

2. Nana and Mr. and Mrs. Darling rushing out
 3. The chain breaking and Nana running down the street
4. Liza tying Nana back up
5. Nana struggling against her chain
6. Nana and Mr. and Mrs. Darling looking up at the nursery from the street

Storyboard 1

Storyboard 2

Storyboard 3

Question 4:

The narration of the passage jumps from Mr. and Mrs. Darling rushing out of the party to the children back in
the nursery. This transition allows the reader to see what is happening with the children while their parents are
on the way back.

Which of the following storyboards best shows this sequence of scenes? If needed, refer back to the passage.

Storyboard 1
Storyboard 2

Storyboard 3
Question 5:

If this image appeared on a storyboard panel, which scene would it go with?

Nana bursts into the party.

Peter teaches the children to fly.

Mr. and Mrs. Darling look up at the nursery from the street.

Mr. and Mrs. Darling rush out onto the street.

Lesson Topic: Recognize the differences between and advantages of various mediums
Question 1:

How are films and plays able to visually provide descriptive information that a written text would provide
through a narrator?

Check all that are true.

through costumes

through critics' commentary

through dialogue

through lighting

through special effects

Question 2:

Watch the clip from the 1939 animated film version of Gulliver's Travels.
Question 3:

What is one factor that could make a text challenging to adapt for performance on stage?

a single setting

a very large number of settings

the need to convey mood visually

an external conflict between two characters

Question 4:

What is one factor that could make a text more difficult to adapt for a film version than for a play version?

numerous characters

very vivid setting

a protagonist with an internal conflict

a very limited setting

Question 5:

Read the scene from a written text. Which visual adaptation would require more engagement of the audience's
imagination to picture the action?

We dove so rapidly that the wind forced my eyes into a squint and caused tears to spring up in them.
There was nothing to hang onto, so I pressed my body as close to the dragon's neck as I could and reached
my arms out to either side. His huge scales were hard and flat under my hands as we twisted and looped
through the sky.

a play

a film
Lesson: Topics, Themes, Forms, and Genres
Lesson Topic: Determine the topic of a text
Question 1:

It happened one day that the Doctor was sitting in his kitchen talking with the Cat's-meat-Man who had
come to see him with a stomach-ache.
"Why don't you give up being a people's doctor, and be an animal-doctor?" asked the Cat's-meat-Man.
The parrot, Polynesia, was sitting in the window looking out at the rain and singing a sailor-song to
herself. She stopped singing and started to listen.
When the Cat's-meat-Man had gone the parrot flew off the window on to the Doctor's table and said,
"That man's got sense. That's what you ought to do. Be an animal-doctor. Give the silly people up—if they
haven't brains enough to see you're the best doctor in the world. Take care of animals instead—They'll soon
find it out. Be an animal-doctor."

-From Dr. Dolittle by Hugh Lofting

Read the text. What evidence from the text builds up the topic of career change?

The Parrot stopped singing and started to listen.

The Cat's-Meat man asks Dr. Dolittle why he doesn't become an animal doctor instead.

The parrot, Polynesia, was sitting in the window looking out at the rain.

The Cat's-Meat man came to Dr. Dolittle with a stomach-ache.

Question 2:

A low rumble of thunder outside made both of them look out the window. "It's getting dark. A storm is
coming," Babushka replied. She sipped her tea. "Do you know the story of Perun and Veles?"
Olga put down the cookie that she had just bitten into. "Perun is the thunder god."
"That's right, and Veles is the god of the underworld. Sometimes Veles tries to leave the underworld and
rise above.” Babushka added, “Perun comes to battle Veles and send him back to Earth where he belongs."
There was a bright flash of light followed by a louder crack of thunder. Olga finished eating her pyraniki
and watched the storm move in. The next thunderclap was very loud and made her jump.

-From The Cleansing Storm by Kelly Weaver

Read the text. What evidence from the text builds up the topic of mythology?
 Veles is the god of the underworld. Sometimes Veles tries to leave the underworld and
rise above.

There was a bright flash of light followed by a louder crack of thunder.

Babushka replied and sipped her tea.

A low rumble of thunder outside made both of them look out the window.

Question 3:

Olga flew down the path to her grandmother's house almost blind from the tears in her eyes. She reached
the gate, but once inside she tripped and fell down at the steps. The girl screamed when she hit her chin and
started to cry even louder.
"What is all that noise for?" an elderly lady asked. She walked out on the porch and looked at her
granddaughter. "Get up! Stop that noise at once!"
Olga got back on her feet and rubbed at her wet eyes with a dirty hand. "Babushka! I didn't do it, I swear!"
"Didn't do what?" her grandmother asked.
"I didn't tip over Boris' kvas cart!" The girl's eyes filled with tears.
"Olga, no one has said anything to me about Boris or his kvas cart. Come inside, wash your face and
hands and tell me what happened. It's too hot and sticky to stand out here." She took her granddaughter's
hand and led her indoors where it was much cooler.

-From The Cleansing Storm by Kelly Weaver

Read the text. What is the topic of this text?

guilt

cleanliness

weather

pain

Question 4:

The little old woman took the slate from her nose, and having read the words on it, asked, "Is your name
Dorothy, my dear?"
"Yes," answered the child, looking up and drying her tears.
"Then you must go to the City of Emeralds. Perhaps Oz will help you."
"Where is this city?" asked Dorothy.
 "It is exactly in the center of the country, and is ruled by Oz, the Great Wizard I told you of."
"Is he a good man?" inquired the girl anxiously.
"He is a good Wizard. Whether he is a man or not I cannot tell, for I have never seen him."
"How can I get there?" asked Dorothy.
"You must walk. It is a long journey, through a country that is sometimes pleasant and sometimes dark
and terrible. However, I will use all the magic arts I know of to keep you from harm. The road to the City of
Emeralds is paved with yellow brick," said the Witch, "so you cannot miss it. When you get to Oz do not be
afraid of him, but tell your story and ask him to help you. Good-bye, my dear."

