Which answer choice is the best restatement of the view of life expressed in “to build a fire”?

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Name: GRADE 9 • UNIT 2 • SELECTION TEST \"THE SEVENTH MAN\" BY HARUKI MURAKAMI Date: 16. The word evacuation is formed by adding the Latin suffix -tion to evacuate. Choose the answer that best contrasts the meaning of evacuation and evacuate. Base your answer on your knowledge of -tion. a. evacuation: \"to empty out\" / evacuate: \"the act of emptying out\" b. evacuation: \"the act of emptying out\" / evacuate: \"to empty out\" c. evacuation: \"the act of emptying out\" / evacuate: \"being empty\" d. evacuation: \"to empty out\" / evacuate: \"being empty\"LANGUAGE DEVELOPMENT: ConventionsIdentify the choice that best answers the question. 17. What is the noun clause in the following sentence? When a storm threatens, whoever is on duty must warn all persons who live near the shore. a. When a storm threatens b. whoever is on duty c. who live near the shore d. near the shore 18. What is the adjective clause in the following sentence? When a storm threatens, whoever is on duty must warn all persons who live near the shore. a. When a storm threatens b. whoever is on duty c. who live near the shore d. near the shore 19. What is the adverb clause in the following sentence? Ignoring the gray sky, the boys made their way down the road until they reached the beach. a. Ignoring the gray sky b. the boys made their way down the road c. down the road d. until they reached the beach  © Pearson Education, Inc., or its affiliates. All rights reserved. 7 53 Name: GRADE 9 • UNIT 2 • SELECTION TEST \"THE SEVENTH MAN\" BY HARUKI MURAKAMI Date: 20. What is the independent clause in the following sentence? Ignoring the gray sky, the boys made their way down the road until they reached the beach. a. Ignoring the gray sky b. the boys made their way down the road c. down the road d. until they reached the beach  54 © Pearson Education, Inc., or its affiliates. All rights reserved. 8 Name: Available in TestNav8, ExamView, and as editable WDoardte:documents. “To Build a Fire” Jack LondonFIRST READ: ComprehensionIdentify the choice that best answers the question. 1. Where does “To Build a Fire” take place? a. in the icy regions of the Antarctic b. in the Yukon wilderness of Canada c. in a farming area of the United States d. on a hiking trail in a national park 2. In “To Build a Fire,” which effects of the cold does the man experience during the first part of his journey and when he stops for lunch? Choose all that apply. a. He loses some of his toes. b. His nose and cheekbones grow numb. c. His fingers grow numb when he takes off his mitten. d. He loses the ability to move his fingers. e. He feels intense pain in his fingers. 3. In “To Build a Fire,” which of the following events comes first? a. The man gathers spruce twigs and branches. b. The man builds a fire and eats his lunch by it. c. The dog breaks through the ice and wets its paws. d. The man builds a fire to dry out his foot gear. 4. In “To Build a Fire,” why does the dog continue to obey the man despite its discomfort and worry? a. It has an affectionate bond with the man. b. It trusts the man to know best what to do. c. It does not know the way without the man. d. It has been trained with whip-lashes to obey.© Pearson Education, Inc., or its affiliates. All rights reserved. 1 55 GRADE 9 • UNIT 2 • SELECTION TEST “TO BUILD A FIRE” BY JACK LONDON Name: Date: 5. In “To Build a Fire,” after the man steps into water, he decides to build a fire. What happens during his first attempt? a. He is unable to start a fire because his skills are poor, his hands are numb, and his matches are damp. b. The snow piled in the branches overhead is disturbed by his efforts, falls, and puts out the fire. c. The dog wants to warm itself by the fire but accidentally puts it out when it rushes towards it. d. As he pokes the fire, he is shivering, and as a result, he scatters the tinder and the fire goes out. FIRST READ: Concept Vocabulary Identify the choice that best answers the question. 6. The following question has two parts. Answer Part A first, and then Part B. Part A In the following quotation from “To Build a Fire,” what is the meaning of compelled? Once again, however, he had a close call; and once, suspecting danger, he compelled the dog to go on in front. The dog did not want to go. a. stopped or prevented b. persuaded or convinced c. ordered or forced d. allowed or permitted Part B Which words from the quotation best support the answer to Part A? a. he had a close call b. suspecting danger c. to go on in front d. The dog did not want to go.56 © Pearson Education, Inc., or its affiliates. All rights reserved. 2 GRADE 9 • UNIT 2 • SELECTION TEST “TO BUILD A FIRE” BY JACK LONDONName: Date:7. The following question has two parts. Answer Part A first, and then Part B. Part A What is the meaning of excruciating in the following sentence from “To Build a Fire”? The faint tingling grew stronger till it evolved into a stinging ache that was excruciating, but which the man hailed with satisfaction. a. somewhat painful b. not painful at all c. extremely painful d. causing satisfaction Part B Which words from the sentence best support the answer to Part A? a. faint tingling b. grew stronger c. stinging ache d. the man hailed8. The following question has two parts. Answer Part A first, and then Part B. Part A What is the meaning of apprehension in the following sentence from “To Build a Fire”? Something was the matter, and [the dog’s] suspicious nature sensed danger,—it knew not what danger but somewhere, somehow, in its brain arose an apprehension of the man. a. fear b. knowledge c. trust d. confidence Part B Which words from the sentence best support the answer to Part A? a. its suspicious nature b. sensed danger c. but somewhere d. in its brain© Pearson Education, Inc., or its affiliates. All rights reserved. 3 57 GRADE 9 • UNIT 2 • SELECTION TEST “TO BUILD A FIRE” BY JACK LONDON Name: Date: CLOSE READ: Analyze the Text Identify the choice that best answers the question. 