Name: Hour: Introduction to Literature Midterm Study Guide

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1 Name: Hour: Introduction to Literature Midterm Study Guide All 9th grade students in Anchor Bay High School will take a common standard based midterm. The test will consist of 130 multiple choice questions and will consist of the five parts with approximate percentage components. Part 1: Short story terms (20%) Part 2: Comprehending a new short story (6%) Part 3: Previously read literature (40%) The Most Dangerous Game by Richard Connell The Necklace by Guy de Maupassant The Cask of Amontillado by Edgar Allan Poe The Gift of the Magi by O. Henry The Tragedy of Romeo and Juliet by William Shakespeare Part 4: Grammar (30%) Subject / Predicate Direct object / indirect object / object of the preposition Predicate nominative / predicate adjective Linking verb / action verb Transitive verb / intransitive verb Helping verb Verb phrases Part 5: Vocabulary: Word of the Week (4%) Part 1: Short story terms- Students should be prepared to define, identify, and apply the following terms. Directions: Fill-in every box with the definition. Point of View (POV): How the author decides to tell the story (through whose eyes) 1

2 simile: a comparison using "like" or "as" allusion: a reference to a person, place, thing or idea of historical, cultural, literary or political significance antagonist: a character in conflict with the main character protagonist: the main character theme: central idea or universal message of the literary work setting: the time and place of action symbol: an object represents not only itself but a bigger ideas too tone: the writer's attitude toward a subject character: the people or animals in a story flashback: an interruption in the action of a plot to tell what happened at an earlier time hyperbole: a huge exaggeration foreshadowing: a clue that suggests events that have yet to occur imagery: description that appeals to the senses (sight, sound, smell, touch, taste) irony: differences between expectations and results inference: an educated guess mood: a feeling created in the readers by a story Part 2: Comprehending a new short story- You will be given a short story to read. Students should be prepared to demonstrate comprehension. Part 3: Previously read literature- Students should be prepared to recognize the characters and plots of the following short stories. The Most Dangerous Game by Richard Connell character Who is this person? What sort of person is he? What does he want? Sanger Rainsford Reasonable; doesn t think To survive an exciting hunt protagonist Hunter and author animals have feelings at first and then to General Zaroff antagonist Ivan Rich man who owns island where he hunts men A giant man servant to Zaroff Conflict: man vs. man (Rainsford vs Zaroff) Exposition: Rainsford falls off a yacht and ends up on Ship trap Island in the Caribbean, mid-1900 s Problem: Zaroff only cares about hunting, but it started to bore him Evil, spoiled, entitled educated Big dummy; only does what he is commanded SURVIVE To have the most exciting hunt ever X Theme: You should never underestimate your opponent. Fill in the major details of the plot. Rising Action: Climax: Zaroff chases Rainsford Rainsford dives through the jungle; Rainsford must survive into the sea for three days to outwit Zaroff, Ivan and his bloodthirsty hounds Falling Action: Rainsford and Zaroff duel. Zaroff is killed and fed to the hounds Resolution: Zaroff is presumably killed and fed to the hounds Do the events of the story change the protagonist as a person? yes no 2

3 The Necklace by Guy de Maupassant character Who is this person? What sort of person is s/he? What does s/he want? Madame Loisel A beautiful but not rich Self-centered, entitled, To be desired by all men Protagonist wife restless, dissatisfied and have expensive things Monsieur Loisel Husband to Matilde; respectable working man Loves his wife and makes sacrifices for her For his wife to be happy with her life Madame Forestier A wealthy childhood friend of Matilde Snobby and rich X Conflict: man vs. self (Madame Loisel vs self) Theme: It is dangerous to put too much importance on wealth Exposition: A self-centered woman dreams of being rich. Paris, late 1800 s Problem: Her husband comes home with an invitation; she is upset because she has no dress or jewelry Fill in the major details of the plot. Rising Action: Climax: Her husband The necklace is sacrifices to buy lost her a dress and she borrows a necklace; She has an amazing time at the ball Falling Action: The Loisel s work hard and struggle for 10 years to replace necklace Resolution: Ironically, the necklace was fake, but she is satisfied with her life now Do the events of the story change the protagonist as a person? yes no The Cask of Amontillado by Edgar Allan Poe character Who is this person? What sort of person is he? What does he want? A wealthy man who Crazy and easily offended collects wine and art Montresor protagonist Revenge man wo doesn t even know he has insulted him Fortunato antagonist Luchesi A wealthy man who collects wine and art normal To prove that he is skilled at tasting wine A wealthy man who collects wine and art X X Conflict: man vs. man (Montresor vs Fortunato) Theme: The destruction of revenge Fill in the major details of the plot. Exposition: A man is stewing about being insulted by another man; Italy, mid 1800 s Problem: Montresor plans to get revenge on Fortunato for insulting him Rising Action: Montresor lures Fortunato to his catacombs Climax: Montresor chains up Fortunato Falling Action: Montresor builds a wall while Fortunato screams Resolution: After 50 years, Montresor tells his story of how he got away with murder Do the events of the story change the protagonist as a person? yes no 3

