Show:
Informational Texts
Literary Texts
Inferencing
Vocabulary
Author's Purpose
100
1 Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans they might not be able to pay back. Without proper education on personal finance, especially as it relates to paying for college, young adults are ushered into faulty loan plans that result in years of debt post college. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families headed to college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood. 2 The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about $20,000 in debt, often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and because even bankruptcy cannot wipe out student loans, these students spend much of their adult lives paying off the balance and interest accrued. 3 Personal finance courses would teach students how to manage their income and expenditures, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to accrue good credit and purchase needed items likes cars and homes with skill and confidence. 4 While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of maintaining a financial stability. Summarize each Paragraph.
(Should be Similar) 1: A personal finance class should be required of all High school students. 2: Loans That get taken out often get confused and never payed off. 3: This class can help students after college, and without college. 4: We should try to prevent unwise financial choices by taking a personal finance class.
100
The Fly Adapted from a Vietnamese folktale Characters BOY: A 13-year-old MOTHER: A peasant FATHER: A peasant BANKER: A wealthy older man MANDARIN: A government official NARRATOR: A person dressed in black holding a stick with a small plastic fly attached to the end of a wire SCENE 1 1 NARRATOR: [In front of the curtain.] Hello. I’d like you to meet the star of our show. [Displays the small fly.] Yes. He’s the star. Let’s take a trip to Southeast Asia to a small village in Vietnam, where our tale begins with a 13-year-old boy. 2 [The Narrator steps aside as the curtain rises, revealing the Boy kicking a handmade soccer ball in front of his family’s humble home. He kicks up dust as he tries to keep the ball in the air.] 3 NARRATOR: [Leaning in.] He’s playing soccer, one of Vietnam’s favorite pastimes. 4 [The Banker walks toward the Boy.] 5 NARRATOR: [Noticing the Banker.] Oh, here comes trouble. I’m going to get out of his way. [Exits.] 6 BANKER: [Dusting off his expensive suit while standing near the Boy.] Are your parents home? 7 BOY: [Looks up and then continues to kick the ball.] No. 8 BANKER: [Annoyed.] Well, where are they? 9 [The Boy ignores the Banker.] 10 BANKER: [Snatching the ball from the Boy.] I asked you a question. Maybe you didn’t hear me. [Louder.] Where are they? Page 31 GO ON 11 BOY: My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 12 BANKER: [Appearing flustered.] What? That’s nonsense! Tell me where they are or I’ll rip your soccer ball to shreds. 13 BOY: I told you. My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 14 BANKER: Listen. [Crossing his arms and raising an eyebrow.] I came here to collect money your parents owe me. If you tell me where they are, I’ll cease collection of their debts. 15 [The Boy stares in disbelief.] 16 BANKER: As heaven and earth are my witness, your parents will make no more payments. 17 BOY: Heaven and earth cannot talk, so how can they testify in court? I need a living thing to be a witness. 18 [The Narrator enters, swinging the fly around and making a “bzzz” sound.] 19 BANKER: [Swats the fly away and smiles. The Narrator “lands” the fly on a nearby bamboo pole.] Look! What luck! This fly can be our witness. Now you can tell me. 20 BOY: [Thinking.] A fly is a good enough witness for me. My father has gone to cut down bamboo to make a fence for a man near the river. And my mother . . . [Pretending to waver.] You promise, right? 21 BANKER: Yes, yes, I swear in front of this fly. 22 BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? 23 BANKER: [Nodding.] Ah, yes. Very good. Good-bye, clever boy. I will see you again soon. 24 [The Banker smiles as he tosses the Boy’s ball to him and exits. The Boy enters his home.] SCENE 2 25 NARRATOR: [Stands at center stage, turning the hands of a large clock he is holding.] Our next scene takes place several days later. [Turns the hands faster and faster and then stops.] You get the idea. 26 [The Banker walks toward the house.] 27 NARRATOR: He’s back, and he doesn’t look friendly. 28 [The Narrator exits as the Banker knocks on the door.] 29 MOTHER: [Answers the door.] Oh, hello. Page 32 GO ON 30 BANKER: I’ve come to collect. 31 MOTHER: Please. We just need a little more time. 32 BANKER: Your time’s up! 33 MOTHER: Please, sir. Can’t you find it in your heart to give us one more week? 34 BANKER: [Laughs.] My heart? We’re talking about money you owe me! 35 BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt. 36 BANKER: I would never do such a thing! 37 BOY: It’s true. He promised. 38 [The curtain falls.] SCENE 3 39 NARRATOR: [Standing at center stage. The curtain rises, revealing the Boy, his Mother, his Father, and the Banker in a small government court. The Mandarin is seated before them.] The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do. The boy has just finished explaining what happened between him and the banker. [Steps aside.] 40 MANDARIN: Well, we have only your word. How do we know you’re telling the truth? You need a witness to confirm your story. 41 BOY: I do have a witness, Your Honor. 42 MANDARIN: Who? 43 BOY: A fly. 44 MANDARIN: A fly? This is not a place for fantasies, boy. 45 BOY: It’s true. A fly landed on the tip of this man’s nose. 46 BANKER: You lying rat! The fly wasn’t on my nose! It was on the bamboo pole! [Quickly covers his mouth.] 47 [Everyone stares at the Banker.] 48 MANDARIN: [Laughing.] Well! I’m glad we sorted that out! You made a promise, sir, and you must keep it. These people don’t owe you a thing! 49 [The Boy, his Mother, and his Father celebrate as the curtain falls.] 50 NARRATOR: [Standing in front of the curtain.] The moral of our tale? Always tell the truth, and never underestimate the power of a fly! 51 [The Narrator “buzzes” and pretends to fly across the stage as he exits.] Read this part of the selection "My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon." What word could be used to describe the boy based on the line above? A Manipulative B Witty C Ignorant D Evil