-From The Wizard of Oz by L. Frank Baum

Read the text. What is the topic of this text?

beginning a journey

sadness and depression

riches and jewels

wizardry and magic arts

Question 5:

The group was then given time to go back and do some exploring independently. They were allowed to
go into any of the public areas of the fort. The only instruction was to not go back across the drawbridge
without the entire group.
Christopher knew that this was his chance to explore the old jail. He took Brooke’s hand and quickly led
the way back toward the room with the heavy wooden door. Brandon and Olivia followed right behind them.
“Why don’t they let tours go in there? What do you suppose they’re hiding?” Brooke asked.
“Maybe there’s a dungeon in there where they used to keep pirates. Maybe one of the pirates buried their
treasure in there!” Christopher replied.
Olivia shuddered. “I don’t think I want to see a skeleton of some old pirate.”

-From "Dust in the Dungeon" by Thom Yates

What is the main topic of this text?

skeletons

exploration
greed

wood
Lesson Topic: Determine the theme of a text
Question 1:

A low rumble of thunder outside made both of them look out the window. "It's getting dark. A storm is coming,"

Babushka replied. She sipped her tea. "Do you know the story of Perun and Veles?"

Olga put down the cookie that she had just bitten into. "Perun is the thunder god."

"That's right, and Veles is the god of the underworld. Sometimes Veles tries to leave the underworld and rise

above.” Babushka added, “Perun comes to battle Veles and send him back to Earth where he belongs."

There was a bright flash of light followed by a louder crack of thunder. Olga finished eating her pyraniki and watched

the storm move in. The next thunderclap was very loud and made her jump.

Her grandmother laughed. "Now that Perun is here he will battle Veles and make him return to the underworld where

he belongs. Once Veles is defeated, the thunder and lightning will stop, and there will just be rain. That is Veles

returning to the Earth."

-From "The Cleansing Storm" by Kelly Weaver

What evidence from this text contributes to the theme, everything eventually returns to normal?

A low rumble of thunder outside made both of them look out the window.

Babushka replied. She sipped her tea.

Now that Perun is here he will battle Veles and make him return to the underworld where
he belongs.

Olga put down the cookie that she had just bitten into. "Perun is the thunder god."

Question 2:

Tim traced the length of the boundary with eyes as he walked along the trail. The orange tape and thin, wooden legs

dividing the swamp from the township had faded over the years from exposure. The tape, once fluorescent and

glowing, was now grainy and off-white, the wood a petrified, lifeless yellow. He walked along sullenly on a cool early

evening in spring. The sun had just begun to dip behind a line of trees in the distance. Horizontal planes of light

streamed through the trees and colored the reeds of the wetland. The soft mud of the trail gave way under the weight of

his steps.

Tim had lived in the township his whole life. Soon he’d be a senior. In a year he could end up moving away, out of

state, out of the country. He’d be 18 and without a clue, without any idea of what he would or should be doing. And on

top of that, he still knew so little about his own township. He’d never even step foot in the swamp. Never once, heeding

his parents’ warning, had he even crossed over the stupid boundary line! He kicked one of the wooden pegs and left it
 canted in the soft mud. The magnificence of the swamp lay before him in all of its mystery. Sun glinted off the water,

reeds whistled in the wind. The swamp hummed and pulsed, full of frogs, snakes, fish, crabs, orchids, cars and bones,

even crocodiles, who knew? Continuing on the trail, he sighed and thought about the glorious swamp and beyond.

-From "The Swamp" by Dan Gold

What evidence from this text contributes to the theme that people have a need to explore the world around
them?

Continuing on the trail, he sighed and thought about the glorious swamp and beyond.

The tape, once fluorescent and glowing, was now grainy and off-white, the wood a
petrified, lifeless yellow.

The sun had just begun to dip behind a line of trees in the distance.

He'd be 18 and without a clue, without any idea of what he would or should be doing.

Question 3:

Nothing was ever the same after that. The man and his people tore apart the island with their building and farming.

The animals stayed far away. No one was happy anymore. The island had lost its heart and magic. More animals died

at the hands of men; some were killed for food and others for sport. Monkey retreated with his family to the trees.

Alligator stayed in the water. Leopard and the other cats wandered aimlessly, unsure what to do now that Lion was

gone.

Not all the animals were lucky enough to escape. Horse, Dog, and Cat were captured and made slaves by the

men. Every now and then, they dreamed of escape, but the shiny tool that killed lion was always in sight. They stayed

and eventually became friends with the man. They always understood who was in charge. The other animals forgot that

they were once friends. They stayed far from one another. No one met on the beach anymore in the evening to watch

the sunset. They didn’t gather to share meals. They no longer visited by the water hole. Soon no one remembered they

once cared for each other. They lived separate lives. The harmony of the island no longer existed.

-From "The Footprints of Man" by Joy Kita

What is the theme of this text?

The forces of nature build up humans.

Humans help build up the natural world.

 The forces of nature are destructive to humans.

Humans are destructive to the natural world.

Question 4:

A Panther, by some mischance, fell into a pit. The Shepherds discovered him, and some threw sticks at
him and pelted him with stones, while others, moved with compassion towards one about to die even though
no one should hurt him, threw in some food to prolong his life. At night they returned home, not dreaming of
any danger, but supposing that on the morrow they would find him dead. The Panther, however, when he
had recruited his feeble strength, freed himself with a sudden bound from the pit, and hastened to his den
with rapid steps. After a few days he came forth and slaughtered the cattle, and, killing the Shepherds who
had attacked him, raged with angry fury. Then they who had spared his life, fearing for their safety,
surrendered to him their flocks and begged only for their lives. To them the Panther made this reply: "I
remember alike those who sought my life with stones, and those who gave me food aside, therefore, your
fears. I return as an enemy only to those who injured me."

-From "The Panther and the Shepherd" by Aesop

What is the theme of this text?

The wicked and kind are paid unfairly for their deeds.

The wicked are rewarded, while the kind are punished.

The wicked and kind are both paid justly for their deeds.

Those who are violent do not care who is wicked and who is kind.

Question 5:

A Donkey congratulated a Horse on being so ungrudgingly and carefully provided for, while he himself
had scarcely enough to eat and not even that without hard work. But when war broke out, a heavily armed
soldier mounted the Horse, and riding him to the charge, rushed into the very midst of the enemy. The Horse
was wounded and fell dead on the battlefield. Then the Donkey, seeing all these things, changed his mind.

