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Name: Date:
SUBJECT-VERB AGREEMENT
A Christmas Carol: Scrooge and Marley, Act I

Israel Horovitz
Every subject and its verb must agree in number. To check subject-verb
agreement, determine whether the subject is singular or plural, and then make
sure the verb matches it.
A compound subject contains two subjects joined by a conjunction such as
and, or, or nor. When the subjects joined are plural, they take a plural verb.
When the subjects joined are singular, refer to the rules in the chart below.
AGREEMENT RULES EXAMPLE
Two or more singular subjects joined by and Baseball and tennis are my favorite sports.
take a plural verb.
Singular subjects joined by or or nor take a Either Nat or Mark is available to help.
singular verb.
When a singular and a plural subject are Grapes or an apple makes a good snack.
joined by or or nor, the verb agrees with the
closer subject. Neither the bus nor the trains were in
service today.
A. DIRECTIONS: Choose the correct singular or plural form of the verb in

parentheses, and write it on the line.
1. ____ Marley and Scrooge (was, were) partners for many years.
2. ____ Scrooge (do, does) not want to join Cratchit for Christmas dinner.
3. ____ The ghost of Marley or the spirit of the Past (visit, visits) Scrooge first.
4. ____ Young Scrooge (admire, admires) his boss, Fezziwig.
5. ____ A man and a woman (talk, talks) to one another while Scrooge watches.
B. DIRECTIONS: Rewrite the sentences, correcting the agreement mistakes.

1. Scrooge are afraid of Marley’s ghost.
2. The spirits of the Past and Marley appears to Scrooge.
3. The spirit of the Past urge Scrooge to remember his childhood.
4. Fan or Scrooge speak to the schoolmaster.
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RETEACH
Name: Date:
PREPOSITIONS AND PREPOSITIONAL PHRASES
A preposition is a part of speech that indicates a relationship between a noun or

pronoun that follows it and another word in the sentence. Some commonly used
prepositions include at, after, between, for, in, of, on, to, through, and with.
Example: The truck is on the highway.
The preposition on connects the noun highway to another word in the sentence,
truck.
A prepositional phrase starts with a preposition and ends with a noun or
pronoun, called the object of the preposition, which completes the meaning of
the phrase.
Example: The truck is on the highway.
The prepositional phrase on the highway begins with the preposition on and ends
with the noun highway, which is the object of the preposition.
A. DIRECTIONS: Underline the preposition(s) in each sentence.

1. The actress with red hair held a book in her hand.
2. She stood in the very center of the huge stage.
3. She was auditioning for the director and the producer.
4. The stage manager sat in the wings to the right.
5. Behind him stood various members of the cast.
B. DIRECTIONS: Underline the prepositional phrase(s) in each sentence. Then, rewrite

the sentence with a different prepositional phrase. In your new sentence, circle the
object of the preposition.
1. I painted under the shelves when I painted the cabinets.
2. The cabin was beneath the large chestnut tree.
3. During the night the wind began to blow.
4. A set of drums was in the music room.
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PRACTICE
Name: Date:
A. DIRECTIONS: Fill in each blank with a suitable preposition.

1. The chipmunk ran the picnic table to eat the crumbs.
2. Our trip the park was an annual event.
3. The school addition will be completed the next few months.
4. We camped the lake and the cabin.
5. The cook prepared a special dessert to be served the dinner.
B. DIRECTIONS: Underline the prepositional phrase in each sentence. Then, circle the
object of the preposition. (Some sentences may have more than one preposition and
object.)
1. A shadow appeared behind the curtain.
2. The cups and saucers are in the cabinet above the sink.
3. Charlie collected stamps and coins and put them in large binders.
4. During the hurricane, we heard wind and rain lashing at the windows.
5. On our trip, we drove over the river and through the woods.
C. DIRECTIONS: Write sentences using the following prepositional phrases.

1. to the museum
2. up the hill
3. over a bridge
4. near the glen
5. for my niece
2
RETEACH
Name: Date:
Writers need to maintain subject-verb agreement, which means that subjects and
verbs must agree in number.
• To check for subject-verb agreement, determine whether a subject is singular or plural,
and then make sure its verb matches.
SUBJECT-VERB EXAMPLE
Singular subject and verb The clock ticks loudly.
Plural subject and verb Houses on this street are in the colonial style.
• A compound subject consists of two subjects joined by a conjunction such as and, or,
or nor. When the subjects joined are plural, they take a plural verb. When the subjects
joined are singular, refer to the rules in the chart below.
AGREEMENT RULES EXAMPLE
Two or more singular subjects The painting and silverware are antiques I
joined by and take a plural verb. inherited from my grandmother.
Singular subjects joined by or or nor Either walking or swimming is excellent
take a singular verb. exercise.
Neither running nor bicycling helps my sore
knee.
When a singular and a plural Neither the phone nor the lights are working.
subject are joined by or or nor, the Juices or a bottle of iced tea is preferable to
verb agrees with the closer subject. soda.
DIRECTIONS: Choose the correct singular or plural form of the verb in parentheses,
and write it on the line.
1. ____ The cherry tree and the maple tree (has, have) been cut down.
2. ____ The road to the right or the one straight ahead (leads, lead) home.
3. ____ Soldiers or police officers (was, were) blocking the roadways.
4. ____ Carol and her sister (is, are) hiking in Argentina.
5. ____ The Thomases or the Millers (is, are) taking us in their car.
6. ____ Either Javier or Anthony (works, work) at the library twice a week.
7. ____ The girls and boys (takes, take) turns collecting the classroom
assignments.
8. ____ Neither the fruit cups nor the rolls (has, have) been served yet.
1
PRACTICE
Name: Date:
A. DIRECTIONS: Choose the correct singular or plural form of the verb in parentheses.
Write it on the line.
1. ____ Two dogs and a cat (lives, live) in that house.
2. ____ They (is, are) always playing together.
3. ____ Neither the dogs nor the cat (likes, like) strangers.
4. ____ Mr. Terry and one dog (takes, take) long walks.
5. ____ Either Mr. Terry or his housekeeper (feeds, feed) the animals.
B. DIRECTIONS: Write the correct singular or plural form of the verb in parentheses on
the line in each sentence.
1. Both Joe and Michael interested in fishing. (to be)
2. Either Dad or Mom us up after school. (to pick)
3. An apple or a pear good with cheese. (to taste)
4. Billy or his sisters dinner every night. (to cook)
C. DIRECTIONS: Rewrite the sentences, correcting the agreement mistakes.