B Witty
100
For a year, Chandler McCann spent $29.00 a month to belong to a health club. She recently heard that, for a few dollars a month, she could feed a starving child in a third world country. Now Chandler gives that $29.00 each month to a charity that helps poor children. Which INFERENCE can be made? A Chandler has a high level of fitness B Chandler has some extra money beyond what she must have to meet her basic needs C Chandler no longer exercises D Chandler has fallen in love and spent all of her money on her boyfriend
B Chandler has some extra money beyond what she must have to meet her basic needs
100
Jimmy, the negligent boy, forgot to feed his fish. What would be the most accurate synonym for the word negligent? A Negative B Angry C Irresponsible D Ignorant
C Irresponsible
100
Wetlands and Wetheads 1. Wetlands are areas where water covers the soil or is near the surface of the soil all year. They are sometimes referred to as marshes, swamps, or bogs. Many wetlands, which provide a home for a variety of plants and animals, are disappearing at an alarming rate. Yet one group of Canadian high school students is having a major impact on the promotion of wetland conservation. 2 One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round. 3 The real heroes of this project have turned out to be the students of Tantramar Regional High School. Every year more than 100 high school volunteers, known as Wetheads, learn about the value of wetlands. They learn how to paddle canoes, give oral presentations, and identify the plants, birds, and mammals that make the wetlands their habitat. There are probably more than 600 species, including ducks and muskrats, that thrive in the marshes. Wetheads are also trained how to place bands on the legs of birds. These bands assist conservationists with gathering information that can be used to track the birds and protect their habitats. 4 Not only do the Wetheads help protect local ecosystems and wildlife, but they also teach other students about the importance of conserving the wetlands. With the Wetheads’ help, each year the program reaches more than 4,000 students from all grades, as well as their teachers, and provides them with tangible experiences in nature. Volunteers show visitors the wetland and make sure that guests experience its sights, sounds, and smells. Children participate in hands-on activities and educational games. These young visitors are able to touch some of the wildlife and sometimes even get dirty while learning all about the ecological significance of wetland conservation. 5 The Tantramar Wetlands Centre depends on Wetheads to educate the community and has recognized that the goal of promoting wetland conservation cannot be achieved without them. Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada. Their passion for the wetlands center is obvious, and they pass their positive attitude on to others. 6 The enthusiastic efforts of the Wetheads have earned them awards both nationally and internationally. In 2008 they were finalists in Earth Day Canada’s Hometown Heroes award for the promotion of wetlands conservation. In 2011 the Ramsar Convention on Wetlands held a contest for schools to demonstrate how they could promote the wise use of wetlands. One of Tantramar Regional High School’s biology teachers, Nancy MacKinnon, submitted a proposal outlining the Wetheads’ work and the school’s educational programs at the Tantramar Wetlands Centre. The group received the top award at the Ramsar Convention in Mexico during World Wetlands Day. The students were especially honored to receive this award. To them it meant that the world recognized the value of their work. 7 The student volunteers gain no academic or monetary reward for their work. As one Wethead commented, “The wetlands center is the most happening place in the school. I love working here.” If her words and the Wetheads’ hard work mean anything, the future of both the group and the wetlands looks very promising. Why does the author begin this selection by explaining what wetlands are? F To describe the various aspects of a wetland area near a high school G To offer reasons that readers should be committed to wetland conservation H To give important background information about wetlands J To encourage readers to become involved in wetland conservation
H To give important background information about wetlands
200
1 Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans they might not be able to pay back. Without proper education on personal finance, especially as it relates to paying for college, young adults are ushered into faulty loan plans that result in years of debt post college. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families headed to college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood. 2 The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about $20,000 in debt, often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and because even bankruptcy cannot wipe out student loans, these students spend much of their adult lives paying off the balance and interest accrued. 3 Personal finance courses would teach students how to manage their income and expenditures, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to accrue good credit and purchase needed items likes cars and homes with skill and confidence. 4 While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of maintaining a financial stability. What persuasive technique does this passage use? A Logos B Ethos C Pathos
A Logos
200