4 The Gift of the Magi by O. Henry character Who is this person? What sort of person is s/he? What does s/he want? Jim Dillingham Young protagonist Young hard-working husband Responsible and caring Jim wants to buy a thoughtful gift for his wife Della protagonist Madame Sofronie Young wife Loving and caring Della wants to buy a thoughtful gift for her husband Owner of the hair-goods shop who buys Della s hair X X Conflict: man vs. society (poverty) Exposition: Della and Jim, a poor couple, struggle to buy a Christmas gift for each other; New York, 1905 Problem: They do not have enough money to buy each other a gift Theme: The importance of love and sacrifice Fill in the major details of the plot. Rising Action: Climax: Della sells her Della and Jim hair, so she can exchange gifts afford to buy a and realize their chain for Jim's gifts are useless. heirloom watch. Jim sells his watch to buy Della combs for her hair Falling Action: They decide to put their gifts aside until they can both use them. Resolution: Despite their useless gifts, they still love each other and learn a valuable lesson about sacrifice. Do the events of the story change the both protagonists as a person? yes no Know the characters and plot of The Tragedy of Romeo and Juliet by William Shakespeare character Who is this person? What sort of person is s/he? What does s/he want? Romeo Sensitive, moody, lovestruck, To find true love Son of Lord Montague impatient Juliet Daughter of Lord Capulet Innocent, respectful, passionate, strong-willed To be happy, love and be loved Friar Laurence The Nurse The priest and spiritual advisor to Romeo Juliet s nanny and mother-figure Reasonable, practical, patient, intelligent Uneducated, obnoxious, wishy-washy Benvolio Romeo s cousin Calm, reasonable, reasonable, supportive Tybalt Juliet s cousin Aggressive, skilled at swordplay, prideful The Prince The ruler of Verona A leader who is in over his head and concerned To help Romeo to how to love moderately and hopefully end feud To feel useful; at first to help Juliet plan marriage to Romeo then persuades her to marry Paris To help Romeo feel better and to maintain peace To be feared by the Montague s To maintain peace 4

5 character Who is this person? What sort of person is s/he? What does s/he want? Mercutio Friend of Romeo and Obnoxious, pleasure-seeking Whatever feels good at the cousin to the Price time; wants Romeo to like Lord Capulet Juliet s dad; leader of the Capulet family Aggressive; fun to be around, bossy him For people to do exactly what he says all the time Lady Capulet Juliet s mom and wife to Capulet Vain and self-absorbed To marry Juliet off; to get revenge for Tybalt s death Paris Lord Montague Successful noble man who wants to marry Juliet Romeo s dad; leader of the Montague family Kind, handsome, wellrespected Concerned and supportive To marry Juliet because he loves her To know what is bothering Romeo and help him Apothecary Man who sell drugs (legally and illegally) Desperate, poor and scared To live another day with food and some money Conflict: man vs. man: Montagues vs. Capulets Theme: True love is so strong is can NEVER die! Act I Exposition: Verona, late 1500 s. Two families have long-lasting feud. Romeo is depressed. Romeo to go to Capulet party because Rosaline is a guest. However, Romeo sees Juliet and falls in love immediately. Problem: The Montagues and Capulets are in conflict. Their children meet and fall in love and then find out they are enemies. Fill in the major details of the plot. Act II Act III Rising Action: Climax: Romeo and Tybalt seeks out Juliet profess Romeo for their love. They crashing party. decide to Romeo refuses secretly get to fight as they married. The are related now. Friar agrees in Tybalt kills hopes to end Mercutio, then feud. Romeo kills Tybalt. Prince orders Romeo is banished from Verona. (Romantic love and family loyalty) Act IV Falling Action: Friar tells Romeo to wait in Mantua until he receives a MESSAGE. Capulet decides to let Paris marry Juliet. Juliet takes sleeping POTION to fake her death. Juliet fears potion will NOT work and she will suffocate in tomb. Act V Resolution: Message from Friar John is to Romeo is Delayed. Romeo buys poison, so he can die with Juliet whom he thinks is dead. Romeo kills Paris and then himself. Juliet wakes finds Romeo dead and kills herself with Romeo s dagger. All decide to end feud after tragedy. Do the events of the story change the characters as people? yes no 5

