Unit 2 Pre-Test

Literary Comprehension
(ELAGSE8RL4) Meaning Of Words/phrases,
(ELAGSE8RL5) Compare/contrast Structure Of Texts
(ELAGSE8RL6) Analyze Differing Points Of View
Information and Media Literacy
(ELAGSE8RI4) Meaning Of Words/phrases
(ELAGSE8RI5) Structure Of A Paragraph
(ELAGSE8RI6) Author's Point Of View/purpose
The Prophet
Kahlil Gibran
Love gives naught but itself and takes naught but from itself.
Love possesses not nor would it be possessed;
For love is sufficient unto love.
When you love you should not say, God is in my heart, but rather, I am in the
heart of God.5
And think not you can direct the course of love, for love, if it finds you worthy,
directs your course.
Love has no other desire but to fulfill itself.
But if you love and must needs have desires, let these be your desires:
To melt and be like a running brook that sings its melody to the night. 10
To know the pain of too much tenderness.
To be wounded by your own understanding of love;
And to bleed willingly and joyfully.
To wake at dawn with a winged heart and give thanks for another day of loving;
To rest at the noon hour and meditate loves ecstasy; 15
To return home at eventide with gratitude;
And then to sleep with a prayer for the beloved in your heart and a song of praise
upon your lips.
1) RL4 DOK2
Love gives naught but itself and takes naught but from itself.
In this first sentence from the passage, what does naught mean?
A)
nicely
B)
never
C)
naughty
D)
nothing
2)RL4 DOK2
And think not you can direct the course of love, for love, if it finds you worthy,
directs your course.
What does course mean in this line from the passage?
A)
pathway
B)
as might be expected
C)
part of a school curriculum
D)
accustomed procedure or action

3) Which BEST explains the use of figurative language in line 13? RL4 DOK3
A)
Onomatopoeia is used to make the passage more realistic.
B)
Situational irony is used to express the pleasures of love.
C)
Sarcasm is used to express the uselessness of pursuing love.
D)
Verbal irony is used to express the desires and pain of love.
The Magic Soap Bubble and The Song of the Cardinal (two excerpts)
David Cory and Gene Stratton-Porter
from The Magic Soap Bubble
Ned glanced curiously around the strange place. It suddenly occurred to him that
he was a long, long way from home. Here he was, deep down in the mountain, in a
rocky cavern, sitting on a little Gnome stool, waiting for his friend to return. But
what if he did not come back?
Ned's hair suddenly stood on end at the thought. Going over to the big iron door, he
tried to turn the great knob, but his[fingers either were not strong enough or he did
not know the secret of the lock. Returning to his seat, he made up his mind to wait a
while before allowing his fears to get the better of him. This is what every brave boy
would do under the circumstances, he said to himself, resolving not to be a coward.
Presently he was relieved to hear music, as the Gnome, at the head of the
Gnomeland Band, came into view; and the funniest band that Ned had ever seen.
Why, each instrument was playing itself and dancing the Mountain Tango at the
same time!
The big drum went "Bum, bum, bum, diddle dum," and pranced around on a pair of
short, fat legs in red stockings. Two fat little arms beat the drumsticks on the top of
his head, or what appeared to be the top of his head, which was in reality a funny
face, which winked and blinked as the drumsticks traveled over the queer little
features.
"Toot! toot!" went the big yellow horn, as his fat little fingers pressed in the brass
stops that made the notes high or low, or soft or shrill. Over the floor he skipped,
after the round, fat drum.
The 'cello and the violin came next. The latter ran his bow across his stringed
waistcoat in perfect time, while the former twanged the strings that covered his
happy face in a jolly fashion. The rest of the band played on themselves beautifully,
and the Gnome, with his baton, proved a most capable leader. In fact, the music
was so delightful that Ned finally could restrain himself no longer, and, jumping up,
began dancing around to the tune of "For He's a Jolly Good Fellow!"
"Heigh-ho! hey diddle-do!
Down in the mountain deep,
Fiddle and drum, tiddle-dy-um,
Are doing the Leopard Leap!"