1. The mail carrier deliver the mail about noon.
2. The cities closes the beaches in September.
3. The toy soldier and the stuffed dog was thrown away in the trash.
4. My brother and sister has been very cooperative lately.
5. A box of fruit bars are in the cupboard.
2
RETEACH
Name: Date:
APPOSITIVES AND APPOSITIVE PHRASES
An appositive is a noun or pronoun placed next to another noun or pronoun to

identify, rename, or explain it.
An appositive phrase is an appositive with modifiers. It is placed before or after
a noun or pronoun and adds information that identifies, renames, or explains it.
APPOSITIVE APPOSITIVE PHRASE
My sister, Odessa, prefers studying in Oscar—the best debater on the team—

the library. [Odessa is my only sister, won the tournament.
so the name is not essential.]
If the information in an appositive or appositive phrase is essential to

understanding the sentence, do not set it off with commas or dashes.
Example: Have you seen the movie The Hunger Games?
If the sentence is clear without the information in the appositive or appositive

phrase, do use commas or dashes to set it off.
Example: Robert’s wife, Jasmine, locked herself out of her house.
A. DIRECTIONS: Read the following sentences. Underline the appositive or appositive
phrase in each sentence. Then, circle the noun each one explains.
1. One of England’s major tourist attractions, Stonehenge is photographed every
day by fascinated visitors.
2. Stonehenge, an ancient monument, consists of huge stones arranged in circles.
3. The monument is located in Wiltshire, a county in southwest England.
4. In the 1950s, a British archaeologist, R. J. C. Atkinson, began excavating the site.
B. DIRECTIONS: Use each phrase below as an appositive phrase in a sentence.

1. my cousin Belinda
2. a friendly dog
3. the football player
1
PRACTICE
Name: Date:

phrase in each sentence. Then, circle the word(s) each one explains.
1. A kayak, a lightweight, streamlined canoe, is easy to handle.
2. The grocery store Farmingdale’s is the one I shop at most often.
3. Patrick, the temporary bookkeeper, is staying late this evening.
4. My student Roger Kraft is the most dedicated student in the class.
5. St. Patrick, the patron saint of Ireland, was born in Britain around A.D. 389.
B. DIRECTIONS: Use each phrase as an appositive phrase in a sentence. Correctly

punctuate each sentence.
1. my friend’s cat
2. a valuable painting
3. the new girl in our class
C. DIRECTIONS: Combine each pair of sentences into one sentence that uses an
appositive phrase. Then, write the new sentence on the line below it.
1. The cardinal is the state bird of North Carolina. It has distinct red plumage.
2. Cheryl has been my best friend since second grade. She has a black belt in karate.
3. The aurora borealis is a phenomenon also called the northern lights. It appears
at night in northern latitudes.
4. Soy milk is a derivative of soybeans. It provides a good alternative for people

who cannot consume dairy products.
2
Name: Date:
SENTENCE STRUCTURES
A Christmas Carol: Scrooge and Marley, Act II

Israel Horovitz
There are four types of sentences in English.
• A simple sentence consists of one independent clause—a group of words that has a
subject and a verb and that can stand by itself as a complete thought.
• A compound sentence consists of two or more independent clauses linked by a
conjunction such as and, but, or or.
• A complex sentence contains one independent clause and one or more dependent
clauses (a group of words that has a subject and verb but is not a complete thought).
• A compound-complex sentence consists of two or more independent clauses and one
or more dependent clauses.
A. DIRECTIONS: Read the following sentences. Identify each as simple,
compound, complex, or compound-complex. Write your answer on the line.
1. Scrooge traveled with the Ghost of the Past, and, when that visit
was over, he traveled with the Ghost of the Present.
2. Marley speaks directly to the audience.
3. The Ghost of the Present takes Scrooge to see people on the street,
and then he takes Scrooge to see Cratchit’s home.
4. Belinda, who is one of Cratchit’s daughters, is excited to see her
sister Martha.
5. The Ghost of the Present brings Scrooge to see Cratchit and Fred.
B. DIRECTIONS: Using the word or phrase provided, write a sentence about

A Christmas Carol: Scrooge and Marley. The sentence should be the type
indicated in parentheses.
1. and (compound)
2. but (compound-complex)
3. although (complex)
4. as a ghost (simple)
5. finally (compound)