Part 4: Grammar: Students should be prepared to recognize Basic Sentence Parts. Write the definition for subject : The essential noun or pronoun that cannot be left out of a complete subject.

6 Part 4: Grammar: Students should be prepared to recognize Basic Sentence Parts. Write the definition for subject : The essential noun or pronoun that cannot be left out of a complete subject. It is doing the verb. Recognize these four types of Simple Sentences Write the definition for predicate : A word that expresses time while showing an action, a condition or he fact that something exists. How many complete thoughts does a simple sentence express? Just 1 Simple subject simple predicate Compound subject Compound predicate Compound subject + compound predicate Directions: Label for Type of Simple Sentence Compound subject Circle predicates, box subjects, and draw vertical lines between subjects and predicates. High school students and teachers spend a lot of time reading literature. Compound subject + compound predicate The Most Dangerous Game and The Cask of Amontillado offer suspense to readers and deliver on that promise. Compound predicate The teachers here understand students and try to make classes enjoyable. Simple subject + simple predicate High school classes prepare students for their futures. Compound predicate Students love the early start time of high school and jump out of bed in the morning. 6

7 Recognize how to identify the job each noun in a sentence is doing and the type of verb in that sentence. This is how you figure out which job each word is doing: For LINKING Verbs Step 1: Declutter (Remove prepositional phrases). Step 2: Locate the verb. Step 5: Ask What ELSE is the subject? Predicate nominative = a noun Predicate adjective = an adjective Step 3: Ask Who is doing the verb? That s the subject. Step 4: Do the Linking Verb Test For ACTION Verbs Step 5: Ask What is receiving the action of the subject? That s the direct object. Step 6: Ask Is anyone receiving the direct object (but NOT stuck in a prepositional phrase)? That s the indirect object. Directions: Underline the prepositional phrases in these sentences and loop around the OBJECT of the PREPOSITIONAL PHRASE. See the example. 1. The high school hallways are color-coded throughout the building. 2. Some of the staff members with the black or red shirts are the security guards. (HINT! Do you see which word is the subject?) 3. Students rush to their classes and fumble with their too-many possessions. 4. Sometimes teachers are forced to give detentions to their late students. Next, make sure you do the Linking Verb Test. Identify each verb below as linking or action. Remember, if a verb passes the test, it s a linking verb. If it fails, then it s automatically an action verb. is = is = EX. The magician appears suddenly, and the child appears startled. FAIL! PASS! action linking verb verb Directions: Circle the verb then circle whether it is an action verb (A) or linking verb (L). 1. The students think about their midterms. 4. The young child tastes his first piece of bacon. 2. The teachers feel excited about the tests. 5. The bacon tastes salty and delicious. 3. The students feel the heaviness of their backpacks. 6. The child will become a meat-eater. Linking Verbs are like EQUAL SIGNS. subject = another noun (predicate nominative PN) OR subject = an adjective (predicate adjective PA) Directions: Rewrite each sentence as an equation. Indicate whether the subject is linked to a predicate nominative or adjective. 1. Kailey is a shop-aholic. 1. Kailey = shop-aholic PN PA 2. The stew tastes delicious. 2. Stew = delicious PN PA 3. The kittens seem alert. 3. kittens = alert PN PA 4. Puppies are wonderful pets. 4. Puppies = pets PN PA 7

Keep all of this in mind when dealing with ACTION VERBS: EX. 1 No action transferred. Quick Action Verb Facts: *Action verbs SHOW action. EX. 2 Action transferred to a direct object.

8 Keep all of this in mind when dealing with ACTION VERBS: EX. 1 No action transferred. Quick Action Verb Facts: *Action verbs SHOW action. EX. 2 Action transferred to a direct object. *The actions can be visible or merely mental (seen or unseen). *Sometimes the action just stays with the subject. EX. 1 *Sometimes the action moves from the subject onto a direct object. EX. 2 EX. 3 Action transferred to a direct object and THEN to an indirect object. *Sometimes the action moves from the subject onto a direct object, and then the direct object goes to an indirect object. EX. 3 *Sometimes the action moves from the subject to a direct object, and then there is NO indirect object because a prepositional phrase is doing the job of the indirect object instead. EX. 4 EX. 4 Direct comparison between indirect object and prepositional phrase. Directions: Look at EX. 1-4 above as examples of how to do these sentences (A-D). Circle action verbs; underline subjects, direct objects, and indirect objects; and underline then loop prepositional phrases. Then use the abbreviations in the box below to label each element. A. The school bus took the kids to school. B. That scene of the movie gave the audience chills. C. The tardy bell rang throughout the school. D. The quiet boy passed the cute girl a note. 8

9 Recognize that Action Verbs can be transitive or intransitive. Write the definition for TRANSITIVE VERB: An action verb that directs the action toward something or someone. Must have an object that can receive the action of the verb. Write the definition for INTRANSITIVE VERB: An action verb that does not direct action toward someone or something. There is no object to receive action. Directions: Circle the action verb in the sentence and then identify as transitive or intransitive. 1. Students think about their midterms. 4. The young child tastes his first piece of bacon. 2. The student reads every day before going to school. 5. Professional athletes train for years. 3. The students feel the heaviness of their backpacks. 6. In the spring, Damien will run his first marathon. Recognize HELPING VERBS when you see one. Write the definition for HELPING VERB: Verbs that can be added to another verb to make a single verb Sometimes other words separate the helping verb and main verb in the sentence. The word not is an example. Sarah couldn t run as fast as Beth. Here the word not separates the helping verb could from the main verb run. Directions: Identify only the helping verb(s) in each sentence and write it on the line: 1. I can t reach the top shelf. 2. It might be full of rowdy passengers, though. 3. Would she prefer to ride with Emily instead? 4. Shall I set the table now? 5. You really must see a doctor about that nasty cut. 6. In the spring, Damien will run his first marathon. Recognize VERB PHRASES when you see one. Write the definition for VERB PHRASE: The main verb and helping verb Since a verb phrase might use up to four words, a short adverb such as also, never, or not might try to sneak in between the parts. When you find an adverb snuggled in a verb phrase, it is still an adverb, not part of the verb. Directions: Identify the verb phrase in each sentence and write it on the line: 1. For her birthday, Selena would also like a dog. 2. To avoid another speeding ticket, Selena will never again take her eyes off the road to fiddle with the radio. 3. Despite the stern warning from Officer Carson, Selena has not lightened her foot on the accelerator. 4. Selena is always disobeying the speed limit. 5. Selena should have been driving with more care, for then she would not have gotten her third ticket this year. 6. The tires screeched as Selena mashed the accelerator. 9

10 Part 5: Vocabulary: Word of the Week : Students should be prepared to define each of the following terms: acclaim: enthusiastic and public praise animosity: strong hostility antecedent: a thing or event that existed before or logically precedes another arbitrary: based on random choice or personal whim, rather than any reason or system archaic: very old or old-fashioned comply: act in accordance with a wish or command callous: showing or having an insensitive and cruel disregard for others contemptuous: scornful cite: quote as evidence for or justification of an argument or statement, especially in a scholarly work denounce: publicly declare to be wrong or evil compatible: able to exist or occur together without conflict devoid: entirely lacking or free from Recommended Study Activities: Complete this study guide Go to the following webpage to review stories and play: Focus specifically on the ones listed in this study guide Go to the following web page: Take practice the Quizlets Go to the following web page: Focus on the grammar listed in the study guide 10

Name: KEY Hour: Introduction to Literature Midterm Study Guide 2019

Name: KEY Hour: Introduction to Literature Midterm Study Guide 2019 All 9th grade students in Anchor Bay High School will take a common standard based midterm. The test will consist of 130 multiple choice