G9 ELA

Identify the point of view in the following passage

He was a timid, obedient boy in most things. However, if you told him to give up what was his nature, it merely made him a disobedient boy–turned a good boy into a bad one. He was too much in terror of his father to disobey openly, but he used to sneak away at all opportunities to the fields and woods, and at each new bird or plant he found he had an exquisite thrill of mingled pleasure and pain–the pain because he had no name for it or means of learning its nature.The narrator of the passage is not the boy himself, but someone who seems to understand this particular boy's feelings nonetheless.

• a. third person unlimited

• b. third person limited

• c. third person subjective

• d. third person objective

Tags

CCSS.RL.1.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

Which sentence best summarizes the paragraph?

On the military side, realization that a bomb would probably be ready for testing in the summer of 1945 led to concrete planning for the use of the new weapon, on the assumption that the bomb when completed would actually work. By the end of 1944, a list of possible targets in Japan had been selected, and a B-29 squadron was trained for the specific job of delivering the bomb. It was also necessary to inform certain commanders in the Pacific about the project, and on 30 December 1944, Maj. Gen. Leslie R. Groves, head of the Manhattan District, recommended that this be done.

• a. Now that the bomb was almost ready, military commanders began to discuss possible targets.

• b. The military worked quickly to plan for the bomb's use once they knew the bomb was ready for testing.

• c. Maj. Gen. Groves had the important job of updating commanders about what was happening with the bomb.

• d. Most Americans did not realize the important plans that were going on behind the scenes during World War II.

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Review the script Mona used for her presentation about the solar system.

Mars is one of the planets in the solar system. It is near Earth, and there are some robotic machines exploring Mars. There might be life on the Red Planet. Other planets include Mercury, Jupiter, Saturn, Venus, Uranus, and Neptune. Earth is a planet too, and it is the third planet from the Sun. The sun is in the middle of the solar system which is part of the Milky Way which is a galaxy in the universe.Planets go orbiting around the sun in circles, and orbit means go around. Is there life on other planets? We don’t know, but there probably is.

Which of the following suggestions might help Mona to improve her presentation?

• a. I think you should choose a different subject; this one is too hard.

• b. You should make it better by adding more information to it.

• c. I don’t really understand what you’re saying; you should make it clearer.

• d. Try organizing your presentation spatially, using a map of the solar system.

Suppose you read this passage in a written argument.

New research identifies cracks over the moon's crust that may have been created by cooling and shrinking over the past billion or so years. Scientists have discovered landforms littered across the moon's surface called lobate scarps that have apparently resulted from the moon's shrinking very slowly. These scarps were found all over the moon and appear to be minimally weathered, indicating that the geologic events that created them were fairly recent. This theory contradicts the claim that the moon is completely devoid of geologic activity.

What claim could be supported by the reasoning in this passage?

• a. The moon is not static, but has been slowly changing over time.

• b. The moon’s temperatures are more extreme than earth's.

• c. The moon, unlike the earth, does not experience any geologic changes.

• d. The moon is covered in lobate scarps due to impacts.

Tags

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.8.1

CCSS.RL.9-10.1

Where is the most likely place for a writer to add a plot twist that will surprise readers?

• a. at the very end of the story, when readers think they know the conflict's resolution

• b. in the beginning, right after the story's conflict and characters are introduced

• c. in the middle, as the characters are close to resolving the conflict in the story

• d. as soon as the story's rising action begins with characters attempting to solve the conflict

Tags

CCSS.RL.11-12.3

CCSS.RL.11-12.5

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.9-10.5

Read the passage below, and think about the author’s purpose for writing it.

I am discouraged about learning to speak the English language, and I do not think anybody takes much trouble to learn ours. So we cats are confined to the society of each other, which keeps us from knowing as much as we might. And it is very lonely, too, in a place where there are so few cats kept as in Amherst. If it were not for Mrs. Hitchcock’s cat, and Judge Dickinson’s, I might forget how to use my tongue.

What is MOST LIKELY the author’s purpose for writing this passage?

• a. to explain a confusing concept

• b. to express an idea about people

• c. to represent a specific point of view

• d. to give an opinion about an issue

Tags

CCSS.RI. 9-10.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.8.6

CCSS.RL.9-10.6

How should you use textual evidence when you write a theme-based summary?

• a. to help readers imagine all the details of the story’s setting

• b. to predict what may happen in stories with similar themes

• c. to share background information about the story with interested readers

• d. to explain the story’s theme to other readers in a convincing way

Tags

CCSS.RI. 9-10.2

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.8.2

CCSS.RL.9-10.2