9. The following question has two parts. Answer Part A first, and then Part B. Part A In “To Build a Fire,” which of the following is a characteristic of the man that is most clearly responsible for his tragic end? a. hastiness b. low intelligence c. greed d. overconfidence Part B Which passage from “To Build a Fire” best illustrates the characteristic identified in Part A? a. This man did not know cold. Possibly all the generations of his ancestry had been ignorant of cold, of real cold, of cold one hundred and seven degrees below freezing-point. But the dog knew; all its ancestry knew, and it had inherited the knowledge. b. He was angry, and cursed his luck aloud. He had hoped to get into camp with the boys at six o'clock, and this would delay him an hour, for he would have to build a fire and dry out his foot-gear. c. The old-timer had been very serious in laying down the law that no man must travel alone in the Klondike after fifty below. Well, here he was; he had had the accident; he was alone; and he had saved himself. Those old- timers were rather womanish, some of them, he thought. d. [He] sat up and entertained in his mind the conception of meeting death with dignity. … His idea of it was that he had been making a fool of himself, running around like a chicken with its head cut off—such was the simile that occurred to him.58 © Pearson Education, Inc., or its affiliates. All rights reserved. 4 GRADE 9 • UNIT 2 • SELECTION TEST “TO BUILD A FIRE” BY JACK LONDONName: Date:10. The following question has two parts. Answer Part A first, and then Part B. Part A Which answer choice is the best restatement of the view of life expressed in “To Build a Fire”? a. Death must be met with dignity and self-control. b. Life has limits that are absolutely unforgiving. c. To carry on, a person must have self-confidence. d. Responsibility means admitting when one is wrong. Part B Which excerpt from “To Build a Fire” best supports your answer to Part A? a. [The cold] did not lead him to meditate upon his frailty as a creature of temperature, and upon man's frailty in general, able only to live within certain narrow limits of heat and cold; and from there on it did not lead him to the conjectural field of immortality and man's place in the universe. b. The old-timer had been very serious in laying down the law that no man must travel alone in the Klondike after fifty below. Well, here he was; he had had the accident; he was alone; and he had saved himself.… All a man had to do was to keep his head, and he was all right. Any man who was a man could travel alone. c. Perhaps the old-timer on Sulphur Creek was right. If he had only had a trail-mate he would have been in no danger now. The trail-mate could have built the fire. Well, it was up to him to build the fire over again, and this second time there must be no failure. d. The thought of [the frost creeping into him] drove him on, but he ran no more than a hundred feet, when he staggered and pitched headlong. It was his last panic. When he had recovered his breath and control, he sat up and entertained in his mind the conception of meeting death with dignity.© Pearson Education, Inc., or its affiliates. All rights reserved. 5 59 Name: GRADE 9 • UNIT 2 TEST Available in TestNav8, ExamView, and as editable WDoatred: documents. Unit 2 Test Selected and Short Response ANALYZE CRAFT AND STRUCTURE “After Twenty Years,”O. Henry The following passage is from “After Twenty Years,” a short story by O. Henry set in New York City. In the story, a mysterious man is waiting at night in a doorway for a meeting with a friend he has not seen in twenty years. A police officer approaches, and the man in the doorway explains why he is there. As they speak, the man strikes a match to light his cigar, revealing his face. Read the passage. Then, answer the question(s). (1) “Twenty years ago to-night,” said the man, “I dined here at ‘Big Joe’ Brady’s with Jimmy Wells, my best chum, and the finest chap in the world. He and I were raised here in New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next morning I was to start for the West to make my fortune. You couldn’t have dragged Jimmy out of New York; he thought it was the only place on earth. Well, we agreed that night that we would meet here again exactly twenty years from that date and time, no matter what our conditions might be or from what distance we might have to come. We figured that in twenty years each of us ought to have our destiny worked out and our fortunes made, whatever they were going to be.” (2) “It sounds pretty interesting,” said the policeman. “Rather a long time between meets, though, it seems to me. Haven’t you heard from your friend since you left?” (3) “Well, yes, for a time we corresponded,” said the other. “But after a year or two we lost track of each other. You see, the West is a pretty big proposition, and I kept hustling around over it pretty lively. But I know Jimmy will meet me here if he’s alive, for he always was the truest, stanchest old chap in the world. He’ll never forget. I came a thousand miles to stand in this door to-night, and it’s worth it if my old partner turns up.” (4) The waiting man pulled out a handsome watch, the lids of it set with small diamonds. (5) “Three minutes to ten,” he announced. “It was exactly ten o’clock when we parted here at the restaurant door.” (6) “Did pretty well out West, didn’t you?” asked the policeman. (7) “You bet! I hope Jimmy has done half as well. He was a kind of plodder, though, good fellow as he was. I’ve had to compete with some of the sharpest wits going to get my pile. A man gets in a groove in New York. It takes the West to put a razor-edge on him.” (8) The policeman twirled his club and took a step or two. (9) “I’ll be on my way. Hope your friend comes around all right.” … (10) About twenty minutes [the man] waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man.60 © Pearson Education, Inc., or its affiliates. All rights reserved. 1 GRADE 9 • UNIT 2 TESTName: Date:(11) “Is that you, Bob?” he asked, doubtfully.(12) “Is that you, Jimmy Wells?” cried the man in the door.(13) “Bless my heart!” exclaimed the new arrival, grasping both the other’s hands with his own. “It’s Bob, sure as fate. I was certain I’d find you here if you were still in existence. Well, well, well!