RETEACH
Name: Date:
OLD ENGLISH SUFFIX: -LESS
The Old English suffix -less means “not having” or “unable to be acted on or to
act.” It usually indicates that the word in which it appears is an adjective. For
instance, the word charmless means “without charm or interest.”
A. DIRECTIONS: In each of the following items, think about the meaning of the
italicized word. Then, answer the question.
1. If a colorless liquid is spilled, is it likely to stain fabric or other surfaces?
Explain your answer.
2. If a retail store uses cashless payment, is likely they accept credit cards? Explain
your answer.
3. Dequan moved with a grace that made the dance seem effortless. True or false?
Dequan looked like he was moving with ease. Explain.
4. John described this soup as tasteless. Would John agree that the soup was rich
and flavorful? Explain your answer.
5. Is a careless driver one that is attentive or inattentive? Explain your answer.
B. DIRECTIONS: Select the best word from the box on the right to correctly complete
each sentence. Use each word only once.
1. Fred said that his pet tarantula was _____________.
2. Jamar is _____________ when it comes to skiing; he always fearless
takes the most challenging runs. harmless
3. That sucker punch was a cowardly and _____________act. merciless
4. The dress was loose-hanging and_____________. shapeless
5. A cold drink brings some relief from the _____________ gutless
summer heat.
1
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PRACTICE
Name: Date:
OLD ENGLISH SUFFIX: -LESS
A. DIRECTIONS: Select the best word to complete each sentence.

1. Farooq was (guiltless/clueless) of the crime he was charged with.
2. Tim returned home (mindless/penniless), having spent all his money.
3. The children were (ruthless/listless), having had nothing to do for four hours.
4. Keshawn was (useless/relentless) in his quest for the truth.
5. Kevin is (helpless/heartless) when he gets sick with a cold.
B. DIRECTIONS: Use each of the following words in a complete sentence.

1. seedless
2. guileless
3. priceless
4. blameless
5. tireless
C. DIRECTIONS: Find three words that use the suffix -less, using a dictionary to help
you if necessary. Then, use each word in a sentence.
1.
2.
3.
2
Name: Date:
EXPLANATORY ESSAY
A Christmas Carol: Scrooge and Marley, Act II

Israel Horovitz
An explanatory essay is a type of nonfiction writing in which you explain, inform,

define, or describe. For this assignment, you will write an explanatory essay in which you
analyze how the stage directions in A Christmas Carol: Scrooge and Marley increase
your understanding and enjoyment of the play.
Stage directions tell actors how to move and speak, describe what the stage should look
like, and explain what sounds will be heard. To complete the assignment, you will have
to review the play and choose examples of stage directions that are important,
entertaining, or both. You will then explain why the stage directions you have chosen are
important or entertaining. Use the following structure for your explanatory essay:
• An introductory paragraph in which you state your central idea, or main point
• Examples from the text of stage directions that you think are important, entertaining,
or both; each example should be followed by an analysis of why it is important,
entertaining, or both
• A formal style with precise word choice
• A conclusion in which you reinforce your central idea
A. DIRECTIONS: Begin work on your explanatory essay by reviewing the play for
examples of stage directions that provide important information and/or are entertaining to
read. Use the following chart to take notes and organize your ideas, adding rows as
needed. One example has been provided.
Stage Direction Example: Act/Scene/Paragraph: Meaning:
1. [The bell tolls one. Scrooge Act II, Scene 1, par. 3 Scrooge is startled
leaps awake.] awake by the bell.
2.
3.
B. DIRECTIONS: Draft your explanatory essay. Be sure to include an introduction with a

clearly stated central idea, supporting evidence arranged in a logical order, and a
conclusion.

Name: Date:
DESCRIPTION
The Grapes of Wrath

John Steinbeck
Authors use description to depict a person, place, or thing in such a way that it forms a picture
in the reader’s mind. They also use description to depict the feelings that a person, place, or
thing evokes. Descriptions are shaped by word choice, the specific language an author uses to
create a strong impression.
Precise word choice helps a writer create imagery, or vivid sensory details that appeal
to the reader’s senses of sight, hearing, touch, smell, and taste. The more specific the
language, the more vivid the description.
A. DIRECTIONS: Read these phrases from the selection. In the space provided, write
whether the image appeals to the sense of touch, hearing, sight, sound, or taste.
1. rubbing the soft noses with her cheek
2. the tenant men came walking back, hands in their pockets, hats pulled
down
3. ’Member how he lifted his feet when he trotted?
4. and in the morning, the light on them, bay light
5. some bought a pint and drank it fast to make the impact hard and stunning
B. DIRECTIONS: Read these phrases from the selection. Highlight or underline the
vivid descriptive words.
1. this land, this red land, is us
2. the women sat among the doomed things
3. and his pipe—still smells rank
4. the pain on that mattress there—that dreadful pain
5. they looked at it and burned it in their memories

RETEACH
Name: Date:
DESCRIPTION
Authors use description to depict a person, place, or thing in such a way that it forms a picture in the
reader’s mind. They also use description to depict the feelings that a person, place, or thing evokes.
Descriptions are shaped by word choice, the specific language an author uses to create a strong
impression.
Precise word choice helps a writer create imagery, or vivid sensory details that appeal to the reader’s
senses of sight, hearing, touch, smell, and taste, as in the examples below.
The billowy white clouds hung in the bright blue morning sky.
(Appeals to the sense of sight.)
Seth’s dog whimpered loudly when she wanted to go for a walk.
(Appeals to the sense of hearing.)
Laila’s soft, velvety, green sweater was her favorite article of clothing.
(Appeals to the sense of touch.)
She loved the earthy scent of freshly cut grass.
(Appeals to the sense of smell.)
Chris made a zesty and spicy tomato sauce with garlic and hot peppers.
(Appeals to the sense of taste.)
A. DIRECTIONS: Choose the more specific word in each word pair.