-From "The Donkey and the Charger" by Aesop

What is the theme of this text?

Those with greater rewards must make greater sacrifices.

Cowardice reaps tangible benefits.

Life rewards those who are strong and brave, while cowards are left out.

Those with less status must also make greater sacrifices.

Lesson Topic: Classify fiction according to genre
Question 1:

In this story, a young girl is upset and embarrassed because she does not like her name, "Nizhoni," a
Native American name meaning "beautiful." Her class is given an assignment to research the origin of their
names, and then choose a new name they would pick if they could. Nizhoni researches the origin of her
name and finds out about brave acts that other Native American women with her name were known for. At
the end of the story, she does not choose a new name for herself because she is proud of the one she
already has. This shows that there is beauty in being unique.

What genre does this text most likely represent?

fantasy

realistic fiction

historical fiction

science fiction

humor

none of the above

Question 2:

In this book by Roald Dahl, James, a young boy who is mistreated by the aunts who raise him, grows a
giant peach with some magical crocodile tongues. He goes to live in the peach with a group of giant insects.
From there, James and his new friends embark on a series of adventures.

What genre does this text most likely represent?

fantasy

historical fiction

mythology

fable

humor

none of the above

Question 3:

It is impossible to say how first the idea entered my brain, but once conceived, it haunted me day and
night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He
had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! He had the eye
of a vulture—a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold, and so by
degrees—very gradually—I made up my mind to take the life of the old man, and thus rid myself of the eye
forever.
-From "The Telltale Heart" by Edgar Allen Poe

What genre is this excerpt?

realistic fiction

horror

mythology

humor

fable

none of the above

Question 4:

The Americans moved to an open field and began to take back their advantage, until Fitzgibbon arrived.
He came with his white flag of truce.
“You are outnumbered and surrounded. If you do not give up your position and surrender, I will not be
able to control the Natives' wrath.”
Fitzgibbon’s threat was successful. The Americans believed him and surrendered. It was a grand victory.
American soldiers stationed at nearby forts were shattered by the British victory. They dared not venture
too far from their fortified walls. Many people said it was the due to the brilliant war tactics of Fitzgibbon that
we won that battle.

-From "The Story of Laura Secord" by Joy Kita

What genre is this text?

realistic fiction
 fable

historical fiction

mythology

science fiction

none of the above

Question 5:

Matt shook his head, thinking there must be cotton in his ears. He looked at his fellow guinea pigs, who all wore

similar horrified expressions, and he knew he had heard correctly.

“What are we testing?” he asked.

The scientist laughed and rubbed his hands together. “If I tell you that, it will ruin the surprise, and I won’t have

genuine reactions for the camera.” They followed his finger and saw the small blinking camera in the corner. “I have

them installed everywhere, so I can catch every moment.”

“Our parents wouldn’t just leave us with a madman,” Maddie cried out. She now had a hold of Grace’s hand.

The scientist looked down at the clipboard he was carrying. “Maddie? Yes, well, your parents didn’t leave you with a

madman. They left you with a world-renowned behavioral scientist, studying the reactions and methods of gifted

children in extreme emotional situations. I might have left out the part of the robotic monsters, but that was a mere

oversight.”

From "The Mad Scientist" by Joy Kita

What genre is this text?

mythology

historical fiction

fantasy

science fiction

realistic fiction

none of the above

Lesson Topic: Compare and contrast how similar themes and topics are addressed in different
forms
Question 1:

Read the texts and answer the question below.

A Muleteer (Mule-Driver) set off on a journey, driving before him a Donkey and a Mule, both well laden
with goods to trade and money.
The Donkey, as long as he traveled along the flatlands, carried his load easily, but when he began to
ascend the steep path of the mountain, he felt his load to be more than he could bear.
The Donkey pleaded with the Mule to relieve him of a small portion of his load, that he might carry home
the rest; but the Mule paid no attention to the request.
The Donkey shortly afterwards fell down dead under his burden. Not knowing what else to do in such a
wild region, the Muleteer placed upon the Mule the load carried by the Donkey in addition to his own, and at
the top of all placed the hide of the Donkey, after he had skinned him.
The Mule, groaning beneath his heavy burden, said to himself: “I am treated according to my deserts. If I
had only been willing to assist the Donkey a little in his need, I should not now be bearing, together with his
burden, himself as well.”
-"The Donkey and the Mule" by Aesop

If I can stop one heart from breaking,

I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
-"If I Can Stop One Heart From Breaking" by Emily Dickinson

How is the topic of helping others addressed differently by each text?

The first text teaches a lesson about what can happen if a person does not help others,
while the second text states that helping others is important in life.

The first text shows that helping others can make people feel good, while the second text
shows that helping others can have dangerous consequences.

The first text talks about helping others, while the second text talks about being selfish.
 Both texts approach the topic in the same way.

Question 2:

Read the following texts, taking note of how the author develops the theme in each.

Excerpt from
We Grow Accustomed to the Night
by Emily Dickinson

We grow accustomed to the Dark

When light is put away
As when the Neighbor holds the Lamp
To witness her Goodbye.
The Bravest grope a little
And sometimes hit a Tree
Directly in the Forehead
But soon they learn to see.