—twenty years is a long time. The old restaurant’s gone, Bob; I wish it had lasted, so we could have had another dinner there. How has the West treated you, old man?”(14) “Bully; it has given me everything I asked it for. You’ve changed lots, Jimmy. I never thought you were so tall by two or three inches.”(15) “Oh, I grew a bit after I was twenty.”(16) “Doing well in New York, Jimmy?”(17) “Moderately. I have a position in one of the city departments. Come on, Bob; we’ll go around to a place I know of, and have a good long talk about old times.”(18) The two men started up the street, arm in arm. The man from the West, his egotism enlarged by success, was beginning to outline the history of his career. The other, submerged in his overcoat, listened with interest.(19) At the corner stood a drug store, brilliant with electric lights. When they came into this glare each of them turned simultaneously to gaze upon the other’s face.(20) The man from the West stopped suddenly and released his arm.(21) “You’re not Jimmy Wells,” he snapped. “Twenty years is a long time, but not long enough to change a man’s nose from a Roman to a pug.”(22) “It sometimes changes a good man into a bad one,” said the tall man. “You’ve been under arrest for ten minutes, ‘Silky’ Bob. Chicago thinks you may have dropped over our way and wires us she wants to have a chat with you. Going quietly, are you? That’s sensible. Now, before we go on to the station here’s a note I was asked to hand you. You may read it here at the window. It’s from Patrolman Wells.”(23) The man from the West unfolded the little piece of paper handed him. His hand was steady when he began to read, but it trembled a little by the time he had finished. The note was rather short.(24) “Bob: I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted in Chicago. Somehow I couldn’t do it myself, so I went around and got a plain clothes man to do the job. JIMMY.”© Pearson Education, Inc., or its affiliates. All rights reserved. 2 61 GRADE 9 • UNIT 2 TEST Name: Date: 1. The following question has two parts. Answer Part A first, then Part B. Part A Which of the following best describes the narrative point of view of the passage? a. The story is told by a first-person narrator. b. The passage switches from third- to first-person narration. c. The narrator speaks directly to the reader as the story unfolds. d. A third-person narrator recounts the events of the story. Part B Which of the following best supports the answer to Part A? a. The narrator uses first-person pronouns to provide background. b. First- and second-person pronouns only occur in character dialogue. c. The reader is not told the main character’s name until the end. d. The narrator does not seem to know personal details about the characters. 2. Which of the following best describes the effect the narrative point of view has on the passage? a. Because the point of view represents one character’s perspective, it provides unique insights into his thoughts. b. Because the point of view is “outside” the action, it allows the reader to know things the characters do not. c. Because the point of view is “outside” the action, the reader thinks the account is complete, so the ending is more surprising. d. Because the point of view is “outside” the action, it allows the writer to develop distinct characterizations for each character. 3. Which characteristics does the man from the West clearly show in the excerpt? Choose all that apply. a. arrogance d. understanding b. humility e. loyalty c. foresight  62 © Pearson Education, Inc., or its affiliates. All rights reserved. 3 GRADE 9 • UNIT 2 TESTName: Date: 4. The following question has two parts. Answer Part A first, then Part B. Part A Which of the following best describes conflicting or opposing motives experienced by one of the characters? a. Bob is not sure whether Jimmy is the right type to be his friend. b. Bob is feeling doubts about the life he has chosen to lead. c. Jimmy feels both loyalty to Bob and the need to do his duty. d. Over time, Jimmy has rejected the “plodder” he used to be. Part B Which of the following quotations from the passage best supports the answer to Part A? a. “He was a kind of plodder, though, good fellow as he was.” b. “It sometimes changes a good man into a bad one,” said the tall man. c. His hand was steady when he began to read, but it trembled a little by the time he had finished. d. Somehow I couldn’t do it myself, so I went around and got a plain clothes man to do the job.   5. Based on details in the excerpt, write a brief paragraph explaining a likely theme of O. Henry’s story. Support your answer with at least two details from the excerpt, explaining how each develops the theme.© Pearson Education, Inc., or its affiliates. All rights reserved. 4 63 GRADE 9 • UNIT 2 TEST Name: Date: ANALYZE CRAFT AND STRUCTURE Fictional Narrative Read the following fictional narrative. Then, answer the question(s). (1) Rosa liked to figure people out, but her Aunt Sofía had always been a mystery to her. At big family gatherings, Sofía seemed to hang back, never saying all that much. She was quite a contrast to the other aunts, who ran right up to you to squeeze your face and yell how big you had grown! (2) Rosa knew that Sofía was a successful doctor, busy all the time, loved by her patients. It was possible that when Rosa saw Sofía, she might just be tired. Still, Rosa couldn’t help but think that she was a cold fish. (3) Couldn’t, that is, until the summer Rosa went to stay at her grandmother’s house. One rainy day, Rosa wandered aimlessly up to the attic and began poking around. Turning to look at an antique fan, she accidentally knocked over a dusty stack of books. As she began picking up the mess, something like an electric shock went through her. On the cover of one of the books, written in large letters, were the words, “My Diary—by Sofía—KEEP OUT!” Boredom vanished. Seating herself on the floor, leaning against a big suitcase, Rosa began to read. (4) June 5. Today was my brother Tito’s birthday. Who knew a birthday could be so suspenseful! Tito