1. smart/clever
2. rapid/fast
3. bad/awful
4. glassy/smooth
5. scared/terrified
B. DIRECTIONS: Identify the type of imagery being used in the sentences below by writing SI (sight),
H (hearing), TO (touch), SM (smell), or TA (taste) on each line.
1. ______ The baby’s cry was shrill and piercing.
2. ______ My brother fills his aquarium with slimy fish.
3. ______ The breeze was soft and relaxing
4. ______ The candy was both sugary and tart.
5. ______ The filthy boots were covered in mud and grass.
6 ______ The fragrance of freshly zested lemon filled the room.
1
PRACTICE
Name: Date:
DESCRIPTION
A. DIRECTIONS: Read each sentence, noting the image. Then, on the line, write the sense to which
the image appeals.
sight  smell  hearing  taste  touch
1. The flavor of rich, dark chocolate flooded my mouth as I took a bite of

the molten lava cake.
2. The thunder crashed and boomed so loud that it rattled the glass in the
windows and shook the paintings on the walls.
3. The river wound its way through the lush green forest, tumbling over
boulders and fallen tree limbs.
4. All of a sudden, Jill couldn’t stand the prickly heat of the wool scarf
around her neck and tore it off.
5. The putrid stench of rotting food wafted from the dumpster, which hadn’t
been emptied in more than a week.
B. DIRECTIONS: Fill in each blank below a descriptive word. Make each word as specific as you can.
1. The ________________ snowstorm lasted for two days.
2. Our boat ride on the ________________ ocean was ________________.
3. She found a(n) ________________ rag doll in the attic.
4. Our family adopted a ________________, ________________ puppy.
5. Those mountains in the distance are ________________.
C. DIRECTIONS: Use three of the words you chose in part B in new sentences. Make each sentence as
specific as you can.
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________
3. _______________________________________________________________
_______________________________________________________________
2
RETEACH
Name: Date:
LATIN PREFIX MAL-
The Latin prefix mal- means “bad.” For example, the word malpractice means
“improper, illegal, or negligent professional activity.”
italicized word. Then, answer the question.
1. Claudio tripped Romero on purpose during the race. Would you describe his
actions as malicious? Why or why not?
2. True or false: A dog that is taken for walks daily, fed regularly, and loved by
her family suffers from maltreatment. Explain.
3. Is it possible that a person who is not getting much food on a regular basis or
receiving any vitamins or supplements could be malnourished? Why or why
not?
4. A garbage truck rolls by, leaving in its wake the pungent stench of rotting
waste. Would you describe the scent as malodorous? Explain.
5. Would you describe someone who always thinks positively and seems well
balanced as maladjusted? Why or why not?
B. DIRECTIONS: Write each italicized word from Section A next to its meaning.
1. suffering due to not getting enough food
2. constantly discontented regardless of what happens
3. smelling very unpleasant
4. characterized by the intention to do evil
5. cruel or violent actions toward someone or something
1
PRACTICE
Name: Date:
LATIN PREFIX MAL-
A. DIRECTIONS: Underline the correct word to complete each sentence.
1. In the play, a bitter, angry man said many slanderous things about his
neighbor, attempting to (malinger/malign) his character.
2. Though I wasn’t selected for the lead role, I feel no (malice/malfeasance)
toward the person who was.
3. The model volcano was (malformed/malicious) and did not look like a volcano
at all.
4. Some claimed you could feel a (maladjusted/malevolent) presence lurking in
the old, abandoned fun house.
5. The evil king’s (malaise/malignity) was known throughout the realm; no one
dared cross him for fear of severe punishment.
B. DIRECTIONS: Define each of the following words. A dictionary may be used.
1. malady
2. malefic
3. malapropism
4. malpositioned
5. malfeasance
C. DIRECTIONS: Each word below uses the prefix mal-. Choose the word that
correctly fits in each sentence, and write the letter on the line.
A. maldistributed B. malabsorption C. malaria D. maladapted E. malevolent
1. Transmitted by mosquitoes, is a disease that can be prevented.

2. One species of birds was to the harsh climate and did not survive.
3. The menacing tornado in the distance looked downright .
4. occurs when the body cannot absorb and digest nutrients.
5. Unfortunately, the limited resources were , so many residents had to
go without.
2
Name: Date:
from An American Childhood