The Fly Adapted from a Vietnamese folktale Characters BOY: A 13-year-old MOTHER: A peasant FATHER: A peasant BANKER: A wealthy older man MANDARIN: A government official NARRATOR: A person dressed in black holding a stick with a small plastic fly attached to the end of a wire SCENE 1 1 NARRATOR: [In front of the curtain.] Hello. I’d like you to meet the star of our show. [Displays the small fly.] Yes. He’s the star. Let’s take a trip to Southeast Asia to a small village in Vietnam, where our tale begins with a 13-year-old boy. 2 [The Narrator steps aside as the curtain rises, revealing the Boy kicking a handmade soccer ball in front of his family’s humble home. He kicks up dust as he tries to keep the ball in the air.] 3 NARRATOR: [Leaning in.] He’s playing soccer, one of Vietnam’s favorite pastimes. 4 [The Banker walks toward the Boy.] 5 NARRATOR: [Noticing the Banker.] Oh, here comes trouble. I’m going to get out of his way. [Exits.] 6 BANKER: [Dusting off his expensive suit while standing near the Boy.] Are your parents home? 7 BOY: [Looks up and then continues to kick the ball.] No. 8 BANKER: [Annoyed.] Well, where are they? 9 [The Boy ignores the Banker.] 10 BANKER: [Snatching the ball from the Boy.] I asked you a question. Maybe you didn’t hear me. [Louder.] Where are they? Page 31 GO ON 11 BOY: My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 12 BANKER: [Appearing flustered.] What? That’s nonsense! Tell me where they are or I’ll rip your soccer ball to shreds. 13 BOY: I told you. My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 14 BANKER: Listen. [Crossing his arms and raising an eyebrow.] I came here to collect money your parents owe me. If you tell me where they are, I’ll cease collection of their debts. 15 [The Boy stares in disbelief.] 16 BANKER: As heaven and earth are my witness, your parents will make no more payments. 17 BOY: Heaven and earth cannot talk, so how can they testify in court? I need a living thing to be a witness. 18 [The Narrator enters, swinging the fly around and making a “bzzz” sound.] 19 BANKER: [Swats the fly away and smiles. The Narrator “lands” the fly on a nearby bamboo pole.] Look! What luck! This fly can be our witness. Now you can tell me. 20 BOY: [Thinking.] A fly is a good enough witness for me. My father has gone to cut down bamboo to make a fence for a man near the river. And my mother . . . [Pretending to waver.] You promise, right? 21 BANKER: Yes, yes, I swear in front of this fly. 22 BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? 23 BANKER: [Nodding.] Ah, yes. Very good. Good-bye, clever boy. I will see you again soon. 24 [The Banker smiles as he tosses the Boy’s ball to him and exits. The Boy enters his home.] SCENE 2 25 NARRATOR: [Stands at center stage, turning the hands of a large clock he is holding.] Our next scene takes place several days later. [Turns the hands faster and faster and then stops.] You get the idea. 26 [The Banker walks toward the house.] 27 NARRATOR: He’s back, and he doesn’t look friendly. 28 [The Narrator exits as the Banker knocks on the door.] 29 MOTHER: [Answers the door.] Oh, hello. Page 32 GO ON 30 BANKER: I’ve come to collect. 31 MOTHER: Please. We just need a little more time. 32 BANKER: Your time’s up! 33 MOTHER: Please, sir. Can’t you find it in your heart to give us one more week? 34 BANKER: [Laughs.] My heart? We’re talking about money you owe me! 35 BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt. 36 BANKER: I would never do such a thing! 37 BOY: It’s true. He promised. 38 [The curtain falls.] SCENE 3 39 NARRATOR: [Standing at center stage. The curtain rises, revealing the Boy, his Mother, his Father, and the Banker in a small government court. The Mandarin is seated before them.] The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do. The boy has just finished explaining what happened between him and the banker. [Steps aside.] 40 MANDARIN: Well, we have only your word. How do we know you’re telling the truth? You need a witness to confirm your story. 41 BOY: I do have a witness, Your Honor. 42 MANDARIN: Who? 43 BOY: A fly. 44 MANDARIN: A fly? This is not a place for fantasies, boy. 45 BOY: It’s true. A fly landed on the tip of this man’s nose. 46 BANKER: You lying rat! The fly wasn’t on my nose! It was on the bamboo pole! [Quickly covers his mouth.] 47 [Everyone stares at the Banker.] 48 MANDARIN: [Laughing.] Well! I’m glad we sorted that out! You made a promise, sir, and you must keep it. These people don’t owe you a thing! 49 [The Boy, his Mother, and his Father celebrate as the curtain falls.] 50 NARRATOR: [Standing in front of the curtain.] The moral of our tale? Always tell the truth, and never underestimate the power of a fly! 51 [The Narrator “buzzes” and pretends to fly across the stage as he exits.] Why did the boy tell the judge that the fly landed on the banker’s nose? A The boy was tricking the banker into admitting that the fly was the witness B To make the banker think about what happened and remember his promise C Because he forgot D He knew the judge was afraid of flies
A The boy was tricking the banker into admitting that the fly was the witness
200
If the werewolves are not out, then the moon is not full. From this statement, one might infer which of the following: A If the werewolves are out, then the moon is full. B If the moon is full, then the werewolves are not out. C If the moon is not full, then the werewolves are out.
A If the werewolves are out, then the moon is full.
200
Irene’s day at the beach was a bliss. What is the closest meaning of the word bliss? A A state of extreme happiness B A bad experience C A good day D A failure
A A state of extreme happiness
200
Wetlands and Wetheads 1. Wetlands are areas where water covers the soil or is near the surface of the soil all year. They are sometimes referred to as marshes, swamps, or bogs. Many wetlands, which provide a home for a variety of plants and animals, are disappearing at an alarming rate. Yet one group of Canadian high school students is having a major impact on the promotion of wetland conservation. 2 One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round. 3 The real heroes of this project have turned out to be the students of Tantramar Regional High School. Every year more than 100 high school volunteers, known as Wetheads, learn about the value of wetlands. They learn how to paddle canoes, give oral presentations, and identify the plants, birds, and mammals that make the wetlands their habitat. There are probably more than 600 species, including ducks and muskrats, that thrive in the marshes. Wetheads are also trained how to place bands on the legs of birds. These bands assist conservationists with gathering information that can be used to track the birds and protect their habitats. 4 Not only do the Wetheads help protect local ecosystems and wildlife, but they also teach other students about the importance of conserving the wetlands. With the Wetheads’ help, each year the program reaches more than 4,000 students from all grades, as well as their teachers, and provides them with tangible experiences in nature. Volunteers show visitors the wetland and make sure that guests experience its sights, sounds, and smells. Children participate in hands-on activities and educational games. These young visitors are able to touch some of the wildlife and sometimes even get dirty while learning all about the ecological significance of wetland conservation. 