Just then the music stopped, or, rather, the Musical Instruments paused to take
breath, and Ned sat down again, wondering what next would happen. In a few
minutes the round, fat drum commenced to beat "Left, right! left, right!" and the
Gnomeland Band fell into line and marched slowly down the long cavern until it was
out of sight.

from The Song of the Cardinal

One day a gentle breeze from the north sprang up and stirred the orange
branches, wafting the heavy perfume across the land and out to sea, and spread in
its stead a cool, delicate, pungent odour. The Cardinal lifted his head and whistled
an inquiring note. He was not certain, and went on searching for slugs, and
predicting happiness in full round notes: "Good Cheer! Good Cheer!" Again the
odour swept the orchard, so strong that this time there was no mistaking it. The
Cardinal darted to the topmost branch, his crest flaring, his tail twitching nervously.
"Chip! Chip!" he cried with excited insistence, "Chip! Chip!"
The breeze was coming stiffly and steadily now, unlike anything the Cardinal ever
had known, for its cool breath told of ice-bound fields breaking up under the sun. Its
damp touch was from the spring showers washing the face of the northland. Its
subtle odour was the commingling of myriads of unfolding leaves and crisp plants,
upspringing; its pungent perfume was the pollen of catkins.
Up in the land of the Limberlost, old Mother Nature, with strident muttering, had set
about her annual house cleaning. With her efficient broom, the March wind, she was
sweeping every nook and cranny clean. With her scrub-bucket overflowing with April
showers, she was washing the face of all creation, and if these measures failed to
produce cleanliness to her satisfaction, she gave a final polish with storms of hail.
The shining river was filled to overflowing; breaking up the ice and carrying a load
of refuse, it went rolling to the sea. The ice and snow had not altogether gone; but
the long-pregnant earth was mothering her children. She cringed at every step, for
the ground was teeming with life. Bug and worm were working to light and warmth.
Thrusting aside the mold and leaves above them, spring beauties, hepaticas, and
violets lifted tender golden-green heads. The sap was flowing, and leafless trees
were covered with swelling buds. Delicate mosses were creeping over every stick of
decaying timber. The lichens on stone and fence were freshly painted in unending
shades of gray and green. Myriads of flowers and vines were springing up to cover
last year's decaying leaves.
4) A comparison of these two passages shows that both authors RL5 DOK3
A)
use vivid descriptions to tell their stories.
B)
maintain a serious tone to share important life lessons.
C) add many lively and detailed conversations to highlight action.
D) include only realistic characters to illustrate nature's beauty.
5) How do these two passages differ in structure and content? RL5 DOK3
A) The first passage, while realistic, uses a lot of figurative language and rich

imagery; the second passage does not.

Although both passages are examples of realism, the second passage is more
B)
poetic in its use of figurative language.
Both passages are fictional prose, but one is more about the supernatural while
C)
the other is more about the natural world.
The first passage can be characterized as a realistic novel, while the second
D) passage is a poem celebrating fantastical creatures.
6) RL5 DOK3
from the Magic Soap Bubble by Cory
"Heigh-ho! hey diddle-do!
Down in the mountain deep,
Fiddle and drum, tiddle-dy-um,
Are doing the Leopard Leap!"
Just then the music stopped, or, rather, the Musical Instruments paused to take
breath, and Ned sat down again, wondering what next would happen. In a few
minutes the round, fat drum commenced to beat "Left, right! left, right!" and the
Gnomeland Band fell into line and marched slowly down the long cavern until it
was out of sight.
from The Song of the Cardinal by Porter
Bug and worm were working to light and warmth. Thrusting aside the mold and
leaves above them, spring beauties, hepaticas, and violets lifted tender goldengreen heads. The sap was flowing, and leafless trees were covered with swelling
buds. Delicate mosses were creeping over every stick of decaying timber. The
lichens on stone and fence were freshly painted in unending shades of gray and
green. Myriads of flowers and vines were springing up to cover last year's
decaying leaves.
Which MOST accurately describes structure and style?
Cory includes a tune with alliteration and rhymes to express a lighthearted and
A)
jolly mood.
Porter ends his selection with alliteration and rhymes to express a lighthearted
B)
and jolly mood.
Porter ends his selection with alliteration and rhymes to persuade readers that
C)
Mother Nature's job is endless.
Cory includes a tune with alliteration and rhymes to persuade readers that
D)
music is important during every season.
Thanks, Coach!
Clark Benson
Josh helped one of the last guests to arrive to their seat at the banquet. He had
taken the lead in organizing the whole event in honor of Coach Wilkins. Josh and the
other players on the basketball team wanted to recognize Coach Wilkins for both his
athletic achievements and his teaching accomplishments.
2

Besides being Joshs coach, Coach Wilkins was also his English teacher. Josh

thought Coach Wilkins was a great teacher and basketball coach. In class, Coach
Wilkins always used different techniques to make class interesting. For instance,
Coach once told students to relate the books they read in class to their own lives.
Thanks to Coach Wilkins, Josh was enthusiastic about reading; Joshs shelves at
home were filled with books.
3

Coach supported each player and always had advice to give on the basketball
court. Although Coach sometimes had to correct a players moves, he was never
negative or belittlingCoach made everyone feel at ease.
The students and other teachers tried to make the school auditorium look as good
as possible for the event. The cafeteria workers made the food for the occasion, and
a large group of students worked to help make the banquet even more special.
5

Josh and the other basketball players, who had just won the state championships,
presented Coach with a special plaque. Josh admired the way the gold writing
glistened under the lights. As nice as the plaque was, Josh was more eager to
present Coach with a special card he had made. Each team member had written a
personal message to their coach. Josh felt the card would be more meaningful to
Coach because it was coming from his team and was filled with their own words.
6

Principal Edwards agreed to be the head speaker and to introduce Coach Wilkins.
The principal gave a very good speech about how Coach Wilkins had sacrificed his
own free time to give more time to the school. He mentioned the sensational afterschool tutoring program Coach Wilkins had started to help struggling students.
Finally, the big moment came and the principal introduced Coach Wilkins. The
guests stood to show their appreciation for the teacher. They applauded as Coach
Wilkins went to stage. He smiled and waved back to show how honored he was.
Coach gave his thanks and spoke of the things which inspired him to be a teacher
and coach. As he listened, Josh thought of what he had written on the card. There
werent enough words to truly show how much Coach Wilkins had meant to him as
both a teacher and coach. And so on the card, Josh had simply written,
Thanks coach! Josh
7) If the author wanted to revise this story to add an element of suspense, what
change would be MOST effective? RL6 DOK3
Coach Wilkins would decide to teach social studies and coach varsity football
A)
during the next school year.
Josh would invite Coach Wilkins' parents, but a delay at the airport might mean
B)
they don't arrive in time for the banquet.
The basketball team would present a photo slideshow of memorable moments in
C)
Coach Wilkins' childhood, schooldays, and career.
Principal Edwards would ask the assistant principal to serve as head speaker
D) because he realized he had another event to attend.
8) If the author wanted to rewrite this story as a play with dramatic irony, what
change would be MOST effective? RL6 DOK3
A) Coach Wilkins would prepare a speech and share his feelings about retirement.

The chorus would sing the school's fight song at the beginning and at the end of
the banquet.
A fight would break out among the basketball players and Coach Wilkins would
C)
have to break it up.
Josh would plan the event to honor Coach Wilkins as a surprise party during a
D)
scheduled team practice.
9) How does the author create such a heartwarming feeling in this story? RL6
DOK3
A)
by revealing the thoughts and actions of Josh
B)
by revealing the thoughts and actions of Coach Wilkins
C)
by revealing the thoughts and actions of Principal Edwards
D)
by revealing the thoughts and actions of the cafeteria staff
I Have A Dream
Martin Luther King, Jr.
B)

I am happy to join with you today in what will go down in history as the greatest
demonstration for freedom in the history of our nation.
2

Five score years ago, a great American, in whose symbolic shadow we stand
today, signed the Emancipation Proclamation. This momentous decree came as a
great beacon light of hope to millions of Negro slaves who had been seared in the
flames of withering injustice. It came as a joyous daybreak to end the long night of
their captivity.
3

But one hundred years later, the Negro still is not free. One hundred years later,
the life of the Negro is still sadly crippled by the manacles of segregation and the
chains of discrimination. One hundred years later, the Negro lives on a lonely island
of poverty in the midst of a vast ocean of material prosperity. One hundred years
later, the Negro is still languishing in the corners of American society and finds
himself an exile in his own land. So we have come here today to dramatize a
shameful condition.
4

In a sense we have come to our nation's capital to cash a check. When the
architects of our republic wrote the magnificent words of the Constitution and the
Declaration of Independence, they were signing a promissory note to which every
American was to fall heir. This note was a promise that all men, yes, black men as
well as white men, would be guaranteed the unalienable rights of life, liberty, and
the pursuit of happiness.
5

It is obvious today that America has defaulted on this promissory note insofar as
her citizens of color are concerned. Instead of honoring this sacred obligation,
America has given the Negro people a bad check, a check which has come back
marked "insufficient funds." But we refuse to believe that the bank of justice is
bankrupt. We refuse to believe that there are insufficient funds in the great vaults of
opportunity of this nation. So we have come to cash this check a check that will
give us upon demand the riches of freedom and the security of justice. We have
also come to this hallowed spot to remind America of the fierce urgency of now. This
is no time to engage in the luxury of cooling off or to take the tranquilizing drug of
gradualism. Now is the time to make real the promises of democracy. Now is the

time to rise from the dark and desolate valley of segregation to the sunlit path of
racial justice. Now is the time to lift our nation from the quick sands of racial
injustice to the solid rock of brotherhood. Now is the time to make justice a reality
for all of God's children.
10) In the last sentence of paragraph 4, what is the meaning of the
word unalienable? RI4 DOK2
A)
obvious
B)
promised
C)
concerned
D)
unable to be taken away
11) Which is the best meaning for hallowed as it is used in the fifth paragraph?
RI4 DOK2
A)
swampy
B)
sacred
C)
destroyed
D)
a deep hole
12) In his speech, why does Dr. King use words like withering, languishing,
and injustice? RI4 DOK2
A)
to show his knowledge
B)
to confuse the audience
C)
to exaggerate his point
D)
to create emotional feelings
Blood, Toil, Tears and Sweat: Address to Parliament
Winston Churchill
May 13, 1940 [During World War II]
INTRODUCTION
1
Mister Speaker, on Friday evening last I received His Majesty's commission to form
a new Administration. It was the evident wish and will of Parliament and the nation
that this should be conceived on the broadest possible basis and that it should
include all parties, both those who supported the late Government and also the
parties of the Opposition. I have completed the most important part of this task. A
War Cabinet has been formed of five Members, representing, with the Liberal
Opposition, the unity of the nation.
2

The three party Leaders have agreed to serve, either in the War Cabinet or in high
executive office. The three Fighting Services have been filled. It was necessary that
this should be done in one single day, on account of the extreme urgency and rigor
of events. A number of other key positions were filled yesterday, and I am
submitting a further list to His Majesty tonight. I hope to complete the appointment
of the principal Ministers during tomorrow. The appointment of the other Ministers
usually takes a little longer, but I trust that when Parliament meets again, this part
of my task will be completed, and that the administration will be complete in all
respects.

Sir, I considered it in the public interest to suggest that the House should be
summoned to meet today. Mr. Speaker agreed, and took the necessary steps, in
accordance with the powers conferred upon him by the Resolution of the House. At
the end of the proceedings today, the Adjournment of the House will be proposed
until Tuesday, the 21st of May, with, of course, provision for earlier meeting, if need
be. The business to be considered during that week will be notified to Members at
the earliest opportunity. I now invite the House, by the Resolution which stands in
my name, to record its approval of the steps taken and to declare its confidence in
the new Government.
CLOSING
1

We have before us an ordeal of the most grievous kind. We have before us many,
many long months of struggle and of suffering. You ask, what is our policy? I will
say: It is to wage war, by sea, land and air, with all our might and with all the
strength that God can give us; to wage war against a monstrous tyranny, never
surpassed in the dark and lamentable catalogue of human crime. That is our policy.
You ask, what is our aim? I can answer in one word: victory; victory at all costs,
victory in spite of all terror, victory, however long and hard the road may be; for
without victory, there is no survival. Let that be realized; no survival for the British
Empire, no survival for all that the British Empire has stood for, no survival for the
urge and impulse of the ages, that mankind will move forward towards its goal. But I
take up my task with buoyancy and hope. I feel sure that our cause will not be
suffered to fail among men. At this time I feel entitled to claim the aid of all, and I
say, "Come then, let us go forward together with our united strength."
13) Think about the effect of the author's repetition of the words, "You ask" in the
passage in the closing of the passage. The author of this speech used repetitions of
the phrase "You ask" because RI5 DOK2
the author has the goal of preparing the British for an invasion, and he knows he
A)
will have to answer a lot of questions from the people after his speech.
the author has the goal of preparing the British for an invasion, and he plans on
B)
answering everyone's questions after the speech so that they feel better.
the author has the goal of preparing the British for an invasion, and he is trying
C) to create a feeling of insecurity by placing the pressure of preparing for the
invasion on the people.
the author has the goal of preparing the British for an invasion, and he wants to
D) create a feeling of reassurance that the leaders have a policy and a direct aim
for winning in the minds of the people.
14) Think about the effect of the author's repetition of the words, victory in the
passage in the closing of the passage. The author of this speech uses repetitions of
the word victory in order to- RI5 DOK2
prepare the British citizens that even though many will die, many will also live
A)
with victory.
motivate all of the countries in the war because the British plan to help defend
B)
other countries during the invasion.
C) motivate patriotic feelings in the British people to ensure that even though other

countries will fall, the British will have victory with all costs.
motivate patriotic feelings in the British people to acknowledge that even
D)
though other countries will succeed, the British will have victory as well.
Vision and imagination are a hit.
Lee Washington
1

In Tim Ranch's novel, a young fruit-bat is fascinated

by children playing in a backyard. While upside down,
the creature barely makes out images of swinging
sticks and rolling balls in a host of colors and running
humans. It is children enjoying a croquet set straight
from the "fairest of three-dollar garage sales." The bat,
of course, has very pooreyesight, but it is the bat's
imagination-not just its vision and position-that propel
the story. The bat imagines happy, laughter-filled
backyard scenes. Descriptions presented by this bat
only add to the appeal of Tim Ranchs latest
novel, Sleeping Upside-Down.
2

The human characters in the novel are just

as captivating. The main human character, Kate
Waterbee, is a typical thirteen-year-old. She is secretly
angry with her parents because they have no decent
excuse for forbidding her from getting a pet. Kate
believes that allergies would have at
least evoked some sympathy. But her parents noses and eyes could handle a dog
or a kitty. It is their worried minds that fear an animal whining at them all the time.
While pleased with their mellow daughter, Kates parents fear adopting a needy,
demanding pet could alter that attribute.
3

Curiously, the backyard bat becomes a perfect pet. Kate makes a bat box for it on
the side of the tree. Her sometimes-pet as she calls it, starts to think highly of
Kate and her family. The chapters from the bats point of view are especially
interesting. The bat imagines Kates days down to the smallest detail.
4

Ranchs usual streak of silliness shown in his earlier novels takes a back seat
in Sleeping Upside-Down. While the situations in the novel are very funny, the
characters seem ordinary and sincere in their reactions. During rainstorms, for
instance, the shift key on Kates keyboard becomes stuck. Her initial attempts to email a cute boy in her class seem even more uncomfortable with the
added emphasis: WOULD YOU GET ICE CREAM WITH ME TOMORROW? I AM NOT
YELLING. Ranch adds a hint of his strange humor to many of Kates everyday
actions.
5

Accepting a backyard bat as a character may be abnormal for readers at first, but
by the end of the novel, the stories of Kate and the bat blend together very well.
The addition of the bat avoids this work from being labelled as merely charmingly
predictable teen fiction. The story does not develop into a childrens tale of
speaking animals. It instead shows two points of view on Kates life. Though the

idea of chapters switching viewpoints seems dizzying, it is no more severe than the
sway of a backyard swing.
6

Ranchs novel presents characterization through Kates interactions with her

parents and with the bat. The bat wants to belong to Kates family just as she is
trying to break from the comforts of home and make new friends. Like the bat in the
backyard tree, Ranch maintains enough distance from his characters to avoid
interfering with too many details. Ranchs writing style suggests his own great love
of people-watching. Without being too sweet or dramatic, Sleeping Upside-Down is a
wonderful story worth exploring.
15) Based on paragraph 4 of the book review, how does the reviewer characterize
the author's typical style? RI6 DOK3
A)
suspenseful
B)
scary
C)
humorous
D)
serious
16) Based on paragraph 5 of the book review, from what point of view is the book
told? RI3 DOK2
A)
It is told from the narrator's point of view.
B)
It is told from the bat's point of view.
C)
It is told from Kate's point of view.
D)
It is told from both Kate's and the bat's point of view.
17) Based on paragraph 1 of the book review, what does the reviewer like about the
book "Sleeping Upside Down"? RI6 DOK2
The reviewer likes the way the author was able to provide details from a bat's
A)
point of view.
The reviewer likes the description of the fruit bat's physical features given by
B)
the author.
C) The reviewer likes the way the author used realistic characters.
D) The reviewer likes the description of the habitat of fruit bats.