Unit 2c Review - UPDATED

Pages

(S1) Your story is written day by day.

It is written with things that you do and say.

(S2) Daily you start with a page that is blank.

The emptiness fills throughout the day.

(S3) By nightfall your page is complete, and it turns

to a blank one again, just waiting for words.

(S4) These pages you fill, and the chapters go by

with memories of good times and reasons to cry.

(S5) Some chapters you wish you could rip up and shred.

Some things you regret to have said.

(S6) There are chapters of wonderful times that you knew,

things to be proud of, the blessings that grew.

(S7) This book should be special; it's all about you.

It is written by all that you say and you do.

What is the most likely reason the poet compares life to a book being written?

• To help the reader relate all the parts of life to a well-known activity.

• To emphasize life and books have chapters that contain memories and experiences.

• To show life and books have a beginning and an end.

• To explain life is filled with blank pages waiting to be filled.

Pages

(S1) Your story is written day by day.

It is written with things that you do and say.

(S2) Daily you start with a page that is blank.

The emptiness fills throughout the day.

(S3) By nightfall your page is complete, and it turns

to a blank one again, just waiting for words.

(S4) These pages you fill, and the chapters go by

with memories of good times and reasons to cry.

(S5) Some chapters you wish you could rip up and shred.

Some things you regret to have said.

(S6) There are chapters of wonderful times that you knew,

things to be proud of, the blessings that grew.

(S7) This book should be special; it's all about you.

It is written by all that you say and you do.

Read line 1 from the poem.

"Your story is written day by day."

Why did the poet include this metaphor with the poem?

• The poet wanted to say that books are fun to read and you should read at least one page of a book every day.

• The poet was trying to teach us the steps involved in writing a book.

• The poet meant that every day we add new experiences to our life, just like adding pages to a story.

• The poet was emphasizing the importance of keeping a daily diary.

Halloween is Nearly Here

(S1) Halloween is nearly here.

I’ve got my costume planned.

It’s sure to be the most horrific

outfit in the land.

(S2) If you should see me coming

you may scream and hide your head.

My get-up will, I guarantee,

fill every heart with dread.

(S3) My costume may cause nightmares.

Yes, my mask may stop your heart.

You might just shriek and wet yourself,

then squeamishly depart.

(S4) And yet, I won’t be dressing as

you might expect me to.

I will not be a vampire

or ghost that hollers “boo!”

(S5) I won’t look like a werewolf

or a goblin or a ghoul,

or even like a slimy blob

of deadly, dripping drool.

(S6) I will not be a zombie

or some other horrid creature.

No, this year I’ll be much, much worse…

I’m dressing as a teacher.

Which of the following examples of figurative language best describes the author’s message?

• If you should see me coming you may scream and hide your head

• deadly, dripping drool

• I will not be a zombie or some other horrid creature

• I’ve got my costume planned

Halloween is Nearly Here

(S1) Halloween is nearly here.

I’ve got my costume planned.

It’s sure to be the most horrific

outfit in the land.

(S2) If you should see me coming

you may scream and hide your head.

My get-up will, I guarantee,

fill every heart with dread.

(S3) My costume may cause nightmares.

Yes, my mask may stop your heart.

You might just shriek and wet yourself,

then squeamishly depart.

(S4) And yet, I won’t be dressing as

you might expect me to.

I will not be a vampire

or ghost that hollers “boo!”

(S5) I won’t look like a werewolf

or a goblin or a ghoul,

or even like a slimy blob

of deadly, dripping drool.

(S6) I will not be a zombie

or some other horrid creature.

No, this year I’ll be much, much worse…

I’m dressing as a teacher.
The poet organizes stanzas 4 

and 5 for the purpose of -

• explaining the effects of wearing scary Halloween costumes

• describing the types of Halloween costumes the speaker will not be wearing

• describing the setting of the poem

• comparing types of costumes you can wear on Halloween

We Bought a Lot of Candy Bars

(S1) We bought a lot of candy bars.

we thought it would be neat

to have a ton for all the kids 

who came to trick or-treat. 

(S2) We bought them early in the month 

when they were all on sale.

We dragged the bags in from the car

and set them on the scale.

(S3) The candy weighed a hundred pounds!

I’m sure we got enough.

In fact, we may have had too much 

of all that yummy stuff. 

(S4) It wouldn’t hurt to just eat one,

or two, or three, or four.

We bought so much that we could 

even eat a dozen more. 

(S5) So every day we had a few;

a minuscule amount. 

How many? I can’t say for sure.

I wasn’t keeping count. 

(S6) Our pile grew smaller every day

by ten, fifteen, or twenty. 

But, still, it didn’t matter.

We were certain we had plenty. 

(S7) When Halloween arrived we checked

the candy situation,

and found that we had given in

to way too much temptation. 

(S8) A single bar was all we had. 

We’d eaten all the rest. 

So, if our lights are off tonight,

I think that’s for the best.

The main purpose of stanza 4 is to -

• explain the process of figuring out how many candy bars you should buy for trick or treaters

• describe the excitement of trick-or-treating

• discuss the number of candy bar flavors the family bought

• suggest the family has a lot of candy so eating a little wouldn't hurt

A Bad Move

(P1) This was the fourth time this year that Lin was the new kid in school. Four moves in seven months--all because her mother’s job kept them moving. She had decided back in December that making new friends was a waste of time. She would join no more clubs. She would add no new names to her phone list.