5 The Tantramar Wetlands Centre depends on Wetheads to educate the community and has recognized that the goal of promoting wetland conservation cannot be achieved without them. Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada. Their passion for the wetlands center is obvious, and they pass their positive attitude on to others. 6 The enthusiastic efforts of the Wetheads have earned them awards both nationally and internationally. In 2008 they were finalists in Earth Day Canada’s Hometown Heroes award for the promotion of wetlands conservation. In 2011 the Ramsar Convention on Wetlands held a contest for schools to demonstrate how they could promote the wise use of wetlands. One of Tantramar Regional High School’s biology teachers, Nancy MacKinnon, submitted a proposal outlining the Wetheads’ work and the school’s educational programs at the Tantramar Wetlands Centre. The group received the top award at the Ramsar Convention in Mexico during World Wetlands Day. The students were especially honored to receive this award. To them it meant that the world recognized the value of their work. 7 The student volunteers gain no academic or monetary reward for their work. As one Wethead commented, “The wetlands center is the most happening place in the school. I love working here.” If her words and the Wetheads’ hard work mean anything, the future of both the group and the wetlands looks very promising. What is the most likely reason the author wrote this selection? A To inform readers about the importance of wetlands B To advocate for more programs designed to preserve wetlands C To encourage young people to learn more about wetlands D To highlight a group of volunteers who help maintain wetlands
D To highlight a group of volunteers who help maintain wetlands
300
Wetlands and Wetheads 1 Wetlands are areas where water covers the soil or is near the surface of the soil all year. They are sometimes referred to as marshes, swamps, or bogs. Many wetlands, which provide a home for a variety of plants and animals, are disappearing at an alarming rate. Yet one group of Canadian high school students is having a major impact on the promotion of wetland conservation. 2 One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round. 3 The real heroes of this project have turned out to be the students of Tantramar Regional High School. Every year more than 100 high school volunteers, known as Wetheads, learn about the value of wetlands. They learn how to paddle canoes, give oral presentations, and identify the plants, birds, and mammals that make the wetlands their habitat. There are probably more than 600 species, including ducks and muskrats, that thrive in the marshes. Wetheads are also trained how to place bands on the legs of birds. These bands assist conservationists with gathering information that can be used to track the birds and protect their habitats. 4 Not only do the Wetheads help protect local ecosystems and wildlife, but they also teach other students about the importance of conserving the wetlands. With the Wetheads’ help, each year the program reaches more than 4,000 students from all grades, as well as their teachers, and provides them with tangible experiences in nature. Volunteers show visitors the wetland and make sure that guests experience its sights, sounds, and smells. Children participate in hands-on activities and educational games. These young visitors are able to touch some of the wildlife and sometimes even get dirty while learning all about the ecological significance of wetland conservation. 5 The Tantramar Wetlands Centre depends on Wetheads to educate the community and has recognized that the goal of promoting wetland conservation cannot be achieved without them. Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada. Their passion for the wetlands center is obvious, and they pass their positive attitude on to others. 6 The enthusiastic efforts of the Wetheads have earned them awards both nationally and internationally. In 2008 they were finalists in Earth Day Canada’s Hometown Heroes award for the promotion of wetlands conservation. In 2011 the Ramsar Convention on Wetlands held a contest for schools to demonstrate how they could promote the wise use of wetlands. One of Tantramar Regional High School’s biology teachers, Nancy MacKinnon, submitted a proposal outlining the Wetheads’ work and the school’s educational programs at the Tantramar Wetlands Centre. The group received the top award at the Ramsar Convention in Mexico during World Wetlands Day. The students were especially honored to receive this award. To them it meant that the world recognized the value of their work. 7 The student volunteers gain no academic or monetary reward for their work. As one Wethead commented, “The wetlands center is the most happening place in the school. I love working here.” If her words and the Wetheads’ hard work mean anything, the future of both the group and the wetlands looks very promising. Summarize the selection?
(Should be similar) In 1997 retired biologist Al Smith had the idea to create a man-made wetland and helped found the Tantramar Wetlands Centre. Today high school students who volunteer at the center help with research and lead educational programs for thousands of visitors. These students, who are known as Wetheads, have received recognition for their efforts to teach others why wetlands need to be preserved.
300
The Fly Adapted from a Vietnamese folktale Characters BOY: A 13-year-old MOTHER: A peasant FATHER: A peasant BANKER: A wealthy older man MANDARIN: A government official NARRATOR: A person dressed in black holding a stick with a small plastic fly attached to the end of a wire SCENE 1 1 NARRATOR: [In front of the curtain.] Hello. I’d like you to meet the star of our show. [Displays the small fly.] Yes. He’s the star. Let’s take a trip to Southeast Asia to a small village in Vietnam, where our tale begins with a 13-year-old boy. 2 [The Narrator steps aside as the curtain rises, revealing the Boy kicking a handmade soccer ball in front of his family’s humble home. He kicks up dust as he tries to keep the ball in the air.] 3 NARRATOR: [Leaning in.] He’s playing soccer, one of Vietnam’s favorite pastimes. 4 [The Banker walks toward the Boy.] 5 NARRATOR: [Noticing the Banker.] Oh, here comes trouble. I’m going to get out of his way. [Exits.] 6 BANKER: [Dusting off his expensive suit while standing near the Boy.] Are your parents home? 7 BOY: [Looks up and then continues to kick the ball.] No. 8 BANKER: [Annoyed.] Well, where are they? 9 [The Boy ignores the Banker.] 10 BANKER: [Snatching the ball from the Boy.] I asked you a question. Maybe you didn’t hear me. [Louder.] Where are they? Page 31 GO ON 11 BOY: My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 12 BANKER: [Appearing flustered.] What? That’s nonsense! Tell me where they are or I’ll rip your soccer ball to shreds. 13 BOY: I told you. My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 14 BANKER: Listen. [Crossing his arms and raising an eyebrow.] I came here to collect money your parents owe me. If you tell me where they are, I’ll cease collection of their debts. 15 [The Boy stares in disbelief.] 16 BANKER: As heaven and earth are my witness, your parents will make no more payments. 17 BOY: Heaven and earth cannot talk, so how can they testify in court? I need a living thing to be a witness. 18 [The Narrator enters, swinging the fly around and making a “bzzz” sound.] 19 BANKER: [Swats the fly away and smiles. The Narrator “lands” the fly on a nearby bamboo pole.] Look! What luck! This fly can be our witness. Now you can tell me. 20 BOY: [Thinking.] A fly is a good enough witness for me. My father has gone to cut down bamboo to make a fence for a man near the river. And my mother . . . [Pretending to waver.] You promise, right? 21 BANKER: Yes, yes, I swear in front of this fly. 22 BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? 23 BANKER: [Nodding.] Ah, yes. Very good. Good-bye, clever boy. I will see you again soon. 24 [The Banker smiles as he tosses the Boy’s ball to him and exits. The Boy enters his home.] SCENE 2 25 NARRATOR: [Stands at center stage, turning the hands of a large clock he is holding.] Our next scene takes place several days later. [Turns the hands faster and faster and then stops.] You get the idea. 26 [The Banker walks toward the house.] 27 NARRATOR: He’s back, and he doesn’t look friendly. 28 [The Narrator exits as the Banker knocks on the door.] 29 MOTHER: [Answers the door.] Oh, hello. Page 32 GO ON 30 BANKER: I’ve come to collect. 31 MOTHER: Please. We just need a little more time. 32 BANKER: Your time’s up! 33 MOTHER: Please, sir. Can’t you find it in your heart to give us one more week? 34 BANKER: [Laughs.] My heart? We’re talking about money you owe me! 35 BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt. 36 BANKER: I would never do such a thing! 37 BOY: It’s true. He promised. 38 [The curtain falls.] SCENE 3 39 NARRATOR: [Standing at center stage. The curtain rises, revealing the Boy, his Mother, his Father, and the Banker in a small government court. The Mandarin is seated before them.] The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do. The boy has just finished explaining what happened between him and the banker. [Steps aside.] 40 MANDARIN: Well, we have only your word. How do we know you’re telling the truth? You need a witness to confirm your story. 41 BOY: I do have a witness, Your Honor. 42 MANDARIN: Who? 43 BOY: A fly. 44 MANDARIN: A fly? This is not a place for fantasies, boy. 45 BOY: It’s true. A fly landed on the tip of this man’s nose. 46 BANKER: You lying rat! The fly wasn’t on my nose! It was on the bamboo pole! [Quickly covers his mouth.] 47 [Everyone stares at the Banker.] 48 MANDARIN: [Laughing.] Well! I’m glad we sorted that out! You made a promise, sir, and you must keep it. These people don’t owe you a thing! 49 [The Boy, his Mother, and his Father celebrate as the curtain falls.] 50 NARRATOR: [Standing in front of the curtain.] The moral of our tale? Always tell the truth, and never underestimate the power of a fly! 51 [The Narrator “buzzes” and pretends to fly across the stage as he exits.] What is the theme of the story? A You should always pay your taxes B Always be nice to people C Don’t underestimate people D Don’t tell lies and always keep your promises
D Don’t tell lies and always keep your promises
300
Shanay had never seen so many fish before. She looked around at the huge tanks and could see hundreds of fish, crabs, shrimp, and all other amazing creatures completely surrounding her. She never thought she could feel like she was completely underwater, yet still be completely dry. Where was Shanay? A the ocean B the aquarium C to pool D a park
B the aquarium
300
Mary tried to evade her mother’s wide spread arms, but was caught in a warm embrace. What would be the most accurate synonym for the word evade A Invade B Avoid C Escape D Writhe
B Avoid
300
The Fly Adapted from a Vietnamese folktale Characters BOY: A 13-year-old MOTHER: A peasant FATHER: A peasant BANKER: A wealthy older man MANDARIN: A government official NARRATOR: A person dressed in black holding a stick with a small plastic fly attached to the end of a wire SCENE 1 1 NARRATOR: [In front of the curtain.] Hello. I’d like you to meet the star of our show. [Displays the small fly.] Yes. He’s the star. Let’s take a trip to Southeast Asia to a small village in Vietnam, where our tale begins with a 13-year-old boy. 2 [The Narrator steps aside as the curtain rises, revealing the Boy kicking a handmade soccer ball in front of his family’s humble home. He kicks up dust as he tries to keep the ball in the air.] 3 NARRATOR: [Leaning in.] He’s playing soccer, one of Vietnam’s favorite pastimes. 4 [The Banker walks toward the Boy.] 5 NARRATOR: [Noticing the Banker.] Oh, here comes trouble. I’m going to get out of his way. [Exits.] 6 BANKER: [Dusting off his expensive suit while standing near the Boy.] Are your parents home? 7 BOY: [Looks up and then continues to kick the ball.] No. 8 BANKER: [Annoyed.] Well, where are they? 9 [The Boy ignores the Banker.] 10 BANKER: [Snatching the ball from the Boy.] I asked you a question. Maybe you didn’t hear me. [Louder.] Where are they? Page 31 GO ON 11 BOY: My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 12 BANKER: [Appearing flustered.] What? That’s nonsense! Tell me where they are or I’ll rip your soccer ball to shreds. 13 BOY: I told you. My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 14 BANKER: Listen. [Crossing his arms and raising an eyebrow.] I came here to collect money your parents owe me. If you tell me where they are, I’ll cease collection of their debts. 15 [The Boy stares in disbelief.] 16 BANKER: As heaven and earth are my witness, your parents will make no more payments. 17 BOY: Heaven and earth cannot talk, so how can they testify in court? I need a living thing to be a witness. 18 [The Narrator enters, swinging the fly around and making a “bzzz” sound.] 19 BANKER: [Swats the fly away and smiles. The Narrator “lands” the fly on a nearby bamboo pole.] Look! What luck! This fly can be our witness. Now you can tell me. 20 BOY: [Thinking.] A fly is a good enough witness for me. My father has gone to cut down bamboo to make a fence for a man near the river. And my mother . . . [Pretending to waver.] You promise, right? 21 BANKER: Yes, yes, I swear in front of this fly. 22 BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? 23 BANKER: [Nodding.] Ah, yes. Very good. Good-bye, clever boy. I will see you again soon. 24 [The Banker smiles as he tosses the Boy’s ball to him and exits. The Boy enters his home.] SCENE 2 25 NARRATOR: [Stands at center stage, turning the hands of a large clock he is holding.] Our next scene takes place several days later. [Turns the hands faster and faster and then stops.] You get the idea. 26 [The Banker walks toward the house.] 27 NARRATOR: He’s back, and he doesn’t look friendly. 28 [The Narrator exits as the Banker knocks on the door.] 29 MOTHER: [Answers the door.] Oh, hello. Page 32 GO ON 30 BANKER: I’ve come to collect. 31 MOTHER: Please. We just need a little more time. 32 BANKER: Your time’s up! 33 MOTHER: Please, sir. Can’t you find it in your heart to give us one more week? 34 BANKER: [Laughs.] My heart? We’re talking about money you owe me! 35 BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt. 36 BANKER: I would never do such a thing! 37 BOY: It’s true. He promised. 38 [The curtain falls.] SCENE 3 39 NARRATOR: [Standing at center stage. The curtain rises, revealing the Boy, his Mother, his Father, and the Banker in a small government court. The Mandarin is seated before them.] The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do. The boy has just finished explaining what happened between him and the banker. [Steps aside.] 40 MANDARIN: Well, we have only your word. How do we know you’re telling the truth? You need a witness to confirm your story. 41 BOY: I do have a witness, Your Honor. 42 MANDARIN: Who? 43 BOY: A fly. 44 MANDARIN: A fly? This is not a place for fantasies, boy. 45 BOY: It’s true. A fly landed on the tip of this man’s nose. 46 BANKER: You lying rat! The fly wasn’t on my nose! It was on the bamboo pole! [Quickly covers his mouth.] 47 [Everyone stares at the Banker.] 48 MANDARIN: [Laughing.] Well! I’m glad we sorted that out! You made a promise, sir, and you must keep it. These people don’t owe you a thing! 49 [The Boy, his Mother, and his Father celebrate as the curtain falls.] 50 NARRATOR: [Standing in front of the curtain.] The moral of our tale? Always tell the truth, and never underestimate the power of a fly! 51 [The Narrator “buzzes” and pretends to fly across the stage as he exits.] The playwright uses the stage directions at the end of Scene 1 to hint that — F the banker cannot be trusted G the boy is tired of playing H the witness is not reliable J the boy’s parents will be home soon
F the banker cannot be trusted
400
Wetlands and Wetheads 1. Wetlands are areas where water covers the soil or is near the surface of the soil all year. They are sometimes referred to as marshes, swamps, or bogs. Many wetlands, which provide a home for a variety of plants and animals, are disappearing at an alarming rate. Yet one group of Canadian high school students is having a major impact on the promotion of wetland conservation. 2 One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round. 3 The real heroes of this project have turned out to be the students of Tantramar Regional High School. Every year more than 100 high school volunteers, known as Wetheads, learn about the value of wetlands. They learn how to paddle canoes, give oral presentations, and identify the plants, birds, and mammals that make the wetlands their habitat. There are probably more than 600 species, including ducks and muskrats, that thrive in the marshes. Wetheads are also trained how to place bands on the legs of birds. These bands assist conservationists with gathering information that can be used to track the birds and protect their habitats. 4 Not only do the Wetheads help protect local ecosystems and wildlife, but they also teach other students about the importance of conserving the wetlands. With the Wetheads’ help, each year the program reaches more than 4,000 students from all grades, as well as their teachers, and provides them with tangible experiences in nature. Volunteers show visitors the wetland and make sure that guests experience its sights, sounds, and smells. Children participate in hands-on activities and educational games. These young visitors are able to touch some of the wildlife and sometimes even get dirty while learning all about the ecological significance of wetland conservation. 5 The Tantramar Wetlands Centre depends on Wetheads to educate the community and has recognized that the goal of promoting wetland conservation cannot be achieved without them. Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada. Their passion for the wetlands center is obvious, and they pass their positive attitude on to others. 6 The enthusiastic efforts of the Wetheads have earned them awards both nationally and internationally. In 2008 they were finalists in Earth Day Canada’s Hometown Heroes award for the promotion of wetlands conservation. In 2011 the Ramsar Convention on Wetlands held a contest for schools to demonstrate how they could promote the wise use of wetlands. One of Tantramar Regional High School’s biology teachers, Nancy MacKinnon, submitted a proposal outlining the Wetheads’ work and the school’s educational programs at the Tantramar Wetlands Centre. The group received the top award at the Ramsar Convention in Mexico during World Wetlands Day. The students were especially honored to receive this award. To them it meant that the world recognized the value of their work. 7 The student volunteers gain no academic or monetary reward for their work. As one Wethead commented, “The wetlands center is the most happening place in the school. I love working here.” If her words and the Wetheads’ hard work mean anything, the future of both the group and the wetlands looks very promising. What is an opinion in Paragraph 5?
Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada.