How Good and Evil Came to Be

by Mabel Powers

Every boy has wondered how there came to be two of him. Every girl has puzzled over how she happened
to be twins. Sometimes she is the good girl, and sometimes she is the naughty one.
The Native Americans say that this is how it happened. The world was very young. There was no Earth,
only a cloud-like sea. The sea was filled with water animals, and water birds flew over it. All was dark. Light had
not yet come.
Then the cloud-sea began to call for light. The Great Spirit heard the cloud-sea, and said, "It shall be so. I
will make a new place for man to live in."
The Great Spirit called the beautiful Sky Mother to him. Her face was like the sun because she was so light
of heart. The Great Spirit told the Sky Mother to look down. She, too, heard the cloud-sea calling, and she said,
"I will go."
As she began to descend, the animals saw her coming. "See the light!" they cried. "Where will it rest?"
One of the water animals said, "I will go to the bottom of the sea and get something for it to rest upon."
He went down, but he never came back. Other animals followed him. But they, too, did not come back.
Then the muskrat said, "I will go. I will be the earth bringer." He returned, with some mud in his mouth and
in his claws.
"It will grow fast," he cried, in a weak voice. "Who will carry it?"
 The turtle offered his back. As the muskrat placed the mud on the turtle's shell, he died. But the beaver
came and slapped the mud down with his tail.
The mud on the turtle's back grew very fast. Soon it was a small island. The turtle became the Earth bearer.
He has continued to hold up the Earth ever since.
Now, when the sea rises in great waves, or the Earth shakes, the Indians say, "The turtle is stretching. He is
wiggling his back!"
Now, since there was a place for the light to rest on, the birds flew up to meet it. They found that the light
was the beautiful Sky Mother. Then the birds spread wide their great wings, and bore the Sky Mother through
the air to the cloud-sea.
They placed her on the island on the turtle's back. There the Sky Mother had rested some time, when she
felt something stirring beneath her heart.
She heard voices. One was soft and kind and full of love, while the other was harsh and quarrelsome.
Soon the Sky Mother looked into the faces of the first-born of Earth, for she had borne the twin brothers, the
spirits of Good and Evil. As she looked into the face of the Good Mind, she said, "You shall be called the Light
One."
Then she looked into the face of his brother, and said, "You shall be named the Dark One."
The island became a beautiful land. The twin brother Light One grew up happy, loving, peaceful, and kind.
He wanted to make the new land the most beautiful place in which to live. The twin brother Dark One grew up
sullen, quarrelsome, hateful, and unkind. He tried to make the land the worst place in which to live.
From his mother's beautiful face, the Light One made the sun. He set it in the eastern sky so that it might
shine forever. Then the Dark One put darkness in the west to drive the sun from the sky.
The Light One gave his mother's body to the Earth, the Great Mother from which springs all life. He made
great mountains, and covered them with forests from which beautiful rivers ran. The Dark One threw down the
mountains, gnarled the forests, and bent the rivers that his brother had made.
Every beautiful thing that the good brother Light One made, the bad brother Dark One tried to destroy and
ruin.
And because the first-born of Earth were the twin spirits, the Good Mind and the Evil Mind, there has been a
good and bad spirit born into every boy and girl who has come into the world since.

Question 3:

Read these two texts, taking note of the way the author develops the theme and topic of each one.

Adapted from
The Byzantine Emperor
By Joy Kita

There once was a boy named Justinian who lived on a farm far from the city. This boy dreamed of the finer
things that he could only get outside of the country. He was meant to continue work on the farm, helping his
father plant the fields and harvest the crops.
Justinian learned how to read and write. He studied books on law and religion. He continued to dream of life
in Constantinople. It was the important city that he longed to live in. He kept imagining what it would be like to
go there, until one day his parents agreed to let him leave for it. His mother packed him bread and meat for his
long journey. He was set free.
Constantinople was even larger than Justinian had expected. Massive buildings crowded the city. People
bustled in the streets, hurrying along like everything they had to do was of great importance. It took Justinian a
long time to feel like he belonged.
He studied and worked hard until he mastered his lessons. No longer was he a country soul; the heart of
the city had transformed him. Even though he had to memorize fifty lines of poetry a day, he loved his new life.
Despite being born a peasant, he had achieved the status of a respectable scholar.
I have done all that I can do as a student, he mused one day. How else can I help this mighty city?
All Justinian wanted to do was see Constantinople thrive and succeed just as the great city of Rome once
had. It was his dream help the empire grow. He thought joining the army would enable him to do just that.
Everything Justinian did he did with excellence. During his war years, he became well known for his
dedication, effort, and bravery. He helped the officers with keeping records and ordering supplies. He was
even adept at organizing war campaigns, despite his young age.
It did not take long for people to take notice of his excellence. Little did it matter that he was born a farmer
far from the city. It was as though Justinian was a shining light in an empire of darkness, and it was impossible
for people not to take notice.
“Justinian would make an excellent emperor,” some of the people of Constantinople began to say.
“He is wise and full of courage,” others remarked.
Word spread throughout the Byzantine land. There was little surprise when the emperor died that it was
Justinian who was named his successor.

Adapted from
The Ant and the Grasshopper
By Aesop

SCENE 1
SETTING: A field, one summer’s day. A Grasshopper is hopping about,
chirping and singing to its heart’s content. An Ant walks by, holding a big ear of corn.
GRASSHOPPER: Hello, brother ant! Say, what's that big ear of corn for?
ANT: Hi Grasshopper, just taking this corn back to my nest.
GRASSHOPPER: Why not come and chat with me instead of toiling and moiling
in that way?
 ANT: Oh no, Grasshopper, no way! I am helping to lay up food for the winter. I
recommend you to do the same.
GRASSHOPPER: Why bother about winter? We have got plenty of food at
present.
ANT: [shaking his head] You will see, Grasshopper, you will see.

SCENE 2
SETTING: Months later, in the dead of winter. The ants are distributing their
daily rations of corn to their people while the grasshopper looks on.
GRASSHOPPER: [to himself] Oh, woe is me! If only I had listened to my friend
the Ant, instead of being so lazy!

Question 4:

What form are these texts?

"The Byzantine Emperor" is a poem, and "The Ant and the Grasshopper" is a poem.

"The Byzantine Emperor" is prose, and "The Ant and the Grasshopper" is a poem.

"The Byzantine Emperor" is a drama, and "The Ant and the Grasshopper" is prose.

"The Byzantine Emperor" is prose, and "The Ant and the Grasshopper" is a drama.

Question 5:

What is the topic of these two texts?

foolishness

food and shelter

hard work

bravery
Lesson Topic: Compare and contrast how similar themes and topics are addressed in different
genres
Question 1:

Read both of the texts below, noting how the author builds the topic and theme of each.

Adapted from
Cyber Bully
By Joy Kita

My name is Charity Kappa, and I am a bully. This is not something that is easy for me to admit. In fact, it is
downright painful. The only reason I am able to put these harsh words down on paper is because of the group
I belong to. My group is helping me to process my feelings. I am working to understand the path I am on and
how I got here. At first, I thought it was all very lame until I realized it was actually helping me.
I am supposed to journal my feelings. That is, journal my feelings using complete honesty. My counselor
calls it “entering the tunnel of chaos within myself." I started journaling so that I could help anyone else that
might find themselves in the same position I found myself in six months ago.
It all started with an online chat room…
“Tally,” I said, “what should we say?”
We stared at the computer screen for a good chunk of time before Tally finally said, “Just tell her the truth. I
mean you don’t really want to go to her sleepover do you?”
The way she asked made me feel immediately defensive. No, I did not want to go to Natalie’s party, but it
was only because she was considered a loser by the majority of my classmates. The fact that Natalie and I had
grown up together and lived next door to one another was no longer important. In my current friend group,
past friendships meant absolutely nothing.
My fingers hovered over the keyboard too long, and Tally grabbed the laptop from me. With rapid finger
tapping, she wrote a very unkind response to an innocent birthday invitation. Tally started laughing like a hyena
might over a grisly kill. I’m not sure why, even now with the benefit of hindsight, but I joined her. We laughed at
the comment, we laughed at Natalie, we laughed until our sides ached and our judgement was altered.
“Hold on. I have an idea,” I said.
I grabbed the laptop and brought up the social media site that all our friends belonged to. With eager
fingers, I wrote a message for all to see. It was not nice, it was not pretty, and it was a lie. With a single tap of
the return key, I managed to ruin Natalie’s life.
The effect was immediate. The next morning at school, everyone was laughing, pointing, and whispering.
Poor Natalie, she didn’t even know what was happening. I, on the other hand, received a lot of high fives and
encouraging remarks about how funny I was. This only perpetuated my belief that I was somehow better than
Natalie. I felt like I deserved this attention. It didn’t matter to me that she had to suffer for it. It did not feel right,
but it did not feel wrong enough to stop.
Later on, Natalie cornered me during afternoon break, when I had stayed back in class to finish an
assignment. “Can I talk to you for a minute, Charity?”
“Sure.”
I stared at my paper and didn’t look up. I had already seen the confusion on her face during our first class.
Talking with her now made me feel uncomfortable, and I was careful not to stare into her frustratingly innocent
eyes.
“Why did you do it?” she asked.
I tapped my pencil against the lined paper. I thought through my options. I could lie and make someone
else take the fall. I could pretend I didn’t know what she was talking about, or I could tell her the truth. The truth
just didn’t seem good enough now.
“Not sure what you’re talking about,” I finally said.
“You told everyone a lie about me. How could you do that?” I heard the tears in her voice, saw the wet drop
on my paper. I continued to look down, my chest getting too tight to breathe comfortably.
Later on, the guilt was too much for me to take. I told my teacher I was sick and was sent home to recover. I
spent the remainder of my day in bed, trying to figure out what had happened. It was so easy to hurt Natalie.
Using the Internet to bully her made it seem so innocent. It did not seem real. Then when I understood how
real everything was, it was too late.
Later that night, I confessed everything to my mom. To her credit she did not rant like I thought she would.
She listened and helped me make a plan for making things right again.
I lay awake in bed that night and thought about how to fix this situation. The memories of what I had done
were haunting and would not leave my mind. Perhaps it was the tearstain I saw every time I closed my eyes. It
didn’t matter, my own fate was sealed the moment I allowed myself to see it all from Natalie’s perspective. I
knew what I had to do.
The Internet started this fiasco, so back I went to the source. I posted a note that would once again change
things.
The next day at school, I knew exactly how Natalie must have felt. I was stared at, whispered about, and
called rude names. All the people who I thought were my friends avoided me like I was carrying a disease.
Sitting alone at lunch, I was filled with a certain feeling of triumph. I did something brave, something right,
and I was surviving. It was hard and extremely painful, but deserved.
The doorbell rang the next morning. I was having a hard time getting motivated to go to school. I was
hopeful that the kids at school would move on from yesterday’s drama. At this point, I had no friends. Maybe
they would be over it all and life could get back to normal.
“Hi, Charity,” Natalie said when I opened the door. Her smile was shy. “I am not sure you want to, but I’d like
to walk to school with you.”
I stared at her with a large measure of shock. “Why would you want to walk with me?”
“I know you’ve been having a hard time.”
 “After what I did to you, though?” I couldn’t understand why she would want anything to do with me.
“Remember when we used to climb trees in your backyard?” she responded.
“I would always climb up first and would have to convince you it was safe.” I laughed at the memory.
“You were always so brave. It was one of the things I liked the most about you,” Natalie said.
I smiled at her and laughed, remembering how scared I had been of heights.
“I think what you did was really brave. Thank you,” Natalie said with a shy smile.
School didn’t get better for either of us, and some days it was really difficult. I’m learning now that all that
matters is how we conduct ourselves. We all have to behave in a way that is true to who we are – with ultimate
kindness to others, no matter what. That is my lesson, the one I try to live every day.

Why the Evergreen Trees Never Lose Their Leaves

By Florence Holbrook

Winter
was coming. The birds had flown far to the south, where the air was warm and they could find berries to eat.
One little bird had broken its wing and could not fly with the others.
It was
alone in the cold world of frost and snow. The forest looked warm, and the bird made its way to the trees as
well as it could, to ask for help.
First it
came to a birch tree. "Beautiful birch tree," it said, "my wing is broken, and my friends have flown away. May I
live among your branches till they come back to me?"
"No,
indeed," answered the birch tree, drawing her fair green leaves away. "We of the great forest have our own
birds to help. I can do nothing for you."
The
birch is not very
strong,
said the little bird to itself,
and it
might be that she could not hold me easily. I will ask the oak.
So the
bird said, "Great oak tree, you are so strong. Will you not let me live on your boughs till my friends come back
in the springtime?"
"In the
springtime!" cried the oak. "That is a long way off.
“How
do I know what you might do in all that time? Birds are always looking for something to eat. You might even eat
up some of my acorns."
It may
be that the willow will be kind to
me,
thought the bird, and it said, "Gentle willow, my wing is broken. I could not fly to the south with the other birds.
May I live on your branches till the springtime?"
The
willow did not look gentle then, for she drew herself up proudly and said, "Indeed, I do not know you. We
willows never talk to people whom we do not know. Very likely there are trees somewhere that will take in
strange birds. Leave me at once."
The
poor little bird did not know what to do. Its wing was not yet strong, but it began to fly away as well as it could.
Before it had gone far, a voice was heard.
"Little
bird," it said, "where are you going?"
"Indeed,
I do not know," answered the bird sadly. "I am very cold."
"Come
right here, then," said the friendly spruce tree, for it was her voice that had called. "You shall live on my
warmest branch all winter if you choose."
"Will
you really let me?" asked the little bird eagerly.
"Indeed,
I will," answered the kind-hearted spruce tree. "If your friends have flown away, it is time for the trees to help
you. Here is the branch where my leaves are thickest and softest."
"My
branches are not very thick," said the friendly pine tree, "but I am big and strong, and I can keep the north wind
from you and the spruce."
"I can
help too," said a little juniper tree. "I can give you berries all winter long, and every bird knows that juniper
berries are good."
So the
spruce gave the lonely little bird a home, the pine kept the cold north wind away from it, and the juniper gave it
berries to eat. The other trees looked on and talked together wisely.
 "I
would not have strange birds on my boughs," said the birch.
"I shall
not give my acorns away for any one," said the oak.
"I
never have anything to do with strangers," said the willow, and the three trees drew their leaves closely about
them.
In the
morning all those shining green leaves lay on the ground, for a cold north wind had come in the night, and
every leaf that it touched fell from the tree.
"May I
touch every leaf in the forest?" asked the wind in its frolic.
"No,"
said the frost king. "The trees that have been kind to the little bird with the broken wing may keep their leaves."
This is
why the leaves of the spruce, the pine, and the juniper are always green.

Question 2:

What genre are these two texts?

"Cyber Bully" is realistic fiction, and "Why the Evergreen Trees Never Lose Their Leaves"
is a myth.

"Cyber Bully" is a myth, and "Why the Evergreen Trees Never Lose Their Leaves" is
science fiction.

"Cyber Bully" is a myth, and "Why the Evergreen Trees Never Lose Their Leaves" is
realistic fiction.

"Cyber Bully" is science fiction, and "Why the Evergreen Trees Never Lose Their Leaves"
is a myth.

Question 3:

What is the topic of these two texts?

bullies

kindness

evergreens

computers
Question 4:

What is the theme of these two texts?

Honesty is the best policy.

Kindness often goes unrewarded.

Honesty often goes unrewarded.

Kindness is the best policy.

none of the above

Question 5:

How are the topic and theme developed differently in each text?

"Cyber Bully" explains a natural occurrence as being a punishment for kindness. The
evergreen story shows the benefits of not being kind in the real world.

"Cyber Bully" shows the dangers of not being kind in the real world. The evergreen story
explains a natural occurrence as being a reward for kindness.

"Cyber Bully" explains a natural occurrence as being a reward for kindness. The
evergreen story shows the dangers of not being kind in the real world.

"Cyber Bully" shows the benefits of not being kind in the real world. The evergreen story
explains a natural occurrence as being a punishment for kindness.
Correct Answers

Lesson: Citing Textual Evidence

Lesson Topic: Cite evidence from a text to support a claim
Question 1:
MC4

Question 2:
MC1

Question 3:
MC2

Question 4:
MC1

Question 5:
MC3

Lesson Topic: Make inferences about a text

Question 1:
MC3

Question 2:
MC1

Question 3:
MC3

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Cite evidence from a text to support an inference

Question 1:
MC1

Question 2:
MC3

Question 3:
MC2

Question 4:
MC1

Question 5:
MC2

Lesson: Themes
Lesson Topic: Understand the difference between theme and main idea
Question 1:
MC1
Question 2:
MC2

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Compare stated and unstated theme

Question 1:
MC5

Question 2:
MC4

Question 3:
MC2

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Identify universal themes

Question 1:

Question 2:
MC2

Question 3:
MC3

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Identify theme through character changes

Question 1:
MC1

Question 2:

Question 3:
MC4

Question 4:
MC4

Question 5:
MC2

Lesson Topic: Compare internal and external conflict

Question 1:

Question 2:
MC5

Question 3:
MC2

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Identify theme by analyzing conflict

Question 1:

Question 2:
MC4

Question 3:
MC2

Question 4:
MC1

Question 5:
MC1

Lesson Topic: Identify directly communicated themes in poetry

Question 1:
MC3

Question 2:
MC3

Question 3:
MC1

Question 4:
MC3

Question 5:
MC1

Lesson Topic: Identify the theme of a poem using tone, figurative language, imagery and
symbolism
Question 1:
MC4

Question 2:
MC1

Question 3:
MC2

Question 4:
MC1

Question 5:
MC2

Lesson Topic: Identify theme through situational irony

Question 1:

Question 2:
MC4

Question 3:
MC1

Question 4:
MC3

Question 5:
MC2

Lesson: Summaries
Lesson Topic: Identify key ideas using the 5 Ws and an H
Question 1:

Question 2:

Question 3:
MC4

Question 4:
MC3

Question 5:
MC3

Lesson Topic: Differentiate between key ideas and supporting details

Question 1:

Question 2:
MC2

Question 3:
MC3

Question 4:
MC3

Question 5:
MC4

Lesson Topic: Write an effective summary

Question 1:

Question 2:
MC2

Question 3:
MC2

Question 4:
Question 5:
MC4

Lesson Topic: Write an objective summary

Question 1:
MC2

Question 2:
MC2

Question 3:
MC2

Question 4:
MC2

Question 5:
MC1

Lesson: Plot Episodes and Changes in Character

Lesson Topic: Recognize episodes or scenes in a story's plot
Question 1:
MC2

Question 2:
MC3

Question 3:
MC2

Question 4:

Question 5:
MC1

Lesson Topic: Understand plot structure

Question 1:

Question 2:
MC3

Question 3:
MC1

Question 4:

Question 5:
MC3

Lesson Topic: Understand direct and indirect characterization

Question 1:
MC4

Question 2:
MC4

Question 3:
MC4

Question 4:

Question 5:
MC3 | MC5

Lesson Topic: Identify internal and external conflicts

Question 1:
MC3 | MC4 | MC5

Question 2:
MC1

Question 3:
MC2

Question 4:
MC2

Question 5:
MC3 | MC4

Lesson Topic: Differentiate between static/dynamic and flat/round characters

Question 1:
MC1

Question 2:
MC3

Question 3:
MC4

Question 4:
MC2 | MC3

Question 5:
MC1

Lesson Topic: Analyze changes within a character

Question 1:
MC2

Question 2:
MC4

Question 3:
MC3 | MC4

Question 4:
MC1

Question 5:

Lesson Topic: Make plot predictions using textual details

Question 1:
MC4

Question 2:
MC2 | MC4

Question 3:
MC4

Question 4:

Question 5:
MC3

Lesson: Affixes and Roots

Lesson Topic: Use prefixes to interpret new words
Question 1:
MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2

Lesson Topic: Use suffixes to interpret new words

Question 1:
MC3

Question 2:
MC3

Question 3:
MC3

Question 4:
MC4

Question 5:
MC4

Lesson Topic: Identify words with similar roots

Question 1:
MC1 | MC2 | MC4

Question 2:
MC3 | MC4

Question 3:
MC3 | MC5

Question 4:
MC2 | MC3 | MC5

Question 5:
MC2 | MC4 | MC5
Lesson Topic: Infer a word's meaning from Greek and Latin roots
Question 1:
MC5

Question 2:
MC4

Question 3:
MC3

Question 4:
MC1

Question 5:
MC3

Lesson: Context Clues and Signal Words

Lesson Topic: Use definitions to determine a word's meaning
Question 1:
MC3

Question 2:
MC1

Question 3:
MC1

Question 4:
MC1

Question 5:
MC1

Lesson Topic: Use examples to determine a word's meaning

Question 1:
MC4

Question 2:
MC3 | MC5

Question 3:
MC2

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Use cause and effect to determine a word's meaning

Question 1:
MC4

Question 2:
MC1

Question 3:
MC3

Question 4:
MC2

Question 5:
MC1

Lesson Topic: Use comparison and contrast to determine a word's meaning

Question 1:
MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC1

Question 5:
MC2

Lesson: Denotations and Connotations

Lesson Topic: Use a dictionary to find the denotation of a word
Question 1:
MC1

Question 2:
MC3

Question 3:
MC3

Question 4:
MC4

Question 5:
MC2

Lesson Topic: Use a glossary or footnotes in a text to find the denotation of a word
Question 1:
MC4

Question 2:
MC2

Question 3:
MC2

Question 4:

Question 5:
MC3

Lesson Topic: Differentiate between connotations and denotations

Question 1:
MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC2

Question 5:
MC1

Lesson Topic: Determine the connotation of a word

Question 1:
MC2

Question 2:
MC3

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson: Figurative Language

Lesson Topic: Differentiate between similes and metaphors
Question 1:
MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Interpret the meaning of a simile

Question 1:
MC4

Question 2:
MC1 | MC3

Question 3:
MC3

Question 4:
MC2
Question 5:
MC2

Lesson Topic: Determine the meanings of metaphors

Question 1:
MC4

Question 2:
MC1 | MC3

Question 3:
MC1

Question 4:
MC2

Question 5:
MC3

Lesson: Structure of Prose

Lesson Topic: Define prose
Question 1:
MC2

Question 2:
MC2

Question 3:
MC2

Question 4:
MC1

Question 5:
MC1

Lesson Topic: Recognize common organizational structures in prose

Question 1:
MC4

Question 2:
MC4

Question 3:
MC1

Question 4:
MC1

Question 5:
MC4

Lesson Topic: Identify transitions within a text

Question 1:
MC3

Question 2:
MC3

Question 3:
MC3

Question 4:
MC1

Question 5:
MC4

Lesson Topic: Analyze the plot arc of a story

Question 1:
MC2

Question 2:
MC5

Question 3:
MC1

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Understand how each chapter contributes to plot

Question 1:

Question 2:
MC4

Question 3:
MC3

Question 4:
MC1

Question 5:
MC1

Lesson Topic: Understand how theme is developed over many chapters

Question 1:
MC1

Question 2:
MC4

Question 3:
MC5

Question 4:
MC3

Question 5:
MC1

Lesson Topic: Identify key sentences

Question 1:
MC1

Question 2:
MC3

Question 3:
MC1

Question 4:
MC2

Question 5:
MC3

Lesson: Organizational Styles in Prose

Lesson Topic: Identify chronological organization
Question 1:
MC1 | MC4

Question 2:
MC1

Question 3:
MC2

Question 4:
MC2

Question 5:
MC3

Lesson Topic: Identify frame stories

Question 1:
MC1

Question 2:
MC2

Question 3:
MC1

Question 4:
MC2

Question 5:
MC1

Lesson Topic: Identify flashbacks

Question 1:
MC1

Question 2:
MC2

Question 3:
MC1
Question 4:
MC1

Question 5:
MC4

Lesson: Structure of Drama

Lesson Topic: Identify the parts of a script
Question 1:
MC1

Question 2:
MC4

Question 3:
MC1

Question 4:
MC1

Question 5:
MC1

Lesson Topic: Differentiate between scenes and acts in drama

Question 1:
MC3

Question 2:
MC2

Question 3:
MC2

Question 4:
MC3

Question 5:
MC1

Lesson Topic: Understand the importance of dialogue in drama

Question 1:
MC2 | MC3

Question 2:
MC4

Question 3:
MC1

Question 4:
MC4

Question 5:
MC1

Lesson Topic: Understand stage directions in drama

Question 1:
MC1

Question 2:
MC4

Question 3:
MC4

Question 4:
MC3

Question 5:
MC4

Lesson Topic: Differentiate between dialogue and stage directions in a drama

Question 1:
MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC1

Question 5:
MC2

Lesson Topic: Identify settings and setting descriptions

Question 1:
MC1

Question 2:
MC3

Question 3:
MC4

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Analyze plot structure in drama

Question 1:
MC3

Question 2:

Question 3:
MC3

Question 4:
MC1

Question 5:
MC4
Lesson Topic: Analyze theme development in drama
Question 1:
MC5

Question 2:

Question 3:
MC1

Question 4:
MC3

Question 5:
MC2

Lesson: Structure of Poetry

Lesson Topic: Identify stanzas and lines within a poem
Question 1:
MC1 | MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Differentiate between internal and end rhyme

Question 1:
MC1

Question 2:
MC3

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Identify a poem’s rhyme scheme

Question 1:
MC3

Question 2:
MC4

Question 3:
MC3
Question 4:
MC3

Question 5:
MC2

Lesson Topic: Identify and describe meter within a poem

Question 1:
MC3

Question 2:
MC3

Question 3:
MC2

Question 4:
MC4

Question 5:
MC4

Lesson Topic: Differentiate between lyric poetry and narrative poetry

Question 1:
MC2

Question 2:
MC1

Question 3:
MC1

Question 4:
MC2

Question 5:
MC2

Lesson Topic: Analyze plot in narrative poetry

Question 1:
MC3

Question 2:
MC1

Question 3:
MC5

Question 4:
MC2

Question 5:
MC3

Lesson Topic: Analyze setting in narrative poems

Question 1:
MC1

Question 2:
MC1

Question 3:
MC3

Question 4:
MC4

Question 5:
MC4

Lesson Topic: Analyze theme in narrative poems

Question 1:
MC1

Question 2:

Question 3:
MC4

Question 4:
MC1

Question 5:
MC3

Lesson: Point of View

Lesson Topic: Determine the identity of the narrator
Question 1:
MC5

Question 2:
MC3

Question 3:
MC2

Question 4:
MC4

Question 5:
MC4

Lesson Topic: Identify first-person point of view

Question 1:
MC1

Question 2:
MC4

Question 3:
MC1

Question 4:
MC1

Question 5:
MC4
Lesson Topic: Identify second-person point of view
Question 1:
MC4

Question 2:
MC1

Question 3:
MC1

Question 4:
MC2

Question 5:
MC3

Lesson Topic: Identify third-person point of view

Question 1:
MC2

Question 2:
MC2

Question 3:
MC1

Question 4:
MC4

Question 5:
MC4

Lesson Topic: Distinguish between third-person limited/omniscient points of view

Question 1:
MC1

Question 2:
MC2

Question 3:
MC4

Question 4:
MC4

Question 5:
MC2

Lesson Topic: Identify all points of view

Question 1:
MC4

Question 2:
MC3

Question 3:
MC1

Question 4:
MC2

Question 5:
MC3

Lesson Topic: Determine the speaker

Question 1:
MC1

Question 2:
MC4

Question 3:
MC3

Question 4:
MC2

Question 5:
MC2

Lesson: Authors and Narrator

Lesson Topic: Distinguish the author from the narrator
Question 1:
MC1

Question 2:

Question 3:
MC4

Question 4:
MC3

Question 5:
MC2

Lesson Topic: Determine authorial bias

Question 1:
MC1

Question 2:
MC4

Question 3:
MC3

Question 4:
MC1

Question 5:
MC2

Lesson Topic: Consider how authorial bias impacts writing

Question 1:
MC4

Question 2:
MC3

Question 3:
MC3

Question 4:
MC2

Question 5:
MC4

Lesson: Developing the Narrator's Perspective

Lesson Topic: Determine the narrator's perspective
Question 1:
MC1

Question 2:
MC1

Question 3:
MC2

Question 4:
MC3

Question 5:
MC2

Lesson Topic: Determine the protagonist's perspective

Question 1:
MC1

Question 2:
MC4

Question 3:
MC2

Question 4:
MC4

Question 5:
MC1

Lesson Topic: Determine how the author develops the narrator’s or protagonist’s perspective
Question 1:

Question 2:

Question 3:
MC1

Question 4:
MC4

Question 5:
MC3
Lesson: Textual, Auditory, and Visual Experiences
Lesson Topic: Compare and contrast reading a text and hearing the text read aloud
Question 1:
MC4 | MC5

Question 2:

Question 3:

Question 4:
MC1 | MC2 | MC4

Question 5:

Lesson Topic: Compare and contrast reading a text and viewing a visual presentation of the
text
Question 1:
MC2 | MC4

Question 2:

Question 3:
MC4

Question 4:

Question 5:
MC1 | MC4

Lesson Topic: Understand how description can be provided through dialogue in a play or film
Question 1:
MC1

Question 2:
MC1

Question 3:
MC1 | MC2

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Understand how description can be provided through visual elements
Question 1:
MC4

Question 2:
MC1

Question 3:
MC4

Question 4:
MC4
Question 5:
MC2 | MC4

Lesson Topic: Recognize and analyze abridged visual versions of written texts
Question 1:
MC1

Question 2:
MC4

Question 3:
MC1

Question 4:
MC4

Question 5:
MC1

Lesson Topic: Create a simulated storyboard for a visual production based on a written text
Question 1:

Question 2:
MC2

Question 3:
MC1

Question 4:
MC3

Question 5:
MC3

Lesson Topic: Recognize the differences between and advantages of various mediums
Question 1:
MC1 | MC3 | MC4 | MC5

Question 2:

Question 3:
MC2

Question 4:
MC4

Question 5:
MC1

Lesson: Topics, Themes, Forms, and Genres

Lesson Topic: Determine the topic of a text
Question 1:
MC2

Question 2:
MC1
Question 3:
MC1

Question 4:
MC1

Question 5:
MC2

Lesson Topic: Determine the theme of a text

Question 1:
MC3

Question 2:
MC1

Question 3:
MC4

Question 4:
MC3

Question 5:
MC1

Lesson Topic: Classify fiction according to genre

Question 1:
MC2

Question 2:
MC1

Question 3:
MC2

Question 4:
MC3

Question 5:
MC4

Lesson Topic: Compare and contrast how similar themes and topics are addressed in different
forms
Question 1:
MC1

Question 2:

Question 3:

Question 4:
MC4

Question 5:
MC3

Lesson Topic: Compare and contrast how similar themes and topics are addressed in different
genres
Question 1:

Question 2:
MC1

Question 3:
MC2

Question 4:
MC4

Question 5:
MC2