loves animals, so the idea of giving him a puppy for his birthday might seem like a no-brainer. But my parents have been going back and forth about it for weeks. It’s almost a year to the day that Muff died, and Tito was pretty broken up about losing her. They were constant companions. He walked her, fed her, groomed her—when the vet explained how ill she was, it hit him hard. I think two months went by before I saw him smile. (5) So, there was a big question mark hanging over the day: When Tito sees his birthday gift, is he going to burst out crying, throw a fit—or break into smiles? I have to say, though, I felt a little sour about the whole thing. Tito’s the youngest, so it’s only right that we all look out for him. But I mean, come on—at some point, he’s going to have to learn to get through difficult times without five people all fussing over him and holding his hand. When Rachel and I had our big fight last year, I don’t remember people saying much more than, “You’ll get through it.” (6) I didn’t let that little sour note spoil the whole day, though. I had a good time with Tito and his friends, playing video games in Tito’s room and listening to some new music. Then, the big moment came. Dad asked us all to come to the garage. We all filed up the driveway and lined up in front of the garage door. (7) An odd silence fell. Tito’s friends stood on the blacktop, shuffling and giggling a little. It was the end of the day, and the sun was beginning to let up, but I could still see the heat rising off the family car in little waves. Mom was watching Tito carefully. Dad, who’s never good at speaking to a group, mumbled something about enjoying life’s real gifts. Then, he bent down, unlatched the garage door, and threw it open. Inside, the cutest little furball I’d ever seen started yapping and bouncing all over his crate! (8) We all turned to look at Tito. He stood there silently, his mouth open in shock, for a good minute. Then, he turned and said, smile as wide as the sky, “I love him—can I keep him?” (9) That was a good moment. I won’t forget it anytime soon.64 © Pearson Education, Inc., or its affiliates. All rights reserved. 5 GRADE 9 • UNIT 2 TESTName: Date: 6. The following question has two parts. Answer Part A first, then Part B. Part A Which of the following best describes how the narrative is structured? a. A third-person narrative set in the story’s present is the frame story for a first-person narrative that takes place in the past. b. A third-person narrative set in the past is the frame story for a third- person narrative that takes place in the story’s present. c. A first-person narrative set in the past is the frame story for a third- person narrative set in the story’s present. d. A third-person narrative set in the past alternates with another third- person narrative set at the same time. Part B What effect does that narrative structure have on the passage? a. It creates uncertainty in the reader about who is telling the truth. b. It causes surprise when the reader learns the truth about a character. c. It increases readers’ interest in and insight into a character. d. It works to develop a mystery by leaving out important events.  ANALYZE CRAFT AND STRUCTUREArgumentative TextRead the following selection. Then, answer the question(s). (1) The plans for the new skate park in Jedsun Park are a case of right idea, wrong location. A quick look at a map will show you why. (2) Nobody disputes the need for a skate park. Rollerskating and skateboarding are popular activities among the city’s youth. Without an established, safe facility to go to, however, youngsters may be tempted to use prohibited, unsafe sites. To help them do the right thing, we need to provide them with a safe, well-regulated skate park—a place where they can socialize and exercise; an outlet for their energy; a showcase for their skills! (3) So, everybody agrees that we should build a skate park. Who could object to locating it at the old band shell in Jedsun Park? (4) The answer is, anyone who is concerned with safety and convenience! Consider how youngsters will get to the proposed site. There is a bus stop nearby on Myrtle Boulevard— but the only direct route from there to the band shell crosses McCooter Parkway. The nearest bike stands are also across the parkway. Youngsters will have to walk another two miles to find a safe crossing. There are other, closer places to cross McCooter—but none of them are safe. Alternatively, if youngsters use the bus stop near the park entrance on Evita Street, they have even farther to walk. (5) Practically speaking, if we put the new skate park in such an inconvenient location, we may be discouraging youngsters from using it at all. Alternatively, we are encouraging them to take risky shortcuts. Either way, we are working against the whole reason for a skate park— good, safe fun!© Pearson Education, Inc., or its affiliates. All rights reserved. 6 65 GRADE 9 • UNIT 2 TEST Name: Date: (6) There is a simple alternative, though. The old fountain near the Evita Street entrance was once a beautiful landmark. However, it has been in bad repair for years. It is overgrown and unsightly—a site just waiting for renovation. The city should spend its money wisely and locate the new skate park at this site. 7. Which of the following is a specific detail that most directly supports the cen- tral idea that the location of the proposed skate park is unsafe? a. The nearest bus stop is across a parkway. b. The old fountain near the entrance is in bad repair. c. The Evita Street entrance is close to a bus stop. d. Without an established facility, youngsters may use unsafe sites.   8. The following question has two parts. Answer Part A first, then Part B. Part A What main, or most important, claim does the writer attempt to prove in the passage? a. The city should provide a skate park for youngsters. b. The old band shell is not a convenient location for a new skate park. c. The city should encourage safe behavior among youngsters. d. The city should build a skate park at the fountain, not at the band shell. Part B In which quotation from the passage does the writer give evidence for the claim identified in Part A? a. Nobody disputes the need for a skate park. b. Rollerskating and skateboarding are popular activities among the city’s youth. c. There are other, closer places to cross McCooter—but none of them are safe. d. The old fountain near the Evita Street entrance was once a beautiful landmark.   