Annie Dillard
An appositive is a noun or pronoun placed next to another noun or pronoun to
identify, rename, or explain it. Appositives tell us more about a noun.
An appositive phrase is an appositive with modifiers. It appears before or after a
noun or pronoun and adds information that identifies, renames, or explains it.
APPOSITIVE APPOSITIVE PHRASE
Our neighbor Josie likes to make The rocking chair, a solid piece of maple
pies. [We have other neighbors, so furniture, was passed down through many
the name Josie is essential generations.
information.]
If the information in an appositive or appositive phrase is essential to

understanding the sentence, do not set it off with commas or dashes.
If the sentence is clear without the information in the appositive or appositive
phrase, do use commas or dashes to set it off.
phrase in each sentence. Then, circle the word(s) each one explains.
1. A single-celled organism, an amoeba can change the shape of its body.
2. Hay infusion, a chip of grass blade, was supposed to house multiple one-celled
organisms.
3. Puddle water—a dark and scummy liquid—had been in a jar in the basement.
B. DIRECTIONS: Use each phrase as an appositive phrase in a sentence. Correctly

punctuate each sentence.
1. an organism visible under a microscope
2. a hot environment
3. part of a microscope
4. a set of laboratory tools

RETEACH
Name: Date:
EXPLANATORY ESSAY
An explanatory essay is a type of nonfiction writing in which you explain, inform,

define, or describe. For this assignment, you will write an explanatory essay in which you
analyze the importance of the stage directions in a play of your choosing.
Stage directions tell actors how to move and speak, describe what the stage should look
like, and explain what sounds will be heard. To complete this assignment, you will have
to review a play and select examples of stage directions that are important. You will then
analyze these stage directions and explain why they important. Use the following
structure for your explanatory essay:
Introduction: Introduce your topic and clearly state your central idea (your main point).
Body: Develop your ideas in several body paragraphs.
• Each paragraph should have a topic sentence and supporting sentences. In each
paragraph, analyze an example of a stage direction, explaining its importance.
• The paragraphs should link to each other with transitions.
• You should write in a formal style and use precise word choice.
Conclusion: End your essay with a strong conclusion in which you reinforce your
central idea.
DIRECTIONS: Analyze the stage directions in a scene from a play of your choosing.
Answer the following questions about the stage directions to plan your essay.
1. What specific sounds and sights do the stage directions describe?
________________________________________________________________________
________________________________________________________________________
2. What does the central character in the scene look like? (Note: You may need to go
back further in the play to find the author’s description of the character.)
________________________________________________________________________
________________________________________________________________________
3. How does the central character respond to the sights and sounds described in the
stage directions?
________________________________________________________________________
________________________________________________________________________
1
PRACTICE
Name: Date:
EXPLANATORY ESSAY
A. DIRECTIONS: Review the analysis of the stage directions that you completed on the
previous page. Then, use the following chart to refine your analysis by explaining
why the stage directions you selected are important.
Stage Direction Location in Play: Importance:

Example:
1.
2.
3.
B. DIRECTIONS: After completing the chart, outline your explanatory essay by writing
your central idea, identifying the details that will make up the body paragraphs, and
deciding on a closing sentence. Use the following prompts to help you get started.
1. Write your central idea.
2. Write three supporting ideas/details or examples from the play in the order you will
use them. Remember to cite act, scene, and line numbers.
3. Write the conclusion.
2
RETEACH
Name: Date:
TEXT STRUCTURE: DIALOGUE IN DRAMA
Dialogue is a conversation between characters. In a play, dialogue serves several key

functions.
• In a performance, dialogue helps the audience understand what the characters
feel and think.
• Characters’ words and speech patterns give clues to their personalities.
• Dialogue advances the plot and develops the conflict, or struggle between
opposing forces.
• In a dramatic script, a character’s name appears before the dialogue he or she speaks.
Example: Xavier: We’d better leave soon, or we’ll be late.
Leila: I’ll be ready in five minutes
DIRECTIONS: Read the excerpt. Then, answer the questions.
Charlie: I know you’re busy, but have you seen my keys?

Aline: (murmurs, doesn’t look up from computer) I really have no idea.
Charlie: It seems I lose them once a week!
Aline: Please, I just—maybe you could try to be a little more organized?
Have you tried next to the refrigerator? That’s where they were the
last couple of times.
Charlie: (looks) Oh… Sorry. Found them.
Aline: I really have to get back to work.
1. What conflict occurs in the excerpt?
________________________________________________________________
2. ____ What does the dialogue in this selection reveal about Charlie?
a. He can’t find the refrigerator. c. He’s unorganized.
b. He trusts Aline. d. He’s very busy.
3. ____ What does the dialogue in this selection reveal about Aline?
a. She’s busy working. c. She’s Charlie’s sister.
b. Her computer isn’t working. d. She enjoys helping Charlie
4. How does Aline feel about Charlie having lost his keys again?
___________________________________________________________________
__________________________________________________________________
1
PRACTICE
Name: Date:
A. DIRECTIONS: Read the example from a work of drama. Then, answer the questions.
[A large tent. The sound of harsh wind outside.]
General Kozloff: Is there any chance the men can make it to the front by
dawn?
General Martial: It’s doubtful. The winds are against us. There are no
signs that the storm will die down during the night. I do not
recommend send our soldiers out in such conditions.
General Kozloff: We may have to march anyway. We’ve done it before and
we can do it again.
1. What does the dialogue in this selection reveal about General Kozloff?
2. What does the dialogue in this selection reveal about General Martial?
3. What conflict does the dialogue reveal?
B. DIRECTIONS: Read the passage. Then, answer the questions.

