Free
What does the poem suggest about the concept of freedom?
A. A privilege reserved for those who are confident
B. A quality that the speaker desires but struggles to achieve
C. A reward for following societal expectations
D. A fleeting moment that is impossible to maintain
B. A quality that the speaker desires but struggles to achieve
What message does the poem convey about individuality and self-expression?
A. Popularity is the key to happiness.
B. Embracing your true self is essential for freedom.
C. Confidence is determined by others’ opinions.
D. Life’s challenges can only be overcome through conformity.
B. Embracing your true self is essential for freedom.
Which sentence could be added after “She explained her plan to her class one sunny Monday morning.” to provide more details about the project?
A. “The class enjoyed talking about their weekend activities.”
B. “She handed out packets of seeds and showed them how to plant them.”
C. “She said she had been gardening since she was young.”
D. “The students asked if they could skip homework to work on the garden.”
B. “She handed out packets of seeds and showed them how to plant them.”
Based on the context of the poem, what does the word traipse most likely mean?
A. Walk energetically and purposefully
B. Move reluctantly or aimlessly
C. March confidently with pride
D. Stumble clumsily and awkwardly
B. Move reluctantly or aimlessly
What internal conflict does the speaker face in the poem?
A. She feels jealous of the other girl’s carefree attitude.
B. She struggles to understand why she is not as confident as others.
C. She feels pressured to impress her group of friends.
D. She wants to leave her group but fears losing their approval.
B. She struggles to understand why she is not as confident as others.
Which transition word or phrase could replace “But after a few weeks, they noticed a problem” to make the sequence clearer?
A. Meanwhile
B. For example
C. However
D. As a result
C. However
What does the phrase "cookie-cutter cool" in stanza 1 suggest about the speaker’s social group?
A. They are unique and creative individuals.
B. They are overly confident in their originality.
C. They conform to a rigid standard of popularity.
D. They struggle to fit in with the speaker’s personality.
C. They conform to a rigid standard of popularity.
How is the speaker’s conflict resolved by the end of the poem?
A. She decides to embrace her individuality and stop pretending.
B. She realizes she prefers to stay with her current group.
C. She confronts the other girl to understand her confidence.
D. She chooses to stay quiet about her feelings of insecurity.
A. She decides to embrace her individuality and stop pretending.
In the sentence “Ms. Taylor reminded them that setbacks were part of learning,” which word could replace “reminded” to make the sentence stronger?
A. Explained
B. Encouraged
C. Taught
D. Insisted
B. Encouraged
How does the structure of the poem emphasize the speaker’s emotions?
A. The single-line stanzas reflect the speaker’s moments of self-reflection.
B. The repetitive rhyme scheme shows the monotony of the speaker’s daily life.
C. The uneven stanza lengths highlight the speaker’s chaotic thoughts.
D. The lack of punctuation emphasizes the speaker’s uncertainty.
A. The single-line stanzas reflect the speaker’s moments of self-reflection.
Which sentence could be removed from the passage because it does not add to the story’s focus?
A. “Let’s plant tomatoes and cucumbers!” said Mia.
B. “The students started digging and planting in the empty field behind the gym.”
C. “The class enjoyed talking about their weekend activities.”
D. “With teamwork and effort, the students fixed their mistakes.”
C. “The class enjoyed talking about their weekend activities.”
Which line from the poem best reveals the speaker’s admiration for the girl she observes?
A. “A smile firmly plastered to cover life’s hurts”
B. “Wildflowers tucked ’neath chaotic brown curls”
C. “Chasing the life of the cookie-cutter cool”
D. “While I trudge about—afraid to be ME?”
B. “Wildflowers tucked ’neath chaotic brown curls”
Short Constructed Response: In the poem "Free" by Jana Nathan, the speaker contrasts her life with the carefree nature of another girl. Explain how the speaker’s observations of the other girl help develop the theme of the poem. Use evidence from the poem to support your response.
In the poem "Free" by Jana Nathan, the speaker’s observations of the other girl develop the theme that embracing individuality leads to true freedom. The speaker notices that the girl has “wildflowers tucked ’neath chaotic brown curls” and is “twirling about in [her] own sunny world” (lines 6–7). These lines show the girl’s carefree and authentic nature. In contrast, the speaker admits, “I trudge about—afraid to be ME” (line 12), revealing her struggle to break free from the pressure to conform. These lines emphasize that the girl’s freedom comes from being herself, while the speaker feels trapped by her own insecurities. This contrast supports the theme that true freedom requires self-acceptance.
How could the first sentence of the passage, “Ms. Taylor had an idea,” be revised to better introduce the passage?
A. “Ms. Taylor thought of something fun for her students to do.”
B. “Ms. Taylor wanted her class to work together on a big project.”
C. “Ms. Taylor had always loved gardening and wanted to share her passion.”
D. “Ms. Taylor came up with an idea for the students to improve their school.”
D. “Ms. Taylor came up with an idea for the students to improve their school.”