400
Thumbprint 1 On the pad of my thumb 2 are whorls, whirls, wheels 3 in a unique design: 4 mine alone. 5 What a treasure to own! 6 My own flesh, my own feelings. 7 No other, however grand or base, 8 can ever contain the same. 9 My signature, 10 thumbing the pages of my time. 11 My universe key, 12 my singularity. 13 Impress, implant, 14 I am myself, 15 of all my atom parts I am the sum. 16 And out of my blood and my brain 17 I make my own interior weather, 18 my own sun and rain. 19 Imprint my mark upon the world, 20 whatever I shall become. The repetition of the words “my” and “my own” emphasizes the speaker’s desire to — F show appreciation for something that is personal and unique G express opinions that challenge accepted wisdom H argue that people share some similar characteristics J make a distinction between scientific facts and personal beliefs
F show appreciation for something that is personal and unique
400
Justin grabbed the leash and quickly put it around Tooli's neck. He stormed out the door with Tooli coming right behind. He said, "Hurry up, Tooli. You're always so slow." Justin kept his head down and walked quickly down the road, not speaking to anyone that he saw. What was true about Justin? A He was very worried that someone might see him. B He was angry that he had to walk the dog. C He was feeling sick and wanted to lie down. D He was very excited and wanted to hurry.
B He was angry that he had to walk the dog.
400
When Jarrod was asked to do the laundry, he was obsequious. What would be the most accurate synonym for the word obsequious A Respectful B Obedient C Rude D Awkward
B Obedient
400
The Fly Adapted from a Vietnamese folktale Characters BOY: A 13-year-old MOTHER: A peasant FATHER: A peasant BANKER: A wealthy older man MANDARIN: A government official NARRATOR: A person dressed in black holding a stick with a small plastic fly attached to the end of a wire SCENE 1 1 NARRATOR: [In front of the curtain.] Hello. I’d like you to meet the star of our show. [Displays the small fly.] Yes. He’s the star. Let’s take a trip to Southeast Asia to a small village in Vietnam, where our tale begins with a 13-year-old boy. 2 [The Narrator steps aside as the curtain rises, revealing the Boy kicking a handmade soccer ball in front of his family’s humble home. He kicks up dust as he tries to keep the ball in the air.] 3 NARRATOR: [Leaning in.] He’s playing soccer, one of Vietnam’s favorite pastimes. 4 [The Banker walks toward the Boy.] 5 NARRATOR: [Noticing the Banker.] Oh, here comes trouble. I’m going to get out of his way. [Exits.] 6 BANKER: [Dusting off his expensive suit while standing near the Boy.] Are your parents home? 7 BOY: [Looks up and then continues to kick the ball.] No. 8 BANKER: [Annoyed.] Well, where are they? 9 [The Boy ignores the Banker.] 10 BANKER: [Snatching the ball from the Boy.] I asked you a question. Maybe you didn’t hear me. [Louder.] Where are they? Page 31 GO ON 11 BOY: My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 12 BANKER: [Appearing flustered.] What? That’s nonsense! Tell me where they are or I’ll rip your soccer ball to shreds. 13 BOY: I told you. My father has gone to cut living trees and plant dead ones, and my mother is at the market selling the wind to buy the moon. 14 BANKER: Listen. [Crossing his arms and raising an eyebrow.] I came here to collect money your parents owe me. If you tell me where they are, I’ll cease collection of their debts. 15 [The Boy stares in disbelief.] 16 BANKER: As heaven and earth are my witness, your parents will make no more payments. 17 BOY: Heaven and earth cannot talk, so how can they testify in court? I need a living thing to be a witness. 18 [The Narrator enters, swinging the fly around and making a “bzzz” sound.] 19 BANKER: [Swats the fly away and smiles. The Narrator “lands” the fly on a nearby bamboo pole.] Look! What luck! This fly can be our witness. Now you can tell me. 20 BOY: [Thinking.] A fly is a good enough witness for me. My father has gone to cut down bamboo to make a fence for a man near the river. And my mother . . . [Pretending to waver.] You promise, right? 21 BANKER: Yes, yes, I swear in front of this fly. 22 BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? 23 BANKER: [Nodding.] Ah, yes. Very good. Good-bye, clever boy. I will see you again soon. 24 [The Banker smiles as he tosses the Boy’s ball to him and exits. The Boy enters his home.] SCENE 2 25 NARRATOR: [Stands at center stage, turning the hands of a large clock he is holding.] Our next scene takes place several days later. [Turns the hands faster and faster and then stops.] You get the idea. 26 [The Banker walks toward the house.] 27 NARRATOR: He’s back, and he doesn’t look friendly. 28 [The Narrator exits as the Banker knocks on the door.] 29 MOTHER: [Answers the door.] Oh, hello. Page 32 GO ON 30 BANKER: I’ve come to collect. 31 MOTHER: Please. We just need a little more time. 32 BANKER: Your time’s up! 33 MOTHER: Please, sir. Can’t you find it in your heart to give us one more week? 34 BANKER: [Laughs.] My heart? We’re talking about money you owe me! 35 BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt. 36 BANKER: I would never do such a thing! 37 BOY: It’s true. He promised. 38 [The curtain falls.] SCENE 3 39 NARRATOR: [Standing at center stage. The curtain rises, revealing the Boy, his Mother, his Father, and the Banker in a small government court. The Mandarin is seated before them.] The boy’s parents know that their son is honest, so they have gone to court to let a mandarin decide what to do. The boy has just finished explaining what happened between him and the banker. [Steps aside.] 40 MANDARIN: Well, we have only your word. How do we know you’re telling the truth? You need a witness to confirm your story. 41 BOY: I do have a witness, Your Honor. 42 MANDARIN: Who? 43 BOY: A fly. 44 MANDARIN: A fly? This is not a place for fantasies, boy. 45 BOY: It’s true. A fly landed on the tip of this man’s nose. 46 BANKER: You lying rat! The fly wasn’t on my nose! It was on the bamboo pole! [Quickly covers his mouth.] 47 [Everyone stares at the Banker.] 48 MANDARIN: [Laughing.] Well! I’m glad we sorted that out! You made a promise, sir, and you must keep it. These people don’t owe you a thing! 49 [The Boy, his Mother, and his Father celebrate as the curtain falls.] 50 NARRATOR: [Standing in front of the curtain.] The moral of our tale? Always tell the truth, and never underestimate the power of a fly! 51 [The Narrator “buzzes” and pretends to fly across the stage as he exits.] Which of the following lines does the playwright include to show that the boy is clever? A BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon? B BOY: It’s true. He promised. C BOY: I do have a witness, Your Honor. D BOY: [Appearing in the doorway.] No! You don’t owe him. He promised me he would forget about the debt.