Sam: It gets easier, and you’ll get better, the more you practice.
Iggy: I know, but sometimes I just … I just don’t know when that will happen.
Sam: You won’t find out if you don’t practice!
Iggy: That’s what you said last week.
Sam: Anyone who’s a musician will tell you that it takes time to learn to play any
instrument, especially if you want to play it well. You have to dedicate time
and effort to it. But if you do, you’ll get better; I guarantee it. But if you don’t
put in the work, it’s not going to happen. I can guarantee that, too. You can
do this, Iggy. You’ve just got to decide that you want it enough.
Iggy: Got it. I do want this, Sam, so I’m really going to commit to more practice.
1. What does the dialogue in this selection reveal about Sam?
2. What does the dialogue in this selection reveal about Iggy?
3. What conflict does the dialogue reveal.
2
Name: Date:
REFLECTIVE WRITING
from An American Childhood

Annie Dillard
A reflective essay is a short nonfiction work that expresses a writer’s thoughts and
feelings—or reflections—about an experience or idea. The purpose of this type of writing
is to communicate thoughts and feelings in a way that sparks readers to respond with
thoughts and feelings of their own.
In a reflective essay, an author usually develops his or her central ideas, or main points,
though the details he or she presents about people, events, and ideas. Sometimes authors
state their central ideas directly, but often readers must make inferences about the central
ideas based on information in the text.
As you read a reflective essay, think about the thoughts and feelings the writer shares,
and analyze the relationships among ideas, events, and individuals.
DIRECTIONS: Answer these questions about “An American Childhood.” Use textual
evidence from the story to support your responses.
1. What kind of childhood connection to science did the author describe?
2. How did the author’s parents react to her deep interest in science?
3. What inference can be made about the author’s central idea in the essay?

RETEACH
Name: Date:
MULTIPLE-MEANING WORDS
Many words in English have more than one meaning. The word book, for
example, can refer to “a written piece of work,” or it can be a verb that means “to
reserve or buy in advance.” You can use the context of a sentence or paragraph to
determine how a word is being used and which meaning to apply.
A. DIRECTIONS: Read each sentence. Then, choose the definition that best matches the
use of the underlined word. Write the letter on the line.
1. ____ Vince was really excited for summer to begin so he could restart his
lemonade stand.
A. rise to one’s feet B. a small booth where goods are sold
2. ____ The warriors pushed with all their might, but the stone still wouldn’t
budge.
A. impressive strength B. expressing possibility
3. ____ No matter how many scented candles were in the room, nothing could
mask the awful stench.
A. a covering for the face B. disguise a quality or sensation
4. ____ Theo is a great singer; he’s going to be a real star one day.
A. an exceptionally talented performer B. a fixed luminous point in the sky
B. DIRECTIONS: Choose the most appropriate underlined word from Section A to

complete each sentence below. Remember that either of the word’s meanings can
be used. Write the meaning on the line.
1. My werewolf really scares my sister!
Meaning of word:
2. Very few countries could withstand the of the Roman army.
Meaning of word:
3. We all had to when the judge entered the room.
Meaning of word:
4. The night sky was so cloudy that we couldn’t see a single .
Meaning of word:
1
PRACTICE
Name: Date:
MULTIPLE-MEANING WORDS
A. DIRECTIONS: Read each sentence. Then, write the meaning of the underlined word.
Use a dictionary if needed.
1. Seemingly lost, we looked at the compass and opted to head north.
Meaning:
2. Filling out the form was exhausting; I felt I had to initial every page a thousand
times!
Meaning:
3. The little tree frog fit right in my palm.
Meaning:
4. I love spending time on the ranch, but it’s hard watching my uncle brand all the
new calves.
Meaning:
B. DIRECTIONS: Use each of the words from Practice A in a new sentence but with a
different meaning of the word.
1. head
2. initial
3. palm
4. brand
C. DIRECTIONS: On the lines below, write two sentences for the multiple-meaning
words park and trunk. Be sure to change the meaning of the word in each sentence.
1. park
park
2. trunk
trunk
2
Name: Date:
A Christmas Carol: Scrooge and Marley, Act I

Israel Horovitz
WORD LIST
covetous morose resolute impossible malcontent miser
italicized word or phrase, and then answer the question.
1. Would you describe your friend Kyle as covetous if he wanted, and tried to get,
everything you had? Why or why not?
2. Would you call Ren morose if he were a cheerful person who never
complained about his problems? Explain.
3. If Leelah were resolute in her quest for straight A’s, would you describe her as
determined? Explain.
4. What does Scrooge’s nephew mean when he describes Scrooge as impossible?
Explain.
5. True or false: Jason, who seems to be the happiest guy on earth, is a
malcontent. Explain.
6. True or false: A miser is a generous person, willing to help anyone in need.
Explain.
B. WORD STUDY: The Latin prefix mal- means “bad.” For instance, the word malaise
means “a vague feeling of illness or weakness.” A malcontent is someone who is
dissatisfied and rebellious. Use each of the following words in a sentence. Use a
dictionary to help you define them if necessary.
1. malpractice
2. malfunction
3. malefactor
4. maladroit