9. Which of the following best explains why the passage can be considered an argumentative essay? a. The author uses charged language to convince readers. b. The author has an informed concern about a public issue. c. The author makes a claim and presents evidence to support it. d. The author presents a balanced account of a controversy.  66 © Pearson Education, Inc., or its affiliates. All rights reserved. 7 GRADE 9 • UNIT 2 TESTName: Date: 10. Which of the following is the most reasonable evaluation of the argument in the passage? a. The author presents sufficient evidence to establish that there is a problem and provides support for the proposed solution. b. The author presents sufficient evidence to establish that there is a problem but provides no support for the proposed solution. c. The author presents sufficient support for the proposed solution but provides little evidence that there is a problem. d. The author presents little support for the points in the argument.ANALYZE CRAFT AND STRUCTUREIdentify the choice that best answers the question. 11. Which of the following is always characteristic of a symbol? a. It is a strong visual or auditory image. b. It expresses a deep insight into life. c. It shows something a character values. d. It stands for another, larger idea. 12. Read the following claim. The school day should begin half an hour later in the morning. Which of the following would offer the best supporting evidence for this claim? a. a study showing that students retain more information if they get extra sleep in the morning b. an expert who believes that large numbers of student riders in the morning puts a strain on public transportation c. statistics confirming that more students ride buses before peak rush hour than at any other time during the day d. an anecdote about a time the writer missed an important test because she was late to school one morning   13. Which of the following is an example of narrative nonfiction? a. A writer provides detailed descriptions of a real place. b. A write creates characters and has them witness a historic event. c. A writer presents an interpretation of an actual event or experience. d. A writer interviews a series of witnesses to explain events.  © Pearson Education, Inc., or its affiliates. All rights reserved. 8 67 GRADE 9 • UNIT 2 TEST Name: Date: 14. Which of the following are examples of a primary source? Choose the two that apply. a. a history textbook d. a set of statistics b. an analysis of events e. a personal diary c. an original document LANGUAGE DEVELOPMENT: Vocabulary Identify the choice that best answers the question. 15. Which of the following answer choices is one meaning of the Greek root -path- ? a. route c. of or about b. feeling d. receiving   16. The following question has two parts. Answer Part A first, then Part B. Part A Which of the following answer choices is one meaning of the Latin root -mort-? a. death c. outside b. wrong d. exchange Part B Given the answer to Part A, what can you conclude is the meaning of mortuary in the following sentence? The victims of the earthquake were transferred to the mortuary. a. place where stocks and bonds are sold b. place where the dead are kept before burial c. place where the sick are housed and treated d. type of transportation vessel for passengers 17. The word revelatory comes from the Latin root word revelare, meaning “uncover” or “show.” Use this information as well as your knowledge of the suffix -ory to choose the correct definition of revelatory. a. in a state of being uncovered b. one who uncovers c. relating to the act of uncovering d. not uncovered  68 © Pearson Education, Inc., or its affiliates. All rights reserved. 9 GRADE 9 • UNIT 2 TESTName: Date: 18. Which of the following answer choices is one meaning of the Latin root -lum-? a. darkness b. light c. difficulty d. enduranceLANGUAGE DEVELOPMENT: Vocabulary“The Lagoon,”Joseph ConradRead the following paragraph from Joseph Conrad’s short story “The Lagoon.”Then, answer the question(s). “We ran our canoe on the white beach of a little bay close to a long tongue of land that seemed to bar our road; a long wooded cape going far into the sea. My brother knew that place. Beyond the cape a river has its entrance, and through the jungle of that land there is a narrow path. We made a fire and cooked rice. Then we lay down to sleep on the soft sand in the shade of our canoe, while she watched. No sooner had I closed my eyes than I heard her cry of alarm. We leaped up. The sun was halfway down the sky already, and coming in sight in the opening of the bay we saw a prau manned by many paddlers. We knew it at once; it was one of our Rajah’s praus. They were watching the shore, and saw us. They beat the gong, and turned the head of the prau into the bay. I felt my heart become weak within my breast. Diamelen sat on the sand and covered her face. There was no escape by sea.” 19. The word wooded appears underlined in the paragraph. Identify a familiar word that appears inside wooded, and choose the likeliest meaning of wooded as it is used in the paragraph. a. covered by trees b. covered with grass c. without vegetation d. overgrown with weeds   20. The word prau appears underlined twice in the paragraph. Choose the answer that gives the most likely definition of the word, along with the context clue that best supports your answer. a. a type of boat; “manned by many paddlers” b. a type of boat; “one of our Rajah’s” c. a type of weapon; “one of our Rajah’s” d. a type of weapon; “I felt my heart become weak”  © Pearson Education, Inc., or its affiliates. All rights reserved. 