(P2) On her first day, the teacher welcomed her to the class and assigned a “buddy” to help her find her way around. This time, it was a girl named Marley, or Carly, or something. Lin had stopped paying attention to kids’ names.

(P3) Lin knew that she would forget them all, just as the other kids from all those other schools had probably forgotten her. As the teacher was giving Lin papers filled with assignments to make up, Lin made her decision. At this school, she would be memorable.

(P4) The next day, Tuesday, instead of wearing the usual jeans and tee shirt, she wore a pair of bloomers from an old Raggedy Ann Halloween costume. On Wednesday, she wore an old dress of her mother’s, along with soccer cleats. “At least they’ll remember me after we’ve moved away,” she thought on Thursday as she put on a plaid skirt, a tee shirt, and a pile of long beaded necklaces her grandmother had given her to play with.

(P5) On Friday, they called her mother to school. She was a bit worried about what her mom would say when she saw her outfit—a neon-yellow dress that she had worn for her Minions Halloween costume last year. From inside the principal’s office, she heard her mother and Mrs. Leonard talking.

(P6) “She’ll be so excited,” her mother said to Mrs. Leonard in the hallway. “We’ve moved so often, but this time, we’re here to stay. I’ve got a new job in town. Finally, she’ll be able to fit in.”

Which of these key ideas is supported by information in paragraphs 3-4?

• Lin is not interested in joining any clubs at her new school.
• Lin is determined to be memorable at her new school by wearing unique outfits.
• Lin wants to be forgettable at her new school.
• Lin wants to make new friends at her new school.

A Bad Move

(P1) This was the fourth time this year that Lin was the new kid in school. Four moves in seven months--all because her mother’s job kept them moving. She had decided back in December that making new friends was a waste of time. She would join no more clubs. She would add no new names to her phone list.

(P2) On her first day, the teacher welcomed her to the class and assigned a “buddy” to help her find her way around. This time, it was a girl named Marley, or Carly, or something. Lin had stopped paying attention to kids’ names.

(P3) Lin knew that she would forget them all, just as the other kids from all those other schools had probably forgotten her. As the teacher was giving Lin papers filled with assignments to make up, Lin made her decision. At this school, she would be memorable.

(P4) The next day, Tuesday, instead of wearing the usual jeans and tee shirt, she wore a pair of bloomers from an old Raggedy Ann Halloween costume. On Wednesday, she wore an old dress of her mother’s, along with soccer cleats. “At least they’ll remember me after we’ve moved away,” she thought on Thursday as she put on a plaid skirt, a tee shirt, and a pile of long beaded necklaces her grandmother had given her to play with.

(P5) On Friday, they called her mother to school. She was a bit worried about what her mom would say when she saw her outfit—a neon-yellow dress that she had worn for her Minions Halloween costume last year. From inside the principal’s office, she heard her mother and Mrs. Leonard talking.

(P6) “She’ll be so excited,” her mother said to Mrs. Leonard in the hallway. “We’ve moved so often, but this time, we’re here to stay. I’ve got a new job in town. Finally, she’ll be able to fit in.”

From the details presented in paragraph 2 the reader can conclude -

• Lin's mother is unemployed.
• Lin enjoys making new friends.
• Her mother's job keeps them moving.
• Lin's mother's job is in a different city.

A Bad Move

(P1) This was the fourth time this year that Lin was the new kid in school. Four moves in seven months--all because her mother’s job kept them moving. She had decided back in December that making new friends was a waste of time. She would join no more clubs. She would add no new names to her phone list.

(P2) On her first day, the teacher welcomed her to the class and assigned a “buddy” to help her find her way around. This time, it was a girl named Marley, or Carly, or something. Lin had stopped paying attention to kids’ names.

(P3) Lin knew that she would forget them all, just as the other kids from all those other schools had probably forgotten her. As the teacher was giving Lin papers filled with assignments to make up, Lin made her decision. At this school, she would be memorable.

(P4) The next day, Tuesday, instead of wearing the usual jeans and tee shirt, she wore a pair of bloomers from an old Raggedy Ann Halloween costume. On Wednesday, she wore an old dress of her mother’s, along with soccer cleats. “At least they’ll remember me after we’ve moved away,” she thought on Thursday as she put on a plaid skirt, a tee shirt, and a pile of long beaded necklaces her grandmother had given her to play with.

(P5) On Friday, they called her mother to school. She was a bit worried about what her mom would say when she saw her outfit—a neon-yellow dress that she had worn for her Minions Halloween costume last year. From inside the principal’s office, she heard her mother and Mrs. Leonard talking.

(P6) “She’ll be so excited,” her mother said to Mrs. Leonard in the hallway. “We’ve moved so often, but this time, we’re here to stay. I’ve got a new job in town. Finally, she’ll be able to fit in.”

The language the author uses in paragraph 5 highlights -

• the excitement Lin felt about being called to the principal's office

• how upset Lin was when she saw her mom in the principal's office

• the nervous feeling Lin got when she saw her mom in the principal's office

• how Lin's mom feels when she finds out Lin has been wearing interesting outfits to school