RETEACH
Name: Date:
REFLECTIVE WRITING
A reflective essay is a short nonfiction work that expresses a writer’s thoughts

and feelings—or reflections—about an experience or idea. The purpose of this
type of writing is to communicate thoughts and feelings in a way that sparks
readers to respond with thoughts and feelings of their own.
In a reflective essay, an author usually develops his or her central ideas, or main
points, though the details he or she presents about people, events, and ideas.
Sometimes authors state their central ideas directly, but often readers must make
inferences about the central ideas based on information in the text.
As you read a reflective essay, think about the thoughts and feelings the writer
shares, and notice how the author groups details together. Use these details to help
you determine the central ideas.
DIRECTIONS: Read the passage below. Then, answer the questions that follow.
When I look up at the stars sometimes, I think of many things. One thing
I think of in particular is my love of travel. And then I begin to wonder how
I might like to travel to outer space. I worry that the preparation would be
more difficult that I could handle, but on the other hand, I would gain a
unique experience I would remember for the rest of my life. The question
becomes, then, what kind of a mark do I want to leave with my life? Do I
want to do only what I know I can do, or do I want to take a chance at
having the most incredible experience of my life? I think I want to take that
chance!
1. Give two examples of thoughts or feelings that the author expresses in the passage.
3. What can you infer is the central idea of the passage?
1
PRACTICE
Name: Date:
REFLECTIVE WRITING
A. DIRECTIONS: Read each of the following sentences If the sentence is likely from a
reflective essay, write R on the line. If the sentence is not from a reflective essay, write
N on the line.
1. ____ When my parents first told me I would soon have a little brother or sister, I
thought they were joking.
2. ____ This essay discusses diamonds, explaining how they are formed, how people
mine them, and how valuable they are.
3. ____ Chlorophyll reacts with sunlight to enable leaves to produce food or
energy.
4. ____ Through these letters I learned the value and satisfaction of hard work,
patience, and self-reliance.
B. DIRECTIONS: Read the passage below and answer the questions that follow.
I quite literally bumped into someone the other day. I was rushing to get back
to work and trying to find the ringing phone in my bag. The man was coming
out of a shop with a large box. We collided and we both ended up on the
sidewalk. At first, I was startled and confused, and a little irritated at the man
for not looking where he was going. Then I realized the reason for our
collision; neither of us was looking where we were going; I was distracted, and
he couldn’t see around the box he was carrying. This accident was as much,
or more, my fault as it was his. Thankfully, neither of us was hurt, so we each
apologized to the other, got up, picked up our belongings, and continued on.
1. What interaction does the writer describe?
2. Give two examples that express the writer’s thoughts or feelings about the
interaction.
3. What insight does the writer offer about the importance of this interaction?
2
Name: Date:
A Christmas Carol: Scrooge and Marley, Act 1

Israel Horovitz
Dialogue is a conversation between characters. In a play, dialogue serves several key functions.
• In a performance, dialogue helps the audience understand what the characters
feel and think.
• Characters’ words and speech patterns give clues to their personalities.
• Dialogue advances the plot and develops the conflict, or struggle between
opposing forces.
• In a dramatic script, a character’s name appears before the dialogue he or she
speaks.
Example: Isaac: Where are my glasses?
Mari: They’re on the side table, just where you left them.
DIRECTIONS: Answer these questions about A Christmas Carol: Scrooge and Marley. Use
textual evidence from the play to support your responses.
1. In Scene 2, paragraphs 15—23, Scrooge is speaking to his nephew, who invites Scrooge to
his home for Christmas dinner. What does Scrooge’s line I’d rather see myself dead than see
myself with your family! reveal about his personality and character?
_________________________________________________________________________
_______________________________________________________________________
2. Scene 3, is a conversation between Marley and Scrooge. What happens in this part of the
drama to reveal the conflict?
_______________________________________________________________________
_______________________________________________________________________
3. In Scene 5, paragraphs 1-10, what change in Scrooge is revealed by the dialogue?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Name: Date:
Thank You, M’am

Langston Hughes
A preposition is a part of speech that indicates a relationship between a noun
or pronoun that follows it and another word in the sentence. Examples of
commonly used prepositions include at, after, between, for, in, of, on, to,
through, and with.
Example: The island is in the Tropics.
The preposition in connects the noun Tropics to another word in the sentence,
island.
A prepositional phrase begins with a preposition and ends with a noun or
pronoun, called the object of the preposition, which completes the meaning
of the phrase.
Example: The island is in the Tropics.
The prepositional phrase in the Tropics begins with the preposition in and
ends with the noun Tropics, which is the object of the preposition.
A. DIRECTIONS: Underline the preposition(s) in each sentence.
1. In one corner of the room, there was an icebox.
2. There were lima beans and ham in the icebox.
3. He asked if she needed anyone to go to the store.
4. Mrs. Jones gave Roger some of her cake.
5. She sent him off into the evening, and he never saw her again.
B. DIRECTIONS: Fill in each blank with a suitable preposition.

1. When the boy tried to steal her purse, he fell on his back the
sidewalk.
2. People stood watching the exchange the woman and the boy.
3. The woman brought the boy home her.
4. Roger looked the door and the woman before washing his face.
5. The memory of her stayed Roger.

RETEACH
Name: Date:
SENTENCE STRUCTURES
In English, there are four kinds of sentences.

• A simple sentence consists of one independent clause—a group of words that has a
subject and a verb and that can stand by itself as a complete thought.
Example: I have written my report.
• A compound sentence consists of two or more independent clauses linked by a
conjunction such as and, but, or or.
Example: I have written my report, and Mr. Thomas has graded it.
• A complex sentence contains one independent clause and one or more dependent
clauses (a group of words that has a subject and verb but is not a complete thought).
Example: Because I was eager to finish it by the deadline, I wrote my report over the
weekend.
• A compound-complex sentence consists of two or more independent clauses and one
or more dependent clauses.
Example: I wrote my report, even though I finished it just before the deadline, and Mr.
Thomas has already graded it.
A. DIRECTIONS: Read the following sentences. Identify each as simple, compound,

complex, or compound-complex. Write your answer on the line.
1. Rodolfo has played soccer most of his life.
2. Alicia lived in the city, and one of her cousins lived in the country.
3. I am the student government president this year.
4. Our tour guide, whose name was Lisa, showed us the house, and
she demonstrated cooking on a cast iron stove.
5. Although Monday was a holiday, Sheena worked on her science
assignment that afternoon.
B. DIRECTIONS: Using the phrase provided, write a sentence. Label each sentence by
writing simple, compound, complex, or compound-complex in parentheses.
1. liked to write poetry
2. if he feels
1
PRACTICE
Name: Date:
SENTENCE STRUCTURES
A. DIRECTIONS: Read the following sentences. Identify each as simple, compound,

complex, or compound-complex. Write your answer on the line.
1. The ducks and geese flew south.
2. Some birds swam, or they hunted for grain.
3. Although the tree squirrel is a wonderful acrobat, it sometimes
misses its mark.
4. Mr. Gleason runs a pet store, and because it’s a busy place, two
assistants help him.
5. The store is closed on Sundays, Mondays, and holidays.
6. The cats are playmates, and both are good mouse hunters.
7. Tree squirrels, who are omnivores, can eat almost anything.
8. Many flocks of birds land in a bird refuge, and they stay there for
an extended period of time.
B. DIRECTIONS: Using the word or phrase provided, write a sentence. Label each
sentence by writing simple, compound, complex, or compound-complex in
parentheses.
1. since she had studied
2. but I couldn’t
3. as we rode
4. so the family moved
2

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Name: Date:

A Christmas Carol: Scrooge and Marley, Act I

A. DIRECTIONS: Choose the correct singular or plural form of the verb in

B. DIRECTIONS: Rewrite the sentences, correcting the agreement mistakes.

2. The spirits of the Past and Marley appears to Scrooge.

3. The spirit of the Past urge Scrooge to remember his childhood.

4. Fan or Scrooge speak to the schoolmaster.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

PREPOSITIONS AND PREPOSITIONAL PHRASES

A preposition is a part of speech that indicates a relationship between a noun or

A. DIRECTIONS: Underline the preposition(s) in each sentence.

2. She stood in the very center of the huge stage.

3. She was auditioning for the director and the producer.

4. The stage manager sat in the wings to the right.

5. Behind him stood various members of the cast.

B. DIRECTIONS: Underline the prepositional phrase(s) in each sentence. Then, rewrite

2. The cabin was beneath the large chestnut tree.

3. During the night the wind began to blow.

4. A set of drums was in the music room.

PREPOSITIONS AND PREPOSITIONAL PHRASES

A. DIRECTIONS: Fill in each blank with a suitable preposition.

C. DIRECTIONS: Write sentences using the following prepositional phrases.

4. near the glen

3. ____ Soldiers or police officers (was, were) blocking the roadways.

4. ____ Carol and her sister (is, are) hiking in Argentina.

2. ____ They (is, are) always playing together.

C. DIRECTIONS: Rewrite the sentences, correcting the agreement mistakes.

2. The cities closes the beaches in September.

4. My brother and sister has been very cooperative lately.

5. A box of fruit bars are in the cupboard.

APPOSITIVES AND APPOSITIVE PHRASES

An appositive is a noun or pronoun placed next to another noun or pronoun to

APPOSITIVE APPOSITIVE PHRASE

My sister, Odessa, prefers studying in Oscar—the best debater on the team—

If the information in an appositive or appositive phrase is essential to

If the sentence is clear without the information in the appositive or appositive

B. DIRECTIONS: Use each phrase below as an appositive phrase in a sentence.

3. the football player

APPOSITIVES AND APPOSITIVE PHRASES

A. DIRECTIONS: Read the following sentences. Underline the appositive or appositive

B. DIRECTIONS: Use each phrase as an appositive phrase in a sentence. Correctly

3. the new girl in our class

4. Soy milk is a derivative of soybeans. It provides a good alternative for people

A Christmas Carol: Scrooge and Marley, Act II

B. DIRECTIONS: Using the word or phrase provided, write a sentence about

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OLD ENGLISH SUFFIX: -LESS

5. Is a careless driver one that is attentive or inattentive? Explain your answer.

OLD ENGLISH SUFFIX: -LESS

A. DIRECTIONS: Select the best word to complete each sentence.

2. Tim returned home (mindless/penniless), having spent all his money.

4. Keshawn was (useless/relentless) in his quest for the truth.

5. Kevin is (helpless/heartless) when he gets sick with a cold.

B. DIRECTIONS: Use each of the following words in a complete sentence.

A Christmas Carol: Scrooge and Marley, Act II

An explanatory essay is a type of nonfiction writing in which you explain, inform,

Stage Direction Example: Act/Scene/Paragraph: Meaning:

B. DIRECTIONS: Draft your explanatory essay. Be sure to include an introduction with a

Copyright © Savvas Learning Company LLC. All Rights Reserved.

The Grapes of Wrath

4. and in the morning, the light on them, bay light

© by Savvas Learning Company LLC. All Rights Reserved.

A. DIRECTIONS: Choose the more specific word in each word pair.

1. ______ The baby’s cry was shrill and piercing.

2. Our boat ride on the ocean was .

4. Our family adopted a , puppy.