10 69 GRADE 9 • UNIT 2 TEST Name: Date: LANGUAGE DEVELOPMENT: Conventions and Style Short Story Read the following passage. Then, answer the question(s). His head held high, Roberto walked towards the podium, waving to his friends in the audience. The year had had its ups and downs, but he had made it class valedictorian. Mounting the steps, Roberto took his place before the microphone. After four years of listening to speakers at school assemblies and graduations, it was his turn. He was ready. Whatever difficulties he had passed through over those years were over; this moment vindicated his struggles. The long, uncertain climb was finished; he had arrived at the top of the mountain. Roberto had decided to begin his speech by thanking the person who had helped him most during this time. Clearing his throat, he began, “Three years ago, I wasn’t sure that I would be graduating today, much less addressing you as class valedictorian. Every day, I seemed headed toward greater uncertainty, like a ship without a rudder. If there is one person who helped ensure that I would be speaking to you today, it is Ms. Maple. How can I say enough to thank her?” 21. Which of the following quotations from the passage is an absolute phrase? a. His head held high b. waving to his friends in the audience c. of listening to speakers d. Whatever difficulties he had passed through   22. Which of the following quotations from the passage is a participial phrase? a. His head held high b. waving to his friends in the audience c. of listening to speakers d. Whatever difficulties he had passed through   23. Which of the following quotations from the passage is an infinitive phrase? Choose all that apply. a. in the audience b. Mounting the steps c. to begin his speech d. to you today e. to thank her70 © Pearson Education, Inc., or its affiliates. All rights reserved. 11 GRADE 9 • UNIT 2 TESTName: Date:24. Read the following quotation from the passage: Mounting the steps, Roberto took his place before the microphone. After four years of listening to speakers at school assemblies and graduations, it was his turn. He was ready. Rewrite the quotation, using more vivid word choices to enhance the descriptive details. Use at least one participial phrase. 25. Which of the following sentences might Roberto include in his speech to add effective parallelism? a. Ms. Maple is like the beacon in a lighthouse. She helps guide teenagers uncertain of their direction. b. Tireless in her efforts, generous with her time, unstinting of her good humor, Ms. Maple has inspired many. c. Ms. Maple is generous with her time. Generous to a fault, perhaps. So generous, I am not sure she has time to sleep. d. Ms. Maple inspired me to stick with my studies even when my medical problems tempted me to give up.   26. Which correction should be made to the second sentence of the passage? a. Add a colon after “The year.” b. Change the comma after “downs” to a semicolon. c. Add a semicolon between “made it” and “class valedictorian.” d. Add a dash between “made it” and “class valedictorian.” 27. Which of the following uses punctuation correctly to combine two sentences in the passage? a. After four years of listening to speakers at school assemblies and graduations—it was his turn—he was ready. b. After four years of listening to speakers at school assemblies and graduations: it was his turn; he was ready. c. After four years of listening to speakers at school assemblies and graduations; it was his turn—he was ready. d. After four years of listening to speakers at school assemblies and graduations, it was his turn; he was ready.© Pearson Education, Inc., or its affiliates. All rights reserved. 12 71 GRADE 9 • UNIT 2 TEST Name: Date: 28. Write two sentences about Roberto. In your first sentence, use a semicolon correctly to join two clauses. In your second sentence, use a colon correctly to introduce a quotation from the passage. 29. Which of the following quotations from the passage contains a metaphor? a. . . . Roberto walked towards the podium, waving to his friends in the audience. b. The long, uncertain climb was finished; he had arrived at the top of the mountain. c. “Three years ago, I wasn’t sure that I would be graduating today. . . .” d. “. . . I seemed headed toward greater uncertainty, like a ship without a rudder.” 30. Which of the following quotations from the passage contains a simile? a. . . . Roberto walked towards the podium, waving to his friends in the audience. b. The long, uncertain climb was finished; he had arrived at the top of the mountain. c. “Three years ago, I wasn’t sure that I would be graduating today. . . .” d. “. . . I seemed headed toward greater uncertainty, like a ship without a rudder.” 31. Reread this quotation from the passage. How can I say enough to thank her? Choose the answer that best explains why this quotation is a rhetorical question. a. It poses a question to make a point, not to obtain information. b. It contains language that causes strong feelings. c. It exaggerates the degree or extent of a state of affairs. d. It assumes the listener already knows Ms. Maple.72 © Pearson Education, Inc., or its affiliates. All rights reserved. 13 GRADE 9 • UNIT 2 TESTName: Date:EFFECTIVE EXPRESSION: Writing and EditingMia is writing an argument defending the claim that the ideal of freedom requiresrisk and sacrifice. Read the draft of her introduction and her notes, and then completethe task or answer the question(s). An Ideal With a Price In our society, people throw around phrases such as “freedom of choice” and “my rights” without too much thought. The most trivial preferences are proclaimed a “choice,” whether the “choice” concerns which brand of snack food to buy, which singer to vote for in an Internet poll—or which presidential candidate to support. In our culture, everything seems to come down to individual tastes and preferences, however small or insignificant. What people do not seem to appreciate is that freedom in our country is a hard-won gift. It is not something that nature—or the supermarket—gives us free of charge. Freedom is the gift of generations of struggle. In that struggle, those who benefited from the gift often turned right around and gave it to others. Some of the brightest examples of the way the gift of freedom can be passed along come from the history of the Underground Railroad.Mia took these notes from her sources: John Parker, famous conductor on the Underground Railroad • born into slavery in 1827 in Norfolk, Virginia • allowed to earn some money on his own • in 1845, bought his freedom with money he had saved • moved north, to Ohio • opened his own business • worked on the Underground Railroad, a network of people who helped slaves escape to freedom • “Conductors” on the railroad led escaped slaves from one “station,” or hiding spot, to the next on the way to a northern state or Canada. • Parker would cross the Ohio River into Kentucky, which was slave territory, meet fugitive slaves, and lead them back across to Ohio, a free state. • illegal activity: Aiding escaped slaves carried a jail sentence • reward issued for Parker’s capture—dead or alive • died in 1900© Pearson Education, Inc., or its affiliates. All rights reserved. 