A BOY: My mother has gone to the market to sell fans so that she can buy oil for our lamps. Isn’t that what you would call selling the wind to buy the moon?
500
Wetlands and Wetheads 1. Wetlands are areas where water covers the soil or is near the surface of the soil all year. They are sometimes referred to as marshes, swamps, or bogs. Many wetlands, which provide a home for a variety of plants and animals, are disappearing at an alarming rate. Yet one group of Canadian high school students is having a major impact on the promotion of wetland conservation. 2 One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round. 3 The real heroes of this project have turned out to be the students of Tantramar Regional High School. Every year more than 100 high school volunteers, known as Wetheads, learn about the value of wetlands. They learn how to paddle canoes, give oral presentations, and identify the plants, birds, and mammals that make the wetlands their habitat. There are probably more than 600 species, including ducks and muskrats, that thrive in the marshes. Wetheads are also trained how to place bands on the legs of birds. These bands assist conservationists with gathering information that can be used to track the birds and protect their habitats. 4 Not only do the Wetheads help protect local ecosystems and wildlife, but they also teach other students about the importance of conserving the wetlands. With the Wetheads’ help, each year the program reaches more than 4,000 students from all grades, as well as their teachers, and provides them with tangible experiences in nature. Volunteers show visitors the wetland and make sure that guests experience its sights, sounds, and smells. Children participate in hands-on activities and educational games. These young visitors are able to touch some of the wildlife and sometimes even get dirty while learning all about the ecological significance of wetland conservation. 5 The Tantramar Wetlands Centre depends on Wetheads to educate the community and has recognized that the goal of promoting wetland conservation cannot be achieved without them. Through their enthusiasm and dedication, these high school students have done more to change how people think about wetlands than any other youth group in Canada. Their passion for the wetlands center is obvious, and they pass their positive attitude on to others. 6 The enthusiastic efforts of the Wetheads have earned them awards both nationally and internationally. In 2008 they were finalists in Earth Day Canada’s Hometown Heroes award for the promotion of wetlands conservation. In 2011 the Ramsar Convention on Wetlands held a contest for schools to demonstrate how they could promote the wise use of wetlands. One of Tantramar Regional High School’s biology teachers, Nancy MacKinnon, submitted a proposal outlining the Wetheads’ work and the school’s educational programs at the Tantramar Wetlands Centre. The group received the top award at the Ramsar Convention in Mexico during World Wetlands Day. The students were especially honored to receive this award. To them it meant that the world recognized the value of their work. 7 The student volunteers gain no academic or monetary reward for their work. As one Wethead commented, “The wetlands center is the most happening place in the school. I love working here.” If her words and the Wetheads’ hard work mean anything, the future of both the group and the wetlands looks very promising. How does the author support the idea that Wetheads enjoy volunteering at the Tantramar Wetlands Centre? F By describing the type of work students do at the center G By including a quote from a student who works at the center H By explaining the importance of the students’ work at the center J By mentioning an award that the students won for their work at the center
G By including a quote from a student who works at the center
500
Thumbprint 1 On the pad of my thumb 2 are whorls, whirls, wheels 3 in a unique design: 4 mine alone. 5 What a treasure to own! 6 My own flesh, my own feelings. 7 No other, however grand or base, 8 can ever contain the same. 9 My signature, 10 thumbing the pages of my time. 11 My universe key, 12 my singularity. 13 Impress, implant, 14 I am myself, 15 of all my atom parts I am the sum. 16 And out of my blood and my brain 17 I make my own interior weather, 18 my own sun and rain. 19 Imprint my mark upon the world, 20 whatever I shall become. What does line 6 suggest about the “whorls,” “whirls,” and “wheels” on the pad of the speaker’s thumb? F They are evidence of her intelligence and emotional depth. G They represent more than physical identity. H They reveal her genetic characteristics. J They symbolize a link to the past.
G They represent more than physical identity.
500
The new girl was at her locker when the quarterback walked by. She blushed when he looked her way and quickly turned back to her locker so he wouldn't see how red her cheeks were. What can you infer from this scenario? A Running hard at PE made her cheeks red. B The new girl was sick. C The new girl likes the quarterback. D The new girl is the quarterback's girlfriend.
C The new girl likes the quarterback.
500
On the first day of school, everyone laughed at Sarah for wearing an eccentric outfit What is the closest meaning of the word eccentric? A Electric B Glowing C Ugly D Odd
D Odd
500
Thumbprint 1 On the pad of my thumb 2 are whorls, whirls, wheels 3 in a unique design: 4 mine alone. 5 What a treasure to own! 6 My own flesh, my own feelings. 7 No other, however grand or base, 8 can ever contain the same. 9 My signature, 10 thumbing the pages of my time. 11 My universe key, 12 my singularity. 13 Impress, implant, 14 I am myself, 15 of all my atom parts I am the sum. 16 And out of my blood and my brain 17 I make my own interior weather, 18 my own sun and rain. 19 Imprint my mark upon the world, 20 whatever I shall become. The poet chose an irregular and unpredictable rhyme scheme most likely to — A highlight the speaker’s actions B provide a sense of playfulness C emphasize the poem’s message D suggest that the speaker is confused
C emphasize the poem’s message