14 73 GRADE 9 • UNIT 2 TEST Name: Date: 32. Drawing on details from Mia’s notes, write the rest of the paragraph that begins with the underlined sentence. In your paragraph, make sure you clearly present the evidence that best supports the claim in the underlined sentence. Use transi- tions as appropriate to show the connections between your ideas. 33. Read these sentences from the essay. It is not something that nature—or the supermarket—gives us free of charge. Freedom is the gift of generations of struggle. Which would be the best transitional word or phrase to insert at the beginning of the second sentence, before the word “Freedom”? a. Instead, b. Additionally, c. However, d. Furthermore,74 © Pearson Education, Inc., or its affiliates. All rights reserved. 15 Name: GRADE 9 • UNIT 2 TEST Available in TestNav8, ExamView, and as editable WDoatred: documents. Unit 2 TestPerformance TaskCONSTRUCTED RESPONSEYou will use these two sources to respond to the following item(s). Read the two sources,and then answer the question(s) or complete the task(s) given.Source 1: The Life of Helen Keller (1) Helen Keller was not always deaf and blind. When she was born on June 27, 1880, in Tuscumbia, Alabama, she could see and hear and showed an interest in the world around her. Then, in February of 1882, when she was nineteen months old, Helen became sick. By the time the illness was over, Helen could no longer see or hear. For five years, Helen communicated little and only by simple hand gestures. She felt enormous frustration when she realized that others were communicating in ways that excluded her. (2) In 1887, Anne Sullivan came to the Kellers’ home and taught Helen to use the manual alphabet and to write and read Braille. Eventually, Helen learned to speak. Helen was able to attend prep school and, later, Radcliffe College, from which she graduated in 1904. Anne accompanied Helen to her classes to interpret the lessons for her. (3) In her writings, Helen explains that she lived in a rich, complex world of scent, taste, touch, and vibration. A specific scent could tell where she was and what the weather was like. She could feel sunlight or cool breezes on her skin. She could use touch to distinguish between different objects. She could recognize people by touching their faces. Through vibrations, Helen could perceive everything from footsteps to music, though she could not follow a tune. (4) Touch was also Helen’s path to speech. When Helen’s teacher Anne spoke, Helen would use touch to understand the way her lips and tongue moved. Helen would also feel the vibrations in Anne’s throat. Then, Helen would imitate her teacher to produce the correct sound. Although she lacked sight and hearing, Helen’s other senses opened the world to her. (5) Helen spent the rest of her days traveling around the world to give lectures about the deaf and the blind, in support of women’s rights, and against war. She also wrote books about her life. Helen Keller was, and continues to be, an inspiration and a source of hope for many people.© Pearson Education, Inc., or its affiliates. All rights reserved. 16 75 GRADE 9 • UNIT 2 TEST Name: Date: Source 2: Education for Children Who Are Deaf or Blind (1) Children who are deaf or blind have not always had the benefits of education. In earlier centuries, they were often looked on as incapable of learning or even as lacking intelligence. Those who were blind were often assumed to be unable to work. (2) These assumptions sharply limited the possibilities open to persons with disabilities— especially because these assumptions were shared by people who wanted to help. Early reformers such as Samuel Gridley Howe complained that the aid given to blind persons kept them in the position of a “beggar,” receiving food and clothing but lacking the training and support that would set them free to work for a living. (3) The first European or English schools for those who were deaf or blind were founded in the eighteenth century. The first United States school for deaf children was founded in 1817 by Thomas Hopkins Gallaudet. In 1832, Dr. John Dix Fisher founded the first school for the blind in the United States, the Perkins School for the Blind. Howe was its first director. (4) These schools opened up previously impossible opportunities for those with impaired senses. One of Perkins’s most famous students was Laura Bridgman, a woman who was both deaf and blind. At Perkins, Bridgman succeeded in learning to read and write. (5) Later, the director of Perkins sent one of its graduates, Anne Sullivan, to tutor another child with deafblindness, Helen Keller. Helen’s condition had prevented her from learning language. Sullivan, however, succeeded in teaching Helen to communicate in words. Keller grew up to become one of the most vigorous and vocal lobbyists for the education of the blind. She wrote books, lectured publicly, and traveled widely. (6) Since Helen Keller’s day, opportunities for those with sensory impairments have widened. Notably successful people with deafness include Olympic swimmer Terence Parkin, winner of a silver medal in the 2000 Summer Olympics. David Paterson, totally blind in one eye and with severe impairment in the vision of the other, was elected lieutenant governor of New York in 2006 and became governor in 2008. (7) Over the course of time, education for students who are blind or deaf has become more integrated with public school education. Advocacy groups and legislators have pushed hard to ensure that those with impaired senses have opportunities for employment. With greater educational and employment opportunities, those who are blind or deaf have a greater chance to realize their individual potential. The world must now acknowledge what it sometimes has had difficulty acknowledging before—given the right opportunities, those without sight or hearing can contribute greatly to society. (8) However, some say there is still much work to be done. Shortages of trained educators for students who are blind, for example, may limit the support these students receive, including education in reading Braille (the alphabet read by touch). In 2014, legislation known as the Cogswell-Macy Act, designed to strengthen education for students who are blind or deaf, was introduced in Congress.76 © Pearson Education, Inc., or its affiliates. All rights reserved. 17 GRADE 9 • UNIT 2 TESTName: Date: 1. Read each of the following claims. I. People who are blind and deaf have made notable achievements. II. Those who are blind or deaf may still have rich sensory worlds. III. Those who are blind or deaf still do not always have the opportunities they deserve. Choose the answer that indicates which claims are most clearly supported by each source. a. Source 1: Claim I; Source 2: Claims I, II, III b. Source 1: Claims II, III; Source 2: Claims I, III c. Source 1: Claims I, II; Source 2: Claims I, III d. Source 1: Claims I, II; Source 2: Claim III 2. Read this quotation from the second source. … given the right opportunities, those without sight or hearing can contribute greatly to society. Write three to four sentences from the first source that can clearly be used to support this claim. 3. Based on your notes from the two sources, write an argument defending a claim about the opportunities and support that are or should be provided to those with sensory impairments. Support your points with details from the two sources.© Pearson Education, Inc., or its affiliates. All rights reserved. 18 77 GRADE 9 • UNIT 2 TEST Name: Date: 4. Based on your notes from the two sources, write an argument defending a claim about the opportunities and support that are or should be provided to those with sensory impairments. Support your points with details from the two sources.78 © Pearson Education, Inc., or its affiliates. All rights reserved. 19 Unit 2 TestInterpretation Guide For remediation of specific skills, you may assign students the relevant remediation resources indicated in the far-right column of this chart. To find remediation resources, go online at pearsonrealize.com and search for the key indicated. Be sure to use quotation marks, as indicated. Note that the DOK levels given in the chart are for typically developing readers and should be weighted more heavily for struggling or linguistically different readers.Selected and Short ResponseOBJECTIVE TEST ITEM INSTRUCTIONAL DOK GO ONLINE! STANDARDS SEARCH FOR . . .Analyze Craft and Structure 2 “G09NarrPOV_rem” 2 “G09NarrPOV_rem”Narrative Point of Vie w 1 RL.9-10.5 2 “G09Charac_rem”Characters and 2 RL.9-10.5 2 “G09Charac_rem”Characterization 3 “G09Theme_rem” 3 RL.9-10.3 2 “G09FramSt_rem”ThemeFrame Story 4 RL.9-10.3 2 “G09Central_rem”Central Idea and SpecificDetails 5 RL.9-10.2 2 “G09Claim0_rem”Claim 6 RL.9-10.3, 2 “G09Claim0_rem”Argumentative Essay RL.9-10.5 1 “G09ArgEss_rem” 7 RI.9-10.2, 3 “G09ArgEss_rem” RI.9-10.8 8 RI.9-10.2, RI.9-10.5 12 RI.9-10.2, RI.9-10.5 9 RI.9-10.6 10 RI.9-10.3© Pearson Education, Inc., or its affiliates. All rights reserved. 1 79 UNIT 2 TEST • INTERPRETATION GUIDE   TEST ITEM INSTRUCTIONAL DOK GO ONLINE! STANDARDS SEARCH FOR . . . OBJECTIVE 11 RL.9-10.2 1 “G09Symbol_rem” Symbol Narrative Nonfiction 13 RI.9-10.3 1 “G09NarraNF_rem” Primary Sources 14 RI.9-10.8 1 “G09PrimSo_rem” Word Study 15 L.9-10.4, 1 “G09GRpath_rem” L.9-10.4.b 2 “G09LRmort_rem” Greek Root -path- 2 “G09LSory0_rem” Latin Root -mort- 16 L.9-10.4, 1 “G09LRlum0_rem” Latin Suffix -ory L.9-10.4.b 2 “G09BaseWo_rem” Latin Root -lum- 2 “G09MultMe_rem” 17 L.9-10.4, Base Words L.9-10.4.b Multiple-Meaning Words 18 L.9-10.4, L.9-10.4.b 19 L.9-10.4 20 L.9-10.4 Conventions/Author’s Style Absolute Phrases 21 L.9-10.1.b 1 “G09AbsPhras_rem” Participial Phrases 22 L.9-10.1.b 1 “G09ParPhras_rem” 24 3 Infinitives and Infinitive 23 L.9-10.1.b 1 “G09InfPhras_rem” Phrases Word Choice 24 L.9-10.1.b, 3 “G09ParPhras_rem” L.9-10.3 1 “G09Parall_rem” Parallelism 25 1 “G09Punctu_rem” Punctuation 26 L.9-10.1.a 1 “G09Punctu_rem” 27 L.9-10.2, L.9- 10.2.a, L.9-10.2.b L.9-10.2, L.9- 10.2.a, L.9-10.2.b80 © Pearson Education, Inc., or its affiliates. All rights reserved. 2 UNIT 2 TEST • INTERPRETATION GUIDE OBJECTIVE TEST ITEM INSTRUCTIONAL DOK GO ONLINE! STANDARDS SEARCH FOR . . . Punctuation Figurative Language 28 L.9-10.2, L.9- 2 “G09Punctu_rem” 10.2.a, L.9-10.2.b Rhetorical Question 29 RL.9-10.4, L.9-10.5 1 “G09FigurLan_rem” 30 RL.9-10.4, L.9-10.5 1 “G09FigurLan_rem” 31 L.9-10.1.a 1 “G09RhetQue_rem” Writing 32 W.9-10.1, W.9- 3 “G09Argume_rem” Argument 10.1.a, W.9-10.1.c Argument—Transitions 33 W.9-10.1.c 2 “G09ArguTran_rem”Performance Task OBJECTIVE TEST ITEM INSTRUCTIONAL DOK GO ONLINE! STANDARDS SEARCH FOR . . . Constructed Response Writing: Research 1 W.9-10.1 2 “G09WResea_rem” Writing: Research Writing: Research 2 W.9-10.1 3 “G09WResea_rem” Writing: Research— 3 W.9-10.1, W.9- 2 “G09WResea_rem” Argument 10.1.a, W.9-10.8 4 W.9-10.1, 4 “G09WArgue_rem” W.9-10.1.a  © Pearson Education, Inc., or its affiliates. All rights reserved. 3 81 Notes Notes OPEN MINDS GRADE 6 GRADE 7 GRADE 8 GRADE 9PerspectivesTM PerspectivesTM PerspectivesTM PerspectivesTM ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTSGrade 6 Grade 7 Grade 8 Grade 9 GRADE 10 PerspectivesTM PerspectivesTM AMERICAN LITERATURE BRITISH AND WORLD LITERATURE PerspectivesTM ENGLISH LANGUAGE ARTS Grade 10 American British and Literature World Literature Learn more atPearsonSchool.com/myPerspectivespearsonschool.